Beruflich Dokumente
Kultur Dokumente
Level 6 Outcomes
Science
Science understanding
Physical Science - Energy from a
variety of sources can be used
to generate electricity
Investigating how
moving air and water
can turn turbines
Investigating the uses
of solar panels
Considering whether
an energy source is
sustainable
Earth and Space Science Sudden changes in geographical
or extreme weather conditions
can affect Earths surface.
Science Inquiry Skills
Questioning and predicting With guidance, pose questions
to clarify practical problems or
inform a scientific investigation,
and predict what the findings of
an investigation might be.
Science as a Human endeavor
The use and influence of
science - Scientific
understanding, discoveries and
inventions are used to solve
problems that directly affect
peoples lives.
Investigating how
electrical energy is
generated in Australia
and around the world
Considering how
electricity and
electrical appliances
have changed the way
some people live
Essential Questions
What is energy and how do we use it?
What are the different sources of energy?
How do the choices we make about energy affect the environment?
Why is there a reliance on non-renewable energy sources?
What does it mean to be sustainable with energy?
Skills
Students will be skilled at
Asking questions and making predictions about energy
sustainability.
Thinking creatively and critically about concepts about
energy.
Using research to inform and extend ideas.
Listening and responding to peers and feedback to
collaboratively solve a design problem.
Being reflective of the development of their thinking and
understandings about energy.
Using OneNote to create a design portfolio and house video
blogs
Navigate web pages and read for gist when researching
online
Catering to Diversity
Multiple Intelligence: Student Intelligences are catered to in regards to M.I. This is evident throughout the unit by the
inclusion of a range of teaching and learning strategies that incorporate visual, auditory, kinesthetic, interpersonal,
intrapersonal.
Learning Styles are recognised within ILP's. Learning style considerations are reflected in the rituals and routines, lesson
structures, outcomes, skills and assessment. Learning styles include but are not limited too linear/factual, reflective, visual,
verbal and theoretical/global.
Assessment OF learning
Design Brief Portfolio
Sustainable energy product
Skills checklist
Habits of Mind checklist
Anecdotal assessment (teacher
observations and questioning)
PLT stages of inquiry
reflections.
Week 1 Tuning In
Task 1
Explain that the students will be starting a new topic but it is their responsibility to infer what the
topic/focus could be about during the gallery walk.
Gallery Walk Students move around 5 stations in groups of 6. Using the graphic organizer
students write down their initial thoughts/reactions/feelings to the material (photos, videos,
diagrams, models). Students spend 5 minutes at each station.
Brainstorm - collectively, students share their ideas with the class and create a brainstorm.
Prompting Questions:
- What is this inquiry unit about? Why do you think that, what evidence do you have/can you refer
too?
- Does anyone agree/disagree? Why/ why not?
Unit title Students suggest titles for the name of the unit, which will be voted on at the start of the
next lesson.
Task 2
Task 3
Task 4
Role Play Introducing Habits of Mind (Impulsivity). What does it mean to be impulsive
(Definition)? When have you been impulsive?
Show video/Role Play a situation in which impulsivity was badly managed. Explore strategies to
manage this situation positively.
Prompt Questions:
What could have been the consequences?
How does this relate to work/school?
Talk about purpose. Eg. Independent learners, form of intelligence.
Discuss strategies they could use.
In 5 groups students role-play a situation within the school environment showing both poorly
managed impulsivity and positively managed impulsivity, each group employs a different strategy.
Strategies:
1. Slow down, Stop and take a breathe
2. Consider the consequences
3. Ask a friend, consider alternative perspectives
4. List of options
5. Why? Purpose of the situation.
6. Empathize, how might the other person/people feel?
Week 2 Tuning In
Strike Me Lucky! - Imagine that all workers who help to produce energy have gone on strike. To
keep the classroom safe, all electricity and gas has been turned off for 24 hours.
Students are given a scenario and asked to think about how it will be affected without electricity.
They will be required to fill in a Plus/ Minus/ Interesting sheet on an A3 sheet of paper.
Some scenarios include:
o AusPOST mailing room
o A building worksite
o Melbourne CBD
o Getting ready for school
o A school without electricity
Summative
Assessment
Save brainstorm as
pre-assessment
&
Collect gallery walk
sheets
Role-Play Group
Rubric
P.M.I A3 sheets
Vlog Entries
Vlogs- Using their netbooks student set up Science Journal on Onenote, as a reflection tool using
Video blogging for each week (questions to be devised each week).
Students self-assess themselves according to the Managing Impulsivity rubric, rating
themselves 1-4.
Week 3 & 4 Finding Out
Self-Assessment
Rubric
Non Renewable
Task 5 & 6
Energy Sources/Production In groups of 5, students research the different methods through
which energy is produced/sourced. Students become an expert at one energy source. Through the
jigsaw method all students present their source to their peers. Students must fill in the worksheet
as each person presents. This is completed for renewable and non-renewable
- Non-renewable; Coal, Oil, Gas and Nuclear.
- Renewable sources; Solar, Wind, Hydro, Geothermal and Biomass
During the Renewable Energy Presentations students peer-assess each member of their group
using the Group Marking sheet.
Task 7
Task 8
Task 9
Energy Worksheet
Renewable Energy
Worksheet
Group Marking Sheet
Fact Files
Task 10
Discuss knowledge learnt from previous lesson; what is meant be Climate Change? How is it
caused? What are some of the effects of Climate Change?
Explain to the students that they will conducting experiments exploring these concepts.
Students will complete a science report and make hypothesis about the experiments.
Climate Change Experiments - Students will conduct two experiments:
o 1. Looking at the effect of increased CO2 in the atmosphere.
o 2. Looking at the difference in rising sea levels by comparing melting ice shelves and
icecap.
Science Report
Task 11
Going Green with Renewable Energy - Our school is looking at going green with electricity. The
principal is choosing between Wind and Solar electricity and has asked Year 6 to find out which one
is most cost effective. Prove it!
Students are given a table that compares the cost of using Wind energy and Solar energy to power
various appliances around the school. Using this table, Students investigate and calculate the cost
of running the 5/6 classrooms on Solar energy and Wind Energy by answering a series of questions
Student responses in
Maths book
Task 12
Saving Energy at home - On the interactive whiteboard, work through simple energy-saving
solutions on the online program, Energy Efficient Home Renovator:
http://www.synergy.net.au/at_home/energy_efficient_renovator.xhtml
Students then use their netbooks to access a different interactive house:
https://www.energystar.gov/index.cfm?fuseaction=popuptool.atHome
On a worksheet, students write down what energy-using goods they discovered in the house, as
well as any interesting tips they were given for saving energy.
Saving Energy
Worksheet
Product Presentation
Rubric
Completed split-pin
circuit
Vlog Entry