Unit Plan:

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.

ESSENTIAL LEARNING INTENTIONS

- Provide an accurate description of what a force is
- List several examples of forces
- Describe the difference between contact and con-contact force
- Describe the difference between a balanced and unbalanced force
- Apply their understanding of forces to the real-world
- Apply their understanding of forces to a chosen sport

AC SCIENCE: Identifying Student Learning & Achievement - Band level 7

SCIENCE UNDERSTANDING SPECIFIC STUDENT LEARNING ACHIEVEMENTS
Content Description: Physical Sciences
Sub-strand: Change to an object’s motion is caused by unbalanced forces, including
Earth’s gravitational attraction, acting on the object
 Investigating the effects of applying different forces to familiar objects
 Investigating common situations where forces are balanced, such as
stationary objects, and unbalanced, such as falling objects
 Investigating the effect of forces through the application of simple machines,
such as the bow and arrows used by Torres Strait Islander Peoples or the
spear throwers used by Aboriginal Peoples

Science as Human Endeavour

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

Science Inquiry Skills

Sub-Strand: Questioning and predicting Identify questions and problems that can be investigated scientifically and make
predictions based on scientific knowledge

Collaboratively and individually plan and conduct a range of investigation types,

Sub-Strand: Planning and conducting including fieldwork and experiments, ensuring safety and ethical guidelines are
followed
Measure and control variables, select equipment appropriate to the task and
collect data with accuracy

Construct and use a range of representations, including graphs, keys and

Sub-Strand: Processing and analysing data and information models to represent and analyse patterns or relationships in data using digital
technologies as appropriate
 Summarise data, from students’ own investigations and secondary sources, and
use scientific understanding to identify relationships and draw conclusions
based on evidence
Sub-Strand: Evaluating

Reflect on scientific investigations including evaluating the quality of

the data collected, and identifying improvements
Use scientific knowledge and findings from investigations to evaluate claims
based on evidence

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.

ESSENTIAL CONTENT LEARNING EXPERIENCES TEACHING STRATEGIES ASSESSMENT

Week 1 Introduction to forces Offline 1 - Students will be required to fill out the
question sheet. They can attempt to complete it with Offline 1 - Flipped
- Types of forces whatever resources they need. The question sheet will classroom
- Contact and Non- have a couple of force related questions and will also
Contact forces include a couple of questions that are related to the
interests and hobbies of each individual student. This
- Balanced & sheet will need to be posted back to the team’s page
Unbalanced forces before the end of Tuesday’s online lesson. I will use
this as a pre-test and an opportunity to develop my
understanding of the student’s academic levels,
readiness for the unit, likes/dislikes, personalities etc.

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 - Formative
also run through ‘my sheet’ answering the questions, Front loading assessment
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.

Offline 2- Students will be given 3 or 4 words that are

related to forces ie gravity, friction, tension. They will
be required to find a definition of that word, provide a
real-life example (Photo and diagram included) of
where it occurs. They will be required to present their
definition and examples in breakout rooms in week 2’s
online learning lesson. This can be presented as a
word document, poster or power-point presentation.
This will be shown throughout the presentation but will
need to be posted to teams after the lesson.
Week 2 Terminology of forces Offline 1- Continuation of force terminology
presentation. Offline 1 – Guided
discovery
Online- Terminology presentations
Students will be organised into online breakout rooms
through the zoom online learning platform, where they
will be separated into groups of 3 or 4 ensuring that no Online – Reciprocal peer Terminology
words are repeated. Through this experience students teaching presentation
will be able to share there learning in a collaborative, - Formative
peer teaching environment. Assessment

Offline 2 – Individual Practical

Students will need to go outside and do an activity that
they enjoy doing ie cycling, tennis, bowling, soccer.
They will need to take a picture of the activity being
conducted in a minimum of 2 stages. For example; if it Offline 2 – Guided Individual Practical
was a soccer, discovery (Due week 3)
Stage 1 photo would be: Ball on the ground - Summative
Stage 2 photo would be: Kicker kicking the ball assessment
Stage 3 photo would be: Ball in the air
They will then need to add these pictures to a
document where they can show the forces that are
being applied at that stage of the activity.

Week 3 Contact vs Non – contact *From this week on the amount of content covered Practical report
forces and learning episodes that are able to be completed is - Formative
heavily dependent on whether learning is Assessment
predominately online or back to traditional face to face
Balanced and Unbalanced teaching time.
forces
- DIY helicopter experiment
Week 4 Gravity and Buoyancy Offline - Egg experiment Practical report
forces - Formative
Online- KAHOOT quiz. Used as a revision task for the Assessment
students. Will provide me as a teacher with an
understanding of what the students have learnt, and if - Peer teaching will
there are any specific topics that need to be revisited need to be
in more detail. included in this
week
Week 5 Application of forces to - Sporting videos. Focus around the NFL video, Practical Report
the real world however, show a variety.

- Indigenous bow and arrow (Practical)

- *This will be used to link the week 2 practical
to the forces information report for
assessment
Week 6 Beginning of the - Students will be introduced and will begin work
Information report on the information report.

SUMMATIVE ASSESSMENT

Information Report – Forces in Sport

Task:

Within this assessment you are required to select a sport/activity (e.g. motor racing, football, ballet etc.)

· State the forces present in the sport.

· 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.

Word Count: 400-600 Words

Assessment Criteria:

Plan: Complete the information report plan.

Information Report: See Rubric

ASSESSMENT RUBRIC
Criteria E D
Presence of forces Little mention of forces.
Balanced/ Unbalanced Incomplete description of
forces balanced or unbalanced
forces. Errors present. Link
to motion is incorrect or
omitted.
Force and athlete Attempted discussion of
interactions forces for successful athlete
and how to improve the use
of forces
Diagram No diagram or very poor
attempted diagram.
Report Structure Incomplete structure. Format
is incorrect.
Mechanics Information report contains
mechanical mistakes. It has
numerous errors.
Forces are included but not
explained.
Description of balanced and
unbalanced forces is
partially included or has
some errors. How these
forces affect motion is
described at minimal level.
Discussion of interaction
between athlete and forces
is poorly written or is
incomplete.
Attempted diagram included
but is messy or unclear.
Lacks labels. More detail
could be included. Arrows
may be included but have
errors in size or direction
Attempted information report
structure. Some components
are correct.
Information report contains
several sentence errors and
mechanical mistakes that
may interfere with clarity of
ideas in writing
C B
Obvious forces present in
the sport are included. Some
are omitted.
Description of balanced and
unbalanced forces is
included and is correct. How
forces affect motion is
described.
Explanation of interaction
between athlete and forces
is included but lacks detail.
Suggestions are made for
interaction to be improved.
Diagram shows most forces
present in sport. Satisfactory
level of detail included with
labelling. Arrows are
included and some are of
appropriate size and
direction.
Includes an introduction,
three body paragraphs and
a conclusion. Each section
serves its purpose
Information report contains
some fragments, run-ons or
other errors. It has some
mistakes, but the ideas and
topics are generally
conveyed.
All forces present in the
sport are stated, including
those that are not obvious.
Description of balanced and
unbalanced forces is clear.
How forces affect motion is
described with some detail.
Good explanation of
interaction between athlete
and forces with some detail.
Suggestions made for
improving the interaction
shows understanding of
characteristics of forces and
how this could be important
in sport
Neat and clear diagram of
most forces present in the
sport. Good level of detail
included with labelling. Most
are of correct size and
direction.
Introduction has all
components with a linking
sentence. Body paragraphs
clearly focus on one topic
each. Conclusion
summarises report.
Information report contains
few errors and occasional
mistakes but is clear.
A
All forces present in the
sport are included and
explained.
Well written and clear
description of balanced and
unbalanced forces. How
forces affect motion is
clearly explained with high
detail.
Well written and highly
detailed explanation of
interaction between athlete
and forces. Suggestions
made for improving the
interaction show high
understanding of
characteristics of forces and
how this is important in
sport.
Diagram is neat, well-
constructed and highly
detailed. All forces present in
the sport are included.
Labels include high level of
detail. All arrows are of
correct size and direction.
introduction has all the
components with a linking
sentence and is well written.
Information report contains
rare errors and is fluent.
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.