Builders and Innovators

Overview

In this middle part of the unit, students investigate how solar and wind energy can power simple “moving” and “working” models. They will test, observe, and refine their designs using safe, hands-on materials.

Learning intentions

• Students will be able to explain that energy can come from the sun and wind.
• Students will be able to build a simple wind energy device and describe what affects its motion.
• Students will be able to build a solar-powered model and connect light to observable change.
• Students will be able to record results using pictures, words, and basic data (with help as needed).

Success criteria

• I can show a solar or wind model and describe what makes it work.
• I can make a prediction about what will change the results (more/less light or faster/slower wind).
• I can record observations during testing and share what I learned.
• I can say one improvement I will try next.

Curriculum links

• Scientific inquiry and communication: asking questions, planning simple investigations, using observations to build explanations, and communicating findings.
• Physical science concepts: energy as something that can be transferred and used; identifying sources such as the sun and wind.
• Engineering design process: building prototypes, testing, and improving based on evidence.
• Data and observations: gathering evidence, describing patterns, and using evidence to support explanations.

Lesson structure (240 minutes)

1. 0–25 min: Warm-up + big question

• Gather both children and review the unit theme “Builders & Innovators.” Ask: “What energy sources can we use to make something move or work?”
• Show two picture cards: sun and wind. Students respond with oral ideas; Year 1 draws simple pictures, Year 5 writes 1–3 sentences.

2. 25–70 min: Wind investigation—build simple windmills (Year 1) / mini turbine testing (Year 5)

• Provide materials and model safe building. Year 1 makes a paper-and-stick pinwheel/windmill; Year 5 builds a small rotor with blades and a simple axle (taped carefully).
• Have both students test using a fan or hand “wind.” Ask them to predict what will happen if wind strength changes.
• Students record observations: Year 1 uses a “fast/slow” drawing scale; Year 5 records time-to-spin with a timer (or counts rotations in a set time).

3. 70–105 min: Solar investigation—build a solar model

• Set up a light source (window sunlight if available, or a bright lamp) and explain: “Light energy can power devices.”
• Year 1 builds a simple solar craft that moves when illuminated (for example, a small solar garden light piece or a solar motor with a propeller, depending on your kit availability).
• Year 5 builds a more deliberate solar motor model (attach a propeller and secure it, ensuring proper alignment).

4. 105–135 min: Testing cycle + guided adjustments

• For wind: change one variable at a time (fan distance or blade shape) and test again.
• For solar: change illumination conditions (closer/farther to lamp or partial shading) and test again.
• Both students complete a “Try–Observe–Change” routine. Year 1 uses three-step picture cards; Year 5 writes a short procedure and evidence statement.

5. 135–165 min: Data share + mini science talk

• Each child presents their best result. Ask: “What worked best, and what evidence do you have?”
• Year 1 describes using “I noticed…” and “It went…” statements.
• Year 5 explains cause and effect using their recorded evidence and identifies one source of error (for example, inconsistent distance to fan, shifting light angle).

6. 165–205 min: Engineering improve sprint

• Students choose one improvement goal:
• Year 1: adjust blade size/shape or make sure parts spin freely.
• Year 5: optimize blade shape/number, axle friction, or wiring/connection stability.
• Students rebuild and re-test with the same conditions used earlier to compare results fairly.

7. 205–240 min: Reflection + conclusion poster

• Create a “Energy Systems in Action” two-panel poster (or notebook page):
• Panel 1: Solar energy results (what changed, what happened).
• Panel 2: Wind energy results (what changed, what happened).
• Close with a written/oral conclusion: “Solar and wind are energy sources; when they are used, we see a change in motion/work.”

Resources

• Paper pinwheels or pre-cut windmill templates, craft sticks, brads/tape, scissors (supervised), hole punches
• Small fan or handheld fan for wind testing
• Solar motor kit or simple solar-powered device components (varies by your home kit)
• Propellers/craft blades for solar motor models
• Timer (phone/tablet) for Year 5 rotation counting
• Lamp or strong light source, masking tape, ruler/measuring tape
• Observation sheets with picture supports (fast/slow, bright/dim)
• Notebook paper, colored markers, pencil grips if needed

Assessment

• Observation during building and testing: can the student follow a simple investigation routine?
• Evidence quality: Are records clear enough to explain what happened and why?
• Communication: Can each student state one evidence-based improvement and describe results?

Differentiation

• Support for Year 1:
• Provide step-by-step picture directions.
• Offer sentence stems: “I think it will…”, “I noticed…”, “It was faster when…”
• Reduce variables: test only wind strength or only light brightness per run.
• Support for Year 5:
• Provide a simple data table template (condition, time/rotations, notes).
• Require at least one claim supported by evidence and one improvement idea.
• Add a constraint challenge: “Keep materials the same; only change the blade design.”
• EAL/SEN strategies:
• Use gestures and model language; keep instructions short.
• Offer oral recording options (student dictates while parent writes).
• Provide visual “Try–Observe–Change” cards for sequencing.
• Extension for advanced learners (keep relaxed, optional):
• Ask Year 5 to test blade count (3 vs 5) and predict which will spin faster, then justify with data.
• Challenge both: design a “best energy day” plan (where you would place the device for maximum performance).