Light up the globe

Light bulb with planet superimposed on globe

unit of work 10.5 hours Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 8 Sustainability Science English Economics and business

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Through studying light sources, students make informed consumer choices based on their science investigations.

Learning outcomes


Curriculum alignment

Year 8

Learning area: Science

Content descriptions

Strand: Science Understanding 

  • Sub-strand: Physical sciences
    • Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)

Strand: Science Inquiry Skills

  • Sub-strand: Planning and conducting
    • Measure and control variables, and select equipment appropriate to the task and collect data with accuracy (ACSIS141)
  • Sub-strand: Processing and analysing data and information
    • Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS144)
    • Summarise data from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)
  • Sub-strand: Communicating
    • Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
  • Sub-strand: Creating texts
    • Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Learning area: Economics and business

Content descriptions

Strand: Knowledge and Understanding

  • The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027)
  • The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)

Strand: Skills

  • Sub-strand: Questioning and research
    • Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
    • Gather relevant data and information from a range of digital, online and print sources (ACHES033)
  • Sub-strand: Interpretation and analysis
    • Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
  • Sub-strand: Economic reasoning, decision-making and application
    • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
    • Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
  • Sub-strand: Communication and reflection
    • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)

General capabilities

Level 5: Typically, by the end of Year 8, students:

  • Literacy:
    • navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
    • interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies
    • compose and edit longer sustained learning area texts
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
    • use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others
    • recognise and use aspects of language to suggest possibility, probability, obligation and conditionality
    • use language to evaluate an object, action or text, and language that is designed to persuade the reader/viewer
    • use a wide range of new specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts
  • Numeracy
    • solve complex problems by estimating and calculating using efficient mental, written and digital strategies
    • identify and justify ‘best value for money’ decisions
    • identify trends using number rules and relationships
    • create and interpret 2D and 3D maps, models and diagrams
    • compare, interpret and assess the effectiveness of different data displays of the same information
    • convert between common metric units for volume and capacity and use perimeter, area and volume formulas to solve authentic problems
    • use 12- and 24-hour systems within a single time zone to solve time problems, and place personal and family events on an extended time scale.
  • ICT
    • locate, retrieve or generate information using search facilities and organise information in meaningful ways
    • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
    • use appropriate ICT to collaboratively generate ideas and develop plans
    • independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions
  • Critical and Creative Thinking
    • pose questions to probe assumptions and investigate complex issues
    • clarify information and ideas from texts or images when exploring challenging issues
    • draw parallels between known and new ideas to create new ways of achieving goals
    • generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
    • predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
    • evaluate and justify the reasons behind choosing a particular problem-solving strategy
    • identify gaps in reasoning and missing elements in information
    • justify reasons for decisions when transferring information to similar and different contexts
    • differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
    • explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified
  • Personal and Social Capability
    • select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals
    • assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence
    • assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
    • assess individual and group decision-making processes in challenging situations
  • Ethical Understanding
    • analyse the ethical dimensions of beliefs and the need for action in a range of settings
    • analyse rights and responsibilities in relation to the duties of a responsible citizen
    • draw conclusions from a range of points of view associated with challenging ethical dilemmas