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Unit Plan: Electricity and Magnetism

Grade 5: Science
Miss. Kujundzic
Lakeview School

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Table of Contents
Overview
Rational
Description of Differentiated Instruction
Social Context Issues
GLO/SLOs
Calendar
Alignment and Timeline
Activities
1. Its An Electric World
2. Safety Rules
3. What is an Atom?
4. Hot Stuff
5. In a Flash
6. Will it Light
7. Drawing Bulbs
8. Draw It with Symbols
9. More Wires
10. Symbolic Circuit
11. Opened and Closed Circuit
12. Short Circuit
13. Making a Switch
14. Double Switch
15. Magnetic Experience
16. Electromagnets
17. Insulators and Conductors
18. Magnetic Field
19. Pencil Resistor
20. Measuring Electrical Usage
21. How Efficient are You?
Assessment
Resources
Materials

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Overview
This unit is designed to be approximately 17 classes long. I will be using the Edmonton
Public Schools Classroom chemistry booklet to guide my planning and activities. This
unit is designed to allow students to opportunity to both express and refine their
science inquiry abilities while exploring the world of Electricity. Each topic within the
elementary science curriculum provides opportunities for developing questions,
problems, and issues that become starting points for inquiry and problem solving. By
engaging in the search for answers, solutions, and in formulating decisions, students
have a purpose for learning and an opportunity to develop concepts and skills within a
meaningful context. Students learn about the properties and interactions of Electricity in
a safe and informative way. They test a variety of materials to see how electricity is
affected when used in or with circuits, conductors, insulators, resistors, and when used
to create magnets. Through many hands on experiments as well as individual project
SAM, an open book quiz and unit quiz students will show and apply their new
knowledge.

Unit Plan Rational


The Electricity and Magnetism Unit is an important part of science education.
Students will learn how to work through an exploratory activities and investigative
activities. These activities promote and facilitate science inquiry. Students are able to ask
questions, proposing ideas, observing, experimenting, and interpreting the evidence that
is gathered. Students will work independently and cooperatively. Students will focus on
meeting general learner expectations 5-1, 5-2,5-4 and 5-5. This unit allows students the
opportunity to learn and interact with Electricity in a controlled safe manner. They learn
about atoms, electrical circuits, the electrical pathway, and electromagnets. These
opportunities will help students to meet the 5-5 GLO.
These are all important skills that lead to progress and success for students as
they navigate through the different levels of the science program of study. This unit will
focus on the science inquiry aspect of the general learning outcomes.

Description of Differentiated Instruction


There are a few students in my class who have mild attention deficit/ hyperactivity
disorder (ADHD). This is a neurobiological condition that can cause inattention,
hyperactivity and/or impulsivity, and other learning difficulties. I think that science class is
a good environment for students with ADHD. I will make sure that activities are constantly
changing and it is not always lectured based. Students will be involved in many different
experiments and activities. These will keep the students moving and changing activities.
This will keep the students attention longer. I will always make sure to give clear, brief
directions and encourage my students to delay their responses so that they can process
their ideas more deeply. During instruction I will underline, or highlight material and make
sure that every student has a pencil so they can mark down ideas as well.

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There are some students that I will have to modify the curriculum and activities for.
I need to make sure that as I modify materials students feel included and that they are
learning.
I will always have an agenda up for the day on the board or smart board so that
students have a visual representation of what we will learn today.

Social Context Issues


The school that I will be teaching at is Lakeview Elementary in Lethbridge.
Lethbridge is known for being a diverse population. It is a city that has a variety of ethnic
backgrounds and cultures. I will need to keep in mind that some of my students will come
from different backgrounds and cultures. I will need to makes sure that diversity is
celebrated within my classroom.
We will be using the Internet during this unit. So it is important that I review and
teach Internet etiquette and digital citizenship. As the teacher it will be my responsibility
to watch what my students are posting and remove any inappropriate postings or content.
This unit is focused on an inquiry based approach to teaching and learning that aims to
increase intellectual engagement and foster deep understanding in students through
hands-on, minds-on, approach towards the curriculum. This learning through inquiry is
great when teaching science because it really helps to enforce the concepts they are
learning.

General Learning Outcomes


51 Design and carry out an investigation, using procedures that provide a fair test of the
question being investigated.
52 Recognize the importance of accuracy in observation and measurement; and, with
guidance, apply suitable methods to record, compile, interpret and evaluate observations
and measurements.
54 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways.
55 Demonstrate safe methods for the study of magnetism and electricity, identify
methods for measurement and control, and apply techniques for evaluating magnetic and
electrical properties of materials

Specific Learner Expectations

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Students will
Focus
ask questions that lead to exploration and investigation

Explore
and
Investigate

Reflect and
Interpret

identify one or more possible answers to questions by


stating a prediction or a hypothesis
identify one or more ways of finding answers to given
questions
plan, with guidance, and carry out procedures that
comprise a fair test
identify variables that need to be held constant to
ensure a fair test
select appropriate materials and identify how they will
be used
work individually or cooperatively in planning and
carrying out procedures
identify sources of information and ideas and access
information and ideas from those sources. Sources may
include library, classroom, community and computerbased resources
communicate with group members to share and
evaluate ideas, and assess progress
record observations and measurements accurately,
using a chart format where appropriate.
Computer resources may be used for record
keeping and for display and interpretation of data.
state an inference, based on results. The inference will
identify a cause and effect relationship that is
supported by observations.
evaluate how well the procedures worked and identify
possible improvements
identify possible applications of what was learned
identify new questions that arise from what was learned.

Students
will show
growth in
acquiring
and
applying
the

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curiosity
confidence in personal ability to learn and develop
problem-solving skills
inventiveness and open-mindedness
perseverance in the search for understandings and for
solutions to problems

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following
traits:

Students
will: (SLE)

flexibility in considering new ideas


critical-mindedness in examining evidence and
determining what the evidence means
a willingness to use evidence as the basis for their
conclusions and actions
a willingness to work with others in shared activities and
in sharing of experiences
appreciation of the benefits gained from shared effort
and cooperation
a sense of personal and shared responsibility for
actions taken
respect for living things and environments, and
commitment for their care.
Students will:
1.

Recognize and appreciate the potential dangers


involved in using sources of electrical currents:

2.

3.

4.

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understand that household electrical currents are


potentially dangerous and not a suitable source for
experimentation
understand that small batteries are a relatively safe
source of electricity, for experimentation and study,
but that care should be taken to avoid short circuits
understand that short circuits may cause wires to heat
up, as well as waste the limited amount of energy in
batteries.

Describe and demonstrate example activities that


show that electricity and magnetism are related:

demonstrate that electricity can be used to create


magnetism

demonstrate that a moving magnet can be used to


generate electricity.

Demonstrate and interpret evidence of magnetic fields


around magnets and around current-carrying wires, by use
of iron filings or by use of one or more compasses.
Demonstrate that a continuous loop of conducting

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5.

6.
7.

8.
9.

material is needed for an uninterrupted flow of


current in a circuit.
Distinguish electrical conductors - materials that allow
electricity to flow through them - from insulators materials that do not allow electricity to flow through
them.
Recognize and demonstrate that some materials,
including resistors, are partial conductors of electricity.
Predict the effect of placing an electrical resistance in a
simple circuit; e.g. in a circuit with a light bulb or
electric motor.
Recognize that the amount of electricity we use in
our homes is measured in kilowatt hours.
Interpret and explain:

10.

the reading on a household electrical meter

efficiency labels on electrical appliances.


Draw and interpret, with guidance, circuit diagrams
that include symbols for switches, power sources,
resistors, lights and motors.

Month Unit Plan: Classroom Electricity


and Magnetism
Monday

Tuesday

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Wednesday

Thursday

Frida
y

Saturda
y

Sunda
y

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5
Its An
Electric
World

6
Safety Rules

10

11

14

15
Draw It with
Symbols

16

17

18

21

22

23

24

25

30

31

Safety Rules

12

13

What is an
Atom?

Will it Light
Batteries
Hot Stuff

Electrical
Path
In a
Flash

19
Bill Nye

20
Opened and
Closed
Circuit

26
Electromagnets

Short
Circuit

27

28

Pencil
Insulators Resistor
and
Conductors

2
3
Measuring How Efficient
Electrical
are You?
Usage

Making
a
Switch
29
Open
Book
Quiz

Outcome, Alignment, and Resources


Outcomes
SLE 1

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Activities
Activities
Its an Electric world

Formative assessment

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Safety Rules
In a Flash
SLE 4

Activity
Will it light?
Foldable
Hot Stuff

SLE 4
SLE 10

SLE 2

SLE 5
SLE 1
SLE 6
SLE 7
SLE 6
SLE 7
SLE10
SLE 8
SLE 9
SLE 6
SLE 1
SLE 5
SLE 10
SLE 4

Science Program of Studies, l996

Formative assessment
Summative (foldable)

Activities
More Wires
Open and Closed Circuits
Making a Switch

Formative assessment

Activities
Electromagnets

Formative assessment

Activity
Conductors and insulators

Formative assessment

Activity
Resistance Wires

Formative assessment

Activities
Pencil Resistor

Formative assessment

Measuring Electrical Usage


Open Book Quiz

Formative and Summative


SAM
Summative
Assessment

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All outcomes:

Unit test

Summative assessment

Assessment
Formative assessment: 20%
Not all assignments will be marked but to ensure students are completing
quality work and understanding the curriculum, some will be taken in.
Summative Assessment:
SAM Activities, Foldables, Electrical Circuit Art, and Unit Test will be counted
for marks. There will be periods of class set aside for test preparation and a
study guide will be provided. Certain activities done in the SAM booklet will
be taken in for marks as well.
Test 30%
Assignments 30%
Quizzes -10%
Project-10&
Resources
- Edmonton Public Schools
- Online resources ( pinterest, youtube, discovery education, teacher
pay teacher)

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