Science Year 8 Physics Teacher: Andrew Ayliffe

Year: 8 Timing & Duration: Term 3 Week 2-6

Literacy Numeracy ICT Critical and creative thinking
General Capabilities
Ethical behaviour Personal and social Intercultural understanding
Cross-curricular
Priorities Aboriginal and TSI Histories and
Asia and Australia’s engagement with Asia Sustainability
Culture

Strands and sub-strands: Australian Curriculum

Science Understanding

Biological sciences Chemical sciences Earth and space sciences Physical sciences
Science as a Human
Endeavour Nature and development of science Use and influence of science

Science Inquiry Skills

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

UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS KNOWLEDGE AND SKILLS (Content Descriptors)
DEEP UNDERSTANDINGS: Science Understanding

How does energy appear, move and change?
Students will understand:
- recognising that kinetic energy is the energy possessed by moving bodies
- recognising that potential energy is stored energy, such as gravitational,
 Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy
transformations and transfers cause change within systems (ACSSU155)
Science as a Human Endeavour

-
chemical and elastic energy
investigating different forms of energy in terms of the effects they cause, such
 Science knowledge can develop through collaboration across the disciplines of science and the
as gravitational potential causing objects to fall and heat energy transferred
contributions of people from a range of cultures (ACSHE226)
between materials that have a different temperature
Science Inquiry Skills
- recognising that heat energy is often produced as a by-product of energy a
transfer
- investigating work and force to see how it affects the world around us.  Identify questions and problems that can be investigated scientifically and make predictions based on
scientific knowledge (ACSIS139)
 Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and
Students will be able to; experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- Use flow diagrams to illustrate changes between different forms of energy
 Summarise data, from students’ own investigations and secondary sources, and use scientific
- Construct a practical to investigate Energy.
understanding to identify relationships and draw conclusions based on evidence(ACSIS145)
- identify and construct questions and problems that they
can investigate scientifically.  Reflect on scientific investigations including evaluating the quality of the data collected, and identifying
- explain how modifications to methods could improve the quality of their improvements (ACSIS146)
data and apply their own scientific knowledge and investigation findings  Use scientific knowledge and findings from investigations to evaluate claims based on
to evaluate claims made by others. evidence (ACSIS234)
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Science Year 8 Physics Teacher: Andrew Ayliffe
- use appropriate language and representations to communicate science  Communicate ideas, findings and evidence based solutions to problems using scientific language, and
ideas, methods and findings in a range of text types. representations, using digital technologies as appropriate (ACSIS148)

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Performance Tasks:
Roller Coaster Design
Roller Coaster Showcase
Roller Coaster Reflection

Fire Practical Task & Investigation

Work Practical Summative assessment.

Other Evidence of Learning:

Mind maps
Practical tasks
Contributions to class discussions
Exit cards
Student reflections
Concept Diagrams

Feedback: What sort of feedback will students receive?

Written feedback and rubrics for performance tasks
Class discussion
Thumbs up system
Formative feedback

Self-assessment: How will students reflect upon and self-assess their learning?
Harvard Thinking Routines : Think Pair Share, See Think Wonder.

UBD STAGE 3: Learning and Teaching Plan

Achievement Standards

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Science Year 8 Physics Teacher: Andrew Ayliffe
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different
forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved.
They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how
evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on
implications of these solutions for different groups in society.

Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or
experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use
these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings
to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

Curriculum Links:

1. investigating traditional fire-starting methods used by Aboriginal and Torres Strait Islander Peoples and their understanding of the transformation of energy (OI.5, OI.7)

2. recognising that kinetic energy is the energy possessed by moving bodies

3. recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy

4. investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have
a different temperature

5. recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes

6. using flow diagrams to illustrate changes between different forms of energy

Content Learning Activity Summative Assessment

Week 2-6 : Building a Theoretical
Understanding of Energy
Overarching Ideas
o Discover the difference between
kinetic energy, heat energy and
potential energy.
o Investigate different forms of energy
in terms of the effect they cause, such
as gravitational potential causing
objects to fall, and heat energy

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Science Year 8 Physics Teacher: Andrew Ayliffe
transferred between materials that
have a different temperatures.
o Use flow diagrams to illustrate
changes between different forms of
energy.
o Understand how through using
energy we can complete force and
work.
Lesson 1 PPT
o What is energy?
o What do you think energy is? Group mind map activity
L1 Learning Intentions
o What is energy?
o What do we think work is?
o What are the types of energy?
o What is work? o Think pair share

Curriculum links: o What are some forms of energy?

2,3,4,5 o Class discussion/brainstorm. Teacher to write all answers on the board.

o Energy sort activity

o Energy sorting activity with the students. (Print out/PPT)

o Types of energy examples

o Lesson 1 recap: What is energy?

L2 Learning Intentions o Students to come up with definition
o Understand the law of
o So, what do we think work is?”
conservation of energy
o Students should be able to give definition but do a quick pull apart recap.
o Understand energy
transformation and transfer o Have we heard of the conservation of energy? (guided discussion)
o Show energy pathways in a flow o If no one knows, as the students to think of what the word conservation means.
diagram. o Then ask them to guess what the conservation of energy is about.

Curriculum Links: o Energy transform (guided discussion)

2,3,4,5,6, o Focus on the key word of transformation.

o What does energy enable us to do?

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Science Year 8 Physics Teacher: Andrew Ayliffe
L3 Learning Intentions o Energy enables us to do work on a system.
o understand what force is and it
applies in everyday life. o What does the word “Force” mean in physics?
o understand the F=ma equation o Think, pair, share. See what the students think.
and how to use it.
o What is force (direct instruction)
o Take note +1 activity
Curriculum Links: o Hear what students remembered
3,4,5 o Force characteristics- explain clearly. **Thumbs up system to check for understanding**

o Equation discussion with students

o Break it down and scaffold it.
o “What do we think will happen if we increase the mass?”
o “What about the acceleration?”

o Force practical demos

o Link here

L4 Learning Intentions
o Understand what work is and
how it’s applied in physics
o Understand the key concepts of
work and how the equation is
used
Curriculum Links:
1,2,3,4
o What is work?
o Energy transferred= work done
o How is work calculated? (Class discussion)
o What are the units?
o How does the equation work
o 3 key ingredients to work
o Has work been done? (Group work)
o Analyzing statements in groups to see if the statements match work characteristics
o Group challenge trying to complete the equations
o Document

o How much work can we do as a class summative practical?

o Make sure to link this practical to the content so students can see why it’s important.
o If students finish the practical, they can work on the aim, questions and conclusion. SUMMATIVE PRACTICAL
Due following lesson (After weekend)
Practical

Week 2
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Science Year 8 Physics
L5 Learning Intentions
o Understand what kinetic energy is
and how it’s used in the world
around us.
o How can we use the equation to
find energy within a system?
o Consolidate understanding of
energy transfer and transform.
Curriculum Links:
2,4,5
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Teacher: Andrew Ayliffe
o Different types of energy recap (think, pair, share)
o What is kinetic energy?
o Energy of motion
o Stand still and ask if you have kinetic energy
o Then walk and ask again then run
o Display the kinetic energy equation
o Use a tennis ball on a pendulum to display the equation.
Have a ball hanging from the ceiling.
Drop the ball from halfway up the pendulum. Have it hit a half full soft drink bottle.
Observe what happens.
o Ask the students 
“If we let it go from a higher height, what is likely to happen?”
o Students should realise that the ball would be travelling faster. Ask them which part of the equation will increase.
o Use the same pendulum but attach a 0.5kg weight.
Drop it from half the height, observe what happens.
o Get students to analyse the difference between the tennis ball and the 0.5kg weight from the same height.
o Show in the equation how this might be proven.
o Kinetic energy Transformation and transfer
o Talk about how the energy from a moving object can be transferred to another object. You can use the pendulum to show
this.
o Show how as the tennis ball or the weight is moving and hitting the bottle it’s transferring its energy into the bottle and
moving it.
o Energy Transformation
o show this by getting the students to shut their eyes and observe what happens.
o Drop the pendulum again, the students should hear a noise. This is demonstrating the transfer from kinetic to sound
energy.
o Get the students to think of other energy transforms that may have occurred. (Could use a magnesium flint to show this)
o Tennis ball drop demo
o Drop the tennis ball from one meter. Ask the students if the tennis ball has energy as its falling.
o Then do it from 2 metres and ask if it will have more or less energy.
o Calculating Kinetic energy.
o Go through examples for the tennis ball drop demo on the board.
o Do on board with students. See if they can guide you to complete the equation.
o Do a head down, thumbs up, middle or down to assess how much of the class has understood it.
o Homework: Kinetic energy questions sheet
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Science Year 8 Physics Teacher: Andrew Ayliffe
L6 Learning Intentions
o Recap Kinetic energy homework sheet
o Understand gravitational
o What is GPE and how does it work? 

energy and how it influences
o Think Pair Share
objects.
o Understand how to apply the
equation to objects.
o Gravitational PE Equation
o Use examples of lifting objects to show the equation.
Curriculum Links:
3,4,5 o Display the equation
o Explain with the aid of the pendulum from last lesson.

o Which have the most GPE?

o Use the books and flower pot diagrams on the PowerPoint. Get the students to do a think pair share.

o Gravitational potential energy calculations

o Do as a guided discussion, use the power point to guide
o Take time through the equations and make it clear what parts of the equation come in.

o Kinetic and Potential energy Transformation

o Get students to spot where certain types of energy are being used or changing strength.

L7 Learning Intentions
o Understanding the traditional
fire-starting methods used by
Aboriginal and Torres Strait
Islander Peoples and their
understanding of the
transformation of energy.
Curriculum Links:
1,2,3,4,5
o Welcome students into class and get them to start their laptops up and log in.
o Stress the importance of listening and safety or they won’t be doing the practical.
(Don’t tell them what the practical is)
o Explain the back story to get the students interested.
o -explain the topic and backstory. 
Use exciting language to build the enthusiasm of the students.
o -explain the 10-minute challenge and set students off to begin.
o -Important to walk the room and listen to what the students are talking about and see where they are in gathering
information.
o Talk time
o teacher can arrange the talks by method or fire tool type. Should be enough time for all groups to talk though.
o Teacher should gauge when the groups are ready to do the talks and move on to the next topic.

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Science Year 8 Physics
L8 Learning Intentions
o To apply knowledge learned from
yesterday’s lesson and apply it
practically.
o Understanding the traditional
fire-starting methods used by
Aboriginal and Torres Strait
Islander Peoples and their
understanding of the
transformation of energy.
o o
Curriculum links:
1,2,3,4,5
L9 Investigation TASK:
investigating how Aboriginal and
Torres Strait Islander Peoples used
scientific understandings of complex
ecological relationships to develop
specific fire-based agricultural
practices (OI.2, OI.3, OI.5)
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Teacher: Andrew Ayliffe
o Groups have to come up with a diagram showing energy types and how it changes.
o They have to talk about where the tool originated how it’s used.
o Conclusion
o Ask the students, can we see how impressive and ingenious these methods are. Can we also see how they are using kinetic
energy, to create heat by friction? Which is then used to create fire from chemical energy.
 Find an Indigenous Education Worker or Community figure with knowledge & experience in traditional fire-starting methods
and inquire if they would be willing to come into the classroom and help with this project or do a talk about the indigenous
background/culture in fire starting.

o Fire challenge **SAFETY IS VERY IMPORTANT HERE**
o Video to start the challenge off as a knowledge recap. https://www.youtube.com/watch?v=Jbyd0LuVoZw
o -students are challenged to try and use the fire-starting method/tools to create a small fire with kindling.
o To be done outside if weather conditions are suitable. Students are to wear safety glasses and lab coats.
o The groups are also encouraged to swap tools and try with other types if available.
Reflection on what they learned from the practical to be shared to the class at the end of the lesson.
Include:
What they found interesting.
If in a survival situation they think they could create one
What they learned and will always remember.
Formative Reflection task
Handed up at end of the class. Good formative feedback for the teacher.
 Introduce Summative investigation: Cross Curricular with Biology.
o Investigation task: Investigation how Aboriginal and Torres Strait Islander Peoples used scientific
understandings of complex ecological relationships to develop specific fire-based agricultural practices
o Physics:
o What energy is being transferred/transformed in the lighting of the fires.
o What energy types are being used to light the fire and what specific lighting techniques are found in
certain areas of Australia.
o Create physical diagrams to show energy movement and change using the Aboriginal and Torres
Straight Islanders Peoples fire tools & methods.
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Science Year 8 Physics
L10 Investigation TASK:
investigating how Aboriginal and
Torres Strait Islander Peoples used
scientific understandings of complex
ecological relationships to develop
specific fire-based agricultural
practices (OI.2, OI.3, OI.5)
L11 Investigation TASK:
investigating how Aboriginal and
Torres Strait Islander Peoples used
scientific understandings of complex
ecological relationships to develop
specific fire-based agricultural
practices (OI.2, OI.3, OI.5)
L12 Investigation TASK:
investigating how Aboriginal and
Torres Strait Islander Peoples used
scientific understandings of complex
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Teacher: Andrew Ayliffe
o Biology: Summative Test
o How do mosaic burns and fire based agricultural practices benefit the environment.
o Investigate the scientific understandings of the complex ecological relationships that Aboriginal and Torres Straight
Islander Peoples use.
 Investigation task continued:
o Introduce Summative investigation: Cross Curricular with Biology.
Investigation task: Investigation how Aboriginal and Torres Strait Islander Peoples used scientific
understandings of complex ecological relationships to develop specific fire-based agricultural practices
UBD ASSESSMENT
 Key points to include:
o First Nations peoples also understood that fire could alter the landscape by changing the structure and mix of
vegetation.
o Many Australian ecosystems rely on fire to promote new growth and distribution of plant life.
o Early anthropologists who witnessed fire stick-farming often concluded that it was simply a hunting method used
by Indigenous peoples. Although it did serve this purpose, it was also a significant factor in agriculture and in the
sustainable ecological management of country.
o By investigating the topic suggested in this elaboration, students learn about the diverse farming
practices employed by First Nations’ Australians, such as burning, tilling, planting, transplanting, watering,
irrigating, weeding, thinning, cropping, storing and trading. Students also have opportunities to appreciate
how the detailed knowledge and deep understanding of the relationships that exist within an ecosystem integrate
scientific knowledge from a range of disciplines, and are used to inform the development of practices in areas of
human activity.
 Investigation task continued:
o Introduce Summative investigation: Cross Curricular with Biology.
Investigation task: Investigation how Aboriginal and Torres Strait Islander Peoples used scientific
understandings of complex ecological relationships to develop specific fire-based agricultural practices
 Investigation task continued:
o Introduce Summative investigation: Cross Curricular with Biology.
Investigation task: Investigation how Aboriginal and Torres Strait Islander Peoples used scientific
understandings of complex ecological relationships to develop specific fire-based agricultural practices
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Science Year 8 Physics Teacher: Andrew Ayliffe
ecological relationships to develop
specific fire-based agricultural
practices (OI.2, OI.3, OI.5) o

L3 Learning Objectives
Revision

Curriculum Links: o Revision

Revision? So depends on what o Students can use this lesson for revision, the teacher will be walking the room and checking on the students throughout.
students revisit? They will need to helping students which may need help catching up.
1,2,3,4,5,6 Test is the following lesson.

L14 Test
Curriculum links:
2,3,4,5,6
o Test
o Test conditions should take about 30 minutes

L15- L20 UBD process

Curriculum links:
2,3,4,5,6
o UBD introduction
o How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities,
procedures, compelling, problem)
o Hook: https://www.youtube.com/watch?v=2WaxrzSK5CI https://www.youtube.com/watch?v=EJciZxpu1fc&feature=youtu.be
o This should draw the students in and get them to focus on the start of the lesson.
o Explain the relevance of the video:
“Everything that occurred in the video can be explained by physics. In this unit we are going to discover the physics behind
rollercoasters and marble tracks”

Introduce the problem:

So here is the challenge for the next several lessons. **Use enthusiasm”
****Show the challenge on the projector****
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Science Year 8 Physics Teacher: Andrew Ayliffe
o I want you in pairs or threes to design a marble rollercoaster and be able to explain the physical principles behind what is
happening to the marble by the end of the next 3 lessons.
o We will be using the 6D’s of solution fluency for this project.

o Give students around 10 minutes to define the project. (Say 5 minutes so they are motivated then give extra time if
needed)
Then give them an additional 15 to do the learner checklists and performance checklists.
The take note +1 technique will be used to share the student’s ideas and let them fill in any information they may have
missed out.
L12 o
IF this fails you can resort to a whole class discussion to enable the kids to share ideas and provide instant feedback.

New Short clip for lesson into and to settle class in HOOK
https://www.youtube.com/watch?v=-lDlb-NwO8s

As the video is playing briefly see where most students are up to.
**Video is only short**
Make sure the students are starting the dream phase. Get them to write down and draw rough Dream ideas. When designing
the coasters try to think of the forces and what materials you will use.

If you use a heavy marble or steel ball the track will need to be stronger.
The design part is the collaborative part where they combine their dream ideas.
Be a proactive teacher and walk the room checking on everyone’s ideas.
Check they are all onto the dream and design phase of the project. If not pressure them to catch up.
Tell the class that by next lesson they should have completed the design section. IF not homework.
L13
They should be ready and prepared to start making the coaster next lesson.

o Short clip for lesson into and to settle class in HOOK

o The first 3D’s should be done individually. https://youtu.be/EJciZxpu1fc

o That video can all be explained by physics.

o We are learning about those physics principles in this unit.
o So here is the challenge for the next 3 lessons. **Use enthusiasm”
o ****Show the challenge on the projector****
o Make sure they all have a clear “define” section complete by end of lesson.
L13-16 Building time Most should be starting the discover section.

Curriculum Links: o Tell the class that by next lesson they should have completed the define section. IF not homework.
2,3,4,5,6 o And they need to have discovered all the physics principles necessary for the task before the next lesson.

o Students have this time to work on building their rollercoasters an conducting tests. There will be time for trial and error.

o Showcase will be the first lesson on the 90-minute lesson. If the showcases must extend, they can. Reflection will be due the
following week after another lesson.
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Science Year 8 Physics Teacher: Andrew Ayliffe

Differentiation: Adjustments for needs of learners

Content: a glossary list of new terms within the solution fluency task. Most tasks have an extension section included in the worksheet.

Pace: Students finishing in advance of class will be extended with more complex examples or worksheets.

Assessment tasks: Students are able to decide between: High tech, Low tech and No tech.

Solution fluency: Within the solution fluency task the students are required to initially be working on their own. There is the option for the teacher to employ a take note +1 type of method during the dream
stage to help the students think of ideas.

Class guided discussion: Should be aimed at the students ability levels, teacher should be catering for both the high achievers and the low achieves in these discussions and making sure nobody is left behind.

Thinking Skills, Strategies Graphic Organisers Harvard Thinking Routines Reflective Thinking:
and Dispositions Flow Chart Take note + 1 Reflections
Mind Mapping Think Pair Share Recaps at start of class
Curriculum Models
Bloom’s Taxonomy
Question Generation Skills
Solution Fluency

Reflection on the Unit Plan

For this unit plan I have opted for the investigation and practical method to deliver the indigenous content as it enables the students to hopefully strive for deeper learning
compared with surface learning. I would really love to include an indigenous education worker or someone who has deep knowledge of the culture and connections
surrounding this achievement standards in the classroom. Any information they could provide or help with would be greatly appreciated as I would like the investigation
to be culturally sensitive and appropriate. I believe it’s important to include Indigenous educators or Aboriginal & Torres Strait Islander Peoples in the educational process
where possible as it is their culture and heritage. They are most likely to know the content best and would be a great influence within the classroom. It would be most
beneficial to consult with an indigenous education expert before running a program like this to clarify that it is: Culturally appropriate and also accurate in what you are
asking the students to search. They also may have specific resources or contact they can point you towards for further information.
I picked the descriptors as they fit nicely within the unit very nicely and also can be tied into a cross-curricular investigation with biology looking at agricultural fire
practices. This enables it to also tie into the indigenous content in the biological strand and dive into the cultural relationships behind the fire control and ecology.

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