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Assessmen
t Topic
Name
CURICULAR OBJECTIVES
General Learner Expectations
Students will:
5-5 Demonstrate safe methods for the study of magnetism and electricity, identify methods for
measurement and control, and apply techniques for evaluating magnetic and electrical properties
of materials.
Specific Learner Expectations
Students will:
Recognize and appreciate the potential dangers involved in using sources of electrical currents:
understand that household electrical currents are potentially dangerous and not a suitable source
for experimentation
understand that small batteries are a relatively safe source of electricity, for experimentation and
study, but that care should be taken to avoid short circuits
understand that short circuits may cause wires to heat up, as well as waste the limited amount of
energy in batteries.
LEARNING OBJECTIVES
Students will:
1. Understand what electricity is and how it moves
2. Understand how electricity can be dangerous and what sources are safe to experiment with
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
PROCEDURE
Prior to lesson
Attention Grabber
Advance
Organizer/Agenda
Learning Activity
#1
Ask students to get out their since notebooks and a piece of paper to take
notes on
Introduction
Time
The next unit that we have in Science in Electricity and
magnetism
Display a battery hooked up to light at the front of the
class
1min
Explain that students will have the opportunity to
experiment wit materials like the ones displayed at the
front but first we must understand two things
o What electricity is
o And how to experiment with it safely
Introduction
Where Electricity comes from
How Electricty Travels
Body
Atoms and Electricity
Display Atom on the board
Using Questions and explanation explain he following
about atoms
Time
10-15min
Assessments/
Differentiation:
Learning Activity
#2
Assessments/
Differentiation
Expectations for
Learning and
Behaviour
Learning Activity
#3
5-7min
Assessment
We will be out in the hall
How should we act?
What should our volume be like?
How will we react when I say eyes here Grade 5
We are old enough to not need to be reminded continually
If we cant handle the hall we will return to the classroom
Physical Representation of Electricity and Current
Review Expectations for behavior
Electrical Flow (outlined in XVI)
Using fishing line have one make and imaginary cord
run from one end to the other
Have students act as electrons that run from one end
to the other
Gradually add resisters students to be in the way and
relate this to another type of metal
Gradually add more resistors
Once the electricity has to come to a complete stop
explain that this could be an insulator like our skin
Ask students what would happen if we placed our
finger on the end of the wire?
5-10min
Learning Activity
#3
Assessments/
Differentiation
Safety discussion
Continue back to class to discuss what would happen if
we where to touch the end explain
Skin is an insulator
Skin is strong enough to insulate against 1.5 volt
batteries
Volts are electric units of measurement
Household outlets are110volts
Skin will not insulate against that kind of power
Explain neurons
Explain effects on the body muscles lungs heart
Explain that this can happen at only 30 volts
Ask students to write in their own words why electricity can be
dangerous in their notes
Review notes to ensure understanding of electrical danger
clarify next class if there is misunderstanding
Closure
Transition To Next
Lesson
Sponge
Activity/Activities
Assessmen
t Topic
Names
10-15min
Time
CURICULAR OBJECTIVES
General Learner Expectations
Students will:
5-5 Demonstrate safe methods for the study of magnetism and electricity, identify methods for
measurement and control, and apply techniques for evaluating magnetic and electrical properties
of materials.
Specific Learner Expectations
Draw and interpret, with guidance, circuit diagrams that include symbols for switches, power
sources, resistors, lights and motors
LEARNING OBJECTIVES
Students will:
3. Draw circuits using correct electrical symbols
KSAs
5, 6, 8, 9, 14, 16, 17
ASSESSMENTS
Observations:
Products/Performa
nces:
PROCEDURE
Prior to lesson
Attention Grabber
Advance
Organizer/Agenda
Assessment of
prior knowledge
Learning Activity
#1
Learning Activity
#2
Assessments/Differenti
ation
Learning activity 3
Assessments/differenti
ation
Transition To Next
Lesson
Sponge
Activity/Activities
Assessmen
t Topic
Time
8:59- 9:02
9:02-9:20
Time
9:02-9:20
9:20- 9:45
9:45-9:55
9:55- 9:57
Name
CURICULAR OBJECTIVES
General Learner Expectations
Students will:
4. Identify and explain key components of an Energuide
5. Explain what the Energy star label mean.
KSAs
5, 6, 8, 9, 14, 16, 17
ASSESSMENTS
Observations:
Products/Performa
nces:
PROCEDURE
Prior to lesson
Advance
Organizer/Agenda
Learning Activity
#1
Assessments/
Differentiation:
Sponge
Activity/Activities
Set up projector
Hand out worksheet
Introduction
Review Objective
Introduce activity for next class
allow internet research
Answer questions
Review objective
Body
Show energuide label
Ask students if they know how to read it. explain to
students that next class they will teach themselves
how to read it.
Display turning the tide website on board.
Demonstrate how students can use the website to
teach themselves how to read an energuide label.
explain to students that they will also use the website
to identify how to conserve electricity in their home.
Explain that this project will be done in pairs and that
each pair will present one unique way to conserve
electricity that they learned about.
Ask students if I give them instructions if they can get
right to work when they get to class.
allow students to complete sheet on their own
Assessment
This assessment will allow me to know if students can read
the major points on Engerguide label, if they know what
energy star is used for, and techniques of electricity
conservation
Closure
Time
12:1512:17
Time
12:1712:45
Time