Understanding by Design Unit Template To find attachments go to: T:\Smartboard\Sciences\Grade 9\UbD Units\Electricity Title of Unit Electricity Grade Level 9 Curriculum Area Science Time Frame 4-5 weeks Developed By School Identify Desired Results (Stage 1) Content Standards –Curricular Outcomes 1. Demonstrate and analyze characteristics of static electric charge and current electricity, including historical and cultural understanding. 2. Analyze the relationship that exists among voltage, current, and resistance in series and parallel circuits. 3. Assess operating principles, costs, and efficiencies of devices that produce or use electrical energy. 4. Critique impacts of past, current, and possible future methods of large scale electrical energy production and distribution in Saskatchewan. Essential Questions Enduring Understandings Open-ended questions that stimulate thought and inquiry linked to What do you want students to understand & be able to use several the content of the enduring understanding. years from now? Students will understand that… 1. What is electricity? 1. electricity is the movement of electrons, as a result of unbalanced 2. How is electricity produced? charges. 3. How does electricity move and what affects this movement? 2. electricity is produced by creating unbalanced charges. 4. What determines electrical efficiency? 3. there is more than one way for electricity to move (e.g. static, 5. What is our role in regards to electrical generation in Saskatchewan? current electricity—series, parallel circuits). 4. in static electricity, the type of material used to create unbalanced charges, affects the movement of electrons. 5. when electricity is moving through wires, the flow of electricity can be affected by the materials used within the circuit and this flow can be measured. 6. electrical efficiency can be calculated and is directly linked to personal consumption, and cost. People are responsible for the impact of electrical production and consumption; past, present, and future. Misconceptions (Optional) Students think that electricity comes out of nowhere. Students believe that electricity is always electrons being given off (not received). Knowledge Skills Students will know… Students will be able to… 1. That there are two main paths for electrons to follow: through the air as 1. Explain distinguishing characteristics of static and current electricity static discharge or through conducting material. (e.g. definition of both static and current electricity, as well as how 2. In static electricity, unbalanced electric charges are created through electrons move and how unbalanced charges are created in each friction and transferred through conduction or induction (e.g. electric type of electricity). shocks, lightning). 2. Build a series circuit and a parallel circuit. 3. In static electricity, materials such as wool, fur, and human hair lose 3. Draw and label a diagram of a series and parallel circuit. electrons (become positively charged), while materials such as rubber, 4. Identify the advantages of different types of circuits. plastic, and metal gain electrons (become negatively charged). 5. Relate the code of a resistor to its effect on a circuit. 4. Current electricity is the movement of electrons through a conducting 6. Identify the effect of superconductors, conductors, and insulators material. on a circuit. 5. In current electricity, unbalanced electric charges are created by energy 7. Manipulate Ohm’s law in order to solve for the different variables. sources (e.g. batteries, solar panels, generators) 8. Use calculated values to compare efficiencies of various electrical 6. Current electricity can be affected by conductors, superconductors, devices. insulators, and resistors. 9. Make decisions about future energy consumption based on cost 7. Wires, within a circuit, can be arranged into parallel or series, providing calculations. additional paths for electrons to move along. 10. Identify the personal and environmental impacts of various energy 8. Series and parallel circuits can be analyzed using Ohm’s law. production methods (such as geothermal, wind turbines, nuclear 9. How to calculate electrical efficiency using the cost formula. plants, hydroelectric dams, solar energy). 10. That for every type of energy production there are both consequences and benefits. Assessment Evidence (Stage 2) Performance Task Description The PERFORMANCE TASK describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding Helpful tips for writing a in a real life situation. Describe your performance task scenario below: performance task. You are an inventor who has created an alternative design for a household electrical appliance. To Goal: What should students put your product into production, you must find an investor. You plan to present your design in accomplish by completing this the Dragon’s Den, hoping that (one of the millionaires) on the show will want to invest in your task? Role: product. To ensure that you capture their attention, you must show in your presentation, that What role (perspective) will your design is more efficient than the original based on factors such as: good circuit design, type your students be taking? of resistor/conductors used, cost to run the appliance, impact on daily life, and impact on the Audience: Who is the relevant audience? environment. In order to ensure that you are as successful as possible with the design and the Situation: presentation of your electrical appliance, please use the attached rubric to self-assess your The context or challenge work. provided to the student. Product/Performance: What product/performance will the student create? Standards (Create the rubric for the Performance Task) BLOOMS TAXONOMY: Digital Taxonomy for Bloom: REMEMBERING: Can the students recall or remember the information? KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling UNDERSTANDING: Can the students explain ideas or concepts? COMPREHENSION: Advanced searches, blog journaling, twittering, commenting APPLYING: Can the students use the information in a new way? APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing ANALYZING: Can the students distinguish between the different parts? ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering EVALUATING: Can the students justify a stand or decision? SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, CREATING: Can the students create new product or point of view? video casting EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating Standards Rubric The STANDARDS RUBRIC should identify how student understanding will be measured. Please attach rubric to unit plan. Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.) 1. Lab reports: after completing each lab experiment, students will be expected to analyze and interpret their data and present their findings in a scientific lab report. 2. Quizzes: there will be two quizzes in this unit that will be used to assess students’ understanding of the topics learned and to help identify those areas that need further teaching 3. Worksheets: multiple worksheets will be provided to students to allow them the opportunity to answer questions related to the topics learned and to solve practice problems. 4. Informal observations, exit slips, and questioning will be used to help determine students’ level of understanding. Learning Plan (Stage 3) Where are your students headed? Where have they been? How will you make sure the students know where they are going? Prior to grade 9, students have been exposed to basic principles of electricity in grade 6. To help tap into prior knowledge and to assess what students have learned/remember from the unit in grade 6, a pre-assessment will be given. In addition, on the first day of this unit, students will be presented with the essential questions and performance task so that they know, right from the beginning, where they are headed. The essential questions will continually be referred to throughout the unit so that students are constantly reminded of what they have learned, and what they still need to learn. How will you hook students at the beginning of the unit? (motivational set) To hook students at the beginning of the unit, students will be presented with a variety of images that have to do with static and current electricity (e.g. lightning, a photocopier, aurora borealis, I-pod, various electrical appliances, as well as a fuse box). Students will then be asked to think about what these pictures all have in common, what form of electricity affects each of the objects in the pictures, and how electricity impacts daily life. I will also show students a clip from the TV show “Dragon’s Den,” in order to spark a discussion on the performance task and to create excitement about this final project. What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? Time Frame Throughout this unit, students will be able to experience and explore many topics through hands-on labs. Specifically, students will be able to investigate static electricity, series and parallel circuits, conductors, resistors, and insulators, batteries, as well as Ohm’s law through lab situations. In addition, students will be equipped with needed skills by providing them with worksheets to practice solving problems related to Ohm’s law and calculating cost. Also, students will be further equipped with the necessary knowledge by providing them with a guided inquiry research project that investigates the personal and societal impacts of various energy production methods. How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Opportunities to reflect and rethink will be provided to students on an ongoing basis throughout the unit. Specifically, students will be provided with a rubric that they can use for self-assessing all of their lab reports, before they hand them in. This will allow them the opportunity to revise any part of their lab report, based on the standards within the rubric. Also, once lab reports have been marked and returned to the students, they will be able to refine any of them, if they choose, and then hand them back to me to be re-marked. Finally, as students are working on worksheets throughout the unit, as well as on their final performance task project, I will be informally observing them and asking them critical questions in order to cause them to rethink and refine their work. How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Quizzes will be one method that will be used to demonstrate, both to the students and myself, what new skills, knowledge, and understanding they have gained. Quizzes will also show those areas that still need more growth. The marked lab reports will be a second method that I will use to help students both exhibit and self-evaluate their new, ever-increasing skill set. How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students? One method of tailoring the learning plan will be to place students, as they complete labs, in mixed ability groups. As my grade nine classes are filled with a very diverse range of learners, placing strong learners into a lab group with those that are medium and low ability will help to ensure that all students are able to understand and engage fully in their lab experience. In addition, I will provide differentiated worksheets, especially on the cost and Ohm’s law calculations, to students. Finally, the final performance task will allow students, at all levels, to engage in learning as they are able to choose their own electrical appliance to design. Those students that are at a higher level of learning can choose a design that will challenge their skill level, and those that are a lower level can choose a simpler appliance that will still allow them to showcase their level of knowledge and understanding. This electricity unit will begin with topics that students will already have a level of knowledge and familiarity with, from grade 6 (e.g. static electricity, series, and parallel circuits). Then, the unit will steadily progress into those topics that are new and are at a more challenging level (e.g. Ohm’s law, calculating cost). By organizing the unit in this manner, students will be hooked and engaged from the beginning, as they will have a level of experience with the material being presented. And, as the unit becomes more challenging, students will see how much they have already learned, and will feel confident enough to reach towards understanding the new and more difficult concepts. Assess and Reflect (Stage 4) Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? BAL’s: Does my unit promote life long learning, encourage the development of self and community, and engage students? CELS & CCC’s: Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world? Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students? Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches? Student Evaluation: Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? Resource Based Learning: Do the students have access to various resources on an ongoing basis? FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each child’s identity? Blueprint for Life: Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career? Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.
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