FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/3-6

YEAR LEVEL: 8

LEARNING AREA/TOPIC: Physical Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

3.1

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry
Skills

ACSS
U155

ACSH
E134

ACSIS
145

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Investigate how
energy appears in
different forms
including
movement (kinetic
energy) and
storage (potential
energy), and how it
causes change
within systems.
Be able to explain
that energy can
neither be created
nor destroyed.
Students should
also be familiar
with significant
scientist involved in
energy discovery

ASSESSMENT
(what & how)

Use Mindmap
screen shot
exercise to
determine prior
collaborative
knowledge.
Review
students
Tagxedo word
cloud to assess
if the students
have
demonstrated
some
knowledge of
the key words
associated with
energy.

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

Introduce the theme of energy with a

simple game of soft skittles being
knocked down by different types of balls
(heavier and lighter), being rolled gently
and forcefully (Force=mass x
acceleration). Also introduce Energy =
at work

What changes to
make all the skittles
fall down? (Mass and
force)

After video on energy, get into groups

and use the text2mindmap website to
brainstorm where different energy
sources may come from and how it
transforms. Take a screen shot and
send to their teacher on their blog.
If students have finished the Mindmap
exercise then allow them to move onto
an extension activity. The extension
activity will enhance their familiarity with
energy terminology by making a word

What new ways are

using to harness
energy?

RESOURCES

Skittles and
different balls
Video link:
https://www.yout
ube.com/watch?
v=0ASLLiuejAo
Mindmap:
https://www.text
2mindmap.com/
Class Blog
Word cloud:
http://www.tagxe
do.com/
Screen and
projector or

and development
such as Sir Isaac
Newton..

cloud using key words that are

associated with energy.

ACSS
U155

ACSIS
148
ACSIS
234
ACSIS
141

Recognise that
kinetic energy is
the energy
possessed by
moving bodies
Recognise that
potential energy is
stored energy,
such as
gravitational
Explain the transfer
of energy between
kinetic and
potential

Access to
website:
http://energytran
sfer.weebly.com

Introduce the Law of Conservation that

energy cannot be destroyed.

Explore and
manipulate basic
energy equations
and their
terminologies.

3.2

smart-board

Try some simple examples (on the web

page) of Force = mass x acceleration
and introduce KE and PE equation
terminology with mass, velocity gravity
and height.

The quiz at the

beginning of the
lesson should
provide the
teacher with a
gauge of the
students prior
knowledge and
understanding
of the key
concepts
Assessment of
the lesson is
based upon
their use of
terms kinetic
and potential
which is
presented in the
image capture
program

Links to useful extension and extra help

websites are posted under Lesson 1 on
the class website:
http://energytransfer.weebly.com. This
also includes definitions and equations.
Recap of the Law of Conservation
(Lesson 1)
Individually log into Kahoot quiz page
and complete quiz to assess the
students prior knowledge.

Terminology
revision:
http://www.quia.
com/jg/2680944
.html

Do they remember
Newtons laws of
Energy?
What is the Law of
Conservation?

Chair on casters
Class Web site:
http://energytran
sfer.weebly.com
Which includes:

Introduction of a simple demonstration of

a child on a chair pushing feet against
wall to spring back on the casters. This
directly involves the student in exploring
potential to kinetic energy sliding across
room on chair
YouTube clip to introduce kinetic and
potential energy
Introduce the skateboard program on the
projector and ask students in groups to
spend 3 minutes manipulating the
program
Ask students to load up the animation
program and introduce the exercise of
capturing the kinetic and potential
moments on the skate ramp with 4 or 5

What forces are

occurring in this
exercise and how are
they transformed?
(Potential from
(muscles and
chemical) to kinetic
(mechanical)
Where does the
potential energy go?
Why does the chair
stop? (Friction)

Quiz online:
https://kahoot.it
video link:
https://www.yout
ube.com/watch?
v=Jnj8mc04r9E
#t=36
skateboard
activity:
http://phet.color
ado.edu/en/sim
ulation/energyskate-park
Link to
animation

snap shots of their screen at different

phases. Set a 20 minute time limit for
this exercise

program:
https://animoto.c
om/intro/animot
o/31?
c3apiks=354574

Extension exercise for early finishers to

create a rollercoaster with the link from
the web page.

3.3

ACSS
U155

ACSH
E136

ACSIS
140
ACSIS
141
ACSIS
144
ACSIS
146
ACSIS
234
ACSIS
148

Explore energy as
thermal,
conduction,
convection and
radiation
Investigate how
heat can be
transferred from
other forms of
energy
Explain that heat
energy is often
produced as a byproduct of energy
transfer, such as
brakes on a car
and light globes

3.4

ACSS
U155

ACSH
E136

ACSIS
148

Investigate the
effects different

Assessment of
the lesson is
based upon
their feedback in
their write up of
the experiment
based on the
combined class
results
The quiz at the
end of the
lesson should
be able to
gauge if the
students are
understanding
the key
concepts

Poster created
in Pic Collage

Class Blog
rollercoaster
extension:
http://www.learn
er.org/interactiv
es/parkphysics/
coaster/
Glass jars of
different sizes
and heat source
(Bunsen )
support stands,
thermometers
and stop
watches

Based on the captured image results of

the last lesson, if there are students who
have still not understood transfer and
storage of energy this needs to be
scaffolded at the beginning of this lesson
Discuss where students think energy
goes to and why the chair experiment in
week 1 slowed down (friction). Discuss
other types of thermal energy such as
eating food, transferring chemical to
heat.

Class Web site:

http://energytran
sfer.weebly.com

In groups of 3 or 4 set up a heat transfer

experiment. Water is heated in different
sized jars and the time to reach a
predetermined temperature is recorded.
Results are published in a google spread
sheet so that students can compare their
findings.
Write up a report of their findings from
the experiment and post it on their blog
to the teacher
Summary - quiz on Kahoot, for teacher
to assess if the majority has got the
message and revise the areas that
students do not understand
Explain that the Earth has two basic
sources of energy (Solar and

Googledocs
account
Quiz online:
https://kahoot.it

Do you think we can

harness the Earths

Collage:
http://pic-

ACSH
E227

types of energy
cause in relation to
the processes on
Earth (e.g., Solar
energy driving the
water cycle)

Geothermal) and it is from these sources

that all Earth processes originate.
Students can choose to investigate
either:
The source of fossil fuels
The source of the water cycle
Tidal Forces
The students are to create a poster
explaining how this source of energy is
transformed to create the phenomenons
we have on Earth
Explore where we can get energy from in
the future using Answergarden to
brainstorm

sources of energy to
create a sustainable
lifestyle?
Do we think there are
other energy sources
out there that we
havent thought of
yet?

collage.com/
Class Web site:
http://energytran
sfer.weebly.com
Brainstorm:
http://answergar
den.ch/