Draft
Physical phenomena
Stage 2/3 Multistage
Unit of work differentiated for Stage 2/Stage 3 students
Connected Outcomes Group (F)
Connection focus: understanding that energy can be transferred, stored and
transformed from one form to another.
SciTech
PDHPE
There are many forms of energy, including electrical,
chemical, solar, nuclear, heat, light and sound.
The links between energy intake and expenditure are
explored in PDHPE. Students have the opportunity to
explore ways of being physically active. Nutrition
education and healthy eating are key concepts to be
explored when investigating how energy is required in
order to be physically active.
Students demonstrate their knowledge and
understanding of energy by developing and explaining
the workings of a model such as a hydroelectric
turbine, catapult or a cooking device.
Students will be engaged in:
• analysing nutritional labels on food products
• singing and performing own musical
compositions
• researching forms of energy
• designing electrical circuits
• designing and making a product that uses
transformation of electrical energy (or
alternative stage 2 activity)
• composing and performing a dance.
HSIE
Creative Arts
The imaginative power of energy can be a source for
making visual and performing arts.
HSIE outcomes are addressed in other units within this
stage. There are no HSIE outcomes linked to this unit.
Planned assessment:
• observation of student participation in
presentation of a rap composition
• observation of student devised activity
sessions
• observation of students’ participation in
scientific investigations
• analysis of students’ SciTech log book.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006) Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Page 1 of 19
Version published 25/7/08
ht
Planning page
Student work:
• students will keep a log book to record
reflections and understandings in
SciTech.
• students will be designing and making
an electrical product.
Resources needed:
Copies of DET, BOS and Curriculum Corporation
resources have been sent to all schools.
• Vocal-Ease modules 1 and 2 (DET) # (teachers’ book
is available as a pdf on arts action CD-ROM [DET]#)
• selection of components for investigations of
electricity including wires, alligator clips, batteries,
torch globes, nails. Construction kits provide a
source of well-organised components
• equipment for physical activity session.
Collaborate with your teacher-librarian for teaching and
resource support. Copies of DET and BOS resources
can be borrowed from the Equity Resource Library,
phone (02) 9582 5860
#Additional
copies of these DET resources are available
from DET sales at:
https://www.det.nsw.edu.au/doingbusiness/product_ser
vice/schcurresource/index.htm
Literacy links include:
• uses graphic organisers to gather
information and focus further research
• writes an explanation of a science
investigation identifying cause and
effects as well as using supporting
diagrams and correct terminology
• records and analyses information
gathered in group tasks
• makes generalisations from information
gathered about food packaging to
justify opinions
• writes and presents a procedure for a
fitness session
• uses rhyming words and syllables,
prior knowledge and terminology to
write and present a rap for the class
Numeracy links include:
• solves problems involving
different units of mass
• converts between measurement
units
• uses a stopwatch to measure and
compare duration of events.
Term planner (teachers may want to use this to plan the work over a term)
Week
Creative Arts
1
2
3
Music - Writing an energy rap song
4
Rap song (cont.)
Dance – Rap rhythms
Rap song (cont.)
Dance – Rap rhythms (cont.)
Rap song (cont.)
Dance – Rap rhythms (cont.)
Dance and Music – rehearsal and
performances
5
6
7
HSIE
PDHPE
SciTech
HSIE outcomes are addressed in other
units within this stage. There are no HSIE
outcomes linked to this unit
Food is a source of energy for the body
Electricity
Light up
What does it mean to be energetic?
Circuits: Simulation activities
Energy is needed to maintain a healthy
lifestyle
Dance – Rap rhythms (linked to Creative
Arts Dance)
Energy through movement
Dance – Rap rhythms (cont.)
Dance – Rap rhythms (cont.)
Investigating electric circuits
Sources and storage of electricity
Design brief 1: transforming electrical
energy
Design brief (cont)
Design brief 2: generating electricity for a
small community
Design brief (cont)
8
9
10
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 2 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Unit of work
Outcomes
Learning experience
Planned assessment
SciTech
The SciTech in this unit is has a Stage 3 conceptual focus on the transformation of
energy from one form to another. The conceptual focus for Stage 2 is sources of energy
and systems that use energy. Alternative content and tasks for investigating energy
systems for stage 2 students are provided at the end of the unit.
Stage 2 Assessment
strategy
NB shaded text is background information for teachers.
Stage 2 Assessment
criteria
PPS2.4 Identifies various forms and sources of
energy and devises systems that use energy
• energy can exist in various forms e.g.
movement, electricity, light, sound, heat
• systems need an energy source in order to
operate, e.g. food for the body, petrol for the
car
• a machine is an energy system
• mechanical energy involves both forces and
movement.
INVS2.7 Conducts investigations by observing,
questioning, predicting, testing, collecting, recording
and analysing data, and drawing conclusions
• poses questions such as ‘decide which’,
‘find a way to’ or ‘find the effect of’
• identifies, with guidance, the types of
measurements and data to be collected and
decides how and with whom to do this
• uses equipment accurately, reliably and
safely
• records data in an appropriate form and works
out trends or patterns in the collected data
• reports to others, using simple factual texts
that have been chosen in consultation with
the teacher, e.g. information reports,
procedures and explanations
• comments on the limitations of the
investigations in relation to equipment, size
of sample, repeatability
• suggests improvements to procedures.
INVS3.7 Conducts their own investigations and
makes judgements based on the results of
observing, questioning, planning, predicting,
testing, collecting, recording and analysing
data, and drawing conclusions
• constructs appropriate self-questions to
guide investigations
• decides the type of data needed and works
cooperatively to collect such data
• plans repeat trials of tests or experimental
procedures
• identifies factors that are to be kept the
same when carrying out tests or conducting
investigations, and recognises the term
controlled experiment
• ensures that equipment is working and can
be used effectively and safely
Electricity
Observing and exploring (ask questions, pose problems, find out what is currently known)
• Define what an energy form is i.e. heat, light, sound or movement.
• Ask students to collect pictures of items that use electricity or items that are used to create
electricity.
• Have students group their pictures into items that:
1. use electricity
2. produce electricity
3. transport electricity
4. store electricity.
• In Stage 2/3 groups, record (appoint a recorder) on a KWHL chart (know, want to know, how,
learnt):
- what do we know and understand about electricity?
- what do we want to find out?
- how might we get this information?
Leave ‘learnt’ till the end of the unit.
A KWHL chart can be found at:
https://detwww.det.nsw.edu.au/media/downloads/csupport/cogs/units/fstring/kwlh.doc
• Appoint a reporter, then have groups report back to compare information.
(Literacy link: uses graphic organisers to gather information and focus further research)
Light up
Observing and exploring (ask questions, pose problems, find out what is currently known)
• With Stage 3 students as group leaders, supply each group with a battery, two pieces of wire
and a torch globe. Ask students to explore ways of making the torch globe glow.
• Ask students to draw and label a diagram of their observations.
• Ask students to write an explanation (using text and drawings) of how the globe was able to glow.
• Record the methods used to make the globe shine and why they did/didn’t work.
The teacher:
• observes students’
investigations
The student:
• assists in the collection and
recording of data
• explains how to make a torch
globe glow.
These criteria relate to outcomes
INVS2.7, PPS2.4
Stage 3 Assessment
strategy
The teacher:
• observes students’
investigations.
Stage 3 Assessment
criteria
The student:
• constructs appropriate
questions to guide
investigations
• collects and records data
• uses the ideas of fair testing
to evaluate whether
predictions or explanations
are reliable and valid.
These criteria relate to outcomes
INVS3.7, PPS3.4
Circuits: Simulation activities
• Explain to students that electricity is a flow of electrons. Electrons flow through the wires to the
globe and back to the battery. Discuss open, closed and short circuits.
The attached file contains background information for teachers: What is electric current?
• Organise a simulation activity:
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 3 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
•
•
•
•
Learning experience
records data in an appropriate form and
evaluates collected data to ensure that it
satisfies the purpose of an investigation
transforms data to show important
relationships, trends, patterns or
associations
uses the ideas of fair testing to evaluate
whether predictions or explanations are
reliable and valid
communicates what has been learned by
choosing from a variety of media, tools and
forms, taking into account audience and
purpose.
PPS3.4 Identifies and applies processes
involved in manipulating, using and changing
the form of energy
• energy may be moved in a range of ways
(e.g. an electric current, radiation and
conduction of heat). This is called transfer of
energy
• energy may be transferred as light, sound,
heat, electrical and movement energy
• energy can be stored in a variety of ways,
e.g. in a battery, in a hydroelectric dam, in
food. (Refer to notes)
• energy of one form can be changed to
energy of another form, e.g. from electricity
to heat, from chemical energy, e.g. petrol, to
kinetic energy, e.g. movement. This change
is called transformation
• there are a variety of resources that provide
us with energy, including oil, gas, coal, food,
wind, waves and batteries. Some of these
resources are renewable; others are nonrenewable.
English
TS3.1 Communicates effectively for a range of
purposes and with a variety of audiences to
express well-developed, well-organised ideas
dealing with more challenging topics.
TS3.2 Interacts productively and with autonomy
in pairs and groups of various sizes and
composition, uses effective oral presentation
skills and strategies and listens attentively.
RS3.5 Reads independently an extensive range
of texts with increasing content demands and
responds to themes and issues.
RS3.6 Uses a comprehensive range of skills
•
•
•
•
•
•
•
Planned assessment
- mark out a circuit in the playground using a chalk line and place small obstacles along the
circuit e.g. a box.
- ask several students to stand at regular intervals along the drawn circuit while the teacher
stands opposite the obstacle with a bowl of jelly beans.
- have students walk along the circuit maintaining their distance from the person in front and
jumping over the obstacle. As students pass the teacher they each receive a jelly bean.
Discuss the circuit activity. Identify the various representations in the activity such as the chalk
line representing wires, the obstacle representing the light globe, the jelly beans representing
the battery and the students representing electrons.
Discuss the function of each of the parts of the circuit such as the wires, (to allow the flow of
electrons), the battery (which recharges the electrons) and the light globe (that uses some of
the energy).
Simulate an open circuit by placing the students on the circuit and asking them to walk around.
Rub out a section of the chalk line. Once the circuit is open, all students should stop walking
around the circuit.
Discuss the simulation. It is important that students develop an understanding that once a
circuit is open, all electrons stop flowing.
Simulate and discuss a short circuit by drawing a chalk line bypassing the light bulb (obstacle).
Ask students to walk the circuit again using the bypass.
Discuss with students the short circuit. Electrons will follow the path of least resistance to
return to their energy source.
Have students make notes of new terminology and concepts in their science log books or add
to KWHL charts.
(Literacy link: identifies key words and records information from simulation activities)
Investigating electric circuits
Hypothesising and predicting (define a problem that can be investigated scientifically)
• Provide students with a selection of equipment including wires, alligator clips, batteries, torch
globes, electric motors and nails.
• Students complete a series of investigations to further their understanding of electric circuits.
Investigation may include:
- making a torch globe glow brighter by adding batteries
- connecting two globes in series and in parallel, then removing a globe
- connecting batteries in series and in parallel. For explanation refer to:
http://ourworld.compuserve.com/homepages/g_knott/elect27.htm
- creating an electro magnet
- creating a coil radiator
- making an electric motor spin.
• Model the process students would use to organise their investigation
• Discuss with students how the electrical energy is transformed in the various activities i.e. a
globe transforms electrical energy into light and heat; a motor transforms electrical energy into
kinetic energy (movement), heat and sound.
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 4 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
and strategies appropriate to the type of text
being read.
• Have students record their observations of the investigations in their log books. Students
should use labelled diagrams to support their written explanation.
WS3.9 Produces a wide range of wellstructured and well-presented literary and
factual texts for a wide variety of purposes and
audiences using increasingly challenging topics,
ideas, issues and written language features.
WS3.10 Uses knowledge of sentence structure,
grammar and punctuation to edit own writing.
WS3.14 Critically evaluates how own texts have
been structured to achieve their purpose and
discusses ways of using related grammatical
features and conventions of written language to
shape readers’ and viewers’ understanding of
texts.
SciTech
DMS3.8 Develops and resolves a design task
by planning, implementing, managing and
evaluating design processes
• researches needs that influence the
development of products, systems and
environments and establishes criteria for the
evaluation of produced designs
• generates design concepts that reflect the
consideration of aesthetic, cultural, safety
and functional requirements
• produces annotated concept sketches and
(freehand) drawings for use by other people
• elects tools, equipment and resources to
meet the requirements of production and
use
• assesses the efficiency of processes of
design and production and evaluates the
result against established criteria for
success.
PSS3.5 Creates and evaluates products and
services, demonstrating consideration of
sustainability, aesthetic, cultural, safety and
functional issues
• communities create complex systems to
manufacture products and provide services
• systems that provide services to
communities greatly influence how we live.
Planned assessment
(Literacy link: writes an explanation of a science investigation identifying cause and effects as
well as using supporting diagrams and correct terminology)
Sources and storage of electricity
Observing and exploring (ask questions, pose problems, find out what is currently known)
• Research further sources and storage of electrical energy. Students may choose to research:
- electricity generation (e.g. hydro, coal, nuclear, solar, wind)
- electricity storage (e.g. wet and dry cells),
electricity uses (e.g. electric motors)
- energy systems (e.g. powerlines used to transport electricity/transformers)
(Literacy link: uses a range of sources of information for research)
In SciTech, Stage 3 students demonstrate understanding gained through a scientific
investigation by resolving a design brief. Transforming electrical energy is a stage 3 SciTech
concept. Refer to end of unit for alternative tasks for stage 2 students.
Transforming electrical energy
Design brief: Design and make a product that uses the ‘transformation of electrical energy’ as
an essential feature of its operation. The product must meet a personal need of students, i.e. be
designed for self.
Before commencing any work in this area, all students are to be given instruction in the safe use
of electrical energy.
Useful introductory information is available at the following web site:
http://www.electrickids.com.au/
• Inform the class that the product will use batteries as a source of power and that they must not
use mains power supplied to homes (240 volts).
Exploring the task
• In groups, students use the table below to review uses of electrical energy explored in earlier
activties. Students identify the need addressed by the product or the system, and the energy
transformations involved in its operation.
Product/System
Home security alarm
Vacuum cleaner
Need/Purpose
Warn of intruders
Disuade intruders
Protect people and property
Remove dust and dirt
Remove dust mites that
cause allergies
Energy transformations
Sensor (light/sound energy) >
electrical energy  sound
energy
Electrical energy 
mechanical energy
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 5 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
Planned assessment
Stove
Heat or cook food
Solar garden lights
Provide lighting for paths
Provide security
Increase enjoyment of
garden
Electrical energy  heat
energy
Light energy  electrical
energy  chemical energy
(battery) > electrical energy >
light energy
Ensure that students understand that we cannot ‘see’ electricity. We can only ‘sense’ what
electricity does e.g. cause light to be emitted, cause sound to be emitted, cause an electric motor
to rotate. We see power lines that are used to transfer electrical energy, but we do not see the
electricity they carry.
• In pairs, students brainstorm problems, difficulties and interests that reflect a personal need.
For example:
- my little brother reads my diary
- everyone barges into my room. I have no privacy
- I like reading in bed at night but the light disturbs my little sister
- we get very hot in our tree house
- the mosquitoes always bite me when I am in the garden.
• From the brainstorm, each pair of students prepares a list of problems/needs and decides
which one they would like to work on together. The selected problem/need should have the
potential to use electrical energy as part of its design solution.
• Revise earlier design tasks and review the stages of the design process each group must work
through. Discuss with each group how they will apply a design process to this product
development task.
• Without pre-empting a solution, each group will generate a list of criteria to be used to judge
the success of their solution. Ensure that each group includes in its list a criterium that states:
‘uses the transformation of electricity as a feature of its operation’.
• In pairs, students draft questions that will be addressed as they work through their design
process. For example:
- what products exist that address similar problems or needs? How do they work?
- what resources are available to construct our product?
- how will we test and evaluate our design solution?
- how will we manage the time available to develop our product?
- how much time do we have to design our product, to make it and to evaluate it?
- is there a technical expert who can provide assistance?
- where can we purchase components and materials?
Sources of electrical energy
• Selected groups can research the sources of electrical energy used in the NSW power grid
and present their findings to the class. As time allows at different points in the project, select
other groups to research issues of the sustainable use of electrical energy, e.g. wind
generation, tidal generation.
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 6 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
Planned assessment
• Demonstrate to the class how solar cells can be used to power a light or an electric motor.
Generating ideas and realising solutions
• Students sketch initial ideas for their product and annotate their sketch to explain how the
product works. With each group the teacher discusses the method to be used to evaluate the
initial idea, e.g. prepare questions for friends in another group, consult a mentor.
• Have students consider the circuit required to operate the product. Review earlier activities in
which students constructed a circuit, e.g. to illuminate a light globe. To explore possible
solutions for the circuit, provide students with a greater variety of functioning components, e.g.
batteries, battery holder, switch, globe holder, globe, buzzer (peizo), solar panel, electric
motor.
Details of some components are included in the attached file:
https://detwww.det.nsw.edu.au/media/downloads/csupport/cogs/units/fstring/circuit_s3fu.doc
Ensure students have access to necessary tools, e.g. pliers (long nose)
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 7 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
Planned assessment
Construction kits provide a source of well-organised components. However, when using kits care
must be taken ensure that students think creatively. For instance, students could be challenged
to use a solar-powered electric motor (shown above) for some purpose other than a fan, e.g. to
automatically open or close shutters on an environmentally sensitive building.
• Ensure that students understand their product must be housed in a suitable casing. Discuss
what functions the casing must perform. For example:
- hold the circuit in place
- hold the working parts
- protect the product from dirt and damage
- be easy to handle,
- be aesthetically pleasing,
- convey information about the operation of the product.
• Provide students with a wide range of materials that can be used to complete the product e.g.
paddle pop sticks, construction blocks, elastic bands, cardboard, adhesive tape, styrene foam.
Information for teachers on the design and development of a product that uses electrical energy,
e.g. the Dyson vacuum cleaner, can be found at http://www.dyson.co.uk/education/default.asp
Evaluating products and processes
• As each group completes the construction of its product, have group members prepare a
survey to be used for the purposes of evaluation. Ensure that the questions in each group’s
survey clearly relate to the criteria for success established at the commencement of the
project.
• Have each group work with another group to test its product, e.g. user testing. Ensure that
comments collected during user testing are included in the group’s evaluation of its product.
• Provide all students with questions to be used when reflecting on their project. For example:
- what part of the project was most enjoyable?
- what part of the project was least enjoyable?
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 8 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
Planned assessment
- what was learnt?
- what part of the learning was most important? Why is it important?
- what other things could have been done to assist groups?
• Stage 3 students can organise an Energy Expo to demonstrate their products for other
students and parents.
(Literacy link: uses research strategies and records design process)
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 9 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
PDHPE
Food is a source of energy for the body
• Students brainstorm ideas and knowledge about food as a source of energy and record on a
personal placemat (large piece of paper).
• Students complete a personal survey on the foods that they eat during a 24 hour period.
Include all drinks, snacks and meals.
• In small groups, discuss and identify the nutritional value of the food consumed. Ask:
- are they healthy foods?
- are they unhealthy foods?
- what is the nutritional value?
• Ask students to bring in the nutritional information (food labels) from products that they
regularly consume. Use the food labelling information in the activities at:
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/nutrition/nuts3.p
df to demonstrate how to read the food label. Students observe the kilojoules (energy)
contained in the product.
• Provide students with a table showing various activities and the approximate number of
kilojoules used in performing these activities. These can be located on the Internet. Ask
students to calculate the number of kilojoules used for various activities for different lengths of
time. Discuss:
- what is the link between energy intake and energy expenditure (output)?
- what modifications might be necessary? Why?
- what does it mean for your health?
PHS2.12 Discusses the factors influencing
personal health choices
• explains the importance of physical activity.
DMS2.2 Makes decisions as an individual and
as a group member
• recognises healthy and unhealthy products.
GDS2.9 Describes life changes and associated
feelings
• identifies the need for a balance healthy
food for body growth.
PHS3.12 Explains the consequences of
personal lifestyle choices
• analyses personal food intake to identify the
balance of choices made
• demonstrates an understanding of nutritional
needs, food is energy, intake of energy.
DMS3.2 Makes informed decisions and accepts
responsibility for consequences
• discriminates between healthy and
unhealthy products.
GDS3.9 Explains and demonstrates strategies
for dealing with life changes
• identifies the need for a balance healthy
food for body growth.
Mathematics
MS3.4 Selects and uses the appropriate unit
measuring device to find the mass of objects.
English
RS3.5 Reads independently an extensive range
of texts with increasing content demands and
responds to themes and issues.
RS3.6 Uses a comprehensive range of skills
and strategies appropriate to the type of text
being read.
WS3.9 Produces a wide range of wellstructured and well-presented literary and
factual texts for a wide variety of purposes and
audiences using increasingly challenging topics,
ideas, issues and written language features.
Planned assessment
(Literacy link: gathers and records information for group discussion, identifies and analyses
information on food packaging)
What does it mean to be energetic?
• Ask students to write a response to the question: How does food help us achieve a healthy
lifestyle?
Add prompt questions such as:
- what role does food play in our lives?
- what foods do we need for growth and activity?
• Examine a range of products that are advertised as energy foods. Through knowledge gained
from previous activities ask students to critically examine the nutritional value of the product
and how they are a source of energy for the body. Ask students to consider:
- what natural unprocessed products offer nutritional and energy value?
- the comparison of processed and unprocessed products
• Students make a choice between two products and justify their selection.
(Literacy link: make generalisations from information gathered about food packaging to justify
opinions)
(Numeracy link: solves problems involving different units of mass; converts between units)
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 10 of 19
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
Planned assessment
Creative Arts: Music
Writing an energy rap
• Explain to students that raps are rhyming talk, they are generally spoken rather than sung and they
have a very strong beat.
• Listen to a variety of raps.
Some raps have unsuitable lyrics and examples will need to be selected carefully. Suggested
resources include ‘Summertime rap’ from Vocal-Ease modules 1 and 2 (DET) and ‘The drug free
rap’ which is available to download from: http://www.eduref.org/cgi-bin/lessons.cgi/
Go to Arts/Music. Click on the lesson plan ‘Write a rap song’.
• Explain that two lines that rhyme together are a couplet and that most raps have rhyming
couplets with lines one and two rhyming, lines three and four rhyming, five and six and so on.
• Have students look at how the various musical concepts are used in raps. The musical
concepts include:
- rhythm (how are long and short sounds used)
- tempo (speed of the music)
- structure (how the rap is organised, what is repeated)
- dynamics (loudness and softness, change in volume)
- tone colour (the different qualities of sound)
• In groups, students select a form of energy as a topic for a rap. In their rap the students need
to include examples of:
- the form of energy they have chosen
- what the form of energy is used for
- how the form of energy can be stored, transferred and transformed.
• Each group composes a rap. Students begin their lyrics with a line that has a strong beat and
rhythm. They need to rhyme the first line with the second, and keep the same rhythm in each
pair of lines. Begin a new rhyme in the third line, and rhyme this with the fourth. Keep
repeating this rhyming pattern. Note that the third and fourth lines do not rhyme with the first
and second lines or any other lines.
• The rhythm can be different in each couplet. Some lines can be long, and some short.
• Students may include a refrain that is repeated like a chorus.
• Students create an accompaniment for their rap, exploring percussive vocal sounds or body
percussion. They may also like to devise some different movement patterns to accompany
their rap.
• Experiment with making percussive vocal sounds, like those used in beat-boxing, to create a
rhythmic ostinato.
Beatboxing is the vocal percussion of hip hop culture and music. It is primarily concerned with
the art of creating beats, rhythms, and melodies using the human mouth. It can also involve
singing, vocal scratching (the imitation of turntable skills), the simulation of musical instruments,
and the replication of sound effects.
• Students perform their rap for the class or at a school assembly.
Stage 2 Assessment
strategy
MUS 2.1 Sings, plays and moves to a range of
music, demonstrating a basic knowledge of
musical concepts
• demonstrates feeling for the beat through
movement
• performs a rap with accompanying
movements
MUS 2.2 Improvises musical phrases,
organises sounds and explains reasons for
choices
• invents movement patterns to reflect song
sequence
MUS 2.4 Identifies the use of musical concepts
and musical symbols in a range of repertoire
• discusses musical features of the song.
MUS3.1 Sings, plays and moves to a range of
music, individually and in groups, demonstrating
a knowledge of musical concepts
• performs own compositions
• performs a rap with a steady beat.
MUS3.2 Improvises, experiments, selects,
combines and orders sound using musical
concepts
• creates a rap song which uses rhyming
couplets and a strong sense of rhythm.
MUS3.4 Identifies the use of musical concepts
and symbols in a range of musical styles
• discuss the use of beat, rhythm, tempo,
structure and tone colour in listening
examples.
English
WS3.9 Produces a wide range of wellstructured and well-presented literary and
factual texts for a wide variety of purposes and
audiences using increasingly challenging topics,
ideas, issues and written language features.
WS3.10 Uses knowledge of sentence structure,
grammar and punctuation to edit own writing.
WS3.13 Critically analyses own texts in terms of
how well they have been written, how effectively
they present the subject matter and how they
influence the reader.
The teacher:
• observes participation in class
activities.
Stage 2 Assessment
criteria
The student:
• performs a rap accompanied
by movements
• uses word patterns, syllables,
rhyme and onomatopoeia
• discusses musical features of
the rap.
These criteria relate to outcomes
MUS2.1, MUS2.2, MUS2.4,
Stage 3 Assessment
strategy
The teacher:
• observes student participation
in class activity.
Stage 3 Assessment
criteria
The student:
• performs rap with a steady
beat and strong rhythm
• demonstrates an
understanding of the musical
characteristics of rap.
These criteria relate to outcomes
MUS3.1, MUS3.4
(Literacy link: uses rhyming words and syllables; prior knowledge and terminology to write and a
rap for the class; modifies voice to create effect when performing the rap)
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COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
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Outcomes
Learning experience
Creative Arts: Dance
Rap rhythms
Warm up: Concentration circle
• Students make a large circle in the centre of the room. Begin by counting out loud from 1 to 8.
Students then move clockwise, stepping forward on each count. Ask the students to continue
to count softly as they walk and listen to further instructions. Vary the moving and counting
pattern by adding the following instructions, one at a time:
- whistle on count 5
- hop on count 2
- arms in the air on count 4
- clap hands on count 1
- tap knees on count 3
- jump on count 7
- turn on count 8 (to walk the next 8 counts in an anti-clockwise direction).
DAS 2.1 Performs dances from a range of
contexts demonstrating movement skills,
expressive qualities and an understanding of
the elements of dance
• uses expressive qualities in the performance
of movement
DAS2.2 Explores, selects and combines
movement, using the elements of dance to
communicate ideas, feelings or moods.
• offers movement ideas in response to a
stimulus
DAS2.3 Gives personal opinions about the use
of elements and meaning in their own and
others’ dances
• reflect on the variety of ways that dance
sequences can incorporate rhythm, actions
and objects.
DAS3.1 Performs and interprets dances from
particular contexts using a wide range of
movement skills and appropriate expressive
qualities
• performs sections of dance displaying clarity
of action and timing.
DAS3.2 Explores, selects, organises and
refines movement using the elements of dance
to communicate intent
• creates and sequences movement focusing
on aspects of time (rhythm) and space
(relationships).
DAS3.3 Discusses and interprets the
relationship between context, meaning and
context of their own and others’ dances
• describes and discusses their own work and
the work of others.
PDHPE
DAS2.7 Performs familiar movement patterns in
a variety of dance situations
• creates and performs a dance sequence
DAS3.7 Performs a range of dance styles and
sequences confidently
• uses elements of dance to create a
movement sequence.
Planned assessment
Composing accompaniment for movement
• Students develop an accompaniment for dance movement by selecting from percussive vocal
sounds (can include beat-boxing effects) and body percussion (refer to previous music activity
– writing an energy rap). As a prelude to this activity, discuss with students the use of
onomatopoeic sounds in the accompaniment. List examples.
Onomatopoeia is a word whose sound imitates the actual sound to which it refers, such as: buzz,
crash, whirr, clang, hiss, purr, squeak, mumble, hush, boom, pop, sizzle, and crash.
• Link the selected words/sounds/movements together into rhythmic patterns.
• Structure the accompaniment as a four-phrase rhythm of 32 counts.
Composing the dance
• Divide the class into groups of four students. Ask one group to devise a phrase of movement
for the first 8 counts of the accompaniment. Ask a second group to devise a phrase of
movement for the last 8 counts of the accompaniment. Ask groups 1 and 2 to learn each
other’s phrases.
• Ask the remaining groups to each create a 16 count sequence of movement with a focus on
interesting actions and spatial relationships of individuals in the group. Each group will perform
their sequence to the two middle phrases of the accompaniment.
Performing the dance
• All students will perform the accompaniment when not performing the dance.
• The structure of the performance will follow the 32 count accompaniment which will be
repeated until all groups have performed their sequence. Groups 1 and 2 will perform the first
and last phrases in each repetition. Other groups perform their sequences (one at a time)
during the middle phrases of the accompaniment.
• Video the performance, view and discuss.
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 12 of 19
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Outcomes
Learning experience
SciTech
Generating electricity
Design brief: Design, propose and evaluate a system for generating electricity for a small
isolated community using a renewable source of energy. Currently, houses in the community are
connected by a grid that supplies electricity from a diesel driven electrical generator. Diesel fuel
is very costly for the community.
• Divide the class into groups, led by stage 3 students, and allocate each group a different
geographic location in NSW for the generation of electricity. For example:
- a desert location in the west
- a river location in the mountains
- a seaside location.
• The proposed system will be presented to the class as a design concept rather than as a
finished product or as a working model.
It is not important that all students understand the physics principles on which an electrical
generator is based. However, students should understand that a generator is used to transform
mechanical energy (movement) to electrical energy (electricity).
The web sites below provide suitable background information.
http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/genhow.html
http://www.wvic.com/how-gen-works.htm
DMS2.8 Develops, implements and evaluates
ideas using drawings, models and prototypes at
appropriate stages of the design process.
PSS2.5 Creates and evaluates products and
services, considering aesthetic and functional
factors.
DMS3.8 Develops and resolves a design task
by planning, implementing, managing and
evaluating design processes
• researches needs that influence the
development of products, systems and
environments and establishes criteria for the
evaluation of produced designs.
PSS3.5 Creates and evaluates products and
services, demonstrating consideration of
sustainability, aesthetic, cultural, safety and
functional issues
• communities create complex systems to
manufacture products and provide services
• systems that provide services to
communities greatly influence how we live.
Planned assessment
Exploring the task
• As a class, discuss the key terms used in the design brief, e.g. renewable energy, grid,
generator.
• Explain how a generator functions. Point out that the system currently used by the local
community transforms stored chemical energy (diesel fuel) to mechanical energy (via a motor
that rotates the generator) and hence to electrical energy that is transferred through the grid.
The task requires students to ‘harness’ a form of mechanical energy and use it to rotate the coil
(stator) of the generator.
• Set a requirement that each group must document the process it follows in a design folder and
that the folder must include research that addresses the following questions:
- what is the source of diesel fuel?
- does diesel fuel come from a renewable source?
- what are some sources of renewable energy?
- what conditions must prevail to make each re-newable source useful in a geographic
location?
- why is it important that we increase the use of energy from renewable sources?
• Provide the class with a model of the design process and have each group record the types of
activities appropriate to each phase of the process. Have each group complete a table by
drafting questions that need to be answered as they work through each phase of the process.
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 13 of 19
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Outcomes
Learning experience
Planned assessment
Process phase
Exploring needs
•
•
•
•
•
•
Generating ideas
Selecting an appropriate solution
Producing and communicating a
proposal
Evaluating our design proposal
Evaluating our design process
Questions
What sources of energy are renewable?
What sources of renewable energy are available in the
local area? How can we find out?
How much time should we allocate to each activity?
What will each group member do?
How will we know if our proposal is practical?
How will we know if our proposal is appropriate for the
community?
•
•
•
•
•
• Questions can then be shared between groups.
Ensure that all groups recognise that their criteria for success must be established early in the
process and used for evaluation during each phase. Each group’s questions can then be used
as scaffolding for its design process.
• Provide groups with a requirement that its process must be documented for others to read and
all documentation must be submitted in a design folder. Each group should allocate
documentation tasks to group members and the contribution of different members should be
clearly acknowledged.
If necessary, make learning more concrete for students by suggesting a specific location that
typifies conditions in the area allocated to each group, e.g. conditions in Broken Hill would be
similar to conditions in a desert location. The research of environmental conditions is important if
students are to determine a form of renewable energy that is appropriate for their community.
Generating ideas and realising solutions
• Monitor the progress of groups to ensure that each group is working to its plan and its planned
timeframe for activities.
• Provide support for groups as they work through the questions. The following portal web site
provides links to a range of valuable resources:
http://www.teachers.ash.org.au/jmresources/energy/renewable.html
• Have students explore a renewable energy initiative currently being developed in NSW.
Information on some of these initiatives is available at:
http://www.countryenergy.com.au/internet/cewebpub.nsf/Content/edu_env_renewable+energy
• Ensure that all groups develop a proposal that communicates the essential features of their
design concept to the target audience, e.g. the whole class. Encouragement should be
provided to those groups that wish to model the operation of their generator. Solar cells and
small dynamos (generators) can be purchased from electronics shops.
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 14 of 19
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Outcomes
Learning experience
PDHPE
ALS2.6 Discusses the relationship between
regular and varied physical activity and health
• participates in regular physical activity
PHS2.12 Discusses the factors influencing
personal health choices
• explains the importance of physical activity.
ALS3.6 Shows how to maintain and improve
the quality of an active lifestyle
• participates in physical activity
• devises physical activities for self and others.
PHS3.12 Explains the consequences of
personal lifestyle choices
• identifies personal responsibility for physical
activity.
Planned assessment
Evaluating products and processes
• Groups complete an evaluation to reflect on the learning experience.
• Collect each group’s design folder. Allocate time for the discussion of each group’s design
folder with group members.
Energy is needed to maintain a healthy lifestyle
• List the physical activities in which class members participate, both at school and outside of
school. This could be completed in a round robin where one piece of paper is passed around a
group of students. All ideas and pursuits are recorded with no repetition allowed. Ask each
group to share activities with the class.
• Categorise the activities into vigorous (energetic) and moderate (less energetic) activities.
• Small groups review and discuss the activities recorded and report on the following questions:
- how do the types of activities differ?
- what is the difference between moderate and vigorous activity?
- why do you think it is important to have active leisure time pursuits when you are younger?
- what can happen if we are inactive?
- how do you think inactivity can affect someone’s life?
- what choices do we face in terms of our physical activity levels and health as we get older?
- what does a healthy lifestyle mean to you?
(Literacy link: records and analyses information gathered in group task)
Stage 2/3 Assessment
strategy
The teacher:
• observes each group’s
physical activity session.
Stage 2/3 Assessment
criteria
The student:
• clearly explains the activity
• clearly explains why the
activity is appropriate
• applies knowledge of physical
activity.
These criteria relate to outcomes
ALS2.6, PHS2.12, ALS3.6,
PHS3.12
Mathematics
MS3.5 Uses twenty-four hour time and am and
pm notation in real-life situations and constructs
timelines.
English
TS3.1 Communicates effectively for a range of
purposes and with a variety of audiences to
express well-developed, well-organised ideas
dealing with more challenging topics.
TS3.3 Discusses ways in which spoken language
differs from written language and how spoken
language varies according to different contexts.
TS3.4 Evaluates the organisational patterns of
some more challenging spoken texts and some
characteristic language features.
RS3.5 Reads independently an extensive range
of texts with increasing content demands and
responds to themes and issues.
RS3.6 Uses a comprehensive range of skills
and strategies appropriate to the type of text
being read.
WS3.9 Produces a wide range of wellstructured and well-presented literary and
factual texts for a wide variety of purposes and
audiences using increasingly challenging topics,
ideas, issues and written language features.
Energy through movement
• In small groups, students create their own session of physical activity that they will present to
the class. Physical activity session ideas may include relays, obstacle courses, vigorous
games, dance, and gymnastics activities. Encourage each group’s session to include a variety
of movement activities. Stopwatches may be used. Music may be incorporated to support the
activity.
• Each group presents (explains and teaches) their activity to the rest of the class. Groups
explain the benefits of the activity to other students.
• Following each group’s session, discuss:
- did the session require students to ‘huff and puff’? (vigorous/moderate activity)
- how did the physical activity affect your body?
- how does your body feel?
- how does your heart feel?
- how does your breathing feel?
- how could the session be modified?
- would the session be different with/without music? How?
(Literacy link: writes and presents a procedure for a fitness activity for the class)
(Numeracy link: uses a stopwatch to measure and compare duration of events)
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 15 of 19
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Outcomes
Learning experience
SciTech
Using Machines to help us
Alternative content for stage 2 students
• Explore times when a simple machine makes a task easier e.g. opening a can, walking on
crutches, sweeping the floor.
Levers
• Compare the effort needed to move large loads with/without a lever or a long pole.
• Make a list of simple machines used in the classroom e.g. a pencil sharpener, stapler.
• Make a list of simple machines used around the home e.g. a spade, tyre lever, cheese grater.
• Choose one simple machine and write an explanation of how it works. Include labelled
diagrams and text.
• Present your work to the class.
Cogs and Gears
• Investigate how cogs and gears work.
• Design and make a toy that uses cogs and gears to power it. Lego Technics or Meccano can
be used.
• Write a procedure for making your toy.
PPS2.4 Identifies various forms and sources of
energy and devises systems that use energy
• energy can exist in various forms e.g.
movement, electricity, light, sound, heat
• systems need an energy source in order to
operate, e.g. food for the body, petrol for the
car
• a machine is an energy system
• mechanical energy involves both forces and
movement.
SciTech
PPS2.4 Identifies various forms and sources of
energy and devises systems that use energy
•
energy can exist in various forms e.g.
movement, electricity, light, sound, heat
• people in the local community use energy in
different ways, e.g. bakers use heat for baking,
farmers make use of solar energy to grow
crops.
INVS2.7 Conducts investigations by observing,
questioning, predicting, testing, collecting, recording
and analysing data, and drawing conclusions
• poses questions such as ‘decide which’,
‘find a way to’ or ‘find the effect of’
• identifies, with guidance, the types of
measurements and data to be collected and
decides how and with whom to do this
• uses equipment accurately, reliably and
safely
• records data in an appropriate form and works
out trends or patterns in the collected data
• reports to others, using simple factual texts
that have been chosen in consultation with
the teacher, e.g. information reports,
procedures and explanations
• comments on the limitations of the
investigations in relation to equipment, size
of sample, repeatability
• suggests improvements to procedures.
Planned assessment
Investigating food products
Alternative content for stage 2 students
An investigation of popcorn provides opportunities for students to develop an understanding of
how energy is used to change matter.
Task: To investigate how energy is used to change matter
Observing and exploring (ask questions, pose problems, find out what is currently known)
 Present cooked and raw apple and ask students to observe and discuss differences
 Students discuss the things they know that change when heated
 Explore melting chocolate, boiling an egg, cooking toast
 Discuss what students think has happened
• Introduce uncooked popcorn and ask students to use their senses and record their
observations
Hypothesising and predicting (define a problem that can be investigated scientifically).
 Investigate different types of corn, eg sweet corn, baby corn and discuss differences and
similarities between them and popping corn
 Students predict what might happen when the popping corn is heated and how long it will
take to start popping
•
Record predictions, including why students think the corn will change form – what causes it
to burst? – what causes it to pop? (use the analogy of a plastic drink bottle placed in the sun with
water in it and the water vapour expanding).
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COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 16 of 19
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Outcomes
Learning experience
Planned assessment
Devising and testing (Describe a feature for testing data, identify appropriate equipment to
carry out the procedure).
 Use a popcorn machine or saucepan with glass lids to cook the popping corn
• Discuss what students hear, see and smell (using senses to observe change).
Analysising and drawing conclusions
Students discuss why the results matched or didn’t match their predictions
 Students suggest what happened to the popping corn (prompt their thinking about the use of
heat to cause the change - heat>water in corn> water becomes steam>suddenly
expands>forces open corn seed)
 Discuss whether it would be possible to change the popcorn back to its original form
• Suggest further investigations - why do some kernels pop and other don’t? Will fresh kernels
pop? Will other sorts of corn pop?
Students record their observations with text and drawings in SciTech design folder .
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 17 of 19
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Outcomes
Learning experience
SciTech
Rubber-band boats – Mystery movers
Alternative content for stage 2 students. A previous English lesson could focus on the procedure
for constructing a rubber boat. However, students should be supported to design their own
boats. A procedure for constructing a rubber boat.
1. Cut a milk carton in half lengthways, so the pouring end will be the bow (front)
and the flat bottom will be the stern (back end).
2. Use the point of your scissors to poke a hole in each side of the carton. Place
the holes so they are closer to the stern of your boat.
3. Push a pencil into each hole but leave part of each pencil sticking out the back
of your boat.
4. Cut out two square pieces from the second carton approximately the same width
as your boat.
5. Slit the two square pieces in the middle and only half-way across. Then fit the
slits together so that the two pieces form a big X.
6. Stick this X-shaped cardboard piece in the rubber band. This will be the paddle
of your boat.
7. Attach the ends of the rubber band to each of the pencils. Wind the X paddle
around the rubber band. Hold onto this part of your boat until you are ready to
sail your boat in the water.
8. Place your paddle boat into the tub of water and release the paddle.
9. Let the students try the activity once and then stop them. Ask them to identify
the variables that affect how the boat works (e.g. weight, shape, winding of
rubber band).
PPS2.4 Identifies various forms and sources of
energy and devises systems that use energy
• energy can exist in various forms e.g.
movement, electricity, light, sound, heat
• systems need an energy source in order to
operate, e.g. food for the body, petrol for the
car
• a machine is an energy system
• mechanical energy involves both forces and
movement.
English
RS2.8 Discusses the text structure of a
range of text types and the grammatical
features that are characteristic of those
text types.
Planned assessment
Hypothesising and predicting (define a problem that can be investigated scientifically).
• Making rubber band boats. Discuss with students the prediction: When a force occurs in one
direction, there is always another equal force in the opposite direction. Energy is stored in a
wound rubber band, when released it creates a force which moves the boat in an opposite
direction. Explain that students will be investigating:
- which way does the boat move when the paddle is wound towards you?
- which way does the boat move when the paddle is wound away from you?
- can you make the boat go faster or slower? How?
- what features make the most successful model?
Devising and testing (Describe a feature for testing data, identify appropriate equipment to
carry out the procedure).
Supply groups of students with a procedure for making a rubber band boat.
• Ask students to suggest a way of investigating the prediction. Review the concept of a ‘fair
test’. To ensure the test is fair we must change only one variable. Discuss with students how
many times they should repeat the test and why it is important to repeat the test.
Collecting and recording data
• Students write the sequence of steps demonstrating the construction of their rubber-band
boats.
• Students construct a table to record their observations in their scitech log book.
© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS
COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 18 of 19
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Outcomes
Learning experience
Planned assessment
Analysising and drawing conclusions
• Students draw a diagram of their boat and add captions to display findings.
• Discuss the results of their investigations. Stage 2 students share their investigations with
stage 3 students.
Extension: Explore kinetic energy.
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COGs unit S2-3 Multistage Physical phenomena (F)
Version published 25/7/08
Page 19 of 19
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