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Stage 1 Desired Results

ESTABLISHED GOALS Transfer


Students will be able to independently use their learning to
Quebec Education Plan- Progression of
Learning for Science & Technology T1 Apply knowledge of science and engineering to engage in discussions on relevant issues in the changing world

G1 Define the energy efficiency of a device or T2 Makes the most of his/her knowledge of science and technology
system as the proportion of energy consumed
that is transformed into effective work. Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
G2 Explains how to improve the efficiency of Students will understand that
an electrical appliance
U1 Energy has many forms and different types are associated with Q1 How do we know that things have different types of energy?
G3 Associate the transformation of energy different resources.
with different components of a circuit
U2 Human need for energy has greatly impacted the systems in the Q2 How does human interaction with the environment impact the
G4 Describe the energy transformations that different sphere of planet earth. sustainability of energy resources?
take place in electrical or electronic devices
U3 Efficiency of any component can be determined by a mathematical Q3 How do you determine if a device is efficient in its release of energy?
G5 Describe different forms of energy equation.

G6 Describe technologies used to produce Acquisition


electricity using the energy resources in the Students will know Students will be skilled at
lithosphere, hydrosphere and atmosphere
K1 how to use the efficiency equation to determine whether an S1 using the formula to determine the percentage of efficiency
G7 Describe the main impact of the use of appliance is efficient
energy resources in the lithosphere, S2 using critical thinking to come up with different ways to increase
hydrosphere and atmosphere K2 how to improve the efficiency of the appliance in question efficiency of the appliances they have regular contact with

K3 the parts of a circuit and the energy associated with it S3 knowing the two types of circuits, their parts and the energy associated
with each
K4 the different forms of energy and how they are produced
S4 determining what energy comes from the lithosphere, atmosphere and
http://www1.education.gouv.qc.ca/progressio K5 the advantages and disadvantages of the energy found in each hydrosphere
nSecondaire/pdf/progrApprSec_ST_PFG_en- sphere
2011-11-24.pdf S5 determining the positives and negatives of each type of energy
associated with its sphere
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Appropriate formulation of explanations or
solutions:
Justification of explanations related Watt Matters?
to the problem Giving learners the electrical information on different appliances, they will have to make the calculations to determine the energy efficiency of said
Use of mathematical formalism appliances. Once completed, learners will explain different ways that they can be more energy efficient (presentation, video, written answer) making
Use of appropriate terminology, the link to cost effectiveness in their own lives.
rules and conventions
Justification of decisions/opinions on
the basis of scientific and Energy Types
technological knowledge Learners will do research on the different types of energy found in the different spheres and determine the positives and negatives of each. The
presentation can be presented as a poster, brochure, written report, video or presentation.
Accurate interpretation of the problem:
Identification of elements relevant to
the problem and the connections Are we sustainable? (culminating activity)
between them Extrapolating from the activities done in the class, learners will be work on how to decrease the impact of human activity on one of the of the spheres
Proposal of a tentative explanation, in the James Bay area. Learners will put on a small science fair for the others in their center to inform their fellow classmates in hopes of getting
solution or opinion others to be more conscious of their energy usage. Learners can use videos and pictures, even create models as visuals to back up their presentation.
Identification of operating principles Information can be presented as a poster, brochures to hand out to fellow learners, recorded interviews with members of the public, start a hashtag on
twitter

Source: Frameworks for Evaluation, QEP


http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dps
e/evaluation/science-and-technology-and-environmental-science-and-
technology-sec-cycle2.pdf

OTHER EVIDENCE:

Lab report of wiring of different types of circuits


Quiz on types of energy
Quiz on circuits
Skill check on understanding of formula
Case study on the effects of farming for energy and how we can decrease our impact on the environment
Test of different types of energy (including formula)
Stage 3 Learning Plan

Instruction: teacher introduces types of circuits using actual pieces to create a circuit and Phet simulations
Event: Short activity of getting learners to break a dollar store flashlight to expose the wiring system and have them draw a labeled circuit to determine understanding of types of circuits and energy
corresponding to each part

Instruction: review class on types of circuits, parts of circuits and proper technique on drawing them
Event: Determine understanding by having learners draw circuits for different appliances (give a picture and have them draw the correct circuit diagram using whiteboards, on paper)

Quiz on circuits ; Test on circuits ; Lab report of circuits

Instruction: teacher will discuss the different types of energies that exist
Event: Stations with different electrical appliances where learners will have to determine the energy being transformed (example a kettle would be electrical to thermal) to connect circuitry to energy
can be down with paper, Socrative, google docs)

Quiz on energy

Instruction: explain how to use the formula


Event: Using different amount of useful/consumed energy, have learners calculate energy efficiency of different appliances (groups, partners, alone)

Skill check

Instruction: review formula


Event: SMATBOARD game on determining which of the two appliances/devices is more efficient (Socrative, clicker, Google classroom, Twitter)

Instruction: discussion going beyond the theoretical formula into ways learners can become more efficient and save money on their electricity and water bills
Event: List of ways to become more efficient (poster creation, PowerPoint presentation, podcast, video, interviews)

Watt Matters ; Test of formula

Instruction: introduce the types of spheres and what energy resource exists within it
Event: Matching game with types of energy to their spheres (Socrative, white boards, brainstorming)

Energy types research

Instruction: discussion on human impacts


Event: Watch documentary + answer questions on the effects of human activity and the increase in needs for energy on the different spheres

Case study ; Final project


The Ontario College of Teachers Ethical Standards and Standards of Practice

Even though the original lesson was based off of the Quebec curriculum, the series of lessons still fits with the OCTs standards.

Take the standard of respect as an example; my unit is rooted in modelling respect for spiritual and cultural values, social justice,
confidentiality, freedom, democracy and the environment since we are dealing a lot with energy, the environment and how to be more
sustainable in our energy use. It is also giving them the transferable tools needed to talk to people about environmental issues in their personal
lives.

Using the currently technology that is available and letting learners have choice in how they will be presenting their understanding, I am showing
how I am treating students equitably and with respect and [am] sensitive to factors that influence individual learning because not learners will
learn the same and it is necessary to be sure everyone gets a fair chance at success.

There is a great deal of formative assessment as well to allow me to determine how much the learners have understood of the material. I will be
using appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual
students, and learning communities. I will be reflecting on my teaching practice and how to approach certain parts of the curriculum differently
should there be issues with the learning. If a majority of the learners have not passed a formative assessment, that makes it clear my own
practice needs to change in order to make sure that the learners fully grasp what they are learning.

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