OVERVIEW
Grade/Year
level:
PYP-5
Date:
Collaborative teaching team:
Timeline: (continued investigation,
revisiting once, or numerous times,
discrete beginning and ending,
investigating in parallel with others)
Ms Asima, Ms Ayesha Ejaz, Ms Ghousia, Ms Batool, Ms Carmela,
Ms Arzoo
9th October - 6th November, 2023 (5 weeks )
Transdisciplinary theme
How The World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how
humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea
Energy may be converted, transformed and used to support human progress
Lines of inquiry
An inquiry into






1. Different forms of energy sources
(renewable and nonrenewable
2. How energy is used
(transformation)
3.Sustainable energy practices
Key concepts
form, function, responsibility
Related concepts
Conservation of Energy, Transformation of
Energy
Learner profile attributes
Inquirer, Knowledgeable and
Principled
Approaches to learning
Thinking and Self Management skills
PYP | Unit of inquiry planner (Primary years) | Page 2
Action
Advocacy: Students will make poster and display as an awareness campaign on \energy conservation.
PYP | Unit of inquiry planner (Primary years) | Page 3
REFLECTING AND PLANNING
Initial reflections




Students might connect …on the daily uses of energy at home and how to save energy /Sustainability
based on the student's initial explorations They will observe and understand the different sources of energy/
how the energy is being conserve at in the classroom/school
Anticipate?
Students may inquire on the effect of conservation of energy to the environment and initiate awareness in school and their community.
Important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Sustainability
Prior learning
STARTER ACTIVITIES:
Provocation : Making cartoon characters or creating a model (kite, paper glide, paper boat, etc). Then answer the questions as follow:
1.
2.
3.
4.
Where can we find energy?
What is energy?
How do we know that energy exists?
When do you use energy?

PYP | Unit of inquiry planner (Primary years) | Page 4
Connections: Transdisciplinary and past


Authentic Links to Urdu/French/Art/PE (Topics:
French integration – Vocabulary words related to energy
Urdu integration- comprehension
Previous Unit of inquiry (if any)
TD Theme : Who We Are
UOI : Body Systems/health - Physical energy / mindmapping positive energy
Learning goals and success criteria




Understand and analyze the various forms of energy
To prove or show how energy transferred and transformed
Make connection of how energy transforms into another form within an object or a system
Use scientific method to carry out energy experiment
Teacher questions





What are the sources of energy?
How does energy transform in a system?
How can energy be used in daily life?
How can we use alternative sources of energy(renewable)?
How can we conserve energy?
PYP | Unit of inquiry planner (Primary years) | Page 5
Student questions
From past planners
How is energy transferred from one thing to another?
PYP | Unit of inquiry planner (Primary years) | Page 6
DESIGNING AND IMPLEMENTING
Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry)
Transdisciplinary
theme/Central idea:
HOW THE WORLD WORKS
Collaborative teaching team:
Ms Asima, Ms Ayesha Ejaz, Ms Ghousia, Ms Batool, Ms
Carmela, Ms Arzoo
Energy may be converted, transformed and used to support human progress
Grade/Year level:
PYP - 5
Date:
9th October - 6th
November, 2023
(5 weeks )
Designing engaging learning experiences
Planner with all activities/learning engagements
Students can make connections and establish relevance to the real world through discovery and explorations. The various inquiry-engagements and
assessments will mirror practical tasks and were inclusive of diverse ability, intelligences and interests.
Tuning in and finding out: Students act out as ‘energy detectives’ and explore energy around the school. They observe different experiments on
various forms of energy. They read articles and watched science videos about forms and changes of energy/experiments. They learn and complete
the scientific method sheet. Reading :Energy Makes Things Happen Chart to understand about the main source of energy, forms of energy, and the
law of energy
Lesson 1 “Forms of Energy”. Learning Objectives Students will be able to differentiate between renewable and non-renewable resources. Students
will be able to classify resources as renewable or non-renewable. Materials and preparation Board markers Natural Resources Match And Mix
worksheet Non Renewable Versus Renewable Energy worksheet Renewable Energy worksheet Write and Draw paper Notebooks or lined paper
Colored pencils Key terms energy renewable non-renewable. Begin the lesson by flipping off the light in your classroom. Explain that in a world
without energy, many of the things we depend on every day—including lights, cars, washing machines, and phones—would not exist. Ask the class
PYP | Unit of inquiry planner (Primary years) | Page 7
to explain what the word energy means. After some discussion, explain that energy refers to the power created by the use of resources. Prompt the
class to guess what the word renewable means. Explain that renewable refers to something that can be replaced. Ask for a volunteer to tell you what
the word non-renewable means, based on the use of the prefix non. If no one correctly defines it, explain that non-renewable refers to something that
can't be replaced. Explicit Instruction/Teacher modeling (30 minutes) Pass out a copy of the Renewable Versus Non-Renewable worksheet to each
student. Review the worksheet as a class, explaining why each example is renewable or non-renewable. Encourage your class to come up with their
own reasons as to why each source of energy is renewable or non-renewable. Once several students have shared their input, explain to the class why
each type of energy is classified the way it is. For example: Solar energy is renewable since it comes from the sun. The sun provides energy every
day for all living things, and it is inexhaustible. Petroleum is non-renewable, since there is a Get more lesson plans at
https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources Education.com limited supply of it
left on Earth. We use a lot of petroleum every day, in factories, in cars, and to heat our homes. Guided Practice (20 minutes) Pair off students in
groups of two, either assigning each a partner or asking them to find a partner to work with. Assign each pair the Natural Resources Match And Mix
worksheet to complete together. Review the worksheet as a class. Independent working time (30 minutes) Ask your students to complete the
Renewable Energy worksheet independently. As students work, walk around the class to answer questions and guide students toward the answers
they're looking for through use of examples. Once everyone has finished, review the worksheet as a class. Differentiation Enrichment: Ask your
students to think of ten actions they do every day that requires either renewable or non-renewable energy. Have them write three complete sentences
for each action. The first sentence should describe the action. The second sentence should describe the resources required to complete the action. The
third sentence should state whether the energy used is renewable or non-renewable. An example could be drinking water as the action, water as the
resource required and renewable as the energy required. Explain to your students that some actions may require both energies. Support: Review the
Renewable Versus Non-Renewable worksheet. Describe some other examples of renewable and non-renewable resources. Ask your students to draw
two columns in their notebooks or on a sheet of paper, and label the columns Renewable and Non-renewable. Ask your students to write the
examples you discussed in the appropriate column. This lesson links to the next lesson, which further classifies energy into potential and kinetic
energy.
Sorting out and going further: At the end of this energy transformations lesson plan, students will be able to demonstrate the transformation of
energy from one form of energy to another.
ENGAGEMENT
PYP | Unit of inquiry planner (Primary years) | Page 8
Objective Introduction
At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective.
Class Activity
1.
2.
3.
4.
Tell students that today they will be learning about energy transformations.
Demonstrate to the class your "Tiny Dancer" or motor.
Ask the students to brainstorm all the different forms of energy they observe in the "Tiny Dancer".
Hopefully, they will come up with battery (chemical), motion (kinetic).
Student Activity
1. Explain that energy can be transformed from one form to another.
2. Show the students the objects you collected from the classroom.
3. Ask students to make a list of energy transformation for each object.
PYP | Unit of inquiry planner (Primary years) | Page 9
The teacher will help to clear any misconceptions about energy transformations. A major misconception is that students think that energy is just used
up and not transformed.
Estimated Class Time for the Engagement: 20-30 minutes
EXPLORATION
This student-centered station lab is set up so students can begin to explore energy transformations. Four of the stations are considered input stations
where students are learning new information about energy transformations and four of the stations are output stations where students will be
demonstrating their mastery of the input stations. Each of the stations is differentiated to challenge students using a different learning style. You can
read more about how I set up the station labs here.
EXPLORE IT!
Students will be working in pairs to better understand energy transformations. In this station, students interact with labels as they try to identify the
types of energy transformed. Students will follow the steps and record their observations on their lab sheet.
WATCH IT!
At this station, students will be watching a short video explaining energy transformations. Students will then answer questions related to the video
and record their answers on their lab station sheet. For example: List 6 different types of energy that are found in the video. List 4 different energy
transformation examples from the video.
RESEARCH IT!
The research station will allow students to explore an interactive web page that helps them understand energy transformations. Students will be
instructed to complete a few tasks and record answers on their lab sheets.
PYP | Unit of inquiry planner (Primary years) | Page 10
READ IT!
This station will provide students with a one page reading about energy transformations. There are 4 follow-up questions that the students will
answer to show reading comprehension of the subject.
ASSESS IT!
The assess it station is where students will go to prove mastery over the concepts they learned in the lab. The questions are set up in a standardized
format with multiple choice answers. Some questions include: What is the correct energy transformation in a flashlight? What is the correct energy
transformation in a hot air balloon? What is the correct energy transformation in a hydropower dam? Which energy type is missing from the solar
panel?
PYP | Unit of inquiry planner (Primary years) | Page 11
WRITE IT!
Students who can answer open-ended questions about the lab truly understand the concepts that are being taught. At this station, the students will be
answering three task cards: Describe the energy transformation in a windmill. What does the law of conservation of energy state? Provide an
example of a household item and describe the energy transformations that it undergoes.
ILLUSTRATE IT!
Your visual students will love this station. Students are to draw pictures that demonstrate their knowledge of energy transformations.
ORGANIZE IT!
Students at this station will match the sets of cards. Cards include objects and energy transformations that the students will work to determine which
would be a match. Once students have completed their organization, the teacher will check their understanding.
Estimated Class Time for the Exploration: 1-2, 45 minute class periods
EXPLANATION
PYP | Unit of inquiry planner (Primary years) | Page 12
The explanation activities will become much more engaging for the class once they have completed the exploration station lab. During the
explanation piece, the teacher will be clearing up any misconceptions about energy transformation with an interactive PowerPoint, anchor charts, and
notes. The energy transformation lesson includes a PowerPoint with activities scattered throughout to keep the students engaged.
Estimated Class Time for the Exploration: 2-3, 45 minute class periods
ELABORATION
The elaboration section of the 5E method of instruction is intended to give students choice on how they can prove mastery of the concept. When
students are given choice the ‘buy-in’ is much greater than when the teacher tells them the project they will have to create. The elaboration project
PYP | Unit of inquiry planner (Primary years) | Page 13
will allow students to create a transformation table, scavenger hunt, solar oven, drawing of an energy transformation machine, sound experiment,
Lego circuit board, Rube Goldberg machine, or a heat demonstration.
Going Further/Taking Actions: Saving Energy
Aim: The aim of this is for children to design and conduct their own energy audit of the school. Overview: This focuses on energy conservation in
school and in the wider community. In lesson 1 the children conduct a survey on the energy use in school and graph their results. They then work
with the whole school to promote energy saving within the school.
Working Scientifically Skills In this the children will be applying and developing the following working scientifically skills: • Observing •
Investigating and experimenting • Estimating and measuring • Recording and communicating Primary Science Questions to promote discussion 1
How do you travel to school? 2 What is the most/least common form of transport used? 3 How could we find out? 4 How do we use energy in our
PYP | Unit of inquiry planner (Primary years) | Page 14
school? 5 How do we waste energy in our school? 6 How could we save energy in our school? Divide the class into groups. Each group is going to
conduct an energy audit for a particular area of the school. To do this, the children must first develop an audit sheet. Before the children discuss how
they are going to carry out the audit, it might be useful to watch the video clips on IWB 8/PowerPoint 8. These will provide the children with ideas
for saving energy in the school. These video clips can also be downloaded from: http://vimeo.com/51626564 top ten tips for saving energy in school
http://vimeo.com/51625599 saving energy in your classroom http://vimeo.com/51822005 St Clare’s school saving energy After the children have
carried out their audit they present their findings to the whole class.
Questions to promote discussion Lights • Does the school make the most of natural daylight? • Do we turn off lights when they are not needed? (e.g.
on a sunny day). • Does the school use energy efficient lighting? See the factsheet and video on lighting
http://www.energyineducation.ie/Energy_In_Education/Information_ for_Schools/Resources_and_links/index.html
Heating and Insulation • Are there radiators left on unnecessarily? • Are the windows draught proofed? • Is the water heater turned off when the
school is closed? • Are the water pipes and the water tank insulated? • What kind of insulation is used in the school? • Is the attic insulated?” Water •
Does the school have a water meter? • How is water heated? • Are there any leaking taps? • Are the taps left running?” Appliances • Are electrical
appliances turned off when not in use? After the audit is carried out the children can collate and present their findings for consideration by the
Principal and the Board of Management. These findings can then be implemented throughout the school. The Student Energy log book and Energy
Detectives wall chart are available to order from SEAI or to download from www. energyineducation.ie. These can be used to record how many
units of energy or kWh are being used by the school. Older children could work with younger children to make posters to provide tips / guidelines
for saving energy throughout the school. The poster could include 5 top tips. These posters could be displayed throughout the school.
Supporting student agency




Students beginning questions and experiences as well as their developing understandings will inform the planned learning experiences—
responsive and adaptive.
Students will suggest ways regarding conservation of energy in the class/school/home
They will choose an energy transformation/changes and explain
I as a facilitator will be responsive to student questions, wonderings and reflections.
PYP | Unit of inquiry planner (Primary years) | Page 15
Teacher and student questions
Man idea/ main question and add after
TEACHER:
1. What is energy conservation?
2. Why do we need to conserve energy?
3. How can we conserve energy?
Ongoing assessment

Drawing a flow chart to analyze the energy transformation within some objects/Procedure writing based on the result of scientific method
after conducting some experiments/Science video reports sheet – youtube videos about energy experiments/sound energy/Venn diagram on
Heat vs Temperature *paired work/
PYP | Unit of inquiry planner (Primary years) | Page 16
Making flexible use of resources
Chart papers, thermopol sheets, glue for projects, ICT for research, Smart board for articles and images related to energy, classroom
Student self-assessment and peer feedback
Student peer feedback on their energy presentations and Notebook entries
Ongoing reflections for all teachers



Science textbook/ICt /Science lab/smartboard for videos on energy
Students will give constructive feedback on the energy presentation of their peers
Teacher will assess their understanding of various types of energy and changes through their NB tasks and reports
--
Additional subject specific reflections
Literacy integration – Reading comprehension on Energy /Sustainable Cities
Geography integration- water and environment conservation
PA: Music conversion through sound energy
VA: Functioning Paper craft showing Transformation of human energy to a product (student will bring their own ideas).
ICT:
Brochures on Canva for spreading awareness about energy conservation.
PSPE

Human energy (yoga and exercises for boosting energy)
PYP | Unit of inquiry planner (Primary years) | Page 17

Team energy (practicing team games)
Islamiat:
Different patterns occur in the world and affect the way people live.
 Surat Quraysh
 Surat Al-Maa’un (Help)

Surat Al-Kaafiroon (The Disbelievers)
Urdu:
Essay writing : how to save electricity
French:
Salutations & greetings
3R’s in French reduce, reuse & recycle
Conversation regarding saving earth & usings 3R’s in conversation.
Conversation regarding cognates in French & English.
Decorating the Bins with French words for different use
PYP | Unit of inquiry planner (Primary years) | Page 18
PYP | Unit of inquiry planner (Primary years) | Page 19