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OneSchoolUnit Plan

Name: Unit 2 - Science Year 6 (V8)Duration: 10 Weeks

Year Level: Year 6

Applicable LearningAreas/Subjects: Science

Unit Plan

Energy and electricityIn this unit students will investigate electrical circuits as a means of transferring and transforming electricity. They will design and construct electrical circuits to make observations, develop explanations and perform specific tasks, using materials and equipment safely. Students will explore how energy from a variety of sources can be used to generate electricity and identify energy transformations associated with different methods of electricity production. They will identify where scientific understanding and discoveries related to the production and use of electricity have affected people's lives and evaluate personal and community decisions related to use of different energy sources and their sustainability.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to the substances used ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 24

Unit Plan Plan Name: Unit 2 - Science Year 6 (V8)

Year: 6Learning Areas/Subjects: Science

Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Exploring energy and electricity (Yr 06)Students analyse requirements for the transfer of electricity in a circuit and describe how energy can be transformed from one form to another to generate electricity. Students explain how scientific knowledge is used to assess energy sources selected for a specific purpose.

Supervised assessment

Science Unscheduled

Investigating electrical conductors and insulators (Yr 06)Students design and construct an electrical circuit for a specific purpose, predict whether a material is a conductor or an insulator, use materials and equipment safely and identify requirements for electricity to flow through a circuit.

Monitoring Science Unscheduled

Investigating energy sources for producing electricity (Yr 06)Students understand the energy transformations that occur when generating electricity and explore different energy sources used to generate electricity in Australia, explaining the benefits and drawbacks of using different energy sources.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Review Electrical circuits Producing electricity Assessment Alternative energy sources Electrical safety

Resources Attachments Plan Resource Bank

Assessment Monitoring - Investigating

electrical conductors and insulators (Yr 06)

Monitoring - Investigating energy sources for producing electricity (Yr 06)

Supervised assessment - Exploring energy and electricity (Yr 06)




Duration: 10 Weeks

Australian Curriculum

Science - Year 6

Year 6 Achievement StandardBy the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.

Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.




Duration: 10 Weeks

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)

Questioning and predicting

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)

Processing and analysing data and information

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)

Planning and conducting

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)

Physical sciences

Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

(ACSHE081) Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Scientific knowledge has changed peoples' understanding of the world and is refined as new evidence becomes available (ACSHE119) Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120) People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121) Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems

(ACSSU155)Science Inquiry Skills

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social management

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Assessing student learningAssessment name: Exploring energy and electricityAssessment description: Students analyse requirements for the transfer of electricity in a circuit and describe how energy can be transformed from one form to another to generate electricity. Students explain how scientific knowledge is used to assess energy sources selected for a specific purpose.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:




Duration: 10 Weeks

Monitoring activityActivity name: Investigating electrical conductors and insulators (Lesson 4)Activity description: Students design and construct an electrical circuit for a specific purpose, predict whether a material is a conductor or an insulator, use materials and equipment safely and identify requirements for electricity to flow through a circuit.Monitoring activityActivity name: Investigating energy sources for producing electricity (Lessons 10 and 11)Activity description: Students understand the energy transformations that occur when generating electricity and explore different energy sources used to generate electricity in Australia, explaining the benefits and drawbacks of using different energy sources.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

the source of energy is the same as the form of energy. Explain that many forms of energy can come from a number of different sources, e.g. light energy: the sun, fire, a torch. an electrical device such as a light bulb or buzzer can be connected to an electrical cell in any manner and it will function. Explain that an electrical device (such as a light bulb or

buzzer) must be connected to an electrical cell as part of a complete circuit before it can function. an electrical circuit diagram must be constructed to scale. Explain to students that the electrical circuit diagram shows connections between components and the distance between

those parts can vary greatly compared to the diagram. only metals can conduct electricity. Explain that a number of materials that are not metal are able to conduct electricity, e.g. graphite and salt water. if an appliance is switched off, it is safe to handle or work on. Explain that even if an appliance is switched off it may still have the capacity to produce an electric shock if it is still

plugged into a power point. electricity isn't dangerous if safety precautions are followed. Remind students that electricity is always dangerous even if safety precautions are followed. all sources of energy are sustainable and can be easily regenerated. Explain that fossil fuels are not able to be regenerated quickly enough to be considered sustainable. sustainable and renewable are the same thing. Explain that renewable means the resource can be regenerated in a shorter period of time while sustainable is about ongoing long-

term availability for use. all electricity in Australia is generated from coal and other fossil fuels. Explain to students that coal accounts for only around three-quarters of Australia's energy supply. waste products are no longer able to be used for any purpose. Explain to students that some waste products may be used as they are (repurposed), recycled or used as a new energy

source.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson Review Lesson 1: Reviewing energy

5 Lessons Electrical circuits Lesson 2: Investigating simple circuits Lesson 3: Exploring circuits Lesson 4: Investigating conductors and insulators Lesson 5: Investigating electrical household safety Lesson 6: Exploring professional safety methods

6 Lessons Producing electricity Lesson 7: Exploring fossil fuels Lessons 8-9: Investigating renewable energy sources Lessons 10-11: Investigating energy sources for producing electricity Lesson 12: Review, reinforce and extend learning

4 Lessons Assessment Lessons 13-16: Assessing student learning

2 Lessons Alternative energy sources Lesson 17: Investigating waste as an energy source Lesson 18: Investigating sugar cane as an energy source

2 Lessons Electrical safety Lessons 19-20: Designing an electrical safety awareness campaign

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Review Topic Duration 1 Lesson

Overview Throughout this lesson, students will understand that different forms of energy can be generated from a number of sources.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Reviewing energy

Lesson objectivesStudents will:

Understand that different forms of energy can be generated from a number of sources.

Evidence of learningCan the student:

Identify sources for different forms of energy? Describe energy use in daily life?

Example learning sequence Review forms of energy Demonstrate energy sources Identify different forms of energy

Resources Supporting learning resource - C2C: Science glossary Supporting learning resource - Energy demonstrations Sheet - Energy all around us

Helpful information Video - Fuelling our futures: Ask a scientist part 1 (Note: Select the video at Tab 1.)

https://learningplace.eq.edu.au/cx/resources/items/119a184d-7d11-c404-1892-44c94bf454ed/0/module2/m02-02.html

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence

Topic Electrical circuits Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore simple circuits and the purpose of insulators and conductors. They will identify electrical safety hazards, propose safety measures and identify the personal protective equipment worn by electricians.


Lesson 2

Investigating simple circuits


Identify requirements for electricity to move around a circuit.Evidence of learningCan the student:

Construct circuits that make a light bulb and buzzer work?Example learning sequence

Explore electrical components Explore simple circuits Define the requirements of a complete circuit

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years 3-6 Supporting learning resource - Electrical circuits: Teacher background information Sheet - Requirements for a complete circuit

Helpful information Learning object - Wiring: the simple circuit (Curriculum Corporation) (TLF L3058)

https://learningplace.eq.edu.au/cx/resources/items/f34b548d-06eb-3668-c040-cbba5a2b9d59/0/ViewIMS.jsp


Lesson 3

Exploring circuits


Explain how a switch works in an electrical circuit. Understand how to draw electrical circuit diagrams using correct

representations.Evidence of learningCan the student:

Explain how a switch works in an electrical circuit? Draw electrical circuit diagrams using correct representations?

Example learning sequence Identify how switches function Construct circuits with switches Introduce circuit diagrams

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Circuit diagrams Supporting learning resource - How to make a simple switch: Teacher note Website - Communicating in Science

https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html




Lesson 4

Investigating conductors


Distinguish between electrical conductors and insulators and describe their purpose.

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Conductors and insulators: Teacher background

information




Duration: 10 Weeks

Teaching Sequence




and insulators Evidence of learningCan the student:

Investigate the conductivity of a material? Explain the purpose and use of electrical conductors and

insulators?Example learning sequence

Describe the differences between conductors and insulators Investigate conductors and insulators Explain why insulating materials are important for safety in

electrical devices and circuits

Sheet - Investigating electrical conductors and insulatorsHelpful information

Website - Homebrew technology: Electronics out of play dough (Reed Business Information Ltd.) http://www.newscientist.com/article/dn19522-homebrew-technology-electronics-out-of-play-dough.html

Website - Electrical conductors - Read (BBC) http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/circuits_conductors/read/1/


Lesson 5

Investigating electrical household safety


Identify electrical safety hazards and propose safety measures for around the home.


Propose ways of reducing electrical safety hazards around the home?

Example learning sequence Identify electrical safety hazards Explore electrical hazards and safety measures Discuss methods for reducing risk when working with electricity

Resources Video - Electrical safety at home (Energex) https://www.youtube.com/watch?

v=6Upae5eVXGg Reproduced with permission Slideshow - Electrical safety hazards Sheet - Electrical safety

Helpful information Website - Are your electrical leads safe? (State of Queensland - Department of

Justice and Attorney-General) https://www.worksafe.qld.gov.au/data/assets/pdf_file/0010/88804/es-leads.pdf

Website - Kids safety zone (Ausgrid) http://www.ausgrid.com.au/Common/Safety/Learn-about-electricity/Kids-safety-zone.aspx#.WLc-INxSzsY


Lesson 6

Exploring professional safety methods


Understand that the circuits in a home function in a similar way to the simple circuits they have constructed.

Identify the types of personal protective equipment electricians need to wear.

Resources Sheet - Typical household circuits Slideshow - Personal protective equipment: Electricians

Helpful information Website - Safety at home (Energex) https://www.energex.com.au/home/safety/safety-at-

home




Duration: 10 Weeks

Teaching Sequence





Identify similarities between simple circuits and the circuits in a home?

Identify types of personal protective equipment electricians need to wear?

Example learning sequence Compare simple electrical circuits to the circuits in a home Explore safety methods used by professionals when working with

electricity





Duration: 10 Weeks

Teaching Sequence

Topic Producing electricity Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore renewable and non-renewable energy sources that can be used to generate electricity.


Lesson 7

Exploring fossil fuels


Identify the energy transformations that occur when electricity is generated from fossil fuels.


Describe the transformations that occur when electricity is generated?

Example learning sequence Identify different forms of fossil fuels and how they are formed Explore how fossil fuels are used to generate electrical energy

Resources Supporting learning resource - Fossil fuels: Teacher background information Supporting learning resource - Producing electricity: Teacher note Learning object - Energy chains: make electricity (Education Services Australia)

(TLF L2354) CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ Learning object - Graphic organisers

Helpful information Video - Formation of fossil fuels (Earth: The operator's manual)

https://www.youtube.com/watch?v=_8VqWKZIPrM& Website - Oresome resources: Minerals and energy education

(OresomeResources.com) http://www.oresomeresources.com/


Lessons 8-9

Investigating renewable energy sources


Understand that electricity is generated from a variety of renewable energy sources.


Identify energy transformations involved when renewable sources of energy are converted to generate electrical energy?

Example learning sequence Research renewable energy sources used for electricity

production Investigate energy usage in Australia

Resources Supporting learning resource - Producing electricity: Teacher note Sheet - Researching renewable energy sources Slideshow - Renewable source of energy: Water Slideshow - Renewable source of energy: Wind Slideshow - Renewable source of energy: Geothermal Sheet - Geothermal energy resources Sheet - Other renewable energy sources Learning object - Graphic organisers

Helpful information Learning object - Energy chains: make electricity (Education Services Australia)

(TLF L2354) https://learningplace.eq.edu.au/cx/resources/items/066afe0f-fd6c-1f2d-800b-58efbfc21ae2/0/ViewIMS.jsp CC BY 4.0 https://creativecommons.org/licenses/by/4.0/

Website - Clean energy (Kids Media Pty Ltd) http://www.forteachersforstudents.com.au/site/themed-curriculum/clean-energy/facts/

Website - Renewable energy: Future looks bright (Origin Energy Limited) https://www.originenergy.com.au/blog/big-picture/renewable-energy-future-looks-bright.html

Website - Renewable energy - Frequently asked questions (Energy Matters) http://www.energymatters.com.au/faqs/renewable-energy-faq.php





Duration: 10 Weeks

Teaching Sequence




Lessons 10-11

Investigating energy sources for producing electricity


Understand that energy transformations occur when generating electricity.

Explore different energy sources used to generate electricity in Australia.


Identify energy transformations that occur when electricity is generated?

Identify different energy sources used to generate electricity?Example learning sequence

Research energy sources used for electricity production Discuss sustainable use of different energy sources

Resources Sheet - Researching energy sources Sheet - Coal resources Sheet - Petroleum resources Learning object - Graphic organisers

Helpful information Learning object - Energy chains: make electricity (Education Services Australia)

(TLF L2354) https://learningplace.eq.edu.au/cx/resources/items/066afe0f-fd6c-1f2d-800b-58efbfc21ae2/0/ViewIMS.jsp CC BY 4.0 https://creativecommons.org/licenses/by/4.0/

Website - Coal resources (Commonwealth of Australia: Geoscience Australia) http://www.ga.gov.au/energy/coal-resources.html

Website - Petroleum resources (Commonwealth of Australia: Geoscience Australia) http://www.ga.gov.au/energy/petroleum-resources.html

Website - Uranium and thorium resources (Commonwealth of Australia: Geoscience Australia) http://www.ga.gov.au/scientific-topics/energy/resources/uranium-thorium


Lesson 12

Review, reinforce and extend learning

Review, reinforce and extend learning Resources Sheet - Investigating electrical conductors and insulators Sheet - Researching energy sources





Teaching SequenceContent descriptions, achievement standards and general capabilities © ACARA 2014 of

24



Duration: 10 Weeks

Teaching Sequence




Topic Assessment Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete an assessment task about electrical circuits and a range of energy sources that can generate electricity.


Lessons 13-16

Assessing student learning

Assessment purposeTo analyse requirements for the transfer of electricity in a circuit and describe how energy can be transformed from one form to another to generate electricity. To explain how scientific knowledge is used to assess energy sources selected for a specific purpose.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Exploring energy and electricity Assessment task - Exploring energy and electricity: Model response Assessment task - Exploring energy and electricity: Teaching notes Supporting learning resource - Materials and equipment list





Duration: 10 Weeks

Teaching Sequence

Topic Alternative energy sources Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore alternative energy sources that can be used to generate electricity.


Lesson 17

Investigating waste as an energy source


Understand that biowaste can be used to generate electricity.Evidence of learningCan the student:

Describe how biowaste can be used to generate electricity?Example learning sequence

Identify suitable sources of waste that can be used as energy sources

Explore how bioenergy can be used

Resources Slideshow - Investigating waste as an energy source Sheet - Types of bioenergy Sheet - Energy source: Biogas Sheet - Energy source: Pellets Video - Food scraps to green energy!

Helpful information Website - FAQ (LondonWaste Limited) http://www.londonwaste.co.uk/community/faqs Website - UK's first 'poo bus' hits the road (Guardian News and Media Limited)

http://www.theguardian.com/environment/2014/nov/20/uks-first-poo-bus-hits-the-road Website - Bioenergy fact sheet 1: The benefits of converting waste to energy (Clean

Energy Council) https://www.cleanenergycouncil.org.au/dam/cec/technologies/bioenergy/fact-sheets/Bioenergy-Fact-Sheet-1-The-Benefits-of-Converting-Waste-to-Energy.pdf


Lesson 18

Investigating sugar cane as an energy source


Understand that sugarcane waste can be used to generate electricity.


Describe how sugarcane waste can be used to generate electricity?

Example learning sequence Identify sugar cane as an energy source Investigate the importance of bagasse in the sugar industry

Resources Video - Sugar rush: 6:30 with George Negus (Courtesy of Network Ten Pty Limited) Sheet - Bioenergy source: Bagasse





Duration: 10 Weeks

Teaching Sequence

Topic Electrical safety Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will design an electrical safety awareness campaign to share in their school.


Lessons 19-20

Designing an electrical safety awareness campaign


Design and make a multimodal text to promote electrical safety at school.


Design and make a multimodal text to promote electrical safety at school?

Example learning sequence Design and produce an electrical safety awareness campaign for

the school Present the campaign to classrooms to promote electrical safety

awareness

Resources Video - Electrical safety at home © 2012, Energex Ltd https://www.youtube.com/watch?

v=6Upae5eVXGg Reproduced with permission Slideshow - Electrical safety hazards

Helpful information Website - Electrical conductors - Read (BBC)

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/circuits_conductors/read/1/ Website - Are your electrical leads safe? (State of Queensland - Department of

Justice and Attorney-General) https://www.worksafe.qld.gov.au/data/assets/pdf_file/0010/88804/es-leads.pdf





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Review Lesson plan - Sci_Y06_U2_LP01.docx

Sequence - Electrical circuits Lesson plan - Sci_Y06_U2_LP02.docx

Lesson plan - Sci_Y06_U2_LP03.docx




Sequence - Producing electricity Lesson plan - Sci_Y06_U2_LP07.docx

Lesson plan - Sci_Y06_U2_LP08_09.docx

Lesson plan - Sci_Y06_U2_LP10_11.docx


Sequence - Assessment Lesson plan - Sci_Y06_U2_LP13_16.docx

Sequence - Alternative energy sources



Sequence - Electrical safety Lesson plan - Sci_Y06_U2_LP19_20.docx

Sequence Learning object - Energy chains: make electricity (Education Services Australia) (TLF L2354) CC BY 4.0 https://creativecommons.org/licenses/by/4.0/

Learning object - Graphic organisers




Duration: 10 Weeks


Learning object - Wiring: the simple circuit (Curriculum Corporation) (TLF L3058) https://learningplace.eq.edu.au/cx/resources/items/f34b548d-06eb-3668-c040-cbba5a2b9d59/0/ViewIMS.jsp

Sheet - Bioenergy source: Bagasse

Sheet - Coal resources

Sheet - Electrical safety

Sheet - Energy all around us

Sheet - Energy source: Biogas

Sheet - Energy source: Pellets

Sheet - Geothermal energy resources

Sheet - Investigating electrical conductors and insulators

Sheet - Other renewable energy sources

Sheet - Petroleum resources

Sheet - Requirements for a complete circuit

Sheet - Researching energy sources

Sheet - Researching renewable energy sources

Sheet - Types of bioenergy

Sheet - Typical household circuits

Slideshow - Electrical safety hazards Slideshow - Investigating waste as an energy source




Duration: 10 Weeks


Slideshow - Personal protective equipment: Electricians

Slideshow - Renewable source of energy: Geothermal

Slideshow - Renewable source of energy: Water

Slideshow - Renewable source of energy: Wind

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Circuit diagrams

Supporting learning resource - Conductors and insulators: Teacher background information

Supporting learning resource - Electrical circuits: Teacher background information

Supporting learning resource - Energy demonstrations

Supporting learning resource - Fossil fuels: Teacher background information

Supporting learning resource - How to make a simple switch: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - Producing electricity: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Video - Electrical safety at home © 2012, Energex Ltd https://www.youtube.com/watch?v=6Upae5eVXGg Reproduced with permission Video - Food scraps to green energy!




Duration: 10 Weeks


Video - Formation of fossil fuels (Earth: The operator's manual) https://www.youtube.com/watch?v=_8VqWKZIPrM&

Video - Fuelling our futures: Ask a scientist part 1 (Note: Select the video at Tab 1.) https://learningplace.eq.edu.au/cx/resources/items/119a184d-7d11-c404-1892-44c94bf454ed/0/module2/m02-02.html

Video - Sugar rush: 6:30 with George Negus (Courtesy of Network Ten Pty Limited) Website - Are your electrical leads safe? (State of Queensland - Department of Justice and Attorney-General) https://www.worksafe.qld.gov.au/data/assets/pdf_file/0010/88804/es-leads.pdf

Website - Bioenergy fact sheet 1: The benefits of converting waste to energy (Clean Energy Council) https://www.cleanenergycouncil.org.au/dam/cec/technologies/bioenergy/fact-sheets/Bioenergy-Fact-Sheet-1-The-Benefits-of-Converting-Waste-to-Energy.pdf

Website - Clean energy (Kids Media Pty Ltd) http://www.forteachersforstudents.com.au/site/themed-curriculum/clean-energy/facts/

Website - Coal resources (Commonwealth of Australia: Geoscience Australia) http://www.ga.gov.au/energy/coal-resources.html

Website - Communicating in Science https://learningplace.eq.edu.au/cx/resources/file/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/1/index.html


Website - FAQ (LondonWaste Limited) http://www.londonwaste.co.uk/community/faqs

Website - Homebrew technology: Electronics out of play dough (Reed Business Information Ltd.) http://www.newscientist.com/article/dn19522-homebrew-technology-electronics-out-of-play-dough.html

Website - Kids safety zone (Ausgrid) http://www.ausgrid.com.au/Common/Safety/Learn-about-electricity/Kids-safety-zone.aspx#.WLc-INxSzsY

Website - Oresome resources: Minerals and energy education (OresomeResources.com) http://www.oresomeresources.com/

Website - Petroleum resources (Commonwealth of Australia: Geoscience Australia) http://www.ga.gov.au/energy/petroleum-resources.html

Website - Renewable energy - Frequently asked questions (Energy Matters) http://www.energymatters.com.au/faqs/renewable-energy-faq.php

Website - Renewable energy: Future looks bright (Origin Energy Limited) https://www.originenergy.com.au/blog/big-picture/renewable-energy-future-looks-bright.html

Website - Safety at home (Energex) https://www.energex.com.au/home/safety/safety-at-home

Website - UK's first 'poo bus' hits the road (Guardian News and Media Limited) http://www.theguardian.com/environment/2014/nov/20/uks-first-poo-bus-hits-the-road




Duration: 10 Weeks


Website - Uranium and thorium resources (Commonwealth of Australia: Geoscience Australia) http://www.ga.gov.au/scientific-topics/energy/resources/uranium-thorium

Assessment Planner - Exploring energy and electricity

Assessment task - Sci_Y06_U2_AT_MR_EnergElectricity.docx

Assessment task - Sci_Y06_U2_AT_TN_EnergElectricity.docx

Assessment task - Sci_Y06_U2_AT_EnergElectricity.docx

Assessment Assessment task - Exploring energy and electricity

Assessment task - Exploring energy and electricity: Model response

Assessment task - Exploring energy and electricity: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Exploring energy and electricity (Yr 06)Type Supervised assessment

Date

Description Students analyse requirements for the transfer of electricity in a circuit and describe how energy can be transformed from one form to another to generate electricity. Students explain how scientific knowledge is used to assess energy sources selected for a specific purpose.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity.

Explain how scientific knowledge helps us to solve problems and inform decisions.

Construct multimodal texts to communicate ideas and findings.

A ◄

Explains how changes to the circuit will enable the transfer of electricity. Explains the energy transformations occurring during electricity generation.

◄ Justifies how science knowledge is used in the selection of energy sources in each location. ◄

Constructs multimodal texts and uses accurate scientific language to comprehensively communicate ideas and findings.

B ◄ Explains how a testing circuit can be used to accurately identify a faulty component. ◄ Identifies advantages and disadvantages of some

energy sources. ◄ Communicates ideas and findings using relevant scientific language and representations.

C ◄

Analyses requirements for the transfer of electricity and describes how energy can be transformed from one form to another when generating electricity.

◄ Explains how scientific knowledge helps us to solve problems and inform decisions. ◄ Constructs multimodal texts to communicate ideas

and findings.

D ◄ Identifies a fault in a circuit ◄ Identifies that scientific knowledge is used in decision making. ◄ Uses everyday language.

E ◄ Identifies an energy form. ◄ States an energy source. ◄ Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

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The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

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