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Catholic Education South Australia
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Energy gets work done and can transform from one form to another 

Inquiry Questions

How do things move?
How is electricity and energy different?
How might we energise our cities, towns and homes?

Australian Curriculum

Resources

Science by Doing

Science by Doing is a comprehensive website for high school Science Years 7-10 covering the Australian Curriculum. This site is free to all Australian students and teachers and presents science in an engaging, guided inquiry-based approach to lift student interest and understanding. 

Link: Energy Unit

This sequence of lessons has a number of animations, videos, prompts, and activities that can be used in remote learning situations. A number of the practical activities utilise limited physical resources, and as such students can still engage with hands-on learning at home. 

Link: Student Digital Unit

The student digital unit map has a sequence of learning that can be assigned for students to both develop an understanding of physics concepts, as well as assess their understanding with short quizzes and activities. 

Rube Goldberg Machines

With students at home, creating a Rube Goldberg machine can be a wonderful way to engage students with concepts relating to Energy. Coupled with creating energy flow charts, students can create a video of their machine to share with their class or provide critiques and reflections for other class members. 

Link: Rube Goldberg Machines

Diagnostic Questions

Diagnostic questions are designed to help identify, and understand students' mistakes and misconceptions in an efficient and accurate manner. In a remote learning environment, these questions are vital for checking on progress. At crucial moments in a lesson, set a diagnostic question or two to quickly ascertain the progress of the class, and importantly, understand misconceptions quickly, which can be hard to achieve in a remote environment. You will need to sign in (for free) to access. 

Link: Diagnostic Questions set - Energy 

Considerations and strategies for EAL Learners

Show students the morphemic breakdown of words where possible, so that they can use this in other instances to decode unfamiliar vocabulary (for example, non + renew + able). 

Predictions involve hypothesising. This requires the use of conditional language structures, which entails using multiple verb structures and tenses.  Provide clear models of conditional sentence structures for EAL/D students to follow (for example, I think that x will happen if y occurs). 

When reading about abstract concepts, EAL/D students may become lost in the information. Use visuals, models and labelled diagrams to support students’ understanding.  

Explicitly model the text structures, language and tenses required through classroom modelling and the use of exemplar texts and/or guided writing outlines.   Scanned versions of the Composing Written Science Texts model texts and language features could be used.