Assignment 1 - UNIT PLANNER
Tutorial session: Wednesday 11am
Science overarching idea: Year Level:
Energy and Matter 3/4
Overall aims of the unit
Discuss and explore forms of energy - the use of
energy to grow food, food transportation, food for
energy, energy consumption for cooking and to
consider food wastage to create compost. (Millar,
2014)
At the end of this unit students will be able/capable
of:
Understanding different aspects of energy in
everyday contexts
To recognise the role of energy and matter from
food sources
Identify energy use and energy consumption -
food growth, transportation, intake and waste
To make informed personal choices - the basic
notion of energy efficiency, the necessity to move
the individual into a sense of moral agency
(Dimity, Mustakova-Possardt & Reid, 2010)
Sessions: Teaching approach assigned:
3 Education for Sustainability
Teaching approach assigned and short description of how it informs this
unit of work and the three sessions:
Education for Sustainability (EfS) is a vital component in addressing
environmental, social, cultural and economic issues. EfS can be extremely
diverse and has a crucial role to play in facilitating students skill, knowledge,
attitudes and behaviours towards environmental and sustainable issues. EfS
provides students with informed knowledge and skills to contribute to a more
sustainable future and to develop personal qualities to create a more
ecologically and socially just world (Shephard, 2008). This influences our unit of
work by introducing the concept of energy through food growth and
transportation.
EfS provides opportunities for teachers to create inquiry based units enabling
students with ways of exploring, investigating, and discussing interesting and
important social and economical issues pertaining to sustainable energy and
matter (ACARA, 2014; Kennelly, Taylor & Serow, 2012). It is critical to include
the development of whole person educational approaches, which enhance
critical moral consciousness. When students relate to different aspects and
issues of sustainability they become more aware of the world in which they live,
they form positive action approaches to change (Dimity, Mustakova-Possardt &
Reid, 2010).
Lewis, Mansfield and Baudains (2008) explains that using relatable real life
context in the classroom helps students to gain critical knowledge and
understanding about sustainability, which will lead towards a more sustainable
future. This is provided in the concept topic relative to each students everyday
life, their energy use and consumption.
 EfS provide opportunities for students to develop an understanding of important
sustainable concepts and processes, the practices used to contribute to our
culture and society, and its applications in our lives. Sustainability education
emphasizes higher-order thinking, decision making, collaboration, problem
solving, and interpersonal communication--skills that students need in all
subjects (Santone, 2003). The curriculum supports students to develop the
scientific knowledge, understandings and skills to make informed decisions
about local, national and global issues (ACARA, 2014).

Key science concepts to be learned: Key equipment / resources: Key Australian Science curriculum Standard

Energy concepts (kinetic and Food from different parts of the Science knowledge helps people to
potential) world - including food labels understand the effect of their actions
Matter (compost) World map (ACSHE051; ACSHE062)
Sustainability Food posters Represent and communicate observations,
Food production Fresh product carrots, ideas and findings using formal and
Conservation cucumber, peppers, spinach, informal representations (ACSIS060)
Economical bean shoots, cabbage, etc. Living things depend on each other and the
Social Rice paper environment to survive (ACSSU073)
Environmental Knives/Chopping boards Natural and processed materials have a
Dipping sauce ingredients range of physical properties that can
Plastic container influence their use (ACSSU074)
Black cardboard
Soil
Worms
Session 1 goal: For students to explore different types of energy (kinetic and potential)
For students to gain an understanding about the factors that influence their food choices
AC: To Develop Science Inquiry Skills
Teaching team/person: Juka & Eleanor
Energy from growing and transporting products
These are the essential elements for food and energy:
Energy is used for food growth - sun, water and soil
Energy is used to transport products from the farm to the supermarket
Discuss the foods that they eat and where these food comes from
Activity: Drawing and labelling familiar food products and their place of origin local/overseas

Session 2 goal: For students to consider ways to save energy

AC: To Develop Science as a Human Endeavour
Teaching team/person: Prashani & Natasha
Energy and matter from rubbish
Making predictions about change and events in our environment
Consider how waste affects the environment
Understand and implement how food waste can be used as renewable energy (compost from a worm farm)
Activity: Creating a classroom worm farm

Session 3 goal: To expand students knowledge about food and energy (environmentally and physically)
AC: To Develop Science Understanding
Teaching team/person: Juka, Eleanor, Prashani & Natasha
Food choices for energy
Provide a variety of locally produced fresh foods - introducing some new or unfamiliar foods
Discuss how to make good choices - environmentally and physically
Provide information about the importance of eating a balanced diet for energy and good health
Provide new ideas for cooking food without the use of energy - raw cooking
Activity: Raw cooking using a variety of fresh vegetables and dipping sauces (Fresh Vegetable Rice Rolls)
References:

Australian Curriculum, Assessment and Reporting Authority, [ACARA]. (2014). Australian Curriculum Science. Education Services Australia.
Retrieved from http://www.australiancurriculum.edu.au/science/rationale

Dimity, M. P., Mustakova-Possardt, E., & Reid, A. (2010). A whole-person approach to educating for sustainability. International Journal of
Sustainability in Higher Education, 11(4), 339-352. Doi:http://dx.doi.org.ezproxy1.acu.edu.au/10.1108/14676371011077568

Kennelly, J., Taylor, N., & Serow, P. (2012). Early career primary teachers and education for sustainability. International Research in
Geographical and Environmental Education, 21(2), 139-153, DOI: 10.1080/10382046.2012.672680

Lewis, E., Mansfield, C., & Baudains, C. (2008). Getting down and dirty: Values in education for sustainability. Issues in Education Research,
18(2).

Millar, R. (2014). Teaching about energy: from every day to scientific understandings. School Science Review, 96(354), 45-50.

Santone, S. (2003). Education for sustainability. Educational Leadership, 61(4), 60.

Shephard, K. (2008). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher
Education, 9(1), 87-98. DOI http://dx.doi.org.ezproxy1.acu.edu.au/10.1108/14676370810842201