Science Lesson Plan 2

Date

Year level

Lesson Duration

Location/Setting

Week 4 Lesson 12

Year 9

100 Minute double

period

Usual timetabled
classroom

Lesson Title
Summative Assessment: Supporting people to work out their own energy needs

Learning Outcome
The students will use two ICT applications (Weebly & Google Forms) to produce a website and online
survey that supports people to work out their energy needs. The purpose of this resource is two fold
to provide the person completing it with some information and education, and to collect information
about personal energy use. The use of these ICTs will enable the surveys to be embedded on the
website, and incorporate some features designed to enhance useability and accessibility. As a result,
students will be able to demonstrate both their understanding of the topic of inquiry and their
knowledge around collecting data in systematic and valid ways. Once published, students will also log
on to three other students websites and complete a peer assessment using the rubric.

Lesson Learning Aims

Students will create a website and online questionnaire that provides and collects information
to support people to identify their energy expenditure.
Students will review and critique three other groups websites, and complete a peer
assessment about both the content and the questionnaire
Students will develop an ability to communicate their ideas, findings and solutions using
scientific language and representations (using digital technology where appropriate) to a
range of audiences.
Students will gain an understanding of the Inquiry process and with each unit become more
independent to undertake successful inquiry projects.
Students will be able to process and analyse the data they have collected effectively

Links to AusVELS
Strand: Discipline Based Learning
Domain: Science
AusVELS:
ASCIS166 - Select and use appropriate equipment, including digital technologies, to systematically
and accurately collect and record data
ACSIS171 - Evaluate conclusions, including identifying sources of uncertainty and possible

alternative explanations, and describe specific ways to improve the quality of the data
Dimension: ICT for communicating

The students use ICT to communicate with others, both known and unknown, with the
purpose of sharing knowledge and expressing ideas.
ICT supports knowledge-building among teams and enables team members to collaborate,
enquire, interact and integrate prior knowledge with new understanding.

Classroom Management Strategy

Policies relevant to the use of ICT and online resources will be adhered to at all times
Student behaviours will be monitored.
Students will follow any rules or guidelines associated with using their laptops

Key Vocabulary

Basal metabolic rate (BMR)

Resting metabolic rate (RMR)
Total daily energy expenditure (TDEE)
Thermic effect of food (TEF)
Thermic effect of activity / exercise (TEA)
Kilojoules

Materials Required

Students need to use their laptops and access the school internet connections
Online calculators that calculate kilojoules in energy equations will support the formulation of
the survey
Online Tutorials about Google Forms (https://www.youtube.com/watch?v=8NNTGlwh11k)
& Weebly (https://www.youtube.com/watch?v=qu50A7sZPCQ

Lesson Introduction:
Connecting, Engaging & Modelling Inquiry

Students will form into groups of four for this assessment. They
will be reminded of both Google Forms and Weebly, of which
they have been using in their ICT classes and now have a real
world opportunity to apply their knowledge to. Tutorial resources
available if students wish to refresh their memory.
The teacher will have a pre-prepared example of a website and
survey that they will present to the class. E5 Engage teacher
demonstrates the expected standard when communicating
assessment requirements. The teacher will also revisit the rubric
that was introduced in the first lesson.

1. The form has to incorporate a series of relevant questions

developed from their Health lessons to calculate the

Time Allocation
20 minutes

respondents energy intake.

2. Also design (Creating) a series of questions that can calculate
Total daily energy expenditure (TDEE), accounting for (i)Basal
Metabolic Rate (BMR), (II) Thermic Effect of Activity (TEA) and
Thermic Effect of Eating.(TEE)
The web page will have to be informative about humans energy
needs and expenditure and will need to cover the following
points.
1. Detail the differing energy amounts provided by the
different macronutrients and students can choose
typical foods from a culture of their choice that is high in
each of these macronutrients (Evaluating select and
value).
2. Describe a body process that uses energy regardless of
being active or not. (Again one judged of most interest
based on their chosen cultural group theme)
One students previously researched in their inquiry eg
grow new cells or nerve activity
3.

Describe a physical activity or sport that is prevalent in

the cultural group/theme students have chosen and
how much energy would be typically expended playing
it.

4. Explanation of respiration with diagrams and a chemical

equation of how glucose provides energy in this
process. (E5 Explain- identify and challenge
misconceptions).
5. Describe an instrument such as the calorimetric hood or
Bod pod with pictures of the machine and readouts
taken from their visit to the Victorian Institute of sport
and state the scientific principles it uses to function.
Lesson Main Body:
Guiding Inquiry & Practice
60 minutes
Students in groups will then review the information they have
collected from the preceding lessons, and the organiser tools that
recorded their ideas and understandings. Students discuss and
agree (E5 Elaborate negotiated conversational protocols) which
cultural group the web page is to be aimed at as part of the
intercultural understanding element for these tasks. They also agree
on choosing a process to demonstrate their understanding of where
energy is used in the body. They will plan (creating) the content of
both the website and the questionnaire together and begin
construction.
They could include diagrams, photographs from their excursion and
explanations (E5 Explain- adapt representations and demonstrate
relationships) in their surveys about how fats/carbohydrates/proteins

are converted to other metabolites that provide energy.

Students need to think about the features of surveys which make
them accessible, how questions can be clearly written and how
many questions would be reasonable.
Lesson Conclusion:
Sharing, Explaining and Receiving Inquiry

10 minutes

Students will complete as much of their website and survey as

possible in class, and will be given a deadline of the following
day by which to have published it. The link to each groups
website and questionnaires will be posted to the class website.
Students will be advised to individually choose three other
groups websites and visit them. They need to complete a peer
assessment using the rubric, and bring these along to the next
class for distribution. E5 Evaluate- Reflect on learning
processes and impact of effort on achievement.

Assessment of Student Learning

The teacher will summatively assess each groups website and questionnaire using the rubric for this
task. Comments will also be provided, along with the marks, advising groups of both the strengths
and areas of development for their website and questionnaire.

Website and Questionnaire Supporting people to work out their own energy needs
Group Members:
Link:

Questions on
the survey
enable a
calculation of
an individuals
energy intake

Questions
calculate
TDEE,
accounting for
BMR, TEA &
TEE

Describe
energy
amounts
provided by
macronutrients

Description of
a body process
which uses this
energy

Developing

Competent

Highly
Competent

Exceptionally
Competent

Questions do
not provide
enough
information for
a calculation

Questions
provide enough
information for
a basic
calculation

Questions
provide enough
information for
a sound
calculation,
including 1-2
additional
factors which
influence
energy intake

Questions
include
consideration of
a range of factors
influencing
energy intake,
and provide a
comprehensive
basis for
calculation

No calculation
questions
included

Relevant
factors
identified in the
questions
asked. Only
one energy
expenditure
equation
solved.

Relevant factors
identified in the
questions
asked. Two
energy
expenditure
equations
solved.

All relevant
factors identified
by the questions
asked, making it
possible to solve
all equations and
find TDEE

No description
of energy from
foods OR none
of the foods
chosen are
typical of the
chosen cultural
context

Description of
energy from 1
macronutrient,
some of which
are typical of
the chosen
cultural context

Description of
energy from 2
macronutrients,
most of which
are typical of
the chosen
cultural context

Description of
energy from 3
macronutrients,
all of which are
typical of the
chosen cultural
context

No description
of a body
process

Body process is
identified only

Body process is
identified, along
with the energy
it uses

Body process is
identified, along
with detailed
description of
how it uses
energy

Description of
physical
activity or
sport

Explanation of
respiration
with diagrams
and chemical
equation

Describe an
instrument
(including
pictures and
readouts)

Quality of
Presentation &
Survey

No or very
limited
description of
physical
activity or sport

Physical
activity or sport
is identified,
and link to
cultural context
explained

Physical activity
or sport, and its
link to cultural
context is
explained in
some detail

Physical activity
or sport, and its
link to cultural
context is
explained in
comprehensive
detail

No explanation
and/or diagram

Explanation
and diagram
provided, but
few links
between them

Explanation and
diagram
provided, with
some links
between them
identified

Explanation and
diagram
complement
each other, and
are clear and
detailed

No description
of an
instrument
and/or no
pictures and/or
no readouts

Instrument
identified, with
pictures and
readouts
provided

Instrument
identified, and
some links
made between
description,
picture and
readouts.

Pictures and
readouts are
used to
complement the
description of the
instrument, and
topic is covered
comprehensively

Poor quality
Spelling errors,
sound or
technical
issues,
problems with
multimedia

Reasonable
quality
Minimal errors
and all required
content
included

Good quality
No errors, and
an interesting
or engaging
presentation

Excellent quality
No errors with
an interesting
and engaging
presentation