Ener-GEE!

Overview:

The students and teacher will go for a walk in the schoolyard or community, looking for different forms of energy (sun, wind, gas, electrical, food). This will be a shared experience that will become the starting point of an inquiry into different forms of energy, how people and animals use energy, how to conserve energy, and why it is important to use energy wisely. After gaining knowledge of different forms of energy, students will be asked to design and build a structure that uses renewable energy for a purpose.

Grade Level: 1

Strand and Topic: Understanding Matter and Energy: Energy in Our Lives

Inquiry Focus:

What is energy? What types of energy are there?What is the main source of energy?What do we use energy for?Why do we need to use energy carefully?How can the students use this knowledge to make informed choices when designing and building a structure that uses energy in order to meet a specific purpose?

Big Ideas:

Everything that happens is a result of using some form of energy. The sun is the principle source of energy for the earth. Humans need to be responsible for the way in which we use energy.

Overall Expectations:

Science and Technology

1. Assess uses of energy at home, at school, and in the community, and suggest ways to use less energy;

2. Investigate how different types of energy are used in daily life;3. Demonstrate an understanding that energy is something that is needed to make things

happen, and that the sun is the principle source of energy for the earth.

Language: Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

Language: Writing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience

Language: Media Literacy

1. demonstrate an understanding of a variety of media texts

The Arts: Visual Arts

D1. apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

Specific Expectations:

Science and Technology

1.1 describe their own and their family’s uses of energy; identify ways in which these uses are efficient or wasteful, taking different points of view into consideration; suggest ways to reduce personal energy consumption; and explain why it is important for people to make these choices

2.1 follow established safety procedures during science and technology investigations 2.2 investigate how the sun affects the air, land, and/or water, using a variety of

methods 2.4 investigate and compare seasonal differences in the ways we use energy and the

types of energy we use 2.5 use scientific inquiry/experimentation skills, and knowledge acquired from previous

investigations, to explore the effects of light and heat from the sun 2.6 investigate how the sun’s energy allows humans to meet their basic needs, including

the need for food

2.7 use appropriate science and technology vocabulary in oral and written communication

2.8 use a variety of forms to communicate with different audiences and for a variety of purposes

3.1 demonstrate an understanding that energy is what makes the things they do or see happen

3.2 demonstrate an understanding that the sun, as the earth’s principal source of energy, warms the air, land, and water; is a source of light for the earth; and makes it possible to grow food

3.3 identify food as a source of energy for themselves and other living things 3.4 identify everyday uses of various sources of energy 3.5 demonstrate an understanding that humans get the energy resources they need

from the world around them

Language: Oral Communication

2.2 demonstrate an understanding of appropriate speaking behaviour in a few different situations, including paired sharing and small and large group

2.3 communicate ideas and information orally in a clear, coherent manner 2.4 choose appropriate words to communicate their meaning accurately and engage the

interest of their audience 2.7 use one or more appropriate visual aids to support or enhance oral presentations

Language: Reading

1.1 read a few different types of literary texts, graphic texts, and informational texts 1.2 identify a few different purposes for reading and choose reading materials

appropriate for those 1.3 identify a few reading comprehension strategies and use them before, during, and

after reading to understand texts, initially with support and direction 1.4 demonstrate understanding of a text by retelling the story or restating information

from the text, including the main idea 1.5 use stated and implied information and ideas in texts, initially with support and

direction, to make simple inferences and reasonable predictions about them 1.6 extend understanding of texts by connecting the ideas in them to their own

knowledge and experience, to other familiar texts, and to the world around them

Language: Writing

1.1 identify the topic, purpose, audience, and form for writing, initially with support and direction

1.2 generate ideas about a potential topic, using a variety of strategies and resources 1.3 gather information to support ideas for writing in a variety of ways and/or from a

variety of sources 1.4 sort ideas and information for their writing in a variety of ways, with support and

direction 1.5 identify and order main ideas and supporting details, initially with support and

direction, using simple graphic organizers and simple organizational patterns

1.6 determine, after consultation with the teacher and peers, whether the ideas and information they have gathered are suitable for the purpose

2.1 write short texts using a few simple forms

Language: Media Literacy

1.1 identify the purpose and intended audience of some simple media texts

The Arts: Visual Arts

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and personal understandings

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Key Concepts:

Energy, sun, people, animals, conservation, resources

Prior Skill Sets:

- respectful listening and speaking skills during the knowledge building circle discussions;- observation skills, recording skills, and tallying skills during the exploration and

investigation of the different types of energy; - cutting/fastening skills during the hands-on activities in order to be successfully engaged

in this inquiry.

Prior Knowledge:

Students will need to have prior knowledge of the 3 Rs, particularly the Reduce concept. (Science and Technology, Specific Expectation 1.1).

Students will need to have prior knowledge of fair tests (changing only one variable in order to test how it performs) and experimental procedures. (Science and Technology, Specific Expectation 2.3).

Students will need to have prior knowledge of how to make a poster (i.e.: format). (Writing, Specific Expectations 1.1 and 2.1).

Materials and Equipment:

battery operated toys electrical toys wind powered toys (pinwheel) solar toys or calculators muscle-powered toys (yoyo, push/pull vehicles, etc.) containers for water pots soil seeds (beans grow very quickly) black construction paper reusable materials (paper tubes, paper plates, and drink holders from fast food

restaurants, craft sticks, tongue depressors, construction paper, metal nuts and/or washers, straws, string, modeling clay, glue, tape, straight pins/tacks, scissors)

markers tape/glue string Non-fiction storybooks on energy, conservation, and the 3 Rs; multi-media resources;

computer access

Related Background Resources and/or Links:

Science and Technology Resources:

STAO “Connecting to the Natural World” (ideas for taking students outside; general ideas even though it is Junior) http://stao.ca/cms/gr-4-5-6-environmental-ed/1062-general-overview

Catch the WindAnne JohnsonBeavers Pond Press, c2008ISBN 1592982581

Clean EnergyLaurie GoldmanFlash Point, 2010, c2008ISBN 9781596435780

Earth’s EnergyIsabelle Ramade-MassonWindmill Books, 2010ISBN 9781607547990

EnergyKay ManolisBellwether Media, Children’s Press, 2008ISBN 9780531147245

EnergyJack Challoner

Dorling Kindersley, 2000, c1993ISBN 0789461919

Energy AlternativesRobert SneddenHeinemann Library, c2002ISBN 1403487367

Energy CrisisEwan McLeishStargazer Books, 2008ISBN 9781596041431

Energy Island: How One Community Harnessed the Wind and Changed Their WorldAllan DrummondFarrar, Strauss and Giroux, 2011ISBN 9780374321840

http://www.linktolearning.com/grade1science.htm

https://www.youtube.com/watch?v=wyVF6R9e6xE

https://www.youtube.com/watch?v=ycdke8MTSCI

Indigenous Resources:

For Print Resources:First Nations owned bookstore and publishing house that offers a variety of authentic resources www.goodminds.com

Aboriginal Perspectives: The Teacher’s Toolkit:The toolkit was developed by the Ontario Ministry of Education to support elementary teachers in integrating First Nation, Metis, and Inuit histories, cultures and perspectives. Available at:www.edu.gov.on.ca/eng/aboriginal/ toolkit.html and www.goodminds.com

Additional Resources:www.edu.gov.on.ca/eng/aboriginallibrary.queensu.ca/webedu/grad/aboriginal.pdfwww.nwmo.ca/aboriginaltraditionalknowledgeAboriginal science and technology society - www.casts.caAssembly of First Nations - www.afn.caHolistic learning modules- www.ccl-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.htmlSafety:

Teachers need to follow the safety procedures referenced in the STAO Elementary Safety resource (http://stao.ca/res2/unifElemSafety/)http://stao.ca/res2/unifElemSafety/):

general safety, pages 7-9, 21, 25-33, 35-40 materials safety, pages 62-64 designing, building, and testing constructions safety, pages 73-76 equipment safety, pages 77-78 nature study safety, pages 96-97

Teachers need to follow established school and board safety procedures in order that all activities are conducted in a safe manner.

Students should be able to use safe practices to ensure their personal safety and that of others in a variety of situations.

Students need to follow established safety procedures in the use of scissors and fastening materials when building the project.

Students need to follow established procedures for maintaining a well-organized work space.

Instructional Planning and Delivery:

The time required to complete this inquiry will depend upon student background, student skill sets, level of student interest, and any additional time necessary for the completion of student work. Estimated time of inquiry completion is approximately twelve instructional periods.

Engage (I SEE):

This stage is designed to create student interest and curiosity, and enables teachers to begin to assess prior knowledge of the students. This is a teacher-led activity to engage students and provide a shared experience from which to draw on later in the inquiry process. See Resource list for general ideas about taking students outside. Suggested timeline is approximately one instructional period.

The students and teacher will go for a walk in the schoolyard or community, using food energy to move around, stopping to appreciate natural sources of energy (wind, sun), as well as observing gas powered vehicles and electrical wires. The book, -Earth’s Energy- by Isabelle Ramade-Masson, could be read to the students. Students can record their findings on clipboards as they walk (Worksheet #1 could be used). During this activity, students may have comments and questions about what they are doing. Record these for later reference. Take advantage of any teachable moments to discuss related topics, such as how the sun is used as an energy source for all living things, different types of energy and what they are used for, how electricity travels through the wires to our homes, etc.

Questioning (I WONDER):

The traditional storytelling/talking circle/knowledge building circle includes the concept of “group talk” where formal and informal conversation (think/pair/share, brainstorming, jigsaw, etc.) takes place. This includes the sharing of information in a safe manner with agreed upon rules of respect and responsibility (which are posted nearby). A “talking stone” is used to signify the speaker and is then passed around the circle from student to student. The circle is complete when all have had a chance to speak and be heard respectfully (can set a time limit but must have opportunity to resume); all are sincerely thanked for their respectful participation. Use of kinesthetic activities to confirm understanding of information shared (clap, look at a friend and smile, okay symbol, thumbs up, etc.) is included. This begins as a teacherled circle until the students are familiar with the process. Then the students are able to take a more active role in which teacher and students co-lead, eventually leading to the stage when students are able to initiate the discussion and information sharing with independence.

In a knowledge building circle (inside the classroom or outside), the students are asked open-ended questions to inspire their own questions for further inquiry. This is also the time to reference the comments and questions given during the energy hunt activity and build them into the discussion using chart paper or a word wall. This is a safe place to allow students to gradually take more initiative in the inquiry process as teachers are able to gauge when students are ready to move from more teacher-directed instruction to teacher-student co-led inquiry, and eventually to student-initiated inquiry. Suggested timeline is approximately one instructional period

Teacher-led Student-led

What do you notice about the things that we recorded? (What is the same/different?)

What does this make you wonder about?

What other different kinds of energy might there be?

How can we find out about different types of energy?

Possible questions may include the following:

What gives us energy?

Why does food give us energy?

Why do things need energy?

How do things use energy?

What do animals use for energy?

Explore / Inquiry activity (I DO):

Different Types of Energy:

Building upon the discussion from the knowledge building circle, bring out examples of objects that use a variety of energy sources. Working in partners or small groups, ask the students to sort the items in different ways and explain why they sorted that way. Ask the students if they can find similarities between these objects and what they found on their energy hunt in their community. Suggested timeline is approximately one instructional period.

Assess Prior Knowledge: Students record what they know about energy in pictures, words, or a combination in a learning log, storyboard, visual art painting, oral presentation. This will provide an initial assessment of where individual students are in their understanding of energy and will allow the teacher to plan next steps to support their students’ learning.

Allow the students to explore each of the objects to figure out what powers them. Ask open-ended questions of the students

Why did you put that object in that group? Could you explain your thinking when you decided that these objects were similar?

Record anecdotal observations on chart paper to better understand their thought processes and knowledge. Reconvene in the knowledge building circle or in small groups in order to consolidate the students’ observations, explanations, and questions.

Energy Tally:

Make a list of the different types of energy discovered so far (solar, wind, battery, electric, muscle, gas) so that the students, in pairs or individually, can travel around the classroom and school to tally the different types of energy being used. The books, Energy by Kay Manolis or Energy by Jack Calloner, could be read to the students. (A similar tally and recording sheet could be sent home as well.) Students report their tally results in a knowledge building circle. Discussion (using think/pair/share, elbow buddy, or small groups) on these findings will lead the students to some conclusions about what type of energy is used the most and the least.

Why do you think the school uses this type of energy the most? What does this make you wonder about? How do you think we can save some of this energy?

Suggested timeline is approximately one instructional period.

Explain: The students record their observations and explanations about the energy tally on the bottom of their tally chart. Students could also record these findings in a discovery journal, orally on an iPad, or in a dramatic presentation to their peers.

Energy Conservation:

Building upon the discussion from the knowledge building circle or small group discussion, review the ways that they suggested for energy conservation, individually or in partners; put ideas on sticky notes and post on board or chart. Discuss which types of energy can be conserved (non-renewable energy such as electric, gas, battery) and which types of energy are not limited (renewable energy such as wind and sun), what the difference is, and how people should be trying to conserve non-renewable energy and switching to more renewable energy sources. Record student comments, observations, and questions on chart, computer, or iPad. Provide resources, such as Clean Energy by Laurie Goldman, Energy Alternatives by Robert Sneddon, or Energy Crisis by Ewan McLeish, about energy conservation so that students may do further research on how to conserve energy (they may want to choose one particular type of energy, such as electricity) and report back to the learning community.

For students who need more teacher direction, the research can be done as a whole class with the teacher reading informational texts to the students then pairs or individuals can draw or write the ideas and post for the entire class. For students who are more independent and need little/no teacher direction, the research can be done in partners or small groups with one student responsible for presenting his/her findings. For independent students, this research could be done individually. Consolidate student ideas and findings during a knowledge building circle, recording any further questions as they arise. Suggested timeline is approximately one instructional period.

Explain: The students record their ideas for energy conservation in pictures, words, or a combination in a learning log, by storytelling, on an iPad or video camera, or in a dramatic presentation.

Sun as the Main Source of Energy:

Provide students with the materials suggested for investigating the sun and ask how they think that they can use them for an energy investigation. The book, Earth’s Energy by Isabelle Ramade-Masson, could also be referenced at this point. Students ready to take the initiative in an inquiry such as this will be able to provide their ideas, suggestions, and questions which can then be recorded on chart paper or overhead. If students are in need of more teacher direction, suggest an investigation of the sun as an energy source and guide them into figuring out how they can design an inquiry process via a fair test (opportunity to record anecdotal observations on their problem solving skills).

The water containers need to be filled with the same amount of water, one placed in the sun and one in the shade. The seeds need to be planted in the same amount of soil and watered, with one placed in the sun and the other in the shade.

One sheet of black construction paper needs to be placed in the sun and one in the shade. Students record their predictions about what will happen in each experiment and why, draw pictures of each as time goes by in order to record their observations, then record their conclusions as to what happened over time and why.

During a knowledge building circle or small group discussion, students discuss their observations, findings, explanations, and further questions. Record anecdotal observations during this process on class chart or sticky notes. Focusing in on the seed growth, ask students

why they think this happened and why this would be important to everything on earth (i.e.: plants need sun in order to grow; people and animals need to eat plants for food energy). Consolidate student understanding of the importance of the sun to all living things on earth and that no one or thing could survive without it. Suggested timeline is approximately one to two instructional periods.

Explain: Students record why the sun is so important to the earth at the bottom of their experimental recording sheet, in an oral presentation, storyboard, or performance. This can be used to do a gap analysis of student understanding so that further instruction can be given if necessary.

Consolidation Activity:

Students can create an energy conservation poster showing different types of energy that can be readily conserved, what types of energy could be used instead/more, why people should conserve, and other interesting facts about energy. The books, Energy Alternatives by Robert Sneddon, Catch the Wind by Anne Johnson, or Energy Island by Allan Drummond, could be read to the students. In a knowledge building circle, small groups, or partners, discuss/review the success criteria for making an effective poster (building on prior knowledge); review the types of energy and various ways of conserving that energy. Post the success criteria for reference during the poster creating activity. The posters can be displayed around the room, students can take a gallery walk to see their peers’ work, and the teacher can ask open-ended questions of each illustrator (i.e.: why did you choose electricity as your example of energy that needs to be conserved? Why did you choose that way of reducing electricity?). This is an opportunity to record anecdotal observations. These posters can then be posted around the school in order to encourage others to conserve energy; remind students that they need to practice what they want others to do. Suggested timeline is approximately two instructional periods.

This will provide insight into student thinking and their understanding of the concepts of different forms of energy, how they can be conserved, and why people need to conserve.

Dependent upon student interest and ability to take initiative in the inquiry process, this could be extended to include a research project. Those students needing more teacher direction could do a project based on a teacher-suggested topic, such as a simple machine of their choice, resulting in an oral or written report or a visual arts project. Students more independent in their ability to take initiative would research a project of their own choice (i.e.: which energy source is most likely to harm our earth, which energy source is the least harmful to our earth, etc.?) and present this to their peers in a self-selected presentation, such as a puppet play, visual arts display, computer slide show, or a storybook. A visit from the local electrical company, solar panel company, or wind turbine company would be informative for students.

Extensions:

Students may want to create an artistic sun catcher using reusable materials:

cut a hole in a reusable box, glue/tape acetate/laminate over the hole, decorate with permanent markers, hang with string.

Students may want to write and illustrate a book (or booklet/pamphlet) on energy and energy conservation.

Extend / Redesign:

Students are asked to design and build a renewable energy-using device, such as a wind chime, dreamcatcher, or pinwheel, using their knowledge of the different forms of energy. During a student-led brainstorming session, which could be done during a knowledge building circle or small group collaboration, student-generated suggestions for renewable energy-using devices (wind-powered or muscle-powered devices would be easiest to build) are recorded on chart paper, overhead, computer, or sticky notes. Students can then make their final project choice from this list. Suggested timeline is approximately two to three instructional periods. Success criteria need to be recorded during a class brainstorming session so that students know what is expected of them and what they need to do in order to achieve success. The success criteria should be posted and referred to often during the design-and-build process.

This could include the following:

Design Criteria: Device must: Use renewable energy to move (either wind or muscle power) Fit in students’ hand Perform the task for which it is designed (i.e.: make noise, move, etc.) Be aesthetically pleasing (well-built and pleasing to look at)

Students need to have access to materials and fasteners in order to build their devices. They can help brainstorm a list of materials that are available to be used in the construction process.

Students need time to devise a plan (a labeled diagram will suffice) before beginning to build their chosen device. This plan may change during the building process but that is all part of the technological problem process (plan, test, revise, test, revise…). A final labeled diagram is one way to record this process of problem solving; an oral explanation of the changes and the reasons behind the changes would provide valuable information about student thought processes. Worksheet #5 could be used to record student planning.

Once completed, the device can be shared with classmates and teacher in an oral, written, or visual presentation giving an explanation of what the device is, how it works, how it was built, and what the student would change if he/she were able to build it again.Indigenous Connections:

In order to be respectful of First Nations, Metis, and Inuit, this inquiry has used the holistic wheel as a guide to assist in planning knowledge building circles (storytelling circles), mini-

lessons, hands-on activities that have real-world connections and assessment strategies that have been successful for students.

An outline of the holistic wheel follows:

Holistic Wheel:

Using the holistic wheel with all students when planning lessons will engage the students through the following means:

Spiritual: holistic approaches that incorporate cultural concepts, resources, and/or artifacts

Physical: interactive and collaborative activities; visual and hands-on

Emotional: humour; storytelling and group talk (knowledge building circles); reflective

Intellectual: mini-lessons, procedures and routines, assessment tools; life-long learning; real-world connections

For further information, please use the resources cited in this unit.

Evaluate (I REMEMBER):

Throughout the Instructional Planning and Delivery process, there are multiple opportunities for teachers to assess learning. Teachers should use the “knowledge building circle” discussions, questions, and information sharing in the assessment for learning as students grasp the knowledge that they are exploring, through anecdotal observations, questions and answers, teacher-student conferences with timely oral feedback, presentations, labeled pictures, etc.

Teachers should use the “Explain” activities to assist in the assessment as student learning in the varied and differentiated ways given (puppet plays, storytelling, performances, computer slide shows, visual arts, etc.) that will allow different learning styles to be successful.

The “Consolidation” and “Extend” activities can be used by teachers to assist in the assessment of student learning when students are able to use the knowledge that they have gained throughout the inquiry process in an applied, hands-on manner with real-life connections.

The success criteria could become the basis of a co-created rubric that would be used to evaluate the project (see sample below).

Evaluation of this activity should include anecdotal observations of the design-and-build process, evaluation of how well the student was able to achieve the components of the success criteria, as well as a self-evaluation of how well the student felt the project fulfilled the design criteria set out at the beginning of the build, and what the student would do differently if able to do the project again. Additional anecdotal observations of the experimental process should also be noted. Checklists, portfolios, learning journals, and self-selected performances/presentations could also be used to assist in evaluating student learning, based upon the focus of the activity.

Sample rubric based on design project success criteria:

Success Criteria Level 1 Level 2 Level 3 Level 4Device uses renewable energy (wind or muscle) effectively

Device uses renewable energy to achieve little movement

Device uses renewable energy to achieve some movement

Device uses renewable energy to achieve movement

Device uses renewable energy to achieve maximum movement

Device meets size criteria (fits in student hand)

Device does not fit in one hand; needs two hands to hold and operate

Device fits in one hand but needs second hand to hold and operate

Device fits in one hand to hold and operate

Device fits in one hand to hold securely (handle area designed and built in) and operate

Device performs the task for which it was designed (i.e.: make noise, move)

Device performs the task with little success

Device performs the task with some success

Device performs the task with success

Device performs the task with consistent success

Device is aesthetically pleasing (well-built/looks good)

Device shows little attention to detail

Device shows some attention to detail

Device shows attention to detail

Device well thought out, extra detail

Student followed all safety procedures during the building process

Student needed reminders to use safety procedures

Student needed some reminders to use safety procedures

Student used safety procedures independently

Student used safety procedures independently and could effectively explain each rule

Student could explain how the device uses energy effectively

Student offered little explanation as to how the device uses energy

Student offered some explanation as to how the device uses energy

Student was able to explain how the device uses energy

Student was able to explain with detail and insight how the device uses energy

A checklist may be used to indicate that the student has achieved the learning goal indicated. A checkmark indicates success.

Learning Goal Criteria:

The sun is the principal source of energy for the earthUnderstands that energy is needed to make things happen

A checkbric could be used to indicate the level of student achievement for the learning goals indicated.

Learning Goal Criteria: 1Basic

2Moderate

3Considerable

4Thorough

Identifies different types of energyUnderstands how different types of energy are used in daily lifeUnderstands that energy needs to be used wiselySuggests ways that energy can be conserved

Worksheet #1: Energy Walk

Record the observations that you made during your energy walk (you may use pictures, words, or both).

Worksheet #2: Different Types of Energy

Type of Energy: _______________________Objects:

Type of Energy: _______________________Objects:

Type of Energy: _______________________Objects:

Type of Energy: _______________________Objects:

Type of Energy: _______________________Objects:

Type of Energy: _______________________Objects:

Worksheet #3: Energy Tally

Type of Energy: _______________________Tally:

Type of Energy: _______________________Tally:

Type of Energy: _______________________Tally:

Type of Energy: _______________________Tally:

Type of Energy: _______________________Tally:

Type of Energy: _______________________Tally:

Worksheet #4: Energy Conservation

Type of Energy being researched: _________________________________________________

Information gathered:

Worksheet #5: Planning Template

1. Draw a labeled picture of how you want to build your project.

2. Draw a labeled picture of your finished project:

3. What changes did you make to your project? Why did you make these changes?