Light, Sound and Energy Conservation - Live to...

Light and Energy AlertShadow Play and Energy Control

Heat and Energy StorageEner-mobile and Reflection/Refraction

Scientific MethodColour Investigation Mid-Unit Assessment

Sound Off and Conservation at HomePitch and Insulation

Appliance and Applied EnergySound Characteristics and Audits

Job FairHome and Entertainment

Including:

October 2001

Written by:

Marianne Hurd (Project Lead), Lindsay Craig

Light, Sound and EnergyConservationEnergy and Control

Length of Unit: approximately: 14.3 hours

An Integrated Unit for Grade 4/5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:31 AM

Light, Sound and Energy Conservation Energy and Control An Integrated Unit for Grade 4/5



Resurrection / St. Mary's Hagersville(519)752-5900

Brant Haldimand-Norfolk Catholic District

Resurrection / St. Mary's Hagersville(519)752-5900

Brant Haldimand-Norfolk Catholic District School Board

[email protected]

[email protected]

Based on a unit by:

An Integrated Unit for Grade 4/5Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and Theological review.

A sincere thank you to Barry Elliott from Windsor-Essex Catholic District School Board who facilitated theinvolvement of the Windsor-Essex, London, Brant/Haldimand-Norfolk, St. Clair and Durham Catholic DistrictSchool Boards in the development of elementary Science units.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchCatholic Curriculum Cooperative (CCC)

A special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.


Light, Sound and Energy Conservation Page 1

Energy and Control An Integrated Unit for Grade 4/5

Task ContextThis is a unit for a grade 4/5 split class. The grade 4 students are introduced to the concepts of light andsound in their environment. They must observe various experiments, diagrams, and everyday occurrencesas a collaborative contributor who finds meaning, dignity, and vocation in work which respects the rights ofall.The grade 5 students will be introduced to the various forms of energy and their sources. Students willevaluate the reasons for conserving energy and the natural resources as a self-directed, responsible,lifelong learner who develops and demonstrates their God-given potential. They will discover some ways toconserve energy at home and at school.

Catholic Graduate ExpectationsCGE Overall - speaks, writes and listens honestly and sensitively, responding critically in light of gospelvalues.CGE Overall - a self-directed, responsible, lifelong learner who develops and demonstrates their God-givenpotential.CGE Overall - a reflective, creative and holistic thinker who solves problems and makes responsibledecisions with an informed moral conscience for the common good.CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respects therights of all and contributes to the common good.

Task SummaryThe students will be given opportunities to work independently and in teacher-directed situations to study anddiscover the many facets of light and sound, and the uses of energy in our environment.The grade 4 students will learn the properties and characteristics of light and sound. They will constructoptical devices and musical instruments that demonstrate their knowledge. There will be a mid-unitassignment to assess the light portion of the unit and a hands-on project focusing on sound.The grade 5 students will expand their knowledge of the different sources and forms of energy and classifythem as renewable and non-renewable. They explore how devices use and transfer energy. They willdesign, construct, and operate devices that use and transfer energy from one form to another. They willassess the need to conserve energy and natural resources.

Culminating Task AssessmentIn the culminating task, the grade 4 students use the various concepts and skills they have learned toproduce their own musical instruments. By adopting a holistic approach to life the students integrate learningfrom various subject areas and experiences.As responsible citizens, the grade 5 students demonstrate respect for the environment and the wise use ofresources by designing and constructing a model of an energy efficient family dwelling from a shoe box. Theteacher uses grade specific rubrics and checklists to assess the students' knowledge and conceptapplication.

Catholic Graduate ExpectationsCGE 7i - respects the environment and uses resources wisely.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Links to Prior KnowledgeGrade Four Grade Five- identify a variety of light sources and classify - design a simple mechanism and identify the as natural or artificial light forces acting on it

Unit Overview

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- describe how the quality of life is affected by - identify the six simple machines often found in the various sources of light more complex machines- use appropriate vocabulary and science - use appropriate vocabulary and science and technology terminology and technology terminology- communicate the results of procedures - communicate the results of procedures

Considerations

Notes to TeacherThis unit follows the expectations for the Energy and Control strands for Science and Technology for a grade4/5 class. As the strands have very little in common, the lessons are organized so that the students in onegrade are working independently, while the other grade is involved in a teacher-directed situation.Expectations for independent work and routines to be followed when assistance is required should bereviewed. The students must remember the nature of a split grade unit, and that the rights and learning needsof the other grade must be respected.

It is suggested that this unit be taught after the grade 4 students have completed the unit on Matter andMaterials and the grade 5 students have completed the Structures and Mechanisms unit. These units provideprior knowledge that the students can incorporate in this unit.

Integration is created for the grade 4 students with safety lessons and the study of the human ear. For thegrade 5 students the integration occurs in Mathematics in the use of formula calculations, and in safetyconcerns in Health.

Have the grade 4 students locate as many home-made and commercially-produced instruments as possiblebefore beginning the unit. Include guitars, recorders, ukuleles, drums, piano, rhythm band instruments, etc.Have the instruments readily available so that the students have a general understanding of how they workprior to the culminating task. Check all experiments in the unit to ensure that the supplies are available.

Grade 5 students will need to locate at least one shoebox each in advance for the culminating task.Coordinate this unit with the school librarian to locate as many resources as possible. Check with your locallibrary to see what resources are available there. Some libraries put together resource packages for theschool to borrow if given sufficient time.

The glossary of terms for grade 4 are included in BLM format.

Adaptations

The activities in this unit are designed to allow for many learning styles and abilities. To ensure that thestudents' needs are met the teachers may need to choose groupings carefully to facilitate those studentswith physical and/or learning disabilities. Teachers are to work in collaboration with the special educationpersonnel and follow the adaptations and modifications outlined in the student's Individual Education Plan.Teachers should be familiar with the Ontario Curriculum, English as a Second Language and LiteracyDevelopment, where an ESL teacher is not available.

Some suggested accommodations may include:- providing immediate feedback- clarifying expectations at the beginning of each lesson- reinforcing important information- providing for flexible timelines- modifying handouts in terms of language, size of font, and content- arranging for peer assistance- recognise effort as well as task completion- conference with students regularly- scribing for students- using pictures and diagrams to explain findings


- keeping manipulative and other aids available- group students with varying abilities- provide opportunities to redo all or part of the work- providing alternate formats for assignments

For visually-challenged students the light section of this unit will require modifications. As well the soundsection of this unit will require modifications for the students with hearing loss. Work with the specialeducation personnel to accommodate for these students.

Enrichment Opportunities:- build a model of an ear and/or eye and demonstrate how they work- study the orchestra and explain how the instruments work together- create or research additional light and sound experiments- create and complete a school survey on the recycling habits of your school community- research recycling in the city/town/village where school is located- start a recycling campaign in conjunction with the student and/or school council- research, via the Internet or library statistics, about conservation and the effect on our natural resources



Subtask List Page 1List of Subtasks

Light and Energy AlertThe grade 4 students review the sources of light in their environment and classify them as artificial ornatural. They demonstrate what life would be like without light using the decision-making skills of aresponsible, lifelong learner. A rubric and a checklist are used to assess this knowledge.The grade 5 students demonstrate an understanding of the six simple machines and identify the forcesthat act upon them. A rubric is used to assess this knowledge.

Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.

1

Shadow Play and Energy ControlThe grade 4 students will work independently. They are divided into groups of three and given aflashlight and a variety of materials. They classify the materials as translucent, transparent, or opaque,thinking critically about the meaning and purpose of the work. The grade 5 students will have ateacher-directed lesson on the forms and sources of energy.

Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.

2

Heat and Energy StorageThe grade 4 students participate in a teacher-directed experiment involving light sources and the heatthese sources emit. Students record their observations and conclusions. As holistic learners, thegrade 5 students independently investigate the ways energy can be stored and transferred to a givendevice. They formulate ideas to explain how humans rely on this energy transfer by integratinglearning from various subject areas and experience.

Catholic Graduate ExpectationsCGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.

3

Ener-mobile and Reflection/RefractionThe grade 4 students work independently. They write a note on reflection/refraction and try twomini-experiments in groups to further their understanding of these two new concepts. The grade 5students review the rubrics for their project (to design and construct a vehicle that uses various formsof energy to propel it). They work independently to achieve excellence, originality, and integrity in theirwork.

Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.

4

Scientific MethodThis is a combined lesson on the aspects of writing an experiment based on the scientific method. Thestudents use a scientific method to complete experiments by reading, understanding and using writtenmaterials effectively.

Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.

5

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Colour Investigation The grade 4 students will be involved in a teacher-directed experiment in which the class will create aprism. This will be recorded using the scientific method. As self-directed, responsible, lifelong learners,the grade 5 students demonstrate Christian leadership and collaborative contributor skills byinvestigating, identifying, and recording the heat sources and the temperatures for a variety oflocations in the school. They display results on a chart and a graph.

Catholic Graduate ExpectationsCGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work whichrespects the rights of all and contributes to the common good.CGE 4e - sets appropriate goals and priorities in school, work and personal life.CGE 4c - takes initiative and demonstrates Christian leadership.

6

Mid-Unit AssessmentAs responsible citizens who accept accountability for their actions, the grade 4 studentsindependently make charts identifying various sources of light and their use in the home, at school, andin the community. This is the final subtask for the light theme. The grade 5 students investigate energysources and classify them as renewable and non-renewable.

Catholic Graduate ExpectationsCGE 7b - accepts accountability for one's own actions.

7

Sound Off and Conservation at HomeThe grade 4 students will be divided into groups to brainstorm sounds in their lives. They study thehuman ear and label a diagram of the ear.The grade 5 students work on the Internet to find ways of conserving energy in a family dwelling thatwill make a meaningful contribution to society.

Catholic Graduate ExpectationsCGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5c - develops one's God-given potential and makes a meaningful contribution to society.

8

Pitch and InsulationThe Grade four students will be participating in a teacher-directed experiment which describes pitchand vibration. There will also be discussion on sound frequencies. The grade 5 students work in pairsto identify the ways energy, especially heat, can be conserved using insulators. The students follow ascientific method to determine the effects of insulation as well as create, adapt, and evaluate newideas in light of the common good.

Catholic Graduate ExpectationsCGE 3b - creates, adapts, evaluates new ideas in light of the common good.

9

Appliance and Applied EnergyThe grade 4 students, as lifelong learners who apply effective communication, decision-making, andproblem-solving skills will use a scientific method to communicate the procedures and results of thepitch experiment from the previous subtask. The grade 5 students participate in a teacher-directedactivity to calculate the energy consumption of various household appliances by finding meaning,dignity, fulfilment, and vocation in work which contributes to the common good.

Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.CGE 5d - finds meaning, dignity, fulfilment and vocation in work which contributes to the common good.

10




Sound Characteristics and AuditsThe grade 4 students will be involved in a teacher-directed lesson on distance, amplitude, and density.They will be exposed to pictorial representations and charts to further their understanding of thecharacteristics of sound. They will also be introduced to the concept of decibels. The grade 5 studentsuse the holistic approach, while working independently, and complete energy audits for their familydwelling.

Catholic Graduate ExpectationsCGE 3e -The Catholic learner is a reflective and creative thinker who adopts a holistic approach to lifeby integrating learning from various subject areas and experience.

11

Job FairStudents in both classes brainstorm various careers associated with this unit. The teacher organisesvarious members of the community who are involved in pertinent careers to speak to the students.

Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.

12

Home and EntertainmentIn the culminating task, the grade 4 students use the various concepts and skills they have learned toproduce their own musical instruments. By adopting a holistic approach to life the students integratelearning from various subject areas and experiences.As responsible citizens, the grade 5 students demonstrate respect for the environment and the wiseuse of resources by designing and constructing a model of an energy efficient family dwelling from ashoe box. The teacher uses grade specific rubrics and checklists to assess the students' knowledgeand concept application.

Catholic Graduate ExpectationsCGE 7i - respects the environment and uses resources wisely.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.

13


Light, Sound and Energy Conservation Subtask 1Light and Energy Alert

Energy and Control An Integrated Unit for Grade 4/5 minute45

Expectations4s45 • demonstrate an understanding of the

characteristics and properties of light and sound;4s47 • identify technological innovations related to light

and sound energy and how they are used andcontrolled at home and in the community, anddetermine how the quality of life has been affectedby these innovations.

4s48 A – identify a variety of natural and artificial lightsources (e.g., the sun, a candle, a light bulb);

4s74 A – describe the effect on the quality of life if light andsound could not be used as forms of energy;

5s77 A • demonstrate an understanding of the effect offorces acting on different structures andmechanisms;

5s79 A • evaluate the design of systems that includestructures and mechanisms, and identifymodifications to improve their effectiveness.

5s64 – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as heat, light, sound, electrical,mechanical, magnetic, chemical when describingforms of energy);

DescriptionThe grade 4 students review the sources of light in their environment and classify them as artificial ornatural. They demonstrate what life would be like without light using the decision-making skills of aresponsible, lifelong learner. A rubric and a checklist are used to assess this knowledge.The grade 5 students demonstrate an understanding of the six simple machines and identify the forcesthat act upon them. A rubric is used to assess this knowledge.

Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesBrainstormingCollaborative/cooperative LearningSketching To Learn

Assessment

Assessment StrategiesLearning LogObservation

Assessment Recording DevicesChecklist

Teaching / LearningGrade 4

1. Define energy to students. Review that light is a form of energy. Define natural and artificial light. These termscan be found in BLM Terms for Grade Four.

2. Divide class into groups of three to four.

3. Give students a list of light sources for them to divide into artificial and natural light sources. See BLM List ofArtificial and Natural Light Sources.

4. After five to seven minutes, bring grade 4 students back as a group and discuss results.

5. Review expectations for activity sheet What Kind of Light Is It?

6. Grade 4 students complete activity sheet.

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Light, Sound and Energy Conservation Subtask 1Light and Energy Alert


Resources

Grade 5

1. Handout activity sheet BLM Simple Machine Review and have students independently complete it.

AdaptationsSee notes in unit overview.

List of Artificial and Natural Light Sources 4.1.pdf

Terms for Grade Four 4.1.2.pdf

What Kind of Light Is It? 4.1.3.pdf

Glossary of Terms Grade 5 1_GlossaryGr. 5.pdf

Simple Machines Review 5.1.pdf

Science Everywhere Grade Four Text Asseelstine, Les and Peturson, Rod

Light Parker, Steve

Projects With Machines John Williams

How Things Work Neil Ardley

Science Everywhere Grade Five text Harcourt Brace

Notes to TeacherGlossary of terms for grade 5 students are on BLM Glossary of Terms Grade 5.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 2Shadow Play and Energy Control


Expectations4s45 • demonstrate an understanding of the

characteristics and properties of light and sound;4s50 A – distinguish between objects that produce their

own light and those that reflect light from anothersource (e.g., candles and the sun emit their ownlight; the moon reflects light from the sun);

4s63 A – compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., create a “sounddiary” to record the sounds encountered over aperiod of time);

4s64 – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts(e.g., draw diagrams showing the position of thelight source and location of the shadow; create achart showing how devices that rely on or providelight and sound contribute to the user’sconvenience and comfort);

5s59 – describe how energy is stored and transferred in agiven device or system (e.g., in an automobile,chemical energy stored in the gasoline istransformed into mechanical energy uponcombustion, enabling the vehicle to move andreleasing thermal energy as heat);

5s70 A – identify the forms of energy (e.g., mechanical,electrical) used in the home, school, and communityand identify the energy source for each (e.g., wood,coal, moving water);

5s71 A – describe how we use different natural resourcesas sources of energy and evaluate the effect oftheir use on natural and human-made environments(e.g., in using fossil fuels such as natural gas forheating our homes we deplete natural resources butimprove our quality of life);

4s67 – follow safe work procedures in all investigations(e.g., direct mirrors away from the sun to ensure thatthe sun’s rays are not reflected into their eyes or theeyes of others; avoid producing excessively loudsounds).

DescriptionThe grade 4 students will work independently. They are divided into groups of three and given a flashlightand a variety of materials. They classify the materials as translucent, transparent, or opaque, thinkingcritically about the meaning and purpose of the work. The grade 5 students will have a teacher-directedlesson on the forms and sources of energy.

Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesBrainstormingLearning Log/ JournalDirect Teaching

AssessmentGrade 4 students will be assessed using arubric on completion of recordinginformation, as well as for neatness andaccuracy.

Grade 5 students will record definitions intheir learning logs. The checklist will assessthe completion of the activity sheet and therecording of information in the learning log.

Assessment StrategiesLearning Log

Assessment Recording DevicesRubricChecklist




Resources


1. Students copy note from overhead or blackboard. See BLM entitled Opaque, Transparent, Translucent.

2. Students get into pre-arranged groups of three to four. One student is the recorder, one is the flashlightholder, and the other one or two are material holder(s).

3. Students go to their assigned corner of the classroom, where they will find a flashlight, wax paper, aluminiumfoil, paper, cloth, cardboard, and wood.

4. Students record, in chart form, whether each material is translucent, transparent, or opaque. See BLM Termsfor Grade Four for definitions.

5. Students put materials into a safe location as directed by you.

Grade 5

1. The students give a definition for energy.

2. With your help, the students identify the various forms of energy and their sources.

3. Record the information on the blackboard. Categorize the information as natural resources.

4. Discuss that energy cannot be destroyed but is transferred.

5. Students record blackboard information in their learning logs.

6. Discuss briefly activities for the next subtask and review the checklist for assessing their knowledge.


Opaque, Transparent, Translucent

Opaque, Transparent, Translucent 4.2.pdf

Assessment Checklist 1.pdf

Teacher Information 5.2.pdf

Using Energy Wisely Ontario Hydro

Science Everywhere 5 Harcourt Brace

Transparent, Translucent, Opaque Canadian Broadcasting Corperation




Notes to TeacherReview safety procedures with grade 4 students prior to their experiment.For a list of energy forms and sources for Grade 5 check BLM Teacher Information.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 3Heat and Energy Storage


Expectations4s54 – recognize, using their observations, that most

objects give off both light and heat (e.g., the sun, acandle, a light bulb), and identify some objects thatgive off light but produce little or no heat (e.g., lightsticks, fireflies);

4s62 – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as source, artificial, beam of light,reflection in describing the behaviour of light; orpitch, loudness, vibrations in describing sounds);

4s63 – compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., create a “sounddiary” to record the sounds encountered over aperiod of time);

5s58 A – investigate ways energy can be stored for lateruse (e.g., mechanical energy is stored in an elasticband or steel spring; chemical energy is stored in abattery);

5s59 A – describe how energy is stored and transferred in agiven device or system (e.g., in an automobile,chemical energy stored in the gasoline istransformed into mechanical energy uponcombustion, enabling the vehicle to move andreleasing thermal energy as heat);

5s60 – recognize that energy cannot be created ordestroyed but can only be changed from one forminto another (e.g., chemical energy in a batterybecomes electrical energy);

5s74 A – explain how humans rely on energy transfers froma variety of products and systems to survive (e.g.,chemical energy from food becomes muscularenergy in humans);


DescriptionThe grade 4 students participate in a teacher-directed experiment involving light sources and the heatthese sources emit. Students record their observations and conclusions. As holistic learners, the grade 5students independently investigate the ways energy can be stored and transferred to a given device.They formulate ideas to explain how humans rely on this energy transfer by integrating learning fromvarious subject areas and experience.

Catholic Graduate ExpectationsCGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.

GroupingsStudents Working In PairsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesCollaborative/cooperative LearningIndependent StudyWorking With Manipulatives

AssessmentThe Grade 4 students will be assessedusing the BLM Assessment Checklist (seeSubtask 2) on their comprehension of heatloss.

The teacher will use a rubric to assess theGrade 5 students on the completion of theactivity in the learning log and theircomprehension of the demonstration to theclass.

Grade 5 students will also assessthemselves, especially their ability to workco-operatively in groups.

Assessment StrategiesLearning LogPerformance TaskSelf Assessment

Assessment Recording DevicesChecklistRubric




Resources


1. Ask students if they have had any experiences with heat from objects that give off light. Record responses in aweb on chart paper. Conversely, ask students if they have had any experiences with objects that emit light yetgive off no heat. Chart these responses as well.

2. Explain that the class will be conducting an experiment on how much heat may be lost through light sources.Instruct students to make two charts. One chart needs the heading Fluorescent Light and the other needs theheading Incandescent Light. Each chart needs to be two columns wide and six rows long.

3. Hold a thermometer 10 cm from an incandescent light source. Remind students not to touch the light bulb.Students record the temperature every three minutes for fifteen minutes. Repeat with a fluorescent light source.During the experiment, encourage students to hypothesize results based on the information they have.

4. Students document their conclusions on what they have learned from this experiment.

Grade 5

1. Briefly review expectations for activities.

2. Group students in pairs and distribute BLM Energy Activity Sheets. Each group will complete only one activity.Each group will present its activity to the class when the grade four lesson is complete.

3. Have students record information in their learning logs.

4. Briefly explain the ener-mobile to students and brainstorm a list of materials students could bring from home forthe next class.


Stored Energy

Teacher Notes/ answers 5.3.7.pdf

Energy Activity sheets Grade 5 5.3.1.pdf

Using Energy Wisely Ontario Hydro

Energy John Woodruff

Sizzle, Freeze, Bubble, Glow: The Scienceand Technology of Heat, Light, andChemical Energy

Terry Cash: Toronto




Notes to TeacherRemind grade 4 students that any heat can be dangerous so they must use appropriate precautions at all times.

Before class gather all necessary materials for the grade 5 activities. There are only five different activities so youmay need to duplicate some of them for a larger class. The answers for the activities are on BLM ActivityAnswers Grade 5.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 4Ener-mobile and Reflection/Refraction


Expectations4s45 A • demonstrate an understanding of the

characteristics and properties of light and sound;4s62 A – use appropriate vocabulary, including correct

science and technology terminology, in describingtheir investigations and observations (e.g., useterms such as source, artificial, beam of light,reflection in describing the behaviour of light; orpitch, loudness, vibrations in describing sounds);


5s55 A • design and construct devices that use a form ofenergy to meet a specific need or want, andinvestigate how the energy is transferred to aspecified output;

5s67 A – design devices that can transform one form ofenergy into another (e.g., an electric bell transformselectrical energy into sound energy).

5s66 A – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts(e.g., use a word processor and graphics program tocreate a booklet about the design, construction,and effectiveness of a product that meets a specificneed; debate the environmental implications ofusing various sources of energy);

DescriptionThe grade 4 students work independently. They write a note on reflection/refraction and try twomini-experiments in groups to further their understanding of these two new concepts. The grade 5students review the rubrics for their project (to design and construct a vehicle that uses various forms ofenergy to propel it). They work independently to achieve excellence, originality, and integrity in their work.

Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesExperimentingGuided WritingProcess Notes (a Problem SolvingStrategy)

AssessmentThe grade 4 students will be assessed ontheir accuracy, neatness, and understandingof the experiments.

The grade 5 students will be assessed onthe notes recorded in their learning logs.The rubric will be used to assess theener-mobile.


Assessment Recording DevicesRubric


1. Students copy notes on reflection and refraction from blackboard or overhead. See BLM Reflection/Refraction.

2. Students return to groups and locations from subtask 2, where they will find an activity sheet (see BLMReflection/Refraction Mini-Experiments) with instructions on two mini-experiments, as well as a flashlight, plastic,mirror, wood, aluminium foil, wax paper, 1/2 glass of water, and a pencil.




Resources

3. Students perform both mini-experiments and record results as instructed on each activity sheet.

4. Students conclude in their log books what they have learned from both experiments.

Grade 5

1. Students review rubric and expectations for creating an ener-mobile. Handout activity sheet BLM Ener-mobileInstructions for designing and constructing the vehicle.

2. Discuss materials available and review safe work procedures.

3. Brainstorm some possible vehicles that the students could create.

4. Students begin designing the vehicle in class. Students are encouraged to be creative. Some may have startedthe design in the previous lesson and may begin building the vehicle.

5. Vehicles will be demonstrated during a Physical Education class.

AdaptationsThe grade 5 students may work in pairs to assist students with physical and learning disabilities. See notes in unitoverview for other modifications.

Reflection/Refraction

Ener-mobile Grade 5

Ener-mobile Instrucions 5.4.pdf

Reflection/Refraction 4.4.pdf

Reflection/Refraction Mini-Experiments 4.4.2.pdf

Electrical Currents/Light Optics Disney Educational Products

Kodak Lesson Plans




Notes to TeacherReview safety procedures with grade 4 students.

Before class gather materials listed on BLM Ener-mobile Instructions. Have students bring in materials from homebefore the class so they can begin building as soon as possible.

Grade 5 students may require additional time to create their vehicles. They may use materials from home butmay not purchase kits that only require assembly.

Try to timetable this subtask so that there is a weekend between subtasks 4 and 5 to allow time for completion.

It will require an extra class period to demonstrate the ener-mobiles. It is suggested you schedule use of thegymnasium or other open area so that the vehicles will have ample space to travel.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 5Scientific Method


Expectations4s61 A – plan investigations for some of these answers and

solutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions;

5s63 A – plan investigations for some of these answers andsolutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions;

DescriptionThis is a combined lesson on the aspects of writing an experiment based on the scientific method. Thestudents use a scientific method to complete experiments by reading, understanding and using writtenmaterials effectively.

Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesDirect TeachingPeer Practice

AssessmentBoth grades will be assessed using the Notetaking/Learning Log Checklist (see BLMAssessment Checklist in Subtask 2) for thecompletion and understanding of thescientific method.

Assessment Strategies


Teaching / LearningBoth grades

1. Teacher asks class if anyone knows the scientific method for recording procedures and results of experiments.Teacher states that the class will be learning that method today using a simple experiment.

2. Teacher chooses a simple experiment (how many steps it would take a typical grade four student to travelacross the classroom, for example).

3. Teacher then goes through the scientific method, step by step, using this experiment. Teacher records resultson chart paper.

4. List on the blackboard some simple experiments that the students could complete in a short period of time.Some examples are:- how many times a typical student blinks in one minute- how high a set of objects can bounce- how far an object will roll down an inclineDivide students into groups of 3-4, and have them pick from the list of simple experiments. Each group needs arecorder, a timer or a person to measure, and in some cases a materials holder.

5. Students must use the scientific method to document their experiment and results.


Light, Sound and Energy Conservation Subtask 5Scientific Method


Resources

6. Record experiment in their learning logs.


Scientific Method 4.5.pdf

Light and Sound McGinley, Avalyn

Notes to TeacherTeacher can substitute another simple experiment for the demonstration. Make an overhead transparency ofBLM "Scientific Method" for class to record in their learning logs.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 6Colour Investigation


Expectations4s51 A – identify, through observation, colour as a property

of light (e.g., use prisms to show that white light canbe separated into colours);

4s60 – formulate questions about and identify needs andproblems related to their own experiences with lightand sound, and explore possible answers andsolutions (e.g., identify different sounds and theirsources in their environment);

4s62 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as source, artificial, beam of light,reflection in describing the behaviour of light; orpitch, loudness, vibrations in describing sounds);

4s64 A – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts(e.g., draw diagrams showing the position of thelight source and location of the shadow; create achart showing how devices that rely on or providelight and sound contribute to the user’sconvenience and comfort);


5s65 A – compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., list the names ofsome devices used in the home that change energyfrom one form into another, and record in a tablethe types of energy transformations for eachdevice);

5s66 A – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts

DescriptionThe grade 4 students will be involved in a teacher-directed experiment in which the class will create aprism. This will be recorded using the scientific method. As self-directed, responsible, lifelong learners,the grade 5 students demonstrate Christian leadership and collaborative contributor skills by investigating,identifying, and recording the heat sources and the temperatures for a variety of locations in the school.They display results on a chart and a graph.

Catholic Graduate ExpectationsCGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respectsthe rights of all and contributes to the common good.CGE 4e - sets appropriate goals and priorities in school, work and personal life.CGE 4c - takes initiative and demonstrates Christian leadership.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesDirect TeachingExperimentingAdvance Organizer

AssessmentGrade 4 students will be assessed, usingthe BLM Note Taking/Learning Log Checklist(see BLM Assessment Checklist in Subtask2), on their experiment write-up.

The grade 5 students will be assessed onthe completion of the handout and on theparticipation in the class discussions andpresentations to the school officials.

Assessment StrategiesExhibition/demonstration





(e.g., use a word processor and graphics program tocreate a booklet about the design, construction,and effectiveness of a product that meets a specificneed; debate the environmental implications ofusing various sources of energy);

5s70 A – identify the forms of energy (e.g., mechanical,electrical) used in the home, school, and communityand identify the energy source for each (e.g., wood,coal, moving water);


1. Explain to students that as a class, they will be participating in an experiment in which a prism will be made.Show students all the materials that will be used in the experiment: a plastic shoebox-size container, water, mirror,sunlight or other light source, and a piece of paper.

2. Fill the shoebox-size container 3/4 full with water.

3. Place the mirror in the water at an angle so that the bottom edge of the mirror is in the water in one corner, andthe top edge of the mirror is resting on the opposite edge of the container, out of the water. The mirror shouldstick out of the water about halfway. Hold the paper so that it is reflected in the mirror.

4. Allow the source of light to hit the mirror, and aim the reflected light onto the white piece of paper. A rainbow ofcolours will be reflected onto the white surface.

5. Discuss with the students how this is also an example of how light bends because of the water. Relate thisactivity to the reflection activity in subtask 4.

6. Give students the checklist and explain how they will be graded in recording the scientific experiment. Askstudents to use the scientific method to communicate the experiment.

Grade 5

1. Briefly review BLM School Energy Audit and discuss expectations.

2. Have students answer the first section of the handout in their learning logs.

3. Assign pairs of students to locations throughout the school to record the temperature.

4. Students return to class and complete the rest of the handout.

5. When the grade 4 lesson is complete, take up the work and draw conclusions.

6. Generate a class list of ways the school can save energy. Include the grade 4 students.

7. Invite a school official to speak to the students and have them outline their findings. Students may wish toshare the energy saving list with the entire school at an assembly.





Resources

School Conservation Audit 5.5.1.pdf

Using Energy Sally and Adrian Morgan

Thermometer 1

Notes to TeacherFor the grade 4 lesson prepare the experiment materials before class.The grade 5 students will work in pairs around the school. Prepare the staff in advance so as not to disturb testsor other presentations.Invite the school principal and custodian to the class to hear the reports and list of energy saving ideasgenerated by the students. You could show the list in advance to these officials in order to give them anopportunity to prepare a response if desired.This lesson can be integrated with Drama as the students could present a play, advertisement, or presentationfor the school. It could be integrated in Art by having the students create posters suggesting energyconservation opportunities at school.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 7Mid-Unit Assessment


Expectations4s47 A • identify technological innovations related to light

and sound energy and how they are used andcontrolled at home and in the community, anddetermine how the quality of life has been affectedby these innovations.

4s63 A – compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., create a “sounddiary” to record the sounds encountered over aperiod of time);

5s57 A – distinguish between a renewable and anon-renewable source of energy;

5s62 A – formulate questions about and identify needs andproblems related to protection of the naturalenvironment, and explore possible answers andsolutions (e.g., investigate how local recycling effortshelp conserve energy and natural resources);

5s68 A – list various sources of energy and identify them asrenewable (e.g., sun, wind, tides, wood) ornon-renewable (e.g., coal, natural gas, oil);

5s69 A – describe the advantages and disadvantages ofusing renewable energy sources as opposed tonon-renewable sources;

DescriptionAs responsible citizens who accept accountability for their actions, the grade 4 students independentlymake charts identifying various sources of light and their use in the home, at school, and in thecommunity. This is the final subtask for the light theme. The grade 5 students investigate energy sourcesand classify them as renewable and non-renewable.

Catholic Graduate ExpectationsCGE 7b - accepts accountability for one's own actions.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesClassifyingPromptsDirect Teaching

AssessmentStudents in both grades will complete aself-assessment.

Grade 4 students will be assessed on theirperformance task (Mid-Unit PerformanceTask Grade 4) based on a rubric. They willbe assessed on their understanding of lightsources and relating them to the outsideworld.

The grade 5 students will be assessed ontheir performance task for completion of workand quality of answers.

Assessment StrategiesPerformance TaskSelf Assessment



1. Explain to students that this is a mid-unit assessment for the light portion of the unit.

2. Hand out rubrics to all students and explain all levels.

3. Hand out activity sheet BLM 4.7 The Light of Our Lives (Mid-Unit Performance Task Grade 4) to students and


Light, Sound and Energy Conservation Subtask 7Mid-Unit Assessment


Resources

explain that they should try to come up with as many ideas as possible. Encourage creativity.

Grade 5

1. Define renewable and non-renewable resources and have students classify the sources from their learning login subtask #2 as renewable and non-renewable. Record information on the blackboard and have students recordin their learning logs.

3. Brainstorm advantages and disadvantages for each resource. List these in chart form on the blackboard.

4. Identify needs and problems that are related to the protection of our natural environment.

5. Students record blackboard information in their learning logs and answer the following questions:a) What forms of energy do you use on a daily basis?b) Classify these energy forms as renewable and non-renewable.c) List things that we do at school and that you do at home to conserve our natural resources.

AdaptationsGrade 4 students with learning and/or physical disabilities may require an alternate location to write theassessment. See notes in unit overview for further modifications.

Performance Task

Mid-Unit Assessment The Light In OurLives

4.7.pdf

Renewable and Non-RenewableResources

5.7.1.pdf

Self Assessment Checklist Subtask 7 7_Self Assess.pdf

Notes to TeacherThe Grade 4 students will work independently on the assessment activity. If they finish in less than the allottedtime they can check their learning logs to make sure that all the activities are complete.

Teacher information is on BLM Renewable and Non-renewable Resources Info

Teacher Reflections


Light, Sound and Energy Conservation Subtask 8Sound Off and Conservation at Home


Expectations4s59 A – describe how the human ear is designed to detect

vibrations.4s68 – identify various uses of sounds encountered daily

(e.g., warning sounds such as security alarms, firesirens, smoke detector alarms);

5s56 A • evaluate the reasons for conserving naturalresources and identify possible ways of conservingenergy.

5s54 • demonstrate an understanding of the importanceof conservation of energy in relation to the wise useof renewable and non-renewable energy sources;

5s64 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as heat, light, sound, electrical,mechanical, magnetic, chemical when describingforms of energy);

DescriptionThe grade 4 students will be divided into groups to brainstorm sounds in their lives. They study the humanear and label a diagram of the ear.The grade 5 students work on the Internet to find ways of conserving energy in a family dwelling that willmake a meaningful contribution to society.

Catholic Graduate ExpectationsCGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5c - develops one's God-given potential and makes a meaningful contribution to society.

GroupingsStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesDirect TeachingComputer Assisted LearningGuided Writing

AssessmentGrade 4 students will be assessed on theirdiagrams using the Note Taking/LeaningLog Checklist (see BLM AssessmentChecklist in Subtask 2).

The grade 5 students will also use thischecklist to assess the completion of BLME-Patrol: Energy Savers. The teacher willhave a conference with each student afterthe completion of the Internet activity usingBLM Checklist as a guide.

Assessment StrategiesLearning LogConference



1. Divide students into groups of three to four.

2. Ask groups to brainstorm a list of sounds that they hear in a typical day and record them on chart paper. Givestudents about five to seven minutes.

3. Have students post the chart paper and have each group present its results.


Light, Sound and Energy Conservation Subtask 8Sound Off and Conservation at Home


Resources

4. State that we hear through our ears, and therefore it is important to know the parts of an ear and how we hearsounds.

5. Provide students with a diagram of an unlabelled ear. Teach students how to label each part of the ear anddiscuss how each part works.

Grade 5

1. Depending on the availability of computers with Internet access, have students work individually or in pairs toexplore Web sites that have suggestions on how to conserve energy in the home (see Resources).

2. When the activity is complete students answer the questions from BLM 5.8.1 Energy Savers and record theirwork in their learning logs.

AdaptationsIf the school does not have Internet access create activity sheets from the Web site so students can identify theplaces energy can be conserved. Students may work in pairs if there are not sufficient computers with Internetaccess to do this independently. See notes in unit overview for other modifications.

E-Patrol Energy Savers 5.8.1.pdf

E-Patrol Answers 5.8.pdf

Sound Parker, Steve

E-Patrol: Energy Savers

Notes to TeacherFor the grade 5 students to complete this activity you require sufficient computers with Internet access. Theactivity takes about 15 to 20 minutes to complete. Search for, and bookmark, appropriate sites for the students.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 9Pitch and Insulation


Expectations4s46 • investigate different ways in which light and sound

are produced and transmitted, and design andmake devices that use these forms of energy;

4s55 – recognize, using their observations, that soundcan travel through a substance (e.g., place avibrating tuning fork in a shallow dish of water anddescribe what happens to the water; place rice on adrum-head and describe what happens to the ricewhen the drum is tapped);

4s56 A – group a variety of sounds according to pitch andloudness and demonstrate how the sounds can bemodified;

4s58 – recognize that sounds are caused by vibrations;4s62 – use appropriate vocabulary, including correct

science and technology terminology, in describingtheir investigations and observations (e.g., useterms such as source, artificial, beam of light,reflection in describing the behaviour of light; orpitch, loudness, vibrations in describing sounds);

5s63 A – plan investigations for some of these answers andsolutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions;


5s72 A – explain ways in which technological innovationsaffect our use of natural resources and increase ordecrease our ability to conserve energy (e.g., homeinsulation allows us to conserve heat and reduceconsumption of energy from non-renewablesources);

DescriptionThe Grade four students will be participating in a teacher-directed experiment which describes pitch andvibration. There will also be discussion on sound frequencies. The grade 5 students work in pairs toidentify the ways energy, especially heat, can be conserved using insulators. The students follow ascientific method to determine the effects of insulation as well as create, adapt, and evaluate new ideasin light of the common good.

Catholic Graduate ExpectationsCGE 3b - creates, adapts, evaluates new ideas in light of the common good.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesExperimentingGraphingDirect Teaching

AssessmentA rubric will be used to assess the grade 4students graph of the frequencies.

The grade 5 experiment in the students'learning logs will be assessed using theAssessment Checklist found in Subtask 2.




1. Discuss the term 'pitch' with the students. Use auditory examples of a low voice and a high voice to




Resources

demonstrate low and high pitch.

2. Explain that all sounds are produced with some sort of vibration. Give some examples of this (voice-vocalchords, guitar-strings, trumpet-air, piano-strings).

3. Begin experiment by filling identical glasses of water to different heights.

4. Tap the glasses of water with a pencil to hear the different pitches. Point out that the water and glass arevibrating, which makes the sound.

5. Discuss the results of the experiment, and ask students what they have learned.

6. Explain that frequency refers to how fast an object vibrates. See BLM Frequency for different frequencies.

7. Students graph the common frequencies from the BLM.

Grade 5

1. Handout experiment activity sheet BLM Insulating and briefly discuss expectations.

2. Have materials ready for the groups to perform the experiment.

3. Have students write up the experiment using the scientific method studied in subtask 5. Record all information inthe students' learning logs. Encourage students to use charts, graphs, and/or diagrams to display theirobservations.

AdaptationsFor the grade 5 experiment the group sizes will depend on the number of students and the materials available inthe school. The students may work in pairs or in groups of three. See notes in unit overview for additionalmodifications.

Graphing Frequencies

Frequency and Pitch 4.9.2.pdf

Insulating 5.9.1.pdf




Notes to TeacherBefore class, locate three to six identical glasses and a pitcher of water for the grade 4 experiment.

Gather materials for the grade 5 experiment from the list on BLM 5.9.1 Insulating. Group the students in groupsof two or three students, depending on the number of students and the availability of materials.

The grade 5 experiment will have better results with warmer water. For student safety use tepid water for thegroup work, then redo the experiment with the class and use warmer water.

Review safety procedures with all the students prior to the lesson.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 10Appliance and Applied Energy


Expectations4s55 A – recognize, using their observations, that sound

can travel through a substance (e.g., place avibrating tuning fork in a shallow dish of water anddescribe what happens to the water; place rice on adrum-head and describe what happens to the ricewhen the drum is tapped);

4s56 A – group a variety of sounds according to pitch andloudness and demonstrate how the sounds can bemodified;

4s58 A – recognize that sounds are caused by vibrations;4s57 A – compare the range of sounds that humans can

hear with the range of sounds that other animalscan hear (e.g., dogs and cats can hear higherfrequencies than humans);

4s62 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as source, artificial, beam of light,reflection in describing the behaviour of light; orpitch, loudness, vibrations in describing sounds);

4s68 A – identify various uses of sounds encountered daily(e.g., warning sounds such as security alarms, firesirens, smoke detector alarms);

5s73 – identify factors that determine how effectively andeconomically a device can transform one form ofenergy into another (e.g., discuss the advantagesand disadvantages of using solar panels forheating);

5s75 A – identify ways humans use energy, evaluate theeconomic and environmental costs of each, anddescribe ways to avoid wasting energy (e.g.,lowering the thermostat during the night);

DescriptionThe grade 4 students, as lifelong learners who apply effective communication, decision-making, andproblem-solving skills will use a scientific method to communicate the procedures and results of the pitchexperiment from the previous subtask. The grade 5 students participate in a teacher-directed activity tocalculate the energy consumption of various household appliances by finding meaning, dignity, fulfilment,and vocation in work which contributes to the common good.

Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.CGE 5d - finds meaning, dignity, fulfilment and vocation in work which contributes to the common good.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesDirect TeachingGuided WritingHomework

AssessmentGrade 4 students will be assessed on theirdocumentation of the experiment from theprevious subtask using the AssessmentChecklist found in Subtask 2.

The grade 5 students will be assessed oncompletion of the learning log and thehomework assignment. Use checklist fromSubtask 2.




1. Students are given assessment rubric to read. Explain each level to the students.

2. Students are asked to write up experiment from subtask 8 using scientific method from subtask 5.




Resources

Grade 5

1. Introduce to students the vocabulary watt and kilowatt.

2. Discuss labels on new appliances that identify watt usage.

3. Discuss the number of hours or minutes an appliance is on to complete the process. Demonstrate:a) determining operation timeb) calculating cost

4. Handout BLM Appliance Energy Use and record information in learning logs.

5. Together as a class complete BLM Classroom Energy Use and calculate cost of energy used.

6. Add information to learning logs.

7. Hand out BLM Home Energy Use and assign to class. This is a homework assignment where students are tocalculate the cost of energy usage in their family dwellings.(The students are to record the light bulb usage information at home but are to complete the worksheetcalculations in subtask 10 at school).

AdaptationsFor students who do not have appliances at home it is suggested that they calculate the usage cost of appliancesat school in the staff kitchen and use the watt ratings listed on the teacher resource BLM. See notes in unitoverview for additional modifications.

Appliance Energy Use 5.10.1.pdf

Classroom Energy Use 5.10.2.pdf

Home Energy Use 5.10.3.pdf

Teacher Resource For Energy Use 5.10.4.pdf




Notes to TeacherFor the grade 5 lesson you will need to locate the watt rating of some small appliances. Most appliances have alabel that identifies this. Calculating information is included in BLM 5.10.1 Appliance Energy Use. The classactivity on BLM 5.10.2 Classroom Energy Use can be modified to include energy usage for your particular classsetting. Depending on the class the activity on BLM 5.10.3 Home Energy Use can be modified and completed atschool.

Have calculators ready for this subtask.

BLM could be put on overhead transparencies and students could copy into learning logs.

Teacher Resource includes watt ratings for common items.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 11Sound Characteristics and Audits


Expectations4s56 A – group a variety of sounds according to pitch and

loudness and demonstrate how the sounds can bemodified;

4s58 – recognize that sounds are caused by vibrations;4s60 A – formulate questions about and identify needs and

problems related to their own experiences with lightand sound, and explore possible answers andsolutions (e.g., identify different sounds and theirsources in their environment);

4s69 A – describe the harmful effects of high noise levelsand identify potential noise hazards at home or inthe community (e.g., some leaf-blowing machines);

5s54 A • demonstrate an understanding of the importanceof conservation of energy in relation to the wise useof renewable and non-renewable energy sources;


5s76 – identify design features that improve the energyefficiency of buildings, devices, and systems (e.g.,double glazing).

DescriptionThe grade 4 students will be involved in a teacher-directed lesson on distance, amplitude, and density.They will be exposed to pictorial representations and charts to further their understanding of thecharacteristics of sound. They will also be introduced to the concept of decibels. The grade 5 studentsuse the holistic approach, while working independently, and complete energy audits for their familydwelling.

Catholic Graduate ExpectationsCGE 3e -The Catholic learner is a reflective and creative thinker who adopts a holistic approach to life byintegrating learning from various subject areas and experience.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesDirect TeachingIdeal Problem Solving StrategyGraphing

AssessmentGrade four students will be assessed ontheir reflections in their leaning log using arubric.

Grade five students will be assessed onaccuracy of calculations and completion ofthe activity.

Assessment StrategiesLearning LogExhibition/demonstration



1. Ask students if they have ever heard a sound that they thought was too loud. Record answers in a web onchart paper.

2. Tell students that loudness of sound is measured in decibels. Relate to students some common decibels (seeBLM Information on Density, Distance, Amplitude) and with students make a bar graph showing different decibelsof common sounds on.

3. Relate to students that there are many factors that affect how loud a given sound will be. Three factors aredistance, amplitude, and density (see BLM 4.11.2 How Loud Is It?).


Light, Sound and Energy Conservation Subtask 11Sound Characteristics and Audits


Resources

4. To show how distance affects loudness, have students whisper to one another in close range, and then againin far range. To demonstrate amplitude, liken it to a swing. To show density, ask students to recall how soundsseem louder underwater. If you could clap your hands underwater the same way you could normally, the soundwould be much louder.

5. Ask students to record what they learned today about decibels, distance, amplitude, and density. Use BLM4.11 Information on Density, Distance, Amplitude on overhead for support.

Grade 5

1. Briefly review activity from last subtask and expectations for completing worksheets.

2. Students will complete BLM activities from previous subtask and record information in their learning logs.

AdaptationsHave grade 4 students with hearing disabilities feel the vibrations whenever possible. Consult the specialeducation resource teacher for further modifications. The grade 5 students may need to work in pairs to completethe calculations. For students with limited resources at home they could do the audit at school or work in pairs.See notes in unit overview for additional modifications.

Distance, Amplitude, Density

The Loudness of Sound 4.11.pdf

How Loud Is It? (Decibels) 4.11.2.pdf

Light and Sound Parnatoe, Phil M.

Markers and chart paper

Various Energy Using Appliances Used inSchool

1

Notes to TeacherFor grade 4 students put BLM Information of Density, Distance, Amplitude on an overhead transparency.Prepare chart for class graph prior to the lesson.

For the grade 5 students bring in some school appliances such as an overhead projector, slide projector, CDplayer, etc., for use by students completing the school audit.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 12Job Fair


Expectations4s71 A – identify sound-related jobs (e.g., tuning pianos)

and the role of sound in different jobs (e.g., thebeep that warns us a van is backing up; the noiseof jackhammers as an occupational hazard);

4s72 – describe devices that extend our ability to see andhear (e.g., a telescope, a magnifying glass, anoptical microscope, a hearing aid, a microphone ormegaphone);

5s62 – formulate questions about and identify needs andproblems related to protection of the naturalenvironment, and explore possible answers andsolutions (e.g., investigate how local recycling effortshelp conserve energy and natural resources);


DescriptionStudents in both classes brainstorm various careers associated with this unit. The teacher organisesvarious members of the community who are involved in pertinent careers to speak to the students.

Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.

GroupingsStudents Working In Small GroupsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesCommunity InvolvementGuest SpeakerSketching To Learn

AssessmentBoth grades will be assessed using thechecklist for completion of the reflection(learning log entry) and the jobadvertisement.

Use assessment checklist from Subtask 2.

Assessment StrategiesResponse JournalObservation


Teaching / Learning1. Divide students into groups of three to four.

2. Students brainstorm various careers that they think use light/ sound (grade 4) or energy conservation (grade 5).

3. Each groups posts and presents its results.

4. Introduce guest speakers to class. Possibilities are: optometrist, photographer, musician, hydrorepresentative, electrician, sales clerk from appliance store, recycle company representative, etc.

5. Students write reflections about the presentations in their learning logs.

6. From the presentations, have students create a want ad for an occupation related to their unit of study.



Light, Sound and Energy Conservation Subtask 12Job Fair


Resources

Notes to TeacherPreparation for guest speakers should be planned well in advance. Try to limit the time for each presenter. Allowtime for a few questions after each presentation. Have speakers representing careers for both grades.

The want-ad assignment could be in a brief written format or pictorial form. This could be integrated in an Artclass for completion and drawing criteria.

Use the assessment checklist from previous subtasks.

Teacher Reflections


Light, Sound and Energy Conservation Subtask 13Home and Entertainment


Expectations4s45 A • demonstrate an understanding of the

characteristics and properties of light and sound;4s46 A • investigate different ways in which light and sound

are produced and transmitted, and design andmake devices that use these forms of energy;

4s64 A – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts(e.g., draw diagrams showing the position of thelight source and location of the shadow; create achart showing how devices that rely on or providelight and sound contribute to the user’sconvenience and comfort);

4s66 A – design and make musical instruments, and explainthe relationship between the sounds they make andtheir shapes;

5s54 A • demonstrate an understanding of the importanceof conservation of energy in relation to the wise useof renewable and non-renewable energy sources;


5s66 A – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts(e.g., use a word processor and graphics program tocreate a booklet about the design, construction,and effectiveness of a product that meets a specificneed; debate the environmental implications ofusing various sources of energy);

5s76 A – identify design features that improve the energyefficiency of buildings, devices, and systems (e.g.,double glazing).

DescriptionIn the culminating task, the grade 4 students use the various concepts and skills they have learned toproduce their own musical instruments. By adopting a holistic approach to life the students integratelearning from various subject areas and experiences.As responsible citizens, the grade 5 students demonstrate respect for the environment and the wise useof resources by designing and constructing a model of an energy efficient family dwelling from a shoebox. The teacher uses grade specific rubrics and checklists to assess the students' knowledge andconcept application.

Catholic Graduate ExpectationsCGE 7i - respects the environment and uses resources wisely.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.

GroupingsStudents Working Individually

Teaching / Learning StrategiesModel MakingBrainstorming

AssessmentGrade 4 students will be assessed on theirconstruction and demonstration of theirmusical instruments, understanding ofconcepts and terms, and following ofassignment directions using attached rubric.The grade 4 students will assess themselvesduring the planning stage using a checklist(BLM 4.13.2: Grade 4 Final ProjectChecklist).The grade 5 students will be assessed onthe demonstration of the energy efficiency ofthe family dwelling. A rubric will be used toassess the presentation, the model, and thewritten report.The teacher will record in anecdotal formatobservations of student work andpresentation. Grade 5 students will completethe checklist prior to the construction of thedwelling (BLM 5.13.3: Family DwellingAssessment Checklist).

Assessment StrategiesPerformance TaskExhibition/demonstrationEssay





Anecdotal RecordChecklist

Resources


1. Teacher discusses end of unit assessment.2. Teacher shows instruments. Students have a chance to look and play instruments, and discuss how eachwork.3. Discuss how commercially produced instruments could be made from found objects.4. Hand out BLM 4.13 "Music Star (Grade Four Final Project)" and assessment rubric. Discuss expectations andrubric.5. Brainstorm list of possible instruments students can create.6. Instruct students that they will need to make a blueprint for their instrument before construction. Discuss andcomplete student checklist BLM 4.13.2: "Grade Four Final Project Checklist" during this phase.7. This activity is to be completed jointly at home and school. All diagrams and sketches are to be completed atschool, and construction at home. Another option is to have students bring in materials from home and constructthe instruments at school.8. Students will present instruments to the class at a later date.

Grade 5

1. Students will write a short answer test on the unit.

2. Hand out activity sheet BLM 5.13 "Family Dwelling Project" and discuss the expectations. Students will needshoe boxes to complete the activity. The preliminary activity will include the designing of the family dwelling and theenergy conservation that each room will have.

3. Students will present the family dwelling to the class at a later date.

AdaptationsFor both classes students may be grouped in pairs to assist students with physical and learning disabilities. Seenotes in unit overview for additional modifications.

Musical Instrument Assessment Rubric

Family Dwelling Assessment Grade 5

Grade Four Final Project Checklist 4.13.2.pdf

Family Dwelling Project 5.13.pdf

Energy Conservation Review 5.13.2.pdf

Family Dwelling Assessment Checklist 5.13.3.pdf

Music Star (Grade Four Final Project) 4.13Music Star.pdf

Rubber Band Banjos and a Java Jive Bass Sabbeth, Alex




How Things Work Neil Ardley

Notes to TeacherHave many instruments available for grade 4 students during the sound section of the unit so they canexperiment with them.

You could use art classes to work on the instruments and the family dwelling to ensure students complete thework, not adults at home.

However, if time and resources are limited it is suggested that all the planning and diagrams be completed atschool and the construction only be completed at home.

Another option would be to have students gather all materials beforehand and do the construction at school.

Teacher Reflections


Black Line Masters:

Light, Sound and Energy ConservationEnergy and Control

Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:


Light, Sound and Energy Conservation Energy and Control

Resource List


Page 1

Rubric

Distance, Amplitude, Density3

ST 11

Ener-mobile Grade 5

This rubric will assess the demostration of the vehiclecreated.

3ST 4

Family Dwelling Assessment Grade 5

This rubric will be used to assess the family dwellingproject.

3ST 13

Graphing Frequencies3

ST 9

Musical Instrument Assessment Rubric3

ST 13

Opaque, Transparent, Translucent

Assesses grade four students on their recording ofrelevant information, and their neatness and accuracyfor subtask 2.

3ST 2

Performance Task

Evaluates grade four student understanding of the usesof common light sources.

3ST 7

Reflection/Refraction

Assesses the grade four students' understanding of thebehavior and light, as well as recoring information withneatness and accuracy.

3ST 4

Stored Energy

This rubric will assess the activities for the Grade 5.3

ST 3

Blackline Master / File

Appliance Energy Use5.10.1.pdfInformation for calculating watt usage.

ST 10

Assessment Checklist1.pdfThis assessment BLM is used to assess the learninglog throughout the unit; noteably Subtasks 2, 5, 6, 7, 8,9, 10. The teacher is advised to print multiple copies ofthis sheet.

ST 2

Classroom Energy Use5.10.2.pdfTable for recording energy use.

ST 10

E-Patrol Answers5.8.pdf

ST 8

E-Patrol Energy Savers5.8.1.pdfThis is a table for students to use to record data fromthe website.

ST 8

Ener-mobile Instrucions5.4.pdfStudent worksheet for building ener-mobile.

ST 4

Energy Activity sheets Grade 55.3.1.pdfActivity sheets for independent work.

ST 3

Energy Conservation Review5.13.2.pdfA test to assess the knowledge the students haveacquired in this unit.

ST 13

Family Dwelling Assessment Checklist5.13.3.pdfA student checklist for the culminating task.

ST 13

Family Dwelling Project5.13.pdfThese are the instructions for the culminating task.

ST 13

Frequency and Pitch4.9.2.pdfTeacher information sheet.

ST 9

Glossary of Terms Grade 51_GlossaryGr. 5.pdfIndentifies the terms for this unit.

ST 1

Grade Four Final Project Checklist4.13.2.pdfA student checklist for the culminating task.

ST 13

Home Energy Use5.10.3.pdfActivity for recording energy use at home.

ST 10

How Loud Is It? (Decibels)4.11.2.pdfTeacher information listing the decibels or a variety ofsounds.

ST 11

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:53 AM Page D-1


Resource List


Page 2

Insulating5.9.1.pdfExperiment for subtask 8.

ST 9

List of Artificial and Natural Light Sources4.1.pdfResource list for subtask 1.

ST 1

Mid-Unit Assessment The Light In Our Lives4.7.pdfThis is an independent activity to end the first sectionof the unit.

ST 7

Music Star (Grade Four Final Project)4.13Music Star.pdf

ST 13

Opaque, Transparent, Translucent4.2.pdfAn activity sheet for subtask 2.

ST 2

Reflection/Refraction4.4.pdfInformation sheets.

ST 4

Reflection/Refraction Mini-Experiments4.4.2.pdfActivity sheets with experiments. for Grade 4.

ST 4

Renewable and Non-Renewable Resources5.7.1.pdfThis is a source of information for the teacher.

ST 7

School Conservation Audit5.5.1.pdfActivity for the Grade 5 students to check schoolenergy use.

ST 6

Scientific Method4.5.pdfOutline of the steps for the scientific method for bothgrades.

ST 5

Self Assessment Checklist Subtask 77_Self Assess.pdfTo be use with Grades 4 and 5 in Subtask 7.

ST 7

Simple Machines Review5.1.pdfReviews information previously studied in the structuresunit.

ST 1

Teacher Information5.2.pdfTeacher notes for Grade 5 subtask 2.

ST 2

Teacher Notes/ answers5.3.7.pdfTeacher notes and answers for activity sheets.

ST 3

Teacher Resource For Energy Use5.10.4.pdf

ST 10

Terms for Grade Four4.1.2.pdfList of terms.

ST 1

The Loudness of Sound4.11.pdfInformation about density, distance and amplitude.

ST 11

What Kind of Light Is It?4.1.3.pdfActivity sheet for Grade 4.

ST 1

Print

EnergyJohn Woodruff

An excellent resource for both grades 4 and 5.0-8172-4961-3

ST 3

How Things WorkNeil Ardley

A Reader's Digest book that explains many householdand technological machines at the elementary student'slevel.

0-89577-694-4

ST 1

How Things WorkNeil Ardley

A Reader's Digest collection of machines and how theywork.

ISBN 0-89577-694-4

ST 13

LightParker, Steve

Includes many interesting light facts and experiments.STC 7464

ST 1

Light and SoundMcGinley, Avalyn

Excellent explanations of terms and experiments instudents' language.

MP 3149

ST 5

Light and SoundParnatoe, Phil M.

Excellent resource for reproducibles and simpleexperiments to clarify a concept or skill in this unit.

Creative Teaching Press CTP 2808

ST 11

Projects With MachinesJohn Williams

An excellent book with simple projects on energy.0-8368-0769-3

ST 1

Rubber Band Banjos and a Java Jive BassSabbeth, Alex

Gives lots of examples of homemade instruments forthe culminating activity.

National Book Service STC 8083

ST 13

Science Everywhere Grade Four TextAsseelstine, Les and Peturson, Rod

This text can be used as a supplementary text to theunit.

7744705574

ST 1

SoundParker, Steve

Sound experiments and easy to follow explanation ofterms and concepts.

National Book Service STC 7459

ST 8

Using EnergySally and Adrian Morgan

This book explains energy use at the elementarystudent's level.

ISBN 0-8160-2984-9

ST 6



Resource List


Page 3

Using Energy WiselyOntario HydroA manual created by Ontario Hydro that focuses onteaching energy conservation.

ST 3

Media

Electrical Currents/Light OpticsDisney Educational ProductsMore fun examples of light in our world from Bill Nye.

ST 4

Science Everywhere 5Harcourt Brace

Student textISBN 0-7747-0558-2

ST 2

Science Everywhere Grade Five textHarcourt Brace

Student textISBN0-7747-0558-2

ST 1

Sizzle, Freeze, Bubble, Glow: The Science andTechnology of Heat, Light, and Chemical Energy

Terry Cash: Toronto

More exciting light experiments!Simon and Schuster, Toronto, 1991

ST 3

Transparent, Translucent, OpaqueCanadian Broadcasting Corperation

Includes interesting infomation and extra experiments tosolidify these concepts.

Toronto, Ont. CBC Non Broadcast Sales, 1997

ST 2

Using Energy WiselyOntario HydroThis is a manual prepared by Ontario Hydro to teachenergy conservation.

ST 2

Website

E-Patrol: Energy Savers

This interactive site demonstrates the places in a familydwelling where a person can conserve energy.

http://www.sprint.com/epatrol/ep-energy.htmlST 8

Kodak Lesson Plans

More lesson plans concerning light with a differentperspective.

http://www.kodak.com/US/en/digital/edu/lessonPlans/lessonPlans.shtml

ST 4

Material

Markers and chart paperper class

ST 11

Equipment / Manipulative

Thermometer1

A thermometer that will readily record air temperature.per pair

ST 6

Various Energy Using Appliances Used inSchool

1

CD player, overhead projector, slide projector laminator,book binder, fax machine etc.

per class

ST 11


Assessment BLM 1

Assessment Checklist For Learning Log / Note-Making / Activities

Student Name:______________________________

Date:___________________

Criteria Yes Partially No

All activities are complete.

Evidence of comprehension isshown.

Summary skills are evident inthe written work.

Only pertinent information isrecorded.

Writing is in the student’s ownwords.

Information is recordedcorrectly using subheadings.

Glossary of Terms

chemical energy - energy that is stored in.

elastic energy - the energy that stretchable substances possess when stretched.

energy transformation - the changing from one form of energy into another.

friction - is a force that opposes motion between two surfaces.

gravitational energy - is the pull of the Earth’s gravity on an object. As the distanceof the object from the ground increases so does the gravitational energy.

heat - is a form of energy that is formed by the motion of particles. As the particlesmove faster the heat energy increases.

insulation - is a material that resists the movement of heat through it.

kilowatt - is 1000 watts.

kilowatt-hour - is the number of kilowatts that an appliance will use in an hour.

kinetic energy - is the form of energy that moving objects possess.

light energy - is the form of energy that the eye can detect.

mechanical energy - is the total amount of kinetic and potential energy.

non-renewable resources - are resources that cannot be replaced.

potential energy - is stored energy.

renewable resources - are energy sources that can be replaced.

scientific model - is a process followed in science to find the answer to a specificproblem.

sound energy - is a form of energy that is detected by the ear. It can only travelthrough a medium, such as air and water, because it travels in waves.

thermal energy - is the same as heat.

thermometer - is an instrument used to measure temperature.

watt - is a unit of power usually used to measure electrical appliances.

Background Information:

We cannot see most forms of energy, but we can see the effects. Energy is aconserved quantity. It cannot be created or destroyed. Energy can be converted toother forms of energy. Energy is found in many forms.There are two main classes of energy resources - renewable and non-renewable.They include the wind, the tides, and the sun. Non-renewable resources may take millions of years to renew themselves. If wecontinue to use these non-renewable resources we will be heading for a majorenergy crisis. The only way to prevent this is through energy conservation.

Glossary of TermsPage 2

BLM 4.1List of Artificial and Natural Light

light bulb fireflyflashlight glow stickheadlight torch

star firesun candle

traffic light glow wormlamp moon

street lamp lightning

BLM 4.1.2

Grade Four Light and Sound Terms

Natural light - light that comes from natural sources.Artificial light - light that comes from non-natural sources.Incandescent light - uses a heated wire filament to produce light.Fluorescent light - uses gases to produce light without heat.Transparent - lets light pass through. Translucent - lets some light pass through. Opaque - lets no light pass through.Pitch - highness or lowness of sound.Frequency - how quickly or slowly something vibrates.Reflection - the bouncing of light off a surface.Refraction - the bending of light.Decibel - a unit that measures the loudness or intensity of sound.

BLM 4.1.2

BLM 4.1.3What Kind Of Light Is It?

1. What is natural light?

2. What is artificial light?

3. Think of five different kinds of light around the school or yourhome. These can be outside or inside. Classify them into natural andartificial light.

Type of Light Natural or Artificial

1.

2.

3.

4.

5.

4. Pretend that you only had natural light sources in your life. Howwould a regular day be different? Try to think about when you wake upin the morning, until when you go to sleep at night.

BLM 4.2Transparent, Translucent, and Opaque

If an object lets light pass through it, as a clear pane of glassdoes, it is called TRANSPARENT.

If an object lets only some light through, the way frosted glassdoes, it is called TRANSLUCENT.

If an object lets no light pass through, it is OPAQUE. OPAQUEobjects create shadows.

Which materials are translucent, transparent, or opaque? Useyour flashlight to find out if light passes through the objects. Writethe materials in the chart below.

Transparent Translucent Opaque

BLM 4.4Reflection and Refraction

When light hits an object, it can do one of two things:1) It may bounce off the object and be REFLECTED.2) It may not bounce of the object and be ABSORBED.

Using arrows, draw the light in the following examples:Reflection

flashlight mirror

Absorption

flashlight piece of wood

Some things reflect light better than others. Smooth, shinysurfaces reflect light well. Dark, rough surfaces do not reflect lightwell.

Refraction

Light always travels in a straight line. However, if light hits anobject at an angle, the light can be bent or REFRACTED. If the lighthits an object straight up and down, the light does not bend.

Examples: If sunlight hits an ocean at an angle, the light will bend so that it goesthrough the water straight down. If sunlight hits water so that it isperpendicular to the water, it will continue its straight path as ittravels through the water. So no matter how sunlight hits the ocean,it will travel straight up and down through it. Draw a diagram to showboth examples in your learning log.

BLM 4.4

BLM 4.4.2Reflection/Refraction Mini-Experiments

Experiment #1

One person in the group is responsible for the flashlight. One person isresponsible for the materials (plastic, mirror, wood, aluminum foil, wax paper). Theother person is responsible for recording the information. The materials personholds up one material at a time. The flashlight person shines the light on thematerial. As a group, you must decide if the light is being REFLECTED orABSORBED. The recorder writes the information in the chart below.

Material Reflected or Absorbed Why I Think So

Experiment #2One person in the group is responsible for the glass of water. One person isresponsible for the pencil. The other person in the group is responsible forrecording the information. The pencil person carefully holds the pencil into thewater at a straight angle. The recorder draws what they see. The pencil personthen carefully holds the pencil in the water at a bent angle. The recorder drawswhat they see.

Pencil at straight angle Pencil at bent angle

BLM 4.5The Scientific Method

Purpose - why are we doing this?

Hypothesis - what do you think will happen?

Materials - what materials did we use?

Procedure - how did we perform the experiment?

Results - what happened?

Conclusions - what conclusions can we draw from this experiment? - what did we learn or prove?

Applications - how can I apply this new knowledge to my life?

BLM 4.7 The Light In Our Lives

There are so many uses of light in our lives, as you have been learning in this unit. Try to think of as many sources of light as you can to fill in the list below.

Think of at least five different sources of light in a home, a school and your community. You cannot use the same type of light twice so be careful. Also tell how each type light is used.

Location Type of Light How We Use It

Home:

1.

2.

3.

4.

5.

School:

1.

2.

3.

4.

5.

BLM 4.7 Continued

Community:

1.

2.

3.

4.

5.

Place Type of Light How We Use It

Home

Community

BLM 4.9.2Frequency and Pitch

PITCH is the highness or lowness of sound. The fastersomething vibrates, the higher its pitch.

FREQUENCY refers to the number of times something vibrates. Humans cannot hear certain frequencies, yet other animals can. Haveyou ever heard a dog whistle? No, of course not. It is in a frequencythat humans cannot hear, but dogs can. A dog whistle’s vibrations arejust too fast for us to hear!

Here are some interesting frequencies:

1) Human - 20 to 20, 000 vibrations per second

2) Dog - 15 to 50, 000 vibrations per second

3) Cat - 60 to 65, 000 vibrations per second

4) Bat - 1, 000 to 120, 000 vibrations per second

5) Dolphin - 150 to 150, 000 vibrations per second

Wow! There are a lot of sounds out there that people just can’thear. Try to graph the frequencies on a bar graph so you can see thedifferences.

BLM 4.9.2

BLM 4.11

The LOUDNESS of Sound

Sounds of the same PITCH can be loud or soft. Many things canaffect loudness.

1) DISTANCE - if you stand close to the source of a sound, it islouder than if you stood far away from the source of a sound. Draw adiagram to show how distance affects loudness.

2) AMPLITUDE - the distance that a vibrating object moves as itvibrates is the amplitude. Think of yourself on a swing. The distanceyou move forward and backward would be like amplitude. It takesmore energy to produce a large amount of amplitude, which produces aLOUDER sound. Draw a diagram to show how amplitude affectsloudness.

3) DENSITY - a sound will be louder in water than in air, becausewater is thicker, or denser, than air is. Draw a diagram to show howdensity affects loudness.

BLM 4.11

density affects loudness.

BLM 4.11.2How Loud Is It?

Some common decibels are:

1) a heartbeat - 10 decibels2) a whisper - 30 decibels3) regular talking - 60 decibels4) barking dog - 60 decibels5) loud person snoring - 87 decibels6) chainsaw - 100 decibels7) thunder - 110 decibels8) rock concert - 125 decibels9) very loud scream - 130 decibels10) jet plane taking off - 140 decibels

Some decibel facts:

a) The short form for decibel is dB.b) Regularly hearing sounds of 90 dB and higher will damage yourhearing over time.c) Sounds of 130 dB or louder can immediately damage your hearingfor life.

BLM 4.11.2

BLM 4.13

Music Star!

Imagine that a music producer is coming to your school. She wants to find a talented new musician who has made their own instrument! You could become famous... but now for the hard part. How are you going to construct your own instrument?

Well, your instrument can be like a percussion instrument (like a drum), a wind instrument (like a trumpet), a string instrument (like a violin), or you can come up with your own idea.

The music producer needs for you to explain how your instrument makes sounds. Your instrument also has to be able to produce at least two different pitches. Lastly, you must be able to make loud sounds and soft sounds. Good luck!

BLM 4.13.2Grade Four Final Project Checklist

Criteria Completion

1. My diagram is complete andlabeled.

2. I have located all materials Ineed to make my instrument.

3. I can explain how myinstrument makes its sounds.

4. I know how my instrument willbe able to make two differentpitches.

5. I know how my instrument willbe able to make loud and softsounds.

6. I can assemble my instrumentindependently.

7. My teacher has approved myplans.

BLM 4.13.2

BLM 5.2Teacher Information(Subtask #2)

Forms of Energy:

1. Heat energy2. Light energy3. Mechanical energy4. Nuclear energy5. Sound energy6. Chemical energy7. Electrical energy

Energy Sources:

1. Sun2. Wind3. Ocean waves4. Running water5. Tides6. Coal - fossil fuel7. Oil - fossil fuel8. Natural gas - fossil fuel

Fossil Fuels: These sources took millions of years to form. These resources arelimited by the physical locations in which they occur.

Heat energy: Heat can flow from a hot body to a cold body in three ways.a) conduction - transfer of heat through molecule collisions. The transfer is bybumping from one molecule to another. A simple example is a spoon sitting in acup of hot chocolate. The spoon handle will eventually become warm as the heatconducts upwards.

BLM 5.2 - Page 2

b) convection - heat transfer takes place through the motion of a liquid or a gas.The molecules are too far apart to collide. The heat is created through change indensity. The density of a fluid or gas is less when it is warm than when it is cold.As the density lessens the warmer fluid or gas rises. An example would be water ina pot. When the water at the bottom heats, it loses density and rises. The coldwater is pushed to the side creating a convection current. As the water gets hotterthe rising water creates a twirling pattern in the pot.c) radiation - This does not require matter. It is emitted from an object in the formof electromagnetic waves, which travel outwards at the speed of light. Radiationcan only be seen at very high temperatures. A piece of charcoal glows red at 1000C. The heat we feel from a fire travels through space to the people nearby.

Kinetic Energy - is energy of movement. When an object is moving it has kineticenergy.

Light Energy - light travels in straight lines and is a type of radiant energy. Twoways to create light is to burn something (a candle) and to pass electrical energythrough a thin wire (light bulb). The sun produces enormous amounts of light as itburns in space.

Friction - this is the most common way to produce heat. It is produced by rubbingtwo things together.

Electrical Energy - is the energy of electrons. Opposites attract, so electrons try tomove away from something that has a negative charge and toward something thatis positive. This causes electrons to flow. If you put something in the path of theelectrons the object will heat up or glow as the electrons try to pass through it.

Sound Energy - sound is created when an object makes vibrations which cause theair around the object to vibrate. The human ear can feel these vibrations and hearsthem as sound.

Chemical Energy - is the energy stored between the bonds that hold moleculestogether. When matter is burned these bonds are broken apart. Anytime somethingis burned chemical energy is released. In a car, the gasoline molecules are burnedwith oxygen and give off heat. The heat drives the engine.

BLM 5.2 - Page 3

Potential Energy - is energy that is stored and is waiting to be released.

Elastic Energy - this is energy that is released after an object is stretched andallowed to return to its original shape.

Law of Conservation of Energy - energy can change from one state to another butcannot be lost or destroyed. Heat energy is usually the final stage of energytransfer.

Solar Energy - this is the conversion of light energy from the sun to electricalenergy. The energy can be stored in panels and batteries to be used later.

Wind Energy - as the sun heats the land wind is created. The wind can be used togenerate electricity. A windmill is an example of this.

Hydroelectric Energy - moving water has kinetic energy that can spin a turbine.This makes electricity.

Nuclear Energy - nuclear reactions are made by smashing together small atomicparticles with very large atoms. The fast moving atoms split apart. When atoms aresplit they give off a great deal of energy. The heat is used to make steam thatdrives a turbine and produces electricity.

BLM 5.3.1

ACTIVITY A (Hot Head)

Energy makes things happen. Investigate how one kind of energychanges into another kind.

1. Put a box of thick elastic bands on a table.

2. Take an elastic band from the box and place it between the index fingersof both hands.

3. Place the elastic band against your forehead. Record what it feels like.

4. Now stretch the elastic band as far as it will go and place it carefully against your forehead. Describe what it feels like now.

5. What was the change you noticed?

6. Why do you think this change happened?

7. What kind of energy did you start with and what did it change to?

8. How do humans use this energy transfer in their daily lives? Draw a cartoon to demonstrate one use of this energy transfer.

BLM 5.3.2

ACTIVITY B (Clean Sound)


1. Assemble the following:* glass bowl

* clean glassware * bottle of vinegar

2. Pour a small amount of vinegar into the bowl.

3. Hold a clean glass steady on a table.

4. Dip your index finger into the vinegar in the bowl and then run your finger around the rim of the glass.

5. Describe what happened.

6. What form of energy did you start with and what form of energy did it change to?

7. How do humans use this energy transfer in their daily lives. Draw a cartoon to demonstrate one use of this energy transfer.

BLM 5.3.3

ACTIVITY C (WIRED !)


1. Place the following on a table: * 1 AA battery

* 1 pair of scissors * box of aluminum foil * ruler

2. Cut a strip of aluminum foil 20 cm by 3 cm.

3. Fold the strip of aluminum foil in half and then in half again so that it looks like a piece of wire.

4. Place the aluminum foil strip to the each end of the battery and hold for 10 seconds. ( time this with a watch to make sure you do not hold the wire to the battery longer than 10 seconds.)

5. Touch the aluminum foil and describe what happens.

6. What form of energy did you start with and what did it change to?


BLM 5.3.4

ACTIVITY D (Soap Ships)


1. Place the following on a table: * washbasin half filled with warm water * small chunk of hand soap (1 cm cube) * 1 piece thick paper or thin cardboard (approx. 10 cm by 15 cm)

2. Cut the cardboard using the boat design below.

3. Place the chunk of soap into the notch at the back of the cardboard.

4. Place the boat in the basin of water.



10 cm


BLM 5.3.5

ACTIVITY E (Box of Sunshine)


1. Assemble the following on a table: * 2 shoe boxes, 1 with a lid * clear tape * box of plastic wrap

* 2 foam cups * 2 thermometers * white paper

* glue

2. Cover each shoe box with white paper.

3. Make a hole in the side of each box to hold the thermometer.

4. Tape the lid on the shoe box so that it fits snugly.

5. Tape the plastic wrap over the opening of the other shoe box.

6. Place the foam cups over the top of the thermometers. (Check the diagram to make sure you have set up your experiment correctly.)

7. Place both boxes in the sun, making sure that the plastic wrap side of one of the box faces the sun.

8. Immediately record the temperature in both the shoe boxes.

BLM 5.3.5 (Continued)

9. On a chart record the temperature of both boxes every 10 minutes.

Time Box 1 Box 2

0 minutes

10 minutes

20 minutes

30 minutes




BLM 5.3.7 Teacher Notes (subtask 3)

Activity Sheet A

Notes: It is important that the students not play with the elastic band before they actually stretch it. To achieve the desired results, students may have to stretch the elasticband repeatedly. Stretching only a small part of the band intensifies the effect andproduces results faster.

Answers:3. cool or cold4. warm or hot5. The movement of the band caused friction between the molecules which converts the energy.6. Mechanical energy (movement of the arms/hands) has been converted to heat energy.

Background Information:The molecules in the elastic band are like coiled springs. Stretching the elastic bandstraightens the coils and they recoil as the band is released. Energy that is notrequired to recoil the elastic band is converted to heat energy through friction.

Activity Sheet B

Notes:Use this activity to investigate the properties of sound with the grade 4 students.You can create music notes by filling identical glasses with different amounts ofwater. You may wish to use water instead of the vinegar. The vinegar is used todissolve any oil that might be on the finger and would act as a lubricant.


Answers:5. A high pitched sound is produced. 6. Mechanical energy is being converted to sound energy.

Background Information:Rubbing the finger around the rim causes the glass to vibrate. The finger skips andpulls at the glass which taps the glass, like a hammer on a piano wire. The airinside the glass is struck by the vibrating glass so that it moves back and forth. Thepitch is determined by the number of air molecules that vibrate.

Activity Sheet C

Notes:Students should not hold the wire longer than 10 seconds as this activity depletesthe batteries very quickly. It is best to use rechargeable batteries.

Answers:5. It gets hot.6. Electrical energy is converted to heat energy.

Background Information:Aluminum is not a good conductor. Its resistance causes the flow of electrons to slow down and bottleneck. As the electrons fight to get past the bottleneck, theirenergy is converted to heat energy. This is the same principle with which toasters,stoves and heaters work.

Activity Sheet D

Notes:This activity works best with very warm water. As the students are working ingroups let them use tepid water and redo the experiment for the entire group usingvery warm water. Try other materials for the boat–plastic and foam food trayswork well.


Answers:5. The soap boat is propelled forward.6. Chemical energy is converted to mechanical energy.

Background Information:The dissolving soap actually breaks the surface tension of the water. This is howsoap cleans in a washing machine–by breaking the bond between dirt and clothes.This appears as a fanning out effect at the rear of the boat. As the surface tensionbreaks the boat is propelled forward. Very warm water would make the soapdissolve faster and therefore the boat would be propelled with more speed.

Activity Sheet E

Notes:Make sure that the shoe boxes are identical so that the results are fair. You couldinvestigate other aspects of light energy by covering a third shoe box with blackpaper and measuring its temperature.

Answers:10. The shoe box covered in plastic wrap has a higher temperature than the other shoe box.11. The clear wrap permits the sunlight to enter into the shoe box and heats the air directly. Solar energy is being converted to heat energy.

Background Information:If you use a third shoe box covered in black paper it will have a highertemperature than the white covered shoe box but not as high as the shoe box withthe plastic wrap. Black contains the full spectrum of light and absorbs more lightthan white. White reflects the full spectrum of light and remains cooler. Therefore,wearing white clothing in the summer helps to keep you cool.

BLM 4 Ener-Mobile

(subtask 4)

You are going to create an ener-mobile that will propel itself. Using thechart created in class, chose an energy transformation and adapt that to aunique creation. The energy transformation must enable the object, or a partof the object, to move. Try to use more than one energy transformation inyour design.

You may create a vehicle or a stationary object where a part and/or partsmove.

You may not purchase a kit that only requires assembly. The design must beyour own.

Procedure:1. Review the rubric to learn the expectations.

2. From the chart in your learning log, choose an energy transformation thatyou can safely reproduce.

3.Design and sketch your ener-mobile. Label the materials you will use.Complete the chart and add it to your learning log.

4. Gather your materials.

5. Build your ener-mobile and test it. Answer the questions that follow andadd your work to your learning log.

6. Be prepared to demonstrate your ener-mobile to the class.

BLM 4 Continued

Sketch Plan1. Materials:

2. Energy Transformation:

Things I Learned Things I would change

BLM 4 Continued

Ener-Mobile Questions

Answer the following questions in complete sentences.

1.What source or sources of energy did you use?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Was the source renewable or non-renewable?____________________________________________________________________________________________________________________________________

3.What difficulties did you have?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.How could your design help people today?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What advice would you give someone doing the same project?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BLM 4 Continued

BLM 5.6.1

School Conservation Audit

Section 1:Answer the following questions in your learning log.

1. Where do you think our school has the warmest temperature? Why?

2. Where do you think our school has the coldest temperature? Why?

3. What type of heating system do you think our school uses?

4. What form of energy heats our school?

5. Predict what the temperature readings will be in the area assigned to you.Explain your answer.

Section 2:

1. With a partner, record the temperature in two locations in the area the teacherhas assigned to you.

2. Make sure that you record the temperatures carefully. Give the thermometerenough time to record the temperature.

3. Try to find one location that is protected from the traffic of the students (corner)and another in a high traffic area.

Section 3:

Back in the classroom answer the following questions in your learning log.

1. Draw a diagram of the classroom or area where you recorded the temperatures.Include the locations of desks, windows, doors, fans, heating ducts, and lights.Include other information that you think is important.

BLM 5.6.1 Continued

2. Complete your section of the chart. Location Temperature Factors influencing temperature

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

3. Were your predictions in section 1 correct?

4. What heating system did you see?

5. Where do we lose energy at school?

6. How do we waste energy at school?

7. What things could we do to conserve energy at our school?

BLM 5.6.1 Continued

Place Type of Light How We Use It

Home

Community

BLM 5.7.1

Renewable and Non-renewable Resources Info(Subtask 7)

Renewable Resources - sources of energy that replenish themselves in a shortperiod of time.

- sun- wind- running water- ocean waves

Pros- will not run out- readily available- no pollution- creates jobs

cons- batteries wear out- panels for solar energy expensive- present solar panels not able to make enough energy to meet our needs- can take up large areas of land (windmills)- some resources are very expensive

Non-renewable Resources - energy sources that will eventually be used upbecause they require many years to replenish (more than a person’s lifetime) orcannot be replenished.

- oil- coal- natural gas

Pros Cons- produce heat - causes pollution - becoming more expensive as needs increase - will run out

BLM 5.7.1

BLM 5.8E-Patrol Energy Savers Answers

Room Item Energy Saver

Kitchen 1. faucet don’t leave water running when washing the dishes

2. oven keep oven door closed - 1/4 heat escapes through door3. stove top put lids on pots - food cooks faster

4. fridge make choice before you open the door5. utensils hand mix with a spoon or fork

6. cabinet choose family-size recyclable or refillable containersBathroom 1. shower take shower instead of baths - uses three times less water

2. tub don’t make water too hot3. faucet fix dripping taps and save 300-3500 litres/week4. toothbrushes

turn off water when brushing and save 3000litres/year

5. cabinet choose family-size recyclable or refillable containers

Bedroom 1. window close curtains in the morning to keep summer heat out2. bed pile on the covers and turn down the heat in winter

3. lights turn off lights when you leave the room4. lamp use fluorescent light bulbs - use 40% less energy

5. books read about energy conservationLaundry 1. washer use cold water - 90% of energy used to heat water

2. basket dry one load after another so dryer stays hot3. dryer dry only full loads - hang small items to dry

4. bottles choose family-size recyclable or refillable containers5. dryer lint clean lint filter - uses more energy when clogged

BLM 5.8


Kitchen 1. faucet

2. oven

3. stove top

4. fridge

5. utensils

6. cabinet

Bathroom 1. shower

2. tub

3. faucet

4. toothbrushes

5. cabinet

Bedroom 1. window

2. bed

3. lights

4. lamp

5. books

Laundry 1. washer

2. basket

3. dryer

4. bottles

5. dryer lint

BLM 5.8.1

Energy Savers(subtask 8)


Kitchen 1

2

3

4

5

6

Bathroom 1

2

3

4

5

Bedroom 1

2

3

4

5

Laundry 1

2

3

4

5

BLM 5.8.1

Energy Savers(subtask 8)


Kitchen 1

2

3

4

5

6

Bathroom 1

2

3

4

5

Bedroom 1

2

3

4

5

Laundry 1

2

3

4

5

BLM 5.9.1

Insulating(subtask 9)

Complete the following experiment with your group. Make sure that you follow classroom safetyprocedures to ensure that this is a safe experiment. Use the scientific method to record yourinformation.

Problem: Can insulation keep the temperature of a liquid constant?

Materials:2 identical small plastic containers1 coffee tin1 larger container (plastic juice pitcher)warm tap water2 thermometersinsulating materials (rags, foam sheets, cardboard, polystyrene)

Procedure:1. Wrap insulating material around one of the plastic containers. Wrap so that the materialcovers the small container completely. Place the insulated container in the coffee tin. Place 1thermometer in the container.

2. Leave the second container exposed to room temperature. Place 1 thermometer in thesecond container.

3. Add the warm water to the containers. Make sure you use the same amount in bothcontainers.

4. Record the temperatures in both containers as soon as you fill them.

5. Record the temperature at ten minute intervals for one hour. Use a chart and diagrams to record your observations.

6. Write out the experiment using the scientific method.

BLM 5.9.1

Insulating(subtask 9)

Complete the following experiment with your group. Make sure that you follow classroom safetyprocedures to ensure that this is a safe experiment. Use the scientific method to record yourinformation.

Problem: Can insulation keep the temperature of a liquid constant?

Materials:2 identical small plastic containers1 coffee tin1 larger container (plastic juice pitcher)warm tap water2 thermometersinsulating materials (rags, foam sheets, cardboard, polystyrene)

Procedure:1. Wrap insulating material around one of the plastic containers. Wrap so that the materialcovers the small container completely. Place the insulated container in the coffee tin. Place 1thermometer in the container.

2. Leave the second container exposed to room temperature. Place 1 thermometer in thesecond container.

3. Add the warm water to the containers. Make sure you use the same amount in bothcontainers.

4. Record the temperatures in both containers as soon as you fill them.

5. Record the temperature at ten minute intervals for one hour. Use a chart and diagrams to record your observations.

6. Write out the experiment using the scientific method.

BLM 5.10.1

Appliance Energy Use(subtask 10)

Watt is a unit of measurement used to measure the amount of electricity somethinguses.Kilowatt equals 1000 Watts.Kilowatt usage is usually located on a label on an appliance. It can be stated as2000 W or 2 kW for a toaster.

1. To calculate kWh ( kilowatt hours) use the following formula: number of hours the appliance is used times Wattage rating divided by 1000. If a toaster oven with a 2000 W rating is used for 2 hours

kWh = 2000 x 2 W / 1000 = 4000 Wh / 1000 = 4 kWh

2. To calculate the dollar value of using an appliance use the following formula: Dollar Cost = number of kWh multiplied by cost per kilowatt First calculate the number of kWh an appliance is used, then multiply that by the cost per kWh. (check with your local electricity supplier to find out the cost of electricity per kWh) If 1 kWh costs $ 0.12 then, the dollar cost for the toaster oven would be Dollar Cost = 4 kWh x $ 0.12 = $ 0.48

3. To calculate “Light Bulb Hours” use the following formula: (assume that the light bulbs used are 60W) Light Bulb Hours per fixture = hours bulb in use times number of light bulbs in the fixture. This is to be calculated separately per fixture. Dining room light with three light bulbs: If the dining room light is on for a family dinner for three hours the light bulb hours use would be Light bulb hours = 3 hours x 3 light bulbs = 9 light bulb hours

BLM 5.10.1

BLM 5.10.2

Classroom School Energy Use (subtask 10)

Appliance Wattage kWh Hours Total kWh Cost

overheadprojector

2000 W

CD player 500 W 0.5 kWh

television 100 W 0.1 kWh

microwave 1200 W

BLM 5.10.2

BLM 5.10.3

Home Energy Use(subtask 10)

At home, record the wattage of the following household items and the number ofhours used per day.

Appliance Wattage kWhRating

HoursUsed

Total kWh

Cost

toaster

hair dryer

microwave

clotheswasher

clothesdryer

electricshaver

television

BLM 5.10.3

BLM 5.10.4

Teacher Resource

Watt Ratings for common small appliances:

Appliance Watts

deep fryer 1500

microwave oven 1200

kettle 1500

blender 350

hand mixer 200

toaster 830

curling iron 68

hair dryer 1600

CD player 30

sandwich maker 228

coffee maker 1025

slow cooker 120

VCR 17

television 65

BLM 5.10.4

BLM 5.13

Family Dwelling ProjectCulminating Task

(subtask 13)

For the final activity you are to do the following:

1. Create a model of a family dwelling or a room in a family dwelling using a shoebox. You are to make it as realistic as possible by adding:

- windows - doors- heating system- furniture (make your own or use doll furniture)Use as many boxes as you need (but remember quality is better than quantity).

2. Show in your room or dwelling where you have used energy wisely and conserved energy. For example:

- double glazed windows- recycling box- weather stripping seal around doors

3. Write an essay about your room or dwelling. Inc lude:

- What your room or dwelling is made from.- How you conserved energy.- What added features you have used.- Why you think this is a good energy wise place to live.

4. Present your family dwelling or room to the c lass.

BLM 5.13

BLM 5.13.2Energy Conservation Review

1. G ive an example for each form of energy listed below:

a) heat energy _________________________________

b) sound energy ________________________________

c) chemical energy______________________________

d) electrical energy______________________________

2. Name five energy sources and label them as renewab le or non-renewable.

Energy Source Renewable/Non-renewab le

a.

b.

c.

d.

e.

3. Name four ways to conserve energy at school.

a) _______________________________________________________________

b) _______________________________________________________________

c) _______________________________________________________________

d) _______________________________________________________________

BLM 5.13.2

BLM 5.13.2 Continued

4. What three interesting things have you learned about the energy used at homeand/or at school? Give specific examples.

a) ________________________________________________________________________________________________________________________________

b) ________________________________________________________________________________________________________________________________

c) ________________________________________________________________________________________________________________________________

BLM 5.13.2 Continued

5. Draw a three or four panel cartoon showing some of the things that you learnedin this unit on energy conservation.

1 2

3 4

BLM 5.13.3Family Dwelling Assessment Checklist

Criteria Complete

1. Is my design for the family dwelling complete?

2. Is my diagram labelled?

3. Did I use energy saving techniques learned in class?

4. Did I include doors, windows, heating, furniture etc.?

5. Do I have all the materials ready to bring to school?

6. Will I need help assembling my family dwelling? YES or NO

7. Have I written my essay for question #3?

BLM 5.13.3

BLM 2 for use in Subtask 7Student Self-Assessment

Focus Yes No Some-times

Comment

1. Did I understand whatthe activity wanted me todo?

2. Did I follow directions carefully?

3. Did I follow safety procedures whennecessary?

4. Did I record thenecessary information?

5.Did I use different waysto record the information?

6. Did I complete all the activities?

7. Did I seek help?

8. Did I try my best at all times?

9. Could I improve mywork?

BLM 2 for use in Subtask 7

Expectationsfor this Subtask to Assess with this Rubric:

Inquiry and design skills

Understanding of basicconcepts

Communication ofrequired knowledge

– shows understanding offew of the basic concepts– demonstrates significantmisconception– gives explanationsshowing limitedunderstanding of theconcepts– applies few of therequired skills and strategies– shows little awareness ofthe safety procedures– uses tools, equipment,

– communicates with littleclarity and precision– rarely uses appropriatescience and technologyterminology and units ofmeasurement

– shows understanding ofsome of the basic concepts– demonstrates minormisconceptions– gives partial explanations–applies some of the requiredskills and strategies– shows some awareness ofsafety procedures– uses tools, equipment,and materials correctly withsome assistance– shows understanding ofsome of the basic concepts– demonstrates minormisconceptions– gives partial explanations

– communicates with someclarity and precision– sometimes usesappropriate science andtechnology terminology andunits of measurement

– shows understanding ofmost of the basic concepts– demonstrates no significantmisconceptions– usually gives complete ornearly completeexplanations– applies mostof the required skills andstrategies– usually shows awarenessof safety procedures– uses tools, equipment, and– shows understanding ofmost of the basic concepts– demonstrates no significantmisconceptions– usually gives complete ornearly complete explanations

– generally communicateswith clarity and precision– usually uses appropriatescience and technologyterminology and units ofmeasurement

– shows understanding of allof the basic concepts– demonstrates nomisconceptions– always gives completeexplanations– applies all (oralmost all) of the requiredskills and strategies– consistently showsawareness of safetyprocedures– uses tools, equipment, and– shows understanding of allof the basic concepts– demonstrates nomisconceptions– always gives completeexplanations

– consistently communicateswith clarity and precision– consistently usesappropriate science andtechnology terminology andunits of measurement

Level 1 Level 2 Level 3 Level 4

Opaque, Transparent, Translucentfor use with Subtask 2 : Shadow Play and Energy Control

from the Grade 4/5 Unit: Light, Sound and Energy ConservationStudent Name:Date:

– shows understanding offew of the basic concepts– demonstrates significantmisconception– gives explanationsshowing limitedunderstanding of theconcepts

4s63 – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with acomputer (e.g., create a “sound diary” to record the sounds encountered over a period of time);

4s64 – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes anddescriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices thatrely on or provide light and sound contribute to the user’s convenience and comfort);

Category/Criteria

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Relating of science andtechnology to eachother and to the worldoutside the school


– shows little understandingof connections betweenscience and technology infamiliar contexts– shows little understandingof connections betweenscience and technology andthe world outside the school

– shows understanding ofsome of the basic concepts– demonstrates minormisconceptions– gives partial explanations

– applies some of therequired skills and strategies– shows some awareness ofsafety procedures– uses tools, equipment,and materials correctly withsome assistance

– shows someunderstanding ofconnections betweenscience and technology infamiliar contexts– shows someunderstanding ofconnections betweenscience and technology andthe world outside the school

– shows understanding ofmost of the basic concepts– demonstrates no significantmisconceptions– usually gives complete ornearly complete explanations

– applies most of therequired skills and strategies– usually shows awarenessof safety procedures– uses tools, equipment, andmaterials correctly with onlyoccasional assistance

– shows understanding ofconnections betweenscience and technology infamiliar contexts– shows understanding ofconnections betweenscience and technology andthe world outside the school

– shows understanding of allof the basic concepts– demonstrates nomisconceptions– always gives completeexplanations

– applies all (or almost all) ofthe required skills andstrategies– consistently showsawareness of safetyprocedures– uses tools, equipment, andmaterials correctly with little orno assistance

– shows understanding ofconnections betweenscience and technology inboth familiar and unfamiliarcontexts– shows understanding ofconnections betweenscience and technology andthe world outside the school,as well as their implications


Stored Energyfor use with Subtask 3 : Heat and Energy Storage


– applies few of the requiredskills and strategies– shows little awareness ofthe safety procedures– uses tools, equipment,and materials correctly onlywith assistance

5s59 – describe how energy is stored and transferred in a given device or system (e.g., in an automobile, chemical energy stored in the gasoline is transformed intomechanical energy upon combustion, enabling the vehicle to move and releasing thermal energy as heat);

5s74 – explain how humans rely on energy transfers from a variety of products and systems to survive (e.g., chemical energy from food becomes muscular energy inhumans);

Category/Criteria


















Reflection/Refractionfor use with Subtask 4 : Ener-mobile and Reflection/Refractionfrom the Grade 4/5 Unit: Light, Sound and Energy Conservation

Student Name:Date:


4s45 • demonstrate an understanding of the characteristics and properties of light and sound;

4s62 – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such assource, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds);

Category/Criteria


















Ener-mobile Grade 5for use with Subtask 4 : Ener-mobile and Reflection/Refractionfrom the Grade 4/5 Unit: Light, Sound and Energy Conservation

Student Name:Date:


5s55 • design and construct devices that use a form of energy to meet a specific need or want, and investigate how the energy is transferred to a specified output;

5s66 – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes anddescriptions, drawings, and charts (e.g., use a word processor and graphics program to create a booklet about the design, construction, and effectiveness of aproduct that meets a specific need; debate the environmental implications of using various sources of energy);5s67 – design devices that can transform one form of energy into another (e.g., an electric bell transforms electrical energy into sound energy).

Category/Criteria


















Performance Taskfor use with Subtask 7 : Mid-Unit Assessment



4s47 • identify technological innovations related to light and sound energy and how they are used and controlled at home and in the community, and determine how thequality of life has been affected by these innovations.

4s63 – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with acomputer (e.g., create a “sound diary” to record the sounds encountered over a period of time);

Category/Criteria





Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving


– with assistance– unclearly and imprecisely– rarely using appropriatemathematical terminology



– independently– with some clarity and someprecision– sometimes usingappropriate mathematicalterminology and symbols



– independently– clearly and precisely– usually using appropriatemathematical terminologyand symbols



– independently– clearly, precisely, andconfidently– always using appropriatemathematical terminologyand symbols


Graphing Frequenciesfor use with Subtask 9 : Pitch and Insulation



4s56 – group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified;

Category/Criteria


















Distance, Amplitude, Densityfor use with Subtask 11 : Sound Characteristics and Audits



4s60 – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore possible answers and solutions (e.g.,identify different sounds and their sources in their environment);

4s69 – describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some leaf-blowing machines);

Category/Criteria


















Musical Instrument Assessment Rubricfor use with Subtask 13 : Home and Entertainment



4s45 • demonstrate an understanding of the characteristics and properties of light and sound;

4s46 • investigate different ways in which light and sound are produced and transmitted, and design and make devices that use these forms of energy;

4s64 – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes anddescriptions, drawings, and charts (e.g., draw diagrams showing the position of the light source and location of the shadow; create a chart showing how devices thatrely on or provide light and sound contribute to the user’s convenience and comfort);4s66 – design and make musical instruments, and explain the relationship between the sounds they make and their shapes;

Category/Criteria


















Family Dwelling Assessment Grade 5for use with Subtask 13 : Home and Entertainment



5s54 • demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources;

5s56 • evaluate the reasons for conserving natural resources and identify possible ways of conserving energy.

Category/Criteria


Expectation List

Selected


Page 1

Assessed

Science and Technology---Energy and Control• demonstrate an understanding of the characteristics and properties of light and sound; 2 24s45

• investigate different ways in which light and sound are produced and transmitted, and design and make devices that use theseforms of energy;

1 14s46

• identify technological innovations related to light and sound energy and how they are used and controlled at home and in thecommunity, and determine how the quality of life has been affected by these innovations.

1 14s47

– identify a variety of natural and artificial light sources (e.g., the sun, a candle, a light bulb); 14s48

– distinguish between objects that produce their own light and those that reflect light from another source (e.g., candles and thesun emit their own light; the moon reflects light from the sun);

14s50

– identify, through observation, colour as a property of light (e.g., use prisms to show that white light can be separated intocolours);

14s51

– recognize, using their observations, that most objects give off both light and heat (e.g., the sun, a candle, a light bulb), andidentify some objects that give off light but produce little or no heat (e.g., light sticks, fireflies);

14s54

– recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a shallowdish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the ricewhen the drum is tapped);

1 14s55

– group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified; 34s56

– compare the range of sounds that humans can hear with the range of sounds that other animals can hear (e.g., dogs and catscan hear higher frequencies than humans);

14s57

– recognize that sounds are caused by vibrations; 2 14s58

– describe how the human ear is designed to detect vibrations. 14s59

– formulate questions about and identify needs and problems related to their own experiences with light and sound, and explorepossible answers and solutions (e.g., identify different sounds and their sources in their environment);

1 14s60

– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fairtest and identifying criteria for assessing solutions;

14s61

– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations andobservations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch,loudness, vibrations in describing sounds);

2 34s62

– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelledgraphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period oftime);

1 24s63

– communicate the procedures and results of investigations for specific purposes and to specific audiences, using mediaworks, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position ofthe light source and location of the shadow; create a chart showing how devices that rely on or provide light and soundcontribute to the user’s convenience and comfort);

1 24s64

– design and make musical instruments, and explain the relationship between the sounds they make and their shapes; 14s66

– follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are notreflected into their eyes or the eyes of others; avoid producing excessively loud sounds).

44s67

– identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detectoralarms);

1 14s68

– describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., someleaf-blowing machines);

14s69

– identify sound-related jobs (e.g., tuning pianos) and the role of sound in different jobs (e.g., the beep that warns us a van isbacking up; the noise of jackhammers as an occupational hazard);

14s71

– describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an optical microscope, ahearing aid, a microphone or megaphone);

14s72

– describe the effect on the quality of life if light and sound could not be used as forms of energy; 14s74

Science and Technology---Energy and Control• demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and

non-renewable energy sources;1 25s54

• design and construct devices that use a form of energy to meet a specific need or want, and investigate how the energy istransferred to a specified output;

15s55

• evaluate the reasons for conserving natural resources and identify possible ways of conserving energy. 35s56

– distinguish between a renewable and a non-renewable source of energy; 15s57

– investigate ways energy can be stored for later use (e.g., mechanical energy is stored in an elastic band or steel spring;chemical energy is stored in a battery);

15s58

– describe how energy is stored and transferred in a given device or system (e.g., in an automobile, chemical energy stored inthe gasoline is transformed into mechanical energy upon combustion, enabling the vehicle to move and releasing thermalenergy as heat);

1 15s59

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Expectation List

Selected


Page 2

Assessed

– recognize that energy cannot be created or destroyed but can only be changed from one form into another (e.g., chemicalenergy in a battery becomes electrical energy);

15s60

– formulate questions about and identify needs and problems related to protection of the natural environment, and explorepossible answers and solutions (e.g., investigate how local recycling efforts help conserve energy and natural resources);

1 15s62

– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fairtest and identifying criteria for assessing solutions;

25s63

– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations andobservations (e.g., use terms such as heat, light, sound, electrical, mechanical, magnetic, chemical when describing formsof energy);

1 15s64

– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelledgraphs produced by hand or with a computer (e.g., list the names of some devices used in the home that change energyfrom one form into another, and record in a table the types of energy transformations for each device);

35s65

– communicate the procedures and results of investigations for specific purposes and to specific audiences, using mediaworks, oral presentations, written notes and descriptions, drawings, and charts (e.g., use a word processor and graphicsprogram to create a booklet about the design, construction, and effectiveness of a product that meets a specific need; debatethe environmental implications of using various sources of energy);

35s66

– design devices that can transform one form of energy into another (e.g., an electric bell transforms electrical energy intosound energy).

15s67

– list various sources of energy and identify them as renewable (e.g., sun, wind, tides, wood) or non-renewable (e.g., coal,natural gas, oil);

15s68

– describe the advantages and disadvantages of using renewable energy sources as opposed to non-renewable sources; 15s69

– identify the forms of energy (e.g., mechanical, electrical) used in the home, school, and community and identify the energysource for each (e.g., wood, coal, moving water);

25s70

– describe how we use different natural resources as sources of energy and evaluate the effect of their use on natural andhuman-made environments (e.g., in using fossil fuels such as natural gas for heating our homes we deplete naturalresources but improve our quality of life);

15s71

– explain ways in which technological innovations affect our use of natural resources and increase or decrease our ability toconserve energy (e.g., home insulation allows us to conserve heat and reduce consumption of energy from non-renewablesources);

15s72

– identify factors that determine how effectively and economically a device can transform one form of energy into another (e.g.,discuss the advantages and disadvantages of using solar panels for heating);

15s73

– explain how humans rely on energy transfers from a variety of products and systems to survive (e.g., chemical energy fromfood becomes muscular energy in humans);

15s74

– identify ways humans use energy, evaluate the economic and environmental costs of each, and describe ways to avoidwasting energy (e.g., lowering the thermostat during the night);

15s75

– identify design features that improve the energy efficiency of buildings, devices, and systems (e.g., double glazing). 1 15s76

Science and Technology---Structures and Mechanisms• demonstrate an understanding of the effect of forces acting on different structures and mechanisms; 15s77

• evaluate the design of systems that include structures and mechanisms, and identify modifications to improve theireffectiveness.

15s79

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Expectation Summary


Selected Assessed

English Language4e1 4e2 4e3 4e4 4e5 4e6 4e7 4e8 4e9 4e104e11 4e12 4e13 4e14 4e15 4e16 4e17 4e18 4e19 4e204e21 4e22 4e23 4e24 4e25 4e26 4e27 4e28 4e29 4e304e31 4e32 4e33 4e34 4e35 4e36 4e37 4e38 4e39 4e404e41 4e42 4e43 4e44 4e45 4e46 4e47 4e48 4e49 4e504e51 4e52 4e53 4e54 4e55 4e56 4e57 4e58 4e59 4e604e61 4e62 4e63 4e64 4e65 4e66 4e67 4e68 4e69 4e70

French as a Second Language4f1 4f2 4f3 4f4 4f5 4f6 4f7 4f8 4f9 4f104f11 4f12 4f13 4f14 4f15 4f16 4f17 4f18 4f19 4f20

Mathematics4m1 4m2 4m3 4m4 4m5 4m6 4m7 4m8 4m9 4m104m11 4m12 4m13 4m14 4m15 4m16 4m17 4m18 4m19 4m204m21 4m22 4m23 4m24 4m25 4m26 4m27 4m28 4m29 4m304m31 4m32 4m33 4m34 4m35 4m36 4m37 4m38 4m39 4m404m41 4m42 4m43 4m44 4m45 4m46 4m47 4m48 4m49 4m504m51 4m52 4m53 4m54 4m55 4m56 4m57 4m58 4m59 4m604m61 4m62 4m63 4m64 4m65 4m66 4m67 4m68 4m69 4m704m71 4m72 4m73 4m74 4m75 4m76 4m77 4m78 4m79 4m804m81 4m82 4m83 4m84 4m85 4m86 4m87 4m88 4m89 4m904m91 4m92 4m93 4m94 4m95 4m96 4m97 4m98 4m99 4m1004m101 4m102 4m103 4m104 4m105 4m106 4m107 4m108 4m109 4m1104m111 4m112 4m113 4m114 4m115 4m116 4m117 4m118 4m119

Science and Technology4s1 4s2 4s3 4s4 4s5 4s6 4s7 4s8 4s9 4s104s11 4s12 4s13 4s14 4s15 4s16 4s17 4s18 4s19 4s204s21 4s22 4s23 4s24 4s25 4s26 4s27 4s28 4s29 4s304s31 4s32 4s33 4s34 4s35 4s36 4s37 4s38 4s39 4s404s41 4s42 4s43 4s44 4s45 22 4s46 11 4s47 11 4s48 1 4s49 4s50 14s51 1 4s52 4s53 4s54 1 4s55 11 4s56 3 4s57 1 4s58 12 4s59 1 4s60 114s61 1 4s62 32 4s63 21 4s64 21 4s65 4s66 1 4s67 4 4s68 11 4s69 1 4s704s71 1 4s72 1 4s73 4s74 1 4s75 4s76 4s77 4s78 4s79 4s804s81 4s82 4s83 4s84 4s85 4s86 4s87 4s88 4s89 4s904s91 4s92 4s93 4s94 4s95 4s96 4s97 4s98 4s99 4s1004s101 4s102 4s103 4s104 4s105 4s106 4s107 4s108 4s109 4s1104s111 4s112 4s113 4s114 4s115 4s116 4s117 4s118 4s119 4s1204s121 4s122 4s123

Social Studies4z1 4z2 4z3 4z4 4z5 4z6 4z7 4z8 4z9 4z104z11 4z12 4z13 4z14 4z15 4z16 4z17 4z18 4z19 4z204z21 4z22 4z23 4z24 4z25 4z26 4z27 4z28 4z29 4z304z31 4z32 4z33 4z34 4z35 4z36 4z37 4z38 4z39 4z404z41 4z42 4z43 4z44 4z45 4z46 4z47 4z48 4z49 4z504z51 4z52 4z53 4z54 4z55 4z56 4z57 4z58 4z59 4z604z61 4z62

Health & Physical Education4p1 4p2 4p3 4p4 4p5 4p6 4p7 4p8 4p9 4p104p11 4p12 4p13 4p14 4p15 4p16 4p17 4p18 4p19 4p204p21 4p22 4p23 4p24 4p25 4p26 4p27 4p28 4p29 4p304p31 4p32 4p33 4p34 4p35 4p36

The Arts4a1 4a2 4a3 4a4 4a5 4a6 4a7 4a8 4a9 4a104a11 4a12 4a13 4a14 4a15 4a16 4a17 4a18 4a19 4a204a21 4a22 4a23 4a24 4a25 4a26 4a27 4a28 4a29 4a304a31 4a32 4a33 4a34 4a35 4a36 4a37 4a38 4a39 4a404a41 4a42 4a43 4a44 4a45 4a46 4a47 4a48 4a49 4a504a51 4a52 4a53 4a54 4a55 4a56 4a57 4a58 4a59 4a604a61 4a62 4a63 4a64 4a65 4a66 4a67 4a68 4a69 4a70

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:09:07 AM Page G-1


Expectation Summary


Selected Assessed

English Language5e1 5e2 5e3 5e4 5e5 5e6 5e7 5e8 5e9 5e105e11 5e12 5e13 5e14 5e15 5e16 5e17 5e18 5e19 5e205e21 5e22 5e23 5e24 5e25 5e26 5e27 5e28 5e29 5e305e31 5e32 5e33 5e34 5e35 5e36 5e37 5e38 5e39 5e405e41 5e42 5e43 5e44 5e45 5e46 5e47 5e48 5e49 5e505e51 5e52 5e53 5e54 5e55 5e56 5e57 5e58 5e59 5e605e61 5e62 5e63 5e64 5e65 5e66

French as a Second Language5f1 5f2 5f3 5f4 5f5 5f6 5f7 5f8 5f9 5f105f11 5f12 5f13 5f14 5f15 5f16 5f17 5f18

Mathematics5m1 5m2 5m3 5m4 5m5 5m6 5m7 5m8 5m9 5m105m11 5m12 5m13 5m14 5m15 5m16 5m17 5m18 5m19 5m205m21 5m22 5m23 5m24 5m25 5m26 5m27 5m28 5m29 5m305m31 5m32 5m33 5m34 5m35 5m36 5m37 5m38 5m39 5m405m41 5m42 5m43 5m44 5m45 5m46 5m47 5m48 5m49 5m505m51 5m52 5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m605m61 5m62 5m63 5m64 5m65 5m66 5m67 5m68 5m69 5m705m71 5m72 5m73 5m74 5m75 5m76 5m77 5m78 5m79 5m805m81 5m82 5m83 5m84 5m85 5m86 5m87 5m88 5m89 5m905m91 5m92 5m93 5m94 5m95 5m96 5m97 5m98 5m99 5m1005m101 5m102 5m103 5m104 5m105 5m106 5m107 5m108 5m109 5m1105m111 5m112 5m113 5m114 5m115 5m116 5m117 5m118 5m119 5m1205m121 5m122 5m123 5m124

Science and Technology5s1 5s2 5s3 5s4 5s5 5s6 5s7 5s8 5s9 5s105s11 5s12 5s13 5s14 5s15 5s16 5s17 5s18 5s19 5s205s21 5s22 5s23 5s24 5s25 5s26 5s27 5s28 5s29 5s305s31 5s32 5s33 5s34 5s35 5s36 5s37 5s38 5s39 5s405s41 5s42 5s43 5s44 5s45 5s46 5s47 5s48 5s49 5s505s51 5s52 5s53 5s54 21 5s55 1 5s56 3 5s57 1 5s58 1 5s59 11 5s60 15s61 5s62 11 5s63 2 5s64 11 5s65 3 5s66 3 5s67 1 5s68 1 5s69 1 5s70 25s71 1 5s72 1 5s73 1 5s74 1 5s75 1 5s76 11 5s77 1 5s78 5s79 1 5s805s81 5s82 5s83 5s84 5s85 5s86 5s87 5s88 5s89 5s905s91 5s92 5s93 5s94 5s95 5s96 5s97 5s98 5s99 5s1005s101 5s102 5s103 5s104 5s105 5s106 5s107 5s108 5s109 5s1105s111 5s112 5s113 5s114 5s115 5s116 5s117 5s118 5s119 5s1205s121 5s122 5s123 5s124 5s125 5s126 5s127 5s128

Social Studies5z1 5z2 5z3 5z4 5z5 5z6 5z7 5z8 5z9 5z105z11 5z12 5z13 5z14 5z15 5z16 5z17 5z18 5z19 5z205z21 5z22 5z23 5z24 5z25 5z26 5z27 5z28 5z29 5z305z31 5z32 5z33 5z34 5z35 5z36 5z37 5z38 5z39 5z405z41 5z42 5z43 5z44 5z45 5z46 5z47 5z48

Health & Physical Education5p1 5p2 5p3 5p4 5p5 5p6 5p7 5p8 5p9 5p105p11 5p12 5p13 5p14 5p15 5p16 5p17 5p18 5p19 5p205p21 5p22 5p23 5p24 5p25 5p26 5p27 5p28 5p29 5p305p31 5p32 5p33 5p34 5p35 5p36 5p37 5p38 5p39 5p40

The Arts5a1 5a2 5a3 5a4 5a5 5a6 5a7 5a8 5a9 5a105a11 5a12 5a13 5a14 5a15 5a16 5a17 5a18 5a19 5a205a21 5a22 5a23 5a24 5a25 5a26 5a27 5a28 5a29 5a305a31 5a32 5a33 5a34 5a35 5a36 5a37 5a38 5a39 5a405a41 5a42 5a43 5a44 5a45 5a46 5a47 5a48 5a49 5a505a51 5a52 5a53 5a54 5a55 5a56 5a57 5a58 5a59 5a605a61 5a62 5a63 5a64 5a65 5a66 5a67 5a68 5a69

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:09:07 AM Page G-2


Page 1Unit Analysis

Assessment Recording Devices

1 Anecdotal Record11 Checklist7 Rubric

Assessment Strategies

1 Conference1 Essay3 Exhibition/demonstration8 Learning Log2 Observation3 Performance Task1 Response Journal2 Self Assessment

Groupings

9 Students Working As A Whole Class3 Students Working In Pairs6 Students Working In Small Groups11 Students Working Individually

Teaching / Learning Strategies

1 Advance Organizer3 Brainstorming1 Classifying2 Collaborative/cooperative Learning1 Community Involvement1 Computer Assisted Learning8 Direct Teaching3 Experimenting2 Graphing1 Guest Speaker3 Guided Writing1 Homework1 Ideal Problem Solving Strategy1 Independent Study1 Learning Log/ Journal1 Model Making1 Peer Practice1 Process Notes (a Problem Solving Strategy)1 Prompts2 Sketching To Learn1 Working With Manipulatives

Analysis Of Unit Components

13 Subtasks 85 Expectations 65 Resources106 Strategies & Groupings

-- Unique Expectations -- 48 Science And Tech Expectations

Resource Types

9 Rubrics 33 Blackline Masters 0 Licensed Software 12 Print Resources 6 Media Resources 2 Websites 1 Material Resources 2 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:09:20 AM Page H-1

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