Unit Title:
Electricity – Inquiry Based
Name:
Cathy Andre
Number of Lessons: 11
Subject(s): Science
Time: (in weeks)
Grade(s):
10
6/7
Essential Questions – Big Ideas:
Why is electricity a key energy source for people? What forms of energy can electricity be transformed into? How does the fundamental
force of electromagnetism produce both electricity and magnetism?
Rationale:
The rationale for the unit is that it will give students the opportunity to learn and practice making observations, asking questions, and
making hypotheses based on the questions they ask. This unit will also give students the competencies to answer their questions and
attempt to answer hypotheses and predictions. Promoting curiosity and concern for energy conservation are also reasons for this unit. From
a relevance to the real world perspective, it is important for students to understand electricity as it may open their eyes to a potential
career choice for them, and also as electricity and concerns about renewable and non-renewable energy are commonly spoken about issues
in society. Knowing what electricity is and how it is significant, and the processes of learning about this topic is also important to give
students a well-rounded education and promotes logical thinking.
Overview:
This unit will focus on controlling, transforming, and producing electricity, as well as electromagnetism and what it is.
Prescribed Learning Outcomes:
Students will know and understand the following concepts and content: materials to provide and store energy, current, voltage,
transforming electricity, dangers, applications of electromagnetism and electromagnetic induction.
Students will:
 Questioning and predicting:
 Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest.
 Identify a question to answer or a problem to solve through scientific inquiry.
 Formulate “If… then…” hypotheses based on their questions.
 Make predictions about what the findings of their inquiry will be.
 Planning and conducting:
 Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve
problems they have identified.
 Observe, measure, and record data, using equipment, including digital technologies, with accuracy appropriate to the task.
 Processing and analyzing data and information:
 Seek patterns and connections in data from their own investigations.
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Use scientific understandings to identify relationships and draw conclusions.
Evaluating:
Reflect on their investigation methods.
Identify possible sources of error and suggest improvements to their investigation methods.
Demonstrate an understanding and appreciation of evidence.
Consider social, ethical, and environmental implications of the findings from their own and others’ investigations.
Communicating:
Communicate ideas, findings, and solutions to problems using scientific language, representations, and digital technologies as
appropriate.
Prerequisite Concepts and Skills:
Students will need to know how to make predictions, how to create a hypothesis, and how to observe and record an experiment. Students
will need to know how to carry out research (will learn how to as part of a lesson in their Social Studies - Ancient China unit). Students will
also need to communicate and collaborate with their peers, as well as critically think about what is happening each lesson.
Cross-Curricular Connections:
Social Responsibility (electricity conservation project), Physical Education and Health (electric slide – dance unit), English and Language Arts
(read aloud)
Rationale for Assessment: This unit is focusing on formative assessment for most of the learning objectives because through research it has
been shown that formative assessment promotes engagement and learning. Students will be formatively assessed in a variety of ways
including through: observations, KWLs, performance tasks, answering questions, exit slips and reflections, peer and group assessment,
checking for understanding with Plickers, worksheets, venn diagrams checking for prior knowledge, note taking skills, and presentation
skills. Listed below are the forms of formative assessment (some may also be assessed summatively) students will receive and the reasons
why they will receive these forms of assessment:
 Let students know the teacher will be observing them for participation: observations are important as they show students as they
are performing and it allows the teacher to assess students and give them credit for their knowledge in a way that creates less
anxiety than a test.
 Assess the KWL: a KWL allows for multiple intelligences to succeed. For the students where recall of information is not their strength
this form of assessment gives credit to prior knowledge, and questioning. It is also less stressful to complete a KWL than a quiz or a
test, and it helps the teacher build the lessons to be taught because they can now see where their students are at.
 Predict, explain, observe, and explain (PEOE) and having students draw their circuits and hand-in drawings: these types of
assessment have a similar purpose as when observations of students are assessed. This assignment shows students as they are
learning. Some students may not perform well on tests so through this type of assessment students can show their process and get
credit for knowing how to get to the learning. Giving students an opportunity to show their knowledge will help build their
confidence and self-efficacy; therefore, motivate them to engage in learning.
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 Students will submit their answers to questions and life with electricity vs. life without electricity worksheet: this form of
assessment will include feedback. These types of assignments and feedback will be in-going throughout the unit and will allow for
students to see what they know and did well on, and what needs to be improved. Acknowledging what students did well on is key
because this helps boost their confidence and self-efficacy. The feedback will give students an idea on how to improve their work
and resubmit. Giving students the opportunity for resubmission shows students that high quality work is valued, that they should
not fear failure, but get excited about the learning process, and about taking risks in order to see deeper learning.
 Students will provide an exit slip at the end of lesson rating their understanding of the lesson from 1-5 and stating how their
understanding changed from the beginning to the end of the lesson: the purpose of assessing this exit slip is to check for students’
understanding and to also evaluate teaching. This is important because the teacher must model accepting and using feedback to
improve lessons to show students why and how they should deal with feedback. It is important for the teacher to discuss the
feedback of their teaching and improvements that will be made with the students so the modeling is obvious to them.
 Peer and group-assessment and their presentation will be assessed against rubric/criteria: including students in the assessment
process creates accountable students who want to put forward their best work. Here students are also a part of making the criteria
they will be assessed on, and this is important because it makes assessment clear, the students are not going to be surprised by the
criteria. This improves students’ confidence as there is less distrust in assessment when they know what is going on.
 Venn Diagram: this assignment will assess prior knowledge which allows students to show what they know. This will build
confidence as students can showcase their expertise, and it also shows the teacher what the students are bringing with them in term
of background knowledge. This is important so that the teacher can modify lessons to better suit the needs of the students.
Resources:
 All Lessons will require:
 Science Probe 6, Nelson, 2005: Classroom Text Book
The reason I chose to use this source for this unit was because it nicely organized the topic and helped with the logistics of
unit planning. The unit on electricity in this text is helpful for all the lessons included, except for the lesson on batteries and
voltage. It offers ideas for activities and experiments the students can do to enhance their learning as well as the science
behind them. This resource also came with a teacher’s guide, which is helpful when thinking about what sorts of questions to
ask students, ways to assess throughout the unit, etc. Overall this text book is the backbone of this unit.
 Science Kids: http://www.sciencekids.co.nz/sciencefacts/electricity.html (science fact for each lesson)
This website offers a list of interesting electricity facts for students. I will use this to add a fact to each lesson. Students will
take the facts and collect them. If at the end of the unit the students have collected all of the facts I have presented to them
we will have a class party. This source is useful for the unit because it is designed for kids so it is accessible for the students.
 Phet Interactive Simulations: https://phet.colorado.edu/
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 Bloom’s Taxonomy: http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Bloom’s Taxonomy is an important resource for this unit because it helps with assessing students’ understanding in each
lesson. This resource has prompts and questions that get at students’ knowledge, comprehension, application, analysis,
synthesis, and evaluation. Learning to ask questions for critical thinking, which is what this resource does, is a useful skill as
well as form of assessment. Using this resource helps me to model effective, deeper learning questions to the students, so
that they will then be able to ask questions that show deeper thinking.
 Lesson 1:
 Electric Slide Song: https://www.youtube.com/watch?v=CTGySsNSvEs
 Video: The View From Space – Countries and Coastlines: https://www.youtube.com/watch?v=EPyl1LgNtoQ
The importance of this video to the unit is that it helps connect students to the topic, and to the importance of electricity in
our everyday lives at home, and throughout the world. The video also works because it relates to students’ last science unit
which was on space. This video shows lights at night on Earth from space. As the video goes it labels where we are looking at.
This integrates some geography into the lesson. Moreover, by looking at electricity in this way students can see that some
areas of the world have many more lights on than other places, and furthermore, they can ask themselves why that is.
 Lesson 2:
 Video: Magic School Bus Gets Charged: https://www.youtube.com/watch?v=Ov1vxJ2s9hU&list=PL9rDJCr0kjg5zSbm5dETXZPsk4dX5fmz
The purpose for this resource in the unit is that the Magic School Bus works really well in introducing topics to students. This
video will help in introducing the topics related to electricity that will be taught in this unit. I chose a video to supplement my
teaching because it is important to include a variety of methods of offering information. It should not always be the teacher
talking.
 Static Electricity Experiment: http://www.sciencekids.co.nz/experiments/staticelectricity.html
 Snap, Crackle, Pop Experiment: http://www.scienceworld.ca/resources/activities/snap-crackle-pop
 Squishy Circuits: http://courseweb.stthomas.edu/apthomas/SquishyCircuits/
 Lesson 3:
 Squishy Circuits: http://courseweb.stthomas.edu/apthomas/SquishyCircuits/
 Lighting Light Bulbs Experiment: http://www.scienceworld.ca/resources/activities/lighting-light-bulbs
 Lesson 4:
 Build a Light Bulb: http://www.stevespanglerscience.com/lab/experiments/build-a-light-bulb-circuit-science
 Picture book: 11 Experiments That Failed by Jenny Offill and Nancy Carpenter, 2011
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This source integrates English and Language Arts into Science and also works as a humorous way to introduce students to
science experiments. This book will help introduce the topic of how to carry out an experiment, i.e. what is a hypothesis, why
do we predict, the importance of recording and making observations, and how we have to try our best to explain what
happened. Also any opportunity to include reading and comprehension into the day is positive for the students. Reading this
book to students will also model my love for literature, therefore, instilling a love of literature, and practical use for it, for the
students.
 Lesson 5:
 Video: Super-strong neodymium magnets destroying everyday items in slow motion:
https://www.youtube.com/watch?v=tC13_BkDieU
The purpose of this video is to get students engaged on the topic of magnet. In this video it shows how magnets are pulled
together; however, it is set up so there is something, i.e. an apple, will become squished between the magnets and will then
explode/be destroyed. I believe this video has the cool factor that will make students want to learn in this unit.
 Video for extra clarification: Electromagnet – What is it? For Kids: https://www.youtube.com/watch?v=_ygmHnjNYNo
This video is intended for students with IEPs or for students who just are not getting the concept of electromagnets. This is
an adaptation to the lesson and will be available for students who want to watch it/need to watch it. It is an animated video
that goes over what an electromagnet is and its significance in a simple, slowed down approach.
 Video: The simplest motor in the world: https://www.youtube.com/watch?v=zOdboRYf1hM
 Activities: Science World Resource:
http://www.scienceworld.ca/resources/activities?term_node_tid_depth%5B%5D=666&term_node_tid_depth_1%5B%5D=67
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 Lesson 6:
 Video: Bill Nye the Science Guy – Electricity: https://www.youtube.com/watch?v=EPTrYsuE9sA
The resource works really well for this unit and the teaching style within it. This is because it covers most of the lesson topics
being taught in the unit, and also because it works as a review due to its placement (it is shown half way through the unit). It
is also useful because it matches the teaching style by using a variety of ways to give information within the video (the
teaching style within this unit does the same). This video was also chosen because I have witnessed the students in my
classroom watch a Bill Nye the Science Guy video about space in their previous science unit and become very excited by it.
The students love watching the videos and are engaged by them the entire time. Moreover, showing a video rather than
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doing a hands-on activity in this part of the unit slows things down and allows students to relax. Sometimes it is okay to sit
back and watch an educational video.
 Classroom Text Book: Science Probe 6: Make a Telegraph System, page 132
 Lesson 7:
 Fruit Battery Experiment: http://www.cyberbee.com/FruitBattery.pdf
 Lesson 8:
 Hands-On Science and Technology, Portage and Main Press, 2000 – Grade Six: Book
This resource is very useful in the renewable, non-renewable, and conserving electrical energy section of the unit. It is a
teacher’s resource filled with worksheets, assessment suggestions, extensions, activities, and background knowledge for the
teacher to know before they go to teach a lesson.
 Website: BC Hydro: http://www.bchydro.com/index.html
 Lesson 9:
 Hands-On Science and Technology, Portage and Main Press, 2000 – Grade Six: Book
 Website: BC Hydro: http://www.bchydro.com/index.html
This source is important to the unit because it is a real world connection to electricity. This is included so that students have
an answer to the question, “why are we studying electricity?” This resource has information about electricity in B.C.,
electricity in the news, and what conserving energy can do. In the conserving energy part of the website it shows how much
money people can save by saving electricity and this is a good place to talk about budgets, etc. with students. Therefore, this
website allows for teachable moments with the students.
 Resources students may want to use for their inquiry projects:
 Website: BC Hydro: http://www.bchydro.com/index.html
 Website: EcoLeague: http://resources4rethinking.ca/ecoleague
 Website: EcoKids: http://www.ecokids.ca/pub/
 Website: David Suzuki Foundation: http://www.davidsuzuki.org/issues/climate-change/
 Website: Learning for a Sustainable Future: http://lsf-lst.ca/
 Website: LiveSmart BC: http://www.livesmartbc.ca/
 Website: Re-Energy: www.re-energy.ca
 Website: Science Opportunities for Kids: www.soks.ca
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Overview of Lessons:
Lesson # and
Title
Objectives and
PLO’s in Lesson
Teaching Strategies
Lesson Activities
1. Introduction:
What is
electricity?
SWBAT:
Prompt students to participate and
brainstorm ideas by asking: (Bloom’s
questions – checking for knowledge)
 Why is electricity important to us? Is
it important?
 Why did electricity become important
to us?
 Can you list ways in which electricity
is used every day?
 Would life be easier with or without
electricity?
Electric Slide
Electric Slide Song
Brainstorm: Why is electricity
important to us?
Mind Maps
Explain their
background
knowledge
State the significance
of electricity in our
lives
2. Static
Electricity vs.
Current
Electricity
SWBAT:
Explain how static
electricity works and
what it is
Explain how static
charge causes
materials to attract
or repel each other
Build a simple circuit
During and after the video ask students:
(Bloom’s questions – checking for
comprehension)
 What can you say about what you
have seen in this video?
 What did you notice about electricity
in the video?
 Can you explain what is happening?
What inferences can we make about
the fact that some areas have more
lights on than others?
Talk to students about how they will be
assessed this unit: observations, etc.
Short presentation on static electricity vs.
current electricity and then have students
carry out the experiments/activities
Watch “The View From Space –
Countries and Coastlines”
“The View From
Space – Countries
and Coastlines”
Video
KWL worksheet to be handed in –
Students will focus on the K and W
 Students will work on the
KWL on their own, and then
in groups to share ideas
KWL – Students will
create/do on their
own paper
Watch “Magic School Bus Gets
Charged”
Two Static Electricity Experiments –
students should try both
Students will have to hand-in a PEOE
Explain and model to students that before
they carry out experiments they must
make predictions – show students PEOE
(predict, explain, observe, explain strategy
to them)
Circuits: Give students materials and
let them figure out how they can
work to make circuits
Then debrief as a class
Potential questions students can/may ask:
 What is the relationship between…?
 What is the function of…?
Credit: Thomson Rivers University EDUC321 Document1
Resources and
Materials
Approaches to
Assessment
Let students know the
teacher will be observing
them for participation –
use a class list as a check
list
(assessment for learning)
Assess the KWL
Static Electricity
Experiment (Science
in a Bag):
two inflated balloons,
students’ hair,
aluminum can,
woolen fabric
Snap, Crackle, Pop
Experiment:
balloons, plastic
rulers, plastic spoons,
paper plates, carpet,
socks, sweater,
thread, comb, cereal,
salt, hula hoop,
(assessment for learning)
Let students know the
teacher will begin
watching for
participation, scientific
language (students will
be given vocabulary they
must use during each
lesson), engagement,
and cooperation with
peers - over all lessons
(assessment for learning)
PEOE
(assessment for and of
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3. Current
Electricity:
Series and
Parallel Circuits
SWBAT:
Make a parallel or
series circuit and
explain to the class
how they work
Observe, measure,
and record data,
using equipment
Reflect on their
investigation
methods
Identify a question to
answer or a problem
to solve through
scientific inquiry
Communicate ideas,
findings, and
solutions to problems
using scientific
language
4. Transforming
Electricity:
Light and Heat
SWBAT:
Observe, measure,
and record data,
sugar, pepper,
ripped-up paper
Can I make a distinction between…?
What conclusions can I draw…?
Why do you think…?
What inference can you make…?
Give students the materials necessary to
build circuits
Circulate the room to prompt students’
thinking, ask about their process, etc.
Ask students:
 What would happen if…?
 Why do you think…?
 Can you identify the different parts…?
Following circuit building, debrief as a
class – ask students to take notes during
this time to help them with their
reflection questions
Prompt students by asking:
 How is … related to…?
 Why do you think…?
 What conclusions can you draw…?
 What is the function of…?
Give students time to answer reflection
questions about series/parallel circuits
Read to students “11 Experiments That
Failed”
Give students the materials to carry out
Credit: Thomson Rivers University EDUC321 Document1
Squishy Circuits:
conductive dough,
insulating dough,
battery pack, LED
lights, wires
Make series and parallel circuits
Give students in group A materials
for series circuits, and give students
in group B materials for parallel
circuits
Have students try and figure out how
to create the circuits they are
responsible for making and have
them record their process
Debrief: Group A share their series
circuits with the class, and group B
share their parallel circuits with the
class
Groups will prepare to answer the
following questions to be handed-in:
 What is special about a series
circuit/parallel circuit?
 What do we need to know about
making a series/parallel circuit?
 How did your understanding
about circuits change from the
beginning to the end of the
lesson?
 Compare and contrast
series/parallel circuits – students
may draw a chart or a venn
diagram
Read Aloud:
“11 Experiments That Failed” to
introduce scientific thinking
Squishy Circuits:
conductive dough,
insulating dough,
battery pack, LED
lights, wires
Lighting Light Bulbs
Experiment:
wire cutters, wire
strippers, one D-cell
battery, four 10cm
lengths of insulated
wire, two light bulbs
learning)
Have students draw their
circuits and hand-in
drawings
(assessment for learning)
Take photos/draw
circuits, and keep them
for the students’ record ePortforlio
(assessment for and of
learning)
Observe students for
participation – use a
class list as a check list
(assessment for learning)
Provide formative
feedback on submitted
questions
(assessment for learning)
Lamp with light bulb
for demonstration
Make a Light Bulb:
Students will provide an
exit slip at the end of
lesson rating their
understanding of the
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using equipment
the experiment
Reflect on their
investigation
methods
Demonstrate to the class that the
electricity that goes to light a light bulb =
more used to create heat than light
Ask students to complete an exit slip
(students must hand it in before they go
home)
5. Transforming
Electricity:
Magnetism and
Motion
SWBAT:
Observe, measure,
and record data,
using equipment
Reflect on their
investigation
methods
Communicate ideas,
findings, and
solutions to problems
using scientific
language
Describe the effect of
applying electricity to
a magnetic object
Exit slip prompts:
 What will you do next time to make
your learning even better?
 How did your understanding change
from the beginning of the lesson to
the end of the lesson?
 Rate your understanding of today’s
focus 5 4 3 2 1 and give evidence
(students may give evidence by
answering the three exit slip
questions)
Have students watch video to get them
interested in magnets
Give students short lesson on how
electricity transforms to magnetism and
motion
Set students up to complete PEOEs – write
on the board the sections they have to fill
out, i.e. predict, explain, observe, explain
Give students materials for their
experiments
Give students time to present their
creations to the class and include time for
questions from the audience
Prompts for student questions post
demonstration:
 Based on what you know, how would
you explain…?
 Why do you think…?
Credit: Thomson Rivers University EDUC321 Document1
Make a Light Bulb experiment and
complete a PEOE
Lamp with light bulb demonstration
– have students feel and notice how
hot the light bulb gets (teacher tests
first for safety)
Answer questions following
experiment in their exit slip:
 Which brand of light bulb gives
off most light?
 What energy do light bulbs give
the most of?
 How do we know?
Watch: “Super-strong neodymium
magnets destroying everyday items
in slow motion”
For students who need further
clarification about electromagnets
they should watch “Electromagnet –
What is it? For Kids”
Watch: “The simplest motor in the
world”
Then ask students, is that a motor?
Students will be completing their
own PEOEs during their experiments
Some students will make an
electromagnet, and some make a
simple motor – demonstrate to the
class
Group A:
Eight D-sized
batteries
Mason jar or other
clear glass
Electrical tape
Pie pan
Scissors
Toilet paper tube
Mechanical pencil
refills
Two sets of small
alligator clips
lesson from 1-5 and
stating how their
understanding changed
from the beginning to
the end of the lesson
Electromagnet:
Large iron nail (about
3 inches)
Three feet of
insulated copper wire
A fresh D size battery
(1.5 volt)
Paper clips or other
small magnetic
objects
Tape
Sheet of paper
Pocket compass
Observe students for
participation – use a
class list as a check list
Simple Motors:
Magnet wire (22
gauge)
Paper clips
Strong, flat magnet
D cell battery
Elastics
Sandpaper
Battery holder/tape
(assessment for learning)
(assessment for learning)
(assessment for and of
learning)
Take photos/draw
creations/products of
experiments once they
are made, and keep
them for the students’
record
PEOE
(assessment for and of
learning)
Peer/group-assessment
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6. Transforming
Electricity:
Sound
SWBAT:
Explain how
vibrations and sound
are related
Observe, measure,
and record data,
using equipment
Reflect on their
investigation
methods
7. Batteries and
Voltage
SWBAT:
What is the relationship between…?
What would happen if…?
How would you improve…?
What is the function of…?
What have you learned…?
Use text book to teach a short lesson on
transforming electricity into sound
Facilitate ruler experiment
Give students materials for the telegraph
system activity and off assistance/ask
students questions as they work
Electrifying electromagnets and
Oersted’s Experiment: students
explore the relationship between
electricity and magnetism
Group B:
The World’s Simplest Motor: using
two magnetic fields
repelling/attracting each other to get
electrical energy of the battery into
the mechanical energy of a spinning
part
Students will create sound at their
desks using a ruler
They will then ask and answer the
questions:
 What did I hear?
 What did I see?
Make a Telegraph System
Exit slip prompts:
 What will you do next time to make
your learning even better?
 How did your understanding change
from the beginning of the lesson to
the end of the lesson?
 Rate your understanding of today’s
focus 5 4 3 2 1 and give evidence
(students may give evidence by
answering the three exit slip
questions)
Ask students post video:
 How did your understanding change
from the beginning of the lesson to
the end of the lesson?
Give students mini-lesson on batteries and
voltage
Observe, measure,
and record data,
using equipment
Give students materials for the Fruit
Battery experiment
Reflect on their
Debrief with students following
Credit: Thomson Rivers University EDUC321 Document1
Write an exit slip
 Explain how vibrations and
sound are related
 Why do you think we hear
thunder after lightning?
 Place your fingers against the
side of your throat, and say
“ahhh.” Explain what you feel
and hear, using what you have
learned in this lesson.
(to keep battery in
place)
(assessment for and of
learning)
Ruler
Students will take
photos/draw telegraph
system once they are
made, and keep them
for the students’ record
Make a Telegraph
System:
non-insulated wire,
popsicle sticks,
rubber band, tooth
pick, buzzer,
insulated wire,
battery
(assessment for learning)
Exit slips – selfassessment
Video: : “Bill Nye the
Science Guy –
Electricity”
(assessment for learning)
Fruit Battery:
Voltmeter
Several pieces of
fruit/vegetables
Small piece of sand
paper
Copper wire – 2 to 3
Observe students’
participation – circulate
classroom, and observe
from the front of the
room, with class list and
make notes on
participation
Watch: “Bill Nye the Science Guy –
Electricity” as a mid-unit check for
understanding
Fruit Battery experiment – do in pairs
Students will answer:
Will the voltage from a piece of fruit
be as much as the voltage from a D
size dry cell battery?
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investigation
methods
Measure voltage
8. Generating
Electricity:
Renewable and
Conservation
SWBAT:
Create criteria
Analyze several
renewable electricity
sources
Explain why it is
important/how to
conserve electrical
energy
Communicate ideas,
findings, and
solutions to problems
using scientific
language
9. Generating
Electricity:
Non-renewable
SWBAT:
Analyze several nonrenewable electricity
sources
Communicate ideas,
findings, and
solutions to problems
using scientific
language
experiment
They will complete a PEOE
Ask:
 How can we measure voltage?
 What questions did you ask yourself
during the process?
 What can you say about…?
Explain to students the project they will
begin “Exploring and Issue: Conserving
Electricity” and guide students in making
criteria/peer and self-assessment rubric
for their projects
inches
Zinc covered metal –
galvanized nail
PEOE
(assessment for and of
learning)
Introduce “Exploring an Issue:
Conserving Electricity” inquiry
project and make a criteria/rubric for
project and presentation as a class
Book: “Hands-On
Science and
Technology”
Mind map
Class brainstorming and discussions
– in small groups and then as a class
Using “Hands-On Science and Technology”
explain to students what renewable
sources of energy are and about
conservation
During brainstorming ask students:
 What are sources of renewable
electrical energy?
 What are the
advantages/disadvantages of using
that source?
 How can we save electrical energy?
 What would life be like if we had no
electricity?
 Why it is important to conserve
electricity?
Using “Hands-On Science and Technology”
explain to students what non-renewable
sources of energy are
During brainstorming ask students:
 Where do we get electricity from?
 How is electricity generated in a
hydroelectric power plant?
 What is used to turn the turbines?
 How is electricity produced in the
generator?
 Where are coal and uranium found?
 Is there an unlimited supply of these
Credit: Thomson Rivers University EDUC321 Document1
(assessment for learning)
Students will create a table on a
piece of paper: life with electricity vs.
life without electricity (minimum 5
points for each side) to be handed-in
Observe students’
participation – circulate
classroom, and observe
from the front of the
room, with class list and
make notes on
participation
(assessment for learning)
Plickers
(assessment for learning)
Life with electricity vs.
life without electricity
worksheet
(assessment for learning)
Class brainstorming and discussions
– in small groups and then as a class
Debate: Some students for
renewable and some for nonrenewable
Class Venn Diagram – comparing and
contrasting renewable and nonrenewable electricity
Book: “Hands-On
Science and
Technology”
Mind map
Class set of
Macbooks – for
project time
Observe students’
participation – circulate
classroom, and observe
from the front of the
room, with class list and
make notes on
(assessment for and of
learning)
Plickers
* Students will have time to work on
their projects
(assessment for learning)
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materials in the Earth?
 Will these materials be used up some
day?
Assess Venn Diagram
(assessment for learning)
Set students up for the debate and then
facilitate it
10. Project:
Exploring an
Issue:
Conserving
Electricity Inquiry
SWBAT:
Communicate ideas,
findings, and
solutions to problems
using scientific
language
Give students time to work on their
projects
Facilitating the presentation and assessing
presentations
Present group presentations to the
class
Practicing classroom management –
students are respecting their peers who
are presenting
Students will take notes on each
presentation (two facts per
presentation) to be hand-in
N/A
Presentation will be
assessed against
rubric/criteria
(assessment for and of
learning)
Presentation notes
Analyze energy
conservation
(assessment for and of
learning)
Complete peer and
self-assessments
Peer-Assessment
“Did all members of the
group contribute equally
to the process and end
product?”
(assessment for and of
learning)
Self-Assessment: “How
Did I Work In the
Group?”
11. Debrief:
What did we
learn?
SWBAT:
Communicate ideas,
findings, and
solutions to problems
using scientific
language
Show students the criteria/rubric for the
KWL and go over it with them as a class
Give students the topics to include on the
L section (to make sure their assessment
on the unit includes all topics covered)
Meet with students to discuss their KWL
Credit: Thomson Rivers University EDUC321 Document1
Post-unit KWL – focus on the L and
W
KWL rubric
(assessment for and of
learning)
Assess KWL (compare
and contrast it with the
first one students
completed at the
beginning of the unit)
(assessment for and of
learning)
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after they have completed it
Teacher-student
assessment
(assessment for and of
learning)
Reflections/Revisions (if necessary, continue on separate sheet):
Credit: Thomson Rivers University EDUC321 Document1
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Unit Plan Template
The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to
specific subject areas and modified as students gain experience in each practicum. The attached sample template
should be used as a basic outline. The space required for each heading in the template will vary and should be
adjusted as needed. The template is available on the TRU-Bachelor of Education – Practica website in electronic
form at http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the
template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use
the plan to teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills
and/or understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in
each curricular subject by describing what students should be able to do. These statements are the prescribed
learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning
outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons are based.
Assign each learning outcome a number to be used in the “Overview of Lessons”. Where you are using Core
Competencies and Draft Curriculum, please adjust as needed.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and
websites to check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or
enrich student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of
representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring
that a student’s readiness level, interests, and preferred mode of learning are recognized. Teachers can
differentiate instruction in four ways: content, process, product, and, learning environment based on the individual
learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how
will you accommodate them? Consider learning styles, multiple intelligences, Aboriginal and
cultural influences. What are the adaptations and modifications needed for students with Individual Education
Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed
lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand
the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list,
by number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the
major “Instructional Objectives (SWBAT…), Teaching Strategies (a few words), Lesson Activities (sufficient detail to
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enable another teacher to teach the unit), Assessment Strategies (include the strategy - the “How” and the “What”
you will be assessing), and Materials” needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make
as work progresses. At the end of the unit reflect and record successes and any modifications you might make
when you teach the unit again.
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