1. What the unit is all about, why we
are studying it and the outcomes of
the unit.

2. • Students will learn the value of energy.
• The different types of energy sources
available.
• Why we need energy and it’s uses in the
world.
• What energy sources are more valuable
in different parts of the world.
• How the use of energy effects the
environment.
• How to be energy wise.

3. PRIOR -KNOWLEDGE
• Basic understanding of
different types of energy
• Knowledge of web-based
learning.

4. Curriculum Links
This unit of work is aimed at the learning abilities of
year 4 students.
ACSSU074 – Selecting materials for uses based on their properties
ACSIS064 – Considering familiar situations in order to think about
possible areas for investigation, make predictions with teacher guidance,
choose questions to investigate from a list of possibilities.
ACSIS071 - Communicating with other students carrying out similar
investigations to share experiences and improve investigation skills and
using simple explanations and arguments, reports or graphical
representations to communicate ideas to other students
ACELY1689 - Reporting on a topic in an organised manner, providing
relevant facts and descriptive detail to enhance audience understanding,
and beginning to refer to reliable sources to support claims.

5. UNIT OUTLINE
The unit of Energy comprises of three mini units: What is
energy? Which is the introduction into the topic of energy by
learning about what it is, what types are available and what it is
used for. The second mini topic Renewable and non renewable
energy sources looks more in depth at different energy sources,
introduces fossil fuels, what they are, where they are produced ,
what they are used for in daily life and the impact of them on
the environment. Finally the third mini unit titled Energy
smarts., links the usage of energy with the impact on the
environment and ways these detrimental effects can be reduced
by talking about having energy smarts through useful tips and
products that are available to start saving energy in the home
and school.

6. OUTLINE CONTINUED
RESOURCES AVAILABLE
• Online animations and
information videos
• Online interactive activities
STUDENT BENEFIT
• Students can get basic
information on the topic
through visual/audio
stimulations.
• Students explore e -learning
and scaffold learning
through interactive play

7. OUTLINE CONTINUED
RESOURCES AVAILABLE
• Planned experiments
• Creative and cooperative
assessments.
STUDENT BENEFITS
• Students are involved in
hands on learning thinking
and predicting outcomes to
further extend their
knowledge of energy types
• Students can integrate
learning, plan, research and
present ideas in a relevant,
creative and meaningful
way.

8. THE PURPOSE
The unit will take place over a 5 week period. During this time the
students will investigate and discover what energy is, why it is important,
how it is used, how it affects the environment, why we need energy and
how to be energy wise. Through a series of interactive tasks and
navigational experiences through links and other medial e-learning tools,
students will ultimately increase their knowledge of energy. These
specifically planned tasks range in visual and auditory to kinaesthetic
experiences to enable all areas of learning to be challenged. Students will
interact with each other and collaborate ideas to answer investigative
questions related to the topic of energy. Assessment tasks will be placed
in each mini unit to provide a reflective review platform of the concepts
learnt so far. The final assessment will comprise of an exam based on
concepts learnt over the three mini units. Students will need to remember
facts, apply knowledge to solve problems and collate ideas on improving
the worlds energy crisis. Throughout the learning of the unit students will
research, design, investigate and predict outcomes based on the
principles and concepts of energy.

9. ASSESSMENT
• Choose an energy source and present it using an original and
creative means ensuring all information is present.
• Student debate Renewable vs Non – renewable on a global basis.
• Design an draw/build an energy efficient house of the future try
and think of new ideas to make your house stand out from the rest.
• Energy exam – series of multiple choice questions based on the
whole unit.
• NOTE: The aim of the assessments are based on Blooms Taxonomy
of creative thinking.

10. REFERENCES
http://www.australiancurriculum.edu.au/Year4