Assign this lesson as a student resource. Have students read the list then watch the video.

This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started, and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project.

Get familiar with Sustainable Development Goals & vocabulary. Assign this lesson as student resources. Have students read the list and watch the video.

As students progress in the lesson, they will reflect on their learning with a group conversation or sketching in a journal in the Reflect section. This process includes assessing their own progress and identifies next steps to improve their project that are meaningful to them as they go into Challenges section.

They will read short descriptions about each inventor and their inventions, the sequence as chronologically presenting the inventors' journeys, and finally the problem/solution of highlighting the challenges faced by these inventors and the solutions they developed. The text narrates how each inventor faced real-world problems or limitations and engaged in a process of tinkering, experimenting, and persevering to find better solutions.

When reading text, students apply vocabulary from Preparation section regarding water, how it's used, where it comes from, the energy, and how mechanical energy is converted to electric energy described in text. Students engage in rich images complementing the text and showing colorful science and engineering infographics and image media illustrating these concepts applying vocabulary terms. They'll see examples of a hydroelectric dam, which gives them insight, especially when students lack access to see these inventions in person.

Read and answer questions in Warm-up. Students are encouraged to read and answer questions as a group. Designed to engage students, activate prior knowledge, and prepare them for main contents carried in the Imagine section.

Students read about how engineering and technological innovations related to water wheels and turbines. It highlights how technology has evolved over time to harness the Earth's resources (water) for human benefit. This aligns with the standard's emphasis on technological solutions to Earth-related challenges and explores the environmental impact of hydroelectric power, including the creation of reservoirs and alterations to rivers. It introduces students to the idea that human activities can have both positive and negative effects on the Earth's resources including its impact on ecosystems and indigenous communities. This aligns with the standard's focus on sustainability and evaluating the hydroelectric power as a renewable and clean energy source, highlighting its potential benefits for addressing global climate change.

Students read how previous civilizations used the power of rivers and streams to complete tasks. Students discover different kinds of water wheels, like undershot and overshot, and how the Romans made the water wheel even better a long time ago. Then as a community coming together at water wheels and the importance of taking care of them.

For GOAL 9 - INDUSTRY, INNOVATION, AND INFRASTRUCTURE, students envision how external shocks and stresses (e. g. natural hazards damaging the dam and local conflicts of desertification and overconsuming water that harms habitats) their own perspective and demands on infrastructure may need to shift radically regarding availability of renewable energy, transport options, sanitation options, etc.

For GOAL 7 - AFFORDABLE AND CLEAN ENERGY, after reading hydroelectricity remains one of the most widely used sources of renewable energy globally, but its environmental and social impacts have led to the exploration of alternatives.

Engage students in discussions about the importance of hydroelectricity and its advantages. Examples include:

Advantages

• Reliable and Stable: Hydroelectric power provides a reliable and stable source of electricity, as it is not affected by weather conditions or fuel availability.
• Energy Storage Capability: Some hydroelectric plants can be used for energy storage by pumping water to higher elevations during periods of low electricity demand and releasing it to generate power during peak demand.
• Flood Control: Many hydroelectric dams also serve as flood control mechanisms, preventing downstream flooding by regulating water flow.
• Water Supply: Hydroelectric reservoirs can provide a consistent water supply for various purposes, including agriculture, drinking water, and recreation.

Disadvantages

• Land Displacement: The construction of large dams often requires the displacement of communities, farmland, and wildlife habitats.
• Limited Suitable Locations: Hydroelectricity is dependent on the availability of rivers and suitable geographic locations, limiting its potential in some areas.
• Climate Variability: Droughts and reduced water flow due to climate variability can impact hydroelectric power generation, making it less reliable during water shortages.
• Sediment Accumulation: Reservoirs behind dams can accumulate sediment over time, reducing their storage capacity and lifespan."

Imagine section is deeper into the context of the topics with more insight after Warm-up. Imagine section is a critical phase where students are encouraged to conceptualize, and visualize their ideas before diving into the building and prototyping stage in Create & Build sections. If time, pause to have a short group reflection, otherwise can engage this during the Reflect section of the lesson.

Start by introducing students to the concept of energy and its various forms, including mechanical energy. Discuss how water wheels harness the energy of flowing water to perform work. Have students investigate and describe the basic forms of energy involved in a water wheel. Discuss how the kinetic energy of the flowing water is transferred to the wheel, causing it to turn. Emphasize the relationship between energy and motion. Explain the materials that will be used in building the water wheel. Discuss the properties of materials that make them suitable for this project, such as being waterproof and non-conductive of electricity. This addresses the properties of materials as conductors or insulators.

Students work on the instructions to build together in groups. Collect resources in the materials list before getting started.

Students transiting from Warm-up and Imagine sections enter Create understanding the general concept of hydropower and how this model is crushing grain flowing water. Discuss the materials students will be using for their water wheel models. Emphasize safety guidelines, such as working carefully with water to avoid spills and using craft materials safely. Provide students with the necessary materials and guide them in building their water wheel models, explaining the step-by-step process. After students have built their models, create a "testing station" by setting up a sink or container of water. Each student or group can take turns testing their models by pouring water onto the turbines. Encourage students to observe what happens when water flows over their water wheels. Do the wheels spin? How fast? Are there any obstacles? Observe how it captures kinetic energy from a stream of water, thereby demonstrating energy transfer. If some models don't work as expected, prompt students to think like engineers. Explain to students that technology isn't just about digital devices; it also includes tools and materials they use in hands-on projects like building a water wheel.

After the initial testing phase, encourage students to discuss to ideas, brainstorm solutions, and work together to improve their water wheel models. Allow each group or student to present their models to the class. They can explain their design choices, any problems they encountered, and how they solved them.

Students take the wheel and axle from Create section and build a supporting foundation. They will continue working together in groups of 2-3.

Have students decide and research their chosen topic to gain a deeper understanding on a topic of interest related to the lesson. They can research online or choose one from the provided list of topics. After they engage the research phase and once students have a good grasp of their chosen topic, pick a challenge card at the end of section. The challenges are based on real-world problems. Guide students to think of potential solutions to incorporate into their prototype previously built. This may involve making design modifications or adding new features to address the challenge.

When approaching the Challenges section, this is an opportunity for groups collectively to research a topic of interest in searching on their own or start from a list of student-friendly resources online. When exploring a topic of interest, student groups will apply this knowledge to extend their projects. Student groups can work with little guidance as they engage the card randomizer and pick a challenge to continuously iterate on their project model design. There are open-ended ideas to further improve on the watermill model to continue the design process.

Goal 7

Ensure access to affordable, reliable, sustainable and modern energy for all.

Goal 9

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

SOC 2-07a

I can describe the major characteristic features of Scotland’s landscape and explain how these were formed.

SOC 2-08a

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way.

SOC 2-08b

I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community.

SCN 2-04a

By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy.

TCH 2-02b

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.

TCH 2-06a

I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way.

TCH 2-07a

I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment.

TCH 2-09a

I can extend and enhance my design skills to solve problems and can construct models.

TCH 2-10a

I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task.

TCH 2-12a

I can extend my knowledge and understanding of engineering disciplines to create solution.