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Light, Sound and Energy Conservation Energy and Control 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.
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