Professional Documents
Culture Documents
BAND OF DEVELOPMENT:
YEAR LEVEL: 7
CURRICULUM ORGANISER:
UNIT DURATION: 6 Weeks – Detailed unit plan for the first 2 weeks, however only a weekly outline for 3-6 due to the unpredictable future of the current
pandemic.
TEACHER:
Tyler Nield
SCHOOL:
Burra Community School
TERM:
2
UNIT DESCRIPTION
Students will partake in a *6 week unit related to physical sciences. There will be a focus on forces, the different types of forces and how these can be applied to sporting
situations. Students will demonstrate their learning through a variety of formative assessment tasks. An information report will be completed at the end of the unit for
summative assessment.
Learning Overview:
Each week of online will consist of:
2x Offline learning lesson. These can be completed by the students whenever it suits them. The use of formative assessment tasks will monitor their participation. These
are approximately 50minutes each.
1x Online face to face teaching lesson. Students will be required to be in attendance of this lesson for the entire duration. This will be used to mark student attendance
and participation.
Sub-Strand: Nature and development of Science Scientific knowledge has changed peoples’ understanding of the world and is
refined as new evidence becomes available
Science knowledge can develop through collaboration across the disciplines of
science and the contributions of people from a range of cultures
Sub-Strand: Use and Influence of science Solutions to contemporary issues that are found using science and technology,
may impact on other areas of society and may involve ethical considerations
People use science understanding and skills in their occupations, and these
have influenced the development of practices in areas of human activity
Sub-Strand: Questioning and predicting Identify questions and problems that can be investigated scientifically and make
predictions based on scientific knowledge
Sub-Strand: Communicating
Communicate ideas, findings and evidence based solutions to problems
using scientific language, and representations, using digital technologies as
appropriate
ACHIEVEMENT STANDARD:
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including
Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of
resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between
organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science
disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select
equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data
from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and
findings using scientific language and appropriate representations.
Online – As a class, we will go through the work Online – Flipped Question Sheet
sheet, ensuring that all students can complete it. I will classroom
also run through ‘my sheet’ answering the questions, Front loading
to allow the students to get to know me a bit better.
There will be a large emphasis on discussing exactly
what a force is.
This will be followed by a discussion about the rest of
the unit, answering any questions posed by the Offline 2 – Guided
students. I will use this discussion and the Discovery
questionnaire as an opportunity to develop my
understanding of the students and how they learn.
SUMMATIVE ASSESSMENT
Task:
Within this assessment you are required to select a sport/activity (e.g. motor racing, football, ballet etc.)
· Identify when the forces in your sport are balanced or unbalanced and explain how this affects motion.
· Explain the interaction between a successful athlete and the forces in the sport and suggest how training, technology or practice may improve the athlete’s interaction with
those forces.
· As with previous Information Reports include an introduction, body paragraphs and conclusion using correct scientific language and description.
· To support your Information Report, construct a diagram illustrating the forces present in the sport and label it accordingly.
o Include force arrows. Make sure you consider length and direction of the direction.
Assessment Criteria:
Criteria E D C B A
Presence of forces Little mention of forces. Forces are included but not Obvious forces present in All forces present in the All forces present in the
explained. the sport are included. Some sport are stated, including sport are included and
are omitted. those that are not obvious. explained.
Balanced/ Unbalanced Incomplete description of Description of balanced and Description of balanced and Description of balanced and Well written and clear
forces balanced or unbalanced unbalanced forces is unbalanced forces is unbalanced forces is clear. description of balanced and
forces. Errors present. Link partially included or has included and is correct. How How forces affect motion is unbalanced forces. How
to motion is incorrect or some errors. How these forces affect motion is described with some detail. forces affect motion is
omitted. forces affect motion is described. clearly explained with high
described at minimal level. detail.
Force and athlete Attempted discussion of Discussion of interaction Explanation of interaction Good explanation of Well written and highly
interactions forces for successful athlete between athlete and forces between athlete and forces interaction between athlete detailed explanation of
and how to improve the use is poorly written or is is included but lacks detail. and forces with some detail. interaction between athlete
of forces incomplete. Suggestions are made for Suggestions made for and forces. Suggestions
interaction to be improved. improving the interaction made for improving the
shows understanding of interaction show high
characteristics of forces and understanding of
how this could be important characteristics of forces and
in sport how this is important in
sport.
Diagram No diagram or very poor Attempted diagram included Diagram shows most forces Neat and clear diagram of Diagram is neat, well-
attempted diagram. but is messy or unclear. present in sport. Satisfactory most forces present in the constructed and highly
Lacks labels. More detail level of detail included with sport. Good level of detail detailed. All forces present in
could be included. Arrows labelling. Arrows are included with labelling. Most the sport are included.
may be included but have included and some are of are of correct size and Labels include high level of
errors in size or direction appropriate size and direction. detail. All arrows are of
direction. correct size and direction.
Report Structure Incomplete structure. Format Attempted information report Includes an introduction, Introduction has all introduction has all the
is incorrect. structure. Some components three body paragraphs and components with a linking components with a linking
are correct. a conclusion. Each section sentence. Body paragraphs sentence and is well written.
serves its purpose clearly focus on one topic
each. Conclusion
summarises report.
Mechanics Information report contains Information report contains Information report contains Information report contains Information report contains
mechanical mistakes. It has several sentence errors and some fragments, run-ons or few errors and occasional rare errors and is fluent.
numerous errors. mechanical mistakes that other errors. It has some mistakes but is clear.
may interfere with clarity of mistakes, but the ideas and
ideas in writing topics are generally
conveyed.
Referencing No referencing. Referencing attempted but is Referencing is included Referencing is included Referencing is always
unclear, has errors or is mostly where necessary. It where necessary. It is in the included where necessary. It
incorrect. is in the Harvard format but Harvard format with minimal is in the Harvard format with
includes errors. errors. no errors.