Curriculum Area: Science Year Level: 3

Title: Hot or not? Duration: 10 Lessons

Unit Outline

Through the use of the 5E’s inquiry model, this unit is designed to teach students about the
properties of heat. Students will reflect on what they already know about heat, the uses of heat, and
how it applies to their lives. The students explore heat sources, and how heat can be used and
applied to everyday life. Additionally, the students explore the importance of standardised
measurement and learn how to correctly use a thermometer to determine temperature. Students will
design, prepare, and implement teacher-led and student-led experiments. This unit uses a variety of
assessment strategies to provide students with appropriate and useful feedback to inform further
learning.

This unit supports the development of students’ inquiry skills and collaborative abilities.
Through group tasks and classroom discussions, this unit exposes students to a variety of school-
based values. This unit implements a variety of learning experiences and teaching strategies to
cater for the diversity of learners in the classroom. The general capabilities embedded within this
unit include: ICT, literacy, numeracy, and critical and creative thinking.

Catholic Social Teaching:

The Catholic Social Teaching principle ‘Dignity of the Human Person’ is developed within the unit in
the following ways:
● Students understand the need for heat in everyday society.
○ Students explore how the less fortunate struggle with poverty and hunger.
○ Students explore how heat can be used in order to aid and give dignity to every
human person (Caritas Australia, 2014).

Key Inquiry Questions:

● Where does heat come from and how can it be produced?

● How can heat be produced and moved to help people?
● Why do we need heat in our lives?
● How does heat move between objects?
● What is a conductor and what is an insulator and how can they be used?
● How can we measure heat?
● Why do we need to measure heat?
● What is the difference between heat and temperature?
● What changes can occur in everyday situations due to heat?

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Year Level Description:

In Year 3, students observe heat and its effects on solids and liquids and begin to develop an
understanding of energy flows through simple systems. In observing day and night, they develop an
appreciation of regular and predictable cycles. Students order their observations by grouping and
classifying; in classifying things as living or non-living they begin to recognise that classifications are
not always easy to define or apply. They begin to quantify their observations to enable comparison,
and learn more sophisticated ways of identifying and representing relationships, including the use of
tables and graphs to identify trends. They use their understanding of relationships between
components of simple systems to make predictions.

Year Level Achievement Standard:

By the end of Year 3, students use their understanding of the movement of Earth, materials and the
behaviour of heat to suggest explanations for everyday observations. They group living things based
on observable features and distinguish them from non-living things. They describe how they can use
science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific
investigations. They follow procedures to collect and record observations and suggest possible
reasons for their findings, based on patterns in their data. They describe how safety and fairness
were considered and they use diagrams and other representations to communicate their ideas.

Links to other learning areas:

Literacy
Throughout this unit students will have the opportunity to participate in activities that utilise and
develop literacy-based skills, addressing the following English content descriptors:
● Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676).
● Use interaction skills, including active listening behaviours and communicate in a clear,
coherent manner using a variety of everyday and learned vocabulary and appropriate tone,
pace, pitch and volume (ACELY1792).

Mathematics
Throughout this unit students will have the opportunity to participate in activities that utilise and
develop mathematics-based skills, addressing the following Mathematics content descriptors:
● Conduct chance experiments, identify and describe possible outcomes and recognise
variation in results (ACMSP067)
● Collect data, organise into categories and create displays using lists, tables, picture graphs
and simple column graphs, with and without the use of digital technologies (ACMSP069).

Technologies
Throughout this unit students will have the opportunity to participate in activities that utilise and
develop ICT and design-based skills, addressing the following Technologies content descriptors:
● Select and use materials, components, tools, equipment and techniques and use safe work
practices to make designed solutions (ACTDEP016).

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Student Prior Knowledge:

Foundation Year Earth and Space sciences:

● Daily and seasonal changes in our environment affect everyday life (ACSSU004).
○ Linking the changes in the daily weather to the way we modify our behaviour and
dress for different conditions, including examples from different cultures.

Year 1 Chemical sciences:

● Everyday materials can be physically changed in a variety of ways (ACSSU018).
○ Exploring how materials such as water, chocolate, or playdough change when
warmed or cooled.

By the end of Year 2, students will:

● Understand that temperature changes in our environment (including increases and
decreases in heat) affect everyday life (ACSSU004).
● Recognise and describe differences and changes to objects, materials, and living things.
● Ask and respond to questions about scientific phenomena and make predictions for
scientific investigations.
● Know how to record observations and communicate their findings and ideas in a variety of
scientifically appropriate ways.

Learning Intentions:

By the end of this unit, we will know what heat is, how it is made, and how it moves through and
affects or changes different objects. We will know how to measure heat using a thermometer, and
will understand how to recognise and tell the difference between conductive and insulative
materials. We will also know how to plan and create experiments to answer questions about heat
and what it does.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Content descriptors: Adapt the number of columns to suit how General capabilities
many content descriptions you are covering. and cross curriculum
priorities
1. Science 2. Science 3. Science inquiry skills
understanding as a human
endeavour

Heat can be produced Science With guidance, identify

Literacy
in many ways and can involves questions in familiar contexts Students will participate
move from one object making that can be investigated in discussions, make
to another predictions scientifically and make predictions, record
(ACSSU049) and predictions based on prior observations and
describing knowledge (ACSIS053) findings using age-
- Describing how heat patterns and - Jointly constructing questions appropriate literacy
techniques.
can be produced such relationships that may form the basis for
as through friction or (ACSHE050) investigation Numeracy
motion, electricity or - Listing shared experiences as Students will utilise
graphs and tables to
chemically (burning) a whole class and identifying
display their findings;
- Identifying changes possible investigations students will read a
that occur in everyday thermometer.
situations due to Communicating
ICT competence
heating and cooling Represent and communicate Students will engage in
- Exploring how heat observations, ideas and specific online
can be transferred findings using formal and questionnaires to
through conduction informal representations determine prior
- Recognising that we (ACSIS060) knowledge, as well as
can feel heat and - communicating with other the application of ‘book
measure its effects students carrying out similar creator’ used as a piece
using a thermometer investigations to share of summative
experiences and improve assessment.
investigation skill
- exploring different ways to Critical and
creative thinking
show processes and
Students reflect on their
relationships through thinking processes,
diagrams, models and role generate ideas and
play analyse and evaluate
scientific investigations.

Overview of Differentiation Strategies

This unit caters to the diverse learning needs of students and their learning styles. Independent
learners thrive through individual investigations, whilst social learning styles are encompassed in
collaborative learning groups (Woolfolk & Margetts, 2013). Additionally, students gain knowledge
through kinaesthetic, auditory and visual approaches to learning and teaching throughout this unit. A
variety of assessment strategies have been embedded within the unit to ensure differentiation in
assessment.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Overview of Assessment Strategies

Diagnostic: In the first lesson, the students participate in an online survey to determine their prior
understanding of heat.

Assessment for learning: There will be a variety of formative assessment strategies to provide
feedback to the students and inform the teaching strategies for future lessons. Classroom
discussions, questioning and observing strategies with anecdotal notes, and worksheets are used
throughout the unit.

Assessment as learning: At the end of each lesson, students will reflect on their learning from
during the lesson. By taking photos of their experiences in lessons, the students will be able to
consider their learning progression throughout the unit in relation to what was done.

Assessment of learning: At the end of the unit, students will create an electronic book using the
‘book creator’ app. This will assess their ability to predict, plan, and implement a scientific
investigation.

Learning Sequence Overview

ENGAGE Lesson 1: 30 mins

Lesson objectives
Students will:
● Demonstrate their prior knowledge of heat through class discussion and an
online survey.

Evidence of learning
● Students can describe what heat is and its effects.

Learning sequence
Introduction:
● Classroom discussion about prior experiences of heat (e.g. when have you
felt hot and when have you felt cold?).

Development:
● Reading ‘It’s much too hot!’ by Bob Graham about the effects of heat.
● Discussion about how heat was used in the story.

Closure:
● Online survey of the lesson:
○ Key questions: How confident are you about heat? Do you
understand about how heat affects other objects? Can heat be
measured? How does heat affect you?

Resources
● ‘It’s much too hot!’ by Bob Graham.
● iPad for each student and internet access for a Kahoot survey.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 Safety Considerations/classroom organisation
● Students on the floor for the initial discussion and the picturebook reading.
The students will move to their desks for the discussion about the book and
the online survey.

Assessment Strategies
● Formative: Observation of class discussion recorded as anecdotal notes.
● Diagnostic: The students understanding of heat from the online survey.

EXPLORE Lesson 2: 45 mins

Lesson objectives
Students will:
● Understand what thermometers are used for and how to use them.
● Discuss and explain their understanding of heat and how it affects them.

Evidence of learning
● The students can use a thermometer correctly and read temperatures to the
nearest whole degree.
● Students can explain their ideas about heat and how it affects them.

Learning sequence
Introduction:
● Ask students if they feel hot or cold. Discuss this based on different
situations.
● Discuss with students the importance of standardised measurement.

Development:
● Introduce students to thermometers.
● Teach and model to students the correct use of thermometers.
● In groups of four, measure the temperatures of a variety of places, objects,
or surfaces around the school.
○ Students need to take at least two photos while participating in this
activity.

Closure:
● Ask the students what the temperature felt like in the areas/on the
objects/surfaces from around the school.
○ Did the thermometer readings match whether the
areas/surfaces/objects felt hot or cold?
● Ask the students why they thought the temperature was different around the
school areas.

Resources
● One large-sized thermometer for each group of four.
● One iPad, hat and worksheet for each student.

Safety Considerations/classroom organisation

● Groups of 4 students.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 ● This task involves going outside the classroom; boundaries must be set for
area and time parameters. The teacher will monitor the students’ behaviour.

Assessment Strategies
● Formative: Take anecdotal notes during the class discussions and group
work activities.
● Formative: Reviewing the worksheet to determine students’ understanding
and inform future lessons.

Person responsible for developing lesson plan for Assessment 1B

● Sam Hendle

EXPLORE Lesson 3: 60 mins

Lesson objectives
Students will:
● Explore heat: how it can be produced, how it can move, and how it can help
people.

Evidence of learning
● Students can successfully and accurately identify ways in which heat can be
produced and how it can move.

Learning sequence
Introduction
● Students explore how heat can be produced in many ways:
○ Discuss some examples and complete a brainstorm.
○ Concrete examples used: wearing a jumper, candle, the sun, and
light bulb.
● Students discuss in small groups and then as a class about:
○ When heat is moved from one object to another and why we would
want this? (To keep ourselves warm, To grow trees, to give light).

Development

● Students in groups are randomly assigned a scenario and explore how to

help someone by producing heat and how it will help someone in this
scenario (roles are assigned in groups: researcher, note taker, presenter,
editor).
○ A student studying without electricity at night (candle)
○ A homeless person (jumper)
○ A farmer (the sun and its positioning)
○ A cooking source (links to Dignity of the Human Person)

Closure
● Students present their findings to the class, and the note taker and editor
record what the other groups have to share.
● Next lesson will focus on how heat moves from one object to another.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 Resources
● A jumper, a light bulb, and a candle

Safety Considerations/classroom organisation

● Students work in their science groups of 4 from previous lesson.

Assessment Strategies
● Formative: Observation during group work.
● Formative: Updated record of anecdotal notes.

Person responsible for developing lesson plan for Assessment 1B

● James Koda

EXPLAIN Lesson 4: 45 mins

Lesson objectives
Students will:
● Understand that there are different heating methods, including: friction,
electric, natural, and chemical.

Evidence of learning
● Students can accurately identify different heating methods.

Learning sequence
Introduction
● Each heating method is shown to the class using physical examples
(matches, light bulbs, chemical heat packs).
● The topic of different heating methods is explained.

Development
Expert Jigsaw activity:
● Students in their small science groups use digital resources to explore an
assigned heating method, which they will then share with other groups.

Closure
● Students present their findings to other groups using the ‘expert jigsaw’
activity format.
● Next lesson will focus on how heat moves from one object to another.

Resources
● Physical examples: matches, light bulbs, chemical heat packs

Safety Considerations/classroom organisation

● Students work in their science groups of 4 from previous lesson.

Assessment Strategies
● Formative: Observation during group work, findings recorded and given to
the teacher (note format).
● Formative: Review of students’ observation notes.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
EXPLORE Lesson 5: 60 mins
/EXPLAIN
Lesson objectives:
Students will:
● Further explore heat movement and transfer.
● Understand that heat moves from hotter objects to cooler objects.
● Participate in rotational activities that allow students to experience heat
movement and transfer.

Evidence of Learning:
● Students can explain how heat moves between objects and justify their
explanation with reference to learning experiences.
● Students accurately identify hot objects/surfaces in the school environment
and draw/write/verbally explain their understanding.

Learning sequence
Introduction:
● Reflect on previous lesson(s) through the use of a KWL chart.
● Discussion:
○ How heat can be produced, move, and help someone?
○ Methods of heating; how these can these methods be grouped?
● Introduce lesson focus:
○ ‘I wonder how heat moves?’
● Explain activities.

Development:
● Students participate in investigative rotational activities (students take photos
of their experiences to use in their digital book in later lessons):
○ Activity 1: Hands in hot/cold/room-temperature water - students feel
heat movement between the water and their hands; this is explained
further by the use of a labelled diagram.
○ Activity 2: Students explore their surroundings to locate and draw
objects that are hot; the heat source/how heat has been transferred
to the object/surface must be shown.

Closure:
● Refer to KWL chart; ‘what have we learnt?’
● Class discussion to inform notes on KWL chart:
○ What sensation did you feel in your hands in the different tubs of
water? (Activity 1).
○ What hot objects did you find? Were the heated by something else?
(Activity 2).

Resources
● KWL chart.
● Clipboards and blank worksheet for Activity 2.
● Kettle/access to warm water.
● Ice/refrigerated water.
● Approx. 9 flat plastic containers or lasagne dishes for Activity 1.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 ● A3 paper for labelled diagram explaining heat movement between water and
hands for Activity 1.

Safety Considerations/classroom organisation

● Class split in two; if a teacher aide is available, ask for them to work with one
group.
● Temperature of the water must be safe for children to hold their hands in for
30 seconds.
● Students will be outside; hats must be worn.

Assessment Strategies
● Formative: Observation during group work.
● Formative: Questioning students about what they think will happen, what did
happen, and why Activity 2.
● Formative and summative: Review student’s worksheets to check for
understanding of heat transfer between objects from Activity 1.

ENGAGE/ Lesson 6: 50-60 mins

EXPLORE
Lesson objectives
Students will:
● Participate in a teacher-led, class investigation.
● Learn about conductors and insulators.
● Use their knowledge and understanding of heat to make predictions and
inform decisions to conduct a scientific investigation.

Evidence of learning
● Students use their understanding of heat sources and heat movement to
inform their class scientific investigation.
● Students successfully complete a scientific investigation.
● Students know about heat conductors and insulators and provide a variety of
real-world examples to demonstrate their understanding.

Learning sequence
Introduction:
● Reflect on previous lesson(s) through the use of a KWL chart.
● Discussion after students add post-it notes to K to recall prior knowledge:
○ What have we learned about heat so far in this unit?
● Introduce lesson focus:
○ ‘I wonder how we can conduct an experiment around heat and heat
movement?’

Development:
● Ask students what they know about conducting experiments; what are they?
● Introduce the scientific investigation worksheet.
○ This will be used in the ‘I do’ (modelling for the students) ‘We do’
(complete as a cass) format during the investigation.
● Complete a scientific experiment to inform learning about conducting an
investigation and build on knowledge of heat.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 ○ This experiment involves students thinking about heat and heat
transfer in relation to making a cup of tea; “if the tea needs to be as
hot as possible for drinking, should the milk be added before or after
I answer a phone call from my mum (that will take approximately 5
minutes)?”
○ Have students actively participate in the experiment.
● During the experiment, point out the materials of the kettle, mug, and milk
bottle to spark and engage student-thinking around conductive and insulative
materials.
● Upon conclusion of experiment, discuss conductive and insulative materials
and how these might have impacted on the experiment.

Closure:
● Discuss the experiment:
○ Was it fair? Did anything need to be changed? Did our prediction
match our results and conclusion?
● Refer to KWL chart; ‘what have we learnt?’
○ Students add another post-it note to L to demonstrate their learning;
discuss.

Resources
● Clipboards and science-investigation planner.
● Kettle.
● Mugs.
● Milk.
● Thermometer.
● Timer.

Safety Considerations/classroom organisation

● Students with hearing/visual difficulties to be seated close to the front near
the teacher during the experiment.
● Ensure appropriate temperature for the water in the mugs in case of spillage.

Assessment Strategies
● Formative: observe student participation and contribution to discussion.
● Formative and summative: review students’ science-investigation
worksheets.

Person responsible for developing lesson plan for Assessment 1B

● Katie Chapman

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
ELABORATE Lesson 7: 60 mins
Lesson objectives
Students will:
● Demonstrate their knowledge of heat movement and transfer.
● Demonstrate their knowledge of conductive / insulative materials and their
use.
● Conduct a teacher guided experiment to explore the transfer, and
conduction/insulation of heat.

Evidence of Learning
Can the student:
● Accurately identify materials that act as conductors and insulators.
● Demonstrate prior knowledge of how conductive/insulative materials can
speed up or slow down the process of heat transfer.

Learning sequence
Introduction:
● Classroom discussion on prior knowledge of conductive and insulative
materials and how they can speed up/slow down transfer of heat.
● Classroom discussion on how to represent this visually in an experiment.

Development:
● Teacher helps students plan ‘ice cube insulation’ experiment including
discussion on control variables and parameters of investigation.
● Students perform experiment in groups of four.
● Students photograph stages of experiment on iPad and describe each
stage of the experiment.

Closure:
● Class discussion on results of experiment.
● Students and teacher fill out T-Chart on good materials for
insulating/conducting.
● Students discuss the reason for insulation in everyday life and revisit lesson
3 (how can heating help people? Now how can insulation do the same).

Resources
● Ice cubes (all equal volume).
● Trays to house student experiments.
● Materials to build insulators with (alfoil, zip lock bags, cardboard, milk
bottles, etc).
● iPads for recording experiment progress and findings.
● T-Chart (good materials for conducting / insulating).

Safety considerations / classroom organisation

● Class split into groups of four working at different tables with enough room
to work effectively.
● Ice cubes and insulators kept in trays on a bench to avoid puddles forming
on floor.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 Assessment Strategies:
● Formative: Observation and recorded anecdotal notes on materials each
group used for insulation.
● Formative: checklist displaying groups and members for recording times
when ice melts completely
● Formative: Observations and findings of experiment recorded and
submitted (photographs and voice recorded or written annotations).
● Formative: Observations and findings to be included in main summative
assessment at the end of the unit.

Person responsible for developing lesson plan for Assessment 1B

● Rhys Crooke

ELABORATE Lesson 8: 60 mins

Lesson objectives
Students will:
● Demonstrate their knowledge of heat movement and transfer.
● Demonstrate their knowledge of conductive / insulative materials and their
use.
● Conduct a student-led experiment to explore the transfer, and conduction /
insulation of heat.
Evidence of Learning
Can the student:
● Accurately identify materials that act as conductors and insulators.
● Demonstrate prior knowledge of how conductive / insulative materials can
speed up or slow down the process of heat transfer.

Learning sequence
Introduction:
● Group discussions about designs for chocolate melting solar oven.

Development:
● Students create labelled diagram of solar oven based on prior knowledge of
heat production, heat transfer and effective insulative / conductive
materials.
● Students design and build (in their groups of four) a solar oven that will melt
a block of chocolate in the shortest possible time.

Closure:
● Class discussion on each group’s oven and why they design and built it that
way.
● Exit slip (named) on students’ predictions about which group’s oven will be
the most effective including justification based on content learned in the
unit.

Resources
● Shoe box (one per group) to build solar oven.
● Conductive / insulative materials to insulate box / house the chocolate
block.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 ● Scissors to cut any materials needed.
● Paint and paint brushes for further insulation.
● Painting shirts.
● A3 paper for group design of solar oven.
● Post-it notes for exit slip.

Safety considerations / classroom organisation

● Paint shirts (enough for one group at a time to paint their box)
● Class split into groups of four working at different tables with enough room
to work effectively.
● Teacher aide (if available) to help monitor students working with scissors.

Assessment Strategies:
● Formative: Group designs for solar ovens submitted.
● Formative: Exit slip demonstrating student prior knowledge (on heat
production, heat transfer and conductive and insulative materials) through
predictions of which oven will be the most effective and why.

EXPLORE Lesson 9: 60 mins

Lesson objectives
Students will:
● Conduct a student-led experiment to explore the transfer, and
conduction/insulation of heat.
● Students photograph stages of experiment on iPad and describe each stage
of the experiment.

Evidence of learning
Can the student:
● Actively and safely participate in experiment.
● Take photographs and notes on each stage of the experiment.
● Accurately record and detail the steps of their inquiry by creating an e-book
on book creator.

Learning sequence
Introduction
● Class discussion about how to conduct a fair test.
● Students place solar ovens outside and take initial photo.

Development
● Students will check on their experiment every 5 minutes, take a photo and
write a short annotation accompanying their photo.
● Students will individually create their book on ‘book creator’ detailing the
initial stages of their inquiry; their focus question, materials used, method
and their findings.
Closure
● Students will take a photo of their oven and write an accompanying
annotation on the final photo; what happened to their block of chocolate?

Resources
● Solar oven
● iPads
● Notebook and pencils

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 Safety Considerations/classroom organisation
● Ensure the outside environment has been checked before students go
outside when placing and checking on their solar ovens
● Students will be supervised when they go outside
● Students will wear their hats when they go outside

Assessment Strategies
● Summative: students will individually complete an e-book detailing the
inquiry process that undertook in regards to their experiment

Person responsible for developing lesson plan for Assessment 1B

● Meghann Kimmorley

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
EVALUATE Lesson 10: 45 mins
Lesson objectives
Students will:
● Complete their e-book that they started in the previous lesson
● Demonstrate their knowledge and understanding of effective
conductors/insulators

Evidence of learning
Can the student:
● Individually complete their e-book
● Accurately record and detail the steps of their inquiry
● Participate in class discussion and reflect on what they have learnt about
effective conductors and insulators

Learning sequence
Introduction
● Class discussion about what needs to be included in students’ books;
guiding question/statement, materials, diagram, method and findings of the
experiment including photographs.

Development
● Students will individually continue and complete their e-book.

Closure
● Class will revisit the T-chart on good materials for insulating/conducting.
● Students can alter the information on the t- chart based on what they learnt
during the experiment and the differing results between groups.

Resources
● iPads
● T-chart
● Markers

Safety Considerations/classroom organisation

● Teacher can observe students whilst they are on the iPads.

Assessment Strategies
● Summative: Students will individually complete an e-book detailing the
inquiry process they undertook in regards to their experiment.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Criteria
A B C D E

Physical Use of scientific Use of scientific Use of Uses knowledge Makes

knowledge and knowledge and scientific and information statements to
Sciences
understanding about understanding about knowledge and about the describe
the behaviour of the behaviour of heat understanding behaviour of everyday
heat to make to make informed about the heat to describe observations
accurate, informed, explanations for behaviour of everyday
and reasoned everyday heat to suggest observations.
explanations for observations. explanations
everyday for everyday
observations. observations.

Nature and Comprehensive, Informed description Description of Description of Statements

accurate and of how science how science the process of about scientific
development
informed description involves making involves making investigations.
of Science of how science predictions and making predictions.
involves making describing patterns predictions and
predictions and and relationships to describing
describing patterns respond to questions. relationships to
and relationships to respond to
respond to questions.
questions.

Questioning Use of knowledge, Use of knowledge Use of Identifies Directed

understanding, and and experiences to experiences to questions and identification
and
experiences to construct questions construct makes guided of questions
predicting construct questions and make reasoned questions and predictions and
and make accurate predictions about make about scientific guided
and reasoned scientific predictions investigations. predictions
predictions about experiments. about scientific about scientific
scientific investigations. investigations.
investigations.

Planning and Accurate following Following of Following of Following of Directed

of procedures to procedures to procedures to procedures to collection and
conducting
systematically systematically collect and partially collect recording of
collect and collect and record record and record observations.
record observations observations. observations. observations.

Communicating Use of accurate Use of diagrams, Use of Communication Directed,

diagrams, other other representations diagrams and of ideas using fragmented
representations and and scientific other everyday communication
relevant science terminology to representations language. of ideas.
terminology to communicate ideas. to
coherently communicate
communicate ideas. ideas.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Critique of Unit Design

This unit has been designed using the 5Es inquiry model, which is supported by the Australian
Curriculum (ACARA, 2018). The model focuses on a social constructivist approach which, through
the use of scaffolding and inquiry based learning, progresses from simple reasoning and develops
into higher order thinking processes (Vygotsky, 1978). This allows students to utilise their prior
knowledge in the development of critical and creative thinking skills (McKenzie & McKinnon, 2009;
Reynolds, 2015). Additionally, a backward by design approach has been adopted in planning this
unit, which has aligned the teaching to the assessment (Isecke, 2005). A variety of teaching,
learning, and assessment strategies have been used to cater for a range of diverse learners
(ACARA, 2017). Consequently, a number of classroom and safety management strategies have
been incorporated to provide the students with a safe and effective learning environment and the
rubric has been designed to clearly inform the learning intentions and success criteria.
Investigations throughout this unit begin as teacher modelled experiments; following Fisher and
Frey’s (2013) gradual release of responsibility framework, the students will take on an increasing
level of control, culminating in a student-led investigation towards the end of the unit.

Through implementing a variety of instructional models and teaching and learning strategies,
students will have the opportunity to demonstrate their ability to identify heat sources, describe how
heat can be produced, transferred and measured, and classify conductive and insulative materials
in everyday situations. Students will also be able to plan and implement experiments effectively.

Teacher Support Notes

Before teaching this unit, teachers should understand the following concepts relating to heat, heat
sources, heat transfer, and heat conduction/insulation:
● Heat is a form of energy produced when the molecules in an object move. The faster they
move, the hotter the object becomes (Hens, 2012).
● Cold represents an absence of heat (Hens, 2012).
● When a source of heat comes into contact with another object, through conduction or
exposure, the heat will transfer to the cooler object until an equal temperature is reached
(Devereaux, 2007).
● Conductive materials include things like metal and allow heat to be transferred quickly
between objects; insulators include things like wood and prevents heat from being
transferred quickly between objects (Devereaux, 2007).

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Risk Assessment

The following addresses the risk assessment for Lesson 4:

Likelihood Consequence

1- 2 - Minor 3 - Moderate 4 - Major 5 - Critical

Insignificant

5 - Almost Medium Medium High Extreme Extreme

Certain

4 - Likely Low Medium High High Extreme

3 - Possible Low Medium High High High

2 - Unlikely Low Low Medium Medium High

Risk level
identified for
Lesson 4

1 - Rare Low Low Low Low Medium

Overall risk assessment for Lesson 4:

1. Hazards: Matches (lit by teacher).
2. Level of risk: Low.
3. Control Measures: Manage through regular class planning processes.
4. Implementation of control measures: Teacher will light matches and then keep them out of
reach of students.
5. Monitor and Review: Matches should be put where they can not be found by students.
However, if found, move to a more secure location.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
 References

Australian Curriculum, Assessment and Reporting Authority. (2018). Science. Retrieved from

http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum, Assessment and Reporting Authority. (2017). Students for whom EAL/D.

Retrieved from https://www.australiancurriculum.edu.au/resources/student-diversity/students-

for-whom-eald

Caritas Australia. (2014). Dignity of the human person. Retrieved from

http://www.caritas.org.au/learn/catholic-social-teaching/dignity-of-the-human-person

Devereaux, J. (2007). Science for primary and early years: Developing subject knowledge (2nd ed.).

London: Paul Chapman Publishing.

Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual

release of responsibility (2nd ed.). Retrieved from

http://lib.myilibrary.com.ezproxy1.acu.edu.au/Open.aspx?id=553667

Graham, B. (1991). It’s much too hot!. Fitzroy, Australia: Five Mile Press.

Hens, H. S. L. C. (2012). Building physics - heat, air and moisture: Fundamentals and engineering

methods with examples and exercises. Retrieved from https://ebookcentral-proquest-

com.ezproxy1.acu.edu.au

Isecke, H. (2005). Backwards planning: Building enduring understanding through instructional design.

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com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=828223

McKenzie, K., & McKinnon, M. (2009). Inquiry based learning: Encouraging deep thinking and passion

for learning. Practically Primary, 14(2), 37-41. Retrieved from https://acu-edu-

primo.hosted.elixisgroup.com

Queensland Curriculum and Assessment Authority. (2017). Year 3 standard elaborations —

Australian Curriculum: Science. Retrieved from

https://www.qcaa.qld.edu.au/downloads/p_10/ac_sci_yr3_se.pdf

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201
Reynolds, R. (2015). Teaching humanities and social sciences in the primary school (3rd ed.).

Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au

Vygotsky, L, S. (1978). Mind in society: the development of higher psychological processes. Retrieved

from http://unilinc-alma-new.hosted.exlibrisgroup.com

Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, Australia:

Pearson.

Sam Hendle, Meghann Kimmorley, James Koda, Rhys Crooke, Katie Chapman – EDST201