102098 CONTEMPORARY TEACHER LEADERSHIP

Nimmi Ann Varghese

Abstract
The following report intents to improve a Stage 4, Year 7 Science Unit: ‘Heat,
Light and Sound’. This was originally developed for a lower ability middle
school class at Strathfield South High School. The report proposes a redesigned
unit to achieve more learning outcomes and cater a more diverse classroom.
To achieve this, recommendations are made focused on literacy and numeracy
development, critical and creative thinking skills, and enhancing personal and
social capabilities through teaching and learning activities.

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Table of Contents
Executive summary: ............................................................................. 2
Objective and Context ...................................................................................................2
Goals .............................................................................................................................. 2
Recommendations: ......................................................... Error! Bookmark not defined.
Background information: .......................... Error! Bookmark not defined.
Comparative table .................................... Error! Bookmark not defined.
Recommendations: ................................... Error! Bookmark not defined.
7. Reconstructed unit: ........................................................................ 12
7a. Scope and sequence ................................................. Error! Bookmark not defined.
7b. Concept map ..........................................................................................................12
7c. Assessment task and marking criteria....................................................................13
7D - Redesigned unit outline (annotated changes in a different colour) .................... 20
8. References ..................................................................................... 35
9. Appendix ....................................................................................... 37
Appendix A – Scope and Sequence .............................................................................. 37
Appendix B – Original Program .................................................................................... 41

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Executive Summary

Context and Objective:

Strathfield South High School is a comprehensive, coeducational high school where all
students are encouraged to make learning their first aim. It is recognised as a school of all-
rounders, enabling students to extend their skills and interests in a complementary manner
in a wide range of areas. Strathfield South High School is also the only school in the area to
run a diversified senior school program, where students only study three subjects a year for
the senior school (six subjects over two years), and a condensed 2-year middle school
program for stage 4 learners.

The population of the school is highly diverse, with 88% of students being from a
language background other than English (LBOTE), and with 3% of students at the school
identifying as Indigenous or Torres Strait Islander individuals. Couples with this, the
socioeconomic status of the school is relatively low, with 64% percent of the parents in the
bottom quarter of earners (My school- Strathfield South High School Profile, n.d).

Goals:
 Address the literacy concerns throughout the unit and to incorporate some numeracy
strategies.
 Improve integration of ICT in the classroom as a resource to support learning
 Challenge students through and inquiry focussed learning approach, and thereby
enhance the problem solving, scientific methodology and collaborative skills.
 Challenge them through questioning and discussions to enrich critical and creative
thinking skills.
 Facilitate and encourage students to be able to demonstrate learning through a
variety of means, providing flexibility in the approach to assessment
 Provide effective differentiation for students in order to meet the needs of a diversity
of learners in the classroom

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Recommendations:
The following recommendations are suggested aiming at teaching the unit in a mixed
ability classroom with significant number of students being from LBOTE background.
Therefore, the recommendations focus on literacy and numeracy skills, differentiation and
inquiry-based learning.

- Improve the explicit instruction of Literacy as well as modelling in the classroom to

ensure that students are scaffolded through learning.
- Improve critical thinking and scientific skills through guided inquiry-based learning.
- Improve their personal and social capabilities through group works, investigations and
discussions
- Improve the provision of formative assessment through questioning, discussions,
plenary sessions, quizzes and exit slips

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Background Information to the unit:
The original unit was designed to be taught in a lower ability classroom with intensive
need for literacy and numeracy strategies to improve student learning. This was a part of the
energy content in the syllabus covering three subtopics in Physical World (PW3) contents and
the rest was covered in a different program aimed at a year 8 level (since years 7&8 are
condensed to 2 years in middle school). The class had mostly LBOTE students with limited
prior knowledge in most of the topics. However, the unit was poorly designed with major
content statements and learning activities. The unit was to be modified through lessons
incorporating explicit teaching contents and activities during the teaching practice.

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Comparative Table
Area of Consideration Strengths in the program
Literacy The literacy components are
focussed mainly in writing
notes on direct instruction,
worksheets, investigation lab
reports, mind maps
etcetera.
Concerns in the area of Suggested changes to
consideration counteract the concerns
 Being a stage 4 In order to improve literacy
program, it would skills, there should be more
need more literacy reading and writing tasks in
focussed activities the program. A text and an
and more writing anticipatory guide to fill up is
task as to develop an example.
skills through to HSC. Students should be given
 Moreover, students texts on topics to read, and
from lower ability to find and understand
needs more literacy concepts; these can be done
tasks. in pairs for better learning.
 Tasks were There should be a range of
constrained to tasks from finding words,
writing answers to answering questions in single
worksheet questions and multiple words to
(usually a word or framing complete sentences.
two). The original program mainly
 There were no focussed on covering the
readings included in content and student taking
the program. notes. This is being modified
Reading and to incorporate individual and
understanding group reading and writing
concepts is very tasks aimed to make
essential in any students capable of writing
subject area. their lab investigation
 There were no reports themselves. This
formal writing tasks focus is enhanced through
the use of ICT within the
Research to support the
suggested changes
To improve literacy within
the classroom it is important
that multiple modes are to
be used such as reading,
writing, speaking,
comprehending,
summarising and listening to
ideas (Wendt, 2013). Pair
reading and answering is
proven to be an effective
strategy to improve fluency
and overall literacy at
multiple grade levels
(McMaster, Fuchs, & Fuchs,
2006; Wexler, Vaughn, &
Roberts, 2010). A three tier
literacy learning model
suggest to incorporate tasks
ranging from basic to
advanced literacy skills
(Rose, 2011)
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Numeracy Since a science unit, there
were experiment where
quantitative data was
collected.
Critical and Creative The program included a
thinking variety of practical
experiments within each
topic.
The program did not
specifically identify the
numeracy components of
the experiments.
The experiments were just
named with text reference.
Limited usage of
observations to tabulate
quantitative data.
Graphical representations
are not used.
However, the program did
not extend the activities to a
critical discussion or
incorporate ways for
students to creatively think
on the investigations.
classrooms and providing
them with reading text to
summarise and /or find
answers to questions.
Numeracy focussed
questions to be included in
experiments and
observations, and in
worksheet questions
Quantitative data collection
strategies to be included
with scientific investigations.
Different representations
including tables, graphs and
diagrams for deeper
understanding.
Activities including
calculations relevant to real
life situations to be
incorporated.
A suggested way to fully
incorporate these skills is to
design the activities on
Inquiry Based Learning
strategies.
This can be done through
including the 5Es approach
A key strategy for developing
students’ numeracy and
mathematical skills involves
changing information from
text to data and vice versa,
for example: interpreting
information presented in
tables and graphs to describe
trends, taking information
from a piece of text and
presenting it as a table or
graph (Ministry of Education,
New Zealand, 2018).
Numeracy is to be learned in
different contexts (Goos et
al., 2011) and at different
levels of science such as
organising, tabulating and
challenging phases (Love,
2010)
Inquiry based learning and
constructivist approaches in
the design enables these
skills.
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 Dealing with a relevant topic
in every-day life, there were
no classroom discussions or
student research in the
program.
There were no links to why
do students learn these.
Applications in the real
world.
Personal and Social Several experiments within The program does not
Capabilities the program. provide any details on how
students undertake the
Brainstorming activities and experiments.
mind map in the beginning of
the unit. No group works, discussions
or peer evaluations were
included in the program.
Students could collaborate
together to design
experiments and discuss on
(engage, explore, explain,
extend and evaluate).
Activities/experiments can
be designed with this
approach to initiate critical
and creative thinking skills.
A few other specific
examples for the unit can be:
Flipped classroom activities
on global issues for critical
evaluation and opinion
making (example, group
presentation on why we
should use solar panels)
Different experiment
observations to draw
conclusions beneficial for
real world scenarios
(example, insulator design)
Scientific investigations are
excellent opportunities to
incorporate group works and
collaboration.
Scientific experiments in the
unit should be designed to
include group/ pair and
individual roles for students
to undertake.
More platforms to group
discussions, flipped
IBL utilises exploring,
questioning, predicting,
discovering and testing
skills and thereby
enhances the problem
solving and critical
thinking skills (Lemlech,
2009)
Constructivism relies on
creating learning
environments that directly
expose students to the
material to be studied and
promoting active learning
(Bada & Olusegun, 2015)
IBL also helps in improving
personal and social
capabilities by providing
opportunities to evaluate
their own inferences and
communicate their
answers/solutions and
support with evidence
(Spencer & Walker, 2011)
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Understanding by design Understanding by design
(UbD) element were
incorporated within the
lessons through deepening
student understanding
through experiments and
achieving some knowledge
transfer through
observations and inferences.
observations but this was
lacking in the whole program
The major elements of UbD
were lacking within the
program.
There was no backward
mapping with the
assessment or the learning
goals of the unit.
There were no further
extension and transfer of
knowledge and
understanding to an
application level.
No differentiation of tasks
was included in the program.
There were no formative or
summative assessment
included with the program.
classrooms, experiment
design and application level
issues/ effects should be
discussed and opinions
should be asked.
The unit should focus on the
learning needs and the
learning outcomes of the
topic. Being a science unit,
there learning outcomes for
content and scientific skills.
More detailed teaching and
learning activities to be
included to achieve these.
The assessment was
designed to evaluate the
content knowledge focussed
on applications outside
classroom, and on the
scientific skills on
undertaking an investigation.
More formative assessment
should be included in the
unit of work.
Understanding by design
approaches set a learning
goal, which is identified in
the assessment task and the
teaching and learning
experiences are aligned with
reaching that goal (McTighe
& Wiggins, 2012). UbD
also promotes a reflective
cyclic process of
evaluating and modifying
the unit through several
formative and diagnostic
assessments undertaken
during the teaching of the
unit (Noble, 2011)
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Recommendations
To redesign the unit using inquiry-based teaching and learning, incorporating literacy and
numeracy skills, and understanding by design processes.
The initial unit outline can be referred as an overview of major teaching and learning
activities linked to the syllabus contents and outcomes. It lacked the in-depth details for
learning intentions, outcomes, goals, explicit teaching and learning activities, assessment and
differentiation strategies. Being a condensed middle school program, the aim of the unit was
to introduce students to the basic concepts of Energy and this was met through the activities
in the unit outline. However, there were significant deficiency of activities aimed at
assessments, differentiation, literacy and numeracy incorporation, critical and creative
thinking skills development, and personal and social development. Clear learning intentions
linked with syllabus outcomes and assessment structure provide students and teachers with
an understanding of what is to be learned to achieve the outcomes (Crichton & McDaid,
2016). Moreover,learning with goals and objectives improve pedagogy and student
engagement.

The recommendations and the new program aim to rebuild an in-depth teaching and
learning platform for the topic, through incorporating the approaches of inquiry based
learning, constructivist theory and understanding by design. This is done by including more
explicit learning activities, student centered and / or directed tasks like flipped classroom
discussions and presentations, group investigations, discussions and communication of
inferences, increased literacy and numeracy tasks within the classroom, different modes of
representation and evaluation and ongoing assessment and feedbacks.

The pioneer step to build on an effective program in Science, achieving the content
and skills outcomes, is to embed inquiry-based learning (IBL) approaches in the teaching and
learning activities. Education has changed its focus from being able to memorise and repeat
things to find out things and use it for real purposes (National Research council, as cited in
Lutheran Education Queensland, n.d.). Inquiry in science education can be considered as a
way of learning/undertaking science practices to understand scientific concepts and the
nature of science. Hence it incorporates pedagogy and learning outcome (Brown, 2017). IBL
utilises exploring, questioning, predicting, discovering and testing skills and thereby enhances
the problem solving and critical thinking skills (Lemlech, 2009). IBL also helps in improving

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personal and social capabilities by providing opportunities to evaluate their own inferences
and communicate their answers/solutions and support with evidence (Spencer & Walker,
2011). Hence, IBL is used as a basis for designing the unit by incorporating lessons with the 5E
elements (engage, explore, explain, extend, evaluate) providing maximum opportunities for
developing critical and creative thinking skills as well as learn scientific content and skills.
Examples include critical reading activities, scientific investigations, flipped classroom
discussions, group presentations, real life applications, interactive tools, and various
evaluation tasks.

Another significant change comprises the integration of some level of student directed
or student led activities, along with direct instruction. Direct instruction and systematic
scaffolding are primary factors for understanding concepts and procedures in science
(Kirschner, Sweller & Clark, as cited in Furtak et.al., 2012). However, teachers cannot transfer
all knowledge to the students. Students need to actively construct knowledge and this aligns
with the constructivist conceptions of learning which has roots in the work of Dewey (1992),
Bruner (1961), Vygotsky (1962) and Piaget (1980). Constructivism relies on creating learning
environments that directly expose students to the material to be studied and promoting
active learning (Bada & Olusegun, 2015). Based on this theoretical perspective, activities were
designed to encourage self-directed learning through IBL and flipped classroom activities. For
example, students use an anticipatory guide to clear misconceptions about energy while
reading an informative text.

After incorporating IBL, the next step was to facilitate more literacy and numeracy
skills development within the program. This is because, literacy and numeracy progressions
are embedded in the curriculum and assessed by standardised testing. Literacy and numeracy
skills are the basis of content area (science) mastery (Rose, 2011). The more recent
perspective highlights that all learning is language based and therefore attention is required
to integrate literacy into contents across the curriculum (Adams & Pegg, 2012). As science
education moves from doing to organising, explaining and challenging phases through the
school years students are required to record, report, tabulate, represent, relate, classify data,
argument and discuss on scientific data (Love, 2010). Numeracy must be learned in multiple
contexts and in all school subjects to make it meaningful to students (Goos et al., 2011).
Hence, to strengthen the literacy and numeracy skills, several activities were included. For

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example, different reading, writing and presenting tasks; as well as calculations (energy usage
worksheet), tabulations, graphical representations, and measurements were inserted with
scientific investigations.

After identifying the limitations in the initial unit and resolving them, the next
important step was to design the unit through understanding by design (UbD) process. UbD
is based on backward mapping, where the programming starts with the desired results
(assessment) and track back to teaching and learning experiences (McTighe & Wiggins, 2012).
The assessment task in the current unit was designed to include demonstrate the
understanding of the concepts and applications besides the development of scientific skills
and knowledge of scientific processes. Hence, through backward mapping, the unit was
reconstructed with teaching and learning activities concentrating on understanding the
concepts in relation to students’ real life (why learn energy?) and advancing their scientific
skills (through experiments, observations and critical analysis). UbD promotes the regular
evaluation of student learning and achievements towards the overall goal of the unit (Noble,
2011). This also contribute towards modifying the activities or sequencing them to cater for
students’ learning at specific stages. In a nut shell, UbD aligns the unit to a learning goal,
thereby promote engagement and motivation, and enhance reflective modifications and
designing throughout the teaching and learning of the unit. (McTighe & Wiggins, 2012).

In conclusion, the unit was designed to integrate several life relevant skills into the
content, through incorporating constructivist and IBL approaches, literacy and numeracy
components and UbD designing processes.

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Reconstructed Unit
a. Scope and Sequence:
The original scope and sequence of the year 7 is attached in the Appendix. There was no
much changes made in the scope and sequence as this was a small unit of work covering the
basics of the topic ‘Energy’. This was completed in 3 weeks (19- 20 lessons). An indicative
time reference for each topic in the program is given in the original unit outline. There were
no changes to the sequencing of the topics.

b. Concept map

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 c. Assessment & Marking criteria
The assessment task in the original program was a yearly exam which covered all the topics
that were covered until then. Following assessment task is designed differently including a
practical experiment and more application level questions in the quiz.
Assessment Notification

Date of initial notification: Date of assessment:

Term 2, Week 3 Term 2, Week 4

Time Allowed: 60 minutes Weighting of Task: 15%

Course component/focus area/topic/module:

Energy- types, scientific methods

Task Description:

The assessment task has 2 parts:

PART I: Energy module quiz (10%)

Time allowed 30 minutes
Students to attempt all questions

PART II: Practical Experiment (5%)

Time allowed 30 minutes
Students to undertake the investigation, record observations and answer questions.

Outcomes Assessed:
- SC4-4WS identifies questions and problems that can be tested or researched and
makes predictions based on scientific knowledge
- SC4-11PW discusses how scientific understanding and technological
developments have contributed to finding solutions to problems involving
energy transfers and transformations

Marking Criteria:
You will be assessed on the following:
- Your understanding of the energy concepts and applications
- Your working scientifically skills in undertaking a scientific investigation and
presenting and analysing data

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 PART I: ENEGRY MODULE QUIZ (20 Marks)

1. What is energy? Write one or two sentences to explain your meaning for the term
energy. (2 marks)

2. For each of the following statements about energy, indicate whether the statement is
true or false, and then write a sentence to explain why. (6 marks)

a. I get my energy from sleeping. True or false?

____________
Say why. ___________________________________________________________

b. Ultimately, all of our energy comes from the Sun. True or false? _______________

Say why. ___________________________________________________________

3. Three students were investigating the effect of different solar heaters on raising the
temperature of 100 mL of water in one hour. The students’ results are presented in the
tables below. (6 marks)

Student 1

Solar heater Temperature increase (oC)

Dynamic Solar 5
Super Heater 22
Solar Supreme 28
Sun Force 14

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 Student 2

Temperature increase (oC)

Solar heater
Trial 1 Trial 2 Trial 3
Super Heater 25 27 37
Solar Supreme 32 28 20
Sun Force 12 18 22

Student 3

Temperature increase (oC)

Solar heater
Trial 1 Trial 2 Trial 3
Super Heater 26 25 26
Solar Supreme 32 34 30
Sun Force 14 16 17

a. Which set of results do you think is most reliable? Explain why, giving at least two
reasons.

b. To ensure these were fair tests, which variables would have to be controlled? Why?

4. Draw an energy flow diagram for:

a. Water being heated in a kettle with a whistle on a gas stove (2 marks)

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b. Water being heated in an electric kettle which has no whistle (2 marks)

c. Which of these would be more energy efficient and Why? (2 marks)

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 PART II: ELASTIC BAND ENERGY (10 Marks)

Materials required: 3 different elastic bands, 35 cm ruler and a spring balance

Procedure

1. Take one of the elastic bands, hook it over the end of your ruler and use the
spring balance to pull the band until it is stretched to the 12 cm mark of your
ruler. Record the reading on the spring balance.
2. Repeat for each elastic band and make sufficient measurements so that you
can compare the three elastic bands.
3. Record all of your measurements.
Questions

a. Which band required the greatest force to stretch it to 12 cm? How confident
are you of this? Explain.
b. What type of energy does the band have when it is stretched?
c. If you were to plot a graph of your results, what type of graph would you
draw? Which variable would you plot on the horizontal axis of the graph?
d. How could you have improved your investigation?

Reference for the assessment task and marking key: Energy and Change Assessment. (n.d).
Retrieved from
https://www1.curriculum.edu.au/sciencepd/teacher/assessment/resr_energy.htm

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 Marking Key
PART I (20 Marks)
1.What is energy? Write one or two sentences to explain your meaning for the term
energy. (2 marks)
Energy makes things happen or energy is the capacity to do work. (1) Energy is
transformed/changed to another form as the work is done. (1)

2. For each of the following statements about energy, indicate whether the statement is
true or false, and then write a sentence to explain why. (6 marks)

a. I get my energy from sleeping. False. (1)

Reason: People get energy from their food (1), which is released from food by respiration. (1)

b. Ultimately, all of our energy comes from the Sun. True. (1)
Reason: Plants use energy from the Sun to grow and plants provide our food energy (1), and
dead plants have turned into coal, gas and oil over long periods of time to provide our fuels.
(1)

3.Three students were investigating the effect of different solar heaters on raising the
temperature of 100 mL of water in one hour. The students’ results are presented in the
tables below. (6 marks)
a. Which set of results do you think is most reliable? Explain why, giving at least two
reasons.
Student 3’s results would be more reliable. (1) Student 3’s results are more reliable than
Student 1 as s/he did repeat trials which gives more data (1), and the variation between
Student 3’s repeat trials is less than that for Student 2 which indicates there is less error. (1)

b. To ensure these were fair tests, which variables would have to be controlled? Why?
The amount of water (1) and the time. (1) The amount of water and the time could both
affect the change in temperature so they must be kept the same to be sure it was only the
type of solar heater that affected the temperature. (1)

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4.Draw an energy flow diagram for: (6 marks)

c. i. Which of these would be more energy efficient?

The electric kettle is more efficient. (1)

ii. Why is the one method of heating water more efficient than the other?
The electric kettle is more efficient than the gas kettle as it has less energy wasted as heat to
the air or as sound from the whistle. (1)
PART II (10 Marks)
A maximum of 10 marks for any of the following valid points.
• Results recorded in an organised table. (1)
• Made repeat measurements. (1)
• Averaged repeat measurements so that a comparison could be made. (1)
• Conclusion drawn about which band required the greatest force to stretch it
consistent with the collected data. (1)
• Recognises that error is associated with the measurements. (1)
• Elastic potential energy. (1)
• Bar graph if bands identified by colour, number or alphabet letter. (1)
• Line graph if bands identified by initial unstretched length. (1)
• Elastic band is plotted on horizontal axis. (1)
• Any valid suggestion for improving the design, methods or techniques. (1)

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 d. Redesigned unit
Original Program – unmodified
Program Modifications
Changed sequencing of the experiment
Removed from proge

Symbols used in the program

General Capabilities
Intercultural Numeracy
Critical Ethical Information and Literacy Personal
communication understanding and social
and understanding
creative technology capability
thinking capability

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 Strathfield South High School
Providing quality and equity of education in a caring environment

7.5- Heat, Light and Sound

20/06/20192018

21

Unit Title
Heat, Light and Sound
Context Statement
Outcomes addressed
1. SC4-4WS identifies questions
and problems that can be
tested or researched and
makes predictions based on
scientific knowledge
Strathfield South High School
Providing quality and equity of education in a caring environment
SCIENCE
Stage Duration: 3 Weeks
Stage 4 - Year 7 (took 4 weeks as there were many
other testing (PAT) and repetitions
Syllabus Reference during the time)
The Physical World Duration: 19 Periods
Energy is one of the topics you hear a lot about in the media. Headlines about rising petrol process, green energy
and global warming are common in newspapers, on TV and on news websites. The world’s energy demands are
increasing dramatically and an energy crisis seems just around the corner. For this reason, scientists and
engineers are searching for alternative energy sources. Many difficult decisions will need to be made soon about
energy. As a future voter you will need to help make those decisions. Therefore an understanding of energy,
what it is and what it does is vital for any citizen of our world.
Assessment Events Outcomes Assessed
- SC4-4WS identifies questions and problems that can be tested or researched
Chapter review and crossword and makes predictions based on scientific knowledge
- SC4-11PW discusses how scientific understanding and technological
Learning booklet with topic developments have contributed to finding solutions to problems involving
review is given to students at energy transfers and transformations
the beginning of the unit. It is
used as pre-test or post- test
in lessons to consolidate
student learning (KISS
Resources for the Australian
Curriculum – Science)
Worksheets for lab
22
 investigations, scientific
method writing, reading and
writing tasks in lessons.

2. SC4-5WS collaboratively and Group presentation of poster Glossary of terms:

individually produces a plan on solar energy usage.
to investigate questions and Energy, kinetic, stored/potential, light energy, heat energy, sound energy,
problems Quantitative data chemical energy, light rays, radiation, conduction, convection, convection
3. SC4-6WS follows a sequence representation- tabulation currents, temperature, thermometer, medium, joule, degrees Celsius,
of instructions to safely and graph conductor, insulator, expand, contract, absorption, reflection, transmission,
undertake a range of luminous, non-luminous, transparent, translucent, opaque, shadow, vibration,
investigation types, Evaluate activities outlined in longitudinal wave, echo, ultrasound, echolocation, resonance.
collaboratively and the unit. Example: photo
individually scenario analysis to
4. SC4-7WS processes and differentiate conduction,
analyses data from a first- convection, radiation.
hand investigation and
secondary sources to identify Assessment task
trends, patterns and
relationships, and draw
conclusions
5. SC4-9WS presents science
ideas, findings and
information to a given
audience using appropriate
scientific language, text types
and representations
6. SC4-11PW discusses how
scientific understanding and
technological developments
have contributed to finding
solutions to problems

23
 involving energy transfers and
transformations
Evaluation (Including Resources)
Formative Assessments through-
out lessons
Summative Assessment task-
Energy Module Quiz and Practical
experiment (Elastic Band Energy)
Teacher:
Start Date:
Finish Date:
Students Learn About
including Learning Areas
across the Curriculum
Physical World
 SC4-11PW discusses how
scientific understanding and
technological developments
have contributed to finding
solutions to problems
involving energy transfers and
transformations
Resources links and references given within each topic
Assessment task and marking key attached
Students Learn to Indicative Explicit Teaching Strategies
including Learning Areas across the Time
Curriculum
1 period 1. Introduce the topic. Brainstorm activity. Use a mind-map to
pre-test. Also pre-quiz Science Focus 1, P167
Identify the learning intentions and
outcomes. Create a KWL chart (what we Know, what we Want to know and
what did we Learn) together as a class for the topic and re visit this
when the unit is done to see whether the learning intentions of the
Literacy skills to comprehend a text students are met.
and find key concepts and terms
Engage activity (IBL): Reading booklet-
https://www.kidsdiscover.com/shop/issues/energy-for-kids/
Student to read pages 1-3 in the first lesson and fill in the
anticipatory guide (answer whether given statements are true or
false, this is done before and after reading). This will help them
24

Physical world
Questioning and Predicting
 SC4-4WS identifies
questions and problems that
can be tested or researched
and makes predictions based
on scientific knowledge
 PW3a. identify objects that possess
energy because of their motion
(kinetic) or because of other
properties (potential)
clear any misconceptions. The reading can be done in
pairs/individually.
1. What is energy? Forms of energy. Discuss the two types of
energy: kinetic or moving energy and potential or stored
2 periods energy. Give examples of each. Introduce the unit for energy-
joule. Define that the two types of energy can exist in many
forms e.g. heat, light, sound. Science Focus 1, p168, 169
2. Sparklers and Icepacks inquiry activity Science Focus 1, p.168
3. Watch you-tube video: “What is energy and types of energy”
http://youtube.com/watch?v=NKJifzlOSoQ&list=PLK3x1t-
wJMw7JafHdZXqt-QQMLK6duDfX&index=5
In lesson 2, a learning journal containing several worksheets to
consolidate students’ learning throughout the unit is handed out.
Students need to fill up these after each lesson (they can take it
home to complete but checked by the teacher occasionally to track
the progress). Resource: KISS Resources for the Australian
Curriculum – Science: Energy
Explore activity: Sparklers and Icepacks- lesson 2 would start with
the activity letting students to explore and then move to the
explain phase to recall what they read in the last lesson.
Explain- Direct instruction: Powerpoint presentation
Extend – Demonstration of the pendulum to show the energy
converting from potential to kinetic energy and vice versa.
Evaluate- reading booklet and learning journal questions answered.
Differentiation: students can do the booklets individually or in pairs
or groups. Teacher to discuss any questions that students could not
answer. Peers are involved in assessing the answers in groups.
25
Planning investigations
 SC4-6WS follows a
sequence of instructions to
safely undertake a range of
investigation types,
collaboratively and
individually
Communicating
 SC4-9WS presents science
ideas, findings and
information to a given
audience using appropriate
scientific language, text types
and representations
 PW3e. investigate some everyday
energy transformations that cause
change within systems, including
motion, electricity, heat, sound and
light
 WS6a. collaboratively and
individually conducting a range of
investigation types, including
fieldwork and experiments, ensuring
safety and ethical guidelines are
followed (ACSIS125, ACSIS140)
 WS6b. assembling and using
appropriate equipment and resources
to perform the investigation,
including safety equipment
 WS6c. selecting equipment to
collect data with accuracy
appropriate to the task (ACSIS126,
ACSIS141)
 WS6d. following the planned
procedure, including in fair tests,
measuring and controlling variables
(ACSIS126, ACSIS141)
 WS6e. recording observations and
measurements accurately, using
3 periods Energy conversion experiments: Science Focus 1, p174,175
1. Relighting candles
2. Popcorn Science: Focus 1, p174,175
3. Chemical Energy- (Magnesium in acid) Place magnesium into
dilute acid to observe chemical energy transforming into heat
and sound energy.
Modify the lesson sequences:
Engage activity: Relighting Candles Demonstration. Students are
asked to closely watch the experiment and note down their
observations in the table provided. In small groups they write down
the inference they obtained from the demonstration with
reference to energy changes that occurred.
Explore activity: Popcorn science. Students can undertake the
investigation to identify the energy conversions that happen.
Explain: Powerpoint presentation on how energy transformations
happen with examples and practice questions.
Extend: Flipped classroom activity- Discussion on solar panels
https://youtu.be/xKxrkht7CpY watch the video and in groups
come up with three arguments to persuade people to use
solar energy. Groups should present their arguments in a
poster/slide in the classroom.
26

Planning investigations
 SC4-5WS collaboratively
and individually produces a
plan to investigate questions
and problems.
appropriate units for physical
quantities
 WS6.f. performing specific roles
safely and responsibly when working
collaboratively to complete a task
within the timeline
 PW3b. describe the transfer of
heat energy by conduction,
convection and radiation, including
situations in which each occurs
 WS5.1a. identifying the purpose of
an investigation
 WS5.1b. proposing the type of
information and data that needs to be
collected in a range of investigation
types, including first-hand and
secondary sources
 WS5.2a. collaboratively and
individually planning a range of
investigation types, including
fieldwork, experiments, surveys and
research (ACSIS125, ACSIS140)
 WS5.2b. outlining a logical
procedure for undertaking a range of
Evaluate: Group poster presentation, Worksheet on energy
transformation.
Extend: Chemical energy demonstration; Students to observe
and derive a scientific method and identify the risks involved
in the experiment. Students will be given with a Scientific
report worksheet with Aim and Materials required columns
filled in. They must write down a step by step procedure and
risks involved, in their own words.
6 periods 1. Define heat as a form of energy and temperature as a
measurement of the amount of energy. Units of temperature
are degrees Celsius (oC).
2. Practical: Measure temperature of air, water and body using a
thermometer. Discussion on observations.
Engage activity to distinguish heat and temperature
3. Watch you-tube video clip on “Heat energy song”
http://youtube.com/watch?v=khZrs-UBq28&list=PLK3x1t-
wJMw7JafHdZXqt-QQMLK6duDfX
Explore Activity: Four stations were set up in the lab for students to
conduct 4 experiments. Groups had to rotate between stations to
conduct the experiment (each of which took 10-15 minutes). They
observe transferring heat energy through conduction and
convection.
a. Heating metal rod
b. Ball and ring
c. Lighting tea bag
d. Burning magnesium
27

Processing and analysing
data and information
 SC4-7WS processes and
analyses data from a first-
hand investigation and
secondary sources to identify
trends, patterns and
investigations to collect valid
firsthand data, including fair tests
 WS5.2c. identifying in fair tests,
variables to be controlled (held
constant), measured and changed
 WS5.2d. describing safety and
ethical guidelines to be addressed
 WS5.3a. identifying suitable
equipment or resources to perform
the task, including safety equipment
and digital technologies
 WS5.3b. selecting equipment to
collect data with accuracy
appropriate to the task (ACSIS126,
ACSIS141)
 WS7.1e. applying simple numerical
procedures, eg. calculating means
when processing data and
information, as appropriate
CONDUCTION:
Explain- concept of conduction- explicit teaching
1. Describe conduction in terms of the particle model.
2. Compare conduction in solids, liquids and gases:
Experiments: Extend on Conduction
1. The ball and ring experiment to demonstrate that matter
expands on heating and contracts on cooling.
2. Heating and cooling water in a round bottomed flask to
observe its level rising/falling inside a capillary tube.
3. Heating and cooling air inside a balloon that’s attached to a
conical flask, to observe the expansion and contraction of air.
1. Compare the thermal conductivity of different substances. i.e.
metals are generally good conductors of heat whereas non-
metals are poor conductors or good insulators of heat. (L)
Experiments:
1. Conduction in metal rods. Science Focus 1, p184 (N)
2. Which is a better insulator?
Design an experiment to investigate which material is a
better insulator out of copper, polystyrene and glass.
Extend and Evaluate activity: Real life scenario to instigate scientific
investigation. Students would be given a scenario where they have
to design the best insulator to keep water hot in the Antarctic
region. In order to do that they need to test different materials for
their insulating properties and then propose a design for an
insulator.
Students are to present the quantitative data on this experiment.
They need to record the temperature every minute to 10 min and
plot it on a line graph. The data will be analysed and presented in a
scientific report which is being developed as a class.
Teacher can facilitate the process through prompting them with
questions such as why do you think so? What is the evidence?
28
relationships, and draw Prompting questions help them to work towards designing a better
conclusions insulator.
3. Insulators. Science Focus 1, p184. (N)
Conductors and insulators

CONVECTION:
Engage activity: Science focus 1 p. 185- to draw the patterns of a
convection current. After observing and drawing the pattern of the
movement. Students will be given the explanation of convection
current using particle model.
4. Describe convection in terms of the particle model.
5. Explain why hot air rises. Convection is the transfer of heat in
liquids and gases. Science Focus 1, p179,180
6. Watch video on “an energy efficient house”.
youtube.com/watch?v=Ac0cPOZMTTk .
This will be an extended activity to think how we use energy at
home. Students will do a worksheet to find out the energy they use
at home. https://www.coolaustralia.org/activity/5-how- much-
electricity-did-you-use-today-grade-78-finding-out/
Differentiation: students can work in pairs or discuss with teacher
to think on answers for saving energy and energy efficiency.

Experiment:
1. Convection currents. Science Focus 1 p185
RADIATION:
2. Identify that radiation does not require a medium/material to
travel through. Identify the space as a vacuum and that heat
radiation is also referred as infra-red radiation. Radiation can
be absorbed, reflected or transmitted. Science Focus 1 p 181
Experiment:

29
 3. Which colour absorbs more heat? Cans covered with black and
white paper/cardboard are placed outside in the sun.
Temperature of air inside each can be measured to investigate
Communicating which can absorbs more heat energy.
 SC4-9WS presents science
ideas, findings and Evaluate Activity:
information to a given Explain to students that there are 10 photos displayed around the
audience using appropriate room. The photos are on chart paper and depict everyday
scientific language, text types situations involving heat transfers. Students, working in pairs, visit
and representations and observe each scene and consider how heat is moving in that
picture. Post the following prompts: • What makes you think that
heat is moving; is there any evidence that you see showing heat
transfer? • Where does the heat come from and where does it go?
(Hint: It may be helpful for students to remember which
substances are at higher temperatures and which are at lower
temperatures.) • What questions do you have about this situation?
Have each student pair find a scene to start their work. After
discussing the scene with their partner, students are to write their
ideas about the scene’s heat transfers on the chart paper below
the photo. Students may also pose a question about the scene if
they are uncertain about a particular aspect of the scene or want
to know more. Ask students to: 1. identify the evidence that heat is
being transferred; 2. indicate the heat source; 3. note the
direction(s) heat is moving and; 4. describe the type(s) (convection,
conduction, or radiation) of transfers taking place.
Differentiation: Situations involve more than one method of heat
transfer on some level and can be quite complex. The idea is for
students to become familiar with these methods as opposed to
memorizing the situations or terms as absolutes
http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf
pp. 7,12
 PW4a. identify that most energy 1. Class discussion on why TVs, computers and other devices
conversions are inefficient and lead to become warm and radiate heat during use.

30

Communicating
 SC4-9WS presents science
ideas, findings and
information to a given
audience using appropriate
scientific language, text types
and representations
the production of heat energy, eg in
light bulbs
 PW3e.investigate some everyday
energy transformations that cause
change within systems, including
motion, electricity, heat, sound and
light.
 WS9a. presenting ideas, findings
and solutions to problems using
scientific language and
representations using digital
technologies as appropriate
(ACSIS133, ACSIS148)
4 periods 1. Introduce Light as a form of energy and brainstorm its
properties. Inquiry Activity-Shadows
2. Luminous and non-luminous: Define terms and provide
everyday examples. Science Focus 1, p188 and 189.
Speed of light/How light travels
Explain: the basic properties of light energy, speed, luminous and
non-luminous substances
1. Explore: Students to make a pinhole camera. Materials and
procedure provided. The pinhole camera- Science Focus 1,
p193, 194. Students are asked to write down an inference from
what they observed and think on the extend questions with the
activity worksheet. Light travels in straight line.
Experiments:
2. Reflection of light
3. The pinhole camera- Science Focus 1, p193
4. Transmission of light-Science Focus 1, p194
Explore: transmission of light. Students to perform the experiment
and classify the items depending on the light transmitting
properties into ‘passes all the light through’, ‘passes some light
through’ and ‘passes no light through’.
After this classification, students are given explanations on
transparent, translucent and opaques substances. They will be able
to classify the items to these classes easily now.
31

 SC4-9WS presents science
ideas, findings and
information to a given
audience using appropriate
scientific language, text types
and representations
 WS9d. constructing and using a
range of representations to honestly,
clearly and/or succinctly present data
and information including diagrams,
keys, models, tables, drawings,
images, flowcharts, spreadsheets and
databases
Engage:
http://www.sciencekids.co.nz/gamesactivities/lightshadows.html
A simple interactive tool to introduce shadows. Students can play
around in the smart devices.
Explain: umbra and penumbra
Reflection of light:
Explicit teaching of the concept using images and videos.
Discussion of plane mirrors and how it is used.
Law of reflection experiment:
Science focus pp. 195
Students to do the experiment and identify that the hypothesis
(law of reflection) is true. Students learn about how scientific
investigation is used to prove/disprove theories.
Numeracy focussed on measuring angles.
Observing sound: demonstration
3 Periods  Sound canon
 The force of tuning forks
 Measuring resonance
 Talking cans
Students are to draw a diagram of each set up (at the work
station), write an observation and an explanation.
1. Describe sound as a form of energy requiring a medium to
travel in.
2. Watch you-tube video on Vibration Science
http://youtube.com/watch?v=VOnwW6TTTT4&list=PLK3x1t-
wJMw7JafHdZXqt-QQMLK6duDfX&index=3
32
 1. Making sound: Draw diagrams and watch video-clips to show
that sound is made by vibrations of particles in a back and
forward direction-longitudinal waves.

https://www.youtube.com/watch?v=GkNJvZINSEY
The wave motions are demonstrated with a slinky spring. Students
are to try the two wave motions using the slinky to demonstrate
their understanding of two types of waves.

Experiments:
1. Demonstrate using tuning forks to show that sound is made
from vibrations. The experiments are repeated by the students
to further explore sound energy.
2. A sound cannon. Science Focus 1, p202

3. The speed of sound: Process data in table (Science Focus 1,

p198) to compare the speed of sound through different
mediums to note that sound travels faster through denser
materials. (L)
4. Ultrasound is high pitch, high frequency sound and is used for
echolocation.
Experiments: Science Focus 1, p202,203.
1. Comparing the speeds of sound and light.(N)
2. Reflection and absorption of sound
3. Measuring cylinder resonance

Differentiation Approaches: Scaffolds and extension activities included for each task and worksheet. Group works and discussions

Content and Process and Learning Environment and/or Product

/or / or

33
 Sound energy Creating a model Group work Making a musical instrument

(Reference text book: Science focus 1 pages 167-205)

34
References
Adams, A., & Pegg, J. (2012). Teachers’ Enactment of Content Literacy Strategies in
Secondary Science and Mathematics Classes. Journal of Adolescent & Adult
Literacy, 56(2), 151-161.doi: 10.1002/JAAL.00116

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching
and learning. Journal of Research & Method in Education, 5(6), 66-70. Retrieved from
https://pdfs.semanticscholar.org/1c75/083a05630a663371136310a30060a2afe4b1.
pdf

Brown, J.C. (2017).A metasynthesis of the complementarity of culturally responsive

and inquiry-based science education in K-12 settings: Implications for
advancing equitable science teaching and learning. Journal of Research in
Science Teaching, 54(9), pp. 1143–1173. DOI10.1002/tea.21401

Crichton, H., & McDaid, A. (2016). Learning intentions and success criteria: Learners' and
teachers' view. The Curriculum Journal, 27(2), 190-203.
doi:10.1080/09585176.2015.1103278
Energy and Change Assessment. (n.d). Retrieved from
https://www1.curriculum.edu.au/sciencepd/teacher/assessment/resr_energy.htm
Furtak, E. M., Shavelson, R. J., Shemwell, J. T., & Figueroa, M. (2012). To teach or not
to teach through inquiry: Is that the question? In S. M. Carver & J. Shrager
(Eds.), The journey from child to scientist: Integrating cognitive development
and the education sciences (pp. 227–244). Washington, DC: American
Psychological Association.
Goos, M., Dole, S., & Geiger, V. (2011). Improving numeracy education in rural schools: A
professional development approach. Mathematics Education Research Journal,
23(2), 129-148. doi:http://dx.doi.org/10.1007/s13394-011-0008-1

Lemlech, J. K. (2009). Curriculum and Instructional Methods for Elementary and

Middle School (7th Edition). Upper Saddle River, New Jersey: Pearson.
Lutheran Education Queensland. (n.d). Approaches to learning. Inquiry based learning.
Retrieved from
https://www.australiancurriculum.edu.au/media/1360/lutheran-education-
queensland-inquiry-based-learning.pdf

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Love, K. (2010). Literacy pedagogical content knowledge in the secondary curriculum.
Pedagogies: An International Journal, 5(4), 338-355.doi:
https://doi.org/10.1080/1554480X.2010.521630

McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA:
Association for Supervision and Curriculum Development. Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.p
df

Ministry of Education New Zealand. (2018). Developing literacy and numeracy skills.
Retrieved from https://seniorsecondary.tki.org.nz/Science/Pedagogy/Literacy-and-
numeracy-skills

My School. (n.d). Strathfield South High School Profile. Retrieved from

https://myschool.edu.au/school-
search?FormPosted=True&SchoolSearchQuery=Strathfield+South+High+School&Sch
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Noble, C., Jazzar, Michael, Adams, Candace, & Dereshiwsky, Mary. (2011). How Does
Understanding by Design Influence Student Achievement in Eighth Grade Social
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Rose, David. (2011). Beyond literacy: Building an integrated pedagogic genre.(Report).

Australian Journal of Language and Literacy, 34(1), 81-97. Retrieved from
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-068b-4b46-a0ce-54bebceeb0c2%40sessionmgr4009

Spencer, T. S., & Walker, T. M. (2011). Creating a Love for Science for Elementary
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ve+for+Science+for+Elementary+Students+through+Inquiry-
based+Learning&btnG=

36
Appendix
Appendix A
Scope and sequence
Year 7 | Stage 4 | 2018

37
Term 1 - 10 weeks
Week1 Week2 Week3 Week4 Week 5 Week6 Week7 Week8 Week9 Week 10
Laptop Photo Scholars P1 Peer Mac Killop Swimming carnival 12.30-
roll day assembly Mentor Place 2.00
out
St
Eddies

Welcome To Science Task 1 Matter and Mixtures

Prac/Theory
TEST

SC4-1VA, SC4-2VA, SC4-4WS, SC4-5WS, SC4-16CW , SC4-17CW , SC4-1VA, SC4-7WS, CW1, CW3
SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS

Term 2 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(3 days) NAPLAN Yr7 Athletics (4 days)
Camp Carnival
3 days (3
days)

Cells Energy Revision & End Forces

of Topic Test

38
SC4-14LW , SC4-6WS, SC4-3VA, LW2, SC4-11PW, SC4-4WS, SC4-12ES, SC4-10PW ,
SC4-5WS, SC4-6WS,
LW3 SC4-14LW , SC4-4WS, SC4-1VA,
PW3 a,b,e SC4-16CW , SC4-7WS, SC4-8WS,
SC4-17CW PW1, PW2

Term 3 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
4 days Science RUOK
Week Day

Classification and Living Together ICT Research Earth and Solar System
Project

SC4-14LW , SC4-6WS, SC4-7WS, SC4-8WS, Endangered SC4-12ES,SC4-7WS, SC4-9WS, ES2

SC4-2VA, LW1, LW5 Australian
animal
research??

39
Term 4 - 11 weeks
Week1 Week2 Week3 Week4 Week5 Week8 Week9 Week 10 Week 11
(4
days)

Earth and Rocks Revision & Yearly examination Conducting Investigations Science Fair or
Scientific Method
Mission to Mars Project

(IF TIME PERMITS)

SC4-14ES, SC4-6WS, SC4-7WS, SC4- SC4-6WS, SC4-10PW , SC4-4WS, SC4-5WS, SC4-6WS, SC4-10PW , SC4-12ES, SC4-13ES,
8WS, SC4-2VA, ES1, SC4-13ES, SC4-14LW SC4-6WS, SC4-7WS, SC4-14LW , SC4-16CW , SC4-17CW
SC4-8WS, SC4-9WS,

40
Appendix B: Original Program (unit of work)

Strathfield South High School

Providing quality and equity of education in a caring environment

7.5- Heat, Light and Sound

Nimmi Ann Varghese

20/06/2019

41

Unit Title
Heat, Light and Sound
Context Statement
Outcomes addressed
7. SC4-4WS identifies questions
and problems that can be
tested or researched and
makes predictions based on
scientific knowledge
8. SC4-5WS collaboratively and
individually produces a plan to
investigate questions and
problems
9. SC4-6WS follows a sequence of
instructions to safely undertake
a range of investigation types,
collaboratively and individually
Strathfield South High School
Providing quality and equity of education in a caring environment
SCIENCE
Stage Duration: 3 Weeks
Stage 4 - Year 7
Duration: 19 Periods
Syllabus Reference
The Physical World
Energy is one of the topics you hear a lot about in the media. Headlines about rising petrol process, green
energy and global warming are common in newspapers, on TV and on news websites. The world’s energy
demands are increasing dramatically and an energy crisis seems just around the corner. For this reason,
scientists and engineers are searching for alternative energy sources. Many difficult decisions will need to be
made soon about energy. As a future voter you will need to help make those decisions. Therefore an
understanding of energy, what it is and what it does is vital for any citizen of our world.
Assessment Outcomes Assessed
Events - SC4-4WS identifies questions and problems that can be tested or researched and makes
predictions based on scientific knowledge
Chapter review - SC4-11PW discusses how scientific understanding and technological developments have
and crossword contributed to finding solutions to problems involving energy transfers and
transformations
Glossary Energy, kinetic, stored/potential, light energy, heat energy, sound energy, chemical
energy, light rays, radiation, conduction, convection, convection currents, temperature,
thermometer, medium, joule, degrees Celsius, conductor, insulator, expand, contract,
absorption, reflection, transmission, luminous, non-luminous, transparent, translucent,
opaque, shadow, vibration, longitudinal wave, echo, ultrasound, echolocation, resonance.
42
10. SC4-7WS processes and
analyses data from a first-hand
investigation and secondary
sources to identify trends,
patterns and relationships, and
draw conclusions
11. SC4-9WS presents science
ideas, findings and information
to a given audience using
appropriate scientific language,
text types and representations
12. SC4-11PW discusses how
scientific understanding and
technological developments
have contributed to finding
solutions to problems involving
energy transfers and
transformations
Evaluation ( Including Resources)

43
Teacher:
Start Date:
Finish Date:
Students Learn About Students Learn to Indicative Explicit Teaching Strategies
including Learning Areas including Learning Areas across the Time
across the Curriculum Curriculum

Physical World
 SC4-11PW discusses how 1 period 2. Introduce the topic. Brainstorm activity. Use a mind-map to
scientific understanding and pre-test. Also pre-quiz Science Focus 1, P167
technological developments
have contributed to finding
solutions to problems involving
energy transfers and
transformations
Physical world
Questioning and Predicting
 SC4-4WS identifies  PW3a. identify objects that possess 2 periods 4. What is energy? Forms of energy. Discuss the two types of
questions and problems that energy because of their motion (kinetic) energy: kinetic or moving energy and potential or stored
can be tested or researched or because of other properties energy. Give examples of each. Introduce the unit for
and makes predictions based (potential) energy-joule. Define that the two types of energy can exist
on scientific knowledge

44

Planning investigations
 SC4-6WS follows a sequence
of instructions to safely
undertake a range of
investigation types,
collaboratively and individually
 PW3e. investigate some everyday
energy transformations that cause
change within systems, including
motion, electricity, heat, sound and
light
in many forms e.g. heat, light, sound. Science Focus 1, p168,
169
5. Sparklers and Icepacks inquiry activity Science Focus 1,
p.168
6. Watch you-tube video: “What is energy and types of
energy”
http://youtube.com/watch?v=NKJifzlOSoQ&list=PLK3x1t-
wJMw7JafHdZXqt-QQMLK6duDfX&index=5
3 periods Energy conversion experiments: Science Focus 1, p174,175
4. Relighting candles

5. Popcorn Science: Focus 1, p174,175

 WS6a. collaboratively and
individually conducting a range of
investigation types, including fieldwork
and experiments, ensuring safety and
ethical guidelines are followed 6. Chemical Energy- (Magnesium in acid) Place magnesium
(ACSIS125, ACSIS140) into dilute acid to observe chemical energy transforming
 WS6b. assembling and using into heat and sound energy.
appropriate equipment and resources
to perform the investigation, including
safety equipment
 WS6c. selecting equipment to collect
data with accuracy appropriate to the
task (ACSIS126, ACSIS141)
 WS6d. following the planned
procedure, including in fair tests,

45

Planning investigations
 SC4-5WS collaboratively and
individually produces a plan to
investigate questions and
problems.
measuring and controlling variables
(ACSIS126, ACSIS141)
 WS6e. recording observations and
measurements accurately, using
appropriate units for physical quantities
 WS6.f. performing specific roles
safely and responsibly when working
collaboratively to complete a task
within the timeline
 PW3b. describe the transfer of heat 6 periods 4. Define heat as a form of energy and temperature as a
energy by conduction, convection and measurement of the amount of energy. Units of
radiation, including situations in which temperature are degrees Celsius (oC).
each occurs 5. Practical: Measure temperature of air, water and body
 WS5.1a. identifying the purpose of an using a thermometer. Discussion on observations.
investigation
 WS5.1b. proposing the type of 6. Watch you-tube video clip on “Heat energy song”
information and data that needs to be http://youtube.com/watch?v=khZrs-UBq28&list=PLK3x1t-
collected in a range of investigation wJMw7JafHdZXqt-QQMLK6duDfX
types, including first-hand and
secondary sources
CONDUCTION:
 WS5.2a. collaboratively and 3. Describe conduction in terms of the particle model.
individually planning a range of 4. Compare conduction in solids, liquids and gases:
investigation types, including fieldwork,
experiments, surveys and research
(ACSIS125, ACSIS140)
Experiments:
 WS5.2b. outlining a logical procedure 4. The ball and ring experiment to demonstrate that matter
for undertaking a range of expands on heating and contracts on cooling.
investigations to collect valid firsthand 5. Heating and cooling water in a round bottomed flask to
data, including fair tests observe its level rising/falling inside a capillary tube.
46

Processing and analysing data
and information
 SC4-7WS processes and
analyses data from a first-hand
investigation and secondary
sources to identify trends,
patterns and relationships, and
draw conclusions
 WS5.2c. identifying in fair tests,
variables to be controlled (held
constant), measured and changed
 WS5.2d. describing safety and ethical
guidelines to be addressed
 WS5.3a. identifying suitable
equipment or resources to perform the
task, including safety equipment and
digital technologies
 WS5.3b. selecting equipment to
collect data with accuracy appropriate
to the task (ACSIS126, ACSIS141)
 WS7.1e. applying simple numerical
procedures, eg. calculating means when
processing data and information, as
appropriate
6. Heating and cooling air inside a balloon that’s attached to a
conical flask, to observe the expansion and contraction of
air.
2. Compare the thermal conductivity of different substances.
i.e. metals are generally good conductors of heat whereas
non-metals are poor conductors or good insulators of heat.
(L)
Experiments:
7. Conduction in metal rods. Science Focus 1, p184 (N)
8. Which is a better insulator?
Design an experiment to investigate which material is a
better insulator out of copper, polystyrene and glass.
9. Insulators. Science Focus 1, p184. (N)
CONVECTION:
10. Describe convection in terms of the particle model.
11. Explain why hot air rises. Convection is the transfer of heat
in liquids and gases. Science Focus 1, p179,180
12. Watch video on “an energy efficient house”.
youtube.com/watch?v=Ac0cPOZMTTk
Experiment:
4. Convection currents. Science Focus 1 p185
RADIATION:
5. Identify that radiation does not require a medium/material
to travel through. Identify the space as a vacuum and that
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Communicating
 SC4-9WS presents science
ideas, findings and information
to a given audience using
appropriate scientific
language, text types and
representations
 SC4-9WS presents science
ideas, findings and information
to a given audience using
appropriate scientific
 PW4a. identify that most energy
conversions are inefficient and lead to
the production of heat energy, eg in
light bulbs
 PW3e.investigate some everyday
energy transformations that cause
change within systems, including
motion, electricity, heat, sound and
light.
 WS9a. presenting ideas, findings and
solutions to problems using scientific
language and representations using
digital technologies as appropriate
(ACSIS133, ACSIS148)
 WS9d. constructing and using a range
of representations to honestly, clearly
and/or succinctly present data and
information including diagrams, keys,
heat radiation is also referred as infra-red radiation.
Radiation can be absorbed, reflected or transmitted.
Science Focus 1 p 181
Experiment:
6. Which colour absorbs more heat? Cans covered with black
and white paper/cardboard are placed outside in the sun.
Temperature of air inside each can measured to investigate
which can absorbs more heat energy.
2. Class discussion on why TVs, computers and other devices
become warm and radiate heat during use.
4 periods 3. Introduce Light as a form of energy and brainstorm its
properties. Inquiry Activity-Shadows
4. Luminous and non-luminous: Define terms and provide
everyday examples. Science Focus 1, p188 and 189.
Speed of light/How light travels
Experiments:
5. Reflection of light
6. The pinhole camera- Science Focus 1, p193
7. Transmission of light-Science Focus 1, p194
3 Periods 3. Describe sound as a form of energy requiring a medium to
travel in.
4. Watch you-tube video on Vibration Science
http://youtube.com/watch?v=VOnwW6TTTT4&list=PLK3x1t-
wJMw7JafHdZXqt-QQMLK6duDfX&index=3
48
language, text types and
representations
models, tables, drawings, images,
flowcharts, spreadsheets and databases
2. Making sound: Draw diagrams and watch video-clips to
show that sound is made by vibrations of particles in a back
and forward direction-longitudinal waves.
Experiments:
5. Demonstrate using tuning forks to show that sound is made
from vibrations.
6. A sound cannon. Science Focus 1, p202

7. The speed of sound: Process data in table (Science Focus 1,

p198) to compare the speed of sound through different
mediums to note that sound travels faster through denser
materials. (L)
8. Ultrasound is high pitch, high frequency sound and is used
for echolocation.
Experiments: Science Focus 1, p202,203.
4. Comparing the speeds of sound and light.(N)
5. Reflection and absorption of sound
6. Measuring cylinder resonance

Differentiation Approaches

Content and Process and / Learning Environment Product

/or or and/or

49
Sound energy Creating a model Group work Making a musical instrument

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