UNIT PLANNING TEMPLATE

ORILLIA CAMPUS
BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL
Subjects /Strands: Science Understanding Matter and Energy: Electricity and Electrical Devices
Grade(s): 6
Dates of possible implementation: March 21 April 18
Culminating Task due date: Friday April 15

A. BIG IDEA
FOR THIS
UNIT

CULMINATING
TASK
Rich
Performance
Assessment
Task Chapter
3 Drake Text

Language:
Oral Communication It is possible to use speaking skills and strategies which communicate
ones own reasoning to an audience.
Reading Understanding how a variety of text forms, text features, and stylistic elements can
help communicate meaning.
Writing generating, gathering, and organizing ideas and information into a booklet will help in
understanding the most influential people in the electrical field.
Media Literacy creating a variety of media texts for an audience using appropriate forms,
conventions, and techniques will portray a specific meaning and be used for a specific purpose.
Science:
Electricity - Electrical energy can be transformed into other forms of energy.
- Society must find ways to minimize the impact of energy production on the
environment.
The students will be completing an experiment.
Students will be working in groups to create a circuit board. They will use their understanding
of circuits, how energy transforms, insulators and conductors, and circuit symbols to
individually draft up a plan of what they believe will work to light a lightbulb in a circuit. This
will be accompanied by a written hypothesis as to why their design will work and show how the
energy is transformed. Once every student has had a change to create their own ideas they will
gather in their groups to test their theories.

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When the students draft p their plans they will be using the symbols that they have learned
through the unit will relates back to our big idea in reading that a variety of forms can help
communicate a meaning.
Through the completion of their written hypothesis they will display the big idea from our
science curriculum.
There will be a template for the experiment that the students will be able to fill out and submit
by the due date. It can either be written or typed.
The students will be assessed based on a rubric that will also be provided for them.
The achievement chart categories that will be addressed are: Knowledge and Understanding
knowledge of content; Thinking use of planning skills; Communication expression and
organization of ideas and information, and use of conventions.

B. OVERALL
EXPECTATION(
S)

Language:
Oral Communication 2. Use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes.
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.
Writing 1. Generate, gather, and organize ideas and information to write for an intended
purpose and audience.
2. Draft and revise their writing, using a variety of informational, literary, and graphic forms
and stylistic elements appropriate for the purpose and audience.
3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively.
Media Literacy 3. Create a variety of media texts for different purposes and audiences, using

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appropriate forms, conventions, and techniques.
Science: Electricity
1. Evaluate the impact of the use of electricity on both the way we live and the environment;
2. Investigate the characteristics of static and current electricity, and construct simple circuits;
3. Demonstrate an understanding of the principles of electrical energy and its transformation
into and from other forms of energy.
Language:
SPECIFIC
EXPECATIONS Oral Communication - 2.3 communicate orally in a clear, coherent manner, using appropriate
organizing strategies and formats to link and sequence ideas and information.
(S)
2.4 use appropriate words and phrases from the full range of their vocabulary including
inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and
context, to communicate their meaning accurately and engage the interest of their intended
audience.
2.7 use a variety of appropriate visual aids, to support or enhance oral presentations.
Reading - 1.4 demonstrate understanding of increasingly complex texts by summarizing and
explaining important ideas and citing relevant supporting details.
2.1 analyse a variety of text forms and explain how their particular characteristics help
communicate meaning, with a focus on literary texts such as a myth graphic texts such as an
advertisement and informational texts such as an editorial.
Writing - 1.2 Generate ideas about a potential topic and identify those most appropriate for the
purpose.
1.3 Gather information to support ideas for writing, using a variety of strategies and a range of
print and electronic resources.
1.6 Determine whether the ideas and information they have gathered are relevant,
appropriate, and adequate for the purpose, and do more research if necessary.
2.2 Establish a distinctive voice in their writing appropriate to the subject and audience.
3.3 Confirm spellings and word meanings or word choice using a variety of resources
appropriate for the purpose.
Media Literacy - 3.4 Produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques.

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LEARNING
GOAL(S)

Science: Electricity 1.2 Assess opportunities for reducing electricity consumption at home or at school that could
affect the use of non-renewable resources in a positive way or reduce the impact of electricity
generation on the environment.
2.1 follow established safety procedures for working with electricity.
2.2 design and build series and parallel circuits, draw labelled diagrams identifying the
components used in each, and describe the role of each component in the circuit.
2.3 use scientific inquiry/experimentation skills to investigate the characteristics of static
electricity.
2.6 use appropriate science and technology vocabulary, including current, battery, circuit,
transform, static, electrostatic, and energy, in oral and written communication.
3.1 distinguish between current and static electricity.
3.3 identify materials that are good conductors of electricity and good insulators.
3.4 describe how various forms of energy can be transformed into electrical energy.
3.5 identify ways in which electrical energy is transformed into other forms of energy.
3.6 explain the functions of the components of a simple electrical circuit.
3.7 describe series circuits parallel circuits and identify where each is used.
In language by the end of the unit the students are expected to be able to communicate orally
in a clear manner, using appropriate organizing strategies to link ideas and information. Know
how to use appropriate words and phrases from the full range of their vocabulary to
communicate their meaning accurately and engage the interest of their intended audience.
Also to know how to use visual aids in a presentation.
Task/Strategy for assessment: The students will have to give a presentation on consumption
and conservation, creating a poster or slideshow to assist in discussing their topic.
Students are expected to be able to analyse a variety of text forms and explain how their
particular characteristics help communicate meaning, using science terms and the symbols
used in drawn circuits.
Task/Strategy for assessment: When creating their proposed ideas for their culminating task
the students will need to know how to read the symbols that relate to the parts of the circuit.
Students are expected to know how to generate ideas about a topic. They should know how to

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gather information to support their ideas for writing, using a variety of resources. Students are
expected to know how to determine whether the ideas and information they have gathered are
relevant.
Task/Strategy for assessment: The students will be going through work sheets about important
people related to the history of electricity (Benjamin Franklyn, Thomas Edison, Alexander
Graham Bell, Hedy Lamarr, and Nikola Tesla) and create a booklet with three important facts
about each.
Students are expected to be able to produce a variety of media texts for specific purposes and
audiences.
Task/Strategy for assessment: The poster or slideshow that the students are going to be
producing for their presentations.
In science by the end of the unit, the students will be able to know how to assess opportunities
for reducing electricity consumption at home and how non-renewable resources in a positive
way or reduce the impact of electricity on the environment.
Task/Strategy for assessment: The students will fill out a chart of where in their home they use
electricity. They will use this information when creating their posters.
The students will know how to follow safety procedures for working with electricity.
Task/Strategy for assessment: The students and I will come up with safety procedures that they
will follow through the culminating task.
Students will be able to design and build series and parallel circuits, draw labelled diagrams
identifying the parts used in each, and describe the role of each.
Task/Strategy for assessment: The students will create their own diagrams for their culminating
task, if they are able to draft a workable model then they have an understanding of each part
and how it works.
The students will be able to use their scientific inquiry skills to investigate the characteristics of
electricity.
Task/Strategy for assessment: The students will question what objects can produce electricity

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in the world and hypothesize about which will and test it. The students will fill out a chart
stating their findings. They can test whatever they would like.
The students will know how to use appropriate vocabulary, including current, battery, circuit,
transform, static, electrostatic, and energy.
Task/Strategy for assessment: They will be able to show this when they fill out their lab
template for the culminating task. I will be looking for them to use the terms in the correct
manner.
The students will know how to tell the difference between current and static electricity.
The students will know how to identify materials that are good conductors and insulators.
Task/Strategy for assessment: The students will demonstrate and understanding of the
difference between current and static electricity using a flash light and a balloon and explaining
the difference.
Students will be able to describe how different forms of energy can be transformed into
electrical energy.
Task/Strategy for assessment: the students will explain the how energy transforms through
various forms through creating diagrams.
Students will be able to explain the purpose of the parts of simple electrical circuits and will
know how to describe series circuits and parallel circuits.
Task/Strategy for assessment: The students will be able to explain the parts of circuits and
describe the circuits throughout the reasoning in their culminating task.
At the end of this unit the students will be able to answer the following questions:
What are the different forms of energy?
What is electricity? Why is it important?
What is an electrical charge and how is it created?
How is electricity produced?
How does energy transform?
How do we consume electricity?

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What are ways in which we can conserve electricity?
What is static electricity? What is Current Electricity? What is the difference?
What are insulators and conductors?
What safety is important when working with electricity?
What are the differences between parallel and series circuits?
What are the symbols used in a circuit? How can use make your own circuit?
Who are important people in history related to electricity and what have they done?

C. SUCCESS
CRITERIA

ASSESSMENT
TASKS/STRATEGI
ES

Each day the students will be faced with a task that will prove if they have gained an
understanding of the subject matter for each lesson.
Once the success criteria/ learning goals are discussed for the lesson, I will tell the students to
use it as a reference guide. The students will look over the work that they have completed and
make sure that it meets the criteria.
For example the lesson on famous people in electricity, the students will make a flipbook with
three important facts about each person. If they have completed that book with three facts for
each then they will be able to show that they have read about each person and understand
what the most important facts are about each.
By the end of the unit to demonstrate their learning the students will be participating in a lab
for their culminating task. Each student will have to do individual work and then build on their
collaboration skills within a group. The students will be given a template to follow for their
experiments. The students will demonstrate what they have learned by filling out the
template. They will have to create a design of a circuit with all its components. This will prove
that they understand how parallel and series circuits work, they will prove this if they can
create a circuit that can work. In their designs they will be required to use the different
symbols that correspond to the components of a circuit which will prove that they will know
what each symbol means. They will also be able to test their knowledge of insulators and
conductors because they will be supplied with a number of materials to make their circuits
and they will need to know which items to use to complete them. The students will then be
able to present their ideas to the class verbally and represent their findings through their
written work.

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ASSESSMENT
TOOLS
What recording
strategies will
teachers use?
POSSIBLE
ASSESSMENT
STRATEGIES

The students will also be able to write a test that summarizes what they should know and
understand by the end of this unit. The questions will be based on the lessons that we have
focused on throughout the unit. They will know: the forms of energy. How electricity and
electrical charge is produced? About consumption and conservation. Static and current
electricity. Insulators and conductors. Circuits. Famous people in the history of electricity.
I will use a rubric for the final culminating task, and for the small consumption versus
conservation assignment that they students will have to complete.
I will use a checklist for the flipbooks of famous people and their facts to make sure the
students know what is expected of them.
I will use anecdotal notes to assess the students ability to collaborate and to work
independently, also to determine if they can self-regulate.
For / As

Teacher Conference
Teacher Edit
Exit Card
Checklist
Self Assessment Checklist
Discussion
Map, Concept Map
Select Response
3-2-1
Thumbs Up/Thumbs Down

Observation checklist
Interview

Spot Check
Quiz

Performance Checklist

Question and Answer

Concept Attainment, Mind
Self-Assessment Response Form
Peer Edit
Demonstration
Other

D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson.
Lessons flow together and scaffold student learning. What teaching skills/concepts expectations are
being introduced for completion of culminating task? Outline or sketch out each lesson in the unit

UNIT PLANNING TEMPLATE

ORILLIA CAMPUS
LESSON (1-9)

Lesson 1: Introduction to Electricity

and Forms of Energy
This first lesson will be an introduction to
the unit, the students will create a mind
map with Electricity in the center and
they will write what they know about
electricity already. Once the activity is
finished we will discuss what each
student has written. We will then discuss
a brief history of electricity. The students
will be given the key terms that they will
be using in the unit. The students will
also be given a handout on energy that
will discuss what the seven forms of
energy are. After they are done their
work we will have a discussion in which I
will divide the class into groups and we
will debate which form of energy we see
the most in our daily lives, the students
will argue for their own form.
Specific Expectations: Oral
Communication 2.4 use appropriate
words and phrases from the full range of
their vocabulary including inclusive and

WHAT TEACHER
WILL DO

WHAT
STUDENTS WILL
DO

ASSESSMENT
MODE & TOOL
(say write do)

CITE
RESOURCES
(Ministry
Effective
Guides, other)

1. Teacher will
hand out chart
paper to the
students home
groups.

1. Students will get

into their home
groups and
create a mind
map.

Inclusion of
Exceptional
Learners in
Canadian Schools
pg. 77, 86.

2. The teacher will

lead a
discussion about
what the
students have
written on their
mind maps.

2. The students
will participate
in the
discussion.

The students will

write out their mind
maps and the
teacher will use this
as a formative
assessment to
determine the
background
knowledge of the
students before
beginning the unit.

3. The teacher will

hand out the list
of key terms,
and a handout
that will be read
together about
the different
forms of energy.
4. The teacher will
then divide the
class into their
home groups

3. The students
will read
together about
the different
forms of energy.
4. The students
will debate on
the best form of
energy in their
home groups.
The students
will weigh the
pros and cons of
each form.

The students will

participate in a
debate about the
various forms of
energy to learn
about each and to
grasp an
understanding of
others points of
view.

Electrically
Charged 1994
Exclusive
Education
Principles of
Classroom
Management pg.
4 The CALM
Model
Bennetts
Bumping Model

UNIT PLANNING TEMPLATE

ORILLIA CAMPUS
non-discriminatory language, and
stylistic devices appropriate to the
purpose and context, to communicate
their meaning accurately and engage
the interest of their intended audience.
Writing 1.2 Generate ideas about a
potential topic and identify those most
appropriate for the purpose. Science
Electricity 3.4 describe how various
forms of energy can be transformed into
electrical energy. 3.5 identify ways in
which electrical energy is transformed
into other forms of energy.

and each group

will be given a
form of energy.

Teaching/learning strategies: The use of

the mind map will allow the students to
build their own connections to the unit. If
this is possible then teaching will be
easier because the students will have
invested themselves in the topic.
Lesson 2: How is Electricity
Produced and What is an Electrical
Charge?
This lesson consists of various
worksheets that the students will use
and keep in their science books as
reference for later review. The students
will create diagrams of an atom to better
understand electrical charge. They will
then work through a flow chart of how

1. The teacher will

hand out the
various
worksheets for
the students to
keep in their
science books.
2. The teacher will
lead the
discussion of

1. The students
will place the
worksheets in
their books.
2. The students
will participate
in a discussion
on atoms and
electrical
charge.

The students will

draw and label an
atom, they will write
out a description of
what happens to an
atom when it loses
and when it gains
an electron. What
charge does it get?

2000 S & S
Learning
Materials
Nelson Literacy 6
Teachers
Resource Ontario
and Student
version

UNIT PLANNING TEMPLATE

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energy is produced and where it comes
from. They will use their Nelson Literacy
books as reference, pg. 44-46. I will set
up a carousel with the headings:
Electrons; Water; Nuclear Energy;
Natural Gas; Fossil Fuels. Under each the
students will walk around the room and
fill out information about what they have
learned in the lesson.
Specific Expectations: Writing 1.2
Generate ideas about a potential topic
and identify those most appropriate for
the purpose. 1.6 Determine whether the
ideas and information they have
gathered are relevant, appropriate, and
adequate for the purpose, and do more
research if necessary.
Teaching/learning strategies: It is
important when teaching this lesson that
the students stay engaged there is a lot
of written text. Keep the lesson moving
and get the students involved in the
activities.
Lesson 3: Consumption and
Conservation
This will be an inquiry lesson; the
students will develop questions that will
be based on conservation, for example:

atoms and
electrical
charge.
3. The teacher will
ask the students
to draw out a
diagram of an
atom.
4. The teacher will
instruct the
students to pull
out their Nelson
Literacy books
to use as a
referenced when
we discuss
where energy
comes from.

3. The students
will draw out an
atom and label
its parts.
4. The students
will read over
the section in
their Literacy
books pg. 54-56.

The students will

also participate in
the group activity of
the carousel and
contribute to the
discussion of where
energy comes from.

5. The students
will participate
in a carousel
activity adding
in information
they have
learned and will
discuss this as a
class.

5. The teacher will

set up the
carousel activity
for the students.
1. The teacher will
explain to the
students that
today they will
be exploring
ideas on how to

1. The students
will begin
exploration on
consuming and
conserving

The students will be

given a rubric on
what is expected of
them in the
presentation, both
on the content and

Comprehension
& Collaboration
pg. 70-71
Environmental
Issues for student

UNIT PLANNING TEMPLATE

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how to conserve energy? As a class we
will read Nelson Literacy pg. 54-56, so
the students will get a basis of
information that they can begin with.
The students will gain an understanding
of how the community and how they
consume energy. They will be faced to
research and propose ideas they have to
conserve energy. They will create a
presentation, either a poster or slide
show and present it to the class, to show
their findings.
Specific Expectations: Oral
communication 2.7 Use a variety of
appropriate visual aids, to support or
enhance oral presentations. Reading 2.1
analyse a variety of text forms and
explain how their particular
characteristics help communicate
meaning, with a focus on literary texts
such as a myth graphic texts such as an
advertisement and informational texts
such as an editorial. Media Literacy 3.4
Produce a variety of media texts for
specific purposes and audiences, using
appropriate forms, conventions, and
techniques. Science Electricity 1.2
assess opportunities for reducing
electricity consumption at home or at
school that could affect the use of nonrenewable resources in a positive way or

conserve
energy.
2. The teacher will
lead the class in
a discussion on
the conservation
of energy.
3. The teacher will
explain that the
students will
have to research
different ways to
conserve energy
and create a
presentation on
different ways
people can
conserve energy
within the
community and
in their homes.

energy.
2. The students
will read their
Nelson Literacy
texts pg. 44-46.
They will then
participate in a
discussion of
what they have
read.
3. The students
will individually
create
presentations on
how people
consume energy
and what ways
they can teach
people to
conserve
energy. The
students will
have a choice
on how they
would like to
present their
findings.

on the way they will

be preforming
orally.

use
Energy The
World and You
Energy &
Electricity Series
S & S Learning
Materials
Nelson Literacy 6
Teachers
Resource Ontario
and Student
version

UNIT PLANNING TEMPLATE

ORILLIA CAMPUS
reduce the impact of electricity
generation on the environment.
Teaching/learning Strategies: The
teacher must circulate while the
students are creating their
presentations, making sure that each
student remains on task.
Lesson 4: Static and Current
Electricity
The students will learn about static
versus current electricity. The students
will be given the opportunity to create
questions about objects around the
classroom that may possess static
electricity. The students will be given
balloons and test whatever they like
while filling out an observation sheet. For
current electricity they will be given a
worksheet that will have sections that
they will have to place in the order that
the electricity travels. It is also important
to note if the students relate the
transformation of energy that they have
studied in the last few lessons, to see if
they are making connections.
Specific Expectations: Writing 1.2
Generate ideas about a potential topic
and identify those most appropriate for

1. The teacher will

lead a quick
discussion on
static versus
current
electricity.
2. The teacher will
give the
students
handouts that
explain both
types of
electricity.
3. The teacher will
supply the
students with
various objects
that the
students will be
able to test
static electricity

1. The students
will participate
in the
discussion.
2. The students
will place the
handouts in
their science
textbooks.

3. The students
will be given a
chart to fill out
for observations
that they make
on static
electricity and
objects that
conduct static
electricity.

The students will fill

out their
observation charts,
using appropriate
vocabulary and
making connections
to what they have
learned throughout
the unit so far. The
teacher will check
the observation
checklist for
completion and for
connections that
the students can
make when working
with electricity.

50 Tools and
Techniques for
Classroom
Management g.
60
2000 S & S
Learning
Materials
OPG Grade 6
Student Guide
Electricity

UNIT PLANNING TEMPLATE

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the purpose. Science Electricity 2.1
follow established safety procedures for
working with electricity. 2.3 use scientific
inquiry/experimentation skills to
investigate the characteristics of static
electricity. 3.1 distinguish between
current and static electricity.

on.

Teaching/learning Strategies: For the

purpose of studying static electricity the
teacher again will have to maintain good
classroom management when the
students are exploring what objects
contain static electricity. It is important
to keep the students safety in mind.
Lesson 5: Insulators and Conductors
Todays lesson I would like to start off
with a quiz on the information they have
learned from lessons one to four. I want
to see if the students can remember
important information and if they can
make connections between the
information that they have learned
about. Once the students have
completed this the rest of the lesson will
be dedicated to insulators and
conductors. The students will read about
the two types and then if there is
enough time then they will run a few
tests of things that may be an insulator

1. The teacher will

instruct the
students to
prepare for their
quiz. This quiz
will cover
everything they
have learned in
lessons one
four.
2. The teacher will
lead the
students
through a
discussion and

1. The students
will prepare
themselves for
their quiz. They
have had the
weekend to
prepare.
2. The students
will participate
in learning
about what
insulators and
conductors are.
3. The students

The teacher will be

assessing the
students using the
quiz.
The teacher will
also assess the
students on how
they test certain
materials and if
they can draw up
hypothesises based
on what they have
learned from this
lesson.

Educational
Psychology
Applications in
Canadian
Classrooms
Chapter 5:
Assessing
Student Progress
Super Teacher
Worksheets
2000 S & S
Learning
Materials

UNIT PLANNING TEMPLATE

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or conductor and fill out an observation
sheet.
Specific Expectations: Writing 1.2
Generate ideas about a potential topic
and identify those most appropriate for
the purpose. 1.3 Gather information to
support ideas for writing, using a variety
of strategies and a range of print and
electronic resources. Science Electricity
2.1 follow established safety procedures
for working with electricity. 3.3 Identify
materials that are good conductors of
electricity and good insulators.
Teaching/learning Strategies: The
students have had test before. The
teacher will be looking to see if the
students have developed in their
studying strategies.
Lesson 6: Circuits
Todays lesson focuses on the various
types of circuits that can be built and the
students will study the flow of electricity
through circuits. The students will be
able to explore the circuit building
materials that are within the classroom
and use this time to gain their own
understanding of how they work and
how they can be built. The students will

readings on
insulators and
conductors.
3. If time will allow
it (depending on
how long the
students need
for their quiz)
then the teacher
will lead the
students in an
exploration of
what materials
are good
insulators and
what make good
conductor.

will experiment
with various
things that
could be
insulators and
conductors; they
will fill out an
observation
chart on their
findings.

1. The teacher will

give the
students
handouts that
will aid them in
understanding
circuits.

1. The students
will read over
the handouts
together and
build their
understanding
of circuits.

2. The teacher will

hand out
supplies that the

2. The students
will gather the
materials they

The teacher will use

a checklist to
assess the students
initiative in group
work and how they
use what they have
learned to create
electricity.

Classroom
materials
Ontario Power
Generation Kids
Guide to
Electricity

UNIT PLANNING TEMPLATE

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be given materials that will aid them in
their understanding of circuits, but I
would like to see if they can self-regulate
and build their own learning.
Specific Expectations: Writing 1.2
Generate ideas about a potential topic
and identify those most appropriate for
the purpose. 1.3 Gather information to
support ideas for writing, using a variety
of strategies and a range of print and
electronic resources. Science Electricity
3.6 Explain the functions of the
components of a simple electrical circuit.
3.7 describe series circuits parallel
circuits and identify where each is used.

students will
need to create
circuits.

need and get

into their home
groups

3. The teacher will

observe the
students
working, taking
notes and make
observations.

3. The students
will let their
knowledge of
circuits guide
them through
their exploration
of circuits and
electricity.

1. The teacher will

hand out a one
page summary
of each
historical figure,
with some true
and false
questions.

1. The students
will gather the
handouts and
place them into
their books.

Teaching/learning Strategies: The

strategy today is more so the side of
play based learning, while the students
are older, the teacher will allow them to
explore circuits on their own.
Lesson 7: Heroes of Electricity
Today the lesson will focus on five
famous people that relate to electricity:
Benjamin Franklyn, Thomas Edison,
Alexander Graham Bell, Hedy Lamarr,
and Nikola Tesla. Each important in their
own right. The students will have to read
a one page summary of the important

2. They will collect

the booklets and
once they have

The students will

have to write out
their three
interesting facts
about each person.
The teacher will try
to assess if the
students can relate
the knowledge back

2000 S & S
Learning
Materials
Thomas
Edison.com
Historic Canada
Alexander

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aspects of the lives of these individuals
and answer a true/false worksheet on
the back. Once we go over the right
answers to the questions the students
will make a booklet that they will write
three important facts about each person
in.
Specific Expectations: Reading 2.1
analyse a variety of text forms and
explain how their particular
characteristics help communicate
meaning, with a focus on literary texts
such as a myth graphic texts such as an
advertisement and informational texts
such as an editorial. Writing 1.2
Generate ideas about a potential topic
and identify those most appropriate for
the purpose. 1.3 Gather information to
support ideas for writing, using a variety
of strategies and a range of print and
electronic resources. 1.6 Determine
whether the ideas and information they
have gathered are relevant, appropriate,
and adequate for the purpose, and do
more research if necessary.
Teaching/learning Strategies: The
strategy is that the students will use
their own judgement to record what they
believe to be important to the unit.

2. The teacher will

then hand out
the booklets
that the
students will fill
out their three
important facts
about each.
3. Once the
students have
completed their
reading the
teacher will lead
a discussion on
what they have
learned.

read about each

person they will
complete the
true and false
section, and
write out their
three important
facts about
each.
3. The students
will participate
in a class wide
discussion about
what they have
found the most
interesting
about each
person.

to our unit through

our discussion at
the end of the
lesson.

Graham Bell
Famous Women
Inventors Hedy
Lamarr
Tesla Memorial
Society of New
York

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Lesson 8: Culminating Task Circuit
Building
This lesson is our final lab experiment
that the students will be completing.
They will each be given a lab template
that they will be tasked with completing
the experiment. Each student will have
to work individually to create a design of
a circuit that they could build with the
materials found within the class. They
will then work in pair or groups to test
their drawings to see if their circuits
would work. If they do not work I want
the students to state so and make a
draft with possible changes with
reasoning behind the changes that they
would want to make. By the end of the
lesson the students will hand in their
completed lab template.
Specific Expectations: Writing 2.2
Establish a distinctive voice in their
writing appropriate to the subject and
audience. 3.3 Confirm spellings and
word meanings or word choice using a
variety of resources appropriate for the
purpose. Science Electricity 2.1 follow
established safety procedures for
working with electricity. 2.2 design and
build series and parallel circuits, draw
labelled diagrams identifying the

1. The teacher will

explain the
culminating task
to the students.

1. The students
will hopefully
listen to the
instructions.

2. Hand out the

template for the
lab write-up and
explain how the
students will fill
it out.

2. The students
will follow along
in the
explanation of
the template.

3. The teacher will

give the
students time to
come up with
their own
hypothesis and
then instruct
them to get into
their home
groups to test
out their
theories.

3. The students
will work
through the lab
and fill out their
template.
4. The students
will hand in their
completed lab
template.

The teacher will

accompany a rubric
along with the lab
template so that
the students are
aware on how they
will be assessed.
They will fill out the
template using the
knowledge they
have gathered from
the unit to the best
of their ability and
hand it in for
grading.

The students will

use their notes
and any
classroom
materials to
complete their
culminating task.

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components used in each, and describe
the role of each component in the
circuit. 3.6 explain the functions of the
components of a simple electrical circuit.
Teaching/learning Strategies: The
teacher will support and guide the
students through the completion of their
lab write ups and circuit building.
Lesson 9: Unit Test
This final lesson is a unit test for the
students to show me the knowledge that
they have collected from the unit. The
culminating task was able to show me
that they can relate their knowledge to
practical purposes and the test is to
show me that they can relate any
knowledge together that they did not
need for the culminating task.
Specific Expectations: Reading 1.4
Demonstrate understanding of
increasingly complex texts by
summarizing and explaining important
ideas and citing relevant supporting
details. Writing 2.2 Establish a distinctive
voice in their writing appropriate to the
subject and audience. 3.3 Confirm
spellings and word meanings or word
choice using a variety of resources

1. The teacher will

instruct the
students to put
away all
materials and
begin handing
out the test.
2. The teacher will
assist the
students when
appropriate
questions are
asked.

1. The students
will put away all
of their
materials and
begin writing
the test.
2. The students
will hand in the
test when they
have completed
it to the best of
their ability.

The teacher will be

assessing the
students
knowledge of the
unit through the
test. Looking for
higher orders of
thinking, and seeing
if they have made
connections.

50 Tools and
Techniques for
Classroom
Management g.
143

UNIT PLANNING TEMPLATE

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appropriate for the purpose. Science
Electricity 2.6 use appropriate science
and technology vocabulary, including
current, battery, circuit, transform,
static, electrostatic, and energy, in oral
and written communication.
Teaching/learning Strategies: The
students will be assessed on their ability
to demonstrate their learning strategies,
through their ability to relate information
and show higher order thinking.

E. LEARNING
EXPERIENCES
AND
DIFFERENTIATIO
N

LEARNING
SKILLS AND
WORK HABITS

The students have a choice in the smaller task in lesson three; they will have options in how
they would like to present their information. Throughout the unit the students will have the
opportunity to demonstrate their learning in oral, and in written ways. Content will be
delivered through verbal discussion and written texts.
The students will learn different aspects of electricity that will help them build their
knowledge that will allow them to complete their culminating task. Each day will allow the
students to build on their knowledge of electricity in all its forms and practical uses.
The students are used to working in their home groups; they will do so and will also have to
work independently. The learning tasks are focused and remain on subject for the unit. There
are a lot of opportunities for the students to share the responsibility for their learning, there
are tasks that they have to develop their own inquiry questions, and will have to read
information and pick what they believe to be important and what connects to the unit.
Responsibility
Completes and submits class work, homework, and assignments according to agreedupon timelines;

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TO BE
ADDRESSED &
ASSESSED

VARIETYOF
LEARNING
EXPERIENCES

Takes responsibility for and manages own behaviour.

Organization
Establishes priorities and manages time to complete tasks and achieve goals;
Identifies, gathers, evaluates, and uses information, technology, and resources to
complete tasks.
Independent Work
Uses class time appropriately to complete tasks;
Follows instructions with minimal supervision.
Collaboration
Responds positively to the ideas, opinions, values, and traditions of others;
Builds healthy peer-to-peer relationships through personal and media-assisted
interactions;
Shares information, resources, and expertise and promotes critical thinking to solve
problems and make decisions.
Initiative
Demonstrates curiosity and interest in learning;
Approaches new tasks with a positive attitude;
Self-Regulation
Sets own individual goals and monitors progress towards achieving them;
Seeks clarification or assistance when needed;
Ensure that there are a variety of learning experiences provided to match the class and
individual learning profile that you have developed for this group of learners (see next page
for listing)

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Learning Experiences
Inquiry Questions
Anticipation Guide
Brainstorming
Case Study
Choice Boards
Class Discussion
Computer Simulation
Concept Attainment
0Concept Formation
Concept Creation
Concept Mapping
Critical Dialogue
Cubing
Debate (Formal)
Debate (Informal)
Examine Both Sides
Four Corners
Game
Game Theory
Graffiti
Graphic Organizer
Graph Creation
Graphing
Guest Speaker

Inside/Outside Circle
Inquiry
Jigsaw
Journal Writing
KWL chart
Learning Centres
Learning Contracts
Metaphors
Movie Review/Analysis
Mind Map
Model Building
Note Making (student
generated)
Note Making (teacher
generated)
Numbered Heads
Jigsaw
Panel Discussion
Placemat
P/M/I
Problem Based Learning
Puzzle Pieces
RAFTS
Research (Guided)
Research (Independent)

Report Writing
Response Writing
Response Journals
Role Playing
Round Robin
Simulation
Snowball
Socratic Dialogue/ Rich
Questioning
Song Creation
Teams Games Tournaments
Three Way Debate
Think Pair Share
Think Pair Square
(Graduated)
Think Together Think
Apart
Thinking Routines
Tiering
Values Line
Venn Diagram
Video Clip
Word Wall
Word Web
Other
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