Term: 3&4
Weekly Planner
Date: July 2013
Focus: Physical Science Discovery (Year 9)
Lesson
& Stage
of
Inquiry
1
Tuning In
Title
Learning Focus
& Success Criteria
Discovering Physics
New
Vocabulary
Nil
Physics is the study of
energy and matter.
I can:
- describe different
types of energy
- participate safely
in a range of
practical
experiments
- develop key
questions relating
to our physics
discovery
2
Finding
Energy and Work
Manor Lakes P-12 College
Learning Activities
Warm Up
Whole Class
Independent/
Workshop/Rotations
Reflection
Sheldon
teaches
Penny
Physics:
http://ww
w.youtube.
com/watch
?v=AEIn3T
6nDAo
Brainstorm
physics to
create a current
knowledge wall
display (all
cards are one
colour – we will
add to this in
different colours
during the unit)
Exploring static:
Static salt and pepper:
http://www.physics.org/marvin
andmilo.asp?id=88
Students record a summary
statement
Students
develop their
‘key
questions’.
What do they
want to find
out about
through this
discovery?
What
problems do
they wish to
solve?
Admin:
Assessment
agreements,
Portfolio
requirements
and rubric,
documenting
rotations, ICT
Energy
Work
Assessment
Students
brainstorm
Van Der Graaf
generator
demonstration
(led by teacher).
Model writing a
summary
statement on
the board. – “I
observed…
because…”
Class to work
through:
Exploring density:
Hot vs cold water density:
http://www.physics.org/marvin
andmilo.asp?id=86
Students record a summary
statement
Exploring circuits:
Turn it on: Students have 3
insulated wires, 1 switch, 1
globe, 1 battery and attempt to
turn the globe on. Students
record a summary statement
Pre test
diagrams to
be labeled
Resources
Projector
Mini colour
cards for
wall
brainstorm
Assessment
agreements
Portfolio
rubric
Practical
rotation
cards
Back up
portfolio to
server
Experiment
resources/
risk
assessments
Exploring sound:
Making music with water jars.
Students record a summary
statement.
Pre test
diagrams
Pre-test energy diagrams
Pre-test forces diagrams
Reading groups – Light, Sound,
Kinetic, Electrical, Chemical, Heat
Define new
vocab
Pre-test
energy
Reading
group sheets
Out/
Sorting
out A
Energy exists in many
different forms and is
used to do work.
I can:
- describe different
types of energy
- explain what is
meant by ‘work’
- describe the
difference between
kinetic and
potential energy
3
Energy Transfer and
Transformation
Potential
Kinetic
Thermal
Chemical
Electrical
Sound
Light
Transfer
Transform
Energy cannot be
created or destroyed.
I can:
- explain how energy
is transferred and
transformed
- give examples of
energy
transference and
transformation
4
Motion and forces
A force is a pull, push or
twist and can be
described as contact or
Mass
Force
Weight
Gravity
Friction
types of
energy
Interactive:
http://ww
w.childrens
university.
mancheste
r.ac.uk/inte
ractives/sc
ience/ener
gy/what-isenergy/
Introductio
n to forces:
http://ww
w.bbc.co.uk
/bitesize/k
http://www.esc
hooltoday.com/
energy/kindsof-energy/allaboutenergy.html
Complete
picture activity
together
Define transfer
and transform.
Fill in vocab
column together
Backtracking to
identify energy
transfer/
transformations.
Elyse kicks the
ball across the
classroom –
backtrack the
energy…
Discuss contact
(touch, friction,
buoyancy) and
non-contact
forces (gravity,
Energy. Groups to summarise
their type of energy and give an
example
Guided discussion – Students to
present their summaries to the
whole group. Listeners to fill in
summary table and record one
question. Group to attempt to
answer question. Teacher to
model for potential energy
Kinetic Energy vs Potential
Energy: Students create their
own ‘tennis ball roller coaster’
using prompt sheet. Teams of 34 students. Prize for winning
design. Students to explain
existence of/increase/decrease
in kinetic and potential energy
throughout their design
Kinetic transfer: bouncing balls
experiment
Transformation chemical to
thermal: Rusty Wool
Transformation kinetic to
thermal: Shaking Sand
experiment
Students read the explanation
cards from each station and
complete three summaries.
diagrams
Re-visit pretest energy
diagrams
and add
information
‘Types of
energy’
summary
table
Tennis balls,
cardboard,
sticky tape,
glue, stapler,
blue tack,
mini spades
etc.
Prize for
winning
group
Fill in two
Frayer
charts for
Energy
Transfer and
Energy
Transformati
on.
Collect
workbooks/
portfolios
ASSEMBLY SESSION 4 (25 mins)
Friction: Gripping Rice (Surfing
Scientist #1 pg. 42)
Vocab
statements
Buoyancy: Cartesian Diver
(Surfing Scientist #2 pg. 62)
Assess a
peer’s
Frayer charts
Portfolio
feedback –
use these to
display
strong and
weak
examples of
students
record
keeping
Pre-test
energy
diagrams
Experiment
resources/
risk
assessments
Practical
rotation
cards
Challenge
reading
sheets
Practical
rotation
cards
Experiment
Term: 3&4
Weekly Planner
Date: July 2013
Focus: Physical Science Discovery (Year 9)
non-contact.
Buoyancy
I can:
- give examples of
contact and noncontact forces
- describe the
difference between
mass and weight
5
Newton’s laws 1
Inertia
Momentum
Three key laws describe
the properties of motion.
I can:
- explain each of
Newton’s three
laws
- give examples of
each of Newton’s
laws
6
Electrical energy
Electricity is the
movement of electrons
through conductors and
Manor Lakes P-12 College
Charge
Conductors
Insulators
Resistors
Amperes
s3/science
/energy_el
ectricity_fo
rces/forces
/activity/
magnetic,
electric), the
difference
between mass
and weight
Watch 3
Simpsons
videos and
describe
how last
lesson’s
work on
motion and
forces
applies.
Explicit teaching
of Newton’s 3
Laws using:
http://science.d
iscovery.com/ga
mes-andinteractives/ne
wtons-laws-ofmotioninteractive.htm
Students
record how
many times
they have
used
Introduction to
electricity,
batteries and
conductors:
http://www.yo
Gravity: Calculate your weight on
the moon.
Feedback questions: What is the
task sheet asking you to do?
What processes do you need to
use to apply the weight formula?
Have you had a go at the
challenge task? What strategy
did you use to understand this?
Newton’s First and Second Law:
Cup’s Away (Scientists through
the ages pg. 99)
Newton’s Third Law: Pop-ARocket (Surfing Scientist #2 pg.
58)
Students create a short video
explaining one or more of
newton’s laws.
Feedback questions: What is the
video task asking you to do?
What is your action plan for
creating your video? How else
might you present your video?
How could you make the best use
of the session time within the
team?
Generating electricity:
http://www.bbc.co.uk/schools/g
csebitesize/science/aqa/mains/
generatingelectricityact.shtml
workbook
for ongoing
portfolio
feedback
Physics quiz:
http://scienc
e.discovery.c
om/gamesandinteractives/
newtonslaws-ofmotioninteractive.ht
m
resources/
risk
assessments
Pre-test
forces
diagrams
Post test
diagrams
Practical
rotation
cards
Experiment
resources/
risk
assessments
Re-visit pretest forces
diagrams
and re-label
Review
practical
report cheat
sheet
Lemon
Battery
Practical
Report
Projector
Experiment
resources/
risk
flowing electrons are
called current.
7
I can:
- explain the
connection
between electrons
and electricity
- safely create a
lemon battery
- describe the
difference between
conductors and
insulators
Physics in Sport
Voltage
(Ohms law)
Nil
Our knowledge of
physics can be related to
our understanding of
rugby.
electrical
energy in
the past 24
hours
utube.com/watc
h?v=EJeAuQ7pk
pc
Lemon batteries:
http://vimeo.com/60750031
Key questions – would this work
if we used materials other than
zinc and copper? Explain
conductor vs insulators
Write
conclusion
for lemon
battery
experiment
Brainstorm
: what
might
physics
have to do
with sport?
Introduce
Socratic Circles
Groups read three key articles in
small groups (rotating the
articles) Science Alive 5: Types of
Forces pg192-3; Energy in Sport
pg204-5; Science Alive 6: Sir
Isaac Newton’s next two laws
pg.274.
Reflect on
the Socratic
circle: record
two things
we did
well/were
useful and
two things
we need to
improve on
Lemon
Battery
Practical
report due
Socratic
circle
preparation
sheet
Recording of
Socratic
Circles and
student
input
Articles
Reflect on
Socratic
circle: what
difference
did it make;
our being
more
confident
with the
Recording of
Socratic
Circles and
student
input
Socratic
circle
preparation
sheet
I can:
- explain each of
Newton’s three
laws
- participate in a
Socratic circle
discussion
Students fill in the Socratic
Circles Preparation Sheet for the
discussion point: The study of
Physics is completely useless
when coaching a Rugby team.
assessment
Practical
report cheat
sheet
Run Socratic Circle with class.
ASSEMBLY SESSION 4
8
Newton’s laws 2
Three key laws describe
the properties of motion.
I can:
- explain each of
Newton’s three
laws
Nil
Review last
week’s
Socratic
circles:
share
reflections
with each
other.
Give students
title and
abstract of each
of the six
technology
articles. Discuss
the benefits of
being confident
with the
Students select one or more
technology articles to read and
fill in the Socratic Circles
preparation sheet for the
discussion point: Technology has
has no real benefits for mankind.
Run Socratic Circle with class.
Technology
Articles
Poster paper
Term: 3&4
Weekly Planner
Date: July 2013
Focus: Physical Science Discovery (Year 9)
-
9
give examples of
each of Newton’s
laws
Electrical circuits
Electricity requires a
complete path in order
to flow. This path is
called a circuit.
I can:
- build a working
electrical circuit
- describe the
symbols used to
demonstrate an
electrical circuit
Manor Lakes P-12 College
content.
Session 3:
Review
Newton’s 3
Laws using:
http://science.d
iscovery.com/ga
mes-andinteractives/ne
wtons-laws-ofmotioninteractive.htm
Current
Series
Parallel
Battery
Ammeter
Voltmeter
Switch
AGL AD:
Students
watch and
record the
renewable
and nonrenewable
energy
types
showcased:
http://ww
w.youtube.
com/watch
?v=Dsju9M
8vIzo
Introduction to
circuits:
http://www.bbc
.co.uk/bitesize/
ks3/science/en
ergy_electricity_
forces/electric_c
urrent_voltage/
activity/
Extension task –
complete ‘test’
on current and
voltage (link is
below the
interactive)
content?
Session 3:
Students work in set groups:
Create a poster describing to the
class what each of the laws are:
1st law: Connor, Mikhail, Chloe
2nd law: Jay, Jayden, Dylan N,
Kuros
3rd law: Phoebe, Joe, Callum,
Forest
Extension groups: students
physically demonstrate what one
of the laws are by giving a
physical example and their
explanation for the class:
1st law: Michael, Ashton, Nayshen
2nd law: Dion, Callum D, Nitesh
3rd law: Daniel, Kayley, Leander
Make circuits online:
http://www.bbc.co.uk/schools/s
cienceclips/ages/10_11/changin
g_circuits.shtml
Symbol and definition cut and
paste activity
Build a circuit challenge –
parallel and series circuits
including switches. Draw a
diagram of your circuit with
correct symbols and legend
Extension task – electrical
pathways challenge activity
and textas
Session 3:
Share the
posters and
physical
demonstrati
ons
Where might
you find
series
circuits?
Where might
you find
parallel
circuits?
Build a
circuit
challenge
and
associated
symbol
drawing
Experiment
resources/
risk
assessments
Symbol and
definition
cut and
paste
activity
10
Drawing Electrical
Circuits
Nil
Electricity requires a
complete path in order
to flow. This path is
called a circuit.
11
Elyse
Absent
I can:
- build a working
electrical circuit
- accurately draw an
electrical circuit
using appropriate
symbols
- describe and
demonstrate the
difference between
a series and a
parallel circuit
- use a multimeter
accurately to
measure current
and voltage
Electricity and
Magnetism
When an electric current
flows through a coil of
wire it creates a
magnetic field. This
functionality is used to
create many devices.
I can:
-
build a working
electromagnet
describe the
effect of current
strength and
Review
forces and
motion
pre-test
diagrams.
Students
add
informatio
n to these.
Use a student
drawn circuit
from last week.
Re-draw it as a
class using
correct symbols.
Students have a pack of random
electrical resources. Have
twenty minutes to create the
most interesting circuit they can.
Must include a switch and a
globe.
Students draw their circuits
using appropriate symbols (use
whiteboards so that it’s
collaborative).
Students read about using the
multimeter (explicit teaching at
front of class).
Students return to their circuit
and practise taking readings at
different parts of the circuit.
What do they observe about
voltage and current?
Electromagn
et
Coils
Magnetic
field
Introducti
on to
waves:
http://ww
w.bbc.co.u
k/schools/
gcsebitesiz
e/science/
aqa/waves
/generalw
avesact.sht
ml
Guided class
reading of
Science Alive 6
pg. 220-223
Extension – students can work
through Gwen’s electrical circuit
challenge box.
Sound waves: Mobile Phone
Disco (Surfing Scientist #2 pg.
68)
Electromagnet interactive:
http://www.harcourtschool.com
/activity/electromagnets/
Electromagnetic gadgets –
students read ‘how it works
cards’ (taken from Science Alive
6 pg. 220-225). Challenge – can
they hypothesis how a loud
speaker would work? Write
their group hypothesis in a
paragraph in their books.
Brainstorm
what we now
know about
physics to
update our
wall display
(use
different
colour to
beginning
unit colour)
Build a
circuit
challenge
and
associated
symbol
drawing
Knowledge
cards
Miniwhiteboards
Experiment
resources/
risk
assessments
Mini
coloured
cards for
brainstorm
wall
Back up
portfolio to
server
Students
answer
prompt
question in
their books:
what does
electricity
have to do
with
magnetism?
Post test
diagrams
Written
hypothesis
re: how
speakers
work
Practical
rotation
cards
Experiment
resources/
risk
assessments
Term: 3&4
Weekly Planner
Date: July 2013
Focus: Physical Science Discovery (Year 9)
-
12
Elyse
absent
number of coils
on the strength
of the magnetic
field created
explain how an
everyday gadget
works
Electromagnetic
Energy
Visible light is a form of
electromagnetic energy
that that we can see.
Electromagnetic energy
travels in waves and can
be reflected and
refracted.
I can:
-
-
describe the
electromagnetic
spectrum
explain what is
meant by
wavelength and
frequency
explain how
light can be
reflected and
refracted (bent)
Manor Lakes P-12 College
Make an electromagnet:
http://www.sciencebob.com/ex
periments/electromagnet.php
Spectrum
Rays
Frequency
Wavelength
Reflection
Refraction
Fibre Optics
Electromag
-netic
spectrum:
http://ww
w.bbc.co.u
k/schools/
gcsebitesiz
e/science/
aqa/waves
/soundand
lightact.sht
ml
Guided class
reading of
Science Alive 6
pg. 238-239 and
242
Gwen
demonstration
of: Refraction of
light through
glass and oil:
http://www.ph
ysics.org/marvi
nandmilo.asp?id
=89
Extension: Ashton and Billy to
create a working alarm clock
using Gwen’s electrical circuit
challenge box.
Explore electromagnetic
spectrum wavelengths and
frequencies at:
http://earthguide.ucsd.edu/eoc/
special_topics/teach/sp_climate_
change/p_emspectrum_interacti
ve.html
Students record their
observations: What do you
notice about the frequency and
wavelength of low energy
electromagnetic waves such as
microwaves as opposed to high
energy waves like gamma rays?
Light Bender (Surfing Scientist
#2 pg. 48)
Students read Science Alive 6 pg.
256-257 and answer questions
1-5 plus any one of questions 610 (free choice)
Additional options:
Light boxes: make a rainbow
challenge using prisms
Weird rainbows:
Gwen
demonstrati
on of :
Fibre Optic
Water
(Surfing
Scientist #2
pg. 44)
Questions
responses
Practical
rotation
cards
Experiment
resources/
risk
assessments
Mini colour
cards for
wall
brainstorm
13
Going
Further
Investig
ation A
Going further session 1
Nil
Physical principals can
be used to explain the
function of many
everyday occurrences.
Teacher
demonstrat
ion: Flying
Tea Bags
(Surfing
Scientist
#1 pg. 52)
Introduce
assessment
task. Students
fill in ‘high’
column of
rubric as a
group.
I can apply my
understanding of energy
and forces in my
investigation of an
everyday event. I have
produced a presentation
to teach my peers.
14
Going
Further
Going further session 2
Physical principals can
Nil
Verbal
collage:
students
Review task
rubric with
whole class to
http://www.physics.org/articlequestions.asp?id=58
What is a mirage?
http://www.physics.org/articlequestions.asp?id=45
 Why is the sky blue?
 How do fridges work?
 How do mobile phones work?
 How does GPS work?
 How does an MRI work?
 Why have full body
polyurethane swimsuits been
banned in swimming?
 Why do people argue that
amputee runner Oscar
Pistorus has an unfair
advantage?
 How do early warning tsunami
systems work?
 How do speakers work?
 What causes the earth’s
magnetic field?
 How do 3D films work?
 How do hybrid cars work?
 Why are vicroads installing
new cable barriers rather than
steel barriers on our
roadways?
 Why do cars have airbags?
Feedback questions:
- read the question to me
- what is it asking you?
- What do you need to do
to answer it?
- Get the answer
- Does the answer make
sense?
Students work independently on
their presentations
Personal
goal setting:
Students
record what
they need to
complete at
home in
readiness for
next week.
Investigation
task
Post-its
Practical
demonstrati
on resources
Students
submit their
key question
of choice.
Personal
goal setting:
Students
Investigatio
n task sheet
and rubric.
Projector
Investigation
task
Term: 3&4
Weekly Planner
Date: July 2013
Focus: Physical Science Discovery (Year 9)
Investig
ation A
be used to explain the
function of many
everyday occurrences.
I can apply my
understanding of energy
and forces in my
investigation of an
everyday event. I have
produced a presentation
to teach my peers.
15
Going
Further
Investig
ation A
Finding
Out/
Sorting
Out B
Sharing knowledge
Nil
say their
question
aloud to
get a sense
of what
others are
investigati
ng and
who they
might
collaborat
e with.
Nil
Physical principals can
be used to explain the
function of many
everyday occurrences.
determine
priorities for the
session
ASSEMBLY SESSION 3
record what
they need to
complete at
home in
readiness for
next week’s
presentation
s
Discuss student
rubrics for peer
assessment and
create
groupings.
Students share their ‘going
further’ presentations
Brainstorm
what we now
know about
physics to
update our
wall display
(use
different
colour to
beginning
and mid unit
colour)
I can apply my
understanding of energy
and forces in my
investigation of an
everyday event. I have
produced a presentation
to teach my peers.
The Power of Water
Hydroelectri
city
Siphon
Buoyancy
?
?
Water density experiment:
http://www.physics.org/marvin
andmilo.asp?id=90
Hydrodynamics: Hero’s fountain
(Surfing Scientist #2 pg. 37)
Manor Lakes P-12 College
Investigation
task due
Portfolio due
Practical
rotation
cards
Student
rubrics for
peer
assessments
Experiment
resources/
risk
assessments
Mini colour
cards for
wall
brainstorm
Density: DIY Lava Lamp (Surfing
Scientist #2 pg. 54)
Straw Siphon (Surfing Scientist
#2 pg. 66)
Density Layers (Surfing Scientist
#1 pg. 12)
Density: Orange Life Jacket
(Surfing Scientist #1 pg. 74)
16
The Power of Air
Air pressure
Wind power
Aerodynamic
s
Displacement – bath experiment
by Archimedes
Air pressure in our homes:
http://www.physics.org/feature
detail.asp?id=78
Air resistance:
http://www.physics.org/marvin
andmilo.asp?id=74
Aerodynamics: O-Wing Glider
(Surfing Scientist #2 pg. 24)
Aerodynamics: Hovercopter
(Surfing Scientist #2 pg. 30)
Air pressure: Magic Bottle
(Surfing Scientist #2 pg. 40)
Air pressure: Inflation
Impossible (Surfing Scientist #2
pg. 42)
Air pressure: Straw Pipette
(Surfing Scientist #1 pg. 10)
Airflow over wings: Sticky
Stream (Surfing Scientist #1 pg.
Practical
rotation
cards
Experiment
resources/
risk
assessments
Weekly Planner
Term: 3&4
Date: July 2013
Focus: Physical Science Discovery (Year 9)
17
Space
38)
Vacuum and atmospheric
pressure: Robo-Manga Head
(Surfing Scientist #2 pg. 22)
Black hole
Vacuum
Big bang
Expansion
Contraction
Orbit
Gravitational
Practical
rotation
cards
Experiment
resources/
risk
assessments
18
Weird and Wonderful
Nanotechnol
ogy
Teacher
demonstrat
ion: Water
absorbs
heat in
flaming
balloons
http://ww
w.physics.
org/marvi
nandmilo.
asp?id=82
Why do we
observe
this?
Nanotechnology and
electromagnets to fight cancer:
http://www.physics.org/feature
detail.asp?id=44
Nanotechnology:
http://www.physics.org/feature
detail.asp?id=57
Sunscreen and UV radiation:
http://www.physics.org/articlequestions.asp?id=46
Radiation and phone use:
http://www.physics.org/articlequestions.asp?id=84
Could we ever go back in time?
http://www.physics.org/articlequestions.asp?id=48
Experiment
resources/
risk
assessments
19
Structural Strength
Cylinders
Density
Students
undertake
one
challenge
game:
http://ww
w.physicsg
ames.net/
Centre of gravity: Acrobatic
Cutlery (Surfing Scientist #2 pg.
12)
Practical
rotation
cards
Centre of gravity: Uncanny
CanCan (Surfing Scientist #1 pg.
32)
Experiment
resources/
risk
assessments
Cylinders: Spear a Spud (Surfing
Manor Lakes P-12 College
Scientist #1 pg. 28)
Cylinders: Super Can (Surfing
Scientist #1 pg. 30)
20
Going
Further
Investig
ation B
21
Reflectin
g
Corrugated Paper (Surfing
Scientist #1 pg. 80)
Popstick bridge challenge
Structures Investigation
Physical Science
Other potential experiments:
Friction: CD Hovercraft (Surfing Scientist #2 pg. 56)
Friction: Inseparable books (Surfing Scientist #1 pg. 40)
Portfolio
learning
walk to
review
experiment
s and key
learning
activities
Students
complete
subject/ teacher
feedback survey
Research global science projects
– students explore which
projects would need a physicist:
http://www.futuremorph.org/w
pcontent/uploads/games/globepl
otter/index.html
Maths and science career
research:
http://www.futuremorph.org/w
pcontent/uploads/games/science
andmaths/index.html#/intro
Re-visit pretest energy
diagrams
and re-label
Finishing
year 9
science with
a bang: Sugar
can go bang
(Expose,
Excite, Ignite
pg. 85)
Experiment
resources/
risk
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