Physical Phenomena
Connected Outcomes Group (F)
Connection focus: understanding that energy can be transferred, stored and
transformed from one form to another.
Science and Technology
There are many forms of energy, including electrical,
chemical, solar, nuclear, heat, light and sound.
Students demonstrate their knowledge and
understanding of energy by developing and explaining
the workings of a model such as a hydroelectric
turbine, catapult or a cooking device.
Creative Arts
The imaginative power of energy can be a source for
making visual and performing arts.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Stage 3
PDHPE
The links between energy intake and expenditure are
explored in PDHPE. Students have the opportunity to
explore ways of being physically active. Nutrition
education and healthy eating are key concepts to be
Students will be engaged in: explored when investigating how energy is required in
• analysing nutritional labels on food products order to be physically active.
• singing and performing own musical
compositions
• researching forms of energy
• designing electrical circuits
• designing and making a product that uses
transformation of electrical energy.
• composing and performing a dance.
HSIE
HSIE outcomes are addressed in other units within this
stage. There are no HSIE outcomes linked to this unit.
Planned assessment:
• observation of student participation in
presentation of a rap composition
• observation of student devised activity
sessions
• observation of students’ participation in
scientific investigations
• analysis of students’ Science and
Technology log book.
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Physical Phenomena Stage 3

Connection description
The following information describes how the KLAs connect and contribute to the connection focus. Outcomes are unpacked and connections
with specific content are described. The key concepts and enduring understandings describe skills, knowledge and understandings that can be
transferred to new contexts.
NB. This information can be adapted by teachers who may wish to incorporate school specific content that still addresses syllabus requirements
and the outcomes chosen for this connected outcome group.

Literacy connections: Numeracy connections:

Texts that describe and explain scientific processes Data: display and interpret data in graphs with scales of many-to-one correspondence. Investigate data
Talking and listening: describing a model to explain a process on the efficiency of various forms of energy.
Reading: exploring scientific experiments and explanations Time: use a stopwatch to measure and compare duration of events. Measure time as part of a fitness
Writing: planning a process using goals, procedures, monitoring and review program.

KLA Outcomes Connections Content Key concepts and enduring

INVS3.7 Conducts their own
investigations and makes judgements
based on the results of observing,
questioning, planning, predicting, testing,
collecting, recording and analysing data, Students demonstrate their knowledge and
and drawing conclusions.
UTS3.9 Evaluates selects and uses a
range of equipment, computer-based
technology, materials and other resources
to meet the requirements and constraints
of investigation and design tasks.
PPS3.4 Identifies and applies processes
involved in manipulating, using and
changing the form of energy.
Science and Technology
There are many forms of energy, including
electrical, chemical, solar, nuclear, heat, light Students learn that:
and sound.
understanding of energy by developing and
explaining the workings of a model such as a
hydroelectric turbine, catapult or a cooking
device.
understanding
Content is selected from Science and Technology big ideas. Students independently develop questions
for scientific investigation, conduct scientific
• energy may be moved in a range of ways e.g. an electric investigations based on fair testing
current, radiation and conduction of heat. This is called
transfer of energy Students identify and describe various
• energy may be transferred as light, sound, heat, electrical sources, forms, uses, transfers and changes
and movement energy in forms of energy.
• energy can be stored in a variety of ways, e.g. in a battery, in
a hydroelectric dam, in food
• energy of one form can be changed to energy of another
form, e.g. from electricity to heat, from chemical energy,
such as petrol, to kinetic energy, such as movement. This
change is called transformation
• transfer of energy is different from transformation of energy.
• there are a variety of resources that provide us with energy,
including oil, gas, coal, food, wind, waves and batteries.
Some of these resources are renewable; others are non-
renewable
• the use of energy resources e.g. coal, oil, wind, sun has
particular social, environmental and other costs and benefits
Students learn to:

• construct appropriate self-questions to guide investigations

• decide the type of data needed and work cooperatively to
collect such data
• plan repeat trials of tests or experimental procedures
• use the ideas of fair testing to evaluate whether predictions
or explanations are reliable and valid
• communicate what has been learned by choosing from a
variety of media, tools and forms, taking into account
audience and purpose.

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 2 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
KLA Outcomes
MUS3.1 Sings, plays and moves to a
range of music, individually and in groups, source for making visual and performing arts. students.
demonstrating a knowledge of musical
CREATIVE ARTS
concepts.
MUS3.4 Identifies the use of musical
concepts and symbols in a range of
musical styles.
ALS3.6 Shows how to maintain and
improve the quality of an active lifestyle.
PHS3.12 Explains the consequences of
personal lifestyle choices.
GDS3.9 Explains and demonstrates
strategies for dealing with life changes.
DM3.2 Makes informed decisions and
accepts responsibility for consequences.
PDHPE
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Connections
The imaginative power of energy can be a
The links between energy intake and
expenditure are explored in PDHPE.
Students have the opportunity to explore
ways of being physically active. Nutrition
education and healthy eating are key
concepts to be explored when investigating
that energy is required in order to be
physically active.
Version published 01/2010
Content
Content is presented as suggested learning opportunities for
In Music, students can:
• learn to perform a song
• begin with a series of vocal warm-ups and learn to identify
recurring motifs and sections in the song
• learn to accurately perform the pitch and rhythm in the song
and develop performance experience when performing for
an audience.
Content selected from PDHPE to support teaching and learning
within this connection includes:
• Components of an active lifestyle - use of leisure time;
community contacts for outside school interests; lifestyle risk
factors; disease prevention; accumulated activity
• Ways to be active - developing behavioural skills, e.g. self
motivation, goal setting, monitoring progress; stretching
muscle groups; skills practice activities; moderate to
vigorous activities
• Effects of physical activity- effects of physical activity on the
body; monitoring personal fitness and activity progress.
• Nutrition - nutritional needs across lifespan; energy
intake/energy expenditure; variety of food choice; food
preparation, storage; special needs/consideration; salt/sugar
intake; saturated fats
• The body - effects of nutrition, activity.
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http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Key concepts and enduring
understanding
Music: Students confidently create and
perform a rap on the theme of energy.
Dance: Students create both movement and
accompaniment for a group dance
sequence.
Students participate in a range
of moderate to vigorous physical activities
and apply movement skills with increased
confidence and precision. They investigate
the effects of physical activity on health and
monitor and evaluate physical activity levels.
Students examine key factors that contribute
to a balanced lifestyle and keeping safe and
healthy. They examine nutritional
information, disease prevention and the
effects of drugs on the body and they identify
behaviours that impact on wellbeing.
Planning page
Resources Literacy links include: Numeracy links include:
Science and Technology • uses graphic organisers to gather • solves problems involving different units
• students will keep a log book to record reflections and understandings in information and focus further research of mass
Science and Technology • writes an explanation of a science • converts between measurement units
investigation identifying cause and • uses a stopwatch to measure and
• students will be designing and making an electrical product effects as well as using supporting compare duration of events.
• selection of components for investigations of electricity including wires, alligator diagrams and correct terminology
clips, batteries, torch globes, nails. Construction kits provide a source of well- • records and analyses information Links to Mathematics programming
organised components gathered in group tasks support:
• makes generalisations from information https://detwww.det.nsw.edu.au/curr_su
Creative Arts gathered about food packaging to justify pport/maths_prog/index.html
• Vocal-Ease modules 1 and 2 (DET) # (teachers’ book is available as a pdf on arts action opinions
CD-ROM [DET]#) • writes and presents a procedure for a
fitness session
PDHPE • uses rhyming words and syllables, prior
• equipment for physical activity session. knowledge and terminology to write and
present a rap for the class.
Collaborate with your teacher-librarian for teaching and resource support.
Links to English programming
#Additional copies of some DET resources are available from DET sales at: support:
https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index. Programming starters:
htm https://detwww.det.nsw.edu.au/curr_su
pport/english_prog/progstarts1.htm
Links to additional sources for resources:
Henry Parkes Equity Resource Centre Library (the Library has a collection of Programming templates:
COGs resources, including out of print resources, which can be borrowed a term https://detwww.det.nsw.edu.au/curr_su
at a time) pport/english_prog/templates.htm
https://detwww.det.nsw.edu.au/adminandmanage/infoman/eqreslib.htm
Connections with texts:
School libraries and information literacy https://detwww.det.nsw.edu.au/curr_su
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/i pport/english_prog/conn_texts.htm
sp/k_6/tablecogs.htm ISP matrix for COGs

TaLe
http://www.tale.nsw.edu.au

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COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Term planner (teachers may want to use this to plan the work over a term)
Click here for Assessment task supporting S3 Click here for Smart Notebook supporting S3 Learning object Internet based activity
Week Creative Arts HSIE PDHPE Science and Technology
1 HSIE outcomes are addressed in Food is a source of energy for the
other units within this stage. There body Electricity
are no HSIE outcomes linked to this Light up
unit
2 What does it mean to be energetic? Circuits: Simulation activities

3 Music - Writing an energy rap song Energy is needed to maintain a Investigating electric circuits
healthy lifestyle
4 Rap song (cont.) Dance – Rap rhythms (linked to Sources and storage of electricity
Dance – Rap rhythms Creative Arts Dance)
Generating electricity
5 Rap song (cont.) Energy through movement Design brief 1: transforming electrical
Dance – Rap rhythms (cont.) Dance – Rap rhythms (cont.) energy
6 Rap song (cont.) Dance – Rap rhythms (cont.) Design brief (cont)
Dance – Rap rhythms (cont.)
7 Dance and Music – rehearsal and Design brief 2: generating electricity
performances
for a small community
8 Design brief (cont)

10

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 5 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Unit of work
Outcomes
Science and Technology
INVS3.7 Conducts their own investigations and
makes judgements based on the results of
observing, questioning, planning, predicting,
testing, collecting, recording and analysing
data, and drawing conclusions
• constructs appropriate self-questions to
guide investigations
• decides the type of data needed and works
cooperatively to collect such data
• plans repeat trials of tests or experimental
procedures
• identifies factors that are to be kept the
same when carrying out tests or conducting
investigations, and recognises the term
controlled experiment
• ensures that equipment is working and can
be used effectively and safely
• records data in an appropriate form and
evaluates collected data to ensure that it
satisfies the purpose of an investigation
• transforms data to show important
relationships, trends, patterns or
associations
• uses the ideas of fair testing to evaluate
whether predictions or explanations are
reliable and valid
• communicates what has been learned by
choosing from a variety of media, tools and
forms, taking into account audience and
purpose.
PPS3.4 Identifies and applies processes
involved in manipulating, using and changing
the form of energy
• energy may be moved in a range of ways
(e.g. an electric current, radiation and
conduction of heat). This is called transfer of
energy
• energy may be transferred as light, sound,
heat, electrical and movement energy
• energy can be stored in a variety of ways,
e.g. in a battery, in a hydroelectric dam, in
food. (Refer to notes)
• energy of one form can be changed to
energy of another form, e.g. from electricity
to heat, from chemical energy, e.g. petrol, to
kinetic energy, e.g. movement. This change
is called transformation
• there are a variety of resources that provide
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Learning experience Planned assessment
Electricity Assessment strategy
Observing and exploring: Planning (ask questions, pose problems, find out what is currently The teacher:
• observes students’
known)
investigations.
• Define what an energy form is i.e. heat, light, sound or movement.
• Ask students to collect pictures of items that use electricity or items that are used to create Assessment criteria
electricity. The student:
• constructs appropriate
• Have students group their pictures into items that:
questions to guide
1. use electricity
investigations
2. produce electricity • collects and records data
3. transport electricity • uses the ideas of fair testing
to evaluate whether
4. store electricity.
predictions or explanations
• In groups, record (appoint a recorder) on a KWHL chart (know, want to know, how, learnt): are reliable and valid.
- what do we know and understand about electricity?
- what do we want to find out? These criteria address outcomes
INVS3.7, PPS3.4
- how might we get this information?
Leave ‘learnt’ till the end of the unit.
A KWHL chart can be found at:
https://detwww.det.nsw.edu.au/media/downloads/csupport/cogs/units/fstring/kwlh.doc
NB shaded text is background information for teachers.
• Appoint a reporter, then have groups report back to compare information.
(Literacy link: uses graphic organisers to gather information and focus further research)
Additional resources: Electrickids
Light up
Observing and exploring: Planning (ask questions, pose problems, find out what is currently
known)
• Supply small student groups with a battery, two pieces of wire and a torch globe. Ask students
to explore ways of making the torch globe glow.
• Ask students to draw and label a diagram of their observations.
• Ask students to write an explanation (using text and drawings) of how the globe was able to
glow.
• Record the methods used to make the globe shine and why they did/didn’t work.
Circuits: Simulation activities
• Explain to students that electricity is a flow of electrons. Electrons flow through the wires to
the globe and back to the battery. Discuss open, closed and short circuits.
The attached file contains background information for teachers: What is electric current?
• Organise a simulation activity:
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Outcomes Learning experience Planned assessment
us with energy, including oil, gas, coal, food, - mark out a circuit in the playground using a chalk line and place small obstacles along the
wind, waves and batteries. Some of these
resources are renewable; others are non-
circuit e.g. a box.
renewable. - ask several students to stand at regular intervals along the drawn circuit while the teacher
stands opposite the obstacle with a bowl of jelly beans.
- have students walk along the circuit maintaining their distance from the person in front and
jumping over the obstacle. As students pass the teacher they each receive a jelly bean.
• Discuss the circuit activity. Identify the various representations in the activity such as the chalk
line representing wires, the obstacle representing the light globe, the jelly beans representing
the battery and the students representing electrons.
• Discuss the function of each of the parts of the circuit such as the wires, (to allow the flow of
electrons), the battery (which recharges the electrons) and the light globe (that uses some of
the energy).
• Simulate an open circuit by placing the students on the circuit and asking them to walk
around. Rub out a section of the chalk line. Once the circuit is open, all students should stop
walking around the circuit.
• Discuss the simulation. It is important that students develop an understanding that once a
circuit is open, all electrons stop flowing.
• Simulate and discuss a short circuit by drawing a chalk line bypassing the light bulb
(obstacle). Ask students to walk the circuit again using the bypass.
• Discuss with students the short circuit. Electrons will follow the path of least resistance to
return to their energy source.
• Have students make notes of new terminology and concepts in their science log books or add
to KWHL charts.

(Literacy link: identifies key words and records information from simulation activities)

Investigating electric circuits

Hypothesising and predicting: Conducting (define a problem that can be investigated
scientifically)
• Provide students with a selection of equipment including wires, alligator clips, batteries, torch
globes, electric motors and nails.
• Students complete a series of investigations to further their understanding of electric circuits.
Investigation may include:
- making a torch globe glow brighter by adding batteries
- connecting two globes in series and in parallel, then removing a globe
- connecting batteries in series and in parallel. For explanation refer to:
http://ourworld.compuserve.com/homepages/g_knott/elect27.htm
- creating an electro magnet
- creating a coil radiator
- making an electric motor spin.
• Model the process students would use to organise their investigation
• Discuss with students how the electrical energy is transformed in the various activities i.e. a

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 7 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes Learning experience Planned assessment
globe transforms electrical energy into light and heat; a motor transforms electrical energy into
kinetic energy (movement), heat and sound.
• Have students record their observations of the investigations in their log books. Students
should use labelled diagrams to support their written explanation.

(Literacy link: writes an explanation of a science investigation identifying cause and effects as
well as using supporting diagrams and correct terminology)

Sources and storage of electricity

Observing and exploring: Planning (ask questions, pose problems, find out what is currently
known)
• Research further sources and storage of electrical energy. Students may choose to research:
- electricity generation (e.g. hydro, coal, nuclear, solar, wind)
- electricity storage (e.g. wet and dry cells),
electricity uses (e.g. electric motors)
- energy systems (e.g. powerlines used to transport electricity/transformers)

(Literacy link: uses a range of sources of information for research)

Science and Technology In Science and Technology, students demonstrate understanding gained through a scientific
DMS3.8 Develops and resolves a design task
investigation by resolving a design brief.
by planning, implementing, managing and
evaluating design processes Transforming electrical energy
• researches needs that influence the Design brief: Design and make a product that uses the ‘transformation of electrical energy’ as an
development of products, systems and essential feature of its operation. The product must meet a personal need of students, i.e. be
environments and establishes criteria for the
evaluation of produced designs designed for self.
• generates design concepts that reflect the Before commencing any work in this area, all students are to be given instruction in the safe use
consideration of aesthetic, cultural, safety of electrical energy.
and functional requirements
• produces annotated concept sketches and Useful introductory information is available at the following web site:
(freehand) drawings for use by other people http://www.electrickids.com.au/
• elects tools, equipment and resources to
meet the requirements of production and
• Inform the class that the product will use batteries as a source of power and that they must
use not use mains power supplied to homes (240 volts).
• assesses the efficiency of processes of
design and production and evaluates the
result against established criteria for
success.

PSS3.5 Creates and evaluates products and

services, demonstrating consideration of
sustainability, aesthetic, cultural, safety and
functional issues
• communities create complex systems to
manufacture products and provide services
• systems that provide services to
communities greatly influence how we live.

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 8 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes Learning experience Planned assessment
Exploring the task
• In groups, students use the table below to review uses of electrical energy explored in earlier
activities. Students identify the need addressed by the product or the system, and the energy
transformations involved in its operation.

Product/System Need/Purpose Energy transformations

Home security alarm Warn of intruders
Dissuade intruders
Protect people and property
Vacuum cleaner Remove dust and dirt
Remove dust mites that
cause allergies
Stove Heat or cook food
Solar garden lights Provide lighting for paths
Provide security
Increase enjoyment of
garden
Sensor (light/sound energy) >
electrical energy > sound
energy
Electrical energy >
mechanical energy
Electrical energy > heat
energy
Light energy > electrical
energy > chemical energy
(battery) > electrical energy >
light energy

Ensure that students understand that we cannot ‘see’ electricity. We can only ‘sense’ what
electricity does e.g. cause light to be emitted, cause sound to be emitted, cause an electric motor
to rotate. We see power lines that are used to transfer electrical energy, but we do not see the
electricity they carry.
• In pairs, students brainstorm problems, difficulties and interests that reflect a personal need.
For example:
- my little brother reads my diary
- everyone barges into my room, I have no privacy
- I like reading in bed at night but the light disturbs my little sister
- we get very hot in our tree house
- the mosquitoes always bite me when I am in the garden.
• From the brainstorm, each pair of students prepares a list of problems/needs and decides
which one they would like to work on together. The selected problem/need should have the
potential to use electrical energy as part of its design solution.
• Revise earlier design tasks and review the stages of the design process each group must
work through. Discuss with each group how they will apply a design process to this product
development task.
• Without pre-empting a solution, each group will generate a list of criteria to be used to judge
the success of their solution. Ensure that each group includes in its list a criterion that states:
‘uses the transformation of electricity as a feature of its operation’.
• In pairs, students draft questions that will be addressed as they work through their design
process. For example:

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 9 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes Learning experience Planned assessment
- what products exist that address similar problems or needs? How do they work?
- what resources are available to construct our product?
- how will we test and evaluate our design solution?
- how will we manage the time available to develop our product?
- how much time do we have to design our product, to make it and to evaluate it?
- is there a technical expert who can provide assistance?
- where can we purchase components and materials?

Sources of electrical energy

• Selected groups can research the sources of electrical energy used in the NSW power grid
and present their findings to the class. As time allows at different points in the project, select
other groups to research issues of the sustainable use of electrical energy, e.g. wind
generation, tidal generation.
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L2354/object/index.html

• Demonstrate to the class how solar cells can be used to power a light or an electric motor.

Generating ideas and realising solutions: Conducting

• Students sketch initial ideas for their product and annotate their sketch to explain how the
product works. With each group the teacher discusses the method to be used to evaluate the
initial idea, e.g. prepare questions for friends in another group, consult a mentor.
• Have students consider the circuit required to operate the product. Review earlier activities in
which students constructed a circuit, e.g. to illuminate a light globe. To explore possible
solutions for the circuit, provide students with a greater variety of functioning components, e.g.
batteries, battery holder, switch, globe holder, globe, buzzer (peizo), solar panel, electric
motor.

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 10 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes Learning experience Planned assessment
Details of some components are included in the attached file:
https://detwww.det.nsw.edu.au/media/downloads/csupport/cogs/units/fstring/circuit_s3fu.doc
Ensure students have access to necessary tools, e.g. pliers (long nose)

Construction kits provide a source of well-organised components. However, when using kits care
must be taken ensure that students think creatively. For instance, students could be challenged
to use a solar-powered electric motor (shown above) for some purpose other than a fan, e.g. to
automatically open or close shutters on an environmentally sensitive building.
• Ensure that students understand their product must be housed in a suitable casing. Discuss
what functions the casing must perform. For example:
- hold the circuit in place
- hold the working parts
- protect the product from dirt and damage
- be easy to handle,
- be aesthetically pleasing,
- convey information about the operation of the product.
• Provide students with a wide range of materials that can be used to complete the product e.g.
paddle pop sticks, construction blocks, elastic bands, cardboard, adhesive tape, styrene foam.
Information for teachers on the design and development of a product that uses electrical energy,
e.g. the Dyson vacuum cleaner, can be found at http://www.dyson.co.uk/education/default.asp

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 11 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
PDHPE
PHS3.12 Explains the consequences of
personal lifestyle choices
• analyses personal food intake to identify the
balance of choices made
• demonstrates an understanding of nutritional
needs, food is energy, intake of energy.
DMS3.2 Makes informed decisions and accepts
responsibility for consequences
• discriminates between healthy and
unhealthy products.
GDS3.9 Explains and demonstrates strategies
for dealing with life changes
• identifies the need for a balance healthy
food for body growth.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Learning experience Planned assessment
Evaluating products and processes
• As each group completes the construction of its product, have group members prepare a
survey to be used for the purposes of evaluation. Ensure that the questions in each group’s
survey clearly relate to the criteria for success established at the commencement of the
project.
• Have each group work with another group to test its product, e.g. user testing. Ensure that
comments collected during user testing are included in the group’s evaluation of its product.
• Provide all students with questions to be used when reflecting on their project. For example:
- what part of the project was most enjoyable?
- what part of the project was least enjoyable?
- what was learnt?
- what part of the learning was most important? Why is it important?
- what other things could have been done to assist groups?
(Literacy link: uses research strategies and records design process)
Food is a source of energy for the body
• Students brainstorm ideas and knowledge about food as a source of energy and record on a
personal placemat (large piece of paper).
• Students complete a personal survey on the foods that they eat during a 24 hour period.
Include all drinks, snacks and meals.
• In small groups, discuss and identify the nutritional value of the food consumed. Ask:
- are they healthy foods?
- are they unhealthy foods?
- what is the nutritional value?
• Ask students to bring in the nutritional information (food labels) from products that they
regularly consume. Use the food labelling information in the activities at:
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/nutrition/nuts3.
pdf to demonstrate how to read the food label. Students observe the kilojoules (energy)
contained in the product.
• Provide students with a table showing various activities and the approximate number of
kilojoules used in performing these activities. These can be located on the Internet. Ask
students to calculate the number of kilojoules used for various activities for different lengths of
time. Discuss:
- what is the link between energy intake and energy expenditure (output)?
- what modifications might be necessary? Why?
- what does it mean for your health?
(Literacy link: gathers and records information for group discussion, identifies and analyses
information on food packaging)
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Outcomes
Creative Arts
MUS3.1 Sings, plays and moves to a range of
music, individually and in groups, demonstrating
a knowledge of musical concepts
• performs own compositions
• performs a rap with a steady beat.
MUS3.2 Improvises, experiments, selects,
combines and orders sound using musical
concepts
• creates a rap song which uses rhyming
couplets and a strong sense of rhythm.
MUS3.4 Identifies the use of musical concepts
and symbols in a range of musical styles
• discuss the use of beat, rhythm, tempo,
structure and tone colour in listening
examples.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Learning experience Planned assessment
What does it mean to be energetic?
• Ask students to write a response to the question: How does food help us achieve a healthy
lifestyle?
Add prompt questions such as:
- what role does food play in our lives?
- what foods do we need for growth and activity?
• Examine a range of products that are advertised as energy foods. Through knowledge gained
from previous activities ask students to critically examine the nutritional value of the product
and how they are a source of energy for the body. Ask students to consider:
- what natural unprocessed products offer nutritional and energy value?
- the comparison of processed and unprocessed products
• Students make a choice between two products and justify their selection.
(Literacy link: make generalisations from information gathered about food packaging to justify
opinions)
(Numeracy link: solves problems involving different units of mass; converts between units)
Writing an energy rap Assessment strategy
• Explain to students that raps are rhyming talk, they are generally spoken rather than sung and The teacher:
• observes student participation
they have a very strong beat.
in class activity.
• Listen to a variety of raps.
Some raps have unsuitable lyrics and examples will need to be selected carefully. Suggested Assessment criteria
resources include ‘Summertime rap’ from Vocal-Ease modules 1 and 2 (DET) and ‘The drug free The student:
• performs rap with a steady
rap’ which is available to download from:
beat and strong rhythm
http://www.eduref.org/Virtual/Lessons/Arts/Music/MUS0207.pdf • demonstrates an
understanding of the musical
Go to Arts/Music. Click on the lesson plan ‘Write a rap song’.
characteristics of rap.
• Explain that two lines that rhyme together are a couplet and that most raps have rhyming
couplets with lines one and two rhyming, lines three and four rhyming, five and six and so on. These criteria address outcomes
MUS3.1, MUS3.4
• Have students look at how the various musical concepts are used in raps. The musical
concepts include:
- rhythm (how are long and short sounds used)
- tempo (speed of the music)
- structure (how the rap is organised, what is repeated)
- dynamics (loudness and softness, change in volume)
- tone colour (the different qualities of sound)
• In groups, students select a form of energy as a topic for a rap. In their rap the students need
to include examples of:
- the form of energy they have chosen
- what the form of energy is used for
- how the form of energy can be stored, transferred and transformed.
• Each group composes a rap. Students begin their lyrics with a line that has a strong beat and
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Outcomes
Creative Arts: Dance
DAS3.1 Performs and interprets dances from
particular contexts using a wide range of
movement skills and appropriate expressive
qualities
• performs sections of dance displaying clarity
of action and timing.
DAS3.2 Explores, selects, organises and
refines movement using the elements of dance
to communicate intent
• creates and sequences movement focusing
on aspects of time (rhythm) and space
(relationships).
DAS3.3 Discusses and interprets the
relationship between context, meaning and
context of their own and others’ dances
• describes and discusses their own work and
the work of others.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Learning experience Planned assessment
rhythm. They need to rhyme the first line with the second, and keep the same rhythm in each
pair of lines. Begin a new rhyme in the third line, and rhyme this with the fourth. Keep
repeating this rhyming pattern. Note that the third and fourth lines do not rhyme with the first
and second lines or any other lines.
• The rhythm can be different in each couplet. Some lines can be long, and some short.
• Students may include a refrain that is repeated like a chorus.
• Students create an accompaniment for their rap, exploring percussive vocal sounds or body
percussion. They may also like to devise some different movement patterns to accompany
their rap.
• Experiment with making percussive vocal sounds, like those used in beat-boxing, to create a
rhythmic ostinato.
Beatboxing is the vocal percussion of hip hop culture and music. It is primarily concerned with
the art of creating beats, rhythms, and melodies using the human mouth. It can also involve
singing, vocal scratching (the imitation of turntable skills), the simulation of musical instruments,
and the replication of sound effects.
For examples on how to beatbox
http://www.youtube.com/watch?v=J6gT-J8kfpo
• Students perform their rap for the class or at a school assembly.
(Literacy link: uses rhyming words and syllables; prior knowledge and terminology to write and a
rap for the class; modifies voice to create effect when performing the rap)
Rap rhythms
Warm up: Concentration circle
• Students make a large circle in the centre of the room. Begin by counting out loud from 1 to 8.
Students then move clockwise, stepping forward on each count. Ask the students to continue
to count softly as they walk and listen to further instructions. Vary the moving and counting
pattern by adding the following instructions, one at a time:
- whistle on count 5
- hop on count 2
- arms in the air on count 4
- clap hands on count 1
- tap knees on count 3
- jump on count 7
- turn on count 8 (to walk the next 8 counts in an anti-clockwise direction).
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Outcomes
PDHPE
DAS3.7 Performs a range of dance styles and
sequences confidently
• uses elements of dance to create a
movement sequence.
SciTech
DMS3.8 Develops and resolves a design task
by planning, implementing, managing and
evaluating design processes
• researches needs that influence the
development of products, systems and
environments and establishes criteria for the
evaluation of produced designs.
PSS3.5 Creates and evaluates products and
services, demonstrating consideration of
sustainability, aesthetic, cultural, safety and
functional issues
• communities create complex systems to
manufacture products and provide services
• systems that provide services to
communities greatly influence how we live.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Learning experience Planned assessment
Composing accompaniment for movement
• Students develop an accompaniment for dance movement by selecting from percussive vocal
sounds (can include beat-boxing effects) and body percussion (refer to previous music activity
– writing an energy rap). As a prelude to this activity, discuss with students the use of
onomatopoeic sounds in the accompaniment. List examples.
Onomatopoeia is a word whose sound imitates the actual sound to which it refers, such as: buzz,
crash, whirr, clang, hiss, purr, squeak, mumble, hush, boom, pop, sizzle, and crash.
• Link the selected words/sounds/movements together into rhythmic patterns.
• Structure the accompaniment as a four-phrase rhythm of 32 counts.
Composing the dance
• Divide the class into groups of four students. Ask one group to devise a phrase of movement
for the first 8 counts of the accompaniment. Ask a second group to devise a phrase of
movement for the last 8 counts of the accompaniment. Ask groups 1 and 2 to learn each
other’s phrases.
• Ask the remaining groups to each create a 16 count sequence of movement with a focus on
interesting actions and spatial relationships of individuals in the group. Each group will
perform their sequence to the two middle phrases of the accompaniment.
Performing the dance
• All students will perform the accompaniment when not performing the dance.
• The structure of the performance will follow the 32 count accompaniment which will be
repeated until all groups have performed their sequence. Groups 1 and 2 will perform the first
and last phrases in each repetition. Other groups perform their sequences (one at a time)
during the middle phrases of the accompaniment.
• Video the performance, view and discuss.
Generating electricity Assessment strategy:
Design brief: Design, propose and evaluate a system for generating electricity for a small The teacher:
• analyses students’ design
isolated community using a renewable source of energy. Currently, houses in the community are concept in their design folder
connected by a grid that supplies electricity from a diesel driven electrical generator. Diesel fuel
is very costly for the community. Assessment criteria:
• Divide the class into groups and allocate each group a different geographic location in NSW The student:
• designs, proposes and
for the generation of electricity. For example:
evaluates a system for
- a desert location in the west generating electricity using a
- a river location in the mountains renewable source of energy
- a seaside location. • documents the process
followed in a design folder,
• The proposed system will be presented to the class as a design concept rather than as a
including answering research
finished product or as a working model.
questions provided
It is not important that all students understand the physics principles on which an electrical • completes a table, drafting
generator is based. However, students should understand that a generator is used to transform questions to be answered
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Outcomes Learning experience Planned assessment
mechanical energy (movement) to electrical energy (electricity). during each phase of the
design process
The web sites below provide suitable background information. • works collaboratively to
http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/genhow.html evaluate the process used to
http://www.wvic.com/how-gen-works.htm design the system.

These criteria address outcomes

Exploring the task DMS3.8, PSS3.5
• As a class, discuss the key terms used in the design brief, e.g. renewable energy, grid,
generator. This assessment task focuses on
• Explain how a generator functions. Point out that the system currently used by the local the QT element/s of:
• Deep Understanding
community transforms stored chemical energy (diesel fuel) to mechanical energy (via a motor • Problematic Knowledge
that rotates the generator) and hence to electrical energy that is transferred through the grid. • Higher Order Thinking
The task requires students to ‘harness’ a form of mechanical energy and use it to rotate the coil • Explicit Quality Criteria
• Knowledge Integration
(stator) of the generator. • Connectedness
• Set a requirement that each group must document the process it follows in a design folder
and that the folder must include research that addresses the following questions:
- what is the source of diesel fuel?
- does diesel fuel come from a renewable source?
- what are some sources of renewable energy?
- what conditions must prevail to make each re-newable source useful in a geographic
location?
- why is it important that we increase the use of energy from renewable sources?
• Provide the class with a model of the design process and have each group record the types of
activities appropriate to each phase of the process. Have each group complete a table by
drafting questions that need to be answered as they work through each phase of the process.

Process phase Questions

Exploring needs
Generating ideas
Selecting an appropriate solution
Producing and communicating a
proposal
Evaluating our design proposal
Evaluating our design process
• What sources of energy are renewable?
• What sources of renewable energy are available
in the local area? How can we find out?
• How much time should we allocate to each
activity?
• What will each group member do?
• How will we know if our proposal is practical?
• How will we know if our proposal is appropriate
for the community?
•
•
•
•
•

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 16 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes Learning experience Planned assessment
• Questions can then be shared between groups.
Ensure that all groups recognise that their criteria for success must be established early in the
process and used for evaluation during each phase. Each group’s questions can then be used
as scaffolding for its design process.
• Provide groups with a requirement that its process must be documented for others to read
and all documentation must be submitted in a design folder. Each group should allocate
documentation tasks to group members and the contribution of different members should be
clearly acknowledged.
If necessary, make learning more concrete for students by suggesting a specific location that
typifies conditions in the area allocated to each group, e.g. conditions in Broken Hill would be
similar to conditions in a desert location. The research of environmental conditions is important if
students are to determine a form of renewable energy that is appropriate for their community.

Generating ideas and realising solutions

• Monitor the progress of groups to ensure that each group is working to its plan and its planned
timeframe for activities.
• Provide support for groups as they work through the questions. The following portal web site
provides links to a range of valuable resources:
http://www.teachers.ash.org.au/jmresources/energy/renewable.html
• Have students explore a renewable energy initiative currently being developed in NSW.
Information on some of these initiatives is available at:
http://www.countryenergy.com.au/internet/cewebpub.nsf/Content/edu_env_renewable+energy
• Ensure that all groups develop a proposal that communicates the essential features of their
design concept to the target audience, e.g. the whole class. Encouragement should be
provided to those groups that wish to model the operation of their generator. Solar cells and
small dynamos (generators) can be purchased from electronics shops.
Evaluating products and processes
• Groups complete an evaluation to reflect on the learning experience.
• Collect each group’s design folder. Allocate time for the discussion of each group’s design
folder with group members.

© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS Page 17 of 18
COGs unit S3 Physical Phenomena (F) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
PDHPE
ALS3.6 Shows how to maintain and improve
the quality of an active lifestyle
• participates in physical activity
• devises physical activities for self and
others.
PHS3.12 Explains the consequences of
personal lifestyle choices
• identifies personal responsibility for physical
activity.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
COGs unit S3 Physical Phenomena (F)
Learning experience Planned assessment
Energy is needed to maintain a healthy lifestyle Assessment strategy
• List the physical activities in which class members participate, both at school and outside of The teacher:
• observes each group’s
school. This could be completed in a round robin where one piece of paper is passed around
physical activity session.
a group of students. All ideas and pursuits are recorded with no repetition allowed. Ask each
group to share activities with the class. Assessment criteria
• Categorise the activities into vigorous (energetic) and moderate (less energetic) activities. The student:
• clearly explains the activity
• Small groups review and discuss the activities recorded and report on the following questions:
• clearly explains why the
- how do the types of activities differ? activity is appropriate
- what is the difference between moderate and vigorous activity? • applies knowledge of physical
- why do you think it is important to have active leisure time pursuits when you are younger? activity.
- what can happen if we are inactive?
These criteria address outcomes
- how do you think inactivity can affect someone’s life? ALS3.6, PHS3.12
- what choices do we face in terms of our physical activity levels and health as we get older?
- what does a healthy lifestyle mean to you?
(Literacy link: records and analyses information gathered in group task)
Energy through movement
• In small groups, students create their own session of physical activity that they will present to
the class. Physical activity session ideas may include relays, obstacle courses, vigorous
games, dance, and gymnastics activities. Encourage each group’s session to include a variety
of movement activities. Stopwatches may be used. Music may be incorporated to support the
activity.
• Each group presents (explains and teaches) their activity to the rest of the class. Groups
explain the benefits of the activity to other students.
• Following each group’s session, discuss:
- did the session require students to ‘huff and puff’? (vigorous/moderate activity)
- how did the physical activity affect your body?
- how does your body feel?
- how does your heart feel?
- how does your breathing feel?
- how could the session be modified?
- would the session be different with/without music? How?
(Literacy link: writes and presents a procedure for a fitness activity for the class)
(Numeracy link: uses a stopwatch to measure and compare duration of events)
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