Beruflich Dokumente
Kultur Dokumente
Assassins
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.
Stage
2
Evidence
of
Learning
Assessment
OF
learning
Assessment
AS
learning
Assessment
FOR
learning
Design
Brief
Portfolio
Peer
discussions
and
written
Identifying
student
interest
to
Sustainable
energy
product
group
reflections.
inform
inquiry
direction;
E.g.
Question
Box.
Skills
checklist
Weekly
vlogging
reflections
on
weekly
foci
related
to
HoM
and
Use
of
ongoing
reflections
to
frame
Habits
of
Mind
checklist
learning
content.
weekly
HoM
and
content
foci
Anecdotal
assessment
(teacher
Support
group
meetings;
Using
Vlog
entries
to
adapt
observations
and
questioning)
reflections
and
goal
setting
teaching
to
student
progression.
PLT
stages
of
inquiry
reflections.
Stage
3
Learning
Plan
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
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
Task
3
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
Task
4
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
Summative
Assessment
Save
brainstorm
as
pre-assessment
&
Collect
gallery
walk
sheets
Role-Play
Group
Rubric
P.M.I
A3
sheets
Vlog
Entries
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
'More
Than
Managing
Impulses'
(HoM
Managing
Impulsivity
and
Persistence)
Students
are
given
metaphorical
situations
(school,
schoolyard,
workplace
etc.)
where
individuals
require
persistence
to
be
successful.
Strategies
are
discussed,
written
down
and
argued
to
each
other
and
the
teacher.
This
activity
focuses
on
'routines',
'learning
skills'
and
'motivational
tactics'.
Students
develop
step-by-step
plans
for
their
chosen
individual
and
situation
that
creates
a
path
to
greater
achievement
and
success.
Week
5
Sorting
Out
&
Making
Connections
Task
8
Going
Global
with
Renewables
-
Show
students
the
video
'The
Story
of
Imani'
and
discuss
the
issues
it
highlights.
Introduce
the
UN's
Sustainability
for
All
Initiative.
Students
choose
an
organisation
that
provides
renewable
energy
solutions
for
poor/isolated
communities
around
the
world.
They
can
choose
from:
o Solar
Sisters
o Power
the
World
o SELF
(Solar
Electric
Light
Fund)
o Barefoot
Power
o Practical
Action
Model
how
to
navigate
a
webpage,
read
for
gist
and
access
video
resources
to
answer
questions.
Students
are
to
create
a
fact
file
by
answering;
What
their
organisation
does,
where
they
operate,
which
renewable
technology
they
use
and
how
they
are
helping
people.
Task
9
Climate
change
Show
students
the
Prezi
Fossil
Fuels.
Look
at
the
2
reasons
why
we
need
alternatives.
1.
Fossil
fuels
are
running
out
2.
Climate
change.
Explore
the
effects
of
climate
change
on
the
environment
in
greater
detail
show
the
video:
http://tenplay.com.au/channel-eleven/scope/season-3/episode-49
Students
pick
one
and
draw
a
picture
of
the
effects.
Week
6
-
Making
Connections
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.
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
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.
Week
7
10
-
Going
Further
Task
13
Design
Brief
-
Design
a
creative
and
sustainable
product/solution
for
the
home.
The
product/solution
must
use
renewable
energy.
You
must
design
and
create
the
end
product
Students
create
a
Design
Brief
portfolio
that
details
each
stage
of
process
they
went
through
to
create
their
product;
Investigating/
Research
Producing/Making
Evaluation.
Each
student
will
present
their
model/product
to
the
class
in
week
10
and
will
be
marked
using
the
Product
Presentation
Rubric.
Task
14
Tinkering
Incursion
Student
groups
rotate
between
3
different
activities.
They
discuss
safety
considerations
prior
to
commencing
activities.
The
3
stations:
o Solar
panels
o Split-pin
circuit
building
o Battery
circuit
building
They
create
a
simple
circuit.
Week
11
-
Reflection
Task
15
Final
Vlog
Students
finish
the
term
by
reflecting
about
their
learning
over
the
duration
of
unit.
They
reflect
upon
their
initial
Managing
Impulsivity
self
assessment
rubric
from
Task
4
and
discuss
ways
they
have
improved
in
their
behaviour
by
implementing
specific
strategies.
Students
are
given
time
to
view
their
previous
vlog
entries
made
throughout
the
unit
as
means
of
assessing
development
in
conceptual
understanding
related
to
the
Essential
Questions.
Science
Report
Student
responses
in
Maths
book
Saving
Energy
Worksheet
Product
Presentation
Rubric
Completed
split-pin
circuit
Vlog
Entry