CONTEMPORARY TEACHER LEADERSHIP

Professional Task 1
Colyton High School
Stage 4 Science

By: Rimah Ahmad

 Table of contents

Table of contents………………………………………………………………………………………………..
…………..…….…1
Executive Summary: Objective and Context…………………………………………………….
………………….…2
Background Information………………………………………………..
……………………………………………….…….….3
Executive Summary:
Goals………………………………………………………………………………………………….……4
Executive Summary:
Recommendations…………………………………………………………………………….……5
Comparative
Table…………………………………………………………………………………………………………….………6
Recommendations to
Faculty………………………………………………………………………………………………….…9
Reconstructed Unit: Scope & Sequence year 7 science course…….………………………………………
12
Reconstructed Unit Outline……………………………………………………………………………………….…..
……….13
Reconstructed Unit: Concept Map………………………………………………………………..
…………………………19
Reconstructed Unit: Assessment Task & Marking
Criteria…………………………………………………….20
References…………………………………………………………………………………………………………………
…………….27
Appendices…………………………………………………………………………………………………………………
…………….28
Executive Summary: Objective and Context

This following report has been developed for stage 4 science classes at Colyton High School. The
reconstruction of the unit aims to illustrate adjustments and changes toward improving certain
aspects of the unit outline. The recommendation in this report targets the science faculty in the
school. Although the original unit outline contains some key strength of learning strategies to cater
the various need of students in stage 4 year 7, yet the unit lacks some structure details such as the
absence of addressing some key elements to students learning success which are stated in the
comparative table of this report.
The school is a large publicly founded mixed school located in western Sydney suburbs
approximately 42 kilometers distance from the city centre. The school provides a compulsory and
optional Key Learning Areas KLA classes for year levels 7-12 with a total enrolment of 677 students
(372 boys and 305 girls). The school has a high percentage of students from a culturally rich and
diverse background as 39 % of students being from a Language background other than English
(LBOTE) as well as 10% of the school community are students who identify as being Aboriginal and
Torres Strait Islander (ACARA, 2018). The Index of Community Socio-Educational Advantage (ICSEA)
of a student’s background falls way below the average value of 895 in comparisons to the average
value of standard ICSEA been1000. This indicated that students enrolled in this school are mostly
from low ability classes. Furthermore, as the school caters learning for quite a high number of
students been from LBOTE, the distribution of the school data shows that this has affected the
socioeconomic status of the students. Only 1% of the parents are ranked in the top quarter of
earners while 70 % of the school parents rank below the bottom quarter (ACARA, 2018).

Reference : Statistics and tables above are retrieved from the MySchool Website. Retrieved from: https://myschool.edu.au/school/41824

Background Information

This following report has been developed for stage 4 science classes at Colyton High School. The
reconstruction unit aims to illustrate adjustments and changes toward improving certain
characteristics of the initial unit outline. It targets the science faculty in the school. Although the
original unit outline contains some key strength of learning strategies to cater the various need of
students in stage 4 year seven yet, the unit lacks some structure details such as the absence of
addressing some key element to students learning success which are stated in the comparative table
of this report.

The school is a large publicly founded mixed school located in western Sydney suburbs
approximately 42 kilometres distance from the city centre. The school provides a compulsory and
optional Key Learning Areas KLA classes for year level 7-12 with a total enrolment of 677 students
(372 boys and 305 girls). The school has high percentages of students from a culturally rich and
diverse background as 39 % of students are being from a Language background other than English
(LBOTE) as well as there are 10% of the school community are students who begin identified as
Aboriginal and Torres Strait Islander (ACARA, 2018). The Index of Community Socio-Educational
Advantage (ICSEA) of a student’s background falls way below the average value 895 in comparisons
to the average values of standard ICSEA been1000. Low ICSA indicates that students enrolled in this
school are mostly from low ability classes. Furthermore, as the school caters learning for a quite
high number of students been from LBOTE, the distribution of the school data shows that this has
affected the socioeconomic status of the students. Only 1% of the parents are ranked in the top
quarter of earners while 70 % of the school parents rank below the bottom quarter (ACARA, 2018).

Executive Summary: Goals

Multiple goals have been identified throughout the report to contribute in assisting the Learning
diversity at Colyton High School and support students to grasp the content. These involve :
 Improving students’ literacy skills via implementing literacy-based teaching strategies (i.e.,
journals and glossary of the key terms/ definitions).
 Developing students’ ICT skills via incorporating ICT based activities and assessments for the
student to participate in and demonstrate learning.
 Enhancing students’ self-regulation skills through implementing self-directed tasks such as
hands on activities and research-based activities.
 Accommodating the learning needs of students experiencing low SES, LBOTE students,
Aboriginal and Torres Strait Islander and students with learning difficulty through applying
differentiation into classroom tasks.
 Enhancing students’ numeracy skills by developing logical thinking strategies and capabilities
in the science classroom.
 Managing the learning progress by incorporating formal and non-formal assessments.
 Improving students’ learning engagement by involving culturally responsive pedagogy,
students background knowledge, and real-life context as part of learning facilitation or
relating content to current life situations.
 Assess student’s social skills and capabilities by building a collaborative and flexible
classroom environment, flexible class discussions, peer work, mouldable tasks, and activities.
 Utilising UbD framework teaching and learning pedagogy.
Executive Summary: Recommendations

The following recommendations are established based on the UO “Earth and Space” for stage 4 level,
year seven science class. Guidance are created by taking into consideration students having mixed
learning abilities as well as students who identify as Aboriginal and Torres Strait Islander and LBOTE
students.
The recommendations are as follows:
 Incorporate the UbD framework with the teaching and assessment context.
 Develop literacy-based teaching and learning strategies.
 Develop numeracy teaching strategies.
 Increase students use of ICT during teaching and learning sessions.
 Add unit scope and sequence for students and teacher to monitor learning.
 Implement differentiation strategies to improve the learning outcomes of all students.
 Incorporate formative and non-formative assessments to advise students learning progress
and reflection foundation for both, teacher and the students. Develop self-directed tasks
and activities to encourage students’ critical thinking and problem-solving capabilities.
Comparative Table

Area of consideration Strengths/weaknesses of the Concerns of the area of consideration Suggested Changes to counteract concerns Research support for the changes suggested.
area of consideration

 The unit shows  Teaching does not  Implementation of different  Developing literacy, numeracy and
some active Implement various teaching teaching strategies such as ICT proficiencies skills are the
Literacy
learning and strategies to accommodate worksheets/ writing journals/ Post priority within any effective UO
teaching strategies. strategies in which the Inquiry-
different learning level. a glossary of the key terms to
 Minimum based learning (IBL) is the
 Activities do not assess students with learning.
assessment use to pedagogical approach. Hint, using
incorporate scaffolding to  Explain related terms and relate to
monitor student’s IBL increases students
knowledge. unit. assess with low learning life context. understanding of content and help
 Definition of key abilities.  Incorporate written and non- them to reflect upon their learning
terms is established  Consider word difficulties formative assessment during (Jerrim, Oliver & Sims, 2019;
in some areas. when explaining content or instruction to reflect students Albion, 2015).
 Students take notes mathematical problems learning progress.
from given diagrams especially for EAL/D  Include students learning
or ICT resources. students.
feedback after each activity for
students to write and reflect on
their learning.
 Students practice word problems.
 Use scaffolded tasks to assess
divers’ learners and their learning
requirements.
 The numeracy  No particular numeracy skill  Implement numeracy tasks in a  In the numeracy related content,
element is touched in the teaching strategies way it’s connected to everyday the use of IBL increases students
Numeracy
to some extent; which led to UO missing the situations. understanding of the material and
 Integrate hand on activity and help them to reflect upon their
however, it hasn’t central numeracy element
learning (Jerrim, Oliver & Sims,
been explicitly of the subject. explicit covering content such as
2019; Albion, 2015)
illustrated as part of  Lack the incorporation of problem solving and working
a student’s life skill maths context with ICT skills mathematically showing examples
learning. to allow a better of how to solve mathematical
 understanding of content.
 Task considers
mathematical problem-
solving skills.
 The students  Not consider a visual
Critical and Creative
Thinking
develop a poster. context to aid critical
 Students involved in thinking/deep
a class discussion. understanding of content
 No concept map
especially for those
included.
students who learn through
 Limited evidence of
infographic context rather
pronounced
activities to support than text transcriptions.
 Novels to stimulate creative
critical and creative
thinking throughout and critical thinking
the unit. approaches, activities and
tasks
 Limited hand on activities
effects student’s ability to
grips content and enhance
their content knowledge
and approaches to
demonstrate their
understanding and
creativity.
 No strong
Personal and Social incorporation of  The lack of differentiation
Capabilities
background effects students’ self-
esteem and social and
knowledge to
interpersonal skills.
accommodate the
 Teachers are unable to
EAL/D and access students learning
Aboriginal and when differentiation is
Torres Strait, inattentive.
problems.
 Use numeracy focused assessment
tasks to help students in
improving their skills.
 Practice ICT resources such as
Excel and stimulating web
resources.
 research projects and  Concept map is a basic
independent approaches to the organisation that seeks visual
research context. presentation of the desired
 Brainstorm learning and use fundamentals, yet this
concept map to cover subject organisation provides a powerful
stimulus to grasp learning
context.
(Roessger et al., 2018).
 Ensure that lessons provide the
students with opportunities into
creative and critical thinking.
Implement a visual context to aid
critical and creative thinking
especially students who learn
their infographic context rather
than text transcriptions.
 Promote group work by discussing
ideas and novels.
 Learning to Establish through  The focus to improving students’
facilitating culturally responsive social skills and capability has
pedagogy approaches where been found to correlate with
learning context is related cognitive development as it has
students own background been identified that student who
knowledge. displays a high social ability
 Pair up students from LBOTE with achieve an outstanding learning
non-LBOTE to help students with achievement (Broemmel et al.,
 learners.
 No accommodation
for students who
experience low SES
or lower learning
abilities
 Some context of  Backward design hasn’t
UbD application. been thoroughly considered
Understanding by
Design
apart from in some context
of the original unit. This
includes mentioning what
students need to work on
and in what way to deliver.
 Activities lacks the
background of considering
activities to assess students
with mixed learning
abilities.
communication skills.
 Include group work activities and
group discussion.
 Apply UbD context via setting a
clear tasks outcomes \ achieve
learning objective through setting
goals/ examine students’ prior
knowledge through the use of pre-
assessment at the start of
learning/ formative assessments/
peer group work and peer
assessment to aid learning
outcomes for students with mix
learning abilities.
 Apply scope and sequence to plan
and design UO activities and
assessment.
 Apply the concept map to ensure
learning progress are managed/
monitored and desired outcomes
are established.
2015; Frey & Fisher, 2011, PP 123
68-74).
 CT incorporate activities in
teaching areas such as science can
positively yield better learning
engagements. Also, ICT can be
applied as a platform to assess low
SES students, English as an
Additional Language or Dialect
(EAL/D) as well as Aboriginal &
Torres Strait Islander Students
(Collins, Lee, Fox & Madigan.,
2017).
 Backward design assists the pre-
service teacher in emphasising
content instruction while a venue
of alignment between desired
outcomes, assessment, and
teaching instruction is achieved
(Boozer et al., 2014).
 The use of UbD as a framework
aims to develop and enhance
students learning engagement,
communication skills, empathy,
collaboration, teamwork, content
maintenance as well as building
reflective practices environment
(Brew., 2012; Boozer et al., 2014).
Recommendations to Faculty

The original Unit Outline (UO) obtained from the first practicum (PP1) had limitations of essential elements
such as the lack of unit scope and sequence, concept map and assessment tasks was not provided.
Additionally, the original UO involved insufficient inquiry-based learning and differentiated activities to engage
year seven students in the interior of their diverse learning abilities. Further, since the school is a co-
educational organization located in a low socioeconomic status SES area and the ICSEA data of school is scaling
below the average benchmark of 1000 (refer to Objective and Context summary). This, in turn, indicates that
students attending this school are experiencing a lower education advantage and as results, it led them to
have little educational performance.
Barbarin & Aikens (2015) reflected on these challenges, and the responsibilities educators hold to address
them. The authors concluded that educators play a fundamental role in minimising the impact of educational
disadvantages via identifying their students’ capabilities and adequately modify learning to be in parallel with
students’ requirements. Hence, the Australian Curriculum, Assessment and Reporting Authority (ACARA) aims
the development of educational performance of the students through supporting the improvement of the
educational system, the quality of curriculum assessments and most importantly using effective teaching
pedagogy in promoting students learning engagements, motivation, and social abilities(ACARA, 2016).
As a cited in the above comparative table, this reconstructed UO is designed based on the critical emphases of
Understand by Design UbD framework context which and according to the variation in learning abilities and
taking in consideration the diverse learning needs of students at Colyton High School. Moreover, the
reconstructed UO looks at the effectiveness of incorporating several key elements within the learning context.
These include developing literacy and numeracy skills, increasing the use of ICT, implementation of inquiry-
based learning to advances high order thinking and cogitation process, promoting students social and
emotional capabilities through classroom collaboration and teamwork.

The reconstructed UO “Earth in the Space” contains a newly designed concept map of all the main topics the
science subject has to offer, and a new scope and sequence related to teaching origination showing that this
unit will be taught in term 4 for ten consecutive weeks. Roessger et al., (2018) states that although a concept
map is a central organisation that seeks visual presentation of the desired fundamentals, yet this organisation
provides a powerful stimulus to grasp learning. Therefore, the initial recommendation to the faculty is to
allocate a scope and sequence as well as a concept map of teaching and learning primed. Hwang, Yang, &
Wang (2013), applying a concept map to model the learning process displays a visual representation of its
acquaintances as it allows the educators to plan content delivery, create a timeframe of teaching structures
and visualise the process in which learning can be highly effective. And since there is an extensive need for
educators to have a sense of where they are going with education and identify if students are getting the
acquired leaning and understanding, the implementation short and long-term learning plans are essential to
learning success (Frey & Fisher, 2011, PP 40-42).

The second recommendation for the faculty is to develop the design of their assessments. This phenomenon
of assessment (both formative or diagnostic) is not new to the education system. It is somewhat archaic to it
and has been for a long time the primary methodology to obtain data and inform subsequence direction to
prevent student’s failure and boost their learning experience. Broemmel, Jordan & Whitsett (2015) argue that
formative and non-formative assessment in education is characterised as the process in which educators apply
an action to make a judgment or to form an opinion about learning growth. In contrast, although assessment
as a strategy allows the educators to analyse and make decisions toward improving learning design. However,
using assessment tasks can only provide a snapshot of student’s abilities; therefore, it’s essential for the
educators to distinguish if the applied assessment has the reliability and validity criteria to produce an
accurate reflection of what students can achieve (Broemmel et al., (2015).

The focus to improving students’ social skills and capability has been found to correlate with cognitive
development as it has been identified that student who displays a high social ability to achieve an outstanding
learning achievement (Broemmel et al., 2015; Frey & Fisher, 2011, PP 123 68-74). Accordingly, in the
reconstructed UO, students are supported and given more autonomy to self-regulate and gain ownership of
their learning. Also, the use of group work, research task, class discussion, oral class presentation, etc…. found
in many compounds of reconstructed UO is to advocate students in becoming more competitive and be
capable of transferring their skills into other life situations and context. Furthermore, developing literacy,
numeracy and ICT proficiencies skills are the priority within any effective UO strategies that contains Inquiry-
based learning (IBL) pedagogical context. Hint, using IBL increases students understanding of content and help
them to reflect upon their learning (Jerrim, Oliver & Sims, 2019; Albion, 2015). Therefore, the third
recommendation is to implement these teaching and learning elements as it provides the foundation to guide
students through different literacy focused activities.

The reconstructed UO involves writing an essay, recording of the critical terms throughout the unit, taking
notes and participating in different informative assessment in which they are required to analyse information
and produce a response. Besides, implementing numeracy skills activities and providing guides to ensure
students can do mathematical problems, applying statistics and understanding figures and calculations.
Similarly, via the application of IBL as the teaching methodology, hand on activities, investigation and research
activities of the reconstructed UO targets students higher order thinking as the main focus. Further, the use of
ICT in several UO activities is particularly important to consider. Collins, Lee, Fox & Madigan (2017) article
discusses several types of pedagogies educators can obtain to improve students learning engagement, and
their conclusion determined that CT incorporate activities in teaching areas such as science and technology
can positively yield to better learning engagements. Also, since ICT does not require an advanced level of
literacy and communication skill, it can be used as a strategy to engage low SES students with a language
background other than English or LBOTE students as well as Aboriginal & Torres Strait Islander Students.
(Collins et al., 2017).

The fourth recommendation is to implement the UbD framework in the UO through the use of sequenced
teaching and learning activities such as content materials, learning exercises, assessments provided
throughout the UO. The purpose of UbD as a framework is to develop and enhance students learning
engagement, communication skills, empathy, collaboration, teamwork, content maintenance as well as
building a reflective practice environment. Implementing UbD in designing and learning pedagogy related to
three main backward stages: the first stage is “identifying the desired results.” During this stage, learning
design is concentrated on the big idea or the desired outcomes (Roessger et al., 2018; Brew., 2012; Boozer).
UbD framework has been applied in several contexts of reconstructed UO including explicit teaching
strategies, providing scaffolded activities. In this the content is confided according to students’ diverse and
background knowledge by means of Vygotsky (1978) explanation, designing content in a way its scaffolded and
can assist students to gradually improve their ability to retain knowledge and help them toward acquiring
confidence to work effectively to expend their mind seat (Clara., 2017).
The second stage is ‘to determine acceptable evidence’ whereby conceptually larger ideas embedded in
learning such as modelling of learning content, equivalence, problem-solving skills, and mathematical
reasoning. Hence, educators are to emphasis this stage of UbD to harvest students’ achievement while they
continue administration to guarantee that they have met the required outcomes (Carpenter, 2014; Boozer et
al., 2014; Collins et al., 2017; Broemmel et al., 2015). The reconstructed UO achieves these elements by
developing assessments tasks and applying diagnostic inspections throughout the UO as a piece of evidence to
prove knowledge and understating. The last stages of UbD discusses the ‘planning of learning experiences and
instruction’. This has been utilised in the reconstructed UO by applying prior knowledge recap, designing
activities that facilities knowledge, the type of activities and resources that leads to equip students to
accomplish the desired outcomes. This approach has also been linked with the pre-service teachers developing
from graduate teacher level to proficient teacher as it enables them to emphasize content instruction while a
venue of alignment between desired outcomes, assessment, and teaching instruction is provided (Boozer et
al., 2014).

In conclusion, the reconstructed UO has been established according to the emphasis of UbD framework to
target crucial learning skills including the development of student literacy, numeracy, critical and creative
thinking, and person and creative thinking skills. Therefore, it is imperative for the provided recommendation
to be implemented as it will enable students from low SES, EAL/D and Aboriginal & Torres Strait Islander to
experience differentiation in the learning and teaching pedagogy and allow them to pursue successful learning
at the same rate of current students in the 21st century.
Reconstructed Unit: Scope & Sequence
year 7 science course
Term Term 1 Term 2 Term 3 Term 4

Unit Name Chemical World Living World Physical World Earth and Space
Matter The Variety of Life Forces The Earth in Space

Unit Motion of particles/ Arrangement of the
Topics particles/ Behaviour of matter/ Effect of
the heat/ Physical and chemical
properties of matter/ Density/ Structure
and properties of matter/ Uses of some
common elements/ compounds/ symbols
of common elements.
How & Why We Classify/ The
Five Kingdoms
(Dichotomous Key)/ The Plant
Kingdom/ The Animal
Kingdom (Classes of Vertebrate
Animals)/ What is a “Species”?
Forces & Their Effects
Forces/Machines & Work,
Electrical Force/ Magnetic Force/
Force of Friction/ Mass & Weight/
Orbits & Weightlessness/
Electrical Force (Electrical
Charging & Charges Discharging)/
Magnetic force (magnetic field).
Our Solar System/ Moon & Sun/ A
Little History/ Seasons & Years/
Night & Day/ Phases of the
Moon/ Tides/ Eclipses/ The
Universe Beyond/ Types of
resources/ Energy Resources/
Water Resources/ Electricity &
Fuels from Fossils & Renewables.

Syllabus SC4-16CW SC4-14LW SC4-10PW SC4-12ES

outcomes SC4-17CW SC4-15LW SC4-11PW SC4-13ES

Related Life Skills outcomes: Related Life Skills outcomes: Related Life Skills outcomes: Related Life Skills outcomes:
SCLS-17LW SCLS-13ES
SCLS-22CW SCLS-10PW
SCLS-18LW SCLS-14ES
SCLS-23CW SCLS-11PW
SCLS-19LW SCLS-15ES
SCLS-20LW SCLS-12PW SCLS-16ES
SCLS-21LW

Durations 10 weeks 10 weeks 10 weeks 10 weeks

Reconstructed Unit Outline
To improve the education quality and students’ overall learning outcomes, the following unit has been remodelled based on the
framework of inquiry-based learning and UbD teaching pedagogies. Key focus colour code:

Origina Literacy Numerac ICT Personal and social Critical thinking Differentiation/extensi
l y capabilities on

Key focuses
The reconstructed unit is established based on addressing the following elements:
Literacy Personal and social
 Text associate  Self-awareness competence
 Grammar acquaintance  Self-regulation competence
 Visual understanding  Social management competence
 Understanding texts by listening, reading and observing context
 Establishing texts through language writing

Numeracy Critical and creative thinking

 Applying measurement  Inquiring – identifying, exploring and organising information and ideas
 Using scales  Generating ideas, possibilities and actions
 Calculations  Reflecting on thinking and processes
 Reasoning decision-making and action

ICT capability Differentiation/extension

 Using ICT to Research  Intellectual attention

 Managing and operating of ICT  Scaffolded activities
 Creating and deliver using ICT  Guided Instruction
Colyton High School Earth and Space Unit Outline Year 7 | Stage 4
| Science

Earth in the Space unit summary Duration

This unit aims to build on student’s intrinsic interest in space. Space is a common theme of Sample term Unit Vocabulary
many books and films that students read and watch. It is hoped that each person’s natural 10 weeks
curiosity about space will be further stimulated by the activities in this unit. Astronomy Telescope Earth resources
Detail: 7 lessons per cycle
The content and activities of this unit enable the development of a wide range of skills. The use Natural resources
Universe Orbits
of models to explain astronomical events is also emphasized. Non-natural resources
Students should be encouraged to observe the night sky as much as possible. It is intended Galaxies Gravity
Renewable/ non-
that students should be able to identify several of the major stars and constellations. Heliocentric model Tides
Renewable energy
In this topic we will be identifying some of the scientific ideas that different cultures have Geocentric model Weightlessness
contributed to our current understanding of the Universe. We will be studying our Sun, which Seasons
provides the energy for living creatures to survive on Earth and studying other suns - stars - Nebulae Radiation
Eclipses
which may provide energy for other life forms to exist. Supernova Solar system
Light year
Nebulae
Dwarf
Rotation
Cosmology
Revolution
Satellite
Day/night
Outcomes Key concepts Textbook References
Science K-10 Our world is dynamic and continually changing. Science Focus 1
Technology has increased our understanding of the Solar Heinemann 1
› SC4-12ES describes the dynamic nature of models,
System Heinemann Book 2
theories and laws in developing scientific
understanding of the Earth and solar system Earth’s resources are everyone’s responsibility. Science Search 1
› SC4-13ES explains how advances in scientific Science World 7
understanding of processes that occur within and on Science World 8
the Earth, influence the choices people make about Core Science 1
resource use and management Science Focus 2
› SCLS-13ES identifies features of the Earth
› SCLS-14ES explores features of the solar system,
including the Earth’s position and movement

Content Teaching, learning and assessment Resources Register

Stage 4 - Earth and Space
ES2 Scientific knowledge changes as
new evidence becomes available.
Some technological developments
and scientific discoveries have
significantly changed people's
understanding of the solar
system.
Students:
a. explain that predictable
phenomena on the Earth, including
day and night, seasons and eclipses
are caused by the relative positions
of the sun, the Earth and the moon
(ACSSU115)
Life Skills - Earth and Space: Earth and
Solar System
The Earth's movement in space
Students:
 recognise that the Earth moves around
the sun
 identify the time it takes the Earth to
travel around the sun (one year)
 identify that night and day are caused
by the rotation of the Earth once every
24 hours
 compare the lengths of shadows
produced at different times of the day
(Sign &
Date)
Introduction to the unit – Recap Knowledge activity Sc Focus 1 pg 219,228-229
Sc Search 1 (new) pg 178-179
 See, think and wonder Activity- Assign students into a group of 2 and
Heinemann Bk 2 pg 200-202
provide each group with infographic image of the earth from the
space. Students are to establish the percentage of water/land/. Sc. World 8 pg 152,157,171,173,
Students in their group are to write an account of the earth Sc. World 7 pg 176-177
appearance and features, earth position, movement in relative to the Active Sc. Bk.2 p.158
sun and other solar planet. Review student’s response and discuss Core Sc. Bk.1 pg164-165
their answers to build a mind map of Earth and Space unit. Students
Sc Focus 2 pg 215
record the map in their book to be revise as they progress through the
unit.
https://www.teacherspayteachers.com/Product/
History-and-Timeline-of-Astronomy-Activity-
 Define Heliocentric model Geocentric model. Use PowerPoint
presentation/ video clips to demonstrate the different astronomical 461566
theories related to our place in the universe.
 Guide students to create a unit glossary to record the terminologies Day and Night
used throughout the unit progress. http://www.scootle.edu.au/ec/resolve/view/M016
 Students extract information from a given diagram to determine our 543
earth’s place in the universe.
 Describe features of the universe, including galaxies, stars, nebulae converting activity
and solar systems. https://www.nasa.gov/pdf/622130main_SSML1Tc
 Use scale model to discuss the metric prefixes of different hr.pdf
measurements including length or distance (show what meter means Earth rotation: night and day TFL-ID L696
in kilometer of length, millimetre as 1/1000 percentage of a meter). http://www.scootle.edu.au/ec/resolve/view/L696
Students complete converting unit activity.
Creating a clay model:
 Define astronomical unit and explain the relationship between the
https://www.nasa.gov/pdf/622130main_SSML1Tc
large distance of planets and why this unit is important in astronomy.
hr.pdf
 Define a light year and calculate the time it would take to reach other

 identify and sequence the seasons
 compare the timing of the seasons in
the Southern and Northern
hemispheres
 explore a seasonal calendar used by
Aboriginal and Torres Strait Islander
peoples
 recognise that the phases of the moon
follow a cycle
 compare some features of different
planets in the solar system
 recognise the importance of the sun as
a star, which provides heat and light to
the Earth
 identify some stars and constellations
including the Southern Cross
structures in the universe.
 Inquiry-based activity- Students conduct a hand on activity to create a
scaled model of the solar system using clay and the information
provided by the teacher to demonstrate the light years distance
between planetary solar system and the sun.
 Other way to show soar system distance relationship (graphing
activity)- Discuss other way to show the relationship between distance
between planet. use different type of graphs to illustrate how distance
can be calculated. Using scaffolded data resources worksheet for the
students to apply a graphing activity showing distance relation of
planetary solar system. Students are to
 Discuss the physical features of our Sun and relate these to other stars
in our solar system. Explain that the sun is the main energy resource
for our planet. Show videoclip of sun layers. Model the gravitation
force responsible for planetary disposition within the solar system.
Explain the process of energy conservation from nuclear energy of the
sun into heat and energy radiation – involve scaffolded worksheet
activity.
 Inquiry- based hand on activity to establish the different layers of the
sun. use play doh to model the layer, provide a worksheet and guide
students to explain the different layers, how our solar system receives
energy. Use class discussion to revise the topic.
Earth rotation: night and day [ESL] TFL-ID
L10261
http://www.scootle.edu.au/ec/resolve/view/L102
61
Earth rotation: sky watch TFL-ID L1128
http://www.scootle.edu.au/ec/resolve/view/L112
8
The Seasons and Day Length TFL-ID
M016130
http://www.scootle.edu.au/ec/resolve/view/M016
130
Earth rotation: stargazing TFL-ID L1130
SunSmart website- The cost of cancer activity
http://www.scootle.edu.au/ec/resolve/view/L113
0
https://www.sunsmart.com.au/downloads/comm
unities/secondary-school/resources/complete-
set-of-activities.pdf

 Define solar radiation and discuss the advantages and disadvantages

of solar radiation. Discuses why Australian is one of the counties with
high risk of skin cancer.
 Using SunSmart website, display some facts about the skin cancer
related to Australian population. Explain the meaning of three terms -
direct cost/ indirect costs and intangible.
 In a group of 4, student involve The cost of cancer activity in which An online stimulation activity
they ICT devises to research and develop a mind map showing the https://www.sciencebydoing.edu.au/curriculum/s
three terms and the consequences each have in relation to cancer. Use tudent/earth-and-space/digital/part5/activity1
the developed map and student’s information to discuss the impacts
they make on the community and individuals’ life.
 Follow a method to make sunscreen.
 Define Earth. Students participate in a role-play to determine the
relative motion of the sun, earth and moon system.
 Explain why the earth/moon system and the solar system remain
intact. Use Bucket of water twirled above the head to explain the
gravitation factor.
 Kahoot online quiz on relative motion of the sun, earth and moon
system.
Use a model of the solar system to explain:
 day/night.
An online stimulation site - With teacher guide students explore the
relationship between earth’s rotation, day and night. An online quiz covering
students understanding of how earth’s rotation determines whether it is day
or night.

Stage 4 - Earth and Space
b. demonstrate, using examples,
how ideas by people from different
cultures have contributed to the
current understanding of the solar
 Seasons.
Why we have seasons - Hand on and observation activity
Students observe the effect of light angle caused by the earth been tilted on
its axis causes temperature changes and how this is linked to. Use visual
image to explain the revolution of the earth around the sun in 365.25 days.
Discuss the intensity of sunlight during Seasons in Australia.
Revolving role plays activity:
Thing, pair and chare activity http://www.scootle.edu.au/ec/viewing/S5683/pdf
in a group of three predict the impact of season changes on the energy /Earths_place_in_space_online.pdf
usages of Australian houses and discuss a suggestion to reduces those
impacts to be shares with the class. Students write small speech to present
predications during class discussion.
Eclipses-
PowerPoint presentation to describe how eclipses occur. Distinguish the
different between solar Eclipse and Lunar eclipse.
 Use globe available, ping-pong ball as the moon to demonstrate the phases
of the moon. Revolving role plays activity Use a light globe at the centre of
the room. Earth globe available, ping-pong ball as the moon to demonstrate
the phases of the moon. Identify the terms waxing, waning, revolve, reflect,
crescent, full moon, half moon, new moon, orbit.
Hand on activity
Students use the information obtained from experiment (Phases of moon
experiment activity) and construct a chart showing the different phase of the
moon with a brief information about each phase.
 Discuss the influence of the moon and the sun on tides. Show a videoclip on
the moon myths counting the Aboriginal and Torres Strait Islander Dreaming
stories and explain how moon phases involved in their culture assets.
students are to take notes from the video and participate in the class
discussions. causes of seasons - Online quiz
 Define ‘constellation, display some summer and winter constellations such as Questacon website:
Aquarius and Leo to explain the fact that most known constellation having https://www.questacon.edu.au/burarra-
their own stories. Investigate the history of satellites and discuss their gathering/welcome-to-burarra-gathering
importance in our lives today
Construct a star chart using verbal and written instructions.
Identify stars using the star chart.
Locate the Southern Cross and the Saucepan or Scorpio in the night sky.
Locate the South Celestial Pole using the Southern Cross.
Hand on activity - Finding north activity-students determine the position of N
Pointers start and predict the way in which stars can be used as navigations
techniques.
Name the stars of the Southern Cross and pointers.
Explain the way starts involves in some Indigenous people as a guide for
hunting and food gathering. Stimulation activity - Students view Burarra
Gathering at https://www.questacon.edu.au/burarra-gathering/welcome-to-
burarra-gathering and explore Dry season and the navigation using
constellation starts.
 Use a 3D model to identify the three type of galaxies (spiral, elliptical and Active Sc.Bk.2 p.160
irregular), and state why our spiral galaxy has been called the Milky Way. The Sc Search Bk.2 pp.56-61
ancient Greek astronomers thought that the Milky Way looked like a river of Core Sc. Bk.1 pp.162-163, 166-
milk running through the sky, and that is where both "Milky Way" and 171
"Galaxy" come from. Galaxy comes from the Greek word for milk. Students
 system
Life Skills - Earth and Space: Earth and
Solar System
 explore how Aboriginal and Torres
Strait Islander peoples use the night
sky to make decisions about everyday
activities, eg food gathering and
ceremonies
Stage 4 - Earth and Space
c. compare historical and current
models of the solar system to show
how models are modified or rejected
as a result of new scientific evidence

Stage 4 - Earth and Space
d. describe some examples of how
technological advances have led to
discoveries and increased scientific
understanding of the solar system
Life Skills - Earth and Space: Earth and
Solar System
 explore some of the features of our
solar system using interactive media,
videos, models, visual and graphic
resources
Stage 4 - Earth and Space
ES3 Scientific knowledge influences
the choices people make in regard
to the use and management of
the Earth's resources.
Students:
participate to complete a scaffolded worksheet on the galaxies. Sc. World 8 pp.169
Describe features that make up the Milky Way and other galaxies. Sc Search Bk.1 pp.173-177
 An online kahoot quiz covering the galaxy topic. Heinemann Bk.2 p.203
http://kids.nineplanets.org/
 Describe the components of our Solar System. Use a digital interaction for or
students to explore the different features and decomposition of different http://www.nineplanets.org/
planetary solar system.
 Use a 3D model to demonstrate the relative sizes and distance between
members of the solar system by use of a model. Scootle resources
 Apply distance ratio to model the solar system by converting the actual Mysteries of the solar system TFL-ID
distance into modelling size. Activity: Pupils model the sizes of and distance M011989
between the planets in the playground. http://www.scootle.edu.au/ec/resolve/view/M011
989
Orrery, c1770 - part 2 TFL-ID R6377
http://www.scootle.edu.au/ec/resolve/view/R637
7
Orrery, c1770 - part 1 TFL-ID R6384
http://www.scootle.edu.au/ec/resolve/view/R638
4
 Activity: Produce a timeline of the major events that have influenced
scientific theories of astronomy. Students are to construct astronomical Parkes Observatory during Moonwalk
development timeline showing the 15 major events from the history of http://www.scootle.edu.au/ec/resolve/view/R318
astronomy. 7
 Investigate some of the spacecraft’s that have increased our
knowledge of the solar system. Discuss whether space programs are
worth the money
Input/Discussion: pupil activity examining an infographic image. Include place Sc Focus 2 pg 225-229
within: Heinemann Bk.2 pp.204-205
1. the solar system Sc. Search Bk 2, p.54,55
2. the Milky Way Sc. Search Bk 1, p 180
3. the Universe Core Sc. Bk.1 pp.170,172
4. Students are to choose a planet and conduct a research task in the Sc. World 8, p.177
classroom looking at the interesting factors related the main element
decomposition of the planet, atmosphere, orbiting period, diameter, gravity,
temperature, number of satellites Student are to record their finding and use
a poster to present information. The poster should be without restrictions
structure as real estate advertisement designed to sell a selected planet.
Make sure the purchasers are aware of its best and perhaps worst features.
Discuss what is a resource and from where they are obtained Pearson 7, Page 85
List the some major natural resources of Earth Sc. Search p 83.
List the some major man-made resources. Students participate
Earth in the space assessment task -Introduction to renewable or non- enable Scootle resources
energy resources assessment task – teacher hand in the assessment to the
Energy: renewable and non-renewable
students and go through why, when and how they will complete it.
resources
 a. classify a range of the Earth's
resources as renewable or non-
renewable (ACSSU116)
Life Skills - Earth and Space: Earth's
Resources
The Earth is the source of all the
resources needed in everyday life.
Students:
 recognise that living things need food,
water, clean air and shelter for
survival
 recognise that the needs of all living
things are provided by the Earth
 96
Stage 4 - Earth and Space
b. outline features of some non-
renewable resources, including
metal ores and fossil fuels
Life Skills - Earth and Space: Earth's
Resources
 distinguish between some natural
resources that are non-renewable, eg
fossil fuels, minerals and those that
are renewable, eg water and solar
energy
Assessment overview
Yearly Examination
Discuss society’s need for and use of energy and emphasise our dependence TFL-ID M008850
on fossil fuels, uranium and hydroelectricity. http://www.scootle.edu.au/ec/resolve/view/M008
Earth in the space assessment task - Students work through their task 850
assessment to complete poster to be presented in the school science week
celebration. Energy game: SMART Notebook TFL-ID
Interpret a graph from data supplied showing changing patterns of energy M015344
usage.
http://www.scootle.edu.au/ec/resolve/view/M015
As a group discuss the difference between renewable and non-renewable 344
resources, then decide each of the following natural resources is renewable or
non-renewable : coal, hydro-electricity, natural gas, water, oxygen, wind
Renewable energy TFL-ID R11896
energy, timber
http://www.scootle.edu.au/ec/resolve/view/R118
Renewable options- solar energy, wind energy, biomass, ocean waves, Tidal
energy, Geothermal energy, hydro-electricity.
Non-renewable option- Nuclear Energy, Fossil fuels and Minerals http://www.newdreamland.org/sites/all/themes/
Discuss Rock as a non-renewable resource marinelli/notes/Management%20of%20Natural
%20resources.pdf
List some of the minerals and their uses.
Scootle resources
Revise the assessment task – students work through completion of their
assessment parts. What is clean energy? TFL-ID M012902
http://www.scootle.edu.au/ec/resolve/view/M012
902
Activity - Observe Rock and Mineral Samples
Earth in the space assessment task. Students’ progress to complete their Tidal power TFL-ID M015386
assessment task. http://www.scootle.edu.au/ec/resolve/view/M015
Practical - Extraction of a metal 386
Activity: evaluating energy saving
(Iron Nail / Zinc in Copper sulfate solution)
Discuss Soil as a non-renewable resource technology TFL-ID M014396
http://www.scootle.edu.au/ec/resolve/view/M014
396
Coal and its uses TFL-ID M008855
http://www.scootle.edu.au/ec/resolve/view/M008
855 Millions of years to form, minutes to
burn TFL-ID M019524
http://www.scootle.edu.au/ec/resolve/view/M019
524ClCean Energy fact sheets TFL-ID
M012959
http://www.scootle.edu.au/ec/resolve/view/M012
959
Evaluation
Reconstructed Unit: Concept Map
Reconstructed Unit: Assessment Task & Marking Criteria

Al ARIES COLLEGE, SCIENCE FACULTY

Task Notification

Task Title Renewable and Non- Renewable Energy Sources

Faculty Science

Course stage 4 year 7

Unit Physical world

location Part A - In class Research Project

Part B - Take Home Assessment

The outcomes being Outcomes:

assessed SC4-13ES
a. classify a range of the Earth's resources as renewable or non-renewable (ACSSU116)
b. outline features of some non-renewable resources, including metal ores and fossil fuels.
c. describe uses of a variety of natural and made resources extracted from the biosphere,
atmosphere, lithosphere and hydrosphere

Issue date Due Date Total Total Mark

Monday Week Friday Week Weighing Part A – 15
2, Term 4 6, Term 4 25% Part B - 10
Important notes

To make sure that all students are able to complete the task:
1. The class work will give you enough information to complete this task. The teacher will
discuss all the main point you need to complete to complete the task.
2. The teacher will also provide an extra support for those why wish to receive an extra
assistance.
3. We will be planning both part of the task in the class as we will cover all the relevant
content and work.
4. students who wish to hand in a draft copy of their work for the teacher to check and
advise will need to email or show their work 5 days in advance to the due date.

Submission details
Submission instructions: An electronic copy of task (single power point slide) should
be sent by due day to the email address: aries86@live.com.au

Absence: in case of a frailer to submit any part of the assessment, all supporting
documents such as medical certificate/ other supporting documents are required to be
hand in to your teacher. Documents to be submitted within 2 days of due date any
failure to provide adequate documentation will result in 0 marks begin granted.

Assessment Task evaluation

Students self- reflection
Use the following table to self- evaluate and reflect on the
assessment. You need to fill the first part at the completion of the
task as the evaluation will be reviewed after you have your mark
back for modification

What went What issues I How those

well encountered issue can be
addressed
Students pre-
assessment
reflection
Student post
assessment
reflection

Teacher Comments:

End of the Assessment Task

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Albion, P. (2015). Project-, problem-, and inquiry-based learning. Teaching and Digital
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Barbarin, O., & Aikens, N. (2015). Overcoming the educational disadvantages of poor children:
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