Beruflich Dokumente
Kultur Dokumente
Unit Outline
Through the use of the 5E’s inquiry model, this unit is designed to teach students about the
properties of heat. Students will reflect on what they already know about heat, the uses of heat, and
how it applies to their lives. The students explore heat sources, and how heat can be used and
applied to everyday life. Additionally, the students explore the importance of standardised
measurement and learn how to correctly use a thermometer to determine temperature. Students will
design, prepare, and implement teacher-led and student-led experiments. This unit uses a variety of
assessment strategies to provide students with appropriate and useful feedback to inform further
learning.
This unit supports the development of students’ inquiry skills and collaborative abilities.
Through group tasks and classroom discussions, this unit exposes students to a variety of school-
based values. This unit implements a variety of learning experiences and teaching strategies to
cater for the diversity of learners in the classroom. The general capabilities embedded within this
unit include: ICT, literacy, numeracy, and critical and creative thinking.
The Catholic Social Teaching principle ‘Dignity of the Human Person’ is developed within the unit in
the following ways:
● Students understand the need for heat in everyday society.
○ Students explore how the less fortunate struggle with poverty and hunger.
○ Students explore how heat can be used in order to aid and give dignity to every
human person (Caritas Australia, 2014).
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Year Level Description:
In Year 3, students observe heat and its effects on solids and liquids and begin to develop an
understanding of energy flows through simple systems. In observing day and night, they develop an
appreciation of regular and predictable cycles. Students order their observations by grouping and
classifying; in classifying things as living or non-living they begin to recognise that classifications are
not always easy to define or apply. They begin to quantify their observations to enable comparison,
and learn more sophisticated ways of identifying and representing relationships, including the use of
tables and graphs to identify trends. They use their understanding of relationships between
components of simple systems to make predictions.
By the end of Year 3, students use their understanding of the movement of Earth, materials and the
behaviour of heat to suggest explanations for everyday observations. They group living things based
on observable features and distinguish them from non-living things. They describe how they can use
science investigations to respond to questions.
Students use their experiences to identify questions and make predictions about scientific
investigations. They follow procedures to collect and record observations and suggest possible
reasons for their findings, based on patterns in their data. They describe how safety and fairness
were considered and they use diagrams and other representations to communicate their ideas.
Literacy
Throughout this unit students will have the opportunity to participate in activities that utilise and
develop literacy-based skills, addressing the following English content descriptors:
● Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676).
● Use interaction skills, including active listening behaviours and communicate in a clear,
coherent manner using a variety of everyday and learned vocabulary and appropriate tone,
pace, pitch and volume (ACELY1792).
Mathematics
Throughout this unit students will have the opportunity to participate in activities that utilise and
develop mathematics-based skills, addressing the following Mathematics content descriptors:
● Conduct chance experiments, identify and describe possible outcomes and recognise
variation in results (ACMSP067)
● Collect data, organise into categories and create displays using lists, tables, picture graphs
and simple column graphs, with and without the use of digital technologies (ACMSP069).
Technologies
Throughout this unit students will have the opportunity to participate in activities that utilise and
develop ICT and design-based skills, addressing the following Technologies content descriptors:
● Select and use materials, components, tools, equipment and techniques and use safe work
practices to make designed solutions (ACTDEP016).
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Student Prior Knowledge:
Learning Intentions:
By the end of this unit, we will know what heat is, how it is made, and how it moves through and
affects or changes different objects. We will know how to measure heat using a thermometer, and
will understand how to recognise and tell the difference between conductive and insulative
materials. We will also know how to plan and create experiments to answer questions about heat
and what it does.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Content descriptors: Adapt the number of columns to suit how General capabilities
many content descriptions you are covering. and cross curriculum
priorities
1. Science 2. Science 3. Science inquiry skills
understanding as a human
endeavour
This unit caters to the diverse learning needs of students and their learning styles. Independent
learners thrive through individual investigations, whilst social learning styles are encompassed in
collaborative learning groups (Woolfolk & Margetts, 2013). Additionally, students gain knowledge
through kinaesthetic, auditory and visual approaches to learning and teaching throughout this unit. A
variety of assessment strategies have been embedded within the unit to ensure differentiation in
assessment.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Overview of Assessment Strategies
Diagnostic: In the first lesson, the students participate in an online survey to determine their prior
understanding of heat.
Assessment for learning: There will be a variety of formative assessment strategies to provide
feedback to the students and inform the teaching strategies for future lessons. Classroom
discussions, questioning and observing strategies with anecdotal notes, and worksheets are used
throughout the unit.
Assessment as learning: At the end of each lesson, students will reflect on their learning from
during the lesson. By taking photos of their experiences in lessons, the students will be able to
consider their learning progression throughout the unit in relation to what was done.
Assessment of learning: At the end of the unit, students will create an electronic book using the
‘book creator’ app. This will assess their ability to predict, plan, and implement a scientific
investigation.
Evidence of learning
● Students can describe what heat is and its effects.
Learning sequence
Introduction:
● Classroom discussion about prior experiences of heat (e.g. when have you
felt hot and when have you felt cold?).
Development:
● Reading ‘It’s much too hot!’ by Bob Graham about the effects of heat.
● Discussion about how heat was used in the story.
Closure:
● Online survey of the lesson:
○ Key questions: How confident are you about heat? Do you
understand about how heat affects other objects? Can heat be
measured? How does heat affect you?
Resources
● ‘It’s much too hot!’ by Bob Graham.
● iPad for each student and internet access for a Kahoot survey.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Safety Considerations/classroom organisation
● Students on the floor for the initial discussion and the picturebook reading.
The students will move to their desks for the discussion about the book and
the online survey.
Assessment Strategies
● Formative: Observation of class discussion recorded as anecdotal notes.
● Diagnostic: The students understanding of heat from the online survey.
Evidence of learning
● The students can use a thermometer correctly and read temperatures to the
nearest whole degree.
● Students can explain their ideas about heat and how it affects them.
Learning sequence
Introduction:
● Ask students if they feel hot or cold. Discuss this based on different
situations.
● Discuss with students the importance of standardised measurement.
Development:
● Introduce students to thermometers.
● Teach and model to students the correct use of thermometers.
● In groups of four, measure the temperatures of a variety of places, objects,
or surfaces around the school.
○ Students need to take at least two photos while participating in this
activity.
Closure:
● Ask the students what the temperature felt like in the areas/on the
objects/surfaces from around the school.
○ Did the thermometer readings match whether the
areas/surfaces/objects felt hot or cold?
● Ask the students why they thought the temperature was different around the
school areas.
Resources
● One large-sized thermometer for each group of four.
● One iPad, hat and worksheet for each student.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
● This task involves going outside the classroom; boundaries must be set for
area and time parameters. The teacher will monitor the students’ behaviour.
Assessment Strategies
● Formative: Take anecdotal notes during the class discussions and group
work activities.
● Formative: Reviewing the worksheet to determine students’ understanding
and inform future lessons.
Evidence of learning
● Students can successfully and accurately identify ways in which heat can be
produced and how it can move.
Learning sequence
Introduction
● Students explore how heat can be produced in many ways:
○ Discuss some examples and complete a brainstorm.
○ Concrete examples used: wearing a jumper, candle, the sun, and
light bulb.
● Students discuss in small groups and then as a class about:
○ When heat is moved from one object to another and why we would
want this? (To keep ourselves warm, To grow trees, to give light).
Development
Closure
● Students present their findings to the class, and the note taker and editor
record what the other groups have to share.
● Next lesson will focus on how heat moves from one object to another.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Resources
● A jumper, a light bulb, and a candle
Assessment Strategies
● Formative: Observation during group work.
● Formative: Updated record of anecdotal notes.
Lesson objectives
Students will:
● Understand that there are different heating methods, including: friction,
electric, natural, and chemical.
Evidence of learning
● Students can accurately identify different heating methods.
Learning sequence
Introduction
● Each heating method is shown to the class using physical examples
(matches, light bulbs, chemical heat packs).
● The topic of different heating methods is explained.
Development
Expert Jigsaw activity:
● Students in their small science groups use digital resources to explore an
assigned heating method, which they will then share with other groups.
Closure
● Students present their findings to other groups using the ‘expert jigsaw’
activity format.
● Next lesson will focus on how heat moves from one object to another.
Resources
● Physical examples: matches, light bulbs, chemical heat packs
Assessment Strategies
● Formative: Observation during group work, findings recorded and given to
the teacher (note format).
● Formative: Review of students’ observation notes.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
EXPLORE Lesson 5: 60 mins
/EXPLAIN
Lesson objectives:
Students will:
● Further explore heat movement and transfer.
● Understand that heat moves from hotter objects to cooler objects.
● Participate in rotational activities that allow students to experience heat
movement and transfer.
Evidence of Learning:
● Students can explain how heat moves between objects and justify their
explanation with reference to learning experiences.
● Students accurately identify hot objects/surfaces in the school environment
and draw/write/verbally explain their understanding.
Learning sequence
Introduction:
● Reflect on previous lesson(s) through the use of a KWL chart.
● Discussion:
○ How heat can be produced, move, and help someone?
○ Methods of heating; how these can these methods be grouped?
● Introduce lesson focus:
○ ‘I wonder how heat moves?’
● Explain activities.
Development:
● Students participate in investigative rotational activities (students take photos
of their experiences to use in their digital book in later lessons):
○ Activity 1: Hands in hot/cold/room-temperature water - students feel
heat movement between the water and their hands; this is explained
further by the use of a labelled diagram.
○ Activity 2: Students explore their surroundings to locate and draw
objects that are hot; the heat source/how heat has been transferred
to the object/surface must be shown.
Closure:
● Refer to KWL chart; ‘what have we learnt?’
● Class discussion to inform notes on KWL chart:
○ What sensation did you feel in your hands in the different tubs of
water? (Activity 1).
○ What hot objects did you find? Were the heated by something else?
(Activity 2).
Resources
● KWL chart.
● Clipboards and blank worksheet for Activity 2.
● Kettle/access to warm water.
● Ice/refrigerated water.
● Approx. 9 flat plastic containers or lasagne dishes for Activity 1.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
● A3 paper for labelled diagram explaining heat movement between water and
hands for Activity 1.
Assessment Strategies
● Formative: Observation during group work.
● Formative: Questioning students about what they think will happen, what did
happen, and why Activity 2.
● Formative and summative: Review student’s worksheets to check for
understanding of heat transfer between objects from Activity 1.
Evidence of learning
● Students use their understanding of heat sources and heat movement to
inform their class scientific investigation.
● Students successfully complete a scientific investigation.
● Students know about heat conductors and insulators and provide a variety of
real-world examples to demonstrate their understanding.
Learning sequence
Introduction:
● Reflect on previous lesson(s) through the use of a KWL chart.
● Discussion after students add post-it notes to K to recall prior knowledge:
○ What have we learned about heat so far in this unit?
● Introduce lesson focus:
○ ‘I wonder how we can conduct an experiment around heat and heat
movement?’
Development:
● Ask students what they know about conducting experiments; what are they?
● Introduce the scientific investigation worksheet.
○ This will be used in the ‘I do’ (modelling for the students) ‘We do’
(complete as a cass) format during the investigation.
● Complete a scientific experiment to inform learning about conducting an
investigation and build on knowledge of heat.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
○ This experiment involves students thinking about heat and heat
transfer in relation to making a cup of tea; “if the tea needs to be as
hot as possible for drinking, should the milk be added before or after
I answer a phone call from my mum (that will take approximately 5
minutes)?”
○ Have students actively participate in the experiment.
● During the experiment, point out the materials of the kettle, mug, and milk
bottle to spark and engage student-thinking around conductive and insulative
materials.
● Upon conclusion of experiment, discuss conductive and insulative materials
and how these might have impacted on the experiment.
Closure:
● Discuss the experiment:
○ Was it fair? Did anything need to be changed? Did our prediction
match our results and conclusion?
● Refer to KWL chart; ‘what have we learnt?’
○ Students add another post-it note to L to demonstrate their learning;
discuss.
Resources
● Clipboards and science-investigation planner.
● Kettle.
● Mugs.
● Milk.
● Thermometer.
● Timer.
Assessment Strategies
● Formative: observe student participation and contribution to discussion.
● Formative and summative: review students’ science-investigation
worksheets.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
ELABORATE Lesson 7: 60 mins
Lesson objectives
Students will:
● Demonstrate their knowledge of heat movement and transfer.
● Demonstrate their knowledge of conductive / insulative materials and their
use.
● Conduct a teacher guided experiment to explore the transfer, and
conduction/insulation of heat.
Evidence of Learning
Can the student:
● Accurately identify materials that act as conductors and insulators.
● Demonstrate prior knowledge of how conductive/insulative materials can
speed up or slow down the process of heat transfer.
Learning sequence
Introduction:
● Classroom discussion on prior knowledge of conductive and insulative
materials and how they can speed up/slow down transfer of heat.
● Classroom discussion on how to represent this visually in an experiment.
Development:
● Teacher helps students plan ‘ice cube insulation’ experiment including
discussion on control variables and parameters of investigation.
● Students perform experiment in groups of four.
● Students photograph stages of experiment on iPad and describe each
stage of the experiment.
Closure:
● Class discussion on results of experiment.
● Students and teacher fill out T-Chart on good materials for
insulating/conducting.
● Students discuss the reason for insulation in everyday life and revisit lesson
3 (how can heating help people? Now how can insulation do the same).
Resources
● Ice cubes (all equal volume).
● Trays to house student experiments.
● Materials to build insulators with (alfoil, zip lock bags, cardboard, milk
bottles, etc).
● iPads for recording experiment progress and findings.
● T-Chart (good materials for conducting / insulating).
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Assessment Strategies:
● Formative: Observation and recorded anecdotal notes on materials each
group used for insulation.
● Formative: checklist displaying groups and members for recording times
when ice melts completely
● Formative: Observations and findings of experiment recorded and
submitted (photographs and voice recorded or written annotations).
● Formative: Observations and findings to be included in main summative
assessment at the end of the unit.
Lesson objectives
Students will:
● Demonstrate their knowledge of heat movement and transfer.
● Demonstrate their knowledge of conductive / insulative materials and their
use.
● Conduct a student-led experiment to explore the transfer, and conduction /
insulation of heat.
Evidence of Learning
Can the student:
● Accurately identify materials that act as conductors and insulators.
● Demonstrate prior knowledge of how conductive / insulative materials can
speed up or slow down the process of heat transfer.
Learning sequence
Introduction:
● Group discussions about designs for chocolate melting solar oven.
Development:
● Students create labelled diagram of solar oven based on prior knowledge of
heat production, heat transfer and effective insulative / conductive
materials.
● Students design and build (in their groups of four) a solar oven that will melt
a block of chocolate in the shortest possible time.
Closure:
● Class discussion on each group’s oven and why they design and built it that
way.
● Exit slip (named) on students’ predictions about which group’s oven will be
the most effective including justification based on content learned in the
unit.
Resources
● Shoe box (one per group) to build solar oven.
● Conductive / insulative materials to insulate box / house the chocolate
block.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
● Scissors to cut any materials needed.
● Paint and paint brushes for further insulation.
● Painting shirts.
● A3 paper for group design of solar oven.
● Post-it notes for exit slip.
Assessment Strategies:
● Formative: Group designs for solar ovens submitted.
● Formative: Exit slip demonstrating student prior knowledge (on heat
production, heat transfer and conductive and insulative materials) through
predictions of which oven will be the most effective and why.
Evidence of learning
Can the student:
● Actively and safely participate in experiment.
● Take photographs and notes on each stage of the experiment.
● Accurately record and detail the steps of their inquiry by creating an e-book
on book creator.
Learning sequence
Introduction
● Class discussion about how to conduct a fair test.
● Students place solar ovens outside and take initial photo.
Development
● Students will check on their experiment every 5 minutes, take a photo and
write a short annotation accompanying their photo.
● Students will individually create their book on ‘book creator’ detailing the
initial stages of their inquiry; their focus question, materials used, method
and their findings.
Closure
● Students will take a photo of their oven and write an accompanying
annotation on the final photo; what happened to their block of chocolate?
Resources
● Solar oven
● iPads
● Notebook and pencils
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Safety Considerations/classroom organisation
● Ensure the outside environment has been checked before students go
outside when placing and checking on their solar ovens
● Students will be supervised when they go outside
● Students will wear their hats when they go outside
Assessment Strategies
● Summative: students will individually complete an e-book detailing the
inquiry process that undertook in regards to their experiment
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
EVALUATE Lesson 10: 45 mins
Lesson objectives
Students will:
● Complete their e-book that they started in the previous lesson
● Demonstrate their knowledge and understanding of effective
conductors/insulators
Evidence of learning
Can the student:
● Individually complete their e-book
● Accurately record and detail the steps of their inquiry
● Participate in class discussion and reflect on what they have learnt about
effective conductors and insulators
Learning sequence
Introduction
● Class discussion about what needs to be included in students’ books;
guiding question/statement, materials, diagram, method and findings of the
experiment including photographs.
Development
● Students will individually continue and complete their e-book.
Closure
● Class will revisit the T-chart on good materials for insulating/conducting.
● Students can alter the information on the t- chart based on what they learnt
during the experiment and the differing results between groups.
Resources
● iPads
● T-chart
● Markers
Assessment Strategies
● Summative: Students will individually complete an e-book detailing the
inquiry process they undertook in regards to their experiment.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Criteria
A B C D E
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Critique of Unit Design
This unit has been designed using the 5Es inquiry model, which is supported by the Australian
Curriculum (ACARA, 2018). The model focuses on a social constructivist approach which, through
the use of scaffolding and inquiry based learning, progresses from simple reasoning and develops
into higher order thinking processes (Vygotsky, 1978). This allows students to utilise their prior
knowledge in the development of critical and creative thinking skills (McKenzie & McKinnon, 2009;
Reynolds, 2015). Additionally, a backward by design approach has been adopted in planning this
unit, which has aligned the teaching to the assessment (Isecke, 2005). A variety of teaching,
learning, and assessment strategies have been used to cater for a range of diverse learners
(ACARA, 2017). Consequently, a number of classroom and safety management strategies have
been incorporated to provide the students with a safe and effective learning environment and the
rubric has been designed to clearly inform the learning intentions and success criteria.
Investigations throughout this unit begin as teacher modelled experiments; following Fisher and
Frey’s (2013) gradual release of responsibility framework, the students will take on an increasing
level of control, culminating in a student-led investigation towards the end of the unit.
Through implementing a variety of instructional models and teaching and learning strategies,
students will have the opportunity to demonstrate their ability to identify heat sources, describe how
heat can be produced, transferred and measured, and classify conductive and insulative materials
in everyday situations. Students will also be able to plan and implement experiments effectively.
Before teaching this unit, teachers should understand the following concepts relating to heat, heat
sources, heat transfer, and heat conduction/insulation:
● Heat is a form of energy produced when the molecules in an object move. The faster they
move, the hotter the object becomes (Hens, 2012).
● Cold represents an absence of heat (Hens, 2012).
● When a source of heat comes into contact with another object, through conduction or
exposure, the heat will transfer to the cooler object until an equal temperature is reached
(Devereaux, 2007).
● Conductive materials include things like metal and allow heat to be transferred quickly
between objects; insulators include things like wood and prevents heat from being
transferred quickly between objects (Devereaux, 2007).
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Risk Assessment
Likelihood Consequence
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
References
Australian Curriculum, Assessment and Reporting Authority. (2018). Science. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3
Australian Curriculum, Assessment and Reporting Authority. (2017). Students for whom EAL/D.
for-whom-eald
http://www.caritas.org.au/learn/catholic-social-teaching/dignity-of-the-human-person
Devereaux, J. (2007). Science for primary and early years: Developing subject knowledge (2nd ed.).
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual
http://lib.myilibrary.com.ezproxy1.acu.edu.au/Open.aspx?id=553667
Graham, B. (1991). It’s much too hot!. Fitzroy, Australia: Five Mile Press.
Hens, H. S. L. C. (2012). Building physics - heat, air and moisture: Fundamentals and engineering
com.ezproxy1.acu.edu.au
Isecke, H. (2005). Backwards planning: Building enduring understanding through instructional design.
com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=828223
McKenzie, K., & McKinnon, M. (2009). Inquiry based learning: Encouraging deep thinking and passion
primo.hosted.elixisgroup.com
https://www.qcaa.qld.edu.au/downloads/p_10/ac_sci_yr3_se.pdf
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Reynolds, R. (2015). Teaching humanities and social sciences in the primary school (3rd ed.).
Vygotsky, L, S. (1978). Mind in society: the development of higher psychological processes. Retrieved
from http://unilinc-alma-new.hosted.exlibrisgroup.com
Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, Australia:
Pearson.
Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201