Energy in Our Lives
Energy and Control
Including:
What Do We Know About Energy?
Energy from the Sun
Food for Thought
Forms of Energy
The Ins and Outs of Energy
Energy and Our Senses
Construct a Device
Energy Conservation
Culminating Task
An Integrated Unit for Grade 1
Written by:
Moore, Jackson, Johnston, Kjeldgaard, Lynch, Tonner, Tudhope,
Length of Unit: approximately: 16 hours
August 2001
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Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Acknowledgements
The developers are appreciative of the suggestions and comments from colleagues involved through the
internal and external review process.
Participating Lead Public School Boards:
Mathematics, Grades 1-8
Grand Erie District School Board
Kawartha Pine Ridge District School Board
Renfrew District School Board
Science and Technology, Grades 1-8
Lakehead District School Board
Thames Valley District School Board
York Region District School Board
Social Studies, History and Geography, Grade 1-8
Renfrew District School Board
Thames Valley District School Board
York Region District School Board
The following organizations have supported the elementary curriculum unit project through team building and
leadership:
The Council of Ontario Directors of Education
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Policy Branch
An Integrated Unit for Grade 1
Written by:
Moore, Jackson, Johnston, Kjeldgaard, Lynch, Tonner, Tudhope, Turnball
(519) 452-2000
Thames Valley District School Board
Based on a unit by:
Moore, Jackson, Johnston, Kjeldgaard, Lynch, Tonner, Tudhope, Turnball
(519) 452-2000
Thames Valley District School Board
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
to particular commercial resources, learning materials, equipment, or technology does not reflect any official
endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
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Unit Overview
Energy in Our Lives
Page 1
Energy and Control An Integrated Unit for Grade 1
Task Context
The Efficient Energy Agency has noticed that too much energy is being used in Ontario. They have hired us
to be the Energy Super Sleuths for our community. Our task will be to collect information about energy use at
school and/or at home. We will need to identify how energy can be conserved in these locations.
Task Summary
In this unit, students will explore the sources of energy and the ways in which energy is used in daily life.
They will investigate devices and systems that use energy and the ways in which these can be controlled
manually. Using this knowledge, students will conduct an investigation into energy use and will identify ways
to conserve energy.
Culminating Task Assessment
Students will conduct an investigation of energy use at school. Students will collect data to identify an area
where energy can be saved. After analyzing their data, students will design and display a poster to address
one of these areas. They will collect additional data to determine if they have influenced a change in energy
consumption. The data will be graphed and the results shared with the Efficient Energy Agency.
Recommendations for further improvements in energy conservation will be discussed at this time.
Links to Prior Knowledge
Students will be familiar with:
- the concept of living and non-living things (refer to Grade One Life Systems strand)
- the concept of the five senses (refer to Grade One Life Systems strand)
- the use of a tally and a graph to display data and the interpretation of this data (refer to Grade One Data
Management strand in Mathematics)
Include prior knowledge skills and information on bulletin boards, wall charts and chart paper around the
classroom. When appropriate, add to the information as the concepts are developed in the unit. For example,
a vocabulary or fact bulletin board can begin with definitions or facts from related units and extended as new
terms and facts are introduced.
Students could demonstrate their prior knowledge in their science and technology journals using specific
concepts prompts.
Considerations
Notes to Teacher
UNIT PLANNING CONSIDERATIONS
1. Curriculum
This unit has been designed to cover all expectations in the ENERGY AND CONTROL strand in the Ontario
Curriculum, Science and Technology document.
2. Integration
Each activity is designed to build skills and concepts which will be demonstrated in the summative task.
Although these lessons may be taught independently, integrated learning opportunities in other subject areas
may be addressed simultaneously.
Science is a form of knowledge that seeks to describe and explain the natural and physical world and its
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place in our universe. Technology is both a form of knowledge that uses concepts and skills from other
disciplines (including science) and the application of this knowledge to meet an individual need or specific
problem. Inherent in these studies is the need to both research and communicate ideas and findings,
whether through specific use of scientific and technical vocabulary, or through the use of diagrams or
illustrations. The study of science and technology is an opportunity for students to reinforce and extend
expectations in other subject areas. When planning a unit or term, teachers may wish to take advantage of
opportunities to address and assess expectations from other curricula.
3. Timeframe
As science is a hands-on, resource-dependent core subject, timetabling in all grades must address the
necessity of block timetabling of up to 60 minutes to thoroughly complete the lessons in this unit. Although
some lessons may be covered in a shorter period of time, many of the activities and follow-ups would benefit
from a longer block of time. Teachers should also be prepared to timetable at least a month to complete the
unit.
4. Assessment Overview
In this unit, a variety of assessment strategies and recording devices has been included (see BLM 1.UW.1).
The assessments provide the teacher with information on the development of students' skills in all areas of
the achievement scale as outlined on page 13 in the Ontario Curriculum, Science and Technology document.
Although sample assessment checklists and rubrics have been included as Black Line
Masters, teachers should consider developing similar tools in conjunction with their students.
Collaborative creation of assessment tools will help students to recognize the important criteria for assessing
their own work. A sample assessment tool for students to use in assessing their group skills has been
included on BLM 1.UW.8. Teachers may wish to work with students to identify different criteria or to use
different rating scales.
Assessment Accommodation Strategies
- consult the Individual Education Plan and adapt the assessment format (e.g., oral, practical demonstration,
interview, construction, tape-recorded test) to suit the needs of the student;
- allow the student to write the main points and expand verbally; allow additional time, when required for
completion;
- read or clarify questions for the student and encourage the student to rephrase questions, in his/her own
words;
- provide highlighting of key words or instructions for emphasis;
- use several assessments to establish ability
5. Science and Technology Journals
Strategies, Accomodations and Adaptions
Science and technology journals give students the opportunity to construct their own understanding; to put
into their own words what they are learning. They can link the observations that they make with the
knowledge that they bring with them. Verbalizing ideas, both orally and in writing, is an important step in
internalizing new information. Explaining and describing experiences helps learners to make connections
between concepts and ideas. It also allows the teacher to track and assess the students' understanding and
it provides an opportunity to correct any misunderstandings that the student may have.
In this unit, several blackline Masters are provided to simplify the use of journal writing. BLM 1.UW.1a is a
cover page for the booklet. The criteria for writing a journal entry (BLM 1.UW.2) can be glued onto the inside
cover of the journal for easy reference by students. Alternately, this could be used as a guide for the
teacher to use when developing criteria with students. A journal page (BLM 1.UW.3) has been
provided if notebooks are not available. It is recommended that blackline masters which are completed during
the unit be included as entries in the science journal.
In order for students to be successful communicators in science and technology, the following methodology
has been introduced in this unit.
a) Class Journal - During initial lessons, the teacher engages the whole class in the writing process. In
order to provide opportunities for children to use rich oral language to describe, explain and respond to their
shared experiences in science, the teacher acts as a scribe to record students' ideas. The class journal
entries are prominently displayed as examples of "good" science writing.
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b) Explaining Criteria - The teacher explains the criteria for writing a journal entry by demonstrating each
statement using examples from class journal entries, for example - find all of the science and technology
words used and circle these. Then, students can use the criteria to assess a piece of scientific writing. The
teacher displays the writing on an overhead or chart paper and, as a class, the students discuss the piece
of writing. The same procedure can be done in small groups where students find "3 Stars" (good things) and
"a Wish" (things to improve next time) in a piece of writing.
c) Independent Writing - When students have had many experiences in shared writing, then they can
record their ideas independently. The teacher can assess the first entry and provide feedback to individual
students in order to improve science writing skills. The information from this assessment could also be used
for the development of class demonstrations in a specific area.
6. Inquiry and Design Models
The performance tasks in this unit use the I.N.S.I.T.E. Model of inquiry. Teachers should ensure that students
are familiar with these models as a framework for approaching design or inquiry challenges.
7. Safety
Safety is an important aspect of any science and technology program. For more information on safety
considerations, please see pages 8 and 9 of the Ontario Curriculum, Science and Technology document.
8. Use of Blackline Masters
Included in this unit is a large number of black-line masters. Due to the sophisticated scientific material
covered in the unit and in order to meet the needs of teachers with various backgrounds, it was decided to
include a broad range of black-line masters. Instead of photocopying all black-line masters the following
strategies could be used:
Have students recreate the BLM as a science journal activity or in a group assignment.
Recreate BLM on a bulletin board (e.g., vocabulary/definition and fact bulletin board).
Recreate BLM as a wallchart or on chart paper.
Copy BLM on acetate and use it on an overhead projector.
9. Classroom Accommodations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and
activities are designed to accommodate the needs of students at different levels of abilities. Many of the
activities include pictures and/or examples of a step-by-step process. These may be used at the discretion
of the teacher for some or all students. As well, teachers can easily adapt the activities to allow for
open-ended, student-directed tasks.
Teachers are encouraged to:
- involve the student in setting goals for work completion;
- encourage risk taking;
- provide varied opportunities for peer and/or group interactions (e.g., cooperative learning, sharing);
- teach visual strategies for journal writing and/or note making (e.g., use of diagram/picture to represent
content);
- provide advance organizers to structure content (e.g., outlines, subtitles, paragraph frames);
- encourage the use of lists, advance organizers, personal planner for personal organization;
- allow opportunities for alternatives to writing (e.g., graphic representations, drama, media presentations,
timelines, collages).
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List of Subtasks
Energy in Our Lives
Subtask List Page 1
Energy and Control An Integrated Unit for Grade 1
1
What Do We Know About Energy?
Students will demonstrate their prior knowledge by creating a collage on the topic "Energy in Our
Lives."
2
Energy from the Sun
Students will investigate the concept that the sun is a source of light and heat energy.
3
Food for Thought
Through classification, demonstration and discussion, students will identify food as the source of
energy which allows their body to grow and repair itself as well as providing the energy required for
an active lifestyle. Students will create a poster with an effective message to promote healthy food as
a source of energy.
4
Forms of Energy
Students will identify different forms of energy found in the classroom and in a variety of everyday
devices.
5
The Ins and Outs of Energy
With supervision, students will operate various appliances noting the energy input and energy output
as well as the control mechanism.
6
Energy and Our Senses
Students will explain how their senses of touch, hearing, and sight help them to control devices that
use energy in the home, school and community.
7
Construct a Device
Students will construct a manually controlled device that performs a specific task.
8
Energy Conservation
Students will identify common devices that consume energy. They will predict how their lives would
be changed without these energy consuming devices and will describe ways that energy can be
saved.
9
Culminating Task
Students will conduct an investigation of energy use at school. Students will collect data to identify an
area where energy can be saved. After analyzing their data, students will design and display a poster
to address one of these areas. They will collect additional data to determine if they have influenced a
change in energy consumption. The data will be graphed and the results shared with the Efficient
Energy Agency. Recommendations for further improvements in energy conservation will be discussed
at this time.
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What Do We Know About Energy?
Subtask 1
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
Description
Students will demonstrate their prior knowledge by creating a collage on the topic "Energy in Our Lives."
Expectations
1s46
1s47
1s48
• demonstrate an understanding of ways in which
energy is used in daily life;
• investigate some common devices and systems
that use energy and ways in which these can be
controlled manually;
• describe different uses of energy at home, at
school, and in the community, and suggest ways in
which energy can be conserved.
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Brainstorming
Discussion
Direct Teaching
Assessment
Assessment Strategies
Select Response
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
1. Introduce this unit by explaining to the students that the class will be learning about energy in their lives.
2. To discover some of the children's impressions of the concept of energy, have the children do various
tasks such as hopping on one foot or jogging on the spot for a short time and a long time. Ask the students:
"What do you use when you do these kinds of activities?" If the answer (energy) is not given, then explain
that when we exercise, play or do sports, we are using energy.
3. Continue the discussion by inquiring if the children have ever heard people say things like: "I have no
energy today." or "Where do you get all that energy?" Discuss what these sayings might mean. Ask the
question: "What is energy?" Begin a word web with "ENERGY" in the centre and the children's suggestions
surrounding it.
4. Explain to the students that the word "energy" is the ability to do work or make things move or change.
Write this definition on the word web for future reference.
5. To assess the students' prior knowledge of the concepts in this unit, have the students create a picture
collage using cut outs from magazine or drawings with labels for the answers to these two questions:
"Where does energy come from?" and "What things use energy?" When the students have completed their
answers, this sheet should be dated and filed for use at the end of the unit.
6. In a large group, have students share some of their responses to the above questions. On chart paper,
create a word web for each question. This web can be displayed throughout the unit and additional
information can be recorded after each lesson.
7. In order to create student interest in the unit, provide the context and a brief description of the summative
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What Do We Know About Energy?
Subtask 1
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
task.
8. Distribute the letter to parents/guardians (BLM 1.1.1) so that parents are aware that their assistance may
be needed in the collection of data at home.
9. To provide an opportunity to track students' understanding of basic concepts, use the anecdotal record
sheet on BLM 1.UW.2a. Possible student responses are represented on BLM 1.UW.2b.
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
Resources
BLM 1.1.1
BLM 1.1.1.cwk
Magazines
Notes to Teacher
The collage task could be repeated again at the end of the unit and then compared with the initial
assessment in order to demonstrate student progress in understanding basic concepts (see BLM 1.UW.1 Assessment Overview).
Explanation of Terms:
"Energy" is the name given to the ability to do work. No matter who or what does the work - people,
animals, machines - energy is required. Although energy is available from a variety of sources, nearly all
these sources can be traced back to the sun - either directly or through several links in the energy chain.
Teacher Reflections
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Energy from the Sun
Subtask 2
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
120 mins
Description
Students will investigate the concept that the sun is a source of light and heat energy.
Expectations
1s49
– recognize that the sun is the principal source of
energy used on the surface of the earth;
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Students Working In Pairs
Teaching / Learning Strategies
Brainstorming
Discussion
Learning Log/ Journal
Inquiry
Assessment
Assessment Strategies
Select Response
Response Journal
Assessment Recording Devices
Anecdotal Record
Rubric
Teaching / Learning
Part A: Solar Energy
1. Present a solar calculator to the class. Have a student examine the calculator to see if it has batteries.
Demonstrate the use of the calculator in a dark place and then in a light area. Ask the students to suggest
why the calculator works in a light place but not in a dark place. "Where does the calculator get the energy to
work?" Explain that the calculator uses the sun's energy to work. Ask the students if they know of any
other devices that work this way. Present photos of a solar house and car which use the sun's energy.
2. Ask the question: "How does the sun help us?" Brainstorm suggestions and write the responses on the
blackboard. (The sun gives us light and heat.) Create a chart with the headings: Light and Heat.
3. Students work in pairs or small groups to answer the question: "How do the sun's light and heat energy
help us?" Groups share their responses under the appropriate heading. Examples of responses: Light gives day, makes plants grow, we eat plants. Heat - keeps us warm, keeps animals warm, to warm pools.
4. Using the pattern on BLM 1.2.1, have students work individually to complete words and drawings to
demonstrate their knowledge of the sun's energy.
Part B: Heat from the Sun
1. To complete this task, a sunny window is required. Students will use the I.N.S.I.T.E. Model (see BLM
1.UW.6 and BLM 1.UW.7) to explore how the sun gives heat energy. Demonstrate how to measure heat by
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Energy from the Sun
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 2
120 mins
putting a thermometer into ice water and hot water to watch the liquid rise and fall. Have students explain the
relationship of the liquid in the thermometer to the differences in water temperatures.
2. Pour room temperature water into three jars. Record the temperature of the water. Place one jar in a
place which receives direct sunlight and the other two jars in places away from the sunlight.
3. As a class, create graphs to record student predictions about what they think will happen to the
temperature of the water in each of the three jars (labels for graph - temperature up, temperature same,
temperature down).
4. After thirty minutes, examine the thermometers in the three jars. Compare the jar in direct sunlight to the
ones away from the sunlight. Ask: "How does the water feel in each jar?" Have students test the
temperature of the water in each jar. Read the thermometers and determine the temperature for each jar.
Ask the questions: "In which jar has the temperature risen? What made this happen?" (The sun heated the
liquid.). Refer to the graphs created in #3 to determine if predictions were correct and discuss with class.
5. Refer to the chart created in Part A. Add any new information learned from this experiment to the chart.
Part C: Planting Seeds
1. Pose the question: "How do plants use light energy?" Explain to students that they are going to set up an
experiment to answer this question.
2. Provide each student with two bean seeds, soil and two clear plastic cups (names should be printed on
masking tape and then attached to cup). Demonstrate how to fill the cups with soil until they are two-thirds
full. Then poke a small hole in the middle of the soil using the index finger, put the seeds into the hole and
cover with soil. Water the seeds well. One plant is placed in a sunny window and the other plant is placed
under a box.
3. As a class, create a graph to record student predictions of what will happen to each set of seeds.
4. Over the next two weeks, check the seeds daily and record observations on BLM 1.2.2. Continue to
water the seeds when the soil is dry. (The seeds which are kept in the dark will grow and the plant will turn
yellow and die. The seeds which are kept in sunlight will grow and the plant will turn green and continue
growing.)
5. At the end of the two weeks, ask students what they learned by doing this experiment. Create a class
journal entry for this question (see Notes to Teacher in Unit Overview). Explain that this experiment
demonstrates that plants need light to live. Green plants take energy from the sun. Ask students to explain
how they could use what they have learned about plants and the sun's energy to help them at home.
6. In order to assess students' communication skills represented on BLM 1.2.2, use the anecdotal record
sheet (BLM 1.UW.2a). Possible teacher comments are shown on BLM 1.UW.2b.
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
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Energy from the Sun
Subtask 2
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
120 mins
Resources
BLM 1.2.1
BLM 1.2.1.cwk
BLM 1.2.2
BLM 1.2.2.cwk
The Super Science Book of Energy p. 10
Jerry Wellington
chart paper
bean seeds
clear plastic cups
water
solar calculator
3 jars of water at room temperature
3 thermometers
photographs of solar house and solar car
Notes to Teacher
1.
2.
3.
4.
5.
The sun produces light and heat by giving off radiation.
It is the heat energy produced by the sun that causes changes in the water temperature.
Heat does not travel through space. Radiation produces heat and light.
Without the sun, plant leaves turn yellow and do not produce food.
The earth absorbs energy from the sun. Summer is warmer than winter.
Teacher Reflections
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Food for Thought
Subtask 3
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
Description
Through classification, demonstration and discussion, students will identify food as the source of energy which
allows their body to grow and repair itself as well as providing the energy required for an active lifestyle.
Students will create a poster with an effective message to promote healthy food as a source of energy.
Expectations
1s50
– identify food as a source of energy for themselves
and other living things;
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Classifying
Discussion
Graphing
Assessment
Assessment Strategies
Performance Task
Self Assessment
Assessment Recording Devices
Checklist
Teaching / Learning
1. Display a collection of pictures. Some pictures should show people engaged in very active tasks while
other pictures should show people relaxing. Sort the pictures into two groups and label the groups. The
classification being sought is active/sedate. Continue sorting and guiding the discussion until this is achieved.
Discuss: "What group is using the most energy?" (active group). "What kind of energy are these people
using?" (body energy). Ask students: "Where do you get this energy?"
2. Take an energy break. Children measure their pre-exercise heartbeat by counting the number of beats in
10 seconds. Record this measurement. Then have students take a short run or skip for a few minutes. Right
after exercising, students again calculate their heart rate and compare it to their pre-exercise heart rate.
Discuss the findings. Ask the question: "Are the two heart rates the same?" (No. The heart rates should be
higher after exercise.) "Where do you get the energy you need to exercise?" "What do you put into your
body to give you the energy to do these activities?" Explain that your body burns food to get the energy you
need to live and to maintain an active lifestyle. Nutrients from food fuel your body's systems. The input is
food and the output is activity.
3. View and discuss a video such as "What's Your Fuel?" (13 min. in length)
4. As a group, chart foods that the students had for breakfast. Using a resource such as The Super
Science Book of Energy as well as Canada's Food Guide, explore whether different foods generate high,
medium, or low energy. (Refer to BLM 1.3.1.) Explain that some foods such as sugar contain a lot of
energy. If we take in more energy than we need, our body will store excess energy as fat.
5. Explain that all living things (plants, animals, people) require food as a source of energy for growth and
repair as well as to be active.
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Food for Thought
Subtask 3
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
6. In preparation for the culminating task have students create a poster to promote healthy food as a source
of energy. To assist students, prepare and post a chart listing the criteria contained in "Checklist for Creating
a Poster" (BLM 1.3.3). Discuss the criteria for creating posters.
7. Have students use the above criteria to self-assess or to work with a partner to peer assess their
posters. Teachers can use the checklist on BLM 1.3.2 to assess the posters and then provide feedback to
students in order for them to improve their poster making skills for the summative task.
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
Resources
BLM 1.3.1
BLM 1.3.1.cwk
BLM 1.3.2
BLM 1.3.2.cwk
BLM 1.3.3
BLM 1.3.3.cwk
The Super Science Book of Energy Pgs. 6 Jerry Wellington
-9
Canada's Food Guide
What's Your Fuel?
chart paper
8 1/2 x 14" paper for poster
crayons
pictures of active and sedate activities
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Food for Thought
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 3
60 mins
Notes to Teacher
All living things require energy to live. Energy comes from a variety of sources. Using energy from the sun,
plants can make their own food. Animals need the nutrients in food to get the energy their bodies need to grow,
repair themselves and be active. Some foods are better sources of energy than others.
The video "What's Your Fuel?" investigates the body fuel, food and the digestive processes that convert it to
energy.
Optional: Prior to this lesson, bean sprouts could be planted. Sprouts could then be eaten as part of this
lesson.
Teacher Reflections
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Forms of Energy
Subtask 4
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
180 mins
Description
Students will identify different forms of energy found in the classroom and in a variety of everyday devices.
Expectations
1s48
1s51
1s57
1s58
1s60
1s61
• describe different uses of energy at home, at
school, and in the community, and suggest ways in
which energy can be conserved.
– identify everyday uses of energy (e.g., gas to heat
our homes, electricity to cook our food);
– use appropriate vocabulary in describing their
investigations, explorations, and observations (e.g.,
use words such as electricity, lights, energy);
– record relevant observations, findings, and
measurements using written language, drawings,
concrete materials, and charts (e.g., create an
energy poster illustrating the various forms of energy
used in daily life and how they are controlled);
– describe the different forms of energy used in a
variety of everyday devices (e.g., coiled springs in
wind-up toys, wood in fireplaces);
– identify everyday devices that are controlled
manually (e.g., a cassette recorder, lights);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Direct Teaching
Field Trip
Homework
Working With Manipulatives
Assessment
Assessment Strategies
Exhibition/demonstration
Observation
Assessment Recording Devices
Rubric
Anecdotal Record
Teaching / Learning
Part A - Energy Walk
1. Begin this lesson by reviewing the various forms of energy which have been discussed in previous
lessons i.e., the sun provides light and heat energy, plants and animals provide energy for people. Review
the definition of energy, i.e., the ability to do work or make things move or change.
2. Plug in an electric kettle or popcorn popper. Tell the students that they will be observing what happens to
when we use the device for what it is intended for (to "pop" popcorn or to boil water). Students will be
reminded to stay a safe distance from the device. Have the students describe the popcorn before and after.
Ask the question: "What is making the water or popcorn seeds change?" (heat energy). " What is the source
of energy?" (electricity). "Where is it coming from?" (electrical outlet/socket). Explain that every time we use
energy we need to get energy from somewhere or from something. In other words, we need a "source of
energy."
3. Have students take a walk around the classroom to find things that are using energy. Students should try
to discover where these devices get their energy. Possible observations might be:
a) lights, computer, fan, tape player, CD player, clock - use electricity
b) solar calculator - sun
c) calculator, clock - batteries
d) people moving - food
e) the furnace heating the school - natural gas or oil
4. Create a chart entitled "Forms of Energy" and list the students' observations from the walk.
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Forms of Energy
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 4
180 mins
5. In order to discover other forms of energy, have the students view a video (see Resources). On the
chart, list any new ideas from the video. Discuss the term "appliances" and how appliances change one
form of energy into another form of energy (e.g., refrigerator, stove, batteries).
Part B - Energy Stations
1. Set up several "Energy Stations" which contain a variety of safe devices or appliances (see Resources
list and BLM 1.4.1a and BLM 1.4.1b for examples). Discuss with all students the safe use of each device.
Divide the students into small groups and outline the task. The students are to operate the device at each
station and make observations in order to discover what the device does and what type of energy makes it
work. Explain how to complete BLM 1.4.1a and BLM 1.4.1b using the energy words at the top of the page.
Prior to beginning at the stations, students should make a prediction by putting a "star" or "check mark" beside
the type of energy that they think will be used the most. Remind students about safety issues with devices
such as the hairdryer (only on cool switch) and remind them to turn off the device when the signal is given to
rotate to a new station. Keep water and wet hands away from electrical cords, plugs and sockets.
Hairdryers must not be used where water can enter the appliance.
2. In a large group, discuss each station and have students provide ideas for what each device does and
the type of energy that makes it work, e.g., a flashlight - produces light - batteries.
3. Introduce the use of a tally chart to collect data about the type of energy that was used the most.
Demonstrate how to count the tallies in order to check the children's predictions.
4. Explain the homework assignment. The students are to be "Energy Detectives". They are to find as many
devices as possible for each form of energy and record these on BLM 1.4.2.
Part C - Energy in the School or the Community
1. Begin this lesson by viewing the last half of the video entitled "Changes in Energy". This section explains
how cities and towns get their energy through electrical power plants. Discuss this question: "How does
electrical energy get to your home?"
2. The next part of the lesson is a mini-assessment task. In order to evaluate students' understanding of the
different forms of energy, take the class on another energy walk. Before leaving the classroom, explain that
students will be "Energy Detectives" in the school or in the neighbourhood. They are to look for and draw
pictures of devices or appliances that use energy and then show the form of energy each uses. Students
should be encouraged to find as many different examples as possible.
3. Using BLM 1.4.3, students independently record the forms of energy being used within the school or in
the community, e.g., fax machine, photocopier, air conditioner, answering machine, alarm system, vacuum
use electricity; furnace uses natural gas or oil or electricity; snowblower uses gasoline; snow shovel, broom,
mop uses muscle energy.
4. After completing the task, short student-teacher conferences should be held so that students can explain
their drawings. The teacher will assess the drawings and explanations.
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
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Forms of Energy
Subtask 4
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
180 mins
Resources
BLM 1.4.1a
BLM 1.4.1a.pdf
BLM 1.4.1b
BLM 1.4.1b.cwk
BLM 1.4.2
BLM 1.4.2.cwk
BLM 1.4.3
BLM 1.4.3.cwk
Changes in Energy
Magic Lantern Communications Ltd.
flashlight
camera
picture of a lawn mower
pencil sharpener
overhead projector
marble
toaster
hairdryer
blender
Jack-in-the-Box (or any wind-up toy)
calculator (solar or battery powered)
computer
V.C.R.
television
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Forms of Energy
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 4
180 mins
Notes to Teacher
The following are forms of energy:
- sun - light and heat energy
- food we eat and air we breathe - provide chemical energy
- air - heat energy
- firewood - light energy
- natural gas, coal, oil, electricity - heat energy or chemical energy
Teacher Reflections
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The Ins and Outs of Energy
Subtask 5
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
Description
With supervision, students will operate various appliances noting the energy input and energy output as well
as the control mechanism.
Expectations
1s54
– operate a simple device or system and identify the
input and output (e.g., a hair dryer: the input is
electricity, the output is heat);
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Brainstorming
Discussion
Demonstration
Homework
Assessment
Assessment Strategies
Exhibition/demonstration
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. Read aloud the book Farmer Joe's Hot Day. Discuss the problem in the story. (Farmer Joe is too hot.)
Prompt the students: "Although Farmer Joe's wife made some unique suggestions, how else could Farmer
Joe have solved his problem?" Brainstorm a list of cooling devices (fan, refrigerator, air conditioner, hair
blower). Then ask students: "If the title of the story was Farmer Joe's Cold Day, how could Farmer Joe
solve his problem?" Brainstorm a list of devices that produce heat (oven, toaster, hair blower, dryer, iron,
glue gun, fireplace, lights, kettle, projector). Have as many of the devices as possible on hand for
demonstration. (An appliance centre may have been set up as part of Subtask 4.)
2. Demonstrate how each device works. With supervision, students operate various appliances, noting the
control mechanism of each. Construct a chart with the following headings: APPLIANCE, ENERGY INPUT,
ENERGY OUTPUT, CONTROL (see BLM 1.5.1). Add suggestions under each heading such as: APPLIANCE lamp, ENERGY INPUT - electricity, ENERGY OUTPUT - light, CONTROL - switch. Add to the list any other
devices or systems that the students can suggest.
3. Students peruse magazines and advertisements for pictures of appliances. These are glued onto art
paper accompanied by Input/Output captions. This could also be an entry into science and technology
journals.
4. Choosing a room(s) in their school or home, students make a list of all the appliances they find along with
the energy input/energy output and the control mechanism. This information could be recorded on a chart
similar to the one created during the class discussion. (Refer to BLM 1.5.1)
5. In order to assess students' understanding of basic concepts and relating to the world, use the anecdotal
record sheet on BLM 1.UW.2a. Sample comments are provided on BLM 1.UW.2b.
Adaptations
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The Ins and Outs of Energy
Subtask 5
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
Resources
BLM 1.5.1
BLM 1.5.1.cwk
Farmer Joe's Hot Day
N. Richards and W. Zimmerman
large pieces of art paper
chart paper
magazines and advertisements
fan
hair blower
toaster
glue gun
lamp
kettle
Notes to Teacher
Teacher Reflections
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Energy and Our Senses
Subtask 6
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
120 mins
Description
Students will explain how their senses of touch, hearing, and sight help them to control devices that use
energy in the home, school and community.
Expectations
1s52
1s56
1s58
– describe how our senses of touch, hearing, and
sight help us to control energy-using devices in the
home, school, and community (e.g., our sensitivity to
heat and cold (sense of touch) tells us to turn a tap
to adjust the water temperature; our sense of
hearing tells us to turn off the alarm clock; our sense
of sight tells us when to apply the brakes on our
bicycle).
– plan investigations to answer some of these
questions or solve some of these problems;
– record relevant observations, findings, and
measurements using written language, drawings,
concrete materials, and charts (e.g., create an
energy poster illustrating the various forms of energy
used in daily life and how they are controlled);
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Pairs
Teaching / Learning Strategies
Discussion
Learning Log/ Journal
Inquiry
Graphing
Oral Explanation
Assessment
Assessment Strategies
Performance Task
Classroom Presentation
Assessment Recording Devices
Checklist
Rubric
Teaching / Learning
Part A: Using Our Senses to Control Devices That Use Energy
1. In a large group, read the story You Can't Smell A Flower With Your Ear. Discuss the five senses
described in the book and record ideas for each of the senses on chart paper.
2. Using a set of picture cards of everyday devices, ask students to place each card under the sense that
would be used with each device (e.g., pencil sharpener - touch, lights - sight, radio - hearing, TV - sight and
hearing).
3. Teacher sets up role play situations where students use their senses, e.g., touch and water temperature,
hearing and an alarm clock, sight and bicycle brakes.
4. Explain that senses help us collect information about our environment (i.e., we see that the room is dark;
we turn on the lights). "What makes the lights work?" (electrical energy). "How do the lights get the electrical
energy?" (We turn on the light switch to provide electricity (i.e., we control the supply of energy to the lights).
5. Have students complete BLM1.6.1 by drawing a picture to illustrate one way we use sight, hearing, and
touch to control devices that use energy. (Draw one picture to illustrate each sense. Examples: sight - lights
on and off; hearing - at the listening centre or a door closing; touch - water temperature at the sink, using the
pencil sharpener)
Part B: Energy Detectives
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Energy and Our Senses
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 6
120 mins
1. At the beginning of the day, discuss with the class that each student will be an "Energy Detective" that
day. They will be watching throughout the day to see who is controlling energy devices in their classroom or
the gymnasium or the library or the computer lab.
2. Distribute a tally sheet (BLM 1.6.2) to each student. Demonstrate how to complete the tally sheet (i.e.,
they draw a picture of the device or print the word for the device under the sense that was used to control
it). Students carry their personal tally sheets with them to collect and record information.
3. At the end of the day, transfer the students' findings onto a large chart similar to the student sheet. Model
how to read the data and create a tally for each device at the bottom of the page. Students complete the tally
section for their data (BLM1.6.2).
4. Have students analyze the data using questions such as "Which sense do we use the most to control
energy-using devices at school? Do you think the results would be the same at home?"
Part C: Creating a Graph
1. Using the data collected on the tally chart from the previous day, model how to create a graph to show
which sense was used to control the energy-using devices the most, the second most, and the least. The
important aspects of creating a graph are reviewed with the students and printed on chart paper for future
reference.
2. Then the students create their own graph of this information using BLM1.6.3.
3. This graph is assessed using the checklist on BLM1.6.4. Using the information from this assessment,
suggest improvements or allow more practice using graphs prior to the completion of the culminating task.
Part D: Oral Presentations
1. With the class, discuss the important aspects of making an oral presentation in front of a large group (see
BLM 1.6.5). These criteria should be printed on chart paper and displayed during the rest of the unit.
2. Have students prepare oral presentations to explain the information contained in their graphs. Have
students practise presenting the information with a peer or in a small group, then have them present their
findings in front of the class. Have classmates provide feedback to each student about his/her oral
presentation. Use the "Three Stars and a Wish" technique where three positive comments are given (stars)
and one suggestion for improvement (wish) is provided.
Part E: Learning Journal
1. In a large group, ask the question: "Would there be different results on a different day?" Have students
explain their reasoning.
2. Create a class journal entry for the above question (see Notes to Teachers section in the Unit Overview).
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
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Energy and Our Senses
Subtask 6
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
120 mins
Resources
BLM 1.6.1
BLM 1.6.1.cwk
BLM 1.6.2
BLM 1.6.2.cwk
BLM 1.6.3
BLM 1.6.3.cwk
BLM 1.6.4
BLM 1.6.4.cwk
BLM 1.6.5
BLM 1.6.5.cwk
You Can't Smell a Flower With Your Ear
Joanna Cole
Set of Pictures of Everyday Devices
chart paper
Notes to Teacher
Teacher Reflections
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Construct a Device
Subtask 7
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
Description
Students will construct a manually controlled device that performs a specific task.
Expectations
1s53
1s57
– construct a manually controlled device that
performs a specific task (e.g., a folding fan);
– use appropriate vocabulary in describing their
investigations, explorations, and observations (e.g.,
use words such as electricity, lights, energy);
Groupings
Students Working As A Whole Class
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Discussion
Learning Log/ Journal
Fair Test
Demonstration
Assessment
Assessment Strategies
Exhibition/demonstration
Observation
Assessment Recording Devices
Rating Scale
Teaching / Learning
1. In a large group, explain to the students that they will be creating a "Spool Racer".
2. In order to provide an opportunity for technical reading, have the students follow the steps on BLM 1.7.1
(pages 1, 2, 3, and 4) to build their Spool Racer. Depending on the reading levels of the students, use the
shared reading with students to facilitate the reading of directions on the blackline master.
a) Gather enough materials for each student to build a racer. Each student will need a spool, a small paper
clip, a rubber band, a small piece of masking tape, a washer and a wooden skewer. The length of the paper
clip should not exceed the diameter of the spool. The diameter of the washer should not exceed the diameter
of the spool. Washers that measure 2 cm in diameter are recommended. Break the pointed end off of the
wooden skewers prior to the lesson. Cut small strips of masking tape ahead of time.
b) Have the students attach the paper clip to the rubber band and push the rubber band through the spool.
Instruct them to use the skewer to help them push the rubber band through the hole in the spool.
c) Have the students pull the rubber band all the way through the spool until the paper clip catches on the
end of the spool. Have them lay the paper clip flat against the end of the spool and tape it in place so that it
won't rotate.
d) Have the students slide a rubber band through the washer. The washer should be flush with the end of
the spool.
e) Have the students slide the wooden skewer through the loop in the rubber band. The skewer should be
between the washer and the end of the rubber band.
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Construct a Device
Subtask 7
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
f) Have the students hold onto the spool and wind the skewer around and around until the rubber band is
wound up. The tighter the rubber band is wound, the better the Spool Racer will work. The students may
find that as the rubber band winds it gathers on the outside of the washer. To remedy this, simply lift the
washer over the twisted rubber band so that the "clumps" are inside the spool.
3. As a group, discuss what will happen when the racer is placed on the floor. Record students' ideas on
chart paper or the board.
4. Students draw and label an illustration of their Spool Racer on BLM 1.7.2. They explain how it works and
from where it gets its energy. Using the top part of the rating scale on BLM 1.7.4, assess the students' ability
to construct the Spool Racer. The communication and understanding of basic concepts can be assessed
using the rubric on BLM 1.UW.5.
5. In a large group, discuss the aspects of a "fair test" (see "Notes to Teacher"). Explain that when testing
the racers, everything must remain the same except the one thing (variable) that is being tested. This means
that the starting spot is the same each time and the surface the racer travels on is the same. The thing that
will change each time will be the number of times that the skewer is turned (0 turns, 5 turns, 10 turns, 15
turns, 20 turns). To see how this change affects the racer, measure the distance it travels with string. Using
a tape measure, demonstrate to students how to start at zero and find out how long the string is in cm. The
students will then record the number of centimeters on the blackline master.
6. With a partner, have students test their racers and cut string to record the lengths. Using the rating scale
on BLM 1.7.4, assess the student's ability to conduct a fair test, to measure the distance the racer travelled
and to record results in cm using on BLM 1.7.3.
7. In a large group, have the students present the results of their experiments with the racers. Discuss the
question: "What provides the energy for the racer? Is it really the rubber band? How do you know? Where
else have you seen devices that get their energy from being 'wound up'?"
8. In order to provide a further experience with graphing, students create a "string graph" using the string
lengths to show the results of their experiment with the racers. Measure the string using non-standard units.
Label the string graph.
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
Resources
BLM 1.7.1
BLM 1.7.1.pdf
BLM 1.7.2
BLM 1.7.2.cwk
BLM 1.7.3
BLM 1.7.3.cwk
BLM 1.7.4
BLM 1.7.4.cwk
empty wooden thread spools
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Construct a Device
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 7
60 mins
paper clips
metal washers
wooden skewers
rubber bands
tape measure
string
Notes to Teacher
A "fair test" is an investigation which is carried out under strictly controlled conditions to ensure accuracy and
reliability of results. In a fair test, all variables are controlled except the one under investigation.
* Wooden skewers can be purchased at most grocery stores.
Teacher Reflections
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Energy Conservation
Subtask 8
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
60 mins
Description
Students will identify common devices that consume energy. They will predict how their lives would be
changed without these energy consuming devices and will describe ways that energy can be saved.
Expectations
1s62
1s63
– identify devices they use that consume energy
(e.g., lights, computers) and list things they can do
to reduce energy consumption (e.g., turn lights out
when leaving a room);
– select one of the most common forms of energy
used every day and predict the effect on their lives if
it were no longer available.
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Discussion
Oral Explanation
Learning Log/ Journal
Assessment
Assessment Strategies
Learning Log
Assessment Recording Devices
Rubric
Teaching / Learning
1. Create a "blackout" so that the class can experience a day without electricity. At the beginning of the day,
do not turn on classroom lights. Keep the P.A. system , computer, radio, VCR, tape player and all other
appliances (devices) shut off.
2. In their science and technology journals, have students predict how their day at school will be different.
Have students draw and label a list of classroom/ school devices that require electricity to work. Then
students explain what would happen if the source of electricity for each device is unavailable. Have students
draw pictures of how they think the class will cope with this "blackout". In a small group, share the drawings
and discuss the students' predictions and feelings about this loss of energy. Students' journal entries can be
assessed using the rubric on BLM 1.UW.5.
3. Review devices that use energy and, in particular, the devices that use electricity (see Subtask 5). Ask
students to suggest ways that people completed certain tasks before electricity was invented (i.e., washing
clothes by hand instead of in a washing machine). Using BLM 1.8.1, have students draw a device which
uses electrical energy and a device that could be used if electrical energy was not available (i.e., clothes
dryer versus hanging the clothes on an outdoor clothesline).
4. Students present their drawings to the class.
5. Introduce the word "conservation" and explain that it means saving through wise use or not wasting
energy. On BLM 1.8.2, have students choose four devices and suggest ways to reduce their energy use.
6. Create a class chart of Energy Conservation Methods. The following are suggested "energy gobblers"
and "energy conservers":
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Energy Conservation
Subtask 8
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
- lights on
- driving the car
- playing the radio
- putting up the thermostat
- driving a big car
- using a clothes dryer
- driving a motor boat
60 mins
- lights off
- walking or riding a bike
- singing
- keeping the thermostat at
a lower temperature and
wearing a sweater
- driving a small car
- using a clothesline
- using a sailboat or a
rowboat or a canoe
7. Students draw and write a journal entry outlining ways to conserve energy at home and at school (see
Notes to Teacher section in the Unit Overview).
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
Resources
BLM 1.8.1
BLM 1.8.1.cwk
BLM 1.8.2
BLM 1.8.2.cwk
chart paper
Notes to Teacher
Teacher Reflections
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Culminating Task
Subtask 9
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
240 mins
Description
Students will conduct an investigation of energy use at school. Students will collect data to identify an area
where energy can be saved. After analyzing their data, students will design and display a poster to address
one of these areas. They will collect additional data to determine if they have influenced a change in energy
consumption. The data will be graphed and the results shared with the Efficient Energy Agency.
Recommendations for further improvements in energy conservation will be discussed at this time.
Expectations
1s46
1s47
1s48
1s51
1s55
1s56
1s57
1s58
1s59
1s62
• demonstrate an understanding of ways in which
energy is used in daily life;
• investigate some common devices and systems
that use energy and ways in which these can be
controlled manually;
• describe different uses of energy at home, at
school, and in the community, and suggest ways in
which energy can be conserved.
– identify everyday uses of energy (e.g., gas to heat
our homes, electricity to cook our food);
– ask questions about and identify needs and
problems related to energy production or use in the
immediate environment, and explore possible
answers and solutions (e.g., discuss how people
might cope with a power failure at home – by using
candles for light, the barbecue for outdoor cooking,
the fireplace for heat);
– plan investigations to answer some of these
questions or solve some of these problems;
– use appropriate vocabulary in describing their
investigations, explorations, and observations (e.g.,
use words such as electricity, lights, energy);
– record relevant observations, findings, and
measurements using written language, drawings,
concrete materials, and charts (e.g., create an
energy poster illustrating the various forms of energy
used in daily life and how they are controlled);
– communicate the procedures and results of
investigations and explorations for specific
purposes, using demonstrations, drawings, and oral
and written descriptions (e.g., prepare a chart of
energy conservation practices at home; prepare a
chart illustrating how their senses help them use
and control everyday devices).
– identify devices they use that consume energy
(e.g., lights, computers) and list things they can do
to reduce energy consumption (e.g., turn lights out
when leaving a room);
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Pairs
Teaching / Learning Strategies
Discussion
Inquiry
Graphing
Oral Explanation
Assessment
Assessment Strategies
Performance Task
Classroom Presentation
Assessment Recording Devices
Rubric
Teaching / Learning
Part A: Introducing the Problem
1. Introduce the culminating task by reading the letter from the Efficient Energy Agency (see BLM 1.9.1).
2. Provide each student with the Energy Super Sleuth badge (BLM 1.9.2). Pose the question: "Where might
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Culminating Task
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Subtask 9
240 mins
we begin looking for energy being wasted?" Review ideas about areas at school where energy could be
conserved (see chart paper list created in Subtask 8). Other examples that could be added to the list are: at
school - lights left on, taps dripping, windows open when heat is on, computer left on when no one is using
it.
3. Decide with students whether they will collect data in their own classroom or other nearby classrooms as
part of their daily routines. Students will carry sheets (on clipboards if possible) from the start of school to
the end of their school day in regular supervised areas and during regular class rotary times (moving to and
from other classrooms, during recess, etc.). Students are to tally the number of times that they see a problem
occurring each day, then record this information on BLM 1.9.3. Remind students that all of the devices they
are watching are ones which can be controlled manually (see Subtask 4). Ensure that students keep this
introductory data to use for comparison purposes.
4. Review the important aspects of creating a graph (see chart paper list in Subtask 6). Using this data,
students will complete BLM 1.9.5 page 1. The title identifies the energy problem or concern selected by the
student.
Part B: Affecting Change
1. Have each student select an energy problem. After reviewing the criteria for an effective poster (see
Subtask 3), have each student create a poster designed to influence others to correct the problem. Have
them select an appropriate place in the school to display their posters.
2. Using BLM 1.9.4, students collect more data about their area of concern to determine if they have
influenced a change in energy consumption (i.e., lights off at recesses, lunch time, after school). The data is
collected and tallied throughout the day for a period of three days.
3. At the end of each day, using the data they have collected, have students create a graph on BLM 1.9.5.
page 2.
4. After three days, students compare this information with the data collected before displaying the poster
(see information gathered on BLM 1.9.3). Provide the following questions to assist in the comparison:
a) How does your data compare on page 1 and page 2 of your graph? Which is greater? What does that
mean?
b) Did your poster have an effect on energy consumption? How do you know?
c) What else could you do to help?
Part C: Presenting to the Efficient Energy Agency
1. Review the important aspects of making oral presentations (see chart paper list created in Subtask 6).
Provide time for students to rehearse displaying and interpreting their graphs to a partner.
2. Explain to students that a member of the Efficient Energy Agency (teacher, parent, principal) is here to see
the progress the Energy Super Sleuths have made with this conservation project. Have students present
their graphs, explain their findings and relate any other ways that they could improve energy conservation.
3. With the class, determine the criteria for assessing their presentations.
4. As a final assessment of the unit, students complete another picture collage with labels for the answers
to the following questions: "Where does energy come from?" and "What things use energy?" Compare this
collage to the one completed in Subtask 1.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:00 PM Page C-24
Culminating Task
Subtask 9
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
240 mins
Adaptations
All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities
are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see
number 9 in the Notes to Teacher section of the Unit Overview.
Resources
BLM 1.9.1
BLM 1.9.1.cwk
BLM 1.9.2
BLM 1.9.2.cwk
BLM 1.9.3
BLM 1.9.3.cwk
BLM 1.9.4
BLM 1.9.4.cwk
BLM 1.9.5
BLM 1.9.5.cwk
chart paper
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:00 PM Page C-25
Appendices
Energy in Our Lives
Energy and Control
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:26 PM
Resource List
Page 1
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Blackline Master / File
BLM 1.6.3
BLM 1.6.3.cwk
ST 6
BLM 1.6.4
BLM 1.6.4.cwk
ST 6
BLM 1.uw.1
BLM 1.UW.1.cwk
Unit
BLM 1.6.5
BLM 1.6.5.cwk
ST 6
BLM 1.uw.1a
BLM 1.UW.1a.cwk
Unit
BLM 1.7.1
BLM 1.7.1.pdf
ST 7
BLM 1.uw.2
BLM 1.UW.2.pdf
Unit
BLM 1.7.2
BLM 1.7.2.cwk
ST 7
BLM 1.uw.2a
BLM 1.UW.2a.pdf
Unit
BLM 1.7.3
BLM 1.7.3.cwk
ST 7
BLM 1.uw.2b
BLM 1.UW.2b.cwk
Unit
BLM 1.7.4
BLM 1.7.4.cwk
ST 7
BLM 1.uw.3
BLM 1.UW.3.cwk
Unit
BLM 1.8.1
BLM 1.8.1.cwk
ST 8
BLM 1.uw.4
BLM 1.UW.4.cwk
Unit
BLM 1.8.2
BLM 1.8.2.cwk
ST 8
BLM 1.uw.4
BLM 1.UW.5.cwk
Unit
BLM 1.9.1
BLM 1.9.1.cwk
ST 9
BLM 1.uw.6
BLM 1.UW.6.cwk
Unit
BLM 1.9.2
BLM 1.9.2.cwk
ST 9
BLM 1.uw.7
BLM 1.UW.7.cwk
Unit
BLM 1.9.3
BLM 1.9.3.cwk
ST 9
BLM 1.uw.8
BLM 1.UW.8.cwk
Unit
BLM 1.9.4
BLM 1.9.4.cwk
ST 9
BLM 1.1.1
BLM 1.1.1.cwk
ST 1
BLM 1.9.5
BLM 1.9.5.cwk
ST 9
BLM 1.2.1
BLM 1.2.1.cwk
ST 2
BLM 1.2.2
BLM 1.2.2.cwk
ST 2
BLM 1.3.1
BLM 1.3.1.cwk
ST 3
BLM 1.3.2
BLM 1.3.2.cwk
ST 3
BLM 1.3.3
BLM 1.3.3.cwk
ST 3
BLM 1.4.1a
BLM 1.4.1a.pdf
ST 4
BLM 1.4.1b
BLM 1.4.1b.cwk
ST 4
BLM 1.4.2
BLM 1.4.2.cwk
ST 4
BLM 1.4.3
BLM 1.4.3.cwk
ST 4
BLM 1.5.1
BLM 1.5.1.cwk
ST 5
BLM 1.6.1
BLM 1.6.1.cwk
ST 6
BLM 1.6.2
BLM 1.6.2.cwk
ST 6
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:34 PM Page D-1
Resource List
Page 2
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Print
Material
Canada's Food Guide
ST 3
8 1/2 x 14" paper for poster
ST 3
Farmer Joe's Hot Day
N. Richards and W. Zimmerman
ISBN 0-590-71713-8
ST 5
bean seeds
ST 2
chart paper
ST 2
The Super Science Book of Energy p. 10
Jerry Wellington
ISBN 0-7502-0639-X
ST 2
chart paper
ST 3
chart paper
ST 5
chart paper
ST 6
The Super Science Book of Energy Pgs. 6 - 9
Jerry Wellington
ISBN 0-7502-0639-X
ST 3
chart paper
ST 8
chart paper
ST 9
clear plastic cups
ST 2
crayons
ST 3
empty wooden thread spools
per person
ST 7
large pieces of art paper
ST 5
Magazines
ST 1
magazines and advertisements
ST 5
metal washers
per person
ST 7
paper clips
per person
ST 7
rubber bands
per person
ST 7
Set of Pictures of Everyday Devices
per group
ST 6
string
ST 7
tape measure
ST 7
water
ST 2
wooden skewers
per person
ST 7
You Can't Smell a Flower With Your Ear
Joanna Cole
ISBN 0-448-40469-9
ST 6
Media
Changes in Energy
Magic Lantern Communications Ltd.
10 Meteor Drive Toronto, Ontario M9W 1A4
1-800-263-1717
10 minutes in length
ST 4
What's Your Fuel?
All About You Series, 1974
13 minutes in length
ST 3
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:34 PM Page D-2
Resource List
Page 3
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Equipment / Manipulative
3 jars of water at room temperature
ST 2
3 thermometers
ST 2
blender
ST 4
calculator (solar or battery powered)
ST 4
camera
per class
ST 4
computer
ST 4
fan
ST 5
flashlight
per class
ST 4
glue gun
ST 5
hair blower
ST 5
hairdryer
ST 4
Jack-in-the-Box (or any wind-up toy)
ST 4
kettle
ST 5
lamp
ST 5
marble
ST 4
overhead projector
ST 4
pencil sharpener
ST 4
photographs of solar house and solar car
ST 2
picture of a lawn mower
per class
ST 4
pictures of active and sedate activities
ST 3
solar calculator
ST 2
television
ST 4
toaster
ST 4
toaster
ST 5
V.C.R.
ST 4
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:34 PM Page D-3
Letter to Parents/Guardians
Dear Parents/Guardians,
We are about to begin a new science unit called “Energy in Our Lives.” During this unit, the
students will be observing and investigating the forms of energy that they come in contact with in
their daily lives. They will be discussing the sun’s importance in sustaining all life. Food as a
source of energy for functioning in daily activities is also a focal point. Students will be creating a
simple toy that uses energy to work. For the culminating activity, students will conduct an
investigation of energy use at school to identify an area where energy could be saved. Posters
will be designed and displayed in an attempt to influence a change in energy consumption. Data
will be collected and graphed before and after the posters have been displayed.
Thank you so much for your interest in our new unit!
Sincerely,
BLM 1.1.1
Energy
from
the
Sun
Name: _______________
BLM 1.2.1
Watching My Seeds Grow
Name:
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
BLM 1.2.2
ENERGY FOUND IN BREAKFAST FOOD
The following is a list of common breakfast foods. Children require energy from food
to give them energy for activities.
Food
Energy
Food
Energy
cereal
medium
English muffin
medium
egg
low
muffin
medium
milk
medium
pancake
low
yogurt
medium
toaster pastry
high
cheese cube
medium
toast
low
fruit
medium
bacon (3 pieces)
medium
cereal/oatmeal
medium
peanut butter
high
Choose 3 foods that would provide enough energy for this activity.
ENERGY EXPENDED DOING DAILY ACTIVITIES
Activity
Energy used per
minute
basketball
medium
biking
medium
cross-country skiing
high
jumping
high
running
high
skipping
high
sitting
low
soccer
high
swimming
medium
walking
medium
BLM 1.3.1
Food Choices (3)
CHECKLIST FOR CREATING A POSTER
Name:
Date:
Criteria
Yes No
- appropriate message about food
- neat, large lettering for the title
- large, colourful, appropriate picture
- entire space (paper) is used
Comments: _____________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
BLM 1.3.2
CHECKLIST FOR CREATING
A POSTER
appropriate message about food
neat, large lettering for the title
large, colourful, appropriate picture
entire space (paper) is used
BLM 1.3.3
DIFFERENT SOURCES OF ENERGY
Name:
What energy source helps make each device work?
Me
Electricity
Batteries
Flashlight
BLM 1.4.1a
Wood
Gasoline
VCR
_______________
Jack-in-the-box
_______________
Toaster
_______________
Television
_______________
Calculator
_______________
Hairdryer
_______________
BLM 1.4.1b
Blender
_______________
Computer
_______________
Draw your own
idea!
_______________
BE AN ENERGY DETECTIVE! Name:
How many devices can you name which use each form of energy?
Electricity makes it work.
I make it work.
Gasoline makes it work.
Batteries make it work.
The sun makes it work.
Natural gas makes it work.
Wood makes it work.
BLM 1.4.2
Energy Walk
Name:
Find devices that use different forms of energy.
Draw a picture of each device and print what form
of energy it uses.
* use the back of the page if you need to draw more pictures
BLM 1.4.3
Name:
HOME APPLIANCES
Search your home or school for appliances. Make a list of
all the appliances you can find. Try to find at least five
appliances. Complete the following chart.
Appliance
Energy
Input
Energy
Output
BLM 1.5.1
How Is It
Controlled?
Name:____________
Controlling Energy Devices With Our Senses
Sight
Hearing
BLM 1.6.1
Touch
Be an Energy Detective
Sight
Name:___________
Hearing
Touch
Tally:
Tally:
Tally:
Total:
Total:
Total:
BLM 1.6.2
Name:_____________________
Graph Title:_______________________________
What I noticed: _________________________________________________________
______________________________________________________________________________
BLM 1.6.3
CHECKLIST FOR SENSES GRAPHING ACTIVITY
Name of Student:
Date:
Criteria
- graph has an appropriate title
Yes
No
- each column is labelled appropriately
- graph has been numbered
- data has been transferred from the
recording sheet accurately
- observations clearly and precisely
recorded
Comments:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
BLM 1.6.4
A GOOD ORAL
PRESENTATION
plan what you are going to say
practise before presenting to the
class
use a loud, clear voice
use expression in your voice
look at the audience
BLM 1.6.5
Spool Racer
Page 1
BLM 1.7.1
Spool Racer
Page 2
BLM 1.7.1
Spool Racer
Page 3
BLM 1.7.1
Spool Racer
Page 4
BLM 1.7.1
My Spool Racer
Name: _______________
This is how my spool racer works:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
BLM 1.7.2
Name:
_____________
TESTING MY SPOOL RACER
Number of Turns
Distance Travelled (cm)
0 turns
5 turns
10 turns
15 turns
20 turns
How many turns made the spool racer travel the
farthest?
BLM 1.7.3
Name:
RATING SCALE FOR BUILDING AND TESTING OF SPOOL RACERS
4 = excellent
3 = good 2 = okay 1 = needs improvement
4
Criteria
- follows directions accurately
- follows directions independently
- stays on task and perseveres until
completion
- assumes the responsibility of completing the
checklist
- counts carefully while turning the skewer
- starts at the same spot each time
- measures accurately using string and
transfers this to standard units using tape
measure
- records data accurately
BLM 1.7.4
3
2
1
BLACKOUT
Name:_______________
A device using electricity:
I drew a ________________________..
If there were no electricity,
I would ________________________..
BLM 1.8.1
Name:_______________
CONSERVING ENERGY
Draw and label 4 devices
that use energy
Show how to conserve
energy
1.
2.
3.
4.
BLM 1.8.2
Efficient Energy Agency,
1 Conservation Road,
Hopeful, Ontario.
Dear Grade One Students,
We are writing to introduce a new project proposed by our group, the
Efficient Energy Agency. Our scientists and researchers have been
conducting many tests in the province of Ontario. We have bad news for
you! There is too much energy being used by everyone in Ontario.
Because of this problem, we need your help! We require young students
who know about energy and ways to conserve energy. Your job will be to
find an area where energy is being wasted. Then you must try to change
people’s habits so that energy will be conserved.
We hope that you and your classmates will accept our offer of employment
to help conserve energy in your community. We need dedicated Energy
Super Sleuths. To help you with your task, we are sending Energy Super
Sleuth badges for each of you and an information sheet for collecting data.
We look forward to visiting your classroom to see how you have helped
solve the energy consumption problem. Good luck with your mission!
Sincerely,
Efficient Energy Agency
Encl.
BLM 1.9.1
ENERGY SUPER SLEUTH BADGE
Energy
Super Sleuth
BLM 1.9.2
Name:_______________
Finding an Energy Problem - at School
* Tally each time you see one of these energy gobblers at school.
Problem
Day 1
Day 2
Day 3
- lights left on when
no one is in the
room
- window left
open when heat
is on
- warm water
dripping from the
taps
How can you help save energy?
_________________________________________
________________________________________
________________________________________
________________________________________
BLM 1.9.3
Name:____________________________
COLLECTING DATA ABOUT ENERGY USE
I am watching for ______________________________________________________________________.
Day
Time
Change (circle one each time you check)
Day 1
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
Day 1
Day 1
Day 1
Day 2
Day 2
Day 2
Day 2
Day 3
Day 3
Day 3
Day 3
YES
NO
Total: YES _________ NO __________
BLM 1.9.4
Name: _______________
Graphing My Data Before My Poster
TITLE: _________________________
NO
YES
BLM 1.9.5
Page 1
Name: _______________
Graphing My Data After My Poster
TITLE: _________________________
NO
YES
BLM 1.9.5
Page 2
Assessment Overview
Knowledge Subtask 1:
and Skills Anecdotal
Record
Understanding
of basic
concepts
Subtask 2:
Anecdotal
Record
X
Subtask 5:
Anecdotal
Record
X
Subtask 6:
Checklist
Subtask 8:
Rubric
Subtask 9:
Rubric
Inquiry
Skills
X
X
Design Skills
X
X
X
X
BLM 1.UW.1
X
Subtask 7:
Rating Score
& Rubric
X
Relating to
the World
X
Subtask 4:
Rubric
X
Communica
tion Skills
X
Subtask 3:
Checklist
X
X
X
X
X
X
X
X
MY
SCIENCE AND TECHNOLOGY
JOURNAL
by: _____________
BLM 1.UW.1a
Student Criteria
for
Science and Technology Journal
In my Science and Technology Journal,
I will try to:
1. use science and technology words
2. give examples of things using words
and pictures
3. tell all I know about what I did
4. give information to the reader
5. use capitals and periods in my
sentences
BLM 1.UW.2
ANECDOTAL RECORD SHEET
BLM 1.UW.2a
ANECDOTAL RECORD SHEET - POSSIBLE COMMENTS
Jen
Subtask 1:
"Energy is being
awake."
- continued to provide
many answers during
discussions
Sue
Jack
Subtask 1:
"Energy comes from
food."
Subtask 2:
- accurate illustrations
- added details
- independent
- attempted to measure
size
Subtask 2:
- required assistance
- illustrations are
inaccurate
- incomplete
Subtask 5:
- pictures not revelant
to task
- no evidence of sorting
Lee
Subtask 5:
- variety of appliances
- sorted correctly
- variety of forms of
energy
BLM 1.UW.2b
Fatima
Kuan
SCIENCE AND TECHNOLOGY JOURNAL PAGE
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
BLM 1.UW.3
TITLE PAGE FOR THIS UNIT
Energy
in Our Lives
BLM 1.UW.4
SCIENCE AND TECHNOLOGY JOURNAL - ASSESSMENT RUBRIC
Skills
Level 1
Level 2
Level 3
Level 4
Understanding
i. understanding of relevant
concepts (sun and food as
sources of energy, everyday
uses of energy, everyday
devices and control and
consumption)
ii. explaining concepts
i. demonstrates limited
understanding of relevant
concepts
ii. written and pictorial
explanations are incomplete,
inaccurate and lack detail
i. demonstrates some
understanding of relevant
concepts
ii. written and pictorial
explanations are partially
complete and have some
errors in accuracy
i. demonstrates clear
understanding of relevant
concepts
ii. written and pictorial
explanations are nearly
complete, and accurate (but
the level of detail is
inconsistent)
i. demonstrates thorough
understanding of relevant
concepts
ii. written and pictorial
explanations are complete,
accurate and detailed
Communication
i. independence
ii. writing of observations
iii. examples given
iv. vocabulary (electricity,
lights, energy, conserving,
controlling and consuming
input and output)
i. writes ideas with
assistance (needs much
prompting)
ii. writing is unclear
iii. provides a few examples
through words and/or
pictures
iv. rarely uses scientific
vocabulary
i. writes ideas with limited
assistance (needs some
prompting)
ii. writing is somewhat clear
iii. provides some examples
using words and/or pictures
iv. sometimes uses scientific
vocabulary
i. independently writes ideas
(no prompting needed)
ii. writing is generally clear
iii. provides several
examples using words and
pictures
iv. generally uses scientific
vocabulary
i. independently and
confidently writes ideas
ii. writing is clear & precise
iii. provides many, detailed
examples using words and
pictures
iv. consistently uses
scientific vocabulary
Relating to the World
i. identify devices that
consume energy
ii. provide ideas to reduce
energy
iii. predicting effect if energy
not available
i. shows limited
understanding of the
connections between energy
and control at school, in the
home or in the community
i. shows some
understanding of the
connections between energy
and control at school, in the
home or in the community
i. shows a clear
understanding of the
connections between energy
and control at school, in the
home or in the community
i. shows a thorough
understanding of the
connections between energy
and control at school, in the
home or in the community
BLM 1.UW.5
I.N.S.I.T.E. Model of Inquiry
I
- Identify the problem
NS
I
Narrow the problem
- State the question and predict
what will happen
- Investigate possible procedures
and gather materials
T
- Test and trial
E
- Express your findings
BLM 1.UW.6
I.N.S.I.T.E. Method
Throughout this unit students will be involved in inquiry based learning and investigations. This problemsolving model helps the students work through these investigations based on the principles of scientific inquiry
called the I.N.S.I.T.E. method.
Identify the problem
Narrow the problem
State the hypothesis
Investigate and gather information
Test your hypothesis and record observations
Examine the results and write (communicate) conclusions
Identify the problem
The first step is for the students to identify the problem they will investigate or need to resolve.
Narrow the problem
The second step is to narrow the problem. At this stage the students will state the varied questions (what,
when, where, how, why, etc.) related to the problem.
State the hypothesis
The third step is to state the hypothesis. In this statement the students will make a scientific guess as to what
they believe will be a solution to the problem.
Investigate and gather information
The fourth step is for the students to conduct a scientific investigation related to the hypothesis. Students will
need to conduct research and gather information related to the problem and the questions they generated in
the second step. Once the students have enough background they will create a plan of investigation to test
their hypothesis. The students will need to consider all the possible variables and constants in order to carry
out a fair test. Plans should include a list of materials they will need.
Test the hypothesis and record observations
The fifth step is for the students to follow their plan and carry out a fair test to confirm the validity of their
hypothesis. Students will record their observations as they test their hypothesis. Students should be given
opportunity to use a variety of recording devices such as: charts, graphs, learning logs, or science journals.
Examine the results and write (communicate) conclusions
The sixth step is for the students to examine the results of their test and then write a conclusion
(communicate a response) that outlines what they learned in the investigation and testing of their hypothesis.
It is important that students examine their results and whether or not their hypothesis was valid before writing
their conclusion. If their hypothesis was not valid the students may need to either develop a new hypothesis
or create a new plan to test their hypothesis in order to gain different results. Students should examine what
worked and why, what needs further research, and what needs further investigation. If their hypothesis was
valid the students should state the solution to the problem in their conclusion and outline why it was a solution.
BLM 1.UW.7
Checking My Group Skills
I shared my ideas with
my partner or group.
I listened when others
were speaking.
I took turns and shared
materials.
I helped my partner or
group to finish our
work.
Next time I will _________________________________
______________________________________________
BLM 1.UW.8
Expectation List
Energy in Our Lives
Page 1
Energy and Control An Integrated Unit for Grade 1
Selected
Assessed
Science and Technology---Energy and Control
1s46
1s47
1s48
1s49
1s50
1s51
1s52
1s53
1s54
1s55
1s56
1s57
1s58
1s59
1s60
1s61
1s62
1s63
• demonstrate an understanding of ways in which energy is used in daily life;
• investigate some common devices and systems that use energy and ways in which these can be controlled manually;
• describe different uses of energy at home, at school, and in the community, and suggest ways in which energy can be
conserved.
– recognize that the sun is the principal source of energy used on the surface of the earth;
– identify food as a source of energy for themselves and other living things;
– identify everyday uses of energy (e.g., gas to heat our homes, electricity to cook our food);
– describe how our senses of touch, hearing, and sight help us to control energy-using devices in the home, school, and
community (e.g., our sensitivity to heat and cold (sense of touch) tells us to turn a tap to adjust the water temperature; our
sense of hearing tells us to turn off the alarm clock; our sense of sight tells us when to apply the brakes on our bicycle).
– construct a manually controlled device that performs a specific task (e.g., a folding fan);
– operate a simple device or system and identify the input and output (e.g., a hair dryer: the input is electricity, the output is
heat);
– ask questions about and identify needs and problems related to energy production or use in the immediate environment, and
explore possible answers and solutions (e.g., discuss how people might cope with a power failure at home – by using
candles for light, the barbecue for outdoor cooking, the fireplace for heat);
– plan investigations to answer some of these questions or solve some of these problems;
– use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use words such as
electricity, lights, energy);
– record relevant observations, findings, and measurements using written language, drawings, concrete materials, and charts
(e.g., create an energy poster illustrating the various forms of energy used in daily life and how they are controlled);
– communicate the procedures and results of investigations and explorations for specific purposes, using demonstrations,
drawings, and oral and written descriptions (e.g., prepare a chart of energy conservation practices at home; prepare a chart
illustrating how their senses help them use and control everyday devices).
– describe the different forms of energy used in a variety of everyday devices (e.g., coiled springs in wind-up toys, wood in
fireplaces);
– identify everyday devices that are controlled manually (e.g., a cassette recorder, lights);
– identify devices they use that consume energy (e.g., lights, computers) and list things they can do to reduce energy
consumption (e.g., turn lights out when leaving a room);
– select one of the most common forms of energy used every day and predict the effect on their lives if it were no longer
available.
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1
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Expectation Summary
Selected
Energy in Our Lives
Assessed
Energy and Control An Integrated Unit for Grade 1
English Language
1e1
1e11
1e21
1e31
1e41
1e51
1e2
1e12
1e22
1e32
1e42
1e52
1e3
1e13
1e23
1e33
1e43
1e53
1e4
1e14
1e24
1e34
1e44
1e54
1e5
1e15
1e25
1e35
1e45
1e55
1e6
1e16
1e26
1e36
1e46
1e56
1e7
1e17
1e27
1e37
1e47
1e57
1e8
1e18
1e28
1e38
1e48
1e58
1e9
1e19
1e29
1e39
1e49
1e59
1e10
1e20
1e30
1e40
1e50
1e60
1m3
1m13
1m23
1m33
1m43
1m53
1m63
1m73
1m83
1m93
1m103
1m4
1m14
1m24
1m34
1m44
1m54
1m64
1m74
1m84
1m94
1m104
1m5
1m15
1m25
1m35
1m45
1m55
1m65
1m75
1m85
1m95
1m105
1m6
1m16
1m26
1m36
1m46
1m56
1m66
1m76
1m86
1m96
1m106
1m7
1m17
1m27
1m37
1m47
1m57
1m67
1m77
1m87
1m97
1m107
1m8
1m18
1m28
1m38
1m48
1m58
1m68
1m78
1m88
1m98
1m9
1m19
1m29
1m39
1m49
1m59
1m69
1m79
1m89
1m99
1m10
1m20
1m30
1m40
1m50
1m60
1m70
1m80
1m90
1m100
1s4
1s14
1s24
1s34
1s44
1s54
1s64
1s74
1s84
1s94
1s104
1s5
1s15
1s25
1s35
1s45
1s55
1s65
1s75
1s85
1s95
1s105
1s6
1s16
1s26
1s36
1s46
1s56
1s66
1s76
1s86
1s96
1s106
1s7
1s17
1s27
1s37
1s47
1s57
1s67
1s77
1s87
1s97
1s107
1s8
1s18
1s28
1s38
1s48
1s58
1s68
1s78
1s88
1s98
1s9
1s19
1s29
1s39
1s49
1s59
1s69
1s79
1s89
1s99
1s10
1s20
1s30
1s40
1s50
1s60
1s70
1s80
1s90
1s100
Mathematics
1m1
1m11
1m21
1m31
1m41
1m51
1m61
1m71
1m81
1m91
1m101
1m2
1m12
1m22
1m32
1m42
1m52
1m62
1m72
1m82
1m92
1m102
Science and Technology
1s1
1s11
1s21
1s31
1s41
1s51
1s61
1s71
1s81
1s91
1s101
1s2
1s12
1s22
1s32
1s42
1s52
1s62
1s72
1s82
1s92
1s102
2
1
1
2
1s3
1s13
1s23
1s33
1s43
1s53
1s63
1s73
1s83
1s93
1s103
1
1
1
1
2
2
2
3
3
3
1
1
Social Studies
1z1
1z11
1z21
1z31
1z41
1z2
1z12
1z22
1z32
1z42
1z3
1z13
1z23
1z33
1z43
1z4
1z14
1z24
1z34
1z44
1z5
1z15
1z25
1z35
1z45
1z6
1z16
1z26
1z36
1z46
1z7
1z17
1z27
1z37
1z47
1z8
1z18
1z28
1z38
1z48
1z9
1z19
1z29
1z39
1z49
1z10
1z20
1z30
1z40
1z50
Health & Physical Education
1p1
1p11
1p21
1p31
1p2
1p12
1p22
1p32
1p3
1p13
1p23
1p33
1p4
1p14
1p24
1p34
1p5
1p15
1p25
1p35
1p6
1p16
1p26
1p36
1p7
1p17
1p27
1p37
1p8
1p18
1p28
1p38
1p9
1p19
1p29
1p10
1p20
1p30
1a2
1a12
1a22
1a32
1a42
1a52
1a3
1a13
1a23
1a33
1a43
1a53
1a4
1a14
1a24
1a34
1a44
1a54
1a5
1a15
1a25
1a35
1a45
1a55
1a6
1a16
1a26
1a36
1a46
1a56
1a7
1a17
1a27
1a37
1a47
1a57
1a8
1a18
1a28
1a38
1a48
1a58
1a9
1a19
1a29
1a39
1a49
1a59
1a10
1a20
1a30
1a40
1a50
1a60
The Arts
1a1
1a11
1a21
1a31
1a41
1a51
1a61
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:43 PM Page G-1
1
1
Unit Analysis
Page 1
Energy in Our Lives
Energy and Control An Integrated Unit for Grade 1
Analysis Of Unit Components
9
29
92
90
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -18 Science And Tech Expectations
Resource Types
0
38
0
5
2
0
22
25
0
0
0
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
9
4
4
9
4
2
1
6
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Anecdotal Record
Checklist
Rating Scale
Rubric
Teaching / Learning Strategies
Assessment Strategies
4
1
2
2
8
1
1
3
2
3
4
3
1
2
3
1
2
3
1
1
2
1
Brainstorming
Classifying
Demonstration
Direct Teaching
Discussion
Fair Test
Field Trip
Graphing
Homework
Inquiry
Learning Log/ Journal
Oral Explanation
Working With Manipulatives
Classroom Presentation
Exhibition/demonstration
Learning Log
Observation
Performance Task
Questions And Answers (oral)
Response Journal
Select Response
Self Assessment
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:08:47 PM Page H-1