STAO



SurvivorOverview: The students will be provided with the scenario that they are going on a trip. However, their group has been stranded somewhere in Canada where there is no available electricity, but there is an energy source from which electricity could be generated. They need to build a shelter and since they do not know when rescue will come, the students need to conserve their use of electricity, with one battery operating at least two devices. In order for the students to direct this inquiry on their own, the teacher needs to lay the groundwork on topics like designing electrical circuits, and alternative ways of producing energy. This inquiry will create an awareness for society’s reliance on electricity and electrical devices.Grade Level: 6Strand and Topic: Understanding Matter and Energy: Electricity and Electrical DevicesInquiry Focus: What would happen to society when there is no longer a source of electricity anywhere in the world? chemical energy / nuclear energy / heat energy / mechanical energy / circuit (series/parallel) / current / battery / transformNote that the time required depends on students’ background knowledge, skills set, and level of interest. The teacher should accommodate if additional time is required for completion of student work.Big Ideas: Electrical energy can be transformed into other forms of energy.Electrical energy plays a significant role in society, and its production has an impact on the environment.Society must find ways to minimize the impact of energy production on the environment.Overall Expectations: Science and TechnologyEvaluate the impact of the use of electricity on both the way we live and the environmentInvestigate the characteristics of static and current electricity, and construct simple circuitsDemonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energyLanguage: Oral Communicationlisten in order to understand and respond appropriately in a variety of situations for a variety of purposesuse speaking skills and strategies appropriately to communicate with different audiences for a variety of purposesLanguage: Readingread and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaningLanguage: Writinggenerate, gather, and organize ideas and information to write for an intended purpose and audienceLanguage: Media Literacydemonstrate an understanding of a variety of media textsThe Arts: DramaB1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectivesThe Arts: Visual ArtsD1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologiesD2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiencesD3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contextsSpecific Expectations: Science and Technology: Electricity and Electrical Devices (Matter and Energy)1.1 assess the short- and long-term environmental effects of the different ways in which electricity is generated in Canada (e.g., hydro, thermal, nuclear, wind, solar), including the effect of each method on natural resources and living things in the environment1.2 assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way or reduce the impact of electricity generation on the environment2.1 follow established safety procedures for working with electricity2.2 design and build series and parallel circuits, draw labelled diagrams identifying the components used in each, and describe the role of each component in the circuit2.4 design, build, and test a device that produces electricity2.5 use technological problem-solving skills (see page 16) to design, build, and test a device that transforms electrical energy into another form of energy in order to perform a function2.6 use appropriate science and technology vocabulary, including current, battery, circuit, transform, static, electrostatic, and energy, in oral and written communication3.4 describe how various forms of energy can be transformed into electrical energy3.5 identify ways in which electrical energy is transformed into other forms of energy3.6 explain the functions of the components of a simple electrical circuit3.7 describe series circuits (components connected in a daisy chain) and parallel circuits (components connected side by side like the rungs of a ladder), and identify where each is used3.8 describe ways in which the use of electricity by society, including the amount of electrical energy used, has changed over timeLanguage: Oral Communication1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning2.7 use a variety of appropriate visual aids (e.g., video images, maps, posters, charts, costumes) to support or enhance oral presentationsLanguage: Reading1.1 read a wide variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, legends, fantasies, novels, plays), graphic texts (e.g., graphic novels, advertisements, atlases, graphic organizers, charts and tables), and informational texts1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposesLanguage: Writing1.2 generate ideas about a potential topic and identify those most appropriate for the purpose1.4 sort and classify information for their writing in a variety of ways that allow them to view information from different perspectives and make connections between ideasLanguage: Media Literacy1.1 explain how a variety of media texts address their intended purpose and audience1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media textsThe Arts: DramaB1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and placesB1.2 demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic contextB1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewerThe Arts: Visual ArtsD1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of viewD2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey D2.4 identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of artD3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and placesKey Concepts: Electrical energy can be transformed into other forms of energy. It plays a significant role in society.A simple electrical circuit is composed of a battery, wires, and a load. One load not working in a series circuit prevents the whole circuit from working. One load not working in a parallel circuit prevents that load’s circuit from working, but still allows other circuits parallel to it to work.Prior Skill Sets: Students should have some research skills used from previous units, and especially from Grade 5: Understanding Earth and Space Systems: Conservation of Energy and Resources. Similarly, the students should be familiar with the safety procedures for handling tools and materials, as well as have some knowledge of designing, building, and testing devices from the Earth and Space unit in Grade 5. Students should know to be mindful of their workspace so that it is organized and uncluttered.Prior Knowledge: Grade 1: Understanding Matter and Energy (Energy in Our Lives)1.1 describe their own and their family’s uses of energy (e.g., to operate lights, video games, cars, computers); identify ways in which these uses are efficient or wasteful, taking different points of view into consideration (e.g., the point of view of a parent, a sibling, a member of their extended family); suggest ways to reduce personal energy consumption; and explain why it is important for people to make these choices1.2 describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer availableGrade 5: Understanding Earth and Space Systems (Conservation of Energy and Resources)1.1 analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts1.2 evaluate the effects of various technologies on energy consumption (e.g., improving our home’s insulation allows us to conserve heat and reduce energy consumption; aerodynamic design can improve the energy efficiency of cars and buses; household appliances designed to make our lives easier use large amounts of energy; some cars and recreational vehicles use energy less efficiently than others), and propose ways in which individuals can improve energy conservation3.1 identify a variety of forms of energy (e.g., electrical, chemical, mechanical, heat, light, kinetic) and give examples from everyday life of how that energy is used3.2 identify renewable and non-renewable sources of energy3.3 describe how energy is stored and transformed in a given device or system3.4 recognize that energy cannot be created or destroyed but can only be changed from one form to anotherMaterials and Equipment: YouTube video (or book, Bread)computer, projector/SMART board, internet accessprinter and coloured paper for newslettersmini whiteboard, and markers/voice-recorder Wall clocksalligator clipscopper wiresnailslemons, potatoes (other produce)minus cardslight bulb picturebattery picture (positive, negative labelled)Shoe boxes (ask students to bring their own)toothpickspopsicle sticksalligator clipsbatteriesconstruction papermarkerslight bulbbuzzerSafety: A hands-on approach is important in the teaching and learning of science. Therefore, possible risks may not be entirely eliminated, but procedures and techniques may be modified to create a safe learning environment. Make sure to instruct students on the proper use of tools and materials. The teacher must ensure that students understand potential dangers (tell them each safety consideration and ask them why it is important to observe them).Safety Considerations: Make sure that there is appropriate supervision when working Instruct students not to use tools or materials for their unintended purpose, and not to use them without teacher approvalWhen working near electrical devices, make sure that hands are dryMake sure that there is no equipment with frayed endsMake sure that dry cells do not create short circuits (it can turn hot fast, and may even cause burns or a fire)Refer to STAO Elementary Safety Resource () for Safety Considerations in Using Electrical Energy (pg. 91-93), as well as Designing, Building, and Constructing (pg. 72-80).Instructional Planning and Delivery: The implementation of this resource involves the creation of a learning community, motivated to learn because they are involved in their learning through hands-on, inquiry activities. Since feedback from the student to the teacher is important for the teacher to understand the student’s level of understanding and comfort, ongoing assessment is vital. If it is not feasible each day, at least have students write a 3-sentence summary after each activity as an exit card.The inquiry process is: Engage -> Explore -> Explain -> Extend -> EvaluateTypeStructured or DirectedGuidedCoupledOpen or FullParticipantTeacher Initiated and PerformedTeacher Initiated, Students PerformedTeacher InitiatedStudent Initiated-24129963500Teacher Directed Student DirectedTeacher Directed Student DirectedPath to Inquiry Engage (I SEE): Activate students’ prior knowledge and interest in the subjectThe students’ background knowledge and prior experience from the Grade 5 Earth and Space Systems unit will play a large role in their comfort level with the topic. The activity in Engage is used as a springboard into the inquiry. To stimulate the thinking of students (I WONDER), there is stage for Questioning: Brainstorming on the topic during the Explore (I DO) activities. Be aware that the students will have questions during discussions, as well as questions that will come up when students are doing an activity. Having question stems, or a guide for turning Closed questions to Open questions (and vice versa) should help the students with critical thinking. ()NOTE: If links do not work, copy and paste the link in a new tab/window.Activity 1: IntroductionTools: YouTube video (or the book, Bread), computer, projector/SMARTboard, internet access, printer and coloured paper for newsletters, mini whiteboard and markers/voice-recorder Have the students watch the following short videos, which are a brief look into the way bread was made from thousands of years ago to today (or they could read a copy of the book, Bread).Part 1: (1:25); Part 2: (1:43)How has electricity changed the way we live our life from the past to the present? How has electricity helped us in our everyday life?Tell the students that in the Art Gallery of Ontario, there is an exhibit called: Before and After the Horizon by the Anishinaabe Artists of the Great Lakes. One of the displays is called the Thunderbird: this is a bird sculpture made with computer chips. ()Read the meaning of the Thunderbird: text: . Then have the students watch the video: (5:41). (From the Squamish website) The Thunderbird is a giant supernatural bird who causes thunder and lightning. Humans should beware not to try and outwit Thunderbird for they are most certain to have it backfire. What is the artist’s purpose in creating the art piece? How does the meaning of the thunderbird from the First Nations story differ from the meaning of the Thunderbird depicted in the art? Variation: Instead of watching the video, the teacher could also read one of the stories about the Thunderbird from the following website ().Now, ask the students to list the electrical devices they use at home, or by looking around the classroom as fast as possible (individually or in pairs, list as many in one minute, or one for each letter of the alphabet).What would happen if there was no longer any source of electricity anywhere in the world?Put students into groups where they will discuss what they know about conserving energy and electricity so far. They can write their comments/questions on their mini-whiteboards, which would then be collected so that its contents could be input into the magazine/newsletter.A magazine/newsletter will be used as a tool for students to collect class knowledge, to visualize, and keep track of their learning. Each activity will require different editions of the magazine/newsletter. One idea would be to leave the first page for the I WONDER/Questions, then each group will write their own articles about what they learned from the activity. For this unit, each student will write/voice-record a 3-sentence summary of what he/she learned from each activity on a mini whiteboard, to be given to the teacher before leaving the room.Variation: Walk throughout the school, the closest community centre, or mall, and identify electrical devices or post pictures of lightning, electric devices, power lines, a circuit, wind turbines, solar panels, hydro dams throughout the classroom. Students walk around writing comments and questions on their post-it notes and posting them beside the corresponding picture. These post-its will be collected and used in the newsletter.Questioning (I WONDER)Conservation of energy should be very familiar to the students from grade 5, but the concept of how electricity is produced will be new. Therefore, misconceptions can also become an experiential activity and should be noted for possible exploration later. Questioning can be done collectively with the whole class so that the teacher can keep track of the questions, answer questions that should be answered immediately for safety (ex.: touching an electrical outlet with bare, wet hands; refer to Safety section), and help the students classify which questions can be safely carried out as an inquiry. Knowledge from personal and cultural experiences may also come up.Below are possible questions that the inquiry activities will be answering. Have the questions in mind, and try to steer student comments/questions in that direction. This is similar to co-creating Learning Goals, Success Criteria, and Rubrics with the students. Of course, this will not always happen in reality and other questions will come up that cannot be placed under these inquiry questions. Any remaining questions could be collated and investigated as an Extension (see related section).Teacher-ledStudent-ledHow much do we rely on electricity?What would happen if there was no longer a source of electricity anywhere in the world?What materials might work as a source of electricity instead of a battery? How long will the wall clock work powered by the device?How does increasing the number of electric devices affect the circuit? How might the arrangement of wires affect the electric devices in the circuit?How do we get electricity in our house? How does a battery work? How does (device) work?Explore / Inquiry activity: (I DO): Inquiry processThe idea is to gradually release responsibility; the ideal situation would be to do the final activity as an Open inquiry where the teacher presents the apocalypse scenario as well as the materials, and students will design their own experience. In order to build student skills and confidence, the teacher can demonstrate the process through scaffolding and Guided and Coupled inquiry. Examples might be provided by the teacher first, followed by hands-on experiences through designing/constructing electrical circuits, all of which should allow the students to become more skillful.Activity 2: Electricity and CircuitsTools: chart paper, markers, wall clocks, alligator clips, copper wires, nails, lemons, potatoes, other produce, minus sign cards for all students, light bulb picture, battery picture (positive, negative labelled)2a. ElectricityDrama connection: Hand out cards with a picture of a minus sign on them to each student; leave one student holding a light bulb (or a picture of it). The teacher is holding a battery (or a picture of it).Students stand in a circle, shoulder to shoulder, and holding on to their cards. The student with the light bulb will be opposite the teacher. The teacher is holding the battery (the negative sign on the left, positive sign on the right), and will join anywhere in the circle. When the teacher does so, the student to the teacher’s left will raise their electron up then down, and then the next student to their left will then raise their electron up then down. This will flow like a wave until it hits the light bulb, who will also raise their object up then down; then the electron to their left will keep the process going. Have the students try this a number of times, until they can finish a round quickly. When the teacher steps out, the process should stop, then start again when the teacher comes back. The teacher draws a diagram on the board of a simple circuit, and has the students label it (battery, wires, light bulb/load, positive/negative charge, electron flow). Teacher tells the students that what they re-enacted is what is happening to the classroom’s lights. (Sample diagram: )2b. Experimental (Series circuits)Invitation to inquiry: Tell the students that they are working at a clock shop, but they have run out of batteries. There are certain materials available, a combination of which could work, some of which would not work. Show them the materials that they will work with.The teacher creates a new page for the newsletter. As a class, students go back to their work spaces to Think-Pair-Share any comments and questions about the scenario. After sufficient time has passed, invite the students to share, or even write their questions themselves on a designated space on the newsletter.Inquiry questions: What materials might work as a source of electricity instead of a battery? How long will the wall clock work powered by the device?In groups, students try to make wall clocks work without using batteries (lemon/potato/other fruit). Students label diagrams on a chart paper (wires, clock, materials used as battery), and show the teacher their designs. (What changes did the teacher have to make?)Students have an opportunity to investigate electric circuits based on the inquiry questions. If resources are lacking, or to help the students with their design process, use the following website: the Safety Considerations in the Safety section before proceeding.Aside from questions, students need materials and the experimental process (Guided inquiry: Teacher could advise the students on how to proceed).Example: Question: What materials might work as a source of electricity instead of a battery? Procedure: Insert one nail in each potato. Insert one short piece of copper wire into each potato as far away from the nail as possible. Use one alligator clip to connect the copper wire in potato number one to the positive (+) terminal in the clock's battery compartment. Use one alligator clip to connect the nail in potato number two to the negative (-) terminal in the clock's battery compartment. Use the third alligator clip to connect the nail in potato one to the copper wire in potato two. Check if the clock is working. Now use different produce. Option: Open Inquiry: Students might be inspired to try something not presented in the materials. They write down the materials, show it to the teacher who, safety, cost and availability permitting, will get the materials for the students. Students can create their own procedure.Students collect data from a number of trials, then discuss within their groups the results of their experiment.Students communicate what they learned by updating the information in the newsletter. They will also write/record their 3-sentence exit card, writing down what they learned (specific, not general).It is a good idea to provide direct instruction at the end. Gather the class around the projector and point out the important concepts collected in the newsletter about series circuits and the process that allowed the students to learn about it. This solidifies the knowledge gained from the inquiry experience, ensuring that all students can benefit from the constructed knowledge that the newsletter contains. Activity 3: SurvivorTools: shoeboxes (ask students to bring their own; they can also use other cardboard boxes; teacher has extras), toothpicks, Popsicle sticks, alligator clips, batteries, poster (construction paper, markers), light bulb, buzzer, clocksInvitation to inquiry: Pose Scenario: You’re going on a trip to one of the energy-producing areas in Canada! However, on the way to your destination, your group has been stranded somewhere in Canada where there is no available electricity, but there is an energy source from the broken down bus, ship or airplane from which electricity could be generated. The students’ group needs to choose an area where electricity could be generated either from hydro, nuclear, wind, solar, or thermal and build a shelter there. They have a finite source of energy (since they do not know when they will be rescued) so they will need to find a way to use a battery to make at least two different electrical devices work (produce light, sound, or movement). What could your group do to ensure your survival in a world without a reliable source of electricity?3a. Alternative Energy SourcesFirst, the students will need to know about alternative energy sources in Canada so that they can choose their trip’s destination (hydro, solar, nuclear, thermal, wind). Each group will become an expert on one source, using the textbook/articles provided by teacher/the internet. Alternatively, they could use the VROC to contact experts (such as engineers, etc.) through videoconferencing () in order to answer: Where does it come from? What uses that source of energy? What does it mean for a source to be renewable or non-renewable? What are some of the positives and negatives? How does it impact the environment? Why is this area better for a certain source?Canada Energy Map: AE Kids. Retrieved from: Hydro Power: , Geothermal: Electricity for kids. Wind Energy: , Solar Energy: Nuclear Power: Power Sources: Making Electricity: Variation: A student that needs a lot of support could be provided with text-to-speech assistive technology.Option: Open inquiry: Students are not provided articles about their topics by the teacher and must research for information through the internet/library/textbook.The students will then form a Jigsaw: Each student in the group becomes an expert on that group’s energy source. A new group will be formed containing members that can speak about a different energy source. In this arrangement, each member will explain what they learned about their energy source (how it depends on the student, ex.: graphic organizer, pictures, notes, etc.), while also learning about the remaining sources of energy from the others.There are examples of graphic organizers here: the amount of information they received, the students might do another 3-sentence exit card, or a short quiz (paper, or using Socrative: so that the teacher receives instant feedback, and could correct immediately after).3b. DesignNow that the students have become knowledgeable on energy sources in Canada, the next stage is for students to start designing a shelter they could use while waiting for rescue. In their groups, have the students Think-Pair-Share about the scenario and about how circuits work, and comments or questions they have. After sufficient time has passed, invite the students to share, or even write their questions themselves on the designated space on the newsletter.Inquiry questions: How does increasing the number of electric devices affect the circuit? How would the arrangement of wires affect the electric devices in the circuit?Again, students create designs on chart paper. Encourage the students to plan for different arrangements of wires and devices. The same website used for Activity 2 () has a simulation for parallel circuits that the students can use if resources are lacking, or in order to help them with the design process. Always review the Safety section before proceeding.Aside from questions, students need materials and the experimental process (Guided: provide instruction, Coupled: students write their own procedure).Example: Question: How would the arrangement of wires affect the electric devices in the circuit? Procedure: Use the wires to join the battery and the devices together. The 1st and 2nd devices are to be connected together (in parallel) before joining them to the battery. Check to see if the devices are working. Will the other work if one device is broken? Rearrange the wires and see if there is a combination that will not work. Option: Open Inquiry: With the scenario and the materials, students might be inspired to try different materials and a different scenario. The students write their materials and intended scenario, present it to the teacher who, safety, cost and material availability permitting, will get the materials for the students. The teacher should walk around providing assistance when necessary. The students are also able to use the fuse box website to test parallel circuits, if they are having trouble with theirs. After the students are satisfied with their results, they continue to fill out the newsletter, then work on their scenario.Students build their shelter (shoebox) and design the inside as a room (add details, ex.: chairs or tables made out of toothpicks/Popsicle sticks), placing the objects where they would be found if the box was real (ex.: lights should be near the ceiling).Students test their designs, then discuss within their groups the results. The students will also create a poster on how they would reduce consumption in their shelter, and how this would impact the environment. (Refer back to Activity 1 and the meaning of the Thunderbird sculpture; Students might watch the video again. What does the art say about the impact of electricity on natural resources and the environment?) The shelters and posters will then be displayed around the classroom for all the groups to check. Each group fills out Two Stars and a Wish for every shelter as feedback for that group.Inquiry Resolution: After examining the feedback, each group can try to modify their electrical devices (add other devices, Students communicate what they learned by updating the information in the newsletter. After the students are satisfied with their results, they continue to fill out the newsletter with what they learned from the experiment. Students should write about their design process, the materials they used, and the source of electricity.Variation: If resources are available (energy sources kits can be expensive, so check with your library/resource centre or board resource for possible kits on loan), the students might create circuits operated by renewable sources of energy instead of using a battery to power their shelter (the students might also use the solar panels from lights sold at the dollar store: ; there are also instructions on how to create wind and water turbines cheaply online: , ).Explain: CommunicationThe students have different opportunities to be able to communicate their learning about electricity and electrical devices. The main method is the magazines/newsletters that would be printed (or available online) after each activity. These should be used to keep track of the inquiry process. The students should create an article with the knowledge they learned from their inquiry experience. Catering to some accommodations and learning styles, students may write about, draw, or post pictures of their designs and built contraptions. The product of the design task will be presented in a gallery walk, and feedback will be received from teachers and students (Two stars and a wish).Student Support Resources: Books:Roscoe, P. B. (1977). Bread. Leicestershire, England: Ladybird Books LTD.Websites:ACE Bakery. (2012). In The History of Bread-- Part 1. Retrieved from: ACE Bakery. (2012). In The History of Bread --Part 2. Retrieved from: Canada Energy Map. Retrieved from: Circuit Builder (n.d.). In The Fusebox. Retrieved from: Kids Korner - Nuclear Power. (2009).. Retrieved from: Mmnationtalk. (2013, April 12). In Featured Video of the Day: Thunderbird Story: Pikangikum First Nation. Retrieved from: Potato Battery. Retrieved from: , V. (2009). In Building a model water-powered generator. Retrieved from: The Thunderbird: Native American Myths and Legends. Retrieved from: The Thunderbird. (2011). In Squamish Lil’wat Cultural Centre Gallery. Retrieved from: Virtual Researcher on Call. Retrieved from: Background Resources and/or Links:AE Kids. Retrieved from: Circuit. Retrieved from: Examples of open-ended and closed-ended questions. Retrieved from: Electricity for kids. Retrieved from: EnWin KidsZone. Retrieved from: Graphics organizers. Retrieved from: Kids Corner. Retrieved from: Socrative. Retrieved from: Indigenous Connections:Art is an important form of expression in First Nations culture. In this unit, an art piece in the Art Gallery of Ontario is called the Thunderbird: this is a bird sculpture made with computer chips. It is part of an exhibit called: Before and After the Horizon by the Anishinaabe Artists of the Great Lakes. The piece has a message about consumerism and the importance of conservation.The Thunderbird in the art piece is also an important symbol in FNMI culture. The Thunderbird is a giant supernatural bird who causes thunder and lightning. Humans should beware not to try and outwit Thunderbird for they are most certain to have it backfire. The teacher could look for a story involving the Thunderbird and take part in an important oral tradition, Storytelling, which is a central characteristic of the rich oral traditions of First Nations communities. Legends, stories, and teachings, which remained intact, were passed down from generation to generation over thousands of years. Storytelling was not only used as an important instructive tool, it was also a means of entertainment during the long winter season.Please refer to the STAO website for additional suggestions and resources for incorporating indigenous perspectives into activities: (LINK TO BE ADDED LATER)Extend / Redesign: Application of the knowledge and skills gained in the unit in a different contextActivity: Revisit Question section of the newsletter and ask the students which questions have been answered, and what has yet to be answered.Example: How do we get electricity in our house? How does a battery work? How does (device) work? How does lightning work?Organize the remaining questions into researchable topics, possibly related to the Electricity unit (collect related questions together, identify broader categories which the collected questions fall under).Students decide on the important questions to answer, then think of/design how they could find an answer (not THE answer) to the question. Have students do a 4S Brainstorm on how they could: Person with silly ideas, Person with speedy responses, Person who is the secretary to take notes, Person who is the synergy: builds on others’ ideas/encourages.Teacher Tip: Do not shy away from not knowing the answer to the students’ questions. Use it as the platform for an open inquiry.Students work collaboratively to develop an answer to the question (research, experiment), and communicate their learning.Other opportunities/activities: Toronto Hydro/Hydro One (where electricity comes from; invite them for a guest lecture, skype, or visit)Hydro bills from home - compare and contrast (summer vs winter usage, this year vs last year); compare cost in your area to Northern communities (similar/different? why?). If privacy is an issue, tell the students how to use a smart meter. Monitor what happens when all the lights are on, and all the lights are off for a certain number of minutes. For additional ideas for the topic of Electricity and Electrical Devices in regards to Financial Literacy, refer to the STAO resource, ROM: track the history of how the usage of electricity has changed over time (focus on topics, similar to the topic of Bread)In a geographical area that lacks electricity, how might the students’ devices help? What changes will they need to make if their source of energy is not viable? How can the students’ knowledge on consumption further aid the area?Evaluate (I REMEMBER): AssessmentWhether the following assessments would be included in the students' overall mark is left to each teacher's discretion. It is suggested that the following should definitely be monitored as evidence of the students' learning skills.Things to look for in assessment: (has shown signs of being able to… -> can...)uses new vocabulary appropriatelyuses new knowledge to improve on the design during the technological-design processexplains series and parallel circuitsassesses the short- and long-term environmental effects of the different ways in which electricity is generated (e.g., hydro, thermal, nuclear, wind, solar, depending on what their group chose in their design task)identifies ways to reduce consumption of electricityAssessment For Learning:The whiteboard where students will write their comments/questions during the ENGAGE activity is a good tool to assess students’ prior knowledge about conservation of energy and sources of energy, as well as to help determine what to do next instructionally in terms of strategies and differentiation/accommodation. The teacher must also be aware of student comments/questions/answers as possible tools of formative assessment. WhiteboardObservations, discussions (questions and answers)Socrative () allows the teacher to receive instant feedback on quizzesFocused Listing: Provide a topic and students list associated vocabulary, concepts, even describe pictures, as quickly as possible. Teacher can use these lists to facilitate discussion or as quick assessment of prior knowledge.The teacher could test the students’ prior knowledge (based on the expectations in the Prior Knowledge section). They can use also Kahoot () which provide instant feedback to the teacher after each question has been answered; therefore, the teacher can clarify any confusion and then move on to the unit’s activities.Exit card can be used to monitor the student’s progress towards a Learning Goal: (Today I learned… Today I learned more about… Today I improved at… / Some of the steps I took to get there… / Some evidence that I am meeting the learning goal is… / I need to learn more about…).Assessment As Learning:The goal is for students to become self-reflecting learners. Students will be creating 3-sentence exit cards in order to be able to reflect on what they learned after each activity. The students are also working collaboratively by collecting knowledge through a newsletter. The newsletter also functions as a visual aid, with visible learning goals, or a visible tracking checklist for the concepts/skills, which will help students determine by themselves whether they have understood a concept or are able to perform a skill. It is also something that the students can bring home and show to their parents/guardians.3-sentence exit cards (written or recorded with a voice recorder) after every activity ensure that the students are reflecting on what they learned What did I do in class today? What did I learn about circuits? What did I find interesting? What questions do I have about electricity still? What was the point of today’s lesson? What connections did I make to the previous lesson on conservation/series circuits?Visible tracking checklist in the newsletter (Learning goals/concepts are on a chart, and students put a check mark once they understand the concept)Student conferences may help those students who are not confident (or too confident) in placing marks on the checklist.Other than a magazine/newsletter, other options would be creating a collaborative website using sites like Tackk () and Weebly (), both of which allows the teacher to create a virtual classroom, student accounts, etc. The websites are free, and allow for collaboration and the creation of blogs. Like wikia, the websites are legal for those over 13 years of age, and so the teacher must send home a letter to inform the parents of the online policies as well as to obtain consent if this is not something that the school or board already required of the parents (Tackk provides an example of a Parent Letter: )Two Stars and a Wish filled out by the students about their own product/presentation, or for another group’s/student’s product/presentationMetacognition: Based on the presentations, how would you teach someone about the electrical circuits (illustrate, write, dramatize, etc.)? How would you want someone to teach you about the electrical circuit? Why did you choose that method of presentation? Would you change your own method of delivery?When the success criteria and rubric are co-created, hand out a copy of the rubric to the students. The students can then use the rubric to self-assess (I predict my mark will be ____ because ____ ) and submit the rubric at the end of the activity.Assessment Of Learning: The single point rubric, instead of the traditional levelled rubric, allows the teacher to provide feedback to the students. The middle column contains the criteria that show how students will meet the grade-level expectations. The column on the left is a space for the teacher to write about what the student needs to work on. The column on the right is a space for the teacher to write about what the student did that exceeds expectations (e.g., creativity to additional information). Sample Rubric (Activity 3: Shelter for Survival)Concerns (Areas that Need Work)Criteria (Standards for this Performance)Evidence that you Exceeded StandardsSample comments: Circuit did not power second device when first device was “broken”1) Evidence of knowledge about parallel circuits displayedSample comments: Very creative in using a homemade water generator kit to power lights and a buzzerSample: Vocabulary used out of context2) Appropriate science and technology vocabulary used, grammar conventions met, oral skills are appropriate for their levelSample: No errorsSample: Wires are not properly secured3) Shelter is strong, safe, and secureSample: I really like how your shoebox was decorated to reflect a shelter made from a bus. Very creative!For the student:A) Piece of feedback I am going to focus on this time and two specific things to do to act on this specific piece of feedbackB) Piece of feedback that I was: surprised by, or didn’t expect, or disagreed with: ................
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