Unit Planning Template

Teacher Name: Evan Israel

Unit Name: Environmentally Friendly Dream Home

1-3 Specific Language Expectation(s)
1.3 gather information to support ideas for writing, using a variety of strategies and a range
of print and electronic resources
1.2 generate ideas about a potential topic and identify those most appropriate for the
purpose

Grade: 5
Big Ideas/Desired Results
What do I want students to learn?

1-3 Specific Cross-curricular Expectation(s)

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 impacts
2.3 use technological problem-solving skills (see page 16) to design, build, and test a
device that transforms one form of energy into another
3.1 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 used
Evidence of Learning

Energy sources are either

renewable or non-renewable.
(Overall expectation 3)
Choices about using energy and
resources have both immediate
and long-term impacts. (Overall
expectation 1)
Conservation (reducing our use
of energy and resources) is one
way of reducing the impacts of
using energy and resources.
(Overall expectation 1)
Energy can neither be created
nor destroyed, but it can be
transformed. (Overall
expectations 2 and 3)

What evidence of student learning will I accept? Where possible, create and include exemplar(s).

Throughout the unit students will keep a file, created by them with work showing their evidence of learning. At the end of the unit
students will design their environmentally friendly dream home, including a write up explaining the devices they have included that
are energy conserving etc. Students will have a choice to draw their Dream Home, design it on the computer, or construct it from
Lego. The figures (click the figures for the files throughout the document) throughout the unit are activities students will complete
to show their understanding of the concepts discussed.

Assessment Tool

Include a tool for assessment of instruction to be used at the end of the unit.

The culminating task will be assessed with a rubric that will be reviewed earlier on in the unit after students construct a KWL chart
about what they already think they know about the culminating task and any inquiring questions they may still have. The lessons
leading up to the culminating task will be assessed by a checklist including the units final expectations. (Checklist) (KWL)
Describe the skills, knowledge and resources required of students to provide evidence of their learning.
Students will provide evidence of their learning through their culminating task by constructing and sharing their new acquired
knowledge. In their eco-friendly deign students will demonstrate their knowledge surrounding energy efficient products that are
realistic for a home. By including devices that reduce energy and labelling devices that transform energy from one form to another,
students are learning about their immediate impact on society. Students will show their knowledge of choosing devices that
conserve energy by knowing the difference between renewable and non-renewable resources. Students need to have a thorough
understanding of how energy is transformed from one form to another, understand why some resources are renewable and others
are not. The importance of conservation and the difference between wasting and conserving energy. Students must demonstrate
their understanding of the impact that they have on society, be it immediate or long term.

Projected Learning Experiences

These are subject to change based on assessment for instruction. Using your description of the knowledge, skills, and resources
required to provide evidence of learning, try to plan learning experiences backwards from Day 5.
Day 1

Day 2

Day 3

Day 4

Day 5

Energy Forms
Minds on: Pick six
students to come to
the front of the class
and have each one
act out a different
form of energy; sound
(paper bag), light
(flashlight), electricity
(hold an extension
cord), elastic energy
(stretch an elastic),
mechanical (jogging
on the spot), and
magnetism (stick a
magnet to the
blackboard). As each
student performs
have the class guess
what they are doing
and how this might
relate to the new unit.

Action:
Differentiate and
discuss the
difference
between forms of
energy and
sources. After
students will play
an Energy Forms
Scenario
Matching Game.
The Matching
game will have
Energy Form
Scenarios and

Transformation of
Energy
Minds on:
The teacher will
demonstrate how
energy is transformed
through the use of a
common household
device ( hair dryer). In
small groups the
students will track the
transformation of
energy through various
devices. The students
will record their
findings in a mind map
chart made on
Mindomo.com.
Students will describe
examples of energy
transformations from
their home, school and
elsewhere. and record
all ideas in this mind
map, utilizingg either
the computers or iPads
to do so.

Renewable vs nonrenewable /energy

use and
conservation

Minds on:
Review sources of
energy; What is
energy? What are
some forms of
energy? What are
some devices we
use in which
energy is
transformed?).
Discuss
Renewable vs.
Conservation of
energy is a
human
responsibility;
some sources of
non-renewable
energy are in
danger of being
depleted and/or
lead to
environmental
Action: Introduce the
damage. There
Law of Conservation of are alternative
Energy (energy cannot ways to meet
be created or destroyed specific needs or
but can only be
wants that use

Conserving and Wasting Energy

/Energy brochures

Dream House

Minds on:
Students will create a T-table on
the smart board with the
headings Energy Conserved and
Energy Wasted. They will fill in
the chart from the information in
the Cartoon Drawing Provided.
Discuss after how the students
would conserve the wasted
energy.

Minds on: Discuss

culminating task
more of the KWL
chart showed
uncertainty with
some of the students

Action: Each Grade 5

student assumes the
role of an energy
expert who designs a
Action: Students will look at
plan for an energyenergy-efficient websites to help
conserving home.
them gain a better understanding
Using the software on
for their culminating task.
computer or ipad,
Students will record useful
HomeStyler.com
information and discuss what
knowledge gained
they found most useful, and
from previous
appealing about the websites.
lessons. Students
Consolidation: Students will
produce a diagram
complete a Dream Home KWL
and floorpan of their
chart using their computers for
house, townhouse,
the teacher to assess if they are
apartment, etc. The
prepared to begin the culminating students label energytask the next lesson.
conserving features,
As a class we will write what the
identify renewable
teacher is expecting of the
and non-renewable
culminating task, the features
energy resources, and
that the teacher will evaluate in
provide examples of
their final design and a KWL of
energy
what they already know, wonder

Energy Forms. The

teacher will hand
out an energy
scenario card and
an energy form
cards. Students
must find their
match. Students
return to desks
once theyre
found their match.
Take up the
answers, students
fill in the blank
energy form chart
so they can refer
to chart for
culminating task.

changed from one form

to another).
Ask students to identify
where energy in the
hair dryer has been
transformed from one
form to another (e.g.
electrical to sound,
electrical to heat,
electrical to
mechanical). The
teacher will distribute
Transformation of
Energy Chart to the
students. The students
will fill in the chart for
the first device (the
hair dryer) together as
a class. After students
will work in groups in
ConsolidationOnce the class has complete the Chart
with the Task Cards.
gone over the
completed energy Students begin the
following activities in
forms chart
students will make their groups while
filling in observations
folders to keep
from the task cards (ex.
everything in for
this unit. Students a) Turn the flashlight
on. How is the
will decorate
folder with energy flashlight powered?
What is emitted? Make
terms that they
observations and
have just learned.
record in chart. Turn
-Discuss
flashlight off.
culminating task,
-resources: hair dryer
what will be

renewable or flow and want to learn about the

sources of energy. culminating task. This will be
done on the smart board in front
Action: hand out
of the class.
energy card
game- Students
Resources:
will place the
-efergy.com (energy saving
energy in the
model) brochure
renewable and
-http://www.intertek.com
non-renewable
/green/brochures/
groups and
- http://www.groupfor
determine the
theeastend.org/newsadvantages and
resources/environmentaldisadvantages of brochures/
renewable and
- http://www.niehs.nih.gov
non-renewable
/health/materials/
energy sources.
Students
-http://www.nrcan.gc.ca/
complete their
energy/efficiency/industry/cipec/5
charts by listing
153
as many
advantages and
(Figure 10)
disadvantages as (Figure 11)
possible under
(Figure 12)
each heading in
the corresponding
columns. (Energy
Forms hand out
from first unit)
Assessment: You
may also wish to
conference with
students so they
may explain the

transformations in a
presentation.
Students should also
consider equal
accessibility for the
disabled in their
home design.
Consolidation:
Students will present
their designs to the
class. Using the smart
board and the use of
the laser pointer to
help point out
features without
having to get in the
way of the screen.
Assessment: Rubric
(Grade 5
Culminating Task
- Energy Efficient
Dream Home)
(Culminating task
Example)
Culminating Task

expected and
what will be
learned in the
next few lessons.
Assessment:
Check List
understanding
and completion of
energy forms
handout
(Figure 1)
(Figure 2)
(Checklist)

-Task cards
-Transformation of
Energy Chart
-Energy Transfer hand
out
(Figure 3)
(Figure 4)
(Figure 5)
(Figure 6)
(Figure 7)

rationale or
thinking behind
their written
responses.
This is a good
opportunity to
underline with the
students the
importance of
being a
responsible
citizen. Through
careful energy use
and conservation,
students
demonstrate the
ability to be
accountable for
their actions. Also,
respecting the
environment
contributes to
their community's
common good.
Resources:
Energy Forms cut
up and in ziplock
bags for each
group
-renewable and
non-renewable
handout
(Figure 8)
(Figure 9)

Further Considerations
1. How will I build student choice into this unit?
Student choice will be built into this unit as students will choose for a RAFT of activities depending on student interest.
Students will choose which method of presentation they will use to display their learning and what materials they will use in
order to construct or design their house. Students may also choose to include whichever features they like to there house,
having free roam over the entire design project. This would include an assortment of various energy saving technologies, and
the implementation of natural building materials and designs shapes.

Accessible
2. List three questions to build into instruction to promote analytical thinking (refer to a Q-chart and the Big Ideas for help).
-What are the immediate effects of leaving your bedroom television on?
-What are the immediate effects of riding your bike to work instead of driving?
-What are the long term effects of driving your car to school every day instead of walking?
-Why do we need to make sure we are using renewable resources?
3. How will I build in opportunities for guided and independent practice?

4. How can I build in assessment as instruction (peer- and self-assessment)?

This could be accomplished by having students do a peer evaluation or exit ticket at the end of their culminating task. This
would allow students to possibly circulate the classroom and observe everyones work. Allowing for students to further
consider possible design options of others and where some of their peers creations may have shared some ideas.

Resources

Include 2 related websites for students to explore:

1. http://www.eia.gov/kids/energy.cfm?page=5
2. http://www.kidsenergyzone.com/

List 5 books to place in your classroom library:

1. Title: Everyday Science Explained Author: Curt Suplee
Publisher: National Geographic Society
2. Title: Pass the Energy, Please! (Sharing Nature With Children Book)
Author: Barbara Shaw McKinney Publisher: Dawn Publications
3. Title: The New Way Things Work Author: David Macaulay Publisher: Houghton Mifflin Company, Boston,

4. Title: What to Do When Your Mom or Dad Says...'Turn Off the Water & Lights!'
(Part of "The Survival Series for Kids") Author: Joy Wilt Berry
5.

Title: Earth-friendly Energy Author: Ron Fridell

6.

Save Energy Every DayBy Gagne, Tammy

List other additional resources:

http://shows.howstuffworks.com/stuff-to-blow-your-mind/stuff-to-blow-your-kids-mind-videos-playlist.htm
http://www.neok12.com/Law-of-Conservation.htm

Title: Stop Faking It! ENERGY

(Part of "Stop Faking It! - Finally Understanding Science So You Can Teach It" series by National Science Teachers Association)
Author: William C. Robertson

http://www.tvakids.com/electricity/conservation.htm

Wall Display
A bare bulletin board has been reserved for your unit. Describe how you would use the space.

-Include types of energy, renewable and nonrenewable resources as the units progress new information would be added
Conservation of Energy and Resources would be at the top
Interesting words would follow with their definition and be added as the unit progresses Conservation,
Electrical, Chemical, Mechanical, Heat, Sound, Light, Magnetic, etc. The brochures from Lesson Four would be included after
the lesson was complete. Pictures of examples of sources of energies.

Non Electronic Centre

Purpose of the Centre

There is not always access to electronics or devices during the average day of study, this is one adaptation as most of my lessons
require the use of devices or electronics. Students will work there way through a succession of centres that revolve around various
energy forms and their outlets. This will encourage students to learn about the multiple energy forms (light, chemical, wind, etc)
allowing them to explore each at various locations around the classroom; each centre will focus on one of each energy. Students
will circulate from centre to centre ensuring they cover all energy concepts previously introduced at the grade five level.
Related Ontario Curriculum Expectation
2.3 use technological problem-solving skills (see page 16) to design, build, and test a device that transforms one form of
energy into another

3.1 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 used
Materials Needed
For these centres to properly function you will be required to collect some informational books and resources surrounding energy.
It would be wise to direct these resources around houses or building as best as you can to ensure a focus topic. It would be smart
to use pamphlets and have students sift through these as they are relatively informative and easy to read.
Estimated Cost
The estimated cost of this centre would be relatively inexpensive. It would require no more than a collections of books and literary
resources for the students to sift through. It doesn't require the teacher to spend a lot of money as something as simple as renting
books from the library would work.
How would you introduce this centre?
I would introduce this centre by having students think about the various types of energy, where they re found, what they are, and
how they work. I would ask them open ended questions encouraging thinking about these concepts before introducing them to the
proper material. I would then break students into the groups that they have been situated in since the beginning of the year. This
will allow students to fall back on the system the are comfortable with allowing for less confusion. Students will be required to
remember these groups, however the teacher could make it as easy as breaking students into desk row groups or posting groups
on an anchor chart, etc.

What ongoing management or maintenance does the centre require?

This centre will require ongoing updating of the material, as technology progresses at an alarming rate. The longer this centre is
included in your centre the more you will have to keep up with ongoing energy efficient technologies included within modern

houses. These centres will not require short term maintenance as they will continue to reuse the same resources at either table.
Students will need to work in a group setting and perform various tasks depending on what centre they are at. The teacher should
be aware of group cycling order and the groups that children are broken into. It is important for all students to have a chance for
teacher evaluation, so the teacher should be circulating around the centres to ensure that all students are on task and to take
observation notes.