Energy Dreams by Design
Electricity and Conservation of Energy
Including:
Explore - Forms of Energy
Focus - Culminating Performance Tasks Introduction
Focus - Transformation of Energy
Focus - Renewable vs. Non-renewable
Apply - Energy Use and Conservation at Home
Apply - Letter to the Mayor
Focus - Insulation Investigation
Focus - Electrical Circuits
Apply - Energy Brochure
Focus - Conservation of Energy
Apply - Culminating Performance Task: The Dream
Home
Apply - Culminating Performance
Task: The Dream
Room
A Unit for Grade 5/6
Written by:
Ontario Teachers
Length of Unit: approximately: 12 hours
August 2000
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:18 AM
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
A Unit for Grade 5/6
Written by:
Ontario Teachers
Ontario Ministry of Education, 2000
Grades 4-6 Math Implementation Resource Project
Original unit available for download at http://planner.media-x.com
Based on a unit by:
Ontario Teachers
Ontario Ministry of Education, 2000
Grades 4-6 Math Implementation Resource Project
Original unit available for download at http://planner.media-x.com
This unit was written using the Curriculum Unit Planner, developed for use in the province of Ontario by the Ministry of
Education and Training. The planner provides electronic access to all provincial Curriculum Expectations, an electronic
Teacher's Guide comprised of fourteen databases (including teaching/learning and assessment strategies, Special
Education guide, glossary, annotated bibliography) and a database of provincially licensed software for use in schools.
The Curriculum Unit Planner offers educators a choice of three writing environments (Outliner, Lite, Open) Units written
using the planner can be shared and then edited electronically. This unit was printed from Version 2.0 (Sept 99), using
the "Open" writing environment.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:18 AM
Unit Overview
Energy Dreams by Design
Page 1
Electricity and Conservation of Energy A Unit for Grade 5/6
Task Context
Rationale
The Grade 5 students will act as energy experts as they seek to make their home and community energy
safe and efficient. In order to prepare to be an energy expert, the students work on tasks involving devices
that use energy.
The Grade 6 students will become experts in the use of electrical energy, a form of energy used daily. They
will acquire and wisely use knowledge of electricity and circuit making skills to make an efficient, safe and
comfortable place to live.
Task Summary
Key Learnings
Grade 5:
• There are many forms of energy, which humans use for a variety of purposes.
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in danger of
being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of energy.
Grade 6:
• Electrical energy is a natural phenomenon, and has the power to be dangerous.
• Electricity is the flow of electrons, which can be used as a source of energy.
• Electronics is the flow of electrons controlled with electrical circuits.
• Certain materials conduct electricity better than others; other materials hinder the flow of electrons.
• Electricity can be moved and controlled using a closed loop or system, such as a circuit.
• Electrical energy can be transformed into other forms of energy.
• Some sources of electrical energy are in danger of being depleted and/or lead to environmental damage,
both locally and globally; therefore, we must become responsible consumers of electricity.
NOTE: Individual Key Learnings are attached to the relevant Subtask.
Culminating Task Assessment
Each Grade 5 student assumes the role of an energy expert who designs a plan for an
energy-conserving home. Using knowledge gained from previous Subtasks, they produce a
diagram of their house, townhouse, apartment, etc. The students label energy-conserving
features, identify renewable and non-renewable energy resources, and provide examples of
energy transformations in a presentation. Students should also consider equal accessibility
for the disabled in their home design.
Each Grade 6 student imagines that they are moving to a new home and have the opportunity to design the
electrical features of her/his bedroom. Using knowledge gained from previous Subtasks, they construct a
model of the electrical features of their room accompanied by a labelled diagram. Students should also
consider equal accessibility for the disabled in their room design. Through a presentation, each student
addresses their room's energy conserving features and the operation of their circuits.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:35 AM
Links to Prior Knowledge
Grade 5:
• Forms of energy and their sources (e.g. light and sound energy, wind and water)
• Inquiry, design and communication skills as identified in grade 4 Energy and Control
• An understanding of energy use at home and in their community
Grade 6:
• Forms of energy and their sources (e.g. light and sound energy, wind and water)
• Harmful effect of different forms of energy in their community and on their environment (e.g. pollution)
• An understanding of the importance of the conservation of energy in relation to the wise use of renewable
and non-renewable energy sources
• Inquiry, design and communication skills as identified in the grade 5 Energy and Control strand.
• Co-operative learning skills
Notes to Teacher
GENERAL INFORMATION
This unit has been written using the principles of 'backward design' (Identify Desired Results, Determine
Acceptable Evidence, Plan Learning Experiences and Instruction) as formally described in Understanding by
Design by Jay McTighe and Grant Wiggins. This unit also incorporates practical ideas from the most current
learning theories and the latest 'Brain Mind Learning' research on how children learn best. For example, the
Culminating Perfomance Task, with which the students demonstrate their learning from the unit in an authentic
and integrated way, is introduced at the beginning of the unit. Another important feature is the identification of
Key Learnings (the enduring understandings that students will be working to acquire during this unit. Finally,
the sequence of learning experiences or Subtasks is organised into an interconnected framework known as
the "Learning Cycle"; in this version the Subtasks are organised into a logical flow, with the phases of the
cycle labelled as Explore (introduce concepts, identify prior knowledge and experiences, engage the
students), Focus (focus the teaching and learning on specific knowledge, skills, and attitudes), Apply
(demonstrate their learning by applying their knowledge, skills, and attitudes), and Celebrate (share their
learning in creative ways, have fun with their learning).
The Subtasks in this unit have been designed so that both grades are working on the same task, or one
grade is working independently while the teacher works with the other grade.
Please refer to the following chart to assist you with the co-ordination of Subtasks:
CO-ORDINATION OF SUBTASKS This chart indicates whether each grade will complete the same Subtask
or will complete different Subtasks simultaneously. For example, both the grade 5 and grade 6 students
complete Subtask 1. However, during the time when the grade 5 students are working on Subtask 5.5, the
grade 6 students will complete Subtasks 5.6 and 6.6.
Subtask
Grade 5
1
2
3
4
5.5
5.5
6.5
7.5
8
Grade 6
1
2
3
4
5.6
6.6
6.6
6.6
8
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Prior to beginning this unit, please make sure you have the following:
• An assortment of brochures and references related to the conservation of energy (available from local
utilities, Ministry of Environment and school libraries or resources on the World Wide Web). Because of the
fluctuating nature of the world-wide web, you are encouraged to perform an up-to-date search for relevant
web resources. The following websites may also prove useful:
Bill Nye Science Guy
www.nyelabs.kcts.org
Electronics for Children
www.tqjunior.advanced.org/3660/
Energy Quest
www.energy.ca.gov/education
Exploratorium Home Page
www.exploratorium.edu
Ontario Science Centre
www.osc.on.ca
Solar and Efficient Energy
www.eren.doe.gov/roofus/
www.sln.org
www.school.discover.com.
• For information on Ministry approved print resources, please see www.curriculum.org.
• Equipment for the students to build electrical circuits (wire, switches, LEDs, bulbs, batteries). Refer to
materials checklist referenced in Subtask 6.6. Materials may be purchased in the local hardware store or
borrowed from the local Secondary school.
• You will need to have a method of storing students' work throughout the unit (e.g. student created "Energy
Folder", duotang, notebook, etc.).
SAFETY ISSUES
Because of safety concerns related to working with electricity, it is important to discuss safety procedures
with the students. Before introducing Subtask 6.6.2 (Circuit Activity Centres), review the "Electrical Safety
Issues" guidelines (see "Unit Resources") and have students sign his or her own copy of the "Energy
Promise" document (see "Unit Resources"). A copy of the Electrical Safety document could be posted in the
classroom and the "Energy Promise" sheet can be kept in each student's Energy Folder throughout completion
of the unit.
BLACKLINE MASTERS
Blackline masters (BLM) use the following format throughout the unit: BLM (subtask).(grade level).(sequential
order of BLMs within the Subtask).
For example: BLM 5.6.1 means that a) it is part of subtask 5, b) it is intended for grade 6 students, c) it is the
first BLM for subtask 5.6.
ASSESSMENT AND EVALUATION:
Although Assessment is used in this Curriculum Unit Planner to represent both Assessment and Evaluation, it
is critically important to distinguish between the two. Assessment is the "formal or informal gathering of
information about the progress or achievement of a student or group of students, using a variety of tools and
techniques. There is no judgement inherent in assessment. It is the act of describing student performance for
the purpose of enhancing learning." Evaluation is "the process of judging the quality of student achievement
against provincial standards." (GUIDELINES FOR ASSESSMENT AND EVALUATION OF STUDENT
ACHIEVEMENT - Principles and Standards for Effective Practice, Halton District School Board). In this unit,
when an expectation is marked as 'Assessed', we are using that to mean 'Evaluated'. Consequently, various
strategies will be identified in the Assessment section of the Subtask with which to assess the expectations
identified, but it will only be the check marked expectations that will be evaluated.
There are three forms of assessment and evaluation included: diagnostic (used to determine current
knowledge and skills of individual or groups of students prior to beginning instruction; addressed in the "
Links to Prior Knowledge" and the Explore Subtasks), formative (assessment and/or evaluation that is
ongoing throughout the unit, provides students with helpful and motivating feedback, and enables teachers to
track student progress), and summative (evaluation involving making judgements about student progress and
achievement at the end of the unit in relation to provincial learning expectations and achievement levels).
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:35 AM
ADAPTATIONS/ACCOMMODATIONS
In order to meet the needs of all students, teachers may need to make changes to the learning experiences
and assessment and evaluation strategies. These changes should respond to considerations related to
gender, learning style, and accommodations and/or modifications required for students with special needs,
including ESL/ESD. Individual accommodations and modifications must reflect program modifications and
accommodations as outlined in the Individual Education Plan (IEP).
Since the students will be introduced to Scientific and Technological vocabulary related to energy and
electricity, it may prove useful to post a list of vocabulary students can consult throughout the unit. This list
can be added to, each time new vocabulary is introduced. Alternatively, students may maintain a personal
word list or words may be incorporated into the language arts program. Teachers may also wish to
pre-teach relevant vocabulary, depending on the needs of the students. Refer to the Glossary of this unit for
listing and explanation of unfamiliar terms.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:35 AM
List of Subtasks
Energy Dreams by Design
Subtask List Page 1
Electricity and Conservation of Energy A Unit for Grade 5/6
1
Explore - Forms of Energy
•There are many forms of energy, which humans use for a variety of purposes
Both grade 5 and grade 6 students will brainstorm the word "energy." From their ideas, the class will
develop a definition of the word energy. Small groups of students will then be given either a Scenario
or an Energy Form card. They will then match the cards and the results will be put into chart form.
This activity will assist the teacher in determining the students' level of prior knowledge.
2
Focus - Culminating Performance Tasks Introduction
The teacher will demonstrate how to complete a KWL (Know, Wonder, Learn) Chart through a generic
scenario (e.g. Making a Sundae). The students will then be introduced to their respective Culminating
Performance Tasks. In small groups, the students will each complete a KWL Chart to determine the
knowledge and skills they will need to acquire to complete the task. Each student's KWL Chart will be
completed throughout the unit as more information is gathered. Students will also become aware of
how the Culminating Performance Task will be assessed.
3
Focus - Transformation of Energy
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
From Subtask 1 the definition of energy and its forms are reviewed. The teacher will demonstrate how
energy is transformed through the use of a common household device (e.g. hair dryer). In small
groups the students will track the transformation of energy through various devices. The students will
record their findings in a chart. Students will describe examples of energy transformations from their
home.
4
Focus - Renewable vs. Non-renewable
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
Learning from Subtask 3 (Transformation of Energy) is reviewed. Students are introduced to
renewable and non-renewable energy sources. Students categorise examples of these sources
under their respective headings. The teacher will work with the Grade 5 students to determine the
advantages and disadvantages of renewable and non-renewable energy sources. The Grade 6
students will be presented with a letter from their town mayor. The letter requires the students to
analyse independently the advantages and disadvantages of each energy source in order to find a
suitable new source of electricity for their community.
5.5 Apply - Energy Use and Conservation at Home
• There are many forms of energy, which humans use for a variety of purposes.
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
The Grade 5 students will draw a floor plan of their kitchen identifying forms of energy. Once the
information has been gathered, the students will develop energy paths from one form to another.
Finally, the students will address energy conservation by evaluating a picture of energy in use.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:49 AM
List of Subtasks
Energy Dreams by Design
Subtask List Page 2
Electricity and Conservation of Energy A Unit for Grade 5/6
5.6 Apply - Letter to the Mayor
• There are many forms of energy, which humans use for a variety of purposes.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
The Grade 6 students will select a new energy source for their town. Using their learning from
Subtask 4 as a starting point, the students will analyse the advantages and disadvantages of different
sources used to generate electricity. Once the students have completed their analysis, they will
compose a letter to the Mayor describing and supporting their choice for the energy source.
6.5 Focus - Insulation Investigation
• There are many forms of energy, which humans use for a variety of purposes.
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
The Grade 5 students will brainstorm energy conservation ideas based on the learning from Subtask
5.5. The students investigate the insulating ability of various materials through an experiment. The
students will measure temperature change over a period of time.
6.6 Focus - Electrical Circuits
• Electrical energy is a natural phenomenon, and has the power to be dangerous.
• Electricity is the flow of electrons, which can be used as a source of energy.
• Electronics is the flow of electrons controlled with electrical circuits.
• Certain materials conduct electricity better than others; other materials hinder the flow of electrons.
• Electricity can be moved and controlled using a closed loop or system, such as a circuit.
• Electrical energy can be transformed into other forms of energy.
As an introduction to learning about circuits, the teacher assists the Grade 6 students with building a
simple circuit. The Grade 6 students will then rotate through a series of centres designed to expand
their knowledge of circuits.
7.5 Apply - Energy Brochure
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
The grade 5 students revisit their learning from Subtask 4 and Subtask 5.5 through discussion. The
students research, design, and create a brochure illustrating an energy conservation idea.
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List of Subtasks
Energy Dreams by Design
Subtask List Page 3
Electricity and Conservation of Energy A Unit for Grade 5/6
8
Focus - Conservation of Energy
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
• Some sources of electrical energy are in danger of being depleted and/or lead to environmental
damage, both locally and globally; therefore, we must become responsible consumers of electricity.
The students' work from 2 previous Subtasks (Subtask 7.5 and Subtask 4) will be reviewed by their
peers. The students consult or complete a rubric (one for Grade 5 and one for Grade 6) to provide
feedback to their peers. Using the rubric, students revise their work.
9.5 Apply - Culminating Performance Task: The Dream Home
Each Grade 5 student assumes the role of an energy expert who designs a plan for an
energy-conserving home. Using knowledge gained from previous Subtasks, they
produce a diagram of their house, townhouse, apartment, etc. The students label
energy-conserving features, identify renewable and non-renewable energy resources,
and provide examples of energy transformations in a presentation. Students should also
consider equal accessibility for the disabled in their home design.
Each Grade 6 student imagines that they are moving to a new home and have the opportunity to design
the electrical features of her/his bedroom. Using knowledge gained from previous Subtasks, they
construct a model of the electrical features of their room accompanied by a labelled diagram. Students
should also consider equal accessibility for the disabled in their room design. Through a presentation,
each student addresses their room's energy conserving features and the operation of their circuits.
9.6 Apply - Culminating Performance Task: The Dream Room
Each Grade 6 student imagines that they are moving to a new home and have the
opportunity to design the electrical features of her/his bedroom. Using knowledge
gained from previous Subtasks, they construct a model of the electrical features of their
room accompanied by a labelled diagram. Students should also consider equal
accessibility for the disabled in their home design. Through a presentation, each student
addresses their room's energy conserving features and the operation of their circuits.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:18:49 AM
Explore - Forms of Energy
Subtask 1
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
Description
•There are many forms of energy, which humans use for a variety of purposes
Both grade 5 and grade 6 students will brainstorm the word "energy." From their ideas, the class will
develop a definition of the word energy. Small groups of students will then be given either a Scenario or
an Energy Form card. They will then match the cards and the results will be put into chart form. This
activity will assist the teacher in determining the students' level of prior knowledge.
Expectations
5s70
5s64
6s63
– identify the forms of energy (e.g., mechanical,
electrical) used in the home, school, and
community and identify the energy source for
each (e.g., wood, coal, moving water);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as current, battery, circuit,
conductor, insulator; positive (plus) and negative
(minus) charges for electrically charged
materials; north pole and south pole for magnetic
materials);
Teaching / Learning
Introduction to the Unit
1. To introduce the unit select six students to come to the
front of the class. Each of these students will represent a
different form of energy. Possible suggestions for energy
forms and activities are: sound (paper bag), light
(flashlight), electricity (hold an extension cord), elastic
energy (stretch an elastic), mechanical (jogging on the
spot), and magnetism (stick a magnet to the blackboard).
2. Have the students at the front go through their
demonstrations one at a time. The rest of the students will
be trying to discover what these demonstrations have in
common. Tell the students that each of the demonstrations
provides a clue to the new unit we will be studying.
3. Ask the students to predict the topic of our unit and tell
them to support their answers with reference to the
presented material.
4. Write any relevant vocabulary that the students have
volunteered on the board.
5. Guide the students' discussion towards the term, and
definition of energy (refer to Glossary).
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Brainstorming
Collaborative/co-operative Learning
Advance Organiser
Discussion
Assessment
Following the lesson, make anecdotal
notes based on observations regarding
the students' performance on the
matching Energy Forms and Scenarios
activity.
Teacher should note the degree of prior
learning which the students bring to this
unit and retain this information for referral
when grouping students for activities.
Assessment Strategies
Observation
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Explore - Forms of Energy
Subtask 1
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
6. Brainstorm with the class forms of energy (i.e. sound,
heat, light, mechanical, chemical, electrical, gravitational,
elastic, nuclear and magnetic) beginning with any forms the
students may have mentioned in the previous discussion.
Differentiate and discuss the difference between forms of
energy and sources (refer to Glossary).
Matching Scenarios and Energy Forms
7. Group the students in pairs. Give each group a card,
either an Energy Scenario or an Energy Form (BLM 1.2).
Use the following example to model the matching of the
energy form scenarios with the energy forms for the
students:
Energy Scenario: Your tabby cat lies in the east bay
window in the morning to warm himself.
Energy Form(s): light, heat
Tell the students to return to their desks once they have
found their match.
8. Distribute to each pair either an Energy Scenario Card or
an Energy Form Card.
9. Let the students find their match within a five to ten
minute time period. Some scenarios may lend themselves to
more than one match. Students should discuss and select
the best match.
10. Have the students share their findings orally.
11. Write the students' responses on the board using a
chart format similar to BLM 1.1.
12. Distribute the Energy Forms Chart (BLM 1.1)
13. Have the students fill in their own chart by copying
information from the board. Retain teacher created chart
for future reference.
14. Review the definitions of 'Energy Forms' and 'Energy
Sources' from BLM 1.1 and distinguish between the two.
Resources
BLM 1.1 (Forms of Energy Blank Chart)
BLM1_1Forms of EnergyBlank.cwk
BLM 1.2 (Energy Forms Scenarios and
Energy Forms)
BLM 1_2Energy Forms.cwk
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Explore - Forms of Energy
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 1
40 mins
Chart Paper / Transparency of BLM 1.1
Demonstration Materials
Notes to Teacher
Prepare Energy Form Scenarios and Energy Forms (refer to BLM 1.2) ahead of time by cutting out, pasting
on construction paper and laminating. Colour code cards by placing all Energy Scenarios on one colour of
construction paper and all Energy Forms on another colour of construction paper.
Prepare a blank Energy Forms Chart (similar to BLM 1.1) on the blackboard, chart paper, or transparency. If
chart is on the blackboard, try to cover it until needed. This chart will be filled in as the students provide
their responses to the Energy Scenario and Forms matching activity.
Prepare a chart paper or transparency outline of BLM 1.1 ahead of time.
Gather suggested demonstration materials for Forms of Energy Exercise (e.g. paper bag, flash light,
magnet, extension cord, elastic band) prior to lesson.
Home Link
As a suggested home link, have the students design and create their own "Energy Folder." This folder will
be used to keep their work. The "Energy Folder" is made from a letter-sized file folder. The students must
put the following information on the front of their folder: their name, their grade and the title of the unit
(Energy Conservation for grade five and Electricity for grade six.) The students should decorate the
outside of their folders with pictures and/or symbols of the various forms of energy they learned about in
Subtask 1.
If using "Energy Folder" suggestion for storing student work, gather one blank file folder for each student at
end of lesson.
References
Information contained in BLM 1.1 (Forms of Energy Blank Chart) and BLM 1.2 (Energy Form Scenarios and
Energy Forms) was generated from the authors' background knowledge. For further information, refer to
any of the Science and Technology textbooks currently available in Ontario. A list of these materials are
available at www.curriculum.org.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Culminating Performance Tasks
Subtask 2
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
Description
The teacher will demonstrate how to complete a KWL (Know, Wonder, Learn) Chart through a generic
scenario (e.g. Making a Sundae). The students will then be introduced to their respective Culminating
Performance Tasks. In small groups, the students will each complete a KWL Chart to determine the
knowledge and skills they will need to acquire to complete the task. Each student's KWL Chart will be
completed throughout the unit as more information is gathered. Students will also become aware of how
the Culminating Performance Task will be assessed.
Expectations
6s61
5s62
5s64
– formulate questions about and identify needs
and problems related to the properties or uses of
electrical energy, and explore possible answers
and solutions (e.g., compare some sources of
electrical energy used in the past, such as coal,
with sources used today, such as uranium and
moving water, and evaluate the advantages and
disadvantages of each);
– formulate questions about and identify needs
and problems related to protection of the natural
environment, and explore possible answers and
solutions (e.g., investigate how local recycling
efforts help conserve energy and natural
resources);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
Teaching / Learning
Introduction to Culminating Task
1. Direct students' attention to KWL (Know, Wonder,
Learn) Chart for Making a Sundae and ask them to imagine
they have been asked to make a sundae (use BLM 2.1 as a
reference).
Tell the students the first step involves
completely understanding what they are required to do.
Have students reiterate the task just given to them (Make a
sundae) and record under the "What" heading on the class
KWL chart. The next step requires them to decide upon
ways in which they could determine the success of their
finished product. Discuss with the students what will help
them evaluate their sundae and record ideas under the
"Evaluation" heading of the KWL Chart. Tell the students
that before going further, they need to decide upon the
information they require to create the sundae.
2. Ask them to volunteer information about what they
already know about making a sundae (i.e. requires ice
cream, the use of a scoop) and record under the "Know"
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Collaborative/co-operative Learning
Direct Teaching
Discussion
Assessment
Ensure students are filling in KWL Chart
with relevant information that indicates an
understanding of the Culminating Task and
an appropriate progression towards its
completion. You could use a class list and
mark a "K" (for Know) and/or "L" (for
Learn) beside names to indicate whether
or not students have recorded appropriate
comments under corresponding headings
in their Chart.
The Culminating Task Rubrics will be
shared with students and explained, so
they are aware of how they will be
evaluated. The rubrics will also be
reworded in student language to ensure
understanding of the evaluation; blank
versions of these rubrics are attached to
this subtask. The completed rubrics are
attached to each of the Culminating
Performance Tasks (Subtask 9.5 and 9.6).
Assessment Strategies
Observation
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Culminating Performance Tasks
Subtask 2
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
section of the chart.
3. Complete the "Wonder" section according to what
questions the students may have during the sundae-making
process.
4. Discuss and demonstrate how additional information
could be added to the chart later in the sundae-making
process, depending on the stage the students were at in
their attempt to make a sundae (i.e. if they found out in the
midst of their preparations that they could not get whipped
cream for the topping, they might "Learn" that marshmallow
sauce is a good substitute for whipped cream). Add this to
the "Learn" section of the KWL Chart.
5. Bring out the KWL Charts for each grade's Culminating
Tasks. Read aloud each one and discuss them with the
students. Fill in a brief description of each task under the
"What" heading of each chart. Review the Culminating Task
rubrics (BLM 9.5.1 and BLM 9.6.1) so students understand
what is expected of them and how their tasks will be
evaluated. Fill this under "Features of Evaluation" using the
students' own words as much as possible. Post the
rubrics in close proximity of the KWL charts.
6. Distribute a KWL chart to each student. Have the
students copy the "What" and "Features of Evaluation"
statements from the class chart. Place the students in
groups of 4 or 5 to complete the "Know", "Wonder" and
"Learn" sections of the KWL chart. Explain that they should
add to the "Learn" section of the chart independently
throughout the unit, referring to the "Learn" section of the
sundae KWL chart as a model.
7. Rotate through the classroom to examine KWL Charts as
students are entering information and examining the rubrics
posted in the classroom.
8. Allow approximately 5-10 minutes for brief discussion of
the Rubrics and resulting questions.
40 mins
Checklist
Rubric
Adaptations
The KWL Chart can be maintained in each student's Energy
Folder or other organiser so that it may be added to
throughout the unit. You may wish to examine each
student's Chart and use a checklist to record whether or
not each student's Chart demonstrates an understanding of
the knowledge and skills required to complete his or her
Culminating Task.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Culminating Performance Tasks
Subtask 2
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
Resources
BLM 9.5.1 (Gr. 5 Blank Culminating
PerformanceTask Rubric)
BLM 9.6.1 (Gr. 6 Blank Culminating
PerformanceTask Rubric)
BLM 2.2 (Culminating Task KWL Chart)
BLM 2_2CT KWL Chart.cwk
BLM 2.1 (Sundae KWL)
BLM 2_1Sundae KWL.cwk
BLM 9.6.3 (Grade 6 Culminating Task)
BLM 9_6_3 Grade6 Culminate.cwk
BLM 9.5.3 (Grade 5 Culminating Task)
BLM 9_5_3Grade5 Culminate.cwk
Notes to Teacher
Read the Culminating Performance Tasks for each grade (Subtask 9.5 and Subtask 9.6) and have the
requirements and rubrics with you during the lesson. Use BLM 2.1 as a guide for completing the Sundae
KWL Chart with the class. Photocopy BLM 2.2 (Culminating Performance Task KWL Chart) for each student
and copy it for whole-class use either on the blackboard or on chart paper. Have the Culminating
Performance Tasks for both grades (Subtask 9.5 and Subtask 9.6) printed on the blackboard or on chart
paper.
Keep the Culminating Performance Tasks (if recorded on blackboard or chart paper) and a Rubric for each
grade on view in the classroom throughout the course of the unit so the students can make reference to
them during their learning and as a reminder to keep adding information to their KWL Chart.
You may wish to prepare a checklist using a class list (See "Assessment") in advance of the Subtask for
use while students are completing their KWL Chart, deciding upon specific skills or knowledge the students
should record to demonstrate adequate preparation for the Culminating Performance Task.
Ensure students keep track of his/her own KWL chart throughout the unit to allow information to be added
as necessary.
You may wish to write letters for each Culminating Performance Task to send home with the students in
order to make the parents or guardians aware of the Culminating Performance Tasks.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Transformation of Energy
Subtask 3
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
Description
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
From Subtask 1 the definition of energy and its forms are reviewed. The teacher will demonstrate how
energy is transformed through the use of a common household device (e.g. hair dryer). In small groups
the students will track the transformation of energy through various devices. The students will record
their findings in a chart. Students will describe examples of energy transformations from their home.
Expectations
5s59
5s60 A
5s64
6s54 A
6s63
6s72 A
– describe how energy is stored and transferred
in a given device or system (e.g., in an
automobile, chemical energy stored in the
gasoline is transformed into mechanical energy
upon combustion, enabling the vehicle to move
and releasing thermal energy as heat);
– recognize that energy cannot be created or
destroyed but can only be changed from one
form into another (e.g., chemical energy in a
battery becomes electrical energy);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
– investigate ways in which electrical energy
can be transformed into other forms of energy
(e.g., into light, heat, and sound);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as current, battery, circuit,
conductor, insulator; positive (plus) and negative
(minus) charges for electrically charged
materials; north pole and south pole for magnetic
materials);
– describe the electrical conversions in everyday
devices or systems (e.g., electrical energy to
heat energy in a toaster; electrical energy to
mechanical energy in an electric mixer);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Advance Organiser
Collaborative/co-operative Learning
Demonstration
Discussion
Review
Assessment
Evaluate Energy Transfers (BLM 3.2).
Observation:
Teacher should note each student's ability
to identify forms of energy and
transformations of energy during the small
group activity and class discussion.
Select Response:
Students complete Blackline Master 3.2.
Assessment Strategies
Observation
Select Response
Assessment Recording Devices
Anecdotal Record
Adaptations
Teaching / Learning
Introduction
1. Review energy definition and forms of energy from
Subtask 1.
2. Ask students to identify the forms of energy observed in
a device that will be demonstrated (e.g. hair dryer).
3. Demonstrate the device to the class and record their
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Transformation of Energy
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 3
40 mins
observations of energy forms on the board (e.g. electrical
energy, heat energy, sound energy, mechanical energy).
4. Introduce the Law of Conservation of Energy (energy
cannot be created or destroyed but can only be changed
from one form to another).
5. Ask students to identify where energy in the hair dryer
has been transformed from one form to another (e.g.
electrical to sound, electrical to heat, electrical to
mechanical).
6. Distribute Transformation of Energy Chart (BLM 3.1) to
the students.
7. Fill in the chart for the first device (the hair dryer)
together using prepared chart on board or transparency.
Identifying Transformation of Energy
8. Organise students into groups of 4-6.
9. Assign one student in each group to be the Materials
Messenger. This student will be responsible for obtaining
materials to begin the activity and for passing the materials
on to the next group.
10. Show the students how the materials will be rotated
about the class and explain that these will be rotated upon
your signal (after about 3-5 minutes per group). Distribute
copy of BLM 3.4 (Task Cards) to each group. Explain that
these cards outline what the students should do with the
equipment.
11. Inform the students that each device/item will have an
instruction card outlining the procedure (taken from BLM 3.4
Task Cards). Students will fill in the Transformation of
Energy Chart (BLM 3.1) for each device/item.
12. Students begin the following activities in their groups
while filling in observations from BLM 3.1:
a) Turn the flashlight on. How is the flashlight powered?
What is emitted? Make observations and record in chart.
Turn flashlight off.
b) Each group member must put on safety goggles. One
member holds the rubber band by placing a finger in each
end. A second member places the straw in the elastic and
rotates it around the elastic 10 times. The straw is then
released. Make observations and record in chart.
c) Hold textbook with both hands at arm's length in front
while standing.
Drop the book onto the floor. Make
observations and record in chart.
d) Place one magnet on table. Place second magnet on the
table, approximately 10 cm from the first, or until second
magnet moves. Make observations and record in chart.
e) Run on the spot for 20 seconds. How did you get the
energy to do this? Make observations and record in chart.
f) Place castanets on thumb and middle finger. Hit the
castanets together. Make observations and record in chart.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Transformation of Energy
Subtask 3
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
g) Look closely at second hand on face of watch. How is
the watch powered? Make observations and record in
chart.
13. After the groups have had the opportunity to observe all
(or most) of the devices/items, ask the Materials Messenger
to return the items. Discuss and modify (correct) the chart
as an whole class exercise.
14. Distribute BLM 3.2. Review the example of the energy
path on BLM 3.2.
Resources
BLM 3.1 (Transformation of Energy Chart) BLM 3_1Transf Energy Chart.cwk
BLM 3.2 (Energy Transfers)
BLM 3_2Energy Transfers.cwk
BLM 3.3 (Answer sheet for BLM 3.1)
BLM 3_3Answers for BLM 3_1.cwk
BLM 3.4 (Task cards)
BLM 3_4Task cards.cwk
BLM 3.5 (Answers for BLM 3.2)
BLM 3_5Answers for BLM 3_2.cwk
Transparency of BLM 3.1
Instruction cards
Materials for group activity
Notes to Teacher
Prepare a chart on the chalkboard or transparency similar to BLM 3.1 before class.
Prepare instruction cards (from BLM 3.4) for each device for the small group activity.
You will need a device for the teacher demonstration (e.g. hair dryer).
You will also need materials for the small group activity (e.g. flashlight, rubber band, straw, safety goggles,
magnets, textbook, castanets, battery operated analogue watch/clock with second hand).
You may want to distribute BLM 3.2 to the students before they begin the small group activity to keep them
focussed while waiting for a materials switch.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Renewable vs. Non-renewable
Subtask 4
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
60 mins
Description
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
Learning from Subtask 3 (Transformation of Energy) is reviewed. Students are introduced to renewable
and non-renewable energy sources. Students categorise examples of these sources under their
respective headings. The teacher will work with the Grade 5 students to determine the advantages and
disadvantages of renewable and non-renewable energy sources. The Grade 6 students will be
presented with a letter from their town mayor. The letter requires the students to analyse independently
the advantages and disadvantages of each energy source in order to find a suitable new source of
electricity for their community.
Expectations
5s54
5s57
5s64
5s65 A
5s68
5s69
5s71
• demonstrate an understanding of the
importance of conservation of energy in relation
to the wise use of renewable and
non-renewable energy sources; (Copied)
– distinguish between a renewable and a
non-renewable source of energy; (Copied)
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy); (Copied)
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., list the names of
some devices used in the home that change
energy from one form into another, and record in
a table the types of energy transformations for
each device); (Copied)
– list various sources of energy and identify them
as renewable (e.g., sun, wind, tides, wood) or
non-renewable (e.g., coal, natural gas, oil);
(Copied)
– describe the advantages and disadvantages of
using renewable energy sources as opposed to
non-renewable sources; (Copied)
– describe how we use different natural
resources as sources of energy and evaluate
the effect of their use on natural and
human-made environments (e.g., in using fossil
fuels such as natural gas for heating our homes
we deplete natural resources but improve our
quality of life); (Copied)
Groupings
Students Working As A Whole Class
(copied)
Students Working In Small Groups
(copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Brainstorming (copied)
Collaborative/co-operative Learning
(copied)
Demonstration (copied)
Direct Teaching (copied)
Advance Organiser (copied)
Review (copied)
Assessment
Use a class list as a Checklist to indicate
the number of appropriate responses
made in the Advantages and
Disadvantages columns. You may also
wish to conference with students so they
may explain the rationale or thinking
behind their written responses. This may
enable you to gain insight into the learning
acquired or the errors made and make
necessary clarifications with students
experiencing difficulty with the task.
Assessment Strategies
Questions And Answers (oral)
(copied)
Select Response
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Renewable vs. Non-renewable
Subtask 4
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
6s53
6s70
6s64 A
6s63
• identify uses of electricity in the home and
community and evaluate the impact of these uses
on both our quality of life and the environment.
(Copied)
– identify sources of electricity and state
whether the sources are renewable or
non-renewable; (Copied)
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, labelled graphs, and scatter plots
produced by hand or with a computer (e.g.,
record in a journal all daily uses of electrical
energy for a week, classify the various uses,
and present the findings using tables and
graphs); (Copied)
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as current, battery, circuit,
conductor, insulator; positive (plus) and negative
(minus) charges for electrically charged
materials; north pole and south pole for magnetic
materials); (Copied)
60 mins
Assessment Recording Devices
Checklist (copied)
Adaptations
Teaching / Learning
Energy Transformation Review
1. Orally review the concepts related to the transformation
of energy discussed in Subtask 3 by posing various
questions (e.g. What is energy? What are some forms of
energy? What are some devices we use in which energy
is transformed?).
Renewable vs. Non-renewable
2. Place the students in groups of 4-5 and distribute an
Energy Source Card (BLM 4.1) to each group.
3. Prompt one group at a time to read the card out loud,
recording the name of the energy source on the chalkboard
or taking the card from the group after it is read to post it on
the board while simultaneously grouping the energy
sources as renewable and non-renewable (without
revealing this to the students).
4. Have the groups brainstorm why the energy sources
have been grouped in the manner shown.
5. After groups share the results of their brainstorming,
inform them of the grouping strategy as necessary (i.e.
reveal
the
group
headings
"Renewable"
and
"Non-renewable" if students have not identified them in the
sharing).
6. Differentiate between the two terms and model how to
complete an Advantages/Disadvantages Chart by grouping
the sources of energy as Renewable or Non-renewable on
a chart prepared on the chalkboard or an overhead as an
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Renewable vs. Non-renewable
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 4
60 mins
example. Select one form of energy to use as an example.
Have the group reread the Energy Source Card for the form
of Energy you have selected. Brainstorm the advantages
and disadvantages of the source of energy (see example
below).
Be
sure
to
include
specific
Advantages/Disadvantages from the students' community in
the chart (e.g. increased oil tanker traffic leads to possible
accidents involving combustible materials).
Energy Source: Coal
Advantages
Easy to transport to our community by ship because of our
proximity to Lake Ontario (for example)
Easy to store
Most plentiful fossil fuel
Disadvantages
Nonrenewable
Surface mining ruins natural environment and animal
habitats
Increased tanker traffic could lead to potential accidents
(for example)
Increased pollution from burning coal to produce electricity
At this point, the Grade 6 students will receive a set of
Energy Source Cards (BLM 4.1) and a copy of the
Advantages/Disadvantages Chart (BLM 4.2) . The Grade 6
students should also receive their copy of the Letter from
the Mayor (BLM 4.3) and the Letter to the Mayor Rubric.
The Grade 6 students will work independently on the Letter
to the Mayor assignment while the teacher works with the
Grade 5 students on numbers 6 - 9 below. The Grade 6
students
must
independently
complete
their
Advantages/Disadvantages Chart prior to writing a return
letter to the Mayor in Subtask 5.6. The Grade 6 students
may use the same blank Advantages/Disadvantages Chart
as the Grade 5 students (BLM 4.2) for each source of
energy they choose. Tell the Grade 6 students they can
use the class-generated Advantages/Disadvantages
example (step 6) as a reference; however, they cannot
use that energy form as one of the four they select.
7. Distribute Advantages/Disadvantages Chart (BLM 4.2) to
each Grade 5 student and a set of Energy Source Cards to
each group of Grade 5 students (to use as a reference).
8.
Assist the Grade 5 students in developing their
Advantages/Disadvantages charts by rereading and
discussing each form of energy listed on the Energy
Source Cards (BLM 4.1). Students complete their charts by
listing as many advantages and disadvantages as possible
under each heading in the corresponding columns.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Renewable vs. Non-renewable
Subtask 4
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
60 mins
9. Students can place chart in their Energy Folder or hand
in for assessment and evaluation.
Resources
Letter to the Mayor Rubric
BLM 4.3 (Letter from the Mayor)
BLM 4_3Letter from Mayor.cwk
BLM 4.1 (Energy Source Cards)
BLM 4_1Energy Source Cards.cwk
BLM 4.2 (Advantages Disadvantages
Chart)
BLM 4_2AdvantDisad Chart.cwk
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Renewable vs. Non-renewable
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 4
60 mins
Notes to Teacher
Copy the names and descriptions of renewable and non-renewable energy sources (BLM 4.1) and place
on index/activity cards in advance. Make several sets so that when the Grade 5 students are divided into
groups there will be enough for one set per group. In addition, the Grade 6 students will need one copy of
(BLM 4.1). The Grade 6 students will not need BLM 4.1 put onto individual index cards.
Make one copy of the Letter from the Mayor (BLM 4.3) for each Grade 6 student. This letter is to be
distributed to each Grade 6 student as indicated in the Teaching / Learning section. Letter to the Mayor
Rubric may be copied onto the back of the Letter from the Mayor (BLM 4.3) for ease of reference.
To add authenticity to the assignment, you may want to put the copies of the Letter from the Mayor (BLM
4.3) and Letter to the Mayor Rubric in envelopes addressed to each student prior to the beginning of the
class. Providing envelopes for the students to place their response letters will also increase authenticity.
Make copies of Advantages/Disadvantages Chart (BLM 4.2) for distribution to each student. The Grade 6
students will put all four of their energy sources on one copy of (BLM 4.2). The Grade 6 students can
choose to use the back of the sheet if they wish to include more information.
Prepare a blank Renewable vs. Non-renewable Energy Sources Chart on blackboard, chart paper or
overhead. Keep it concealed until needed. This chart will be filled in with one example to model its
completion to the students.
Renewable Energy Sources are natural sources of energy that can be replaced. Examples include Solar,
Water, Wind, Biomass, Tidal.
Non-renewable Energy Sources are energy sources that are limited and take thousands of years to be
replaced. They consist of Fossil Fuels (including Coal, Oil and Natural Gas), which were formed from dead
plants and animals over millions of years, and Nuclear (Uranium).
If possible, provide the students with a map of Ontario which shows the location of natural resources.
Most atlases of Ontario have this type of map. The students could use this information to analyse the ease
or difficulty of transportation for the energy source they are working on.
This is a good opportunity to underline with the students the importance of being a responsible citizen.
Through careful energy use and conservation, students demonstrate the ability to be accountable for their
actions. Also, respecting the environment contributes to their community's common good.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Energy Use and Conservation at
Subtask 5.5
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
80 mins
Description
• There are many forms of energy, which humans use for a variety of purposes.
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
The Grade 5 students will draw a floor plan of their kitchen identifying forms of energy. Once the
information has been gathered, the students will develop energy paths from one form to another. Finally,
the students will address energy conservation by evaluating a picture of energy in use.
Expectations
5s70
5s72
5s75
5s76
5s64
5s65 A
5s59
5s60 A
– identify the forms of energy (e.g., mechanical,
electrical) used in the home, school, and
community and identify the energy source for
each (e.g., wood, coal, moving water);
– explain ways in which technological
innovations affect our use of natural resources
and increase or decrease our ability to conserve
energy (e.g., home insulation allows us to
conserve heat and reduce consumption of
energy from non-renewable sources);
– identify ways humans use energy, evaluate the
economic and environmental costs of each, and
describe ways to avoid wasting energy (e.g.,
lowering the thermostat during the night);
– identify design features that improve the
energy efficiency of buildings, devices, and
systems (e.g., double glazing).
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., list the names of
some devices used in the home that change
energy from one form into another, and record in
a table the types of energy transformations for
each device);
– describe how energy is stored and transferred
in a given device or system (e.g., in an
automobile, chemical energy stored in the
gasoline is transformed into mechanical energy
upon combustion, enabling the vehicle to move
and releasing thermal energy as heat);
– recognize that energy cannot be created or
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Demonstration
Advance Organiser
Map Making
Assessment
Evaluate floor plan.
Assessment Strategies
Select Response
Assessment Recording Devices
Anecdotal Record
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Energy Use and Conservation at
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 5.5
80 mins
destroyed but can only be changed from one
form into another (e.g., chemical energy in a
battery becomes electrical energy);
Teaching / Learning
Finding Forms of Energy in the Classroom
1. Distribute copies of the classroom floor plan (BLM 5.5.1)
and the floor plan symbols (BLM 5.5.2) to the students.
2. Using the transparency of BLM 5.5.1, draw in the desks,
windows, door, counter, etc. unless already provided.
3. Ask the students to identify forms of energy around the
classroom.
4. As the students provide answers, draw in the symbol of
the device/item given on the transparency. Refer to the
floor plan symbols (BLM 5.5.2). When an appropriate
symbol is not provided, create a symbol to add to the list. In
addition to drawing the symbols, also label the form(s) of
energy found in the device/item. Students should also be
filling in their floor plan with the symbols and labels.
5. Distribute the second copy (blank) of BLM 5.5.1 to the
students.
6. Explain to the students that they will make a floor plan of
their kitchen and will first need to include their kitchen
features (i.e. stove, fridge, counter, sink, etc.) using the
symbols from BLM 5.5.2 and can create new symbols if
one is not provided. They will then identify five to ten
devices/items that use energy by drawing a symbol and
then label the forms of energy found. For example, if they
wanted to include a toaster, they would draw the symbol
for the toaster and then label as many forms of energy as
possible for the device (i.e. electrical, light heat).
Energy Paths (following day)
7. Use the transparency of the classroom floor plan from
the previous day (BLM 5.5.1) to review the forms of energy
found.
8. Ask the students to identify some energy paths (where
energy is transformed from one form to another).
9. On the board (or a second transparency) draw these
paths (see Answer Sheet, BLM 5.5.4).
10. Inform the students that they will now identify and draw
energy paths from their kitchen floor plans using as many
of the labelled energy forms as possible. They can do this
on the reverse side of their plan and must indicate the
device/item as shown in the example.
11. They will work independently while the Grade 6
students are introduced to circuits, and continue the
following assignment (BLM 5.5.3) when energy paths are
completed.
12. While observing the cartoon drawing on BLM 5.5.3, the
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Energy Use and Conservation at
Subtask 5.5
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
80 mins
students use lined paper to describe where energy is being
wasted and where energy is being conserved. They will
make a t-table for this information (see Answer Sheet, BLM
5.5.4 for example). In areas where energy is being wasted,
students include a suggestion of how the energy can be
conserved.
Resources
BLM 5.5.1 (Floor Plan)
BLM 5_5_1Floor Plan.cwk
BLM 5.5.2 (Floor Plan Symbols)
BLM 5_5_2Floorplan Symbols.PDF
BLM 5.5.3 (Conserving or Wasting)
BLM 5_5_3ConservingWasting.cwk
BLM 5.5.4 (Answer Sheet)
BLM 5_5_4Answer Sheet.cwk
Transparency of 5.5.1
1
Lined paper
Notes to Teacher
This Subtask is 80 minutes in length. It is recommended that this time be divided between two days to
provide the students with an opportunity to gather information for their kitchen floor plan. During the first
half of this Subtask, the grade 6 students work on Subtask 6.5. During the second half of this Subtask, the
grade five students work independently while the grade 6 students receive teacher direction for Subtask
6.6.
Provide students with two copies of BLM 5.5.1: one for the classroom (with desks, windows, door,
counter, etc. already drawn and photocopied to save time) and one for their kitchen. Also, modify the floor
plan outline to accurately depict the shape of the classroom.
A larger piece of paper may be used for the kitchen floor plan instead of BLM 5.5.1. When the students
label the forms of energy onto their floor plans, consider using short forms if there is little room for labelling.
Home Links
On the day before this Subtask, inform the students of the kitchen floor plan that they will draw and
suggest that they become familiar with their kitchen features and location in preparation for the task.
Floor Plan BLM 5.5.1 and Conserving or Wasting? BLM 5.5.3 may be completed at home.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Letter to the Mayor
Subtask 5.6
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
40 mins
Description
• There are many forms of energy, which humans use for a variety of purposes.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
The Grade 6 students will select a new energy source for their town. Using their learning from Subtask 4
as a starting point, the students will analyse the advantages and disadvantages of different sources
used to generate electricity. Once the students have completed their analysis, they will compose a letter
to the Mayor describing and supporting their choice for the energy source.
Expectations
6s73 A
6s70 A
6s61 A
6e1 A
6e7
6e8
6e9 A
6e10 A
– identify the different ways electricity is
produced (e.g., by batteries using chemical
energy; by dams using water power; by
generating stations using nuclear energy) and
evaluate the effect of different production
methods on natural resources and living things in
the environment;
– identify sources of electricity and state
whether the sources are renewable or
non-renewable;
– formulate questions about and identify needs
and problems related to the properties or uses of
electrical energy, and explore possible answers
and solutions (e.g., compare some sources of
electrical energy used in the past, such as coal,
with sources used today, such as uranium and
moving water, and evaluate the advantages and
disadvantages of each);
• communicate ideas and information for a variety
of purposes (to inform, to persuade, to explain)
and to specific audiences (e.g., write the
instructions for building an electrical circuit for
an audience unfamiliar with the technical
terminology);
• revise and edit their work in collaboration with
others, seeking and evaluating feedback, and
focusing
on
content,
organization,
and
appropriateness of vocabulary for audience;
• proofread and correct their final drafts,
focusing on grammar, punctuation, spelling, and
conventions of style;
• use and spell correctly the vocabulary
appropriate for this grade level;
• use correctly the conventions (spelling,
grammar, punctuation, etc.) specified for this
grade level (see below).
Groupings
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Advance Organiser
Assessment
The students will use the Letter to the
Mayor Rubric (Rubric 5.6.1) to self assess
their own progress. As part of Subtask
7.5, the students will be presenting their
letters to a panel of their peers. The
students will receive suggestions from
their peers and then revise their letters
accordingly before submitting them to the
teacher. The teacher will assess the
letters based on the Letter to the Mayor
Rubric (Rubric 5.6.1). The students'
identification of the costs and benefits of
each source of electrical energy will also
be evaluated.
Assessment Strategies
Self Assessment
Performance Task
Assessment Recording Devices
Checklist
Rubric
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Letter to the Mayor
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 5.6
40 mins
Teaching / Learning
5.6.1 Letter to the Mayor
1. Have the Grade 6 students continue to work on their
Advantages/Disadvantages Charts (BLM 4.2) if they are not
finished. Tell the students that they will eventually have to
hand in these Advantages/Disadvantages Charts along
with the final draft of their response Letter to the Mayor.
2. Remind the Grade 6 students to look over the Letter from
the Mayor (BLM 4.3) and the Letter to the Mayor Rubric
prior to beginning their response letter.
3. The students must follow standard letter writing
conventions when writing their letter (they can use the
letter from the mayor as an example).
4. Each student will produce their own letter. You may
wish to allow the students to confer with a partner when
they first read the assignment. The students should use
the Letter to the Mayor Rubric as a guide for self evaluation.
The students are to work on this task independently while
you assist the grade 5 students with Subtask 5.5. Remind
the students to review the rubric periodically to ensure that
they are meeting the requirements of the assignment.
Resources
Blank Lined Paper for Letter Writing
Notes to Teacher
Have two or three sheets of lined paper available for each student. This paper will be used by each
student to write the draft and final copy of their letter to the Mayor. Put out dictionaries and thesauri for the
students to use as resources.
The revising, editing and publishing of the Letter to the Mayor could be done during a language arts period.
The students should have a completed second draft of their letter available to be reviewed by their peers
during Subtask 8.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Insulation Investigation
Subtask 6.5
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
80 mins
Description
• There are many forms of energy, which humans use for a variety of purposes.
• Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of
Conservation of Energy).
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
The Grade 5 students will brainstorm energy conservation ideas based on the learning from Subtask 5.5.
The students investigate the insulating ability of various materials through an experiment. The students
will measure temperature change over a period of time.
Expectations
5s64
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
5s65 A – compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., list the names of
some devices used in the home that change
energy from one form into another, and record in
a table the types of energy transformations for
each device);
5s66 A – communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., use a word
processor and graphics program to create a
booklet about the design, construction, and
effectiveness of a product that meets a specific
need; debate the environmental implications of
using various sources of energy);
5s72 A – explain ways in which technological
innovations affect our use of natural resources
and increase or decrease our ability to conserve
energy (e.g., home insulation allows us to
conserve heat and reduce consumption of
energy from non-renewable sources);
5s75
– identify ways humans use energy, evaluate the
economic and environmental costs of each, and
describe ways to avoid wasting energy (e.g.,
lowering the thermostat during the night);
5s76
– identify design features that improve the
energy efficiency of buildings, devices, and
systems (e.g., double glazing).
5m114 A – display data on graphs (e.g., line graphs, bar
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Advance Organiser
Collaborative/co-operative Learning
Experimenting
Graphing
Assessment
Observation:
Use class list to make observations during
experiment (e.g. works co-operatively
with others, remains on task, works
safely, etc.)
Evaluate Insulation Investigation, BLM
6.5.1.
Assessment Strategies
Observation
Exhibition/demonstration
Assessment Recording Devices
Checklist
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Insulation Investigation
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
5m113
5s36
Subtask 6.5
80 mins
graphs, pictographs, and circle graphs) by hand
and by using computer applications;
– design surveys, collect data, and record the
results on given spreadsheets or tally charts;
– use a thermometer to measure the temperature
of a material;
Teaching / Learning
Follow-up to Subtask 5.5
1. Write down the headings Conserving Energy and
Wasting Energy on the board in a t-table. Ask students to
refer to the illustration from the previous Subtask (BLM
5.5.3) and their t-tables, and discuss answers. Students
will revise and add to their responses from the previous
Subtask through the discussion. Also discuss the student
suggestions on how energy can be conserved when it
was discovered to be wasted.
2. Further brainstorm other areas of conservation not
included in the cartoon.
Investigation
3. Distribute Insulation Investigation (BLM 6.5.1) and one
sheet of graph paper to each student.
4. Read the problem of the experiment to the students
(Which of the following insulators will prevent heat loss?).
5. Briefly outline the procedure to give the students enough
information to write their hypotheses.
6. Discuss which variables need to be held constant for a
fair test (e.g. temperature read at same time, thermometer
read at eye level, same sized boxes and beakers).
7. Inform the students that they will each be assigned a job:
a) Materials Messenger/Temperature reader #1, b)
Recorder/Timer, and c) Temperature reader#2.
8. Review the following procedure in detail.
a) Materials Messenger - Obtain the materials for the
experiment. Carefully place the thermometers on the
table away from the edge.
b) Place one beaker into the cardboard box.
c) Place the second beaker onto the table beside the box
(the control).
d) Fill the cardboard box with an insulating (or
non-insulating) material around the beaker.
e) Recorder - Make sure that your Observation Chart is
ready to be filled in.
f) Temperature Readers - Place the glove on your hand and
practice reading a thermometer in preparation.
g) Timer - Make sure that you have your watch (showing
seconds) ready or that you have a good view of the
classroom clock.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Insulation Investigation
Subtask 6.5
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
80 mins
h) Raise your hand at your station to indicate to the teacher
that you are ready for the warm water. Caution: Stand
back while the warm water is being poured and
work carefully around the warm water to avoid
accidents.
i) Once the warm water is poured, only the Temperature
Readers will stand near the beakers to avoid accidents.
j) Place a thermometer in each of the beakers.
k) Measure the temperature of the water in each beaker
after one minute and record the results in the Observation
Chart. The thermometers are to be read by Temperature
Readers #1 and #2 at the same time.
l) Continue to measure and record the temperature of the
water at one-minute intervals for 20 minutes.
m) Clean up.
n) Recorder - Write results on board.
9. Remind the students that all group members are to clean
up.
10. Students carry out the experiment.
11. As each group completes the experiment, the recorder
fills in the chart on the board with the data they obtained.
12. Students complete their charts by copying the chart
from the board, thereby compiling the class data.
13. The students then complete the experiment by filling in
the materials, graphing their results, making observations
from the graph, making conclusions and answering
application questions (BLM 6.5.1).
Resources
BLM 6.5.1 (Insulation Investigation)
BLM 6_5_1Insulation Invest.cwk
Graph paper
Insulating materials
Small cardboard boxes
1
Safety gloves
Timing device
150 ml Beakers
2
Thermometers
2
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Insulation Investigation
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 6.5
80 mins
Warm water source
Notes to Teacher
While the grade 5 students work on this subtask, the grade 6 students work independently at the circuit
activity centres (Subtask 6.6).
Draw a chart on the board like the one in BLM 6.5.1. Students will use this to compile their data.
Each group will be testing one type of material (e.g. sawdust, styrofoam pieces, foil, blanket, cotton, etc.).
You will want both insulating and non-insulating materials to be tested.
The cardboard boxes may be shoe boxes or tissue boxes(with top removed). As an alternative,
medium-sized plastic bags may be used. It is important that the boxes or bags are of equal size and will
therefore hold approximately the same amount of insulating material.
Divide the task of Recorder/Timer if there are four students in a group.
If materials such as beakers and thermometers are limited, the groups could be reduced to pairs
(temperature reader and timer/recorder). Each group would test one material for insulation ability and one
group would be the control group for the class.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Electrical Circuits
Energy Dreams by Design
Subtask 6.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
Description
• Electrical energy is a natural phenomenon, and has the power to be dangerous.
• Electricity is the flow of electrons, which can be used as a source of energy.
• Electronics is the flow of electrons controlled with electrical circuits.
• Certain materials conduct electricity better than others; other materials hinder the flow of electrons.
• Electricity can be moved and controlled using a closed loop or system, such as a circuit.
• Electrical energy can be transformed into other forms of energy.
As an introduction to learning about circuits, the teacher assists the Grade 6 students with building a
simple circuit. The Grade 6 students will then rotate through a series of centres designed to expand their
knowledge of circuits.
Expectations
6s56
6s60
6s62
6s63 A
6s64 A
6s65
– identify, through experimentation, ways in
which chemical energy can be transformed into
electrical energy (e.g., build a circuit using a
lemon or a potato);
– identify different types of switches that are
used to control electrical devices (e.g., contact,
tilt) and explain the key differences among them
(e.g., differences in design, use).
– plan investigations for some of these answers
and solutions, identifying variables that need to
be held constant to ensure a fair test and
identifying criteria for assessing solutions;
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as current, battery, circuit,
conductor, insulator; positive (plus) and negative
(minus) charges for electrically charged
materials; north pole and south pole for magnetic
materials);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, labelled graphs, and scatter plots
produced by hand or with a computer (e.g.,
record in a journal all daily uses of electrical
energy for a week, classify the various uses,
and present the findings using tables and
graphs);
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., draw a diagram of an
electrical circuit using appropriate symbols;
create a brochure outlining safe and unsafe uses
of electricity; create a table showing different
factors that could lead to a decrease in
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Collaborative/co-operative Learning
Demonstration
Direct Teaching
Experimenting
Guided Writing
Assessment
Use observation and student
demonstration to gather information
regarding the expectations for this
Subtask. Use anecdotal records to record
your observations regarding the students'
completion of the Activity Centres. BLM
6.6.6 provides 'suggested' and 'must'
information which the students need to
include in their conclusions for each
Activity Centre.
Assessment Strategies
Performance Task
Observation
Exhibition/demonstration
Assessment Recording Devices
Anecdotal Record
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Electrical Circuits
Energy Dreams by Design
Subtask 6.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
6s66 A
6s67 A
6s68 A
6s51 A
6s52 A
6s55
consumption of electrical energy in the home and
at school);
– design and build electrical circuits (e.g., series
circuits and parallel circuits) and describe the
function of their component parts (e.g., switches,
power source);
– build and test an electrical circuit that performs
a useful function, and draw a diagram of it using
appropriate electrical symbols;
– construct series circuits (e.g., logical AND) and
parallel circuits (e.g., logical OR) to control a
device, and compare their characteristics;
• demonstrate understanding that electrical
energy can be transformed into other forms of
energy;
• design and construct a variety of electrical
circuits and investigate ways in which electrical
energy is transformed into other forms of energy;
– compare the conductivity of a variety of solids
and liquids;
Teaching / Learning
Introduction to Circuits
1. Grade six students will begin by sharing the letters they
created during Subtask 5.6. Use this time to introduce
energy paths activity to the grade five students (Subtask
5.5).
2. Tell the grade six students that they will be doing a series
of Activity Centres to discover the properties of circuits.
You will lead the first centre for the students. Stress that
the students are to use the same format for each
subsequent activity centre. The write up for each activity
centre will be kept in the students' Energy Folders.
3. Distribute a copy of BLM 6.6.5 to each student.
4. Distribute a copy of activity card 1 (BLM 6.6.2a)
5. Write the title "Electric Circuit" on the board. Have the
students use this as the title for this introductory activity.
Beneath the title write the following: "Problem: How can you
use a battery and wire to make an LED (Light Emitting
Device) such as a light bulb turn on ?" The students will
write this in the 'Problem' section of their activity write up.
6. The students propose answer(s) to the question and
write their personal hypotheses on their own recording
sheets.
7. Divide the class into small groups (2-3 students per
group).
8. Each group will be given the following: bulb and socket
or LED, several wires, and a battery.
9. Students will use the materials provided to light the bulb.
Have the students share their results.
10. With the students, develop a definition of a circuit (the
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Electrical Circuits
Energy Dreams by Design
Subtask 6.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
connected path along which electricity flows) and
introduce electrical symbols by handing out a copy of BLM
6.6.4 to each student.
11. Based on the students' input, construct a schematic
diagram of the circuit. Have the students draw their own
schematic diagram in the appropriate section on their
recording page. Stress to the students that they should
produce a similarly labelled schematic diagram for each of
the Activity Centres.
12. Next, write the title "Observations" on the board. Have
the students discuss what happened to the LED.
Encourage the students to use proper vocabulary when
verbalising their observations (e.g. LED, circuit, energy
source, etc.). Summarise the students' observations on the
board and allow the students to complete their own write
up.
13. Finally, put the heading "Conclusions" on the board.
Ask the following questions to guide a discussion with the
students: Begin with the original problem (How can you
use a battery and wire to make an LED/light bulb work ?).
The students must always provide an answer to the
original problem in the conclusion. Emphasise that the
students must explain why they got the results they did for
each centre. For this particular centre, the students had to
complete a simple circuit to make the light work. Other key
learnings for this centre are:
- there are three parts to a circuit (a source of electricity
like a battery, wires or other conductive material that make
up the path, and a load, or item that is turned on by the flow
of electricity, such as a light, a radio or a motor)
- electricity is made up of negatively charged particles
called electrons
- the flow of electrons moving through an electrical circuit is
called an electrical current
Please see BLM 6.6.6 for an outline of 'suggested' and
'must' responses for each centre.
Activity Centres
The students follow the same format (e.g. Title, Problem,
Hypothesis, Schematic Diagram, Observations and
Conclusions) for all of the Activity Centres. This would be
a good time to go over student behavioural expectations
during Activity Centres.
Below is a brief description of the activity centres which
the students will be completing during the next four periods.
Activity Centre 2: Turning a light bulb or LED on and off
using a switch
Activity Centre 3: Making a series circuit
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Electrical Circuits
Energy Dreams by Design
Subtask 6.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
Activity Centre 4: Making a parallel circuit
Activity Centre 5: Conductivity Testing (Students test the
conductivity of a variety of materials)
Activity Centre 6: AND / OR switches
Resources
BLM 6.6.2 (Circuit Activity Centres)
BLM 6_6_2Circuit ActCentres.PDF
BLM 6.6.3 (Activity Centres Materials
Checklist)
BLM 6.6.4 (Schematic Legend)
BLM 6_6_3ActCentresMaterial.PDF
BLM 6.6.5 (Write-up Sheet)
BLM 6_6_5Write-up Sheet.PDF
BLM 6.6.6 (Suggested Must Responses)
BLM 6_6_6SuggestedMustRes.cwk
BLM 6_6_4Schematic Legend.PDF
Electrical Devices for Each of the Centers
(e.g. batteries, LEDs, lightbulbs, wire,
alligator clips, switches, various
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Electrical Circuits
Energy Dreams by Design
Subtask 6.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
Notes to Teacher
Copy the following Blackline Masters ahead of time as indicated:
BLM 6.6.2 (These are the Activity Centre Cards. Make three copies of each Activity Centre Card. Paste
each set of Activity Centre Cards on separate colours of construction paper. Laminate all of the cards.)
Refer to BLM 6.6.3 to see what materials (e.g. wire, alligator clips, etc.) are needed for each of the Activity
Centres. Put laminated Activity Centre Cards together with the necessary materials in separate containers
for ease of distribution.
BLM 6.6.5 (Copies of this blackline master can be used by the students to complete their centres.
Alternatively, the students could use the layout of this sheet as a guide and complete their centres on blank
or lined loose leaf paper)
BLM 6.6.6 (Use this BLM as an assessment resource. This BLM provides 'suggested' and 'must' information
that the students need to include in their conclusions for each Activity Centre).
Background on Electricity
Use a water hose analogy to help explain electricity. Like water in a hose, electricity will not flow through a
conductor unless it can enter through one end and flow out another end. A battery (cell), for example, has
electrons flowing from one terminal to another (negative to positive).
Several fundamental concepts regarding electricity can be explained by using the water hose analogy.
As there is water pressure pushing through a hose, there is pressure pushing electricity through a circuit.
This pressure is called voltage.
Another aspect of water flow is the amount of water moving through the hose at any specific time. In
electricity, the amount flowing through a circuit is called current.
Constricting a hose will reduce water flow. The equivalent result in reducing current flow in a circuit is
called resistance.
The simultaneous flow of electrical energy is also represented by the simultaneous flow of water in a hose
(that begins full of water); as soon as the switch is closed (water tap turned on), electrons throughout the
wire begin to move simultaneously throughout the wire as they are pushed by the force created by the
chemicals in the battery (cell) pushing electrons off the positive electrode (water flows along entire length
of hose pushed by force of water leaving tap).
SAFETY NOTE: All power sources used in this unit should be from C, D, or 9 volt dry cells. Students should
never use appliances or power sources using 120 volts. (For example: hair dryer, transformers, etc.)
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Energy Brochure
Energy Dreams by Design
Subtask 7.5
Electricity and Conservation of Energy A Unit for Grade 5/6
120 mins
Description
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
The grade 5 students revisit their learning from Subtask 4 and Subtask 5.5 through discussion. The
students research, design, and create a brochure illustrating an energy conservation idea.
Expectations
5s69
5s54 A
5s56 A
5s62
5s64
5s66 A
5s71
– describe the advantages and disadvantages of
using renewable energy sources as opposed to
non-renewable sources;
• demonstrate an understanding of the
importance of conservation of energy in relation
to the wise use of renewable and
non-renewable energy sources;
• evaluate the reasons for conserving natural
resources and identify possible ways of
conserving energy.
– formulate questions about and identify needs
and problems related to protection of the natural
environment, and explore possible answers and
solutions (e.g., investigate how local recycling
efforts help conserve energy and natural
resources);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., use a word
processor and graphics program to create a
booklet about the design, construction, and
effectiveness of a product that meets a specific
need; debate the environmental implications of
using various sources of energy);
– describe how we use different natural
resources as sources of energy and evaluate
the effect of their use on natural and
human-made environments (e.g., in using fossil
fuels such as natural gas for heating our homes
we deplete natural resources but improve our
quality of life);
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Discussion
Assessment
Create a rubric based on the criteria
decided upon and listed on chart paper in
discussion with the class. Once it is
created it can be copied onto chart paper
for the students to consult as they are
working on their brochures or copies can
be given for the students to keep in his or
her "Energy Folder" to consult as he or
she feels necessary.
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Energy Brochure
Energy Dreams by Design
Subtask 7.5
Electricity and Conservation of Energy A Unit for Grade 5/6
120 mins
Teaching / Learning
Energy Conservation
1. Begin with a brief discussion on the need to conserve
energy (i.e. because we mostly use non-renewable
resources and most of the energy resources we use
produce environmentally harmful by-products).
2. Encourage them to review and share their energy
conserving ideas from the cartoon exercise in Subtask 5.5,
referring to the class chart produced in Subtask 6.5, Step 1.
Brochure
1. Place the students in groups of 3 or 4 and distribute
brochure(s) to each group, asking them to look for the main
message contained within the brochure.
2. Have groups share message with rest of the class.
3. Discuss criteria for an effective brochure and record
ideas on chart paper (i.e. neat, attractive, easy to
understand, relevant information).
4.
Inform students they are to choose an energy
conserving idea from the cartoon exercise (Subtask 5.5)
and create a brochure encouraging people in his or her
community to adopt this strategy.
5. Tell the students that the criteria for a good brochure just
listed will be used to evaluate their brochures. Maintain the
ideas for use later when creating a rubric for the brochure.
6. Allow the students opportunity to research the topic by
using reference material provided or using a library.
Resources
Rubric 7.5.1 (Student Rubric for Brochure)
Microsoft Publisher V2.1 (English)
Brochures from environmental /utility
groups
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Energy Brochure
Energy Dreams by Design
Subtask 7.5
Electricity and Conservation of Energy A Unit for Grade 5/6
120 mins
Notes to Teacher
During this subtask the Grade 6 students are working on Subtask 6.6 (Circuit Centres).
Gather together different brochures from various environmental groups or local utilities. These may be
researched via the Internet (see Unit Resources).
Have a blank piece of chart paper ready for recording ideas for evaluating the brochure (to be used to
complete the student-generated rubric - Rubric 7.5.1)
Provide the students with paper on which to create their brochure (paper can be folded like an accordion).
You may wish to arrange for a representative from an environmental group or local utility to make a
presentation regarding safety and energy conservation before the subtask.
As an alternative you may wish to have the students use a computer application such as M.S. PublisherV
2.1 to create a brochure.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Conservation of Energy
Subtask 8
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
80 mins
Description
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-renewable energy are in
danger of being depleted and/or lead to environmental damage.
• There are alternative ways to meet specific needs or wants that use renewable or flow sources of
energy.
• Some sources of electrical energy are in danger of being depleted and/or lead to environmental damage,
both locally and globally; therefore, we must become responsible consumers of electricity.
The students' work from 2 previous Subtasks (Subtask 7.5 and Subtask 4) will be reviewed by their
peers. The students consult or complete a rubric (one for Grade 5 and one for Grade 6) to provide
feedback to their peers. Using the rubric, students revise their work.
Expectations
5s54 A
5s56 A
5s57
5s62
5s64 A
5s65 A
5s66 A
• demonstrate an understanding of the
importance of conservation of energy in relation
to the wise use of renewable and
non-renewable energy sources;
• evaluate the reasons for conserving natural
resources and identify possible ways of
conserving energy.
– distinguish between a renewable and a
non-renewable source of energy;
– formulate questions about and identify needs
and problems related to protection of the natural
environment, and explore possible answers and
solutions (e.g., investigate how local recycling
efforts help conserve energy and natural
resources);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
– compile data gathered through investigation in
order to record and present results, using tally
charts, tables, and labelled graphs produced by
hand or with a computer (e.g., list the names of
some devices used in the home that change
energy from one form into another, and record in
a table the types of energy transformations for
each device);
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., use a word
processor and graphics program to create a
booklet about the design, construction, and
Groupings
Students Working Individually
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Advance Organiser
Conferencing
Oral Explanation
Collaborative/co-operative Learning
Discussion
Assessment
Keep a record of the members of each
peer group for possible evaluation
purposes.
A student-generated rubric (Rubric 7.5.1)
is used to evaluate the brochures and
Rubric 4.4 is used to evaluate the letter to
the Mayor, by both teacher and peers.
You may wish to examine the letters and
brochures twice - once as the students
are creating them and beginning to
complete rating scale/rubric, and again
after final completion to see whether or
not the students made changes to their
work according to the peer assessment.
You may also wish to review the peer
assessment for relevance of comments.
Assessment Strategies
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Conservation of Energy
Subtask 8
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
5s68
5s69 A
5s71 A
5s75 A
6s61 A
6s63 A
6s65 A
6s70
6s77
effectiveness of a product that meets a specific
need; debate the environmental implications of
using various sources of energy);
– list various sources of energy and identify them
as renewable (e.g., sun, wind, tides, wood) or
non-renewable (e.g., coal, natural gas, oil);
– describe the advantages and disadvantages of
using renewable energy sources as opposed to
non-renewable sources;
– describe how we use different natural
resources as sources of energy and evaluate
the effect of their use on natural and
human-made environments (e.g., in using fossil
fuels such as natural gas for heating our homes
we deplete natural resources but improve our
quality of life);
– identify ways humans use energy, evaluate the
economic and environmental costs of each, and
describe ways to avoid wasting energy (e.g.,
lowering the thermostat during the night);
– formulate questions about and identify needs
and problems related to the properties or uses of
electrical energy, and explore possible answers
and solutions (e.g., compare some sources of
electrical energy used in the past, such as coal,
with sources used today, such as uranium and
moving water, and evaluate the advantages and
disadvantages of each);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as current, battery, circuit,
conductor, insulator; positive (plus) and negative
(minus) charges for electrically charged
materials; north pole and south pole for magnetic
materials);
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., draw a diagram of an
electrical circuit using appropriate symbols;
create a brochure outlining safe and unsafe uses
of electricity; create a table showing different
factors that could lead to a decrease in
consumption of electrical energy in the home and
at school);
– identify sources of electricity and state
whether the sources are renewable or
non-renewable;
– develop a plan for reducing electricity
consumption at home or at school, and assess
80 mins
Classroom Presentation
Performance Task
Assessment Recording Devices
Rubric
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Conservation of Energy
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 8
80 mins
how this change could affect the economy (e.g.,
jobs) and our use of natural resources.
Teaching / Learning
Group Sharing and Peer Evaluation
1. Inform the students they will be sharing their brochures
and letter to the Mayor with a group of their peers orally,
who will then discuss the brochure or letter as a group and
subsequently assess it using Rubric 7.5.1 - Brochure
Rubric (with class-generated rubrics entered) for grade 5
and Letter to the Mayor Rubric for the letter.
2. Group the class in groups of 4 (or other even number, if
possible), with students from each grade placed in each
group. Each student should be matched up with someone
else in the group, who will act as recorder during the peer
assessment following his/her "partner's" brochure or letter
presentation.
3. You may wish to conduct a "mock" reading/sharing and
critique with the whole class to ensure understanding of
the process.
4. Following each presentation/reading, the group will
discuss the brochure or letter while the presenter listens to
comments being made by his/her peers. The recorder will
complete the rubric according to comments/opinions made
by group members and hand it to the presenter. The
presenter will then get an opportunity that evening to make
changes or additions to his/her brochure or letter based on
the completed rubric.
5. Both the brochure or letter (original copy plus the
revised version, if necessary) and the rubrics should be
returned the day following the student's presentation for
your own evaluation purposes.
Resources
Rubric 7.5.1 (Brochure Rubric)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Focus - Conservation of Energy
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Subtask 8
80 mins
Notes to Teacher
Make copies of the Letter to the Mayor Rubric and a class generated brochure rubric for each respective
grade for peer evaluation purposes.
Students who need to make major changes to their letter or brochure may require additional paper.
When making pairs within evaluation groups, ensure students are not paired up with a friend to promote
objective evaluation. There may also be value in mixing students from different grades together in the
groups.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Culminating Performance Task: The
Energy Dreams by Design
Subtask 9.5
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
Description
Each Grade 5 student assumes the role of an energy expert who designs a plan for an
energy-conserving home. Using knowledge gained from previous Subtasks, they produce a
diagram of their house, townhouse, apartment, etc. The students label energy-conserving
features, identify renewable and non-renewable energy resources, and provide examples
of energy transformations in a presentation.
Students should also consider equal
accessibility for the disabled in their home design.
Each Grade 6 student imagines that they are moving to a new home and have the opportunity to design
the electrical features of her/his bedroom. Using knowledge gained from previous Subtasks, they
construct a model of the electrical features of their room accompanied by a labelled diagram. Students
should also consider equal accessibility for the disabled in their room design. Through a presentation,
each student addresses their room's energy conserving features and the operation of their circuits.
Expectations
5s57 A
5s60 A
5s62 A
5s64 A
5s66 A
5s68 A
5s70 A
– distinguish between a renewable and a
non-renewable source of energy;
– recognize that energy cannot be created or
destroyed but can only be changed from one
form into another (e.g., chemical energy in a
battery becomes electrical energy);
– formulate questions about and identify needs
and problems related to protection of the natural
environment, and explore possible answers and
solutions (e.g., investigate how local recycling
efforts help conserve energy and natural
resources);
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as heat, light, sound,
electrical, mechanical, magnetic, chemical when
describing forms of energy);
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., use a word
processor and graphics program to create a
booklet about the design, construction, and
effectiveness of a product that meets a specific
need; debate the environmental implications of
using various sources of energy);
– list various sources of energy and identify them
as renewable (e.g., sun, wind, tides, wood) or
non-renewable (e.g., coal, natural gas, oil);
– identify the forms of energy (e.g., mechanical,
electrical) used in the home, school, and
Groupings
Students Working Individually
Teaching / Learning Strategies
Advance Organiser
Inquiry
Model Making
Problem-solving Strategies
Assessment
Please refer to the Culminating Task
Rubric (9.5.1). As the students begin this
assignment, make observations based on
the first two components of the rubric,
"Process - the extent of teacher
assistance" and "Knowledge understanding of concepts."
Assessment Strategies
Classroom Presentation
Performance Task
Assessment Recording Devices
Rubric
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Culminating Performance Task: The
Energy Dreams by Design
Subtask 9.5
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
5s71 A
5s72 A
5s75 A
5s76 A
5s54 A
5s56 A
5s55 A
community and identify the energy source for
each (e.g., wood, coal, moving water);
– describe how we use different natural
resources as sources of energy and evaluate
the effect of their use on natural and
human-made environments (e.g., in using fossil
fuels such as natural gas for heating our homes
we deplete natural resources but improve our
quality of life);
– explain ways in which technological
innovations affect our use of natural resources
and increase or decrease our ability to conserve
energy (e.g., home insulation allows us to
conserve heat and reduce consumption of
energy from non-renewable sources);
– identify ways humans use energy, evaluate the
economic and environmental costs of each, and
describe ways to avoid wasting energy (e.g.,
lowering the thermostat during the night);
– identify design features that improve the
energy efficiency of buildings, devices, and
systems (e.g., double glazing).
• demonstrate an understanding of the
importance of conservation of energy in relation
to the wise use of renewable and
non-renewable energy sources;
• evaluate the reasons for conserving natural
resources and identify possible ways of
conserving energy.
• design and construct devices that use a form of
energy to meet a specific need or want, and
investigate how the energy is transferred to a
specified output;
Teaching / Learning
NOTE: This Culminating Performance Task involves
working on a Design Challenge using a Design
Process; the Teaching / Learning strategies
selected above represent elements of a Design
Challenge.
1. Draw the students' attention back to the outline of the
Culminating Performance Task created in Subtask 2.
2. Briefly review the components of the Culminating
PerformanceTask.
3. Prior to working on the task, allow students to research
any necessary information for the task using print and
Internet resources (Note: review unit wide resources).
4. Distribute a copy of the Planning Guide to each student
(BLM 9.5.4).
Also have the students take out the
Culminating PerformanceTask Rubric (Rubric 9.5.1)
distributed in Subtask 2. Briefly discuss how the Planning
Guide should be completed keeping the rubric for the task in
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Culminating Performance Task: The
Energy Dreams by Design
Subtask 9.5
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
mind.
5. Students must obtain the teacher's signature on their
Planning Guide.
6. Upon completion of the task, the students will present
their Dream Home diagram to their peers.
Resources
Rubric 9.5.1 (Grade 5 Culminating
Performance Task - The Dream Home)
BLM 9.5.3 (Grade 5 Culminating Task)
BLM 9_5_3Grade5 Culminate.cwk
BLM 9.5.4 (Planning Guide)
BLM 9_5_4Planning Guide.cwk
Bristol board
1
Notes to Teacher
Subtask 9.5 and 9.6 should be introduced simultaneously.
It is suggested that the teacher produce a letter outlining the Culminating PerformanceTask. This letter
should be sent home a week ahead to inform parents about the Culminating PerformanceTask. Handing out
this letter in advance will allow the students to gather the necessary information to design their Dream
Home.
Make one copy of the Culminating Performance Task assignment (BLM 9.5.3) for each grade 5 student.
Any students who do not complete their Planning Guide to the teacher's satisfaction must revise it.
Teachers should become familiar with the Culminating Performance Task Evaluation Rubric (9.5.1), and
make observations of students based on the designated criteria. You could carry the rubric with you on a
clipboard while the students are working and when a student demonstrates a characteristic from a level of
achievement, put the student's initials or name beside it.
A section in the rubric for this Culminating Performance Task has been left blank for your own evaluation
needs.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Culminating Performance Task: The
Energy Dreams by Design
Subtask 9.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
Description
Each Grade 6 student imagines that they are moving to a new home and have the
opportunity to design the electrical features of her/his bedroom. Using knowledge gained
from previous Subtasks, they construct a model of the electrical features of their room
accompanied by a labelled diagram. Students should also consider equal accessibility for
the disabled in their home design. Through a presentation, each student addresses their
room's energy conserving features and the operation of their circuits.
Expectations
6s54 A
6s60 A
6s63 A
6s65 A
6s66 A
6s67 A
6s68 A
6s69 A
– investigate ways in which electrical energy
can be transformed into other forms of energy
(e.g., into light, heat, and sound);
– identify different types of switches that are
used to control electrical devices (e.g., contact,
tilt) and explain the key differences among them
(e.g., differences in design, use).
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as current, battery, circuit,
conductor, insulator; positive (plus) and negative
(minus) charges for electrically charged
materials; north pole and south pole for magnetic
materials);
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., draw a diagram of an
electrical circuit using appropriate symbols;
create a brochure outlining safe and unsafe uses
of electricity; create a table showing different
factors that could lead to a decrease in
consumption of electrical energy in the home and
at school);
– design and build electrical circuits (e.g., series
circuits and parallel circuits) and describe the
function of their component parts (e.g., switches,
power source);
– build and test an electrical circuit that performs
a useful function, and draw a diagram of it using
appropriate electrical symbols;
– construct series circuits (e.g., logical AND) and
parallel circuits (e.g., logical OR) to control a
device, and compare their characteristics;
– design and construct an electrical system that
operates a device in a controlled way (e.g., a
switch provides a controlled input, and lamps,
Groupings
Students Working Individually
Teaching / Learning Strategies
Advance Organiser
Model Making
Problem Posing
Assessment
Please refer to the Culminating Task
Rubric (9.6.1). As the students begin this
assignment, make observations based on
the first two components of the rubric,
"Process - the extent of teacher
assistance" and "Knowledge understanding of concepts."
Assessment Strategies
Classroom Presentation
Performance Task
Assessment Recording Devices
Rubric
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Culminating Performance Task: The
Energy Dreams by Design
Subtask 9.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
6s72 A
6s51 A
6s52 A
6s53 A
buzzers, or motors produce the output).
– describe the electrical conversions in everyday
devices or systems (e.g., electrical energy to
heat energy in a toaster; electrical energy to
mechanical energy in an electric mixer);
• demonstrate understanding that electrical
energy can be transformed into other forms of
energy;
• design and construct a variety of electrical
circuits and investigate ways in which electrical
energy is transformed into other forms of energy;
• identify uses of electricity in the home and
community and evaluate the impact of these uses
on both our quality of life and the environment.
Teaching / Learning
NOTE: This Culminating Performance Task involves
working on a Design Challenge using a Design
Process; the Teaching / Learning strategies
selected above represent elements of a Design
Challenge.
1. Draw the students' attention back to the outline of the
Culminating Performance Task created in Subtask 2.
2. Briefly review the components of the Culminating
Performance Task.
3. Prior to working on the task, allow students to research
any necessary information for the task using print and
Internet resources (Note: review unit wide resources).
4. Distribute a copy of the Planning Guide to each student
(BLM 9.6.4).
Also have the students take out the
Culminating Performance Task Rubric (Rubric 9.6.1)
distributed in Subtask 2. Briefly discuss how the Planning
Guide should be completed keeping the rubric for the task in
mind.
5. Students must obtain the teacher's signature on their
Planning Guide prior to beginning construction of their
electrical designs of their Dream Room. .
6. During the remaining time for this Culminating
Performance Task, the students will be constructing their
Dream Rooms.
7. Upon completion of the task, the students will present
their Dream Rooms to their peers.
Resources
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Apply - Culminating Performance Task: The
Energy Dreams by Design
Subtask 9.6
Electricity and Conservation of Energy A Unit for Grade 5/6
200 mins
Rubric 9.6.1 (Grade 6 Culminating
Performance Task - The Dream Room)
BLM 9.6.3 (Grade 6 Culminating Task)
BLM 9_6_3 Grade6 Culminate.cwk
BLM 9.6.4 (Planning Guide)
BLM 9_5_4Planning Guide.cwk
Dream Room Materials List
961MaterialsChecklist.PDF
Notes to Teacher
Subtask 9.5 and 9.6 should be introduced simultaneously.
Begin assembling materials at least one week prior to starting the Culminating Performance Task. Review
the suggested materials list (BLM 9.6.1) for ideas on gathering materials.
It is suggested that the teacher produce a letter outlining the Culminating Performance Task. This letter
should be sent home a week ahead of time to inform parents about the Culminating Performance Task.
Handing out this letter ahead of time will allow the students to gather the necessary materials to build their
dream room.
Make one copy of the Culminating Performance Task assignment (BLM 9.6.3) for each grade 6 student.
Any students who do not complete their Planning Guide to the teacher's satisfaction must complete it for
homework.
Remind any students who did not bring in their materials to have them ready for the next day.
Teachers should become familiar with the Culminating Performance Task Evaluation Rubric (9.6.1), and
make observations of students based on the designated criteria. You could carry the rubric with you on a
clipboard while the students are working and when a student demonstrates a characteristic from a level of
achievement, put the student's initial beside it.
A section in the rubric for this Culminating Performance Task has been left blank for your own evaluation
needs.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:13 AM
Appendices
Energy Dreams by Design
Electricity and Conservation of Energy
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:19:55 AM
Resource List
Page 1
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Rubric
BLM 9.5.1 (Gr. 5 Blank Culminating
ST 2
PerformanceTask Rubric)
3
Blank rubric for Subtask 9.5 - Dream House Culminating
Performance Task
BLM 9.6.1 (Gr. 6 Blank Culminating
ST 2
PerformanceTask Rubric)
3
Blank rubric for Subtask 9.6 - Dream Room Culminating
Performance Task
Letter to the Mayor Rubric
ST 4
1
This rubric is to be used by the teacher to evaluate the
Grade 6 students' Advantages/Disadvantages charts
and their response letters to the Mayor.
Rubric 7.5.1 (Brochure Rubric)
ST 8
1
Student-generated rubric for teacher and peer brochure
evaluation
Rubric 7.5.1 (Student Rubric for Brochure)
ST 7.5
1
Rubric created using criteria and descriptors generated
by students from discussion of brochure assessment.
Rubric 9.5.1 (Grade 5 Culminating Performance
ST 9.5
Task - The Dream Home)
1
This rubric provides an assessment and evaluation
guideline for the Grade five Culminating Performance
Task.
Rubric 9.6.1 (Grade 6 Culminating Performance
ST 9.6
Task - The Dream Room)
2
This rubric provides an assessment and evaluation
guideline for the Grade 6 Culminating Performance Task.
Blackline Master / File
BLM 1.1 (Forms of Energy Blank Chart)
ST 1
BLM1_1Forms of EnergyBlank.cwk
Blank chart with Scenario number and brief description
down the left-hand side. Thr right side will be blank.
Students will fill in the right-hand side with the correct
corresponding form of energy. Also include the
following energy definition: The ability to make things
move and do work.
BLM 1.2 (Energy Forms Scenarios and Energy
ST 1
Forms)
BLM 1_2Energy Forms.cwk
Series of scenarios illustrating all of the forms of energy
and their names. This BLM is designed to be cut into
sections and turned into cards which are then
distributed to the students.
BLM 2.1 (Sundae KWL)
BLM 2_1Sundae KWL.cwk
A sample "Know, Wonder, Learn" chart
ST 2
BLM 2.2 (Culminating Task KWL Chart)
ST 2
BLM 2_2CT KWL Chart.cwk
Chart for students to complete on Culminating Task.
BLM 3.1 (Transformation of Energy Chart)
ST 3
BLM 3_1Transf Energy Chart.cwk
Chart that includes the following headings: Device,
Transformation of Energy (From, To).
BLM 3.2 (Energy Transfers)
ST 3
BLM 3_2Energy Transfers.cwk
Includes energy transfers (with arrows) where the
students identify a device that displays a particular
transfer. Will also include a chart similar to BLM 3.1,
where students find examples to use from home.
BLM 3.3 (Answer sheet for BLM 3.1)
BLM 3_3Answers for BLM 3_1.cwk
Will include answers to BLM 3.1 and BLM 3.2.
ST 3
BLM 3.4 (Task cards)
BLM 3_4Task cards.cwk
Instruction cards for use by groups.
ST 3
BLM 3.5 (Answers for BLM 3.2)
BLM 3_5Answers for BLM 3_2.cwk
Answers for energy transfers.
ST 3
BLM 4.1 (Energy Source Cards)
BLM 4_1Energy Source Cards.cwk
Names of energy sources accompanied by brief
description to make into Energy Source Cards.
ST 4
BLM 4.2 (Advantages Disadvantages Chart)
BLM 4_2AdvantDisad Chart.cwk
Chart with three columns with headings "Energy
Source", "Advantages" and "Disadvantages".
ST 4
BLM 4.3 (Letter from the Mayor)
ST 4
BLM 4_3Letter from Mayor.cwk
This Letter from the Mayor asks the Grade 6 students
to analyze four potential sources of energy for the
students' community. The students must complete 4
advantages / disadvantages charts and write a return
letter to the mayor with their recommendation.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:20:11 AM
Resource List
Page 2
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
BLM 5.5.1 (Floor Plan)
ST 5.5
BLM 5_5_1Floor Plan.cwk
Advance organizer: this includes a place for a title and
a box for floor plan.
BLM 5.5.2 (Floor Plan Symbols)
ST 5.5
BLM 5_5_2Floorplan Symbols.PDF
Standard symbols used (i.e. stove, fridge, electrical
outlet).
BLM 5.5.3 (Conserving or Wasting)
BLM 5_5_3ConservingWasting.cwk
Illustration (by John Driscoll) of a house showing
examples of energy conservation and waste.
ST 5.5
BLM 5.5.4 (Answer Sheet)
ST 5.5
BLM 5_5_4Answer Sheet.cwk
Answers for energy paths and listing of energy waste
and conservation found in cartoon.
BLM 6.5.1 (Insulation Investigation)
ST 6.5
BLM 6_5_1Insulation Invest.cwk
Includes the problem, materials, observation chart and
observation and application questions. Also includes
place for students to write in hypothesis, materials and
answer questions.
BLM 6.6.2 (Circuit Activity Centres)
ST 6.6
BLM 6_6_2Circuit ActCentres.PDF
Activity cards for use with each Circuit Activity Centre.
BLM 6.6.3 (Activity Centres Materials Checklist)
BLM 6_6_3ActCentresMaterial.PDF
List of materials needed for activity centres.
ST 6.6
BLM 9.6.3 (Grade 6 Culminating Task)
ST 9.6
BLM 9_6_3 Grade6 Culminate.cwk
Outline of Grade 6 Culminating Performance Task.
BLM 9.6.4 (Planning Guide)
ST 9.6
BLM 9_5_4Planning Guide.cwk
To help the Grade 6 students plan their Dream Room.
Students need to get teacher's signature before
beginning construction.
Dream Room Materials List
ST 9.6
961MaterialsChecklist.PDF
This BLM provides the teacher with a list of materials
they could get to assist their students with their Dream
Room project. The list should also include suggested
places where the teachers could find the desired
materials. These are the same materials used in
Subtask 6.6.
Electrical Safety Issues
Electrical Safety Issues.cwk
To be used prior to introducing Subtask 6.6.2.
Energy Promise
Unit
Energy Promise.cwk
To be used with the Electrical Safety Blackline Master
prior to introducing Subtask 6.6.2. Each student is to
receive and complete a copy.
Glossary
glossary.cwk
List and eplanation of terms relevant to the unit.
BLM 6.6.4 (Schematic Legend)
ST 6.6
BLM 6_6_4Schematic Legend.PDF
Shows pictures of symbols to be used by the students
to create schematic diagrams of their apparatus.
BLM 6.6.5 (Write-up Sheet)
ST 6.6
BLM 6_6_5Write-up Sheet.PDF
Outline student can follow for each experiment.
Teacher can decide to make copies of these sheets for
each student to complete their centres, or the students
can use this set-up as a guide.
BLM 6.6.6 (Suggested Must Responses)
ST 6.6
BLM 6_6_6SuggestedMustRes.cwk
Provides suggested and must responses for teacher to
refer to when looking at each of the electricity activity
centres.
BLM 9.5.3 (Grade 5 Culminating Task)
BLM 9_5_3Grade5 Culminate.cwk
Outline of Grade 5 Culminating Performance Task.
ST 2
BLM 9.5.3 (Grade 5 Culminating Task)
ST 9.5
BLM 9_5_3Grade5 Culminate.cwk
Outline of Grade 5 Culminating Performance Task.
BLM 9.5.4 (Planning Guide)
ST 9.5
BLM 9_5_4Planning Guide.cwk
Used to help the Grade 5 students plan their Dream
Home. Have a place for teacher's signature before
students begin home design.
BLM 9.6.3 (Grade 6 Culminating Task)
BLM 9_6_3 Grade6 Culminate.cwk
Outline of Grade 6 Culminating Performance Task
Unit
ST 2
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:20:11 AM
Unit
Resource List
Page 3
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Licensed Software
Microsoft Publisher V2.1 (English)
Equipment / Manipulative
ST 7.5
Material
Blank Lined Paper for Letter Writing
ST 5.6
per person
This paper will be used by the Grade 6 students to
compose their first draft of the response letter to the
Mayor.
Bristol board
1
per person
ST 9.5
Chart Paper / Transparency of BLM 1.1
For writing out of BLM 1.1
ST 1
Demonstration Materials
ST 1
150 ml Beakers
2
per group
Brochures from environmental /utility groups
ST 7.5
per group
Several per group if possible. Try to obtain brochures
from local utilities.
Thermometers
2
per group
ST 6.5
Warm water source
ST 6.5
Electrical Devices for Each of the Centers (e.g.
ST 6.6
batteries, LEDs, lightbulbs, wire, alligator clips,
switches, various materials for conductivity
tests) - see individual centers for descriptions
of necessary materials.
Important to stress that the teacher will need zinc and
copper wire to create the lemon circuits.
Graph paper
ST 6.5
Instruction cards
ST 3
Insulating materials
ST 6.5
Lined paper
ST 5.5
Materials for group activity
ST 3
per group
Flashlight, rubber band, straw, safety goggles (one pair
for each group member), 2 magnets, textbook,
castanets, battery-operated analogue watch or clock
with second hand.
Safety gloves
ST 6.5
Small cardboard boxes
1
per group
ST 6.5
Timing device
ST 6.5
Transparency of 5.5.1
1
per class
ST 5.5
Transparency of BLM 3.1
ST 6.5
ST 3
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:20:11 AM
BLM 1.1
ENERGY FORMS CHART
Energy - The ability to make things do work (e.g. move)
Energy form - Types of energy (electrical, heat, light, sound, chemical, mechanical,
magnetic, gravitational, elastic, nuclear)
Energy source - Where energy comes from (e.g. sun, water, wind, fossil fuels, etc.)
SCENARIO
#1 - Making toast
#2 - Riding a bike
#3 - Playing a guitar
#4 - Playing baseball
#5 - Listening to a discman
#6 - Opening/closing fridge
ENERGY FORMS
BLM 1.2
ENERGY SCENARIOS
-----------------------------------------------------------------------------------------------------------Scenario #1
You are bored with having cereal for breakfast every morning. You decide to make
toast.
-----------------------------------------------------------------------------------------------------------Scenario #2
The snow has finally melted and the roads are clear. You decide to ride your bike to
school after having a hearty breakfast.
-----------------------------------------------------------------------------------------------------------Scenario #3
You are allowed to take music lessons. You decide to learn how to play the guitar.
-----------------------------------------------------------------------------------------------------------Scenario #4
You and your friends are planning to play together after school. You decide to play
baseball.
-----------------------------------------------------------------------------------------------------------Scenario #5
Your older sibling is complaining that he/she cannot study for exams with your music
blaring. You decide to listen to a discman instead.
-----------------------------------------------------------------------------------------------------------Scenario #6
You wake up in the middle of the night hungry and decide to take a peek in the fridge.
As you open the door, the brightness startles you. You grab the first thing you see
and walk away as the door seals shut.
------------------------------------------------------------------------------------------------------------
ENERGY FORMS
Note: These energy forms appear in the order that corresponds to the above
scerarios.
-----------------------------------------------------------------------------------------------------------ELECTRICAL
HEAT
-----------------------------------------------------------------------------------------------------------CHEMICAL
MECHANICAL
-----------------------------------------------------------------------------------------------------------ELASTIC
SOUND
-----------------------------------------------------------------------------------------------------------MECHANICAL
GRAVITATIONAL
-----------------------------------------------------------------------------------------------------------CHEMICAL
SOUND
-----------------------------------------------------------------------------------------------------------LIGHT
MAGNETIC
------------------------------------------------------------------------------------------------------------
BLM 2.1
SUNDAE
WHAT?
Make a sundae
FEATURES FOR EVALUATION:
Can be eaten
Tastes good
Looks good - makes someone want to eat it
KWL (KNOW, WONDER, LEARN) CHART
KNOW
WONDER
LEARN
Should use ice cream
How big will it be ?
If you don't have whipped
cream, marshmellow
sauce works well
Use Sundae dish
What toppings can be
used ?
Ice cream should be hard
Best to use scoop for ice
cream
How big will it be ?
Different people like
different toppings
BLM 2.2
DREAM HOME (Grade 5)/ DREAM ROOM (Grade 6)
WHAT?
FEATURES FOR EVALUATION:
KWL (KNOW, WONDER, LEARN) CHART
KNOW
WONDER
LEARN
BLM 3.1
TRANSFORMATION OF ENERGY
Law of Conservation of Energy: Energy cannot be created or
destroyed, only changed from one form to another.
DEVICE/ACTION
ENERGY
TRANSFORMED
FROM
ENERGY
TRANSFORMED TO
BLM 3.2
ENERGY TRANSFERS
Part A. Find a device/item that fits the following energy transfers. More
than one answer may fit each transfer.
stereo, television
example:
electrical
sound
a)
chemical
mechanical
b)
electrical
heat
c)
electrical
light
d)
mechanical
heat
Part B. Find examples to fill in the following chart.
DEVICE/ACTION
ENERGY
TRANSFORMED
FROM
ENERGY
TRANSFORMED TO
BLM 3.3
TRANSFORMATION OF ENERGY
Law of Conservation of Energy: Energy cannot be created or
destroyed, only changed from one form to another.
DEVICE/ACTION
ENERGY
TRANSFORMED TO
Hair dryer
ENERGY
TRANSFORMED
FROM
ELECTRICAL
Flashlight
CHEMICAL
LIGHT, HEAT
ELASTIC
SOUND,
MECHANICAL
GRAVITATIONAL
SOUND
Magnets
MAGNETIC
MECHANICAL,
SOUND
Running on the spot
CHEMICAL
MECHANICAL, HEAT
MECHANICAL
SOUND
CHEMICAL
MECHANICAL,
SOUND
Wound elastic band
Dropped textbook
Castanets
Analogue watch
SOUND, HEAT,
MECHANICAL
BLM 3.4
TASK CARDS
------------------------------------------------------------------------------------------------------------
Turn the flashlight on. How is the flashlight powered? What is emitted? Make
observations and record in chart.
-----------------------------------------------------------------------------------------------------------Each group member must put on safety goggles. One member holds the rubber
band by placing a finger in each end. A second member places the straw in the
elastic and rotates it around the elastic 10 times. The straw is then released. Make
observations and record in chart.
-----------------------------------------------------------------------------------------------------------Hold textbook with both hands at arm’s length in front while standing. Drop book
onto the floor. Make observations and record in chart.
-----------------------------------------------------------------------------------------------------------Place one magnet on the table. Place second magnet on the table, approximately
10 cm from the first, or until second magnet moves. Make observations and record
in chart.
-----------------------------------------------------------------------------------------------------------Run on the spot for 20 seconds. How did you get the energy to do this? Make
observations and record in chart.
-----------------------------------------------------------------------------------------------------------Place castanets on thumb and middle finger. Hit the castanets together. Make
observations and record in chart.
-----------------------------------------------------------------------------------------------------------Look closely at the second hand on the face of the watch. How is the watch
powered? Make observations and record in chart.
------------------------------------------------------------------------------------------------------------
BLM 3.5
ENERGY TRANSFERS
Part A. Find a device/item that fits the following energy transfers. More
than one answer may fit each transfer.
stereo, television
example:
electrical
sound
battery-operated toy that moves, person moving
a)
chemical
mechanical
stove, toaster, kettle, microwave
b)
electrical
heat
television, lamp, computer
c)
electrical
light
person exercising
d)
mechanical
heat
Part B. Find examples to fill in the following chart.
DEVICE/ACTION
Answers will vary
ENERGY
TRANSFORMED
FROM
ENERGY
TRANSFORMED TO
BLM 4.1
TRANSFORMATION OF ENERGY
Law of Conservation of Energy: Energy cannot be created or
destroyed, only changed from one form to another.
DEVICE/ACTION
ENERGY
TRANSFORMED
FROM
ENERGY
TRANSFORMED TO
BLM 4.2
ENERGY SOURCEADVANTAGES
Renewable:
Non-renewable:
DISADVANTAGES
BLM 4.3
From the Office of The Mayor
Priority: URGENT
Date:
Attn: Electricity Expert
2865 Energy Way,
Light Town, Ontario
L1G 1H7
Dear Electrical Expert:
Due to the growing needs of our community, we will require a new source of energy to
produce electricity. We need your assistance to analyze the different sources of
energy available to us. You must evaluate the effect of different production methods
on available natural resources, living things in the envrionment, and the effects of
using each source on our community.
Please complete an “Advantages/Disadvantages” analysis for four of the following
sources of energy: coal, oil, natural gas, nuclear (uranium), solar, water, wind,
biomass and tidal. Use the “Advantages/Disadvantages” outline sheet provided to
complete your analysis.
Use the Advantages/Disadvantages analysis completed by your teacher as a guide.
Please write a return letter stating your recommendation. Include all four of your
“Advantages/Disadvantages” charts along with your response letter.
Review the provided checklist to assess your progress on this assignment.
Good Luck !
Sincerely,
Mayor Anita Powersource
BLM 5.5.1
FLOOR PLAN OF
Conserving or Wasting ?
On separate paper, create a t-table with the following headings: ‘Energy
Conserved’ and ‘Energy Wasted.’ From the cartoon drawing below, fill in the
table to indicate where energy is conserved and where energy is wasted under
the appropriate heading. When you observe energy to be wasted, also indicate a
way that you think energy could be used more wisely.
BLM 5.5.4
ANSWER SHEET
Energy path examples.
stove
1)
electrical
heat
kitchen light
2)
electrical
light
Conserving or Wasting?
ENERGY CONSERVED
ENERGY WASTED (how to
conserve)
turning down thermostat; sky lights
for heating from sun; recycling;
hanging clothes on line instead of
using dryer; taking the bus instead
of driving;
window left open (close window to
keep heat in); lights and television
left on without being used (turn
lights and TV off when not used);
fridge door left open (make sure
door closes); someone taking a
lengthy shower (adhere to shower
time limit)
BLM 6.5.1
INSULATION INVESTIGATION
PROBLEM Which of the following materials will prevent heat loss?
HYPOTHESIS
____________________________________________________
____________________________________________________
____________________________________________________
MATERIALS
MATERIALS
PROCEDURE
1) Materials Messenger - Obtain the materials for the experiment. Place the
thermometers carefully down on the table away from the edge.
2) Place one beaker into the cardboard box.
3) Place the second beaker onto the table beside the box (the control).
4) Fill the cardboard box with an insulating (or non-insulating) material around the
beaker.
5) Recorder - Make sure that your Observation Chart is ready to be filled in.
6) Temperature Readers - Place the glove on your hand and practice reading a
thermometer in preparation.
7) Timer - Make sure that you have your watch (showing seconds) ready or that you
have a good view of the classroom clock.
8) Raise your hand at your station to indicate to the teacher that you are ready for the
hot water. Caution: Stand back while the hot water is being poured.
9) Once the hot water is poured, only the Temperature Readers will stand near the
beakers to avoid accidents.
10) Place a thermometer in each of the beakers.
11) Measure the temperature of the water in each beaker after one minute and record
the results in the Observation Chart. The thermometers are to be read by
Temperature Readers #1 and #2 at the same time.
12) Continue to measure and record the temperature of the water at one-minute
intervals for 20 minutes.
13) Clean up.
14) Recorder - Write results on board.
OBSERVATIONS
TIME (min)
TEMPERATURE OF WATER(degrees celsius)
CONTROL Material #1 Material #2 Material #3 Material #4 Material #5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Material #1 _________________
Material #4 _________________
Material #2__________________Material #5 _________________
Material #3 _________________
***Graph the results from the above table (time on the x-axis, temperature
on the y-axis). Use different colours for each material and your control.
CONCLUSION
____________________________________________________
____________________________________________________
____________________________________________________
1. List the materials in order from best to poorest insulator.
____________________________________________________
____________________________________________________
____________________________________________________
APPLICATION
1. What other materials do you think would be good insulators?
____________________________________________________
____________________________________________________
____________________________________________________
2. What other materials do you think would be poor insulators?
____________________________________________________
____________________________________________________
____________________________________________________
3. Why is it important to insulate a home?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
BLM 6.6.2a
Circuit Activity Centre 1
A Simple Circuit
Students will:
• build and test an electrical circuit
Materials:
• 2 pieces of wire (approximately 20 cm long)
• bulb in socket (Alternatively, an LED (Light Emitting Device) can be used
here. An LED requires less electricity to light and is usually cheaper to
acquire)
• Dry cell
Problem:
How can you use a battery and wire to make an LED/lightbulb turn on ?
Procedure: Experiment with attaching the bulb and dry cell in different ways.
Keep trying different combinations until you find one that lights the bulb.
Conclusions: How did you have to connect the equipment in order to get the
bulb to light ? This is called a circuit. What happens when the circuit is broken
by disconnecting one of the wires from the battery or bulb ? What characteristics
must a circuit have before an electric current will flow through it ?
BLM 6.6.2b
Circuit Activity Center 2
Making a Series Circuit
Students will:
• build and test an electrical circuit operated by a switch
Materials:
• 2 pieces of wire (approximately 20 cm long)
• 1 bulb in socket (Alternatively, an LED (Light Emitting Device) can be used
here. An LED requires less electricity to light and is usually cheaper to
acquire)
• Dry cell
• A knife switch
Problem:
How can you build a circuit that lights a bulb or LED and turns on and off using a
knife switch ?
Procedure: Experiment with different ways of connecting the light, cell and
switch. Find which way lights the bulb using the switch.
Conclusion: How did you connect the cell, battery, bulb and switch so that the
switch would turn the light on and off ? Why does lifting the knife switch turn off
the light ? Why does connecting the knife switch turn on the light ?
BLM 6.6.2c
Circuit Activity Center 3
Making a Series Circuit
Students will:
• build and test a series electrical circuit operated by a switch that lights three
bulbs at the same time
Materials:
• 6 pieces of wire (approximately 20 cm long)
• 3 bulbs in socket (Alternatively, 3 LEDs (Light Emitting Device) can be used
here. An LED requires less electricity to light and is usually cheaper to
acquire)
• Dry cell
• A knife switch
Problem:
How can you build a circuit that lights all three bulbs and turns on and off using a
knife switch ? What happens to the other lights when one bulb burns out ?
Procedure:
a) Create the circuit shown in the diagram.
b) Remove the middle bulb from your three bulb circuit. What happens ?
Record your observations.
Conclusion: What are the advantages and disadvantages of this type of circuit
(a series circuit) ? Why do the other bulbs go out when a bulb is removed in this
circuit ? What did you learn about the flow of electricity from this Activity Center ?
BLM 6.6.2d
Circuit Activity Center 4
Making a Parallel Circuit
Students will:
• build and test a parallel electrical circuit operated by a switch that lights three
bulbs at the same time
Materials:
• 6 pieces of wire (approximately 20 cm long)
• 3 bulbs in socket (Alternatively, 3 LEDs (Light Emitting Device) can be used
here. An LED requires less electricity to light and is usually cheaper to
acquire)
• Dry cell
• A knife switch
Problem:
How can you build a circuit that:
a) lights all three bulbs
b) turns on and off using a knife switch
c) doesn’t cause all of the lights to go out when one light burns out
Procedure
a) Create the circuit shown in the diagram.
b) Remove the middle bulb in your three bulb circuit. Leave the other two bulbs
in their holders. Record your observations.
c) Now remove another bulb from your circuit. Record your observations.
Conclusions
What are the advantages and disadvantages of this type of circuit (a parallel
circuit) ? Why do the other bulbs stay on when a bulb is removed in this circuit ?
What did you learn about the flow of electricity from this Activity Center ?
BLM 6.6.2e
Circuit Activity Center 5
Conductors and Insulators of Electricity
Students will:
• Test the ability of different materials to be a conductor of electricity
Materials:
• 2 pieces of wire (approximately 20 cm long)
• 1 bulb in socket (Alternatively, an LEDs (Light Emitting Device) can be used
here. An LED requires less electricity to light and is usually cheaper to
acquire)
• Dry cell
• A knife switch
• Test materials (a penny, piece of cardboard, toothpick, aluminum foil, paper
clip, rubber band)
Problem:
Materials that are good conductors of electricity allow electricity to pass through
them easily. Materials that resist the passage of electricity are called insulators
of electricity. Out of your list of materials, which ones make good conductors of
electricity ?
Procedure: Construct the circuit as shown and test the conductivity of the
materials listed.
Conclusion: Make a table to show which materials made good conductors of
electricity and which materials made good insulators of electricity. Where would
you use a good conductor of electricity? Where would you use a good insulator
of electricity ?
Place test
material
here,
between the
two wires.
BLM 6.6.2f
Circuit Activity Center 6
AND / OR Logic Circuits
Students will:
• Construct and test a logical AND gate and a logical OR gate
Materials:
• 2 pieces of wire (approximately 20 cm long)
• 1 bulb in socket (Alternatively, an LEDs (Light Emitting Device) can be used here. An LED
requires less electricity to light and is usually cheaper to acquire)
• Dry cell
• 2 knife switches
Problem:
How can we design circuits that can be turned on by:
a) either one of two switches
b) two switches at one time
Procedure:
OR Gate:
a) connect the wires according to the diagram below
b) turn switch A on and then off (make sure switch B is in the off position)
c) turn switch B on and then off (make sure switch A is in the off position)
d) turn both switch A and B on and off
AND Gate:
a) connect the wires according to the diagram below
b) turn switch A on and then off (make sure switch B is in the off position)
e) turn switch B on and then off (make sure switch A is in the off position)
f) turn both switch A and B on and off
Conclusion: Why do you think that the OR Gate has been given that name ? Why do you
think that the AND Gate has been given that name ?
OR Gate
AND Gate
BLM 6.6.3
Activity Center Materials Checklist
Below you will find the material requirements for each of the Circuit Activity
Centers. You will also find a cumulative list of materials at the bottom of the
page.
•
•
•
•
Center 1
2 pieces
of wire∗
1 bulb in
socket or
LED
Dry cell
Battery
holder
•
•
•
•
•
Center 2
2 pieces
of wire∗
1 bulb in
socket or
LED
Dry cell
A knife
switch
Battery
holder
•
•
•
•
•
Center 3
6 pieces
of wire∗
3 bulbs in
socket or
3 LEDs
Dry cell
A knife
switch
Battery
holder
•
•
•
•
•
Center 4
6 pieces
of wire∗
3 bulbs in
socket or
3 LEDs
Dry cell
A knife
switch
Battery
holder
•
•
•
•
•
•
•
•
Center 5
2 pieces
of wire∗
1 bulb in
socket or
1 LED
Dry cell
A knife
switch
Penny
Cardboard
Toothpick
aluminum
foil
• paper clip
• rubber
band
• Battery
holder
∗ each piece of wire should be insulated and approximately 20 cm in length
Cumulative List of Materials:
Material
20 cm pieces of copper wire
Knife switches
Dry Cells (D cells or 9 volt batteries)
Bulbs in sockets or LEDs
Battery Holders
Material for conductivity testing (penny,
paper clip, aluminum foil, rubber band,
toothpick, cardboard)
Quantity
20
6
12 (includes extra)
15 (includes extra)
6
1 of each
•
•
•
•
•
Center 6
2 pieces
of wire∗
1 bulb in
socket or
1 LED
Dry cell
2 knife
switches
Battery
holder
Electrical Symbols for Schematic Diagrams
Circuit Activity Center Write Up Sheet
Name: ______________
Date: __________________
Activity Center Title: ______________________________________
Problem: _______________________________________________
_______________________________________________________
_______________________________________________________
Hypothesis: _____________________________________________
_______________________________________________________
_______________________________________________________
Labelled Schematic Diagram:
Observations: ___________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Conclusions: ____________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Suggested and Must Responses for Circuit Activity Centers
Activity Center 1: A Simple Circuit
Must Responses:
• A circuit is the path along which electricity flows
• A circuit must be complete before electricity flows
Suggested Responses:
• A circuit must be made of conductive material if it is to carry electricity
• Electricity is a flow of electrons
• The source of the electrons in this case is the dry cell
Activity Center 2: Turning a Light On and Off Using a Switch
Must Responses:
• A switch is something which breaks an otherwise complete circuit
Suggested Responses:
• A switch must be made of a conductive material if it is to allow the circuit to be broken and
completed as it operates
Activity Center 3: Making a Series Circuit
Must Responses:
• Electricity from a single dry cell can power more than one bulb
• All of the lights in a series circuit will fail if one light burns out
Suggested Responses:
• Series circuits can be impractical
• The light emitted from each individual bulb becomes weaker as more bulbs are added.
Activity Center 4: Making a Parallel Circuit
Must Responses:
• The other lights in a parallel circuit don’t go out when one bulb burns out or is removed
Suggested Responses:
• Parallel circuits can be practical (e.g. Christmas Tree example)
• Parallel circuits require more hardware
• More than one bulb can burn out and any remaining bulbs will still operate
Activity Center 5: Conductivity Testing
Must Responses:
• Some materials can carry electricity better than others
• Materials that can carry an electrical current are known as conductors
• Materials that impede the flow of electricity are known as insulators
Suggested Responses
• Most metals appear to be good conductors of electricity
Activity Center 6: AND / OR Switches
Must Responses:
• Any switch in a circuit might interrupt the flow of electricity
• Switches can be aligned in different ways to create various conditions for completing a circuit
Suggested Responses:
• Switches can perform a variety of useful functions
• Switches can be used in combination for safety reasons
BLM 9.5.3
DREAM HOME DESIGN
You are an energy expert and engineeer. You have been hired to
develop a plan for the design of a home for The Enviro-friendly
Construction Company. Your plan should illustrate a home that is
energy efficient and environmentally friendly. You will present this
information to your peers, who will determine the value and
practicality of your Dream Home. Good luck engineers!
Your home must:
- include design devices that reduce the use of energy
- illustrate at least 5 examples of how energy is transformed from
one form to another
Your plan must:
- include a labelled diagram of your home design
- identify the design features that would conserve energy
- identify the renewable and/or nonrenwable energy resources used
DREAM HOME PLANNING GUIDE
Design Challenge
(See Grade 5 Culminating Task, BLM 9.5.3)
You must use the design process to complete this project.
Design Process
Define the problem
What have you been asked to do?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What features should your dream home have?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Brainstorm
Draw and label at least 2 design ideas.
Idea #1
(continued on next page)
Idea #2
Research information and add to your ideas.
Choose one solution
I choose Idea # _______ because ____________________________________
___________________________________________________________
___________________________________________________________
Design your dream home!
Have you...
labelled the energy conserving features on your diagram?
identified renewable and non-renewable energy resources?
included at least 5 energy paths found in your home?
BLM 9.6.3
DREAM ROOM DESIGN
Your family has decided to build a new home. You aren’t too happy
about moving but your parents are allowing you to design the
electrical features of your bedroom because of your interest in
becoming an electrical technician. Before your ideas are accepted,
you must design and create a working model of your proposed
room. You will present your design and model to the class who will
evaluate the design features and practicality of your room. Good
luck electricity experts!
Your room must:
- include a power source, a series circuit , a parallel circuit, a switch,
a buzzer and lights
Your plan must:
- include a labelled diagram of your home design
- explain the operation of your circuits
- indicate where your room electricity is transferred to another form
of energy
BLM 9.6.4
DREAM ROOM PLANNING GUIDE
Design Challenge
(See Grade 6 Culminating Task, BLM 9.6.3)
You must use the design process to complete this project.
Design Process
Define the problem
What have you been asked to do?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What features should your dream room have?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Brainstorm
Draw and label at least 2 design ideas.
Idea #1
(continued on next page)
Idea #2
Research information and add to your ideas.
Choose one solution
I choose Idea # _______ because ____________________________________
___________________________________________________________
___________________________________________________________
Construct your dream room!
Have you...
included a labelled diagram of your room?
Activity Center Materials Checklist
Below you will find the material requirements for each of the Circuit Activity
Centers. You will also find a cumulative list of materials at the bottom of the
page.
Center 1
• 2 pieces
of wire∗
• 1 bulb in
socket or
LED
• Dry cell
•
•
•
•
Center 2
2 pieces
of wire∗
1 bulb in
socket or
LED
Dry cell
A knife
switch
•
•
•
•
Center 3
6 pieces
of wire∗
3 bulbs in
socket or
3 LEDs
Dry cell
A knife
switch
•
•
•
•
Center 4
6 pieces
of wire∗
3 bulbs in
socket or
3 LEDs
Dry cell
A knife
switch
•
•
•
•
•
•
•
•
•
•
Center 5
2 pieces
of wire∗
1 bulb in
socket or
1 LED
Dry cell
A knife
switch
Penny
Cardboard
Toothpick
aluminum
foil
paper clip
rubber
band
∗ each piece of wire should be insulated and approximately 20 cm in length
Cumulative List of Materials:
Material
20 cm pieces of copper wire
Knife switches
Dry Cells (D cells or 9 volt batteries)
Bulbs in sockets or LEDs
Material for conductivity testing (penny,
paper clip, aluminum foil, rubber band,
toothpick, cardboard)
Quantity
20
6
12 (includes extra)
15 (includes extra)
1 of each
•
•
•
•
Center 6
2 pieces
of wire∗
1 bulb in
socket or
1 LED
Dry cell
2 knife
switches
Electrical Safety
Electricity is a very useful tool for people. Electrical power provides light for our rooms, heat for our
houses, sound from our radios, pictures from our televisions, and on and on. Soon we may even be
driving cars powered by electricity.
Electricity does not care what we wish it to do. Electricity only tries to do one thing: return from where
it came. When electricity is generated and put into power lines it is constantly looking for a path back
to the source. Conductors, such as copper wire, allow electricity to flow from one place to another
while insulators, such as plastic, stop or restrict the flow of electricity. Part of electricity’s return to the
source is provided through the earth. When a light is plugged into the wall, the cord has at least two
prongs on the plug. One prong will provide the electricity required to power the light while the other
prong is connected to the ground. This ground connection is made through the ground rod at your
home and the ground rods at poles on the power line serving your home. Because of these ground
poles, the electricity has a path back to the source and can flow. The light bulb will now light up
because the little wire, or filament, inside the bulb is not the best conductor and resists the electricity
flowing through it. It gets white hot as the electricity passes through it.
How do people get injured by electricity ? They get between the source of the electricity and the
ground source it is looking for. The human body is approximately 75% water and conducts electricity
fairly well. While the electricity is passing through the body it can burn and kill. The body, like the
filament of the light bulb, resists the flow of electricity and the parts of the body carrying the flow of
electricity will heat up rapidly. The body requires very little electricity to be seriously damaged.
How Can You Stay Safe ?
You can prevent injury from electricity by remembering the following safety tips:
- Never climb utility poles, transmission towers or fences around electrical equipment
- Never touch electrical outlets with your fingers or with other objects
- Never play with electrical cords, wires or switches
- Never touch an electrical appliance, such as a hair dryer, while in the bathtub, shower or while
standing on a wet floor
- When playing outdoors, never play around electrical wires or equipment
- Stay away from areas marked “HIGH VOLTAGE”
- Always look for power wires before climbing trees. Do not climb trees that are near power lines
- Never throw objects at wires or utility poles
- Never poke objects into electrical equipment boxes
- Only fly kites in dry weather and in open spaces away from power lines
- Never use wire or metal in a kite
- If your kite gets caught in a power line, leave it alone and call your local electrical utility company
Complete the “Energy Expert Promise” to remind yourself how to stay energy safe.
ENERGY PROMISE
This is the Energy Experts Club for Kids “Energy Promise.” After you
have checked off all of safety tips, sign the page and keep it in a safe
place. Use it to remind yourself of how important electrical safety is.
Remember to stay safe !
As a member of the ENERGY EXPERTS CLUB FOR KIDS, I Promise:
To stay safe indoors:
__ Keep fingers and objects away from electrical outlets
__ Never overload outlets with too many plugs
__ Always pull a plug out by the plug, and not the cord
__ Don’t use any appliance that requires electricity in the bath or shower
To stay safe outdoors:
__ Stay away from electric power lines ! Don’t fly kites or climb trees near
them. Remind adults to keep ladders and antennas away from power
lines.
__ Don’t climb utility poles or towers
__ Always obey signs that say, “DANGER KEEP OUT,” or “DANGER
HIGH VOLTAGE.”
__ Don’t go anywhere near power lines that have been knocked down.
Ask an adult to report any downed lines to your local electrical utility
company
__ Don’t touch any metal fences in areas where power lines may have
been knocked down. If a fallen power line is on a fence, even several
backyards away, you may be shocked if you touch the fence.
__ Keep a safe distance from electrical utility company trucks and workers
while they are repairing electrical lines.
Thanks for making the promise !
Signed: ___________________
Date: ___________________
Glossary
Combined Grades 5/6 Conservation of Energy/Electricity
Battery - A number of electrical cells combined together to produce electricity.
The cells may be in series or parallel.
Charge - A property of an atomic particle (electron), which interacts with a
material to give rise to electricity. Usually described in two forms; as a
positive and a negative charge.
Circuit - A path through which electricity flows. A circuit may be closed
(complete) or open (broken).
Conductor - Material (e.g. copper wiring) that allows heat or electricity to flow
easily through it.
Current - The rate of flow of electrical charges through a conductor. The unit of
current is an ampere (A).
Electricity - A particular effect resulting from moving or stationary electrical
charges.
Energy - The measure of a system’s ability to do work. The unit of energy is a
joule (J).
Energy Transformation -Changing form one form of energy to another. An
example could be changing from potential energy to
kinetic energy in a waterfall.
Insulator - A property of material that provides a large amount of resistance to
the flow of electricity.
Mechanical energy - The energy of an object in motion (kinetic).
Nonrenewable resource- Referring to a resource that once depleted is not
replaceable for a long period of time. An example is
crude oil.
Parallel circuit - A type of circuit with multiple paths. Each load (e.g. a light
bulb) has its own path to the energy source (e.g. a battery).
Potential energy - The energy stored in an object as a consequence of its
position or state.
Renewable resources - A resource that is virtually inexhaustible. An example
is solar energy.
Series circuit - A type of circuit with one electrical path. Each load (e.g. a light
bulb) is a connected in a sequence to the energy source (e.g. a
battery).
Static electricity - Stationary charges that build up on the surface of objects
and do not flow continuously as in a closed circuit.
Switch - A device used to start and stop current flow in a circuit.
Voltage - The potential energy difference between two points on a conductor
carrying a current. The unit of voltage is a volt (V).
Letter to the Mayor Rubric
for use with Subtask 4 : Focus - Renewable vs. Non-renewable
from the Grade 5/6 Unit: Energy Dreams by Design
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
5s65
6s64
– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a
computer (e.g., list the names of some devices used in the home that change energy from one form into another, and record in a table the types of energy
transformations
for each through
device);investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or
– compile data gathered
with a computer (e.g., record in a journal all daily uses of electrical energy for a week, classify the various uses, and present the findings using tables and graphs);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
- advantages /
disadvantages are missing,
or incomplete
- shows limited
understanding of
advantages and
disadvantages
- shows limited evidence of
the purpose.
- provides no supporting
details
- advantages /
disadvantages are limited.
- shows some understanding
of advantages and
disadvantages
- advantages /
disadvantages are complete
- shows general
understanding of
advantages and
disadvantages
- shows some evidence of
the purpose.
- provides few supporting
details
- communicates the purpose
clearly
- decision is supporting with
several supporting details
- advantages /
disadvantages are
comprehensive
- shows thorough
understanding of
advantages and
disadvantages
- communicates the purpose
clearly and effectively
- decision is substantially
supported with details
Overall Structure
(introduction, body,
conclusion)
- the letter is presented in a
disorganized way
- few letter writing
conventions are used
- shows some organization,
including an introduction,
body and conclusion
- some letter writing
conventions are used
- contains an introduction, a
body, and a conclusion
linked to the introduction
- all letter writing conventions
are used
- contains an introduction, a
body, and a conclusion all
effectively linked together
- all letter writing conventions
are used
Grammar, Spelling,
Punctuation
- there are several major
errors or omissions
- there are several minor
errors or omissions
- there are only a few minor
errors and omissions
- there are practically no
errors or omissions
Visual Presentation
- few aspects of the
expected visual presentation
are evident
- some aspects of the
expected visual presentation
are evident
- most aspects of the
expected visual presentation
are evident
- allaspects of the expected
visual presentation are
evident
Advantages vs.
Disadvantages Chart
Purpose: To select a
new energy source and
provide supporting
details to reinforce
selection
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:28 AM
Rubric 7.5.1 (Student Rubric for Brochure)
for use with Subtask 7.5 : Apply - Energy Brochure
from the Grade 5/6 Unit: Energy Dreams by Design
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
5s54
• demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources;
5s56
• evaluate the reasons for conserving natural resources and identify possible ways of conserving energy.
5s66
– communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and
descriptions, drawings, and charts (e.g., use a word processor and graphics program to create a booklet about the design, construction, and effectiveness of a
product that meets a specific need; debate the environmental implications of using various sources of energy);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Select Levels
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:28 AM
Rubric 7.5.1 (Brochure Rubric)
for use with Subtask 8 : Focus - Conservation of Energy
from the Grade 5/6 Unit: Energy Dreams by Design
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
5s54
• demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources;
5s56
• evaluate the reasons for conserving natural resources and identify possible ways of conserving energy.
5s66
– communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and
descriptions, drawings, and charts (e.g., use a word processor and graphics program to create a booklet about the design, construction, and effectiveness of a
product that meets a specific need; debate the environmental implications of using various sources of energy);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Select Levels
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:28 AM
Rubric 9.5.1 (Grade 5 Culminating Performance Task - The Dream Home)
Student Name:
Date:
for use with Subtask 9.5 : Apply - Culminating Performance Task: The Dream Home
from the Grade 5/6 Unit: Energy Dreams by Design
Expectations for this Subtask to Assess with this Rubric:
5s54
• demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources;
5s55
• design and construct devices that use a form of energy to meet a specific need or want, and investigate how the energy is transferred to a specified output;
5s56
• evaluate the reasons for conserving natural resources and identify possible ways of conserving energy.
5s60
– recognize that energy cannot be created or destroyed but can only be changed from one form into another (e.g., chemical energy in a battery becomes electrical
energy);
– identify design features that improve the energy efficiency of buildings, devices, and systems (e.g., double glazing).
5s76
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of concepts
- renewable vs. nonrenewable
- energy forms and
transformations
- conservation strategies
- describes wise use of
renewable and non-renewable
energy sources with little depth
- describes few examples of
electrical energy transformation
- describes wise use of
renewable and non-renewable
energy sources with some depth
- describes some examples of
electrical energy transformation
- describes wise use of
renewable and non-renewable
energy sources with depth
- describes many examples of
electrical energy transformation
- describes wise use of
renewable and non-renewable
energy sources with rich depth
- describes all examples of
electrical energy transformation
studied in the classroom
Communication of required
knowledge
- renewable vs. nonrenewable
- energy forms and
transformations
- conservation strategies
- communicates with little
clarity and precision
- rarely uses appropriate
science and technology
terminology
- communicates with some
clarity and precision
- sometimes uses appropriate
science and technology
terminology
- generally communicates
with clarity and precision
- usually uses appropriate
science and technology
terminology
- consistently communicates
with clarity and precision
- consistently uses
appropriate science and
technology terminology
Design Skills
- energy conserving features
- balances energy conservation
with a practical living
envrionment
- applies few energy
conserving features
- little consideration for
practicality
- applies some energy
conserving features
- some consideration for
practicality
- applies many energy
conserving features
- considers conservation and
practicality
- applies many energy
conserving features in
innovative ways
- applies conservation and
practicality innovatively
Relating of Energy
Conservation to protection of
the environment
- incorporation of renewable
energy sources
- incorporates few renewable
energy sources
- incorporates some
renewable energy sources
- incorporates several
renewable energy sources
- incorporates several
renewable energy sources
innovatively
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:28 AM
Rubric 9.6.1 (Grade 6 Culminating Performance Task - The Dream Room)
Student Name:
Date:
for use with Subtask 9.6 : Apply - Culminating Performance Task: The Dream Room
from the Grade 5/6 Unit: Energy Dreams by Design
Expectations for this Subtask to Assess with this Rubric:
6s51
• demonstrate understanding that electrical energy can be transformed into other forms of energy;
6s52
• design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy;
6s53
• identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment.
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of Basic
Concepts
- law of conservation of energy
- function of electrical circuits
- electrical devices impact on
our quality of life
- explains energy transformation
- explains energy transformation
- explains energy transformation
- explains energy transformation
in simple terms
in some detail
in detail
in rich detail
Communication of required
knowledge - different types of
circuits and their advantages /
disadvantages
- energy forms and
transformations
- conservation strategies
- communicates with little
clarity and precision
- rarely uses appropriate
science and technology
terminology
- communicates with some
clarity and precision
- sometimes uses appropriate
science and technology
terminology
- generally communicates
with clarity and precision
- usually uses appropriate
science and technology
terminology
- consistently communicates
with clarity and precision
- consistently uses
appropriate science and
technology terminology
Design skills
- circuits are constructed
properly (i.e. parallel / series)
- skiils in the safe use of tools,
equipment, and materials
- series and parallel circuits
work little of the time
- uses equipment /materials
correctly only with assistance
- series and parallel circuits
work some of the time
- uses equipment /materials
correctly with some
assistance
- series and parallel circuits
work all of the time
- uses equipment /materials
correctly with no assistance
- series and parallel circuits
are complex and work all of
the time
- uses equipment /materials
correctly with no assistance
- describes few of the uses of - describes some of the uses
electrical devices
of electrical devices
- explains the impact of
- explains the impact of
electrical devices with little
electrical devices with some
depth
depth
- describes many of the uses
of electrical devices
- explains the impact of
electrical devices with depth
- describes all of the uses of
electrical devices studied
- explains the impact of
electrical devices with rich
depth
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:42 AM
BLM 9.5.1 (Gr. 5 Blank Culminating PerformanceTask Rubric)
Student Name:
Date:
for use with Subtask 2 : Focus - Culminating Performance Tasks Introduction
from the Grade 5/6 Unit: Energy Dreams by Design
Expectationsfor this Subtask to Assess with this Rubric:
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Select Levels
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:53 AM
BLM 9.6.1 (Gr. 6 Blank Culminating PerformanceTask Rubric)
Student Name:
Date:
for use with Subtask 2 : Focus - Culminating Performance Tasks Introduction
from the Grade 5/6 Unit: Energy Dreams by Design
Expectationsfor this Subtask to Assess with this Rubric:
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Select Levels
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 15, 2000 at 12:20:53 AM
Expectation List
Energy Dreams by Design
Page 1
Electricity and Conservation of Energy A Unit for Grade 5/6
Selected
Assessed
English Language---Writing
6e8
• communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences (e.g.,
write the instructions for building an electrical
circuit for an audience unfamiliar with the technical terminology);
• revise and edit their work in collaboration with others, seeking and evaluating feedback, and focusing on content, organization, and
appropriateness of vocabulary for audience;
• proofread and correct their final drafts, focusing on grammar, punctuation, spelling, and conventions of style;
6e9
• use and spell correctly the vocabulary appropriate for this grade level;
1
6e10
• use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).
1
6e1
6e7
1
1
1
Mathematics---Data Management and Probability
5m113
– design surveys, collect data, and record the results on given spreadsheets or tally charts;
5m114
– display data on graphs (e.g., line graphs, bar graphs, pictographs, and circle graphs) by hand and by using computer applications;
1
1
Science and Technology---Energy and Control
1
5s56
• demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and
non-renewable energy sources;
• design and construct devices that use a form of energy to meet a specific need or want, and investigate how the energy is
transferred to a specified output;
• evaluate the reasons for conserving natural resources and identify possible ways of conserving energy.
5s57
– distinguish between a renewable and a non-renewable source of energy;
2
5s59
– describe how energy is stored and transferred in a given device or system (e.g., in an automobile, chemical energy stored in the
gasoline is transformed into mechanical energy upon combustion, enabling the vehicle to move and releasing thermal energy as
heat);
– recognize that energy cannot be created or destroyed but can only be changed from one form into another (e.g., chemical energy in
a battery becomes electrical energy);
– formulate questions about and identify needs and problems related to protection of the natural environment, and explore possible
answers and solutions (e.g., investigate how local recycling efforts help conserve energy and natural resources);
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and
observations (e.g., use terms such as heat, light, sound, electrical, mechanical, magnetic, chemical when describing forms of
energy);
– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs
produced by hand or with a computer (e.g., list the names of some devices used in the home that change energy from one form
into another, and record in a table the types of energy transformations for each device);
– communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral
presentations, written notes and descriptions, drawings, and charts (e.g., use a word processor and graphics program to create a
booklet about the design, construction, and effectiveness of a product that meets a specific need; debate the environmental
implications of using various sources of energy);
– list various sources of energy and identify them as renewable (e.g., sun, wind, tides, wood) or non-renewable (e.g., coal, natural
gas, oil);
– describe the advantages and disadvantages of using renewable energy sources as opposed to non-renewable sources;
2
5s76
– identify the forms of energy (e.g., mechanical, electrical) used in the home, school, and community and identify the energy source
for each (e.g., wood, coal, moving water);
– describe how we use different natural resources as sources of energy and evaluate the effect of their use on natural and
human-made environments (e.g., in using fossil fuels such as natural gas for heating our homes we deplete natural resources but
improve our quality of life);
– explain ways in which technological innovations affect our use of natural resources and increase or decrease our ability to
conserve energy (e.g., home insulation allows us to conserve heat and reduce consumption of energy from non-renewable
sources);
– identify ways humans use energy, evaluate the economic and environmental costs of each, and describe ways to avoid wasting
energy (e.g., lowering the thermostat during the night);
– identify design features that improve the energy efficiency of buildings, devices, and systems (e.g., double glazing).
6s51
• demonstrate understanding that electrical energy can be transformed into other forms of energy;
2
6s52
• design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms
of energy;
• identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the
environment.
2
5s54
5s55
5s60
5s62
5s64
5s65
5s66
5s68
5s69
5s70
5s71
5s72
5s75
6s53
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:21:07 AM
3
1
3
1
3
3
1
7
2
4
4
2
1
2
1
2
1
2
2
1
2
2
2
2
1
1
1
Expectation List
Energy Dreams by Design
Page 2
Electricity and Conservation of Energy A Unit for Grade 5/6
6s54
Selected
– investigate ways in which electrical energy can be transformed into other forms of energy (e.g., into light, heat, and sound);
6s55
– compare the conductivity of a variety of solids and liquids;
1
6s56
– identify, through experimentation, ways in which chemical energy can be transformed into electrical energy (e.g., build a circuit
using a lemon or a potato);
– identify different types of switches that are used to control electrical devices (e.g., contact, tilt) and explain the key differences
among them (e.g., differences in design, use).
– formulate questions about and identify needs and problems related to the properties or uses of electrical energy, and explore
possible answers and solutions (e.g., compare some sources of electrical energy used in the past, such as coal, with sources
used today, such as uranium and moving water, and evaluate the advantages and disadvantages of each);
– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions;
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and
observations (e.g., use terms such as current, battery, circuit, conductor, insulator; positive (plus) and negative (minus) charges
for electrically charged materials; north pole and south pole for magnetic materials);
– compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and
scatter plots produced by hand or with a computer (e.g., record in a journal all daily uses of electrical energy for a week, classify
the various uses, and present the findings using tables and graphs);
– communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral
presentations, written notes and descriptions, drawings, and charts (e.g., draw a diagram of an electrical circuit using appropriate
symbols; create a brochure outlining safe and unsafe uses of electricity; create a table showing different factors that could lead to
a decrease in consumption of electrical energy in the home and at school);
– design and build electrical circuits (e.g., series circuits and parallel circuits) and describe the function of their component parts
(e.g., switches, power source);
– build and test an electrical circuit that performs a useful function, and draw a diagram of it using appropriate electrical symbols;
1
6s60
6s61
6s62
6s63
6s64
6s65
6s66
6s67
6s68
6s69
6s70
6s72
6s73
6s77
– construct series circuits (e.g., logical AND) and parallel circuits (e.g., logical OR) to control a device, and compare their
characteristics;
– design and construct an electrical system that operates a device in a controlled way (e.g., a switch provides a controlled input, and
lamps, buzzers, or motors produce the output).
– identify sources of electricity and state whether the sources are renewable or non-renewable;
– describe the electrical conversions in everyday devices or systems (e.g., electrical energy to heat energy in a toaster; electrical
energy to mechanical energy in an electric mixer);
– identify the different ways electricity is produced (e.g., by batteries using chemical energy; by dams using water power; by
generating stations using nuclear energy) and evaluate the effect of different production methods on natural resources and living
things in the environment;
– develop a plan for reducing electricity consumption at home or at school, and assess how this change could affect the economy
(e.g., jobs) and our use of natural resources.
Assessed
2
1
1
1
2
1
3
2
1
– use a thermometer to measure the temperature of a material;
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:21:07 AM
2
2
2
2
1
2
1
2
1
1
Science and Technology---Matter and Materials
5s36
3
1
Expectation Summary
Selected
Energy Dreams by Design
Assessed
Electricity and Conservation of Energy A Unit for Grade 5/6
English Language
5e1
5e11
5e21
5e31
5e41
5e51
5e61
5e2
5e12
5e22
5e32
5e42
5e52
5e62
5e3
5e13
5e23
5e33
5e43
5e53
5e63
5e4
5e14
5e24
5e34
5e44
5e54
5e64
5e5
5e15
5e25
5e35
5e45
5e55
5e65
5e6
5e16
5e26
5e36
5e46
5e56
5e66
5e7
5e17
5e27
5e37
5e47
5e57
5e8
5e18
5e28
5e38
5e48
5e58
5e9
5e19
5e29
5e39
5e49
5e59
5e10
5e20
5e30
5e40
5e50
5e60
5f3
5f13
5f4
5f14
5f5
5f15
5f6
5f16
5f7
5f17
5f8
5f18
5f9
5f10
5m3
5m13
5m23
5m33
5m43
5m53
5m63
5m73
5m83
5m93
5m103
5m113
5m123
5m4
5m14
5m24
5m34
5m44
5m54
5m64
5m74
5m84
5m94
5m104
5m114
5m124
5m5
5m15
5m25
5m35
5m45
5m55
5m65
5m75
5m85
5m95
5m105
5m115
5m6
5m16
5m26
5m36
5m46
5m56
5m66
5m76
5m86
5m96
5m106
5m116
5m7
5m17
5m27
5m37
5m47
5m57
5m67
5m77
5m87
5m97
5m107
5m117
5m8
5m18
5m28
5m38
5m48
5m58
5m68
5m78
5m88
5m98
5m108
5m118
5m9
5m19
5m29
5m39
5m49
5m59
5m69
5m79
5m89
5m99
5m109
5m119
5m10
5m20
5m30
5m40
5m50
5m60
5m70
5m80
5m90
5m100
5m110
5m120
5s5
5s15
5s25
5s35
5s45
5s55
5s65
5s75
5s85
5s95
5s105
5s115
5s125
5s6
5s16
5s26
5s36
5s46
5s56
5s66
5s76
5s86
5s96
5s106
5s116
5s126
5s7
5s17
5s27
5s37
5s47
5s57
5s67
5s77
5s87
5s97
5s107
5s117
5s127
5s8
5s18
5s28
5s38
5s48
5s58
5s68
5s78
5s88
5s98
5s108
5s118
5s128
5s9
5s19
5s29
5s39
5s49
5s59
5s69
5s79
5s89
5s99
5s109
5s119
5s10
5s20
5s30
5s40
5s50
5s60
5s70
5s80
5s90
5s100
5s110
5s120
French as a Second Language
5f1
5f11
5f2
5f12
Mathematics
5m1
5m11
5m21
5m31
5m41
5m51
5m61
5m71
5m81
5m91
5m101
5m111
5m121
5m2
5m12
5m22
5m32
5m42
5m52
5m62
5m72
5m82
5m92
5m102
5m112
5m122
1
1
Science and Technology
5s1
5s11
5s21
5s31
5s41
5s51
5s61
5s71
5s81
5s91
5s101
5s111
5s121
2
2
5s2
5s12
5s22
5s32
5s42
5s52
5s62
5s72
5s82
5s92
5s102
5s112
5s122
3
1
1
2
5s3
5s13
5s23
5s33
5s43
5s53
5s63
5s73
5s83
5s93
5s103
5s113
5s123
5s4
5s14
5s24
5s34
5s44
5s54
5s64
5s74
5s84
5s94
5s104
5s114
5s124
5z3
5z13
5z23
5z33
5z43
5z4
5z14
5z24
5z34
5z44
5z5
5z15
5z25
5z35
5z45
5z6
5z16
5z26
5z36
5z46
5z7
5z17
5z27
5z37
5z47
5z8
5z18
5z28
5z38
5z48
5z9
5z19
5z29
5z39
5z10
5z20
5z30
5z40
1
7
3
2
2
1
4
2
1
2
3
4
1
2
1
2
1
2
2
1
Social Studies
5z1
5z11
5z21
5z31
5z41
5z2
5z12
5z22
5z32
5z42
Health & Physical Education
5p1
5p11
5p21
5p31
5p2
5p12
5p22
5p32
5p3
5p13
5p23
5p33
5p4
5p14
5p24
5p34
5p5
5p15
5p25
5p35
5p6
5p16
5p26
5p36
5p7
5p17
5p27
5p37
5p8
5p18
5p28
5p38
5p9
5p19
5p29
5p39
5p10
5p20
5p30
5p40
5a2
5a12
5a22
5a32
5a42
5a52
5a62
5a3
5a13
5a23
5a33
5a43
5a53
5a63
5a4
5a14
5a24
5a34
5a44
5a54
5a64
5a5
5a15
5a25
5a35
5a45
5a55
5a65
5a6
5a16
5a26
5a36
5a46
5a56
5a66
5a7
5a17
5a27
5a37
5a47
5a57
5a67
5a8
5a18
5a28
5a38
5a48
5a58
5a68
5a9
5a19
5a29
5a39
5a49
5a59
5a69
5a10
5a20
5a30
5a40
5a50
5a60
The Arts
5a1
5a11
5a21
5a31
5a41
5a51
5a61
2
3
1
Expectation Summary
Selected
Energy Dreams by Design
Assessed
Electricity and Conservation of Energy A Unit for Grade 5/6
English Language
6e1
6e11
6e21
6e31
6e41
6e51
6e61
1
6e2
6e12
6e22
6e32
6e42
6e52
6e62
6e3
6e13
6e23
6e33
6e43
6e53
6e63
6e4
6e14
6e24
6e34
6e44
6e54
6e64
6e5
6e15
6e25
6e35
6e45
6e55
6e65
6e6
6e16
6e26
6e36
6e46
6e56
6e66
6e7
6e17
6e27
6e37
6e47
6e57
1
6e8
6e18
6e28
6e38
6e48
6e58
1
6e9
6e19
6e29
6e39
6e49
6e59
1
6e10
6e20
6e30
6e40
6e50
6e60
6f3
6f13
6f4
6f14
6f5
6f15
6f6
6f16
6f7
6f17
6f8
6f18
6f9
6f10
6m3
6m13
6m23
6m33
6m43
6m53
6m63
6m73
6m83
6m93
6m103
6m113
6m123
6m4
6m14
6m24
6m34
6m44
6m54
6m64
6m74
6m84
6m94
6m104
6m114
6m124
6m5
6m15
6m25
6m35
6m45
6m55
6m65
6m75
6m85
6m95
6m105
6m115
6m125
6m6
6m16
6m26
6m36
6m46
6m56
6m66
6m76
6m86
6m96
6m106
6m116
6m7
6m17
6m27
6m37
6m47
6m57
6m67
6m77
6m87
6m97
6m107
6m117
6m8
6m18
6m28
6m38
6m48
6m58
6m68
6m78
6m88
6m98
6m108
6m118
6m9
6m19
6m29
6m39
6m49
6m59
6m69
6m79
6m89
6m99
6m109
6m119
6m10
6m20
6m30
6m40
6m50
6m60
6m70
6m80
6m90
6m100
6m110
6m120
6s4
6s14
6s24
6s34
6s44
6s54
6s64
6s74
6s84
6s94
6s104
6s114
6s124
6s5
6s15
6s25
6s35
6s45
6s55
6s65
6s75
6s85
6s95
6s105
6s115
6s6
6s16
6s26
6s36
6s46
6s56
6s66
6s76
6s86
6s96
6s106
6s116
6s7
6s17
6s27
6s37
6s47
6s57
6s67
6s77
6s87
6s97
6s107
6s117
6s8
6s18
6s28
6s38
6s48
6s58
6s68
6s78
6s88
6s98
6s108
6s118
6s9
6s19
6s29
6s39
6s49
6s59
6s69
6s79
6s89
6s99
6s109
6s119
6s10
6s20
6s30
6s40
6s50
6s60
6s70
6s80
6s90
6s100
6s110
6s120
1
French as a Second Language
6f1
6f11
6f2
6f12
Mathematics
6m1
6m11
6m21
6m31
6m41
6m51
6m61
6m71
6m81
6m91
6m101
6m111
6m121
6m2
6m12
6m22
6m32
6m42
6m52
6m62
6m72
6m82
6m92
6m102
6m112
6m122
Science and Technology
6s1
6s11
6s21
6s31
6s41
6s51
6s61
6s71
6s81
6s91
6s101
6s111
6s121
1
2
2
6s2
6s12
6s22
6s32
6s42
6s52
6s62
6s72
6s82
6s92
6s102
6s112
6s122
2
1
2
6s3
6s13
6s23
6s33
6s43
6s53
6s63
6s73
6s83
6s93
6s103
6s113
6s123
1
3
1
3
1
2
2
1
1
2
1
2
2
1
2
1
Social Studies
6z1
6z11
6z21
6z31
6z41
6z2
6z12
6z22
6z32
6z42
6z3
6z13
6z23
6z33
6z43
6z4
6z14
6z24
6z34
6z44
6z5
6z15
6z25
6z35
6z45
6z6
6z16
6z26
6z36
6z46
6z7
6z17
6z27
6z37
6z47
6z8
6z18
6z28
6z38
6z48
6z9
6z19
6z29
6z39
6z10
6z20
6z30
6z40
Health & Physical Education
6p1
6p11
6p21
6p31
6p2
6p12
6p22
6p32
6p3
6p13
6p23
6p33
6p4
6p14
6p24
6p34
6p5
6p15
6p25
6p6
6p16
6p26
6p7
6p17
6p27
6p8
6p18
6p28
6p9
6p19
6p29
6p10
6p20
6p30
6a2
6a12
6a22
6a32
6a42
6a52
6a62
6a3
6a13
6a23
6a33
6a43
6a53
6a63
6a4
6a14
6a24
6a34
6a44
6a54
6a64
6a5
6a15
6a25
6a35
6a45
6a55
6a65
6a6
6a16
6a26
6a36
6a46
6a56
6a66
6a7
6a17
6a27
6a37
6a47
6a57
6a67
6a8
6a18
6a28
6a38
6a48
6a58
6a68
6a9
6a19
6a29
6a39
6a49
6a59
6a69
6a10
6a20
6a30
6a40
6a50
6a60
6a70
The Arts
6a1
6a11
6a21
6a31
6a41
6a51
6a61
6a71
1
2
1
1
Unit Analysis
Page 1
Energy Dreams by Design
Electricity and Conservation of Energy A Unit for Grade 5/6
Analysis Of Unit Components
12
109
59
106
Resource Types
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations --
Groupings
Assessment Recording Devices
8 Students Working As A Whole Class
9 Students Working In Small Groups
11 Students Working Individually
4
4
5
Teaching / Learning Strategies
Assessment Strategies
9
4
7
1
4
3
5
2
1
1
1
1
1
1
2
3
2
5
5
3
3
1
Advance Organizer
Brainstorming
Collaborative/cooperative Learning
Conferencing
Demonstration
Direct Teaching
Discussion
Experimenting
Graphing
Guided Writing
Map Making
Model Making
Oral Explanation
Problem Posing
Review (copied)
Anecdotal Record
Checklist
Rubric
Classroom Presentation
Exhibition/demonstration
Observation
Performance Task
Questions And Answers (oral)
Select Response (copied)
Self Assessment
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 15, 2000 at 12:22:18 AM