Light, Sound and Energy Conservation Energy and Control

Including: Light and Energy Alert Shadow Play and Energy Control Heat and Energy Storage Ener-mobile and Reflection/Refraction Scientific Method Colour Investigation Mid-Unit Assessment Sound Off and Conservation at Home Pitch and Insulation Appliance and Applied Energy Sound Characteristics and Audits Job Fair Home and Entertainment

An Integrated Unit for Grade 4/5 Written by: Marianne Hurd (Project Lead), Lindsay Craig

Length of Unit: approximately: 14.3 hours

October 2001

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

The developers are appreciative of the suggestions and comments from teacher colleagues involved through the internal, external and Theological review. A sincere thank you to Barry Elliott from Windsor-Essex Catholic District School Board who facilitated the involvement of the Windsor-Essex, London, Brant/Haldimand-Norfolk, St. Clair and Durham Catholic District School Boards in the development of elementary Science units.

The following organizations have supported the elementary unit project through team building and leadership: The Council of Directors of Ontario The Ontario Curriculum Centre The Ministry of Education, Curriculum and Assessment Branch Catholic Curriculum Cooperative (CCC) A special thank you to The Institute for Catholic Education who provided leadership, direction and support through the Advisory and Curriculum Committees.

An Integrated Unit for Grade 4/5 Written by: Marianne Hurd (Project Lead), Lindsay Craig Resurrection / St. Mary's Hagersville (519)752-5900 Brant Haldimand-Norfolk Catholic District [email protected]

Based on a unit by: Marianne Hurd (Project Lead), Lindsay Craig Resurrection / St. Mary's Hagersville (519)752-5900 Brant Haldimand-Norfolk Catholic District School Board [email protected]

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:31 AM Unit Overview Light, Sound and Energy Conservation Page 1 Energy and Control An Integrated Unit for Grade 4/5

Task Context This is a unit for a grade 4/5 split class. The grade 4 students are introduced to the concepts of light and sound in their environment. They must observe various experiments, diagrams, and everyday occurrences as a collaborative contributor who finds meaning, dignity, and vocation in work which respects the rights of all. The grade 5 students will be introduced to the various forms of energy and their sources. Students will evaluate 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 to conserve energy at home and at school.

Catholic Graduate Expectations CGE Overall - speaks, writes and listens honestly and sensitively, responding critically in light of gospel values. CGE Overall - a self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential. CGE Overall - a reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good. CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good. Task Summary The students will be given opportunities to work independently and in teacher-directed situations to study and discover 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 construct optical devices and musical instruments that demonstrate their knowledge. There will be a mid-unit assignment 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 classify them as renewable and non-renewable. They explore how devices use and transfer energy. They will design, construct, and operate devices that use and transfer energy from one form to another. They will assess the need to conserve energy and natural resources. Culminating Task Assessment In the culminating task, the grade 4 students use the various concepts and skills they have learned to produce their own musical instruments. By adopting a holistic approach to life the students integrate learning from various subject areas and experiences. As responsible citizens, the grade 5 students demonstrate respect for the environment and the wise use of resources by designing and constructing a model of an energy efficient family dwelling from a shoe box. The teacher uses grade specific rubrics and checklists to assess the students' knowledge and concept application.

Catholic Graduate Expectations CGE 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 Knowledge Grade 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:35 AM Page A-1 - 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 Teacher This unit follows the expectations for the Energy and Control strands for Science and Technology for a grade 4/5 class. As the strands have very little in common, the lessons are organized so that the students in one grade 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 be reviewed. The students must remember the nature of a split grade unit, and that the rights and learning needs of 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 and Materials and the grade 5 students have completed the Structures and Mechanisms unit. These units provide prior 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 the grade 5 students the integration occurs in Mathematics in the use of formula calculations, and in safety concerns in Health.

Have the grade 4 students locate as many home-made and commercially-produced instruments as possible before 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 work prior 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 local library to see what resources are available there. Some libraries put together resource packages for the school 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 the students' needs are met the teachers may need to choose groupings carefully to facilitate those students with physical and/or learning disabilities. Teachers are to work in collaboration with the special education personnel 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 Literacy Development, 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:35 AM Page A-2 - 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 sound section of this unit will require modifications for the students with hearing loss. Work with the special education 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:35 AM Page A-3 List of Subtasks Light, Sound and Energy Conservation Subtask List Page 1 Energy and Control An Integrated Unit for Grade 4/5

1 Light and Energy Alert The grade 4 students review the sources of light in their environment and classify them as artificial or natural. They demonstrate what life would be like without light using the decision-making skills of a responsible, 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 forces that act upon them. A rubric is used to assess this knowledge.

Catholic Graduate Expectations CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. 2 Shadow Play and Energy Control The grade 4 students will work independently. They are divided into groups of three and given a flashlight 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 a teacher-directed lesson on the forms and sources of energy.

Catholic Graduate Expectations CGE 5b - thinks critically about the meaning and purpose of work. 3 Heat and Energy Storage The grade 4 students participate in a teacher-directed experiment involving light sources and the heat these sources emit. Students record their observations and conclusions. As holistic learners, the grade 5 students 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 from various subject areas and experience.

Catholic Graduate Expectations CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. 4 Ener-mobile and Reflection/Refraction The grade 4 students work independently. They write a note on reflection/refraction and try two mini-experiments in groups to further their understanding of these two new concepts. The grade 5 students review the rubrics for their project (to design and construct a vehicle that uses various forms of energy to propel it). They work independently to achieve excellence, originality, and integrity in their work.

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

5 Scientific Method This is a combined lesson on the aspects of writing an experiment based on the scientific method. The students use a scientific method to complete experiments by reading, understanding and using written materials effectively.

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:40 AM Page B-1 List of Subtasks Light, Sound and Energy Conservation Subtask List Page 2 Energy and Control An Integrated Unit for Grade 4/5

6 Colour Investigation The grade 4 students will be involved in a teacher-directed experiment in which the class will create a prism. 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 Expectations CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respects 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. 7 Mid-Unit Assessment As responsible citizens who accept accountability for their actions, the grade 4 students independently make charts identifying various sources of light and their use in the home, at school, and in the community. This is the final subtask for the light theme. The grade 5 students investigate energy sources and classify them as renewable and non-renewable.

Catholic Graduate Expectations CGE 7b - accepts accountability for one's own actions. 8 Sound Off and Conservation at Home The grade 4 students will be divided into groups to brainstorm sounds in their lives. They study the human 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 that will make a meaningful contribution to society.

Catholic Graduate Expectations CGE 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. 9 Pitch and Insulation The Grade four students will be participating in a teacher-directed experiment which describes pitch and vibration. There will also be discussion on sound frequencies. The grade 5 students work in pairs to identify the ways energy, especially heat, can be conserved using insulators. The students follow a scientific method to determine the effects of insulation as well as create, adapt, and evaluate new ideas in light of the common good.

Catholic Graduate Expectations CGE 3b - creates, adapts, evaluates new ideas in light of the common good. 10 Appliance and Applied Energy The grade 4 students, as lifelong learners who apply effective communication, decision-making, and problem-solving skills will use a scientific method to communicate the procedures and results of the pitch experiment from the previous subtask. The grade 5 students participate in a teacher-directed activity 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 Expectations CGE 4f - applies effective communication, decision-making, problem- solving, time and resource management skills. CGE 5d - finds meaning, dignity, fulfilment and vocation in work which contributes to the common good.

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11 Sound Characteristics and Audits The 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 the characteristics of sound. They will also be introduced to the concept of decibels. The grade 5 students use the holistic approach, while working independently, and complete energy audits for their family dwelling.

Catholic Graduate Expectations CGE 3e -The Catholic learner is a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience. 12 Job Fair Students in both classes brainstorm various careers associated with this unit. The teacher organises various members of the community who are involved in pertinent careers to speak to the students.

Catholic Graduate Expectations CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others. 13 Home and Entertainment In the culminating task, the grade 4 students use the various concepts and skills they have learned to produce their own musical instruments. By adopting a holistic approach to life the students integrate learning from various subject areas and experiences. As responsible citizens, the grade 5 students demonstrate respect for the environment and the wise use of resources by designing and constructing a model of an energy efficient family dwelling from a shoe box. The teacher uses grade specific rubrics and checklists to assess the students' knowledge and concept application.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:40 AM Page B-3 Light and Energy Alert Light, Sound and Energy Conservation Subtask 1 Energy and Control An Integrated Unit for Grade 4/5 45 minute

Description The grade 4 students review the sources of light in their environment and classify them as artificial or natural. They demonstrate what life would be like without light using the decision-making skills of a responsible, 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 forces that act upon them. A rubric is used to assess this knowledge.

Catholic Graduate Expectations CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

Expectations 4s45 • demonstrate an understanding of the Groupings characteristics and properties of light and sound; Students Working In Small Groups 4s47 • identify technological innovations related to light Students Working Individually and sound energy and how they are used and controlled at home and in the community, and Teaching / Learning Strategies determine how the quality of life has been affected by these innovations. Brainstorming 4s48 A – identify a variety of natural and artificial light Collaborative/cooperative Learning sources (e.g., the sun, a candle, a light bulb); Sketching To Learn 4s74 A – describe the effect on the quality of life if light and sound could not be used as forms of energy; Assessment 5s77 A • demonstrate an understanding of the effect of forces acting on different structures and Assessment Strategies mechanisms; 5s79 A • evaluate the design of systems that include Learning Log structures and mechanisms, and identify Observation modifications to improve their effectiveness. 5s64 – use appropriate vocabulary, including correct Assessment Recording Devices science and technology terminology, in describing Checklist their investigations and observations (e.g., use terms such as heat, light, sound, electrical, mechanical, magnetic, chemical when describing forms of energy);

Teaching / Learning Grade 4

1. Define energy to students. Review that light is a form of energy. Define natural and artificial light. These terms can 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 of Artificial 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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Grade 5

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

Adaptations See notes in unit overview.

Resources

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 Teacher Glossary of terms for grade 5 students are on BLM Glossary of Terms Grade 5.

Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-2 Shadow Play and Energy Control Light, Sound and Energy Conservation Subtask 2 Energy and Control An Integrated Unit for Grade 4/5 45 minute

Description The grade 4 students will work independently. They are divided into groups of three and given a flashlight 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 a teacher-directed lesson on the forms and sources of energy.

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

Expectations 4s45 • demonstrate an understanding of the Groupings characteristics and properties of light and sound; Students Working Individually 4s50 A – distinguish between objects that produce their Students Working In Small Groups own light and those that reflect light from another source (e.g., candles and the sun emit their own Teaching / Learning Strategies light; the moon reflects light from the sun); 4s63 A – compile data gathered through investigation in Brainstorming order to record and present results, using tally Learning Log/ Journal charts, tables, and labelled graphs produced by Direct Teaching hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a Assessment period of time); Grade 4 students will be assessed using a 4s64 – communicate the procedures and results of rubric on completion of recording investigations for specific purposes and to specific information, as well as for neatness and audiences, using media works, oral presentations, accuracy. written notes and descriptions, drawings, and charts (e.g., draw diagrams showing the position of the Grade 5 students will record definitions in light source and location of the shadow; create a their learning logs. The checklist will assess chart showing how devices that rely on or provide the completion of the activity sheet and the light and sound contribute to the user’s recording of information in the learning log. convenience and comfort); 5s59 – describe how energy is stored and transferred in a Assessment Strategies given device or system (e.g., in an automobile, chemical energy stored in the gasoline is Learning Log transformed into mechanical energy upon combustion, enabling the vehicle to move and Assessment Recording Devices releasing thermal energy as heat); Rubric 5s70 A – identify the forms of energy (e.g., mechanical, Checklist electrical) used in the home, school, and community and identify the energy source for each (e.g., wood, coal, moving water); 5s71 A – describe how we use different natural resources as sources of energy and evaluate the effect of their use on natural and human-made environments (e.g., in using fossil fuels such as natural gas for heating our homes we deplete natural resources but improve our quality of life); 4s67 – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud sounds).

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-3 Shadow Play and Energy Control Light, Sound and Energy Conservation Subtask 2 Energy and Control An Integrated Unit for Grade 4/5 45 minute Teaching / Learning Grade 4

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 flashlight holder, 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, aluminium foil, paper, cloth, cardboard, and wood.

4. Students record, in chart form, whether each material is translucent, transparent, or opaque. See BLM Terms for 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.

Adaptations See notes in unit overview.

Resources 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-4 Shadow Play and Energy Control Light, Sound and Energy Conservation Subtask 2 Energy and Control An Integrated Unit for Grade 4/5 45 minute

Notes to Teacher Review 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-5 Heat and Energy Storage Light, Sound and Energy Conservation Subtask 3 Energy and Control An Integrated Unit for Grade 4/5 60 minute

Description The grade 4 students participate in a teacher-directed experiment involving light sources and the heat these sources emit. Students record their observations and conclusions. As holistic learners, the grade 5 students 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 from various subject areas and experience.

Catholic Graduate Expectations CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Expectations 4s54 – recognize, using their observations, that most Groupings objects give off both light and heat (e.g., the sun, a Students Working In Pairs candle, a light bulb), and identify some objects that Students Working Individually give off light but produce little or no heat (e.g., light Students Working As A Whole Class sticks, fireflies); 4s62 – use appropriate vocabulary, including correct Teaching / Learning Strategies science and technology terminology, in describing their investigations and observations (e.g., use Collaborative/cooperative Learning terms such as source, artificial, beam of light, Independent Study reflection in describing the behaviour of light; or Working With Manipulatives pitch, loudness, vibrations in describing sounds); 4s63 – compile data gathered through investigation in Assessment order to record and present results, using tally The Grade 4 students will be assessed charts, tables, and labelled graphs produced by using the BLM Assessment Checklist (see hand or with a computer (e.g., create a “sound Subtask 2) on their comprehension of heat diary” to record the sounds encountered over a loss. period of time); 5s58 A – investigate ways energy can be stored for later The teacher will use a rubric to assess the use (e.g., mechanical energy is stored in an elastic Grade 5 students on the completion of the band or steel spring; chemical energy is stored in a activity in the learning log and their battery); comprehension of the demonstration to the 5s59 A – describe how energy is stored and transferred in a class. given device or system (e.g., in an automobile, chemical energy stored in the gasoline is Grade 5 students will also assess transformed into mechanical energy upon themselves, especially their ability to work combustion, enabling the vehicle to move and co-operatively in groups. releasing thermal energy as heat); 5s60 – recognize that energy cannot be created or Assessment Strategies destroyed but can only be changed from one form into another (e.g., chemical energy in a battery Learning Log becomes electrical energy); Performance Task 5s74 A – explain how humans rely on energy transfers from Self Assessment a variety of products and systems to survive (e.g., chemical energy from food becomes muscular Assessment Recording Devices energy in humans); Checklist 4s67 – follow safe work procedures in all investigations Rubric (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud sounds).

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-6 Heat and Energy Storage Light, Sound and Energy Conservation Subtask 3 Energy and Control An Integrated Unit for Grade 4/5 60 minute Teaching / Learning Grade 4

1. Ask students if they have had any experiences with heat from objects that give off light. Record responses in a web on chart paper. Conversely, ask students if they have had any experiences with objects that emit light yet give 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 the heading 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 for the next class.

Adaptations See notes in unit overview.

Resources 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 Science Terry Cash: Toronto and Technology of Heat, Light, and Chemical Energy

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Notes to Teacher Remind 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 you may need to duplicate some of them for a larger class. The answers for the activities are on BLM Activity Answers Grade 5. Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-8 Ener-mobile and Reflection/Refraction Light, Sound and Energy Conservation Subtask 4 Energy and Control An Integrated Unit for Grade 4/5 90 minute

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

Expectations 4s45 A • demonstrate an understanding of the Groupings characteristics and properties of light and sound; Students Working In Small Groups 4s62 A – use appropriate vocabulary, including correct Students Working Individually science and technology terminology, in describing their investigations and observations (e.g., use Teaching / Learning Strategies terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or Experimenting pitch, loudness, vibrations in describing sounds); Guided Writing 4s67 – follow safe work procedures in all investigations Process Notes (a Problem Solving (e.g., direct mirrors away from the sun to ensure that Strategy) the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud Assessment sounds). The grade 4 students will be assessed on 5s55 A • design and construct devices that use a form of their accuracy, neatness, and understanding energy to meet a specific need or want, and of the experiments. investigate how the energy is transferred to a specified output; The grade 5 students will be assessed on 5s67 A – design devices that can transform one form of the notes recorded in their learning logs. energy into another (e.g., an electric bell transforms The rubric will be used to assess the electrical energy into sound energy). ener-mobile. 5s66 A – communicate the procedures and results of investigations for specific purposes and to specific Assessment Strategies audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts Learning Log (e.g., use a word processor and graphics program to create a booklet about the design, construction, Assessment Recording Devices and effectiveness of a product that meets a specific Rubric need; debate the environmental implications of using various sources of energy);

Teaching / Learning Grade 4

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 BLM Reflection/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.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-9 Ener-mobile and Reflection/Refraction Light, Sound and Energy Conservation Subtask 4 Energy and Control An Integrated Unit for Grade 4/5 90 minute 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-mobile Instructions 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 started the design in the previous lesson and may begin building the vehicle.

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

Adaptations The grade 5 students may work in pairs to assist students with physical and learning disabilities. See notes in unit overview for other modifications.

Resources 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-10 Ener-mobile and Reflection/Refraction Light, Sound and Energy Conservation Subtask 4 Energy and Control An Integrated Unit for Grade 4/5 90 minute

Notes to Teacher Review safety procedures with grade 4 students.

Before class gather materials listed on BLM Ener-mobile Instructions. Have students bring in materials from home before 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 but may 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 the gymnasium or other open area so that the vehicles will have ample space to travel. Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-11 Scientific Method Light, Sound and Energy Conservation Subtask 5 Energy and Control An Integrated Unit for Grade 4/5 45 minute

Description This is a combined lesson on the aspects of writing an experiment based on the scientific method. The students use a scientific method to complete experiments by reading, understanding and using written materials effectively.

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

Expectations 4s61 A – plan investigations for some of these answers and Groupings solutions, identifying variables that need to be held Students Working As A Whole Class constant to ensure a fair test and identifying criteria Students Working In Small Groups for assessing solutions; 5s63 A – plan investigations for some of these answers and Teaching / Learning Strategies solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria Direct Teaching for assessing solutions; Peer Practice Assessment Both grades will be assessed using the Note taking/Learning Log Checklist (see BLM Assessment Checklist in Subtask 2) for the completion and understanding of the scientific method.

Assessment Strategies

Assessment Recording Devices Checklist

Teaching / Learning Both 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 travel across the classroom, for example).

3. Teacher then goes through the scientific method, step by step, using this experiment. Teacher records results on 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 incline Divide students into groups of 3-4, and have them pick from the list of simple experiments. Each group needs a recorder, 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.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-12 Scientific Method Light, Sound and Energy Conservation Subtask 5 Energy and Control An Integrated Unit for Grade 4/5 45 minute 6. Record experiment in their learning logs.

Adaptations See notes in unit overview.

Resources

Scientific Method 4.5.pdf

Light and Sound McGinley, Avalyn

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-13 Colour Investigation Light, Sound and Energy Conservation Subtask 6 Energy and Control An Integrated Unit for Grade 4/5 90 minute

Description The grade 4 students will be involved in a teacher-directed experiment in which the class will create a prism. 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.

Expectations 4s51 A – identify, through observation, colour as a property Groupings of light (e.g., use prisms to show that white light can Students Working As A Whole Class be separated into colours); Students Working Individually 4s60 – formulate questions about and identify needs and Students Working In Pairs problems related to their own experiences with light and sound, and explore possible answers and Teaching / Learning Strategies solutions (e.g., identify different sounds and their sources in their environment); Direct Teaching 4s62 A – use appropriate vocabulary, including correct Experimenting science and technology terminology, in describing Advance Organizer their investigations and observations (e.g., use terms such as source, artificial, beam of light, Assessment reflection in describing the behaviour of light; or Grade 4 students will be assessed, using pitch, loudness, vibrations in describing sounds); the BLM Note Taking/Learning Log Checklist 4s64 A – communicate the procedures and results of (see BLM Assessment Checklist in Subtask investigations for specific purposes and to specific 2), on their experiment write-up. audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts The grade 5 students will be assessed on (e.g., draw diagrams showing the position of the the completion of the handout and on the light source and location of the shadow; create a participation in the class discussions and chart showing how devices that rely on or provide presentations to the school officials. light and sound contribute to the user’s convenience and comfort); Assessment Strategies 4s67 – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that Exhibition/demonstration the sun’s rays are not reflected into their eyes or the eyes of others; avoid producing excessively loud Assessment Recording Devices sounds). Checklist 5s65 A – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., list the names of some devices used in the home that change energy from one form into another, and record in a table the types of energy transformations for each device); 5s66 A – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-14 Colour Investigation Light, Sound and Energy Conservation Subtask 6 Energy and Control An Integrated Unit for Grade 4/5 90 minute (e.g., use a word processor and graphics program to create a booklet about the design, construction, and effectiveness of a product that meets a specific need; debate the environmental implications of using various sources of energy); 5s70 A – identify the forms of energy (e.g., mechanical, electrical) used in the home, school, and community and identify the energy source for each (e.g., wood, coal, moving water);

Teaching / Learning Grade 4

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, and the top edge of the mirror is resting on the opposite edge of the container, out of the water. The mirror should stick 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 of colours 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 this activity to the reflection activity in subtask 4.

6. Give students the checklist and explain how they will be graded in recording the scientific experiment. Ask students 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 to share the energy saving list with the entire school at an assembly.

Adaptations See notes in unit overview.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-15 Colour Investigation Light, Sound and Energy Conservation Subtask 6 Energy and Control An Integrated Unit for Grade 4/5 90 minute

Resources

School Conservation Audit 5.5.1.pdf

Using Energy Sally and Adrian Morgan

Thermometer 1

Notes to Teacher For 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 tests or other presentations. Invite the school principal and custodian to the class to hear the reports and list of energy saving ideas generated by the students. You could show the list in advance to these officials in order to give them an opportunity to prepare a response if desired. This lesson can be integrated with Drama as the students could present a play, advertisement, or presentation for the school. It could be integrated in Art by having the students create posters suggesting energy conservation opportunities at school. Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-16 Mid-Unit Assessment Light, Sound and Energy Conservation Subtask 7 Energy and Control An Integrated Unit for Grade 4/5 45 minute

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

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

Expectations 4s47 A • identify technological innovations related to light Groupings and sound energy and how they are used and Students Working Individually controlled at home and in the community, and Students Working As A Whole Class determine how the quality of life has been affected by these innovations. Teaching / Learning Strategies 4s63 A – compile data gathered through investigation in order to record and present results, using tally Classifying charts, tables, and labelled graphs produced by Prompts hand or with a computer (e.g., create a “sound Direct Teaching diary” to record the sounds encountered over a period of time); Assessment 5s57 A – distinguish between a renewable and a Students in both grades will complete a non-renewable source of energy; self-assessment. 5s62 A – formulate questions about and identify needs and problems related to protection of the natural Grade 4 students will be assessed on their environment, and explore possible answers and performance task (Mid-Unit Performance solutions (e.g., investigate how local recycling efforts Task Grade 4) based on a rubric. They will help conserve energy and natural resources); be assessed on their understanding of light 5s68 A – list various sources of energy and identify them as sources and relating them to the outside renewable (e.g., sun, wind, tides, wood) or world. non-renewable (e.g., coal, natural gas, oil); 5s69 A – describe the advantages and disadvantages of The grade 5 students will be assessed on using renewable energy sources as opposed to their performance task for completion of work non-renewable sources; and quality of answers.

Assessment Strategies Performance Task Self Assessment Assessment Recording Devices Rubric Checklist

Teaching / Learning Grade 4

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-17 Mid-Unit Assessment Light, Sound and Energy Conservation Subtask 7 Energy and Control An Integrated Unit for Grade 4/5 45 minute 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 log in subtask #2 as renewable and non-renewable. Record information on the blackboard and have students record in 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.

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

Resources Performance Task

Mid-Unit Assessment The Light In Our 4.7.pdf Lives Renewable and Non-Renewable 5.7.1.pdf Resources Self Assessment Checklist Subtask 7 7_Self Assess.pdf

Notes to Teacher The Grade 4 students will work independently on the assessment activity. If they finish in less than the allotted time 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-18 Sound Off and Conservation at Home Light, Sound and Energy Conservation Subtask 8 Energy and Control An Integrated Unit for Grade 4/5 90 minute

Description The grade 4 students will be divided into groups to brainstorm sounds in their lives. They study the human 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 that will make a meaningful contribution to society.

Expectations 4s59 A – describe how the human ear is designed to detect Groupings vibrations. Students Working In Small Groups 4s68 – identify various uses of sounds encountered daily Students Working As A Whole Class (e.g., warning sounds such as security alarms, fire sirens, smoke detector alarms); Teaching / Learning Strategies 5s56 A • evaluate the reasons for conserving natural resources and identify possible ways of conserving Direct Teaching energy. Computer Assisted Learning 5s54 • demonstrate an understanding of the importance Guided Writing of conservation of energy in relation to the wise use of renewable and non-renewable energy sources; Assessment 5s64 A – use appropriate vocabulary, including correct Grade 4 students will be assessed on their science and technology terminology, in describing diagrams using the Note Taking/Leaning their investigations and observations (e.g., use Log Checklist (see BLM Assessment terms such as heat, light, sound, electrical, Checklist in Subtask 2). mechanical, magnetic, chemical when describing forms of energy); The grade 5 students will also use this checklist to assess the completion of BLM E-Patrol: Energy Savers. The teacher will have a conference with each student after the completion of the Internet activity using BLM Checklist as a guide.

Assessment Strategies Learning Log Conference Assessment Recording Devices Checklist

Teaching / Learning Grade 4

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. Give students about five to seven minutes.

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-19 Sound Off and Conservation at Home Light, Sound and Energy Conservation Subtask 8 Energy and Control An Integrated Unit for Grade 4/5 90 minute 4. State that we hear through our ears, and therefore it is important to know the parts of an ear and how we hear sounds.

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

Grade 5

1. Depending on the availability of computers with Internet access, have students work individually or in pairs to explore 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 their work in their learning logs.

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

Resources

E-Patrol Energy Savers 5.8.1.pdf

E-Patrol Answers 5.8.pdf

Sound Parker, Steve

E-Patrol: Energy Savers

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-20 Pitch and Insulation Light, Sound and Energy Conservation Subtask 9 Energy and Control An Integrated Unit for Grade 4/5 45 minute

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

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

Expectations 4s46 • investigate different ways in which light and sound Groupings are produced and transmitted, and design and Students Working As A Whole Class make devices that use these forms of energy; Students Working Individually 4s55 – recognize, using their observations, that sound can travel through a substance (e.g., place a Teaching / Learning Strategies vibrating tuning fork in a shallow dish of water and describe what happens to the water; place rice on a Experimenting drum-head and describe what happens to the rice Graphing when the drum is tapped); Direct Teaching 4s56 A – group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be Assessment modified; A rubric will be used to assess the grade 4 4s58 – recognize that sounds are caused by vibrations; students graph of the frequencies. 4s62 – use appropriate vocabulary, including correct science and technology terminology, in describing The grade 5 experiment in the students' their investigations and observations (e.g., use learning logs will be assessed using the terms such as source, artificial, beam of light, Assessment Checklist found in Subtask 2. reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds); Assessment Strategies 5s63 A – plan investigations for some of these answers and solutions, identifying variables that need to be held Learning Log constant to ensure a fair test and identifying criteria for assessing solutions; Assessment Recording Devices 5s65 A – compile data gathered through investigation in Rubric order to record and present results, using tally Checklist charts, tables, and labelled graphs produced by hand or with a computer (e.g., list the names of some devices used in the home that change energy from one form into another, and record in a table the types of energy transformations for each device); 5s72 A – explain ways in which technological innovations affect our use of natural resources and increase or decrease our ability to conserve energy (e.g., home insulation allows us to conserve heat and reduce consumption of energy from non-renewable sources);

Teaching / Learning Grade 4

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-21 Pitch and Insulation Light, Sound and Energy Conservation Subtask 9 Energy and Control An Integrated Unit for Grade 4/5 45 minute demonstrate low and high pitch.

2. Explain that all sounds are produced with some sort of vibration. Give some examples of this (voice-vocal chords, 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 are vibrating, 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 in the students' learning logs. Encourage students to use charts, graphs, and/or diagrams to display their observations.

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

Resources Graphing Frequencies

Frequency and Pitch 4.9.2.pdf

Insulating 5.9.1.pdf

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-22 Pitch and Insulation Light, Sound and Energy Conservation Subtask 9 Energy and Control An Integrated Unit for Grade 4/5 45 minute

Notes to Teacher Before 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 groups of 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 the group 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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-23 Appliance and Applied Energy Light, Sound and Energy Conservation Subtask 10 Energy and Control An Integrated Unit for Grade 4/5 45 minute

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

Expectations 4s55 A – recognize, using their observations, that sound Groupings can travel through a substance (e.g., place a Students Working As A Whole Class vibrating tuning fork in a shallow dish of water and Students Working Individually describe what happens to the water; place rice on a drum-head and describe what happens to the rice Teaching / Learning Strategies when the drum is tapped); 4s56 A – group a variety of sounds according to pitch and Direct Teaching loudness and demonstrate how the sounds can be Guided Writing modified; Homework 4s58 A – recognize that sounds are caused by vibrations; 4s57 A – compare the range of sounds that humans can Assessment hear with the range of sounds that other animals Grade 4 students will be assessed on their can hear (e.g., dogs and cats can hear higher documentation of the experiment from the frequencies than humans); previous subtask using the Assessment 4s62 A – use appropriate vocabulary, including correct Checklist found in Subtask 2. science and technology terminology, in describing their investigations and observations (e.g., use The grade 5 students will be assessed on terms such as source, artificial, beam of light, completion of the learning log and the reflection in describing the behaviour of light; or homework assignment. Use checklist from pitch, loudness, vibrations in describing sounds); Subtask 2. 4s68 A – identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire Assessment Strategies sirens, smoke detector alarms); 5s73 – identify factors that determine how effectively and Learning Log economically a device can transform one form of energy into another (e.g., discuss the advantages Assessment Recording Devices and disadvantages of using solar panels for Checklist heating); 5s75 A – identify ways humans use energy, evaluate the economic and environmental costs of each, and describe ways to avoid wasting energy (e.g., lowering the thermostat during the night);

Teaching / Learning Grade 4

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.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-24 Appliance and Applied Energy Light, Sound and Energy Conservation Subtask 10 Energy and Control An Integrated Unit for Grade 4/5 45 minute

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 time b) 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 to calculate 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 worksheet calculations in subtask 10 at school).

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

Resources

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-25 Appliance and Applied Energy Light, Sound and Energy Conservation Subtask 10 Energy and Control An Integrated Unit for Grade 4/5 45 minute

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

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-26 Sound Characteristics and Audits Light, Sound and Energy Conservation Subtask 11 Energy and Control An Integrated Unit for Grade 4/5 45 minute

Description The 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 the characteristics of sound. They will also be introduced to the concept of decibels. The grade 5 students use the holistic approach, while working independently, and complete energy audits for their family dwelling.

Expectations 4s56 A – group a variety of sounds according to pitch and Groupings loudness and demonstrate how the sounds can be Students Working As A Whole Class modified; Students Working Individually 4s58 – recognize that sounds are caused by vibrations; Students Working In Pairs 4s60 A – formulate questions about and identify needs and problems related to their own experiences with light Teaching / Learning Strategies and sound, and explore possible answers and solutions (e.g., identify different sounds and their Direct Teaching sources in their environment); Ideal Problem Solving Strategy 4s69 A – describe the harmful effects of high noise levels Graphing and identify potential noise hazards at home or in the community (e.g., some leaf-blowing machines); Assessment 5s54 A • demonstrate an understanding of the importance Grade four students will be assessed on of conservation of energy in relation to the wise use their reflections in their leaning log using a of renewable and non-renewable energy sources; rubric. 5s56 A • evaluate the reasons for conserving natural resources and identify possible ways of conserving Grade five students will be assessed on energy. accuracy of calculations and completion of 5s76 – identify design features that improve the energy the activity. efficiency of buildings, devices, and systems (e.g., double glazing). Assessment Strategies Learning Log Exhibition/demonstration Assessment Recording Devices Rubric

Teaching / Learning Grade 4

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

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

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

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-27 Sound Characteristics and Audits Light, Sound and Energy Conservation Subtask 11 Energy and Control An Integrated Unit for Grade 4/5 45 minute

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

5. Ask students to record what they learned today about decibels, distance, amplitude, and density. Use BLM 4.11 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.

Adaptations Have grade 4 students with hearing disabilities feel the vibrations whenever possible. Consult the special education resource teacher for further modifications. The grade 5 students may need to work in pairs to complete the 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.

Resources 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 in 1 School Notes to Teacher For 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, CD player, etc., for use by students completing the school audit. Teacher Reflections

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-28 Job Fair Light, Sound and Energy Conservation Subtask 12 Energy and Control An Integrated Unit for Grade 4/5 90 minute

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

Catholic Graduate Expectations CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

Expectations 4s71 A – identify sound-related jobs (e.g., tuning pianos) Groupings and the role of sound in different jobs (e.g., the Students Working In Small Groups beep that warns us a van is backing up; the noise Students Working Individually of jackhammers as an occupational hazard); Students Working As A Whole Class 4s72 – describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an Teaching / Learning Strategies optical microscope, a hearing aid, a microphone or megaphone); Community Involvement 5s62 – formulate questions about and identify needs and Guest Speaker problems related to protection of the natural Sketching To Learn environment, and explore possible answers and solutions (e.g., investigate how local recycling efforts Assessment help conserve energy and natural resources); Both grades will be assessed using the 5s65 A – compile data gathered through investigation in checklist for completion of the reflection order to record and present results, using tally (learning log entry) and the job charts, tables, and labelled graphs produced by advertisement. hand or with a computer (e.g., list the names of some devices used in the home that change energy Use assessment checklist from Subtask 2. from one form into another, and record in a table the types of energy transformations for each Assessment Strategies device); Response Journal Observation Assessment Recording Devices Checklist

Teaching / Learning 1. 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, hydro representative, 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.

Adaptations See notes in unit overview.

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Resources

Notes to Teacher Preparation for guest speakers should be planned well in advance. Try to limit the time for each presenter. Allow time 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 Art class for completion and drawing criteria.

Use the assessment checklist from previous subtasks. Teacher Reflections

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

Expectations 4s45 A • demonstrate an understanding of the Groupings characteristics and properties of light and sound; Students Working Individually 4s46 A • investigate different ways in which light and sound are produced and transmitted, and design and Teaching / Learning Strategies make devices that use these forms of energy; 4s64 A – communicate the procedures and results of Model Making investigations for specific purposes and to specific Brainstorming audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts Assessment (e.g., draw diagrams showing the position of the Grade 4 students will be assessed on their light source and location of the shadow; create a construction and demonstration of their chart showing how devices that rely on or provide musical instruments, understanding of light and sound contribute to the user’s concepts and terms, and following of convenience and comfort); assignment directions using attached rubric. 4s66 A – design and make musical instruments, and explain The grade 4 students will assess themselves the relationship between the sounds they make and during the planning stage using a checklist their shapes; (BLM 4.13.2: Grade 4 Final Project 5s54 A • demonstrate an understanding of the importance Checklist). of conservation of energy in relation to the wise use The grade 5 students will be assessed on of renewable and non-renewable energy sources; the demonstration of the energy efficiency of 5s56 A • evaluate the reasons for conserving natural the family dwelling. A rubric will be used to resources and identify possible ways of conserving assess the presentation, the model, and the energy. written report. 5s66 A – communicate the procedures and results of The teacher will record in anecdotal format investigations for specific purposes and to specific observations of student work and audiences, using media works, oral presentations, presentation. Grade 5 students will complete written notes and descriptions, drawings, and charts the checklist prior to the construction of the (e.g., use a word processor and graphics program to dwelling (BLM 5.13.3: Family Dwelling create a booklet about the design, construction, Assessment Checklist). and effectiveness of a product that meets a specific need; debate the environmental implications of Assessment Strategies using various sources of energy); 5s76 A – identify design features that improve the energy Performance Task efficiency of buildings, devices, and systems (e.g., Exhibition/demonstration double glazing). Essay Assessment Recording Devices Rubric

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Teaching / Learning Grade 4

1. Teacher discusses end of unit assessment. 2. Teacher shows instruments. Students have a chance to look and play instruments, and discuss how each work. 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 and rubric. 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 and complete 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 at school, and construction at home. Another option is to have students bring in materials from home and construct the 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 need shoe boxes to complete the activity. The preliminary activity will include the designing of the family dwelling and the energy conservation that each room will have.

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

Adaptations For both classes students may be grouped in pairs to assist students with physical and learning disabilities. See notes in unit overview for additional modifications.

Resources 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

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Notes to Teacher Have many instruments available for grade 4 students during the sound section of the unit so they can experiment with them.

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

However, if time and resources are limited it is suggested that all the planning and diagrams be completed at school 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

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Resource List: Black Line Masters: Rubrics: Unit Expectation List and Expectation Summary:

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Rubric Blackline Master / File

Distance, Amplitude, Density ST 11 Appliance Energy Use ST 10 3 5.10.1.pdf Ener-mobile Grade 5 ST 4 Information for calculating watt usage. 3 Assessment Checklist ST 2 This rubric will assess the demostration of the vehicle 1.pdf created. This assessment BLM is used to assess the learning Family Dwelling Assessment Grade 5 ST 13 log throughout the unit; noteably Subtasks 2, 5, 6, 7, 8, 9, 10. The teacher is advised to print multiple copies of 3 this sheet. This rubric will be used to assess the family dwelling project. Classroom Energy Use ST 10 Graphing Frequencies ST 9 5.10.2.pdf Table for recording energy use. 3 E-Patrol Answers ST 8 Musical Instrument Assessment Rubric ST 13 5.8.pdf 3 E-Patrol Energy Savers ST 8 Opaque, Transparent, Translucent ST 2 5.8.1.pdf 3 This is a table for students to use to record data from Assesses grade four students on their recording of the website. relevant information, and their neatness and accuracy for subtask 2. Ener-mobile Instrucions ST 4 Performance Task ST 7 5.4.pdf 3 Student worksheet for building ener-mobile. Evaluates grade four student understanding of the uses Energy Activity sheets Grade 5 ST 3 of common light sources. 5.3.1.pdf Reflection/Refraction ST 4 Activity sheets for independent work. 3 Energy Conservation Review ST 13 Assesses the grade four students' understanding of the 5.13.2.pdf behavior and light, as well as recoring information with A test to assess the knowledge the students have neatness and accuracy. acquired in this unit. Stored Energy ST 3 Family Dwelling Assessment Checklist ST 13 3 5.13.3.pdf This rubric will assess the activities for the Grade 5. A student checklist for the culminating task. Family Dwelling Project ST 13 5.13.pdf These are the instructions for the culminating task. Frequency and Pitch ST 9 4.9.2.pdf Teacher information sheet. Glossary of Terms Grade 5 ST 1 1_GlossaryGr. 5.pdf Indentifies the terms for this unit. Grade Four Final Project Checklist ST 13 4.13.2.pdf A student checklist for the culminating task. Home Energy Use ST 10 5.10.3.pdf Activity for recording energy use at home. How Loud Is It? (Decibels) ST 11 4.11.2.pdf Teacher information listing the decibels or a variety of sounds.

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Insulating ST 9 5.9.1.pdf Experiment for subtask 8. Print List of Artificial and Natural Light Sources ST 1 4.1.pdf Energy ST 3 Resource list for subtask 1. John Woodruff Mid-Unit Assessment The Light In Our Lives ST 7 0-8172-4961-3 4.7.pdf An excellent resource for both grades 4 and 5. This is an independent activity to end the first section How Things Work ST 1 of the unit. Neil Ardley Music Star (Grade Four Final Project) ST 13 0-89577-694-4 4.13Music Star.pdf A Reader's Digest book that explains many household Opaque, Transparent, Translucent ST 2 and technological machines at the elementary student's 4.2.pdf level. An activity sheet for subtask 2. How Things Work ST 13 Reflection/Refraction ST 4 Neil Ardley 4.4.pdf ISBN 0-89577-694-4 Information sheets. A Reader's Digest collection of machines and how they work. Reflection/Refraction Mini-Experiments ST 4 Light ST 1 4.4.2.pdf Parker, Steve Activity sheets with experiments. for Grade 4. STC 7464 Renewable and Non-Renewable Resources ST 7 Includes many interesting light facts and experiments. 5.7.1.pdf Light and Sound ST 5 This is a source of information for the teacher. McGinley, Avalyn School Conservation Audit ST 6 MP 3149 5.5.1.pdf Excellent explanations of terms and experiments in Activity for the Grade 5 students to check school students' language. energy use. Light and Sound ST 11 Scientific Method ST 5 Parnatoe, Phil M. 4.5.pdf Creative Teaching Press CTP 2808 Outline of the steps for the scientific method for both Excellent resource for reproducibles and simple grades. experiments to clarify a concept or skill in this unit. Self Assessment Checklist Subtask 7 ST 7 Projects With Machines ST 1 7_Self Assess.pdf John Williams To be use with Grades 4 and 5 in Subtask 7. 0-8368-0769-3 Simple Machines Review ST 1 An excellent book with simple projects on energy. 5.1.pdf Rubber Band Banjos and a Java Jive Bass ST 13 Reviews information previously studied in the structures Sabbeth, Alex unit. National Book Service STC 8083 Teacher Information ST 2 Gives lots of examples of homemade instruments for 5.2.pdf the culminating activity. Teacher notes for Grade 5 subtask 2. Science Everywhere Grade Four Text ST 1 Teacher Notes/ answers ST 3 Asseelstine, Les and Peturson, Rod 5.3.7.pdf 7744705574 Teacher notes and answers for activity sheets. This text can be used as a supplementary text to the unit. Teacher Resource For Energy Use ST 10 Sound ST 8 5.10.4.pdf Parker, Steve Terms for Grade Four ST 1 National Book Service STC 7459 4.1.2.pdf Sound experiments and easy to follow explanation of List of terms. terms and concepts. The Loudness of Sound ST 11 Using Energy ST 6 4.11.pdf Sally and Adrian Morgan Information about density, distance and amplitude. ISBN 0-8160-2984-9 What Kind of Light Is It? ST 1 This book explains energy use at the elementary 4.1.3.pdf student's level. Activity sheet for Grade 4.

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Using Energy Wisely ST 3 Ontario Hydro A manual created by Ontario Hydro that focuses on teaching energy conservation. Website

E-Patrol: Energy Savers ST 8 http://www.sprint.com/epatrol/ep-energy.html Media This interactive site demonstrates the places in a family dwelling where a person can conserve energy. Electrical Currents/Light Optics ST 4 Kodak Lesson Plans ST 4 Disney Educational Products http://www.kodak.com/US/en/digital/edu/lessonPlan More fun examples of light in our world from Bill Nye. s/lessonPlans.shtml Science Everywhere 5 ST 2 More lesson plans concerning light with a different perspective. Harcourt Brace ISBN 0-7747-0558-2 Student text Science Everywhere Grade Five text ST 1 Material Harcourt Brace ISBN0-7747-0558-2 Markers and chart paper ST 11 Student text per class Sizzle, Freeze, Bubble, Glow: The Science and ST 3 Technology of Heat, Light, and Chemical Energy Terry Cash: Toronto Simon and Schuster, Toronto, 1991 Equipment / Manipulative More exciting light experiments! Transparent, Translucent, Opaque ST 2 Thermometer ST 6 Canadian Broadcasting Corperation 1 Toronto, Ont. CBC Non Broadcast Sales, 1997 per pair Includes interesting infomation and extra experiments to A thermometer that will readily record air temperature. solidify these concepts. Various Energy Using Appliances Used in ST 11 Using Energy Wisely ST 2 School Ontario Hydro 1 This is a manual prepared by Ontario Hydro to teach per class energy conservation. CD player, overhead projector, slide projector laminator, book binder, fax machine etc.

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Assessment Checklist For Learning Log / Note-Making / Activities

Student Name:______

Date:______

Criteria Yes Partially No

All activities are complete.

Evidence of comprehension is shown. Summary skills are evident in the written work. Only pertinent information is recorded. Writing is in the student’s own words. Information is recorded correctly 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 distance of 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 particles move 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 specific problem. sound energy - is a form of energy that is detected by the ear. It can only travel through 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 a conserved quantity. It cannot be created or destroyed. Energy can be converted to other 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 we continue to use these non-renewable resources we will be heading for a major energy crisis. The only way to prevent this is through energy conservation.

Glossary of Terms Page 2 BLM 4.1 List of Artificial and Natural Light

light bulb firefly flashlight glow stick headlight torch star fire sun candle traffic light glow worm lamp 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 4.1.3 What 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 your home. These can be outside or inside. Classify them into natural and artificial light. Type of Light Natural or Artificial 1.

4. Pretend that you only had natural light sources in your life. How would a regular day be different? Try to think about when you wake up in the morning, until when you go to sleep at night. BLM 4.2 Transparent, Translucent, and Opaque

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

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

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

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

Transparent Translucent Opaque BLM 4.4 Reflection 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, shiny surfaces reflect light well. Dark, rough surfaces do not reflect light well.

Refraction

Light always travels in a straight line. However, if light hits an object at an angle, the light can be bent or REFRACTED. If the light hits 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 goes through the water straight down. If sunlight hits water so that it is perpendicular to the water, it will continue its stra ight path as it travels through the water. So no matter how sunlight hits the ocean, it w ill travel straight up and down through it. Draw a diagram to show both examples in your learning log. BLM 4.4.2 Reflection/Refraction Mini-Experiments

Experi ment #1

One person in the group i s responsibl e for the flashlight. One person is responsible for the materials (plastic, mirror, wood, aluminum foil, wax paper). The other person is responsible for recording the information. The materials person holds up one material at a ti me. The flashlight person shines the light on the mater i al . A s a gr oup , y ou must deci de i f the l i ght i s b ei ng R EFLECTED or ABSORBED. The recorder writes the information in the chart below.

Material Reflected or Absorbed Why I Think So

Experi ment #2 One person in the group is responsible for the glass of water. One person is responsibl e for the pencil. The other person in the group is responsible for recording the information. The pencil person carefully holds the pencil into the water at a straight angl e. The recorder draws what they see. The pencil person then carefully holds the pencil in the water at a bent angl e. The recorder draws what they see.

Pencil at straight angle Pencil at bent angle BLM 4.5 The 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:

School:

5. BLM 4.7 Continued

Community:

5. Place Type of Light How We Use It

Home

Community BLM 4.9.2 Frequency and Pitch

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

FREQUENCY refers to the number of times something vibrates. Humans cannot hear certain frequencies, yet other animals can. Have you ever heard a dog whistle? No, of course not. It is in a frequency that humans cannot hear, but dogs can. A dog whistle’s vibrations are just 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’t hear. Try to graph the frequencies on a bar graph so you can see the differences. BLM 4.11

The LOUDNESS of Sound

Sounds of the same PITCH can be loud or soft. Many things can affect loudness. 1) DISTANCE - if you stand close to the source of a sound, it is louder than if you stood far away from the source of a sound. Draw a diagram to show how distance affects loudness.

2) AMPLITUDE - the distance that a vibrating object moves as it vibrates is the amplitude. Think of yourself on a swing. The distance you move forward and backward would be like amplitude. It takes more energy to produce a large amount of amplitude, which produces a LOUDER sound. Draw a diagram to show how amplitude affects loudness.

3) DENSITY - a sound will be louder in water than in air, because water is thicker, or denser, than air is. Draw a diagram to show how density affects loudness. BLM 4.11.2 How Loud Is It?

Some common decibels are:

1) a heartbeat - 10 decibels 2) a whisper - 30 decibels 3) regular talking - 60 decibels 4) barking dog - 60 decibels 5) loud person snoring - 87 decibels 6) chainsaw - 100 decibels 7) thunder - 110 decibels 8) rock concert - 125 decibels 9) very loud scream - 130 decibels 10) 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 your hearing over time. c) Sounds of 130 dB or louder can immediately damage your hearing for life. 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 4.13.2 Grade Four Final Project Checklist

Criteria Completion 1. My diagram is complete and labeled. 2. I have located all materials I need to make my instrument. 3. I can explain how my instrument makes its sounds. 4. I know how my instrument will be able to make two different pitches. 5. I know how my instrument will be able to make loud and soft sounds. 6. I can assemble my instrument independently . 7. My teacher has approved my plans. BLM 5.2 Teacher Information (Subtask #2)

Forms of Energy:

1. Heat energy 2. Light energy 3. Mechanical energy 4. Nuclear energy 5. Sound energy 6. Chemical energy 7. Electrical energy

Energy Sources:

1. Sun 2. Wind 3. Ocean waves 4. Running water 5. Tides 6. Coal - fossil fuel 7. O il - foss il fuel 8. Natural gas - fossil fuel

Fossil Fuels: These sources took millions of years to form. These resources are limited 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 mo lecule co llisions. The transfer is by bumping from one molecule to another. A simple example is a spoon sitting in a cup of hot chocolate. The spoon handle will eventually become warm as the heat conducts 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 co llide. The heat is created through change in density. The dens ity 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 in a pot. When the water at the bottom heats, it loses density and rises. The cold water is pushed to the side creating a convection current. As the water gets hotter the rising water creates a twirling pattern in the pot. c) radiation - This does not require matter. It is emitted from an object in the form of electromagnetic waves, which travel outwards at the speed of light. Radiation can only be seen at very high temperatures. A piece of charcoal glows red at 1000 C. 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 kinetic energy.

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

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

Electrical Energy - is the energy of electrons. Opposites attract, so electrons try to move away from something that has a negative charge and toward something that is positive. This causes electrons to flow. If you put something in the path of the electrons 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 the air around the object to vibrate. The human ear can feel these vibrations and hears them as sound.

Chemical Energy - is the energy stored between the bonds that hold molecules together. When matter is burned these bonds are broken apart. Anytime something is burned chemical energy is released. In a car, the gasoline molecules are burned with 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 and allowed to return to its original shape.

Law of Conservation of Energy - energy can change from one state to another but cannot be lost or destroyed. Heat energy is usually the final stage of energy transfer.

Solar Energy - this is the conversion of light energy from the sun to electrical energy. 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 to generate 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 atomic particles with very large atoms. The fast moving atoms split apart. When atoms are split they give off a great deal of energy. The heat is used to make steam that drives a turbine and produces electricity. BLM 5.3.1

ACTIVITY A (Hot Head)

Energy makes things happen. Investigate how one kind of energy changes 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 fingers of 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 p lace 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)

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

1. Assemble the fo llowing: * 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 !)

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

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?

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

BLM 5.3.4

ACTIVITY D (Soap Ships)

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

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.

5. Describe what happened.

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

10 cm

7. How do humans use this energy transfer in their daily lives. Draw a cartoon to demonstrate one use of this energy transfer. BLM 5.3.5

ACTIVITY E (Box of Sunshine)

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

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

10. Describe what happened.

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

12. How do humans use this energy transfer in their daily lives. Draw a cartoon to demonstrate one use of this energy transfer. BLM 5.3.7 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 elastic band repeatedly. Stretching only a small part of the band intensifies the effect and produces results faster.

Answers: 3. cool or cold 4. warm or hot 5. 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 band straightens the coils and they recoil as the band is released. Energy that is not required 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 of water. You may wish to use water instead of the vinegar. The vinegar is used to dissolve any oil that might be on the finger and would act as a lubricant. BLM 5.3.7 (Continued)

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 and pulls at the glass which taps the glass, like a hammer on a piano wire. The air inside the glass is struck by the vibrating glass so that it moves back and forth. The pitch 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 depletes the 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, their energy 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 in groups let them use tepid water and redo the experiment for the entire group using very warm water. Try other materials for the boat–plastic and foam food trays work well. BLM 5.3.7 (Continued)

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 how soap 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 tension breaks the boat is propelled forward. Very warm water would make the soap dissolve 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 could investigate other aspects of light energy by covering a third shoe box with black paper 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 higher temperature than the white covered shoe box but not as high as the shoe box with the plastic wrap. Black contains the full spectrum of light and absorbs more light than 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 the chart created in class, chose an energy transformation and adapt that to a unique creation. The energy transformation must enable the object, or a part of the object, to move. Try to use more than one energy transformation in your design.

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

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

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

2. From the chart in your learning log, choose an energy transformation that you 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 and add your work to your learning log.

6. Be prepared to demonstrate your ener-mobile to the class. BLM 4 Continued

Sketch Plan 1. 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 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 teacher has assigned to you.

2. Make sure that you record the temperatures carefully. Give the thermometer enough 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. Inc lude 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 short period 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 up because they require many years to replenish (more than a person’s lifetime) or cannot be replenished.

- oil - coal - natural gas

Pros Cons - produce heat - causes pollution - becoming more expensive as needs increase - will run out BLM 5.8 E-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 door 3. stove top put lids on pots - food cooks faster 4. fridge make choice before you open the door 5. utensils hand mix with a spoon or fork 6. cabinet choose family-size recyclable or refillable containers Bathroom 1. shower take shower instead of baths - uses three times less water 2. tub don’t make water too hot 3. faucet fix dripping taps and save 300-3500 litres/week 4. tooth turn off water when brushing and save 3000litres/year brushes 5. cabinet choose family-size recyclable or refillable containers Bedroom 1. window close curtains in the morning to keep summer heat out 2. bed pile on the covers and turn down the heat in winter 3. lights turn off lights when you leave the room 4. lamp use fluorescent light bulbs - use 40% less energy 5. books read about energy conservation Laundry 1. washer use cold water - 90% of energy used to heat water 2. basket dry one load after another so dryer stays hot 3. dryer dry only full loads - hang small items to dry 4. bottles choose family-size recyclable or refillable containers 5. dryer lint clean lint filter - uses more energy when clogged BLM 5.8.1 Energy Savers (subtask 8) Room Item Energy Saver 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 safety procedures to ensure that this is a safe experiment. Use the scientific method to record your information.

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

Materials: 2 identical small plastic containers 1 coffee tin 1 larger container (plastic juice pitcher) warm tap water 2 thermometers insulating materials (rags, foam sheets, cardboard, polystyrene)

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

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

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

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 something uses. Kilowatt equals 1000 Watts. Kilowatt usage is usually located on a label on an appliance. It can be stated as 2000 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 5.10.2 Classroom School Energy Use (subtask 10)

App liance Wattage kWh Hours Total kWh Cost overhead 2000 W projector CD player 500 W 0.5 kWh television 100 W 0.1 kWh microwave 1200 W BLM 5.10.3 Home Energy Use (subtask 10)

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

App liance Wattage kWh Hours Total Cost Rating Used kWh toaster hair dryer microwave clothes washer clothes dryer electric shaver television 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 5.13 Family Dwelling Project Culminating 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 shoe box. 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. Include:

- 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 class. BLM 5.13.2 Energy Conservation Review

1. Give 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 renewable or non-renewable.

Energy Source Renewable/Non-renewable a. b. c. d. e.

3. Name four ways to conserve energy at school. a) ______b) ______c) ______d) ______BLM 5.13.2 Continued

4. What three interesting things have you learned about the energy used at home and/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 learned in this unit on energy conservation.

1 2

3 4 BLM 5.13.3 Family 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 2 for use in Subtask 7 Student Self-Assessment

Focus Yes No Some- Comment times 1. Did I understand what the activity wanted me to do? 2. Did I follow directions carefully? 3. Did I follow safety procedures when necessary? 4. Did I record the necessary information? 5.Did I use different ways to 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 my work? Opaque, Transparent, Translucent Student Name: for use with Subtask 2 : Shadow Play and Energy Control Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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 a computer (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 and descriptions, 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 that

Category/Criteria Level 1 Level 2 Level 3 Level 4 Inquiry and design skills – shows understanding of – shows understanding of – shows understanding of – shows understanding of all few of the basic concepts some of the basic concepts most of the basic concepts of the basic concepts – demonstrates significant – demonstrates minor – demonstrates no significant – demonstrates no misconception misconceptions misconceptions misconceptions – gives explanations – gives partial explanations– – usually gives complete or – always gives complete showing limited applies some of the required nearly complete explanations– applies all (or understanding of the skills and strategies explanations– applies most almost all) of the required concepts– applies few of the – shows some awareness of of the required skills and skills and strategies required skills and strategies safety procedures strategies – consistently shows – shows little awareness of – uses tools, equipment, – usually shows awareness awareness of safety the safety procedures and materials correctly with of safety procedures procedures – uses tools, equipment, some assistance – uses tools, equipment, and – uses tools, equipment, and Understanding of basic – shows understanding of – shows understanding of – shows understanding of – shows understanding of all concepts few of the basic concepts some of the basic concepts most of the basic concepts of the basic concepts – demonstrates significant – demonstrates minor – demonstrates no significant – demonstrates no misconception misconceptions misconceptions misconceptions – gives explanations – gives partial explanations – usually gives complete or – always gives complete showing limited nearly complete explanations explanations understanding of the concepts

Communication of – communicates with little – communicates with some – generally communicates – consistently communicates required knowledge clarity and precision clarity and precision with clarity and precision with clarity and precision – rarely uses appropriate – sometimes uses – usually uses appropriate – consistently uses science and technology appropriate science and science and technology appropriate science and terminology and units of technology terminology and terminology and units of technology terminology and measurement units of measurement measurement units of measurement

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-1 Stored Energy Student Name: for use with Subtask 3 : Heat and Energy Storage Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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 into mechanical 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 in humans);

Category/Criteria Level 1 Level 2 Level 3 Level 4 Understanding of basic – shows understanding of – shows understanding of – shows understanding of – shows understanding of all concepts few of the basic concepts some of the basic concepts most of the basic concepts of the basic concepts – demonstrates significant – demonstrates minor – demonstrates no significant – demonstrates no misconception misconceptions misconceptions misconceptions – gives explanations – gives partial explanations – usually gives complete or – always gives complete showing limited nearly complete explanations explanations understanding of the concepts

Inquiry and design skills – applies few of the required – applies some of the – applies most of the – applies all (or almost all) of skills and strategies required skills and strategies required skills and strategies the required skills and – shows little awareness of – shows some awareness of – usually shows awareness strategies the safety procedures safety procedures of safety procedures – consistently shows – uses tools, equipment, – uses tools, equipment, – uses tools, equipment, and awareness of safety and materials correctly only and materials correctly with materials correctly with only procedures with assistance some assistance occasional assistance – uses tools, equipment, and materials correctly with little or no assistance

Relating of science and – shows little understanding – shows some – shows understanding of – shows understanding of technology to each of connections between understanding of connections between connections between other and to the world science and technology in connections between science and technology in science and technology in outside the school familiar contexts science and technology in familiar contexts both familiar and unfamiliar – shows little understanding familiar contexts – shows understanding of contexts of connections between – shows some connections between – shows understanding of science and technology and understanding of science and technology and connections between the world outside the school connections between the world outside the school science and technology and science and technology and the world outside the school, the world outside the school as well as their implications

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-2 Reflection/Refraction Student Name: for use with Subtask 4 : Ener-mobile and Reflection/Refraction Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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 as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds);

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-3 Ener-mobile Grade 5 Student Name: for use with Subtask 4 : Ener-mobile and Reflection/Refraction Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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 and descriptions, drawings, and charts. 5s67 – design devices that can transform one form of energy into another (e.g., an electric bell transforms electrical energy into sound energy).

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-4 Performance Task Student Name: for use with Subtask 7 : Mid-Unit Assessment Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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 the quality 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 a computer (e.g., create a “sound diary” to record the sounds encountered over a period of time);

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-5 Graphing Frequencies Student Name: for use with Subtask 9 : Pitch and Insulation Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 4s56 – group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified;

Category/Criteria Level 1 Level 2 Level 3 Level 4 Communication of – communicates with little – communicates with some – generally communicates – consistently communicates required knowledge clarity and precision clarity and precision with clarity and precision with clarity and precision – rarely uses appropriate – sometimes uses – usually uses appropriate – consistently uses science and technology appropriate science and science and technology appropriate science and terminology and units of technology terminology and terminology and units of technology terminology and measurement units of measurement measurement units of measurement

Communication of – with assistance – independently – independently – independently required knowledge – unclearly and imprecisely – with some clarity and some – clearly and precisely – clearly, precisely, and related to concepts, – rarely using appropriate precision – usually using appropriate confidently procedures, and mathematical terminology – sometimes using mathematical terminology – always using appropriate appropriate mathematical and symbols mathematical terminology problem solving terminology and symbols and symbols

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-6 Distance, Amplitude, Density Student Name: for use with Subtask 11 : Sound Characteristics and Audits Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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);

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-7 Musical Instrument Assessment Rubric Student Name: for use with Subtask 13 : Home and Entertainment Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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 and descriptions, drawings, and charts. 4s66 – design and make musical instruments, and explain the relationship between the sounds they make and their shapes;

Understanding of basic – shows understanding of – shows understanding of – shows understanding of – shows understanding of all concepts few of the basic concepts some of the basic concepts most of the basic concepts of the basic concepts – demonstrates significant – demonstrates minor – demonstrates no significant – demonstrates no misconception misconceptions misconceptions misconceptions – gives explanations – gives partial explanations – usually gives complete or – always gives complete showing limited nearly complete explanations explanations understanding of the concepts

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-8 Family Dwelling Assessment Grade 5 Student Name: for use with Subtask 13 : Home and Entertainment Date: from the Grade 4/5 Unit: Light, Sound and Energy Conservation

Expectationsfor this Subtask to Assess with this Rubric: 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.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:57 AM Page E-9 Expectation List Light, Sound and Energy Conservation Page 1 Energy and Control An Integrated Unit for Grade 4/5

Selected Assessed

Science and Technology---Energy and Control 4s45 • demonstrate an understanding of the characteristics and properties of light and sound; 2 2 4s46 • investigate different ways in which light and sound are produced and transmitted, and design and make devices that use these 1 1 forms of energy; 4s47 • identify technological innovations related to light and sound energy and how they are used and controlled at home and in the 1 1 community, and determine how the quality of life has been affected by these innovations. 4s48 – identify a variety of natural and artificial light sources (e.g., the sun, a candle, a light bulb); 1 4s50 – distinguish between objects that produce their own light and those that reflect light from another source (e.g., candles and the 1 sun emit their own light; the moon reflects light from the sun); 4s51 – identify, through observation, colour as a property of light (e.g., use prisms to show that white light can be separated into 1 colours); 4s54 – recognize, using their observations, that most objects give off both light and heat (e.g., the sun, a candle, a light bulb), and 1 identify some objects that give off light but produce little or no heat (e.g., light sticks, fireflies); 4s55 – recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a shallow 1 1 dish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the rice when the drum is tapped); 4s56 – group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified; 3 4s57 – compare the range of sounds that humans can hear with the range of sounds that other animals can hear (e.g., dogs and cats 1 can hear higher frequencies than humans); 4s58 – recognize that sounds are caused by vibrations; 2 1 4s59 – describe how the human ear is designed to detect vibrations. 1 4s60 – formulate questions about and identify needs and problems related to their own experiences with light and sound, and explore 1 1 possible answers and solutions (e.g., identify different sounds and their sources in their environment); 4s61 – plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair 1 test and identifying criteria for assessing solutions; 4s62 – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and 2 3 observations (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); 4s63 – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled 1 2 graphs produced by hand or with a computer (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 1 2 works, oral presentations, written notes and descriptions, 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 that rely 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; 1 4s67 – follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not 4 reflected into their eyes or the eyes of others; avoid producing excessively loud sounds). 4s68 – identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detector 1 1 alarms); 4s69 – describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some 1 leaf-blowing machines); 4s71 – 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 is 1 backing up; the noise of jackhammers as an occupational hazard); 4s72 – describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an optical microscope, a 1 hearing aid, a microphone or megaphone); 4s74 – describe the effect on the quality of life if light and sound could not be used as forms of energy; 1 Science and Technology---Energy and Control 5s54 • demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and 1 2 non-renewable energy sources; 5s55 • design and construct devices that use a form of energy to meet a specific need or want, and investigate how the energy is 1 transferred to a specified output; 5s56 • evaluate the reasons for conserving natural resources and identify possible ways of conserving energy. 3 5s57 – distinguish between a renewable and a non-renewable source of energy; 1 5s58 – investigate ways energy can be stored for later use (e.g., mechanical energy is stored in an elastic band or steel spring; 1 chemical energy is stored in a battery); 5s59 – describe how energy is stored and transferred in a given device or system (e.g., in an automobile, chemical energy stored in 1 1 the gasoline is transformed into mechanical energy upon combustion, enabling the vehicle to move and releasing thermal energy as heat);

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:09:02 AM Page F-1 Expectation List Light, Sound and Energy Conservation Page 2 Energy and Control An Integrated Unit for Grade 4/5

Selected Assessed 5s60 – recognize that energy cannot be created or destroyed but can only be changed from one form into another (e.g., chemical 1 energy in a battery becomes electrical energy); 5s62 – formulate questions about and identify needs and problems related to protection of the natural environment, and explore 1 1 possible answers and solutions (e.g., investigate how local recycling efforts help conserve energy and natural resources); 5s63 – plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair 2 test and identifying criteria for assessing solutions; 5s64 – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and 1 1 observations (e.g., use terms such as heat, light, sound, electrical, mechanical, magnetic, chemical when describing forms of energy); 5s65 – compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled 3 graphs produced by hand or with a computer (e.g., list the names of some devices used in the home that change energy from one form into another, and record in a table the types of energy transformations for each device); 5s66 – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media 3 works, oral presentations, written notes and descriptions, drawings, and charts (e.g., use a word processor and graphics program to create a booklet about the design, construction, and effectiveness of a product 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 1 sound energy). 5s68 – list various sources of energy and identify them as renewable (e.g., sun, wind, tides, wood) or non-renewable (e.g., coal, 1 natural gas, oil); 5s69 – describe the advantages and disadvantages of using renewable energy sources as opposed to non-renewable sources; 1 5s70 – identify the forms of energy (e.g., mechanical, electrical) used in the home, school, and community and identify the energy 2 source for each (e.g., wood, coal, moving water); 5s71 – describe how we use different natural resources as sources of energy and evaluate the effect of their use on natural and 1 human-made environments (e.g., in using fossil fuels such as natural gas for heating our homes we deplete natural resources but improve our quality of life); 5s72 – explain ways in which technological innovations affect our use of natural resources and increase or decrease our ability to 1 conserve energy (e.g., home insulation allows us to conserve heat and reduce consumption of energy from non-renewable sources); 5s73 – identify factors that determine how effectively and economically a device can transform one form of energy into another (e.g., 1 discuss the advantages and disadvantages of using solar panels for heating); 5s74 – explain how humans rely on energy transfers from a variety of products and systems to survive (e.g., chemical energy from 1 food becomes muscular energy in humans); 5s75 – identify ways humans use energy, evaluate the economic and environmental costs of each, and describe ways to avoid 1 wasting energy (e.g., lowering the thermostat during the night); 5s76 – identify design features that improve the energy efficiency of buildings, devices, and systems (e.g., double glazing). 1 1 Science and Technology---Structures and Mechanisms 5s77 • demonstrate an understanding of the effect of forces acting on different structures and mechanisms; 1 5s79 • evaluate the design of systems that include structures and mechanisms, and identify modifications to improve their 1 effectiveness.

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:09:02 AM Page F-2 Expectation Summary Light, Sound and Energy Conservation Selected Assessed Energy and Control An Integrated Unit for Grade 4/5 English Language 4e1 4e2 4e3 4e4 4e5 4e6 4e7 4e8 4e9 4e10 4e11 4e12 4e13 4e14 4e15 4e16 4e17 4e18 4e19 4e20 4e21 4e22 4e23 4e24 4e25 4e26 4e27 4e28 4e29 4e30 4e31 4e32 4e33 4e34 4e35 4e36 4e37 4e38 4e39 4e40 4e41 4e42 4e43 4e44 4e45 4e46 4e47 4e48 4e49 4e50 4e51 4e52 4e53 4e54 4e55 4e56 4e57 4e58 4e59 4e60 4e61 4e62 4e63 4e64 4e65 4e66 4e67 4e68 4e69 4e70 French as a Second Language 4f1 4f2 4f3 4f4 4f5 4f6 4f7 4f8 4f9 4f10 4f11 4f12 4f13 4f14 4f15 4f16 4f17 4f18 4f19 4f20 Mathematics 4m1 4m2 4m3 4m4 4m5 4m6 4m7 4m8 4m9 4m10 4m11 4m12 4m13 4m14 4m15 4m16 4m17 4m18 4m19 4m20 4m21 4m22 4m23 4m24 4m25 4m26 4m27 4m28 4m29 4m30 4m31 4m32 4m33 4m34 4m35 4m36 4m37 4m38 4m39 4m40 4m41 4m42 4m43 4m44 4m45 4m46 4m47 4m48 4m49 4m50 4m51 4m52 4m53 4m54 4m55 4m56 4m57 4m58 4m59 4m60 4m61 4m62 4m63 4m64 4m65 4m66 4m67 4m68 4m69 4m70 4m71 4m72 4m73 4m74 4m75 4m76 4m77 4m78 4m79 4m80 4m81 4m82 4m83 4m84 4m85 4m86 4m87 4m88 4m89 4m90 4m91 4m92 4m93 4m94 4m95 4m96 4m97 4m98 4m99 4m100 4m101 4m102 4m103 4m104 4m105 4m106 4m107 4m108 4m109 4m110 4m111 4m112 4m113 4m114 4m115 4m116 4m117 4m118 4m119 Science and Technology 4s1 4s2 4s3 4s4 4s5 4s6 4s7 4s8 4s9 4s10 4s11 4s12 4s13 4s14 4s15 4s16 4s17 4s18 4s19 4s20 4s21 4s22 4s23 4s24 4s25 4s26 4s27 4s28 4s29 4s30 4s31 4s32 4s33 4s34 4s35 4s36 4s37 4s38 4s39 4s40 4s41 4s42 4s43 4s44 4s45 2 2 4s46 1 1 4s47 1 1 4s48 1 4s49 4s50 1 4s51 1 4s52 4s53 4s54 1 4s55 1 1 4s56 3 4s57 1 4s58 2 1 4s59 1 4s60 1 1 4s61 1 4s62 2 3 4s63 1 2 4s64 1 2 4s65 4s66 1 4s67 4 4s68 1 1 4s69 1 4s70 4s71 1 4s72 1 4s73 4s74 1 4s75 4s76 4s77 4s78 4s79 4s80 4s81 4s82 4s83 4s84 4s85 4s86 4s87 4s88 4s89 4s90 4s91 4s92 4s93 4s94 4s95 4s96 4s97 4s98 4s99 4s100 4s101 4s102 4s103 4s104 4s105 4s106 4s107 4s108 4s109 4s110 4s111 4s112 4s113 4s114 4s115 4s116 4s117 4s118 4s119 4s120 4s121 4s122 4s123 Social Studies 4z1 4z2 4z3 4z4 4z5 4z6 4z7 4z8 4z9 4z10 4z11 4z12 4z13 4z14 4z15 4z16 4z17 4z18 4z19 4z20 4z21 4z22 4z23 4z24 4z25 4z26 4z27 4z28 4z29 4z30 4z31 4z32 4z33 4z34 4z35 4z36 4z37 4z38 4z39 4z40 4z41 4z42 4z43 4z44 4z45 4z46 4z47 4z48 4z49 4z50 4z51 4z52 4z53 4z54 4z55 4z56 4z57 4z58 4z59 4z60 4z61 4z62 Health & Physical Education 4p1 4p2 4p3 4p4 4p5 4p6 4p7 4p8 4p9 4p10 4p11 4p12 4p13 4p14 4p15 4p16 4p17 4p18 4p19 4p20 4p21 4p22 4p23 4p24 4p25 4p26 4p27 4p28 4p29 4p30 4p31 4p32 4p33 4p34 4p35 4p36 The Arts 4a1 4a2 4a3 4a4 4a5 4a6 4a7 4a8 4a9 4a10 4a11 4a12 4a13 4a14 4a15 4a16 4a17 4a18 4a19 4a20 4a21 4a22 4a23 4a24 4a25 4a26 4a27 4a28 4a29 4a30 4a31 4a32 4a33 4a34 4a35 4a36 4a37 4a38 4a39 4a40 4a41 4a42 4a43 4a44 4a45 4a46 4a47 4a48 4a49 4a50 4a51 4a52 4a53 4a54 4a55 4a56 4a57 4a58 4a59 4a60 4a61 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 Light, Sound and Energy Conservation Selected Assessed Energy and Control An Integrated Unit for Grade 4/5 English Language 5e1 5e2 5e3 5e4 5e5 5e6 5e7 5e8 5e9 5e10 5e11 5e12 5e13 5e14 5e15 5e16 5e17 5e18 5e19 5e20 5e21 5e22 5e23 5e24 5e25 5e26 5e27 5e28 5e29 5e30 5e31 5e32 5e33 5e34 5e35 5e36 5e37 5e38 5e39 5e40 5e41 5e42 5e43 5e44 5e45 5e46 5e47 5e48 5e49 5e50 5e51 5e52 5e53 5e54 5e55 5e56 5e57 5e58 5e59 5e60 5e61 5e62 5e63 5e64 5e65 5e66 French as a Second Language 5f1 5f2 5f3 5f4 5f5 5f6 5f7 5f8 5f9 5f10 5f11 5f12 5f13 5f14 5f15 5f16 5f17 5f18 Mathematics 5m1 5m2 5m3 5m4 5m5 5m6 5m7 5m8 5m9 5m10 5m11 5m12 5m13 5m14 5m15 5m16 5m17 5m18 5m19 5m20 5m21 5m22 5m23 5m24 5m25 5m26 5m27 5m28 5m29 5m30 5m31 5m32 5m33 5m34 5m35 5m36 5m37 5m38 5m39 5m40 5m41 5m42 5m43 5m44 5m45 5m46 5m47 5m48 5m49 5m50 5m51 5m52 5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m60 5m61 5m62 5m63 5m64 5m65 5m66 5m67 5m68 5m69 5m70 5m71 5m72 5m73 5m74 5m75 5m76 5m77 5m78 5m79 5m80 5m81 5m82 5m83 5m84 5m85 5m86 5m87 5m88 5m89 5m90 5m91 5m92 5m93 5m94 5m95 5m96 5m97 5m98 5m99 5m100 5m101 5m102 5m103 5m104 5m105 5m106 5m107 5m108 5m109 5m110 5m111 5m112 5m113 5m114 5m115 5m116 5m117 5m118 5m119 5m120 5m121 5m122 5m123 5m124 Science and Technology 5s1 5s2 5s3 5s4 5s5 5s6 5s7 5s8 5s9 5s10 5s11 5s12 5s13 5s14 5s15 5s16 5s17 5s18 5s19 5s20 5s21 5s22 5s23 5s24 5s25 5s26 5s27 5s28 5s29 5s30 5s31 5s32 5s33 5s34 5s35 5s36 5s37 5s38 5s39 5s40 5s41 5s42 5s43 5s44 5s45 5s46 5s47 5s48 5s49 5s50 5s51 5s52 5s53 5s54 1 2 5s55 1 5s56 3 5s57 1 5s58 1 5s59 1 1 5s60 1 5s61 5s62 1 1 5s63 2 5s64 1 1 5s65 3 5s66 3 5s67 1 5s68 1 5s69 1 5s70 2 5s71 1 5s72 1 5s73 1 5s74 1 5s75 1 5s76 1 1 5s77 1 5s78 5s79 1 5s80 5s81 5s82 5s83 5s84 5s85 5s86 5s87 5s88 5s89 5s90 5s91 5s92 5s93 5s94 5s95 5s96 5s97 5s98 5s99 5s100 5s101 5s102 5s103 5s104 5s105 5s106 5s107 5s108 5s109 5s110 5s111 5s112 5s113 5s114 5s115 5s116 5s117 5s118 5s119 5s120 5s121 5s122 5s123 5s124 5s125 5s126 5s127 5s128 Social Studies 5z1 5z2 5z3 5z4 5z5 5z6 5z7 5z8 5z9 5z10 5z11 5z12 5z13 5z14 5z15 5z16 5z17 5z18 5z19 5z20 5z21 5z22 5z23 5z24 5z25 5z26 5z27 5z28 5z29 5z30 5z31 5z32 5z33 5z34 5z35 5z36 5z37 5z38 5z39 5z40 5z41 5z42 5z43 5z44 5z45 5z46 5z47 5z48 Health & Physical Education 5p1 5p2 5p3 5p4 5p5 5p6 5p7 5p8 5p9 5p10 5p11 5p12 5p13 5p14 5p15 5p16 5p17 5p18 5p19 5p20 5p21 5p22 5p23 5p24 5p25 5p26 5p27 5p28 5p29 5p30 5p31 5p32 5p33 5p34 5p35 5p36 5p37 5p38 5p39 5p40 The Arts 5a1 5a2 5a3 5a4 5a5 5a6 5a7 5a8 5a9 5a10 5a11 5a12 5a13 5a14 5a15 5a16 5a17 5a18 5a19 5a20 5a21 5a22 5a23 5a24 5a25 5a26 5a27 5a28 5a29 5a30 5a31 5a32 5a33 5a34 5a35 5a36 5a37 5a38 5a39 5a40 5a41 5a42 5a43 5a44 5a45 5a46 5a47 5a48 5a49 5a50 5a51 5a52 5a53 5a54 5a55 5a56 5a57 5a58 5a59 5a60 5a61 5a62 5a63 5a64 5a65 5a66 5a67 5a68 5a69

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Analysis Of Unit Components Resource Types

13 Subtasks 85 Expectations 9 Rubrics 65 Resources 33 Blackline Masters 106 Strategies & Groupings 0 Licensed Software 12 Print Resources -- Unique Expectations -- 6 Media Resources 48 Science And Tech Expectations 2 Websites 1 Material Resources 2 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Groupings Assessment Recording Devices

9 Students Working As A Whole Class 1 Anecdotal Record 3 Students Working In Pairs 11 Checklist 6 Students Working In Small Groups 7 Rubric 11 Students Working Individually

Assessment Strategies Teaching / Learning Strategies 1 Conference 1 Advance Organizer 1 Essay 3 Brainstorming 3 Exhibition/demonstration 1 Classifying 8 Learning Log 2 Collaborative/cooperative Learning 2 Observation 1 Community Involvement 3 Performance Task 1 Computer Assisted Learning 1 Response Journal 8 Direct Teaching 2 Self Assessment 3 Experimenting 2 Graphing 1 Guest Speaker 3 Guided Writing 1 Homework 1 Ideal Problem Solving Strategy 1 Independent Study 1 Learning Log/ Journal 1 Model Making 1 Peer Practice 1 Process Notes (a Problem Solving Strategy) 1 Prompts 2 Sketching To Learn 1 Working With Manipulatives

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