Light, Sound And Energy Conservation

List of SubtasksLight, Sound and Energy ConservationSubtask List Page 1Energy and Control An Integrated Unit for Grade 4/51Light and Energy AlertThe grade 4 students review the sources of light in their environment and classify them as artificial ornatural. They demonstrate what life would be like without light using the decision-making skills of aresponsible, lifelong learner. A rubric and a checklist are used to assess this knowledge.The grade 5 students demonstrate an understanding of the six simple machines and identify the forcesthat act upon them. A rubric is used to assess this knowledge.Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.2Shadow Play and Energy ControlThe grade 4 students will work independently. They are divided into groups of three and given aflashlight and a variety of materials. They classify the materials as translucent, transparent, or opaque,thinking critically about the meaning and purpose of the work. The grade 5 students will have ateacher-directed lesson on the forms and sources of energy.Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.3Heat and Energy StorageThe grade 4 students participate in a teacher-directed experiment involving light sources and the heatthese sources emit. Students record their observations and conclusions. As holistic learners, thegrade 5 students independently investigate the ways energy can be stored and transferred to a givendevice. They formulate ideas to explain how humans rely on this energy transfer by integratinglearning from various subject areas and experience.Catholic Graduate ExpectationsCGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.4Ener-mobile and Reflection/RefractionThe grade 4 students work independently. They write a note on reflection/refraction and try twomini-experiments in groups to further their understanding of these two new concepts. The grade 5students review the rubrics for their project (to design and construct a vehicle that uses various formsof energy to propel it). They work independently to achieve excellence, originality, and integrity in theirwork.Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.5Scientific MethodThis is a combined lesson on the aspects of writing an experiment based on the scientific method. Thestudents use a scientific method to complete experiments by reading, understanding and using writtenmaterials effectively.Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.Written using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:40 AM Page B-1

List of SubtasksLight, Sound and Energy ConservationSubtask List Page 2Energy and Control An Integrated Unit for Grade 4/56Colour InvestigationThe grade 4 students will be involved in a teacher-directed experiment in which the class will create aprism. This will be recorded using the scientific method. As self-directed, responsible, lifelong learners,the grade 5 students demonstrate Christian leadership and collaborative contributor skills byinvestigating, identifying, and recording the heat sources and the temperatures for a variety oflocations in the school. They display results on a chart and a graph.Catholic Graduate ExpectationsCGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work whichrespects the rights of all and contributes to the common good.CGE 4e - sets appropriate goals and priorities in school, work and personal life.CGE 4c - takes initiative and demonstrates Christian leadership.7Mid-Unit AssessmentAs responsible citizens who accept accountability for their actions, the grade 4 studentsindependently make charts identifying various sources of light and their use in the home, at school, andin the community. This is the final subtask for the light theme. The grade 5 students investigate energysources and classify them as renewable and non-renewable.Catholic Graduate ExpectationsCGE 7b - accepts accountability for one's own actions.8Sound Off and Conservation at HomeThe grade 4 students will be divided into groups to brainstorm sounds in their lives. They study thehuman ear and label a diagram of the ear.The grade 5 students work on the Internet to find ways of conserving energy in a family dwelling thatwill make a meaningful contribution to society.Catholic Graduate ExpectationsCGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5c - develops one's God-given potential and makes a meaningful contribution to society.9Pitch and InsulationThe Grade four students will be participating in a teacher-directed experiment which describes pitchand vibration. There will also be discussion on sound frequencies. The grade 5 students work in pairsto identify the ways energy, especially heat, can be conserved using insulators. The students follow ascientific method to determine the effects of insulation as well as create, adapt, and evaluate newideas in light of the common good.Catholic Graduate ExpectationsCGE 3b - creates, adapts, evaluates new ideas in light of the common good.10 Appliance and Applied EnergyThe grade 4 students, as lifelong learners who apply effective communication, decision-making, andproblem-solving skills will use a scientific method to communicate the procedures and results of thepitch experiment from the previous subtask. The grade 5 students participate in a teacher-directedactivity to calculate the energy consumption of various household appliances by finding meaning,dignity, fulfilment, and vocation in work which contributes to the common good.Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.CGE 5d - finds meaning, dignity, fulfilment and vocation in work which contributes to the common good.Written using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:40 AM Page B-2

List of SubtasksLight, Sound and Energy ConservationSubtask List Page 3Energy and Control An Integrated Unit for Grade 4/511 Sound Characteristics and AuditsThe grade 4 students will be involved in a teacher-directed lesson on distance, amplitude, and density.They will be exposed to pictorial representations and charts to further their understanding of thecharacteristics of sound. They will also be introduced to the concept of decibels. The grade 5 studentsuse the holistic approach, while working independently, and complete energy audits for their familydwelling.Catholic Graduate ExpectationsCGE 3e -The Catholic learner is a reflective and creative thinker who adopts a holistic approach to lifeby integrating learning from various subject areas and experience.12 Job FairStudents in both classes brainstorm various careers associated with this unit. The teacher organisesvarious members of the community who are involved in pertinent careers to speak to the students.Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.13 Home and EntertainmentIn the culminating task, the grade 4 students use the various concepts and skills they have learned toproduce their own musical instruments. By adopting a holistic approach to life the students integratelearning from various subject areas and experiences.As responsible citizens, the grade 5 students demonstrate respect for the environment and the wiseuse of resources by designing and constructing a model of an energy efficient family dwelling from ashoe box. The teacher uses grade specific rubrics and checklists to assess the students' knowledgeand concept application.Catholic Graduate ExpectationsCGE 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 andexperience.Written using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:40 AM Page B-3

Light and Energy AlertLight, Sound and Energy ConservationSubtask 1Energy and Control An Integrated Unit for Grade 4/545 minuteDescriptionThe grade 4 students review the sources of light in their environment and classify them as artificial ornatural. They demonstrate what life would be like without light using the decision-making skills of aresponsible, lifelong learner. A rubric and a checklist are used to assess this knowledge.The grade 5 students demonstrate an understanding of the six simple machines and identify the forcesthat act upon them. A rubric is used to assess this knowledge.Catholic Graduate ExpectationsCGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.Expectations4s454s474s48 A4s74 A5s77 A5s79 A5s64 demonstrate an understanding of thecharacteristics and properties of light and sound; identify technological innovations related to lightand sound energy and how they are used andcontrolled at home and in the community, anddetermine how the quality of life has been affectedby these innovations.– identify a variety of natural and artificial lightsources (e.g., the sun, a candle, a light bulb);– describe the effect on the quality of life if light andsound could not be used as forms of energy; demonstrate an understanding of the effect offorces acting on different structures andmechanisms; evaluate the design of systems that includestructures and mechanisms, and identifymodifications to improve their effectiveness.– use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as heat, light, sound, electrical,mechanical, magnetic, chemical when describingforms of energy);GroupingsStudents Working In Small GroupsStudents Working IndividuallyTeaching / Learning StrategiesBrainstormingCollaborative/cooperative LearningSketching To LearnAssessmentAssessment StrategiesLearning LogObservationAssessment Recording DevicesChecklistTeaching / LearningGrade 41. Define energy to students. Review that light is a form of energy. Define natural and artificial light. These termscan be found in BLM Terms for Grade Four.2. Divide class into groups of three to four.3. Give students a list of light sources for them to divide into artificial and natural light sources. See BLM List ofArtificial and Natural Light Sources.4. After five to seven minutes, bring grade 4 students back as a group and discuss results.5. Review expectations for activity sheet What Kind of Light Is It?6. Grade 4 students complete activity sheet.Written using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-1

Light and Energy AlertLight, Sound and Energy ConservationSubtask 1Energy and Control An Integrated Unit for Grade 4/545 minuteGrade 51. Handout activity sheet BLM Simple Machine Review and have students independently complete it.AdaptationsSee notes in unit overview.ResourcesList of Artificial and Natural Light Sources 4.1.pdfTerms for Grade Four4.1.2.pdfWhat Kind of Light Is It?4.1.3.pdfGlossary of Terms Grade 51 GlossaryGr. 5.pdfSimple Machines Review5.1.pdfScience Everywhere Grade Four TextAsseelstine, Les and Peturson, RodLightParker, SteveProjects With MachinesJohn WilliamsHow Things WorkNeil ArdleyScience Everywhere Grade Five textHarcourt BraceNotes to TeacherGlossary of terms for grade 5 students are on BLM Glossary of Terms Grade 5.Teacher ReflectionsWritten using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-2

Shadow Play and Energy ControlSubtask 2Light, Sound and Energy ConservationEnergy and Control An Integrated Unit for Grade 4/545 minuteDescriptionThe grade 4 students will work independently. They are divided into groups of three and given a flashlightand a variety of materials. They classify the materials as translucent, transparent, or opaque, thinkingcritically about the meaning and purpose of the work. The grade 5 students will have a teacher-directedlesson on the forms and sources of energy.Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.Expectations4s454s50 A4s63 A4s645s595s70 A5s71 A4s67 demonstrate an understanding of thecharacteristics and properties of light and sound;– distinguish between objects that produce theirown light and those that reflect light from anothersource (e.g., candles and the sun emit their ownlight; the moon reflects light from the sun);– compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., create a “sounddiary” to record the sounds encountered over aperiod of time);– communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, oral presentations,written notes and descriptions, drawings, and charts(e.g., draw diagrams showing the position of thelight source and location of the shadow; create achart showing how devices that rely on or providelight and sound contribute to the user’sconvenience and comfort);– describe how energy is stored and transferred in agiven device or system (e.g., in an automobile,chemical energy stored in the gasoline istransformed into mechanical energy uponcombustion, enabling the vehicle to move andreleasing thermal energy as heat);– identify the forms of energy (e.g., mechanical,electrical) used in the home, school, and communityand identify the energy source for each (e.g., wood,coal, moving water);– describe how we use different natural resourcesas sources of energy and evaluate the effect oftheir use on natural and human-made environments(e.g., in using fossil fuels such as natural gas forheating our homes we deplete natural resources butimprove our quality of life);– follow safe work procedures in all investigations(e.g., direct mirrors away from the sun to ensure thatthe sun’s rays are not reflected into their eyes or theeyes of others; avoid producing excessively loudsounds).GroupingsStudents Working IndividuallyStudents Working In Small GroupsTeaching / Learning StrategiesBrainstormingLearning Log/ JournalDirect TeachingAssessmentGrade 4 students will be assessed using arubric on completion of recordinginformation, as well as for neatness andaccuracy.Grade 5 students will record definitions intheir learning logs. The checklist will assessthe completion of the activity sheet and therecording of information in the learning log.Assessment StrategiesLearning LogAssessment Recording DevicesRubricChecklistWritten using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-3

Shadow Play and Energy ControlSubtask 2Light, Sound and Energy ConservationEnergy and Control An Integrated Unit for Grade 4/545 minuteTeaching / LearningGrade 41. Students copy note from overhead or blackboard. See BLM entitled Opaque, Transparent, Translucent.2. Students get into pre-arranged groups of three to four. One student is the recorder, one is the flashlightholder, and the other one or two are material holder(s).3. Students go to their assigned corner of the classroom, where they will find a flashlight, wax paper, aluminiumfoil, paper, cloth, cardboard, and wood.4. Students record, in chart form, whether each material is translucent, transparent, or opaque. See BLM Termsfor Grade Four for definitions.5. Students put materials into a safe location as directed by you.Grade 51. The students give a definition for energy.2. With your help, the students identify the various forms of energy and their sources.3. Record the information on the blackboard. Categorize the information as natural resources.4. Discuss that energy cannot be destroyed but is transferred.5. Students record blackboard information in their learning logs.6. Discuss briefly activities for the next subtask and review the checklist for assessing their knowledge.AdaptationsSee notes in unit overview.ResourcesOpaque, Transparent, TranslucentOpaque, Transparent, Translucent4.2.pdfAssessment Checklist1.pdfTeacher Information5.2.pdfUsing Energy WiselyOntario HydroScience Everywhere 5Harcourt BraceTransparent, Translucent, OpaqueCanadian Broadcasting CorperationWritten using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-4

Shadow Play and Energy ControlSubtask 2Light, Sound and Energy ConservationEnergy and Control An Integrated Unit for Grade 4/545 minuteNotes to TeacherReview safety procedures with grade 4 students prior to their experiment.For a list of energy forms and sources for Grade 5 check BLM Teacher Information.Teacher ReflectionsWritten using the Ontario Curriculum Unit Planner 2.51 PLNR 01 March, 2001* Open Printed on Oct 26, 2001 at 10:08:43 AM Page C-5

Heat and Energy StorageLight, Sound and Energy ConservationSubtask 3Energy and Control An Integrated Unit for Grade 4/560 minuteDescriptionThe grade 4 students participate in a teacher-directed experiment involving light sources and the heatthese sources emit. Students record their observations and conclusions. As holistic learners, the grade 5students independently investigate the ways energy can be stored and transferred to a given device.They formulate ideas to explain how humans rely on this energy transfer by integrating learning fromvarious subject areas and experience.Catholic Graduate ExpectationsCGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.Expectations4s544s624s635s58 A5s59 A5s605s74 A4s67– recognize, using their observations, that mostobjects give off both light and heat (e.g., the sun, acandle, a light bulb), and identify some objects thatgive off light but produce little or no heat (e.g., lightsticks, fireflies);– use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as source, artificial, beam of light,reflection in describing the behaviour of light; orpitch, loudness, vibrations in describing sounds);– compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., create a “sounddiary” to record the sounds encountered over aperiod of time);– investigate ways energy can be stored for lateruse (e.g., mechan

Shadow Play and Energy Control The grade 4 students will work independently. They are divided into groups of three and given a flashlight and a variety of materials. They classify the materials as translucent, transparent, or opaque, thinking critically about the meaning and purpose of th