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# FORWARD PLANNING DOCUMENT

## TERM/WEEKS: Term 2/ YEAR LEVEL: 10 LEARNING AREA/TOPIC: Science (Physics)

Week 1-2
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

AUSTRALIAN CURRICULUM
General Capabilities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Cross-curriculum priorities:

## Notes about device access in the classroom:

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)

The motion of From this lesson L.O. 1: Kahoot Introduction (10mins): Padlet:
Week 1 objects can be students should be able Quiz  Engage: Class Brainstorm (Revision) – Students are to use Padlet to write what they Online sharing
Lesson 3 described and to: (formative) learned about the application of speed, distance and time in every-day life. Students are platform in which all
predicted using students can
1. Use the speed equation to work in pairs and label their posts on the Padlet page with their names.
contribute
the laws of to solve simple motion L.O. 2, 3:  Revision: Kahoot Quiz: “Speed” (10 Questions-5mins) simultaneously –
physics problems Teacher Main Lesson Steps (30mins): used as class
(ACSSU229) observations  Teacher to write definition of ‘Displacement’ on board. brainstorm
Elaboration: distance and discussion and information on Displacement. Students will then write down what they think the definition
-gathering data to displacement, and speed walking of Displacement is. Students will compare definitions with pair (from before) (10mins) Kahoot!:
analyse everyday and velocity around to  Explain: Teacher asks students to share definitions with class. To illustrate concept, Exciting and fun quiz
motions produced monitor teacher draws two paths (one straight and one curved) with shared start and end point. platform for whole
by forces, such 3. Demonstrate individual class. Used here as
as measurements Randomly selected students to and measure distance and displacement of two points –
understanding of speed progress reinforcing concept of displacement. revision which can
of distance and engage students.
time, speed,
and velocity equations through Khan  Teacher links displacement to velocity just as distance is linked to speed
force, mass and  Students to continue using Khan Academy (One Dimensional Motion) to watch video
acceleration 4. Interpret worded (informal) about Velocity (students watch 5mins and copy example and solution in workbooks.
problems to create and Khan Academy:
 Elaborate: Teacher introduces distance-time graphs (class discussion used to help Academic tool which
evaluate distance-time L.O. 1, 2, 3, 4:
create distance-time graph on board) provides written
and displacement-time Khan
 Class Activity (10mins) Teacher gives class worded problem (Barry rides his bike for 15m information,
in 5 seconds. He then slows and travels 15m in 10 seconds. He stops for 3 seconds and instructional videos,
Dimensional
then travels back to where he started in 20 seconds) practice questions and
Motion)
o Teacher to draw distance-time graph on board with help from students. quizzes.
o Teacher guides class discussion to concept of instantaneous speed
“Average my.org
o Teacher investigates instantaneous speed and average speed of whole journey
velocity and
with class
average speed
o Teacher link this problem with displacement and draws displacement-time
from graphs”
(formative)
velocity
 Students watch video on Khan Academy about instantaneous speed and velocity (5mins)
Conclusion (10mins):
 Evaluation: Ticket-out-the-door: Students to complete Practice Quiz (Average velocity
and average speed from graphs) from Khan Academy
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)

The motion of From this lesson L.O. 1: Introduction (10mins): The Physics Aviary:
Week 1 objects can be students should be able Teacher to  Engage: Revision Activity – Students access The Physics Aviary (specifically Distance Library of Physics
Lesson 4 described and to: monitor and Displacement Challenge). Students attempt challenge. based interactive
predicted using students’ activities to help
1. Identify the distance,  Students then attempt Motion Terminology Self Test from The Physics Aviary. Self Test students grasp
the laws of displacement, speed, and progress revises application of distance, displacement, speed, and velocity. concepts and
physics velocity of an object in through Main Lesson Steps (30mins): relationships in the
(ACSSU229) motion revision  Explore: Teacher asks students to open their workbook to worded problem from previous learning area.
activities lesson (Barry’s cycling trip) and the distance and displacement graphs drawn for the https://www.thephysics
Elaboration: 2. Assess distance-time (introduction) problem. aviary.com
-gathering data to and displacement-time via The  For each segment of information, teacher encourages and guides class to find speed,
analyse everyday graphs to find speed/ Physics Aviary and constructs speed-time graph from answers provided by students. Edpuzzle:
motions produced velocity (informal)
by forces, such
 Students to copy speed graph adjacent to distance graph in workbook Videos can be
as measurements  Elaborate: Students complete video quiz (via Edpuzzle). (15mins) created with quiz
3. Interpret worded motion L.O. 2, 3: o Video will run through several speed-time problems with graphs. The video will questions placed by
of distance and
problems to construct and Student teacher that stops
time, speed, pause at certain points for students to answer quiz questions. Video will
force, mass and continue with worked solutions, so students can check their work. by student. This tool
acceleration velocity graphs Edpuzzle  Teacher guides discussion to construct velocity-time graph from displacement information
Video Quizzes increases
from Barry’s Cycling Trip motion problem use earlier. Students are instructed in creation accountability and
(monitored by of velocity-time graphs. Teacher guides students to see similarities between speed-time engagement.
teacher) and velocity-time graphs. https://edpuzzle.com/
(formal)  Students to compete video quiz (via Edpuzzle). (10mins)
o Video will engage students in velocity related problems in similar method as
previous
Conclusion (15mins):
 Students access The Physics Aviary (specifically Graphing of Motion Lab activity)
o Students explore relationship between displacement, acceleration, and velocity
through interactive car simulation
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)

The motion of From this lesson students L.O. 1: Teacher Introduction (5mins): Khan Academy:
Week 2 objects can be will be able to: facilitation of  Engage: Teacher asks class: “What would win in a 100m race, a motor bike or a Academic tool which
Lesson 1 described and 1. Identify acceleration in an introduction class cheetah?” provides written
predicted using discussion, information,
object in motion by o Class to discuss and vote on answer. Select students are to defend their
instructional videos,
the laws of assessing variations in Discussion from position and explain answer. Teacher to guide discussion to how fast the practice questions and
physics speeds Khan Academy competitors can reach top speeds quizzes.
(informal) Main Lesson Steps (30mins): my.org
Elaboration: 2. Interpret and solve
 Explore: Students to form groups of four and access Khan Academy (One Dimensional
-gathering data to worded and graphical L.O. 1, 2: QR Motion section) QR Code:
analyse everyday questions regarding Code activity, o Students to read through Acceleration document ICT tool that links the
motions produced acceleration using teacher monitors o Students to come up with definition of acceleration in groups and five examples physical with
by forces, such acceleration equation class progress in which they have witnessed this concept technology to engage
as measurements (informal), The students, making
of distance and  Students will report what they concluded to class, and teacher will guide students to
Physics Aviary correct acceleration definition (change in velocity over period of time) mundane activities
time, speed, more interactive
force, mass and online challenge,  Elaborate: QR Code Activity (20mins): Students to remain in their groups of four. Each
scores submitted http://qrcode.kaywa.c
acceleration group receives Acceleration Problem Cards (10 Cards per group). Problem Cards are om/
and assessed laminated cards with acceleration questions written on them for students to answer. Each
(formal) Card has a QR code, which students will scan using iPads, which links to the answer for The Physics Aviary:
the question. Library of Physics
Conclusion (15mins): based interactive
 Students to access The Physics Aviary (Acceleration Challenge) and attempt challenge. activities to help
students grasp
Challenge is interactive such that students create their own questions and solve them
concepts and
within a time limit. Students to screenshot their final scores. relationships in the
o Activity can be taken as a competition to further engage students after an learning area.
intense lesson https://www.thephysics
aviary.com