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.

When reading text, students apply vocabulary from Preparation section described in text. For 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 topics discussed, which gives them insight, especially when students lack access to see these inventions in person.

After reading the text, in a discussion, ask students to describe what the tone and mood of text is. For example, reading as melancholy or as determination. It highlights the stories of innovators, who faced challenges and setbacks, but persevered to make groundbreaking contributions where students can idenfity the tone of the text as informative and appreciative. The mood and tone is written as inspirational, informative, and appreciative. Students can infer that the author intends to inspire readers by showcasing the inventors' perseverance and innovative spirit.

Read and answer questions in Warm-up.

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.

Start by discussing the concept of harnessing solar energy. You can ask students if they are familiar with how solar panels work or have seen them on rooftops or in their community. Explain that solar energy is a renewable energy source, and in this section, they will learn about its history, benefits, challenges, and emerging innovations.

• What did you learn about the history of solar energy?
• What are some benefits of using solar energy?
• What challenges does the solar energy industry face?
• Have you heard about any emerging solar innovations mentioned in the text? Which one interests you the most?

This Imagine section can be facilitated as whole-group reading and discussion, or it can be facilitated in small groups or with partners. In particular, images are meant to stimulate discussion and help students think about the concepts in the text. Questions can be used as formative assessments to check for comprehension.

SDGs

For GOAL 7 - AFFORDABLE AND CLEAN ENERGY, after reading how solar panels work, ask what is the photovoltaic effect? Which is when light shines on metal to generate electricity.

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

Advantages

• Environmentally Friendly: Solar power generation produces minimal greenhouse gas emissions, reducing the carbon footprint and helping combat climate change.
• Reduced Electricity Bills: Installing solar panels on residential or commercial properties can lead to significant electricity bill savings, as excess energy can be sold back to the grid or stored for later use.
• Low Operating Costs: Solar panels require minimal maintenance, resulting in low operating costs compared to other forms of energy generation.
• Energy Independence: Solar power provides an opportunity for individuals and communities to become more energy independent, relying less on traditional utility companies.

Disadvantages

• Environmental Impact: The manufacturing and disposal of solar panels can have environmental consequences, including the use of rare materials and energy-intensive production processes.
• Geographic Limitations: Solar power is most effective in regions with high levels of sunlight, limiting its potential in areas with frequent cloud cover or extreme latitudes.

Students work on the instructions to build together in groups of 2-3.

National Curriculum

For KS2-1 and KS 2-2 - DESIGN AND TECHNOLOGY use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

For KS2-2, KS2-1 Evaluation instruct students to gather feedback from peers or teachers regarding the strengths and weaknesses of their prototype. Ask students to consider how they can improve their design based on the feedback received. Assess their ability to critically evaluate their work and incorporate feedback to enhance their product.

For KS2-1, KS2-2, KS2-3, KS2-4 - Technical Knowledge Application assign a specific technical challenge related to the prototype, such as adding mechanisms like gears, pulleys, or electrical components like switches and bulbs.
Instruct students to incorporate the assigned technical challenge into their prototype.

Watch the video to get an idea of the project's structure and a demonstration of how it works. Some may figure out how to construct the project just from pausing the video or looking at a few images from the steps. The instructions are helpful for new builders or those seeking general guidance.

National Curriculum

For KS2-1 and KS 2-2 - DESIGN AND TECHNOLOGY use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

For KS2-2, KS2-1 Evaluation instruct students to gather feedback from peers or teachers regarding the strengths and weaknesses of their prototype. Ask students to consider how they can improve their design based on the feedback received. Assess their ability to critically evaluate their work and incorporate feedback to enhance their product.

For KS2-1, KS2-2, KS2-3, KS2-4 - Technical Knowledge Application assign a specific technical challenge related to the prototype, such as adding mechanisms like gears, pulleys, or electrical components like switches and bulbs.
Instruct students to incorporate the assigned technical challenge into their prototype.

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.

KS2-1

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

KS2-2

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

KS2-1

Investigate and analyse a range of existing products.

KS2-2

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

KS2-3

Understand how key events and individuals in design and technology have helped shape the world.

KS2-1

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

KS2-2

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

KS2-3

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

KS2-4

Apply their understanding of computing to program, monitor and control their products.

KS2-1

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

KS2-2

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

KS2-3

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.