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Biological sciences Chemical sciences Earth and space sciences Physical sciences
Science as a Human
Endeavour Nature and development of science Use and influence of science
UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS KNOWLEDGE AND SKILLS (Content Descriptors)
DEEP UNDERSTANDINGS: Science Understanding
How does energy appear, move and change? Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy
transformations and transfers cause change within systems (ACSSU155)
Students will understand:
- recognising that kinetic energy is the energy possessed by moving bodies Science as a Human Endeavour
- recognising that potential energy is stored energy, such as gravitational,
chemical and elastic energy
- investigating different forms of energy in terms of the effects they cause, such
Science knowledge can develop through collaboration across the disciplines of science and the contributions of
as gravitational potential causing objects to fall and heat energy transferred people from a range of cultures (ACSHE226)
between materials that have a different temperature
- recognising that heat energy is often produced as a by-product of energy a Science Inquiry Skills
transfer
- investigating work and force to see how it affects the world around us. Identify questions and problems that can be investigated scientifically and make predictions based on scientific
knowledge (ACSIS139)
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and
Students will be able to;
experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- Use flow diagrams to illustrate changes between different forms of energy
- Construct a practical to investigate Energy. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to
- identify and construct questions and problems that they identify relationships and draw conclusions based on evidence(ACSIS145)
can investigate scientifically. Reflect on scientific investigations including evaluating the quality of the data collected, and identifying
- explain how modifications to methods could improve the quality of their
improvements (ACSIS146)
data and apply their own scientific knowledge and investigation findings
to evaluate claims made by others. Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234)
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Science Year 8 Physics Teacher: Andrew Ayliffe
- use appropriate language and representations to communicate science Communicate ideas, findings and evidence based solutions to problems using scientific language, and
ideas, methods and findings in a range of text types.
representations, using digital technologies as appropriate (ACSIS148)
Self-assessment: How will students reflect upon and self-assess their learning?
Harvard Thinking Routines : Think Pair Share, See Think Wonder.
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Science Year 8 Physics Teacher: Andrew Ayliffe
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different
forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved.
They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how
evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on
implications of these solutions for different groups in society.
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or
experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use
these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings
to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
Curriculum Links:
1. investigating traditional fire-starting methods used by Aboriginal and Torres Strait Islander Peoples and their understanding of the transformation of energy (OI.5, OI.7)
3. recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy
4. investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have
a different temperature
5. recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes
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Science Year 8 Physics Teacher: Andrew Ayliffe
transferred between materials that
have a different temperatures.
o Use flow diagrams to illustrate
changes between different forms of
energy.
o Understand how through using
energy we can complete force and
work.
Lesson 1 PPT
o What is energy?
o What do you think energy is? Group mind map activity
L1 Learning Intentions
o What is energy?
o What do we think work is?
o What are the types of energy?
o What is work? o Think pair share
L4 Learning Intentions
o Understand what work is and o What is work?
o Energy transferred= work done
how it’s applied in physics
o Understand the key concepts of o How is work calculated? (Class discussion)
work and how the equation is o What are the units?
used o How does the equation work
o 3 key ingredients to work
Curriculum Links:
1,2,3,4 o Has work been done? (Group work)
o Analyzing statements in groups to see if the statements match work characteristics
o Group challenge trying to complete the equations
o Document
Week 2
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Science Year 8 Physics Teacher: Andrew Ayliffe
L5 Learning Intentions o Different types of energy recap (think, pair, share)
o Understand what kinetic energy is
and how it’s used in the world
around us. o What is kinetic energy?
o Energy of motion
o How can we use the equation to
o Stand still and ask if you have kinetic energy
find energy within a system? o Then walk and ask again then run
o Consolidate understanding of
energy transfer and transform. o Display the kinetic energy equation
o Use a tennis ball on a pendulum to display the equation.
Curriculum Links: Have a ball hanging from the ceiling.
2,4,5 Drop the ball from halfway up the pendulum. Have it hit a half full soft drink bottle.
Observe what happens.
o Ask the students
“If we let it go from a higher height, what is likely to happen?”
o Students should realise that the ball would be travelling faster. Ask them which part of the equation will increase.
o Use the same pendulum but attach a 0.5kg weight.
Drop it from half the height, observe what happens.
o Get students to analyse the difference between the tennis ball and the 0.5kg weight from the same height.
o Show in the equation how this might be proven.
o Energy Transformation
o show this by getting the students to shut their eyes and observe what happens.
o Drop the pendulum again, the students should hear a noise. This is demonstrating the transfer from kinetic to sound
energy.
o Get the students to think of other energy transforms that may have occurred. (Could use a magnesium flint to show this)
o Tennis ball drop demo
o Drop the tennis ball from one meter. Ask the students if the tennis ball has energy as its falling.
o Then do it from 2 metres and ask if it will have more or less energy.
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Science Year 8 Physics Teacher: Andrew Ayliffe
L6 Learning Intentions
o Recap Kinetic energy homework sheet
o Understand gravitational
o What is GPE and how does it work?
energy and how it influences
o Think Pair Share
objects.
o Understand how to apply the
equation to objects.
o Gravitational PE Equation
o Use examples of lifting objects to show the equation.
Curriculum Links:
3,4,5 o Display the equation
o Explain with the aid of the pendulum from last lesson.
L7 Learning Intentions
o Understanding the traditional o Welcome students into class and get them to start their laptops up and log in.
fire-starting methods used by o Stress the importance of listening and safety or they won’t be doing the practical.
Aboriginal and Torres Strait (Don’t tell them what the practical is)
Islander Peoples and their
understanding of the o Explain the back story to get the students interested.
transformation of energy. o -explain the topic and backstory.
Use exciting language to build the enthusiasm of the students.
o -explain the 10-minute challenge and set students off to begin.
o -Important to walk the room and listen to what the students are talking about and see where they are in gathering
Curriculum Links:
information.
1,2,3,4,5
o Talk time
o teacher can arrange the talks by method or fire tool type. Should be enough time for all groups to talk though.
o Teacher should gauge when the groups are ready to do the talks and move on to the next topic.
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Science Year 8 Physics Teacher: Andrew Ayliffe
o Groups have to come up with a diagram showing energy types and how it changes.
o They have to talk about where the tool originated how it’s used.
o Conclusion
o Ask the students, can we see how impressive and ingenious these methods are. Can we also see how they are using kinetic
energy, to create heat by friction? Which is then used to create fire from chemical energy.
Find an Indigenous Education Worker or Community figure with knowledge & experience in traditional fire-starting methods
L8 Learning Intentions and inquire if they would be willing to come into the classroom and help with this project or do a talk about the indigenous
o To apply knowledge learned from background/culture in fire starting.
yesterday’s lesson and apply it
practically.
o Fire challenge **SAFETY IS VERY IMPORTANT HERE**
o Understanding the traditional
fire-starting methods used by o Video to start the challenge off as a knowledge recap. https://www.youtube.com/watch?v=Jbyd0LuVoZw
Aboriginal and Torres Strait
Islander Peoples and their o -students are challenged to try and use the fire-starting method/tools to create a small fire with kindling.
understanding of the o To be done outside if weather conditions are suitable. Students are to wear safety glasses and lab coats.
transformation of energy. o The groups are also encouraged to swap tools and try with other types if available.
o o Reflection on what they learned from the practical to be shared to the class at the end of the lesson.
Include:
What they found interesting.
Curriculum links: If in a survival situation they think they could create one
1,2,3,4,5 What they learned and will always remember.
Formative Reflection task
Handed up at end of the class. Good formative feedback for the teacher.
L9 Investigation TASK:
investigating how Aboriginal and Introduce Summative investigation: Cross Curricular with Biology.
Torres Strait Islander Peoples used o Investigation task: Investigation how Aboriginal and Torres Strait Islander Peoples used scientific
scientific understandings of complex understandings of complex ecological relationships to develop specific fire-based agricultural practices
ecological relationships to develop
o Physics:
specific fire-based agricultural
o What energy is being transferred/transformed in the lighting of the fires.
practices (OI.2, OI.3, OI.5)
o What energy types are being used to light the fire and what specific lighting techniques are found in
certain areas of Australia.
o Create physical diagrams to show energy movement and change using the Aboriginal and Torres
Straight Islanders Peoples fire tools & methods.
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Science Year 8 Physics Teacher: Andrew Ayliffe
o Biology: Summative Test
o How do mosaic burns and fire based agricultural practices benefit the environment.
o Investigate the scientific understandings of the complex ecological relationships that Aboriginal and Torres Straight
Islander Peoples use.
L3 Learning Objectives
Revision
Curriculum Links:
Revision? So depends on what
students revisit? o Revision
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Science Year 8 Physics Teacher: Andrew Ayliffe
1,2,3,4,5,6 o Students can use this lesson for revision, the teacher will be walking the room and checking on the students throughout.
They will need to helping students which may need help catching up.
Test is the following lesson.
L14 Test
Curriculum links:
2,3,4,5,6
o Test
o Test conditions should take about 30 minutes
Curriculum links:
2,3,4,5,6
o UBD introduction
o How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities,
procedures, compelling, problem)
o Hook: https://www.youtube.com/watch?v=2WaxrzSK5CI https://www.youtube.com/watch?v=EJciZxpu1fc&feature=youtu.be
o This should draw the students in and get them to focus on the start of the lesson.
o Explain the relevance of the video:
“Everything that occurred in the video can be explained by physics. In this unit we are going to discover the physics behind
rollercoasters and marble tracks”
o I want you in pairs or threes to design a marble rollercoaster and be able to explain the physical principles behind what is
happening to the marble by the end of the next 3 lessons.
o We will be using the 6D’s of solution fluency for this project.
o Give students around 10 minutes to define the project. (Say 5 minutes so they are motivated then give extra time if
needed)
Then give them an additional 15 to do the learner checklists and performance checklists.
L12 The take note +1 technique will be used to share the student’s ideas and let them fill in any information they may have
missed out.
o
IF this fails you can resort to a whole class discussion to enable the kids to share ideas and provide instant feedback.
New Short clip for lesson into and to settle class in HOOK
https://www.youtube.com/watch?v=-lDlb-NwO8s
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Science Year 8 Physics Teacher: Andrew Ayliffe
As the video is playing briefly see where most students are up to.
**Video is only short**
Make sure the students are starting the dream phase. Get them to write down and draw rough Dream ideas. When designing
the coasters try to think of the forces and what materials you will use.
If you use a heavy marble or steel ball the track will need to be stronger.
The design part is the collaborative part where they combine their dream ideas.
Be a proactive teacher and walk the room checking on everyone’s ideas.
L13 Check they are all onto the dream and design phase of the project. If not pressure them to catch up.
Tell the class that by next lesson they should have completed the design section. IF not homework.
They should be ready and prepared to start making the coaster next lesson.
o Students have this time to work on building their rollercoasters an conducting tests. There will be time for trial and error.
o Showcase will be the first lesson on the 90-minute lesson. If the showcases must extend, they can. Reflection will be due the
following week after another lesson.
Content: a glossary list of new terms within the solution fluency task. Most tasks have an extension section included in the worksheet.
Pace: Students finishing in advance of class will be extended with more complex examples or worksheets.
Assessment tasks: Students are able to decide between: High tech, Low tech and No tech.
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Science Year 8 Physics Teacher: Andrew Ayliffe
Solution fluency: Within the solution fluency task the students are required to initially be working on their own. There is the option for the teacher to employ a take note +1 type of method during the dream
stage to help the students think of ideas.
Class guided discussion: Should be aimed at the students ability levels, teacher should be catering for both the high achievers and the low achieves in these discussions and making sure nobody is left behind.
Thinking Skills, Strategies Graphic Organisers Harvard Thinking Routines Reflective Thinking:
and Dispositions Flow Chart Take note + 1 Reflections
Mind Mapping Think Pair Share Recaps at start of class
Curriculum Models
Bloom’s Taxonomy
Question Generation Skills
Solution Fluency
I aimed to make the lessons engaging for all students to try and minimise classroom behavioural problems. Harvard thinking routines were aimed to be used at least once
in every lesson, but they weren’t always suitable. Physics being a subject which has its own language created the challenge of trying to link this language to pre-learned
examples in an attempt to reduce misconception. The task design would often take into account the 8 cultural forces present within a classroom and harness them to
increase the chances of student achievement.
One of the more challenging parts of this assignment was finding the depth and lesson sequence to best suit the students. Being year 8 its likely that they haven’t ever been
exposed to much physics, so it needs to be taken slowly and broken down. There is lots of classroom guided discussion sections as this enables the flexibility of the teacher
to pitch or adjust depth/pace when required.
The lessons are hopefully of a flowing manner so they should follow one another nicely. I really wanted to create a second assignment focussing on the Indigenous
curriculum standard and how they used physics, but I ran out of time to complete it.
I decided to plan an indigenous fire practical as they will likely hold on to that experience for life. It also enables them, if the content is delivered correctly to clearly see
where the physical principles are coming into play right in front of them.
There is a smaller test within the unit plan, it’s up to the teacher’s discretion as to whether they use it. Personally, I would aim towards a problem-based learning
assignment or an alternative assessment where the students can be assessed and demonstrate higher order thinking.
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Science Year 8 Physics Teacher: Andrew Ayliffe
Curriculum links have been provided next to the lesson chapters in the unit plan for easy of linking content to curriculum outcomes.
If I had more time, I would have made the lesson plans much more detailed but in hindsight they will be a guide as everyone has different teaching styles.
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