Professional Documents
Culture Documents
Teacher
Leadership
Assignment 1
Emily Hodge
17479921
Abstract
The following unit ‘Transformation – a study in Energy Transfers and Conservations’ was
initially devised for delivery in a Stage 4, Year 7 class of lower ability students at Sarah
Redfern High School, NSW. This report details modification to the original unit program in
order to improve teaching and learning experiences intended for a classroom of students with
diverse learning styles and requirements. This unit has been constructed using the
Understanding by Design (UbD) process to ensure efficacious student learning and addresses
changes in developing Literacy and Numeracy skills, Critical and Creative Thinking,
Personal and Social Capabilities as well as amendments to ensure a stronger focus on Inquiry
Based Learning approaches as well as assessment style alterations in alignment with the
UbD framework.
1
Table of Contents
Executive Summary…………………………………………………………………………………….…..3
Objective and Context……………………………………………………………………………...…...3
Goals…………………………………………………………………………………………….….…..5
Recommendations………………………………………………………………………………..….….5
Comparative Table……………………………………………………………………………………….…6
Unit Reconstruction………………………………………………………………………………………..10
Unit Background information……………………………………………………………………...10
Scope and Sequence………………………………………………………………………………..11
Concept Map……………………………………………………………………………………….12
Assessment Task………………………………………………………………………..………….13
Assessment Marking Rubric……………………….………………………………………………14
Unit Outline………………………………………………………………………………………..16
Unit Recommendations…………………………………………………………………………………….45
References………………………………………………………………………………………………….47
Appendices…………………………………………………………………………………………………48
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Executive Summary
Objective and Context
This report has been prepared for the Science faculty and staff of Sarah Redfern High School located in
Minto, New South Wales. Sarah Redfern is a co-educational school which places a large emphasis on
community involvement in the educational processes. This school has a total of 608 students currently
enrolled, with a small percentage (8%) identifying as being of Aboriginal or Torres Strait Islander
background. Sarah Redfern is a culturally diverse environment, with a large proportion of students (63%)
having a language background other than English (LBOTE). These statistics are demonstrated in figure 1.1.
The school Index of Community Socio-Educational Advantage (ICSEA), retrieved from parent given
information, shows that a majority (53%) of parents/families fall within the bottom quarter of earned
income, with 29% falling within the lower middle quarters. This demonstrates the low socio-economic status
of the school, depicted in figure 1.2.
With reference to NAPLAN statistics retrieved from 2017 examinations, most results for reading, writing,
spelling, grammar and numeracy were below or substantially below average when compared to all
Australian Schools (figure 1.3). However, when compared to schools with similar students, year 7 showed
above average results in writing and spelling, while year 9 showed below average results for reading. All
scores for the other tested categories showed close to average results when compared to schools with similar
students, shown in figure 1.4.
Fig 1.1: Depicts the total student enrolment and the ratio of male to female students, percentage of Aboriginal and Torres Strait
Islander students and LBOTE students at Sarah Redfern High School.
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Fig 1.2: Graphically demonstrated the socio-economic distribution at Sarah Redfern High School.
Fig 1.3: Tabulated statistics showing the average NAPLAN results of students at Sarah Redfern High School in comparison to all
Australian Schools.
Fig 1.4: Tabulated statistics showing the average NAPLAN results of students at Sarah Redfern High School in comparison to
schools with similar students.
Reference: Statistics and tables above are retrieved from the MySchool Website. Retrieved from:
https://www.myschool.edu.au/school/41602/profile/2017
4
Goals
- To incorporate a more comprehensive focus on both Literacy and Numeracy strategies throughout
the unit.
- To improve the inclusion and development of critical and creative thinking skills in the classroom.
- To develop students personal and social capabilities through the integration of inquiry-based learning
approaches with a strong focus on collaborative learning.
- To improve student learning success through the use of backward designed programming and unit
activities designed to meet learning outcomes.
- To incorporate additional assessment activities and instances in which teachers may assess the
progression of student learning.
Recommendations
- Improve Literacy and Numeracy skills in the classroom through the incorporation of a variety of
teaching strategies and scaffolding which improve skills across all curriculum units.
- Improve student critical and creative thinking skills and encourage learning reflection and peer/self-
assessment to improve critical thinking.
- Improve student personal and social capabilities, encourage collaborative work and the development
of strong leadership skills.
- Improve teacher understanding of student growth through the incorporation of a variety of assessable
tasks and the formation of a formal performance task to gain a deeper understanding of the success
of student learning.
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Comparative Table
Area of Strengths of the area Concerns of the area of Suggested Changes to Research support for the changes suggested.
consideration of consideration consideration counteract concerns
Introduces students to Limited inclusion of Include activities such as Research notes the importance of including writing tasks as studies
a variety of new writing or comprehension definition have found that more new words and terminology are introduced in
Literacy scientific activities, formal learning/research and science textbooks than you would encounter in foreign language
metalanguage and definition learning or matching activities, studies. The number of new terms in a science textbook equate to
uses them in the formal spelling learning simple spelling quizzes, nearly that which a student would be expected to master over the
context of practical activities to deeply writing activities. whole grade. Therefore an emphasis on understanding vocabulary in
experiments to aid in understand these terms. the science classroom is importance for student understanding
students
understanding. Yager, R. (1983). The importance of terminology in teaching K-12
science. Journal Of Research In Science Teaching, 20(6), 577-588. doi:
10.1002/tea.3660200610
Students enhance Little emphasise placed Activities are included Several literacy strategies have been identified as aiding in student
writing skills through on developing writing to develop writing skills understanding of content while also simultaneously developing
the formation of skills or using literacy as a and aid in content reading and writing skills. these tasks allow student to better
scientific reports. means of summarising summarisation and understand the given content and develop key literacy skills that will
and articulating understanding. aid across all curriculum areas.
knowledge/understanding Summarisation, mind-
mapping, cloze passage Dew, T., & Teague, S. (2015). Using Disciplinary Literacy Strategies to
activities and ‘I think, Enhance Student Learning. Science Scope, 038(06). doi:
we think’ techniques 10.2505/4/ss15_038_06_33
are used to achieve this.
Numeracy is strongly Little emphasise on Scaffolding for students Studies have shown that a significant downfall for students is their
included in this interpreting graphs, focus regarding the correct ability to interpret and read graphical representations. Understanding
Numeracy program with inclusion is mostly placed on procedures involved in in science is heavily reliant on a students ability to confidently
of several graphing constructing graphs. No constructing a graph as understand and interpret mathematical concepts.
tasks. inclusion of activities to well as additional tasks
aid in student surrounding how to Lenton, G., & Stevens, B. (2005). Numeracy in Science. Issues in
understanding of the interpret graphs Science Teaching, 80-85
correct way to construct a correctly, and
graph. constructing graphs.
6
Effective Minimal inclusion of such Modifications have Students also showed difficulties in performing equation-based
implementation of tasks involving been made to include a calculations with provided data. Many scientific concepts, such as
calculation tasks such calculations or greater emphasis on energy efficiency, reply heavily on applying mathematical principles. It
as calculations from given calculations, calculating is importance that teachers are aware of these difficulties so that a
Energy efficiency data sets. averages and stronger emphasise can be placed on them in class.
calculation. differences and
performing calculations Lenton, G., & Stevens, B. (2005). Numeracy in Science. Issues in
from given data sets. Science Teaching, 80-85
Incorporates the use Limited use of such Use this activity at the Mind-mapping is an important tool for critical and creative thinking as
Critical and of mind-mapping activities. Students do not beginning of the unit to it allows the use of graphical representation, vocabulary and colour. It
Creative activities to link expand on this mind-map determine the students allows for learners to organise and summarise their ideas in a logical
Thinking concepts together in a as their understanding current understanding and easy to understand manner. It is also seen to aid in understanding
graphical format. This grows. Used solely as a surrounding the unit and information retention.
aids students in diagnostic tool to topic. Frequently
connecting their determine their current engage in activities He, F., Miao, X., Wu, B., & Yao, S. (2014). Using Mind Map as Learning
understanding with understanding. requiring them to Tool in 'Data Structure' Teaching. 2014 IEEE International Conference
other concepts. modify, change, add On Computer And Information Technology. doi: 10.1109/cit.2014.34
new links, new words or
make changes to their
mind-map to reflect
how their
understanding has
changed.
Tasks such as the Minimal inclusion of such Include more activities Studies have concluded that a creative classroom is one in which
designing a brochure creative thinking tasks. that enhance student teachers focus on presenting students with activities tailored to their
task at the conclusion Creative tasks are limited creative thinking. interests and may involve cooperative learning groups, the inclusion of
of the unit outline to the creation of Inclusion of Think-Pair- artistic and hands on creative tasks, flexible direction for students and
allow for the artefacts or teacher Share activities, Town brainstorming activities. Experts perceive a creative classroom to not
developing of creative directed experiments. Circle activities, only involve strategies such as these but also place a strong emphasis
thinking. Classroom discussions, on teacher attitude and classroom climate. Something that is agreed
collaboration. on by teachers, students and experts, is that tailoring a classroom to a
Creative thinking can students interests fosters a creative environment in which students
also be achieved learn to think out of the box.
through the
implementation of
7
inquiry, cooperative de Souza Fleith, D. (2000). Teacher and student perceptions of
groups, arts, flexible creativity in the classroom environment. Roeper Review, 22(3), 148-
direction, 153. doi: 10.1080/02783190009554022
brainstorming, hands on
activities such as
drawing.
Student group work Limited use of group work Alter learning activities Collaboration is an important aspect of learning and aids students in
Personal and and collaboration is or collaboration to further to include more learning to communicate with one another. Social interactions also
Social present within the unit social capabilities. collaborative group allow students to link existing knowledge with new knowledge and
Capabilities and allows students tasks in which students ideas. It also allows students to learn to resolve differences with one
the opportunity to are required to work another through discussion and reaching mutual understanding.
engage with others to together to achieve an
expand their outcome and solve DeWitt, D., Alias, N., & Siraj, S. (2014). The design and development of
understanding. differences of opinion. a Collaborative mLearning prototype for Malaysian secondary school
science. Educational Technology Research And Development, 62(4),
461-480. doi: 10.1007/s11423-014-9340-y
Students experience Students are not given Alter learning activities Research shows that the development of strong positive leadership
leadership roles the opportunity to be to include more skills can be achieved through the implementation of problem based
through problem leaders within their opportunities for learning tasks and student mentoring. Common traits attributed to the
based and inquiry groups or classroom and students to develop nurturing of leadership skills include communication, relationship skills
learning. thus do not get to fulfil a leadership roles within and positive attitude.
major aspect of the classroom. Students
developing personal and are given the Chopra, G. (2014). Developing positive attitude and leadership skills in
social capabilities. opportunity to be the students.Global Journal of Research in Management, 4(2), 35-50.
‘leader’ of their group in Retrieved from https://search-proquest-
which they facilitate com.ezproxy.uws.edu.au/docview/1846000287?accountid=36155
discussion and group
tasks.
Assessment is present In a UbD approach, Incorporate a series of There are two important facets of assessment in a UbD appracoh. A
within the unit and, as assessment is backward formal (performance performance task in which students are asked to apply their learned
Understanding an examination, will designed. Assessments task) and informal knowledge to new situations and produce something to assess their
by Design effectively determine should be planned first assessments over the transfer of knowledge. The second aspect is ‘other evidence’ which
the students with overall goals in mind. course of the unit, that can include quizzes, tests, informal observations and acquired work
knowledge of the unit By using a final can be used collectively samples. These forms are to aid in assessing a students capabilities
summative assessment as with a final and understanding.
8
in a summative the only form of performance
manner. assessment, it is possible assessment task to Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide
that content and determine if the unit to creating high-quality units. Alexandria, VA: ASCD.
important goals are not goals and outcomes
being assessed or have been met by the
‘slipping through the students.
cracks’.
Inquiry based research Students are taught this Alter class activities to Inquiry based learning fosters the development of critical thinking
task towards the information mostly focus on inquiry-based skills and allows students to create meaning for themselves through
conclusion of the unit through direct instruction approaches in which inference making and research. Inquiry based learning approaches aid
provides students with or teacher directed students are given the in creating an educational environment in which meaning making is a
the opportunity to experimentation. A UbD means of designing critical outcome of the learning process.
research the uses of approach requires their own experiments
energy efficient students to make and obtaining results Inquiry-based learning for science, technology, engineering, and math
technology and apply inferences and draw from their own inquiry (stem) programs : A conceptual and practical resource for educators.
it to a familiar context. conclusions from or student led research (2015). Retrieved from https://ebookcentral.proquest.com
themselves. Students are tasks.
required to understand by
actively constructing
meaning and applying
learnt information
through an inquiry based
approach to learning.
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Background information of unit
This unit in its original format was delivered to Year 7 (Stage 4) students in 2018 Term 2 in a low ability
class, undertaking the junior science curriculum and who are impacted by the aforementioned statistics.
Several of these students also have diagnosed learning and behavioural disabilities. However, this unit was
also intended for delivery across all year 7 (Stage 4) science classes, with students ranging in ability from
GAT to students with additional learning needs. A significant number of students undertaking this unit are
also of a language background other than English. Prior to this unit, in Term 1 of 2018, students undertook
curriculum content involving Living World standards. No Scope and Sequence or Concept map were
obtained alongside this unit, and therefore we cannot know the progression of knowledge and capabilities up
until this point in the curriculum. For the purpose of this reconstruction, the Scope and Sequence and
Concept map have been created based on NESA templates and offer an approximate review of knowledge
progression for Stage 4.
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Science Stage 4 Scope and Sequence
Year 7 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 1 Classification, Survival and Reproduction
10 Weeks Outcomes: SC4-14LW, SC4-6WS, SC4-9WS
Term 2 Energy Conservation
10 Weeks Outcomes: SC4-11PW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Term 3 Matter, Particles, Mixtures and Solutions
10 Weeks Outcomes: SC4 – 16CW, SC4 – 17CW, SC4-4WS, SC4-5WS, SC4-6WS. SC4-7WS, SC4-8WS, SC4-9WS
Term 4 Our Earth and Space
10 Weeks Outcomes: SC4-12ES, SC4-6WS, SC4-8WS, SC4-9WS
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Year 8
11
Concept Map
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SCIENCE STAGE 4 ASSESSMENT TASK 1 NOTIFICATION
Task Description:
Your task is to design an informative website using the program ‘Weebly’ OR create an educational poster in a group of 3-4
students. You are a scientist studying energy efficiency technology and its implementation in modern housing. You need to
convince and educate the public of the importance of energy efficiency and how it impacts their lives. You will create an
informative website or poster which could be published/displayed in order to achieve this goal. This assignment has 3 key
components which students are required to fulfil.
1: Describe what energy is and why it is important in our daily lives. This should include the different types of energy and energy
transfer mechanisms in relation to the functioning of your home. Include in your description the importance of conductors and
insulators.
2: Include an experiment that you have conducted in class on energy transformations or energy transfers. Include photos (if
producing a poster) or video (if producing a website) of your group conducting the experiment. This section should include the
Aim, Materials, Method, Diagram, Results and Conclusion section. Also include Risks and hazards assessment. Relate this to
section 1.
3: Describe Energy Efficiency and why it is important. Design an Energy Efficient House: Draw or use sketch up software to
design an energy efficient house (remember to label). Include a justification of design choice including benefits and
disadvantages of your design choices (300 words).
Things to consider:
• Shape and location of house
• Insulation – controlling heat loss, maximising heat retention
• Appliances
• Reducing energy consumption
• Fossil fuels vs Green energy
Include any references on a separate page or on the back of your poster. References should be reliable and valid (not
Wikipedia). The link to your website is to be emailed to your class teacher by the due date mentioned above. Only 1 student
is required to email this link however please include the full names of all group participants.
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MARKING RUBRIC ASSESSMENT 1
Student Name:__________________ Final Mark _____/ 40%
Criteria Outstanding High Sound Limited Basic Not Attempted
Describe the function Demonstrates extensive Demonstrates thorough Demonstrates sound Limited description of Minimal description of No description of the
and purpose of energy knowledge of the knowledge of the knowledge of the the function of energy the function of energy function of energy with
including a description functions of energy, function of energy function of energy and with reference to the with little or no reference no reference to any
of the various types of detailed description of including a description lists or otherwise makes role energy and a to the role energy or named transfer
energy and energy its purpose in the of its purpose in a home; reference to several named transfer energy transfer mechanisms in the home.
transfer/conversion home, including including various named relevant energy transfer mechanism play in the mechanism play in the
mechanisms in the various named energy energy transfer mechanisms in the home. home.
home. transfer mechanisms mechanisms that can be modern home.
that can be observed. observed.
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Design an energy Demonstrates a deep Demonstrates a Demonstrates a Demonstrates a limited Demonstrates a basic Provides no attempt to
efficient house with understanding of the significant thorough understanding understanding of the understanding of the design and energy
descriptions of several importance of energy understanding of the of the importance of importance of energy importance of energy efficient house or
features impacting its efficiency in relation to importance of energy energy efficiency and efficiency and related efficiency and related this describe any features of
energy efficiency. house design through efficiency and related related this to their this to their design to their design creation of a modern home that
the creation of an this to their design design creation of an creation of an energy an energy efficient house. could impact on
energy efficient house creation of an energy energy efficient house. efficient house. The diagram/design is efficiency.
design. efficient house. The diagram/design is The diagram/design is incorrectly or not
The diagram/design is The diagram/design is mostly correctly labelled with some labelled. Includes limited
correctly labelled with correctly labelled with labelled with detailed errors. Includes limited descriptions of some
detailed descriptions of detailed descriptions of descriptions of 3-4 descriptions of 2-3 named aspects that
5 aspects that impacts 4-5 aspects that impacts aspects that impacts the aspects that impacts the impacts the houses energy
the houses energy the houses energy houses energy houses energy efficiency rating.
efficiency rating. efficiency rating. efficiency rating. efficiency rating.
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Unit Outline
Modification Colour Key
Literacy Amendments
Numeracy Amendments
Personal and Social Capabilities Amendments
Critical and Creative Thinking Amendments
Understanding by Design; Inquiry Based Learning Amendments
Assessment Amendments
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Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
When objects stop moving, they no longer have kinetic energy. But the energy is not lost. Instead, it is converted (transformed) into another type of energy or passed on
(transferred) to another object. The Law of Conservation of Energy tells us that the amount of energy in a system is always the same. Energy is never lost and energy is never
created.
Concept
Sometimes it is difficult to track where the energy goes. For example, most of the kinetic energy when you clap your hands is transferred to air as sound, but you might also notice
and Rationale that your hands get warm. This demonstrates that some of the original energy is transformed to heat. Another example is fireworks. Fireworks are noisy, colourful and bright. They
contain a fuel that explodes when ignited, creating a loud explosion. Powdered metals are included in the mixture of explosives to produce the brightly coloured sparks we see.
Energy transformations take place when fireworks explode, producing sound and light.
What is energy?
How does energy impact our daily lives?
Why is Energy Important?
What is energy efficiency?
How can we measure energy?
Essential Question
Outcomes SC4-11PW: discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers
and transformations
The outcomes that will be SC4-4WS: Questioning and Predicting
reported on for this topic SC4-5WS: Planning Investigation
and assessed in the SC4-6WS: Conducting Investigation
assessment task. Does not SC4-7WS: Processing & Analysing data & information
preclude teachers from SC4-8WS: Problem Solving
applying other outcomes SC4-9WS: Communicating
to class tasks.
Resource List
Teachers to select resources according to KLA in order to cater for Stage 4 Syllabus.
Books Software Online Equipment Human Resources
Longman Science 1 Core Science eBook Scienceedge.com.au Trampoline (from PDHPE)
Hieneman Interactive 1 Google Sketch up Jacplus.com.au Bunsen Burner
Science Edge 1 Weebly Data logger
About Science 1 Office Laboratory equipment
Core Science Stage 4
17
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
18
2 0.00 0.00
Literacy Task:
Students are to write a short paragraph detailing how they undertook the practical and what results they
obtained.
During class discussions, one student acts as the chair and leads the group in discussions. As a group,
students are asked to discuss and propose a conclusion using their obtained results and write this
conclusion in their books.
Class discussion:
- What did each group find?
- What can we conclude from these results?
Students record their findings in
a table which they will use post-
practical as a basis for group
discussion.
19
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Literacy Task:
Students are given key words surrounding energy transfers and reactions (i.e exothermic, endothermic, Teacher is to collect these as
Reaction, heat, energy, kinetic). Students are asked to research the definitions of these given words evidence of learning and
And use the words to write a short sentence for each. informal assessment. Students
are able to correctly define
key words.
20
Reaction 1
Numeracy task:
Students are instructed to create a line graph using their results. Prior to this exercise students should be
given sample data and, as a class, should discuss how to go about constructing a graph such as this.
Students are to hand in the graphs they have constructed of their results. Use this to assess their
graphing skills/understanding and their experimental accuracy
21
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Syllabus Points
4MAT Learning Experiences Evidence of Learning Reg/Date
Lesson 3: Reflecting on: Energy has different forms and can be transferred from one form to another
Literacy Task:
Students are given a spelling quiz using key terms involved in energy transfer. These should be a range of
simple 2-3 syllable words and harder 4-5 syllable words. These words should incorporate those that they
have used previously on their definitions research and some new words. Any common errors should be
addressed as a group in the following class.
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- cool in summer
- warm in winter.
3.
If you were to renovate your house, what
features would you add to improve how
well it keeps you cool in summer and warm
in winter?
4.
You have 100 mL of water in a beaker at 20
°C and a second beaker with 100 mL of
water at 80 °C. Predict what would happen
if you combine the two samples in the
same beaker. Test your prediction by
carrying out this experiment.
5.
Draw up a table with two columns. In the
first column, list objects that give out light.
In the second column, outline how the light
is produced or identify the source of
energy.
6.
Take a look at the light globes used in your
home. Do they get hot after they have
been switched on for a while? Why might
compact fluorescent light globes be
increasing in popularity?
7.
Provide students with two photos of houses.
One house is designed for a hot climate and
the other one is designed for a cold climate.
Identify which is suited to which climate.
Compare the two houses by listing features of
each that make them suited to their Students are able to
respective climates. participate in active
Collaborative Learning: Personal and Social discussion and share
In alteration to dot point 7 in this task, use this activity to engage in a classroom discussion by placing the two ideas.
photos of houses on the board. Students may then share their ideas to the class which are then written on the
board. Alternatively, use software such as Padlet to allow for the class to collaborate and share their ideas. This
can then be brought up on the interactive whiteboard and discussed. Data obtained from the Padlet software
can be kept and recorded as an informal assessment of student learning and understanding.
23
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
24
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
25
Personal capabilities Task:
Alter this class discussion activity to a ‘town hall circle’ in which a student is ‘given the floor’ and time to
discuss their ideas before passing this on to the next student. A student leader is appointed to guide the
discussion.
26
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Literacy Task:
Comprehension cloze passage task involving key words and understanding for heat transfer methods.
Including the words ‘heat’ and ‘temperature’ and their definitions.
Literacy Task: Students are given bulk information to read and decipher and are asked to
28
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
◗◗ Turn the Bunsen burner off before the water spills out of the tube.
◗◗ Observe what happens as the water cools. Record your
observations. Class Discussion:
1 Explain how the equipment used in this experiment could be used as a thermometer.
2 Use the particle model to explain what happens to the level of water when the flask is heated and
cooled.
For all heat transfer experiments; each group is to appoint a leader which will rotate with each
experiment. This leader is in charge of facilitating the experiment and ensuring safe practices.
Activity 6.3: Conduction in metal rods
Inquiry based learning approach: as an alternative, provide students with a list of materials that they
Students should be able to
will have at their disposal and prompt a group discussion/critical thinking exercise in which students
describe the transfer of heat
decide on their method and how they will conduct the practical. Prompt students to discuss the possible
energy by conduction
results from their method prior to commencing. Students are to document their results and progress,
including photos for their assessment task.
Aim: To compare the heat conductivity of different metals.
Equipment: • three rods made of different metals (e.g. iron, copper, brass) • candle or wax drops
• tripod • Bunsen burner • bench mat • timer
Method:
1 Assemble the apparatus. Melt a piece of candle wax or place wax drops at regular intervals along each
rod. (Alternatively, use a temperature probe to monitor the temperature at the end of each rod for a
given time.)
2 Begin heating the non-waxed ends of each rod, and time how long it takes each blob of wax to melt.
3 Stop heating after five minutes, if not before.
Class Discussion:
1 What evidence is there to suggest that heat travelled along the rods?
2 Through which rod did heat travel the fastest?
3 Which rod is the poorest conductor of heat? What evidence do you have for this conclusion?
4 Why was it important to put the blobs
of wax the same distance from the
Bunsen burner?
5 List the rods in order from best to worst
conductor.
Numeracy Task:
Students are to tabulate their results and present as a graph.
Critical Thinking Task:
Students are to discuss as a group what went wrong and how
they could alter their prac method to improve their experiment.
Students should make a list of suggested improvements to share.
29
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Class Discussion B:
1 Identify the variables that you attempted to control in this experiment.
2 Explain whether it was important for each can of water to start off at the same temperature.
30
3 Which material was the best insulator? Support your conclusion with your data.
4 The insulating material slowed the transfer of heat by two processes. Name these processes and
explain how the insulation prevented them.
5 Why was it important to include a control in this experiment?
31
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
32
◗◗ Slowly remove the straw, making sure not to disturb
the water.
◗◗ Light the Bunsen burner and turn it to a blue flame,
being careful not to disturb the beaker.
◗◗ Draw a diagram to show what happens as the water
is heated and the crystal begins to dissolve.
Class Discussion:
33
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Brainstorming activity: students are to brainstorm what they think the outcome of this experiment
will be. Students are to write this into their books for later reflection.
Activity 6.8: Radiation Absorption
Aim: To find what colour best absorbs radiated heat energy.
Equipment: • two thermometers or temperature
probes • black card • white card • two retort stands
with clamps • 100 W light globe • bench mat
Method: Students should be able to
1 Attach the black card to the bulb of one describe the transfer of heat
thermometer and the white card to the other, as energy by radiation
shown. (Alternatively, use a temperature probe and
study one surface at a time.) Ensure the cards are
the same size.
2 Clamp the thermometers and place them on either
side of the light globe
34
3 Measure and record the distance between the
globe and the card. Ensure the globe is placed at
an
equal distance between the two thermometers.
Informal Assessment:
Students workbooks are collected at the conclusion of these heat transfer practicals to
informally assess student progress and understanding.
35
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Class Discussion:
1 Identify which colour card absorbed radiation the best.
2 In this experiment, the light globe must not be closer to one thermometer than the other. Explain why.
3 Explain why the same-sized card should be used on each thermometer.
4 State what happened to the temperature when the cards were twice the distance away. Propose a
reason for this observation.
Literacy Task:
Spelling quiz exercise: students are given a short spelling quiz using the words and metalanguage
involved in the unit up until this point. Quizzes are collected by the teacher. Teacher should make
note of incorrect words and readdress them in class, providing feedback on the common mistakes.
Individual feedback should also be given.
Research Inquiry Task: students are asked to research how these forms of heat radiation can impact
our lives and we combat these problems using modern technological solution in things such as house
construction, cooking or air conditioning. Students are to present their research in the form of a
short PowerPoint presentation in the following lesson. This PowerPoint should also include their
knowledge of heat transfer methods as a culmination of what they have learnt. students are
encouraged to work within groups however may choose to work individually. Students hand in their
project at the conclusion for informal assessment.
Literacy Task:
Definitions and important metalanguage: students are given a list of important words and metalanguage
and asked to research the definitions of these words prior to the commencement of this following section.
Students may also be asked to use these words in short sentences. These should be collected/recorded.
Common mistakes or misunderstandings should be addressed in the following class.
36
Literacy Task: I think, We Think
Students are given a table with two columns in which they are to write what they think individually what
making the connections and electrical energy is about, the second column is for their group thoughts on
the topic. This is to be revisited after the learning in which they answer ‘I used to think, I now think’
Discussion:
1 What did you try that didn’t work?
2 Where does the electrical energy come from?
3 In which direction do you think the electric charges flow? Label this on your diagram.
Part B
◗◗ How would you connect two batteries to a single light globe? Try it out until you’ve got it working.
◗◗ Record your successful set-up as a labelled diagram.
Discussion
4 What effect does providing a second battery have on the light? Explain why.
Part C
◗◗ How would you connect two light globes to a single battery so that you get a:
(a) bright glow
(b) dim glow?
◗◗ Record your successful set-up as a labelled diagram.
Discussion
5 Explain your results.
37
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Part B
◗◗ Connect circuit 2 as shown in Circuit 2.
◗◗ Close the switch.
◗◗ Open the switch and remove the globe from its
holder. Close the switch.
Discussion Students should be able to
2 Describe what happens to the globe in circuit 2 construct and draw circuits
when the switch is closed. containing a number of
3 Does the globe light up when it is removed? components to show a
Why not? transfer of electricity
Part C
◗◗ Put the globe back in its holder and add a
second switch as shown in circuit 3.
Discussion
4 Explain what happens to the light globe in
circuit 3 when:
(a) neither of the switches is closed
(b) either one of the switches is closed
(c) both of the switches are closed.
5 How could a circuit like this be useful in the
wiring at your home?
Literacy Task: students are given information on circuits and
are asked to summarise this into key points and information
38
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Literacy Task:
Students are given a list of key words and a list of definitions. They are asked to match the
definition to the correct word and paste these into their books.
Activity 7.3: Conductors and Insulators
Inquiry Task: in alteration to the below task, provide students with the materials to be tested. Students
may then discuss with their group and devise a way of testing whether these materials are conductors
or insulators. Teacher is to hold informal discussion with each group regarding their testing methods to
gauge their understanding.
AIM: To test whether materials are conductors or insulators
Equipment: light globe and light-globe holder, battery or other power supply (no more than 6 V),
3 connecting wires (at least 2 with alligator clips), objects to test (for example, copper sheet, paper,
plastic, coin, fabric, iron nail, glass, ice-cream stick, paperclip and aluminium foil)
Method:
◗◗ Set up the equipment as shown.
◗◗ Draw up a table like the one below.
Discussion
1 List the items that conducted electricity.
2 What is the purpose of the light globe?
3 Look at the items that are conductors of
electricity. What do they have in common?
4 (a) Is air a conductor of electricity?
(b) How can you test to see if it is?
5 Are the alligator clips conductors or insulators?
Explain your answer.
39
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Literacy Task: students are given a cloze passage based on key learning concepts surrounding
series and parallel circuits, students are to work individually or collaboratively to complete this
task.
Activity 7.4: Series and Parallel Circuit Students should be able to
AIM: To compare the brightness of globes in series and parallel circuits carry out first hand
Equipment: two 3-volt globes and holders, 1.5-volt battery and holder, 6 wire leads investigation on some
everyday energy
Part A: Series circuits transformations that causes
◗◗ Connect one globe and the battery together change within the system
with wire leads so that the globe lights up.
◗◗ Add a second globe in series with the
first globe as shown in the diagram below.
◗◗ Remove one globe from its holder.
Students identify the
◗◗ Replace the globe that was removed,
and then remove the other one. differences between
Discussion series and parallel
1 Draw a circuit diagram to represent the circuit circuits
that you have connected.
2 How does the brightness of the two globes
compare with the brightness of a single globe
connected to the same battery?
3 What effect does the removal of one globe
have on the other globe when the battery is connected?
4 Does it matter which globe is removed?
5 Can electric current flow in this series circuit when either globe is removed? Explain.
6 Would it be sensible to have all of the ceiling lights in your home connected in series? Give a reason for
your answer.
7 What would be the effect on the other globes if a
third globe were added in series? If a third globe is
available, test your prediction.
Part B: Parallel circuits
◗◗ Connect the two globes, battery and wire leads
as shown in the diagram below.
◗◗ Remove one globe from its holder.
◗◗ Replace the globe that was removed, and
then remove the other one.
Discussion:
8 How does the brightness of the two globes compare
with the brightness of a single globe connected to the
same battery?
40
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
9 What effect does the removal of one globe have on the other globe?
10 Does it matter which globe is removed?
11 Can electric current flow in this parallel circuit when either globe is removed?
12 Outline whether the removal of one globe has any effect on the other globe.
13 What would be the effect on the other globes if a third globe were added in parallel? If a third
globe and enough connecting leads are available, design a circuit to test your prediction.
Assessment: Students are given a sheet of instructions. Instruction questions may involve questions
such as:
“connect a parallel circuit using two globes, one switch”
PW4: Science & “connect a series circuit using 1 globe, two switches” Students should be able to
Technology “connect a parallel circuit using an ammeter, one globe, one switch” identify the inefficiency of
contribute to finding Students are asked to undertake this in a small group (2-3) and draw their created circuit. energy conversions.
solutions to a range The teacher observes during this process and checks the groups circuit after each question. Teacher
of contemporary may also collect the sheets and diagrams for additional assessment.
issues; these
solutions may impact Lesson 8: Energy Efficiency
on other areas of • Discuss Energy Efficiency and wasted energy (Energy Booklet p35)
society and involve • Identify input energy, useful output energy and wasted energy in common
ethical household appliances on a table:
considerations • Explain how a traditional incandescent light globe works and compact fluorescent lamp works
• Calculate energy efficiency of common household appliances
41
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
42
The above task of designing and energy efficient house has been incorporated into the
performance task for this unit and is therefore not conducted in class.
43
Science: Transformation – a study in Energy Transfers and Conservations Year 7, Stage 4
Term 2, 2018
Lesson 10
Students to present their work to class.
Collaborative Learning Task:
Students are asked to work collaboratively on this project and present their brochure to the class,
accompanied by a 3-5minute speech detailing their research findings and recommendations. As a group,
students should decide on the role they wish to undertake during this assessment (design, speech writing
etc) or if they wish to each contribute to all roles. Students should be able to
discuss the implications for
Assessment: teacher is to collect brochures and make notes regarding their speech. Provide feedback to
the group about their performance and any possible improvements.
Critical thinking activity: students are given their mind-maps from the beginning of the unit and are asked
to make amendments (in a different colour pen) to reflect the growth of their understanding. Teacher is
to collect these mind-maps to assess student learning growth. production of heat energy
44
Recommendations
The Understanding by Design (UbD) framework is an important tool used by teachers and program
planners during the planning of curriculum, assessment and instruction. This framework has been applied
during the evaluation of a stage 4 science unit program used at Sarah Redfern High School, with the
purpose of enhancing student learning and ensuring deep understanding. This framework revolves around
the concept of ‘backwards design’ in which teachers begin unit planning by first considering the goals and
standards they wish for students to achieve by the conclusion of the unit.
In doing so, teachers plan the assessments which students will undertake in order to effectively demonstrate
their knowledge and understanding of the essential unit concepts. An important aspect of assessment
presented in the UbD framework is the utilisation of a performance task (Wiggins & McTighe, 2011). This
aspect has been employed in the reconstruction of this unit through the implementation of a summative
performance assessment task in which students are given the opportunity to demonstrate their ability to
transfer their learning to the authentic and real-life scenario of housing design in relation to energy
efficiency. Students also draw on their practical experiment experiences during the unit to aid in their
design. This assessment requires students to reflect on their learning throughout the unit and apply their
understanding of energy, transfer/transformation mechanisms and energy efficiency. In doing this, students
consider the implications of these concepts and how it affects them in their daily lives. Various formative
assessment tasks, which are crucial in ascertaining if students are meeting their learning goals, have been
incorporated throughout the unit to aid in informing teachers of a student’s development, understanding
and growth as the unit progresses (Ruiz-Primo, 2011).
Inquiry based learning is another key aspect of UbD and requires that students are given the opportunity to
construct meaning for themselves through active inquiry, making inferences and drawing conclusions and
has been shown to be one of the most effective methods of teaching. It is an important tool in student
directed learning and is now a significant contributor to employability (Acar & Tuncdogan, 2018). Thus,
inquiry-based teaching and learning activities play a significant role in the reconstruction of this unit.
Based on the strategies outlined by Wiggins and Mctighe (2011) the implementation of various strategies
such as the use of graphical organisational tools, questioning and discussion, inquiry driven and student
directed practical experiences and research tasks, serve to ensure meaning-making and deep learning
through an inquiry approach.
The inclusion of literacy and numeracy skills have been evaluated throughout this unit and modifications
have been made to increase the prevalence of this aspect. To achieve this, literacy activities aimed at
improving comprehension such as spelling quizzes, definition learning and matching, cloze passage
activities and writing tasks have been incorporated. Research shows that the inclusion of writing tasks
allows students to summarise their thoughts to aid understanding and thought progression and greatly aids
in student content comprehension skills which also transfer to other curriculum units (Dew & Teague,
2015). Numeracy tasks have also been included and modified in this program to incorporate a strong focus
on science-based mathematics skills such as tabulation and graphing, with additional modifications to
include further scaffolding activities in which students learn how to graph or interpret data. Studies have
shown that this area is an important area of focus in addition to student difficulties in performing science
related calculations from given data (Lenton & Stevens, 2005), thus these aspects have been addressed in
the unit evaluation.
Critical thinking skills are a crucial aspect of learning and have been addressed for modification in this unit
program. The modified unit program places a strong emphasis on mind-mapping and brainstorming as it
has been ascertained through research studies that such activities allow to students to organise and
summarise their ideas in a logical and easy to understand manner and has also been seen to aid in
information retention (He, Miao, Wu & Yao, 2014). Additional activities include think-pair-share
activities, peer assessment and fostering a creative learning environment through hands-on tasks, drawing
and arts and flexible student direction which have also been seen to improve classroom climate and student
engagement (de Souza Fleith, 2000).
45
The use of collaboration is an important tool to enhance the personal and social capabilities of students.
Because of this, it is recommended that group work and collaborative tasks be a point of focus throughout
all learning programs. Collaboration allows for students to develop communication skills and to reflect and
learn from one another’s understanding (DeWitt, Alias & Siraj, 2014). The fostering of strong leadership
skills is also enhanced through problem-based learning tasks and peer mentoring (Chopra, 2014).
Additional leadership roles during practical activities have also been incorporated along with activities that
encourage personal and social skills such as class discussions and ‘town hall circle’ style sharing of ideas.
Understanding by Design places an emphasis on meaning-making through the implementation of various
teaching strategies including questioning and discussion, formative and ongoing assessment, feedback,
reflection and differentiation. These aspects have been incorporated into the modified unit plan to aid
students in acquiring meaning from their learning. Differentiation is important to ensure all students are
able to learn the content successfully and has been incorporated in the form of varying methods of
instruction to cater to a variety of learning needs, for example, some activities involve kinaesthetic or
hands-on approach, graphical representations aid visual learners, class discussion activities assist auditory
learners. Varying the ways in which students present their work, through essays, oral presentations,
physical demonstrations, or creativity is also an important differentiation tool (Westwood,2016). Teaching
for transfer is another important aspect of UbD and is thus incorporated into the program through the use of
ongoing assessment, providing students with feedback on their work and promoting self-reflection and
self/peer assessment (Wiggins & McTighe, 2011).
As no scope and sequence or concept map were obtained with the original documentation, these aspects
have been added to the modified unit outline above. These aspects are important as they allow for a full
understanding of the progression of a unit and how each unit interrelates. However, a sample NESA scope
and sequence was used to give a more inclusive picture of the progression of learning. The above
recommendations have been incorporated into the unit outline to improve a student’s capacity for academic
learning and success and to provide teachers with a means of successfully assessing a student’s growth and
learning. Should changes such as this be implemented, studies show that a student’s capacity for learning
will be greatly improved, increasing their chances of academic success.
46
References
Acar, O., & Tuncdogan, A. (2018). Using the inquiry-based learning approach to enhance student
innovativeness: a conceptual model. Teaching In Higher Education, 1-15. doi:
10.1080/13562517.2018.1516636
Chopra, G. (2014). Developing positive attitude and leadership skills in students. Global Journal of Research in
Management, 4(2), 35-50. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1846000287?accountid=36155
de Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper
Review, 22(3), 148-153. doi: 10.1080/02783190009554022
Dew, T., & Teague, S. (2015). Using Disciplinary Literacy Strategies to Enhance Student Learning. Science
Scope, 038(06). doi: 10.2505/4/ss15_038_06_33
DeWitt, D., Alias, N., & Siraj, S. (2014). The design and development of a Collaborative mLearning prototype
for Malaysian secondary school science. Educational Technology Research And Development, 62(4),
461-480. doi: 10.1007/s11423-014-9340-y
He, F., Miao, X., Wu, B., & Yao, S. (2014). Using Mind Map as Learning Tool in 'Data Structure'
Teaching. 2014 IEEE International Conference On Computer And Information Technology. doi:
10.1109/cit.2014.34
Lenton, G., & Stevens, B. (2005). Numeracy in Science. Issues in Science Teaching, 80-85
Ruiz-Primo, M. (2011). Informal formative assessment: The role of instructional dialogues in assessing
students’ learning. Studies In Educational Evaluation, 37(1), 15-24. doi: 10.1016/j.stueduc.2011.04.003
Westwood, P. (2016). What teachers need to know about differentiated instruction. (What Teachers Need
to Know About).
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units.
Alexandria, VA: ASCD.
Yager, R. (1983). The importance of terminology in teaching K-12 science. Journal Of Research In Science
Teaching, 20(6), 577-588. doi: 10.1002/tea.3660200610
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Appendices
Note: All original documents have been submitted via the alternate additional materials link.
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