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Combined Grade Planning - combined science notes and questions
Grade 5/6 Combined Grades Planning
|Unit Plans for Earth and Space Systems (Gr. 5)/ Structures and Mechanisms (Gr. 6) |
|Energy Conservation: I See the Light! |
| | | | |
| |Grades |Grade |Grade |
| |5 and 6 |5 |6 |
| |
|What sequence of teaching and learning experiences will enable students to develop and demonstrate the desired knowledge, understanding, and skills? |
| | | |
|Subtask 1: Overview of Unit | | |
|Activate prior knowledge through an exploration of electric toys or | | |
|appliances that use electricity. | | |
|Discuss how students use energy in their own lives. | | |
|Brief description of the unit and culminating task. | | |
|Complete one of the diagnostic assessments. | | |
|What do you know about energy and what are some different ways to | | |
|conserve it? How do you use energy? (Grade 5) | | |
|What do you know about electricity? Where do you use electricity in your| | |
|own life? (Grade 6) | | |
|(Scientific Inquiry/ Research) | | |
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| | | |
|Assessment Strategy/Tool(s): | | |
|Mind Map (individual)/anecdotal notes | | |
|KWL chart (individual or small group)/anecdotal notes | | |
|Class discussion with guiding questions/anecdotal notes | | |
|Subtask 2: |Subtask 2: |Subtask 2: |
| |Focus on all forms of energy and the transformation of energy. |Focus on the transformation of electrical energy to other forms of |
|Set up Learning Centres that demonstrate different forms of energy. Most|(Scientific Inquiry/ Research) |energy. |
|examples used will demonstrate a transformation of energy. Have students| |(Scientific Inquiry/ Research) |
|try to identify the forms of energy involved. Example: Radio | | |
|(electrical into sound), light bulb (electrical into heat and light), | | |
|solar calculator (solar into electrical into light), glow stick (chemical| | |
|into light and heat), fan (electrical into mechanical). | | |
|(Scientific Inquiry/ Research) | | |
|In what ways might I differentiate the learning? |
|Create stations with simple to complex types of energy transformations (content) |
|Use guided questions at each station (process) |
|Post visual representations of the different types of energies (process) |
| |Checkpoint #1 |Checkpoint #1 |
| |Identify a variety of forms of energy and give examples from everyday |Describe how electrical energy can be transformed into other forms of |
| |life. |energy. |
| |(Scientific Inquiry/ Research) |(Scientific Inquiry/ Research) |
| | | |
| |Language-Writing |Language-Writing |
| |Organizing Ideas: Identify and order main ideas and supporting details |Organizing Ideas: Identify and order main ideas and supporting details |
| | | |
| |Assessment Strategy/Tool(s): |Assessment Strategy/Tool(s): |
| |Paper and Pencil, oral interview, game/anecdotal |Paper and Pencil, oral interview, game/anecdotal |
| |Subtask 3: |Subtask 3: |
| |Design, build and test a device that transforms one form of energy into |Design, build and test a variety of circuits (e.g. series and parallel |
| |another form. (Technological Problem Solving) |circuits) that transforms electrical energy into another form. |
| | |(Scientific Inquiry/ Experimentation) |
| |Subtask 4: |Subtask 4: |
| |Examine and identify ways in which energy is being ‘lost’ in their device|Build and investigate a device that produces electricity (e.g. lemon |
| |from subtask 3 and propose ways to improve the efficiency of the device. |battery, wind turbine, hand crank flashlight/radio) |
| |(Technological Problem Solving) |(Scientific Inquiry/ Experimentation) |
|In what ways might I differentiate the learning in subtask 3 and 4? |
|Vary the amount of teacher scaffolding for students (process) |
|Where needed give direct instruction (process) |
|Provide an outline of the transformation of energy and types of energy “loss” (process) |
|Simple to complex energy transformation and circuits (content/product) |
| |Checkpoint #2 |Checkpoint #2 |
| |Analyze another student’s device, identify what energy transformations |Given certain materials can the student successfully create electrical |
| |occur and classify the transformation as useful or non-useful |circuits (e.g. series and parallel circuits) and explain how they work. |
| |(incandescent light bulb- heat is non-useful form of energy). |(Scientific Inquiry/ Experimentation) |
| |(Technological Problem Solving) | |
| | |Language-Oral |
| |Language-Oral |Clarity and Coherence: Communicate orally in a clear, coherent manner |
| |Clarity and Coherence: Communicate orally in a clear, coherent manner | |
| | |Assessment Strategy/Tool(s): |
| |Assessment Strategy/Tool(s): |Performance task with response journal, interview, presentation/rubric |
| |Response Journal with prompts, interview, presentation/rubric | |
|Subtask 5: | | |
|Have students classify different sources of energy as renewable and | | |
|non-renewable. | | |
|Discuss ways in which technological advances effect the natural | | |
|environment. | | |
|(Scientific Inquiry/ Research) | | |
|In what ways might I differentiate the learning? |
| |
|Scaffold for students learning (process) |
|Provide different levels of resources (content) |
|Model research and writing (process) |
|Provide research and report templates (process) |
|Offer choice for students for their final products (product) |
| |Checkpoint #3 |Checkpoint #3 |
| |Students research the short and long-term impact on society and the |Students research the different ways in which electricity is generated in|
| |environment of human use of energy and natural resources. |Ontario, and examine the short and long-term effects of each way on |
| |(Scientific Inquiry/ Research) |natural resources and living things in the environment. |
| | |(Scientific Inquiry/ Research) |
| |Language-Reading | |
| |Overall Expectation: Read and demonstrate an understanding of a variety |Language-Reading |
| |of literary, graphic, and informational texts, using a range of |Overall Expectation: Read and demonstrate an understanding of a variety |
| |strategies to construct meaning |of literary, graphic, and informational texts, using a range of |
| | |strategies to construct meaning |
| |Language-Media Literacy | |
| |Overall Expectation: Create a variety of media texts for different |Language-Media Literacy |
| |purposes and audiences, using appropriate forms, conventions, and |Overall Expectation: Create a variety of media texts for different |
| |techniques |purposes and audiences, using appropriate forms, conventions, and |
| | |techniques |
| |Assessment Strategy/Tool(s): | |
| |Multimedia presentation/ rubric |Assessment Strategy/Tool(s): |
| | |Multimedia presentation/ rubric |
|Subtask 6: | | |
|Students keep a journal throughout the unit, focusing on their use of | | |
|energy and natural resources. | | |
|Students analyze their use of energy and natural resources and create a | | |
|plan for improving and reducing their personal consumption. | | |
|(Scientific Inquiry/ Research) | | |
|In what ways might I differentiate the learning in subtask? |
| |
|Vary the amount of teacher scaffolding for students (process) |
|Where needed give direct instruction (process) |
|Provide charts for students to fill out during the unit (process) |
|Asking guiding questions (process) |
|Allow for simple to complex plan (Content) |
| |Checkpoint # 4 |Checkpoint # 4 |
| |Evaluate ways in which technological innovations increase or decrease our|Develop a plan for reducing electricity consumption at home or at school |
| |ability to conserve energy and propose a personal plan of action to |and assess how this change could affect the use of natural resources |
| |improve energy conservation (Scientific Inquiry/ Research) |(Technological Problem Solving) |
| | | |
| |Language-Media Literacy |Language-Media Literacy |
| |Overall Expectation: Identify some media forms (poster) and explain how |Overall Expectation: Identify some media forms (poster) and explain how |
| |the conventions and techniques associated with them are used to create |the conventions and techniques associated with them are used to create |
| |meaning |meaning |
| | | |
| |Assessment Strategy/Tool(s): | |
| |Informational Poster/rating scale |Assessment Strategy/Tool(s): |
| | |Informational Poster/rating scale |
|In what ways might I differentiate the learning in subtask? |
| |
|Vary the amount of teacher scaffolding for students (process) |
|Asking guiding questions (process) |
|Allow for simple to complex plan (Content) |
|Allow student choice in format of product (product) |
|Subtask 7: Culminating Performance Task |Subtask 7: Culminating Performance Task |Subtask 7: Culminating Performance Task |
| | | |
|Design and build a structure (ex. Dwelling, school, etc.) that includes |Redesign the school to incorporate energy conservation features. |Design and build a device that uses electricity and transforms it into |
|an electrical circuit and incorporates energy conservation features. |(Technological Problem Solving) |other forms of energy. |
|(Technological Problem Solving) | |(Technological Problem Solving) |
|In what ways might I differentiate the learning in subtask? |
| |
|Vary the amount of teacher scaffolding for students (process) |
|Allow for simple to complex plan (content/product) |
|Provide a variety of creative product options (e.g. house, school) |
