MATL Unit Overview (UBD)

Title of Unit
Subject
Unit #:

Energy Transformation
Environmental Science and Technology
2

Grade Level
Time Frame

10
One cycle (8-10 classes)
Daniel Languay

Stage 1 Desired Results

Established Goals: What relevant goals (e.g. PLOs, content standards, course or program
Relevance: How is this learning relevant to students? Why should they care?
objectives, learning outcomes) will this lesson address?
- Learn to use energy efficiently
- Produces and shares scientific messages
- Understand how energy evolves around and in them
- Recognizes and describes scientific principles
- Makes connections between the principles using concepts, laws or
models
Students will understand that What are the big ideas? What specific understandings

Essential Questions: What provocative questions will foster inquiry, understanding, and transfer

(explanation, interpretation, application, perspective, self-knowledge, empathy) about the big ideas are
desired? What misunderstandings are predictable?

of learning?

- Energy Transformation
- Relationships between energy, motion, molecules and temperature
- Energy efficiency

Student will know What key knowledge and skills will student acquire as a result of this unit?

- How does energy affect our lives?

- What role does energy play in the universe?
Students will be able to

(e.g. vocabulary, terminology, definitions, key factual information, critical details, important events or people,
sequence and timelines)

What should they eventually be able to do as a result of such

knowledge and skill? (e.g. basic skills, communication skills, thinking skills, research, inquiry, investigation,
study skills, interpersonal or group skills)

- Different forms of energy.

- Sources of energy.
- Basic laws and formulas associated with energy

- Communicate scientifically about energy

- Students will have basic knowledge to think, research and investigate different
forms of energy.

Cross Curricular Competencies: How does the intended learning promote the intellectual,

Broad Areas of Learning: How does the intended learning promote Health and well-being,

methodological, personal & social and communication related competencies?

personal and career planning, Environmental Awareness and Consumer Rights and
Responsibilities, Media Literacy, or Citizenship and Community Life?

- Use information
- Communicate
- Cooperate with others
- Solves problems

Universal Design for Learning: How will you present information and content in different
ways? How will you differentiate the ways that students can express what they know? How will you stimulate
interest and motivation for learning?

- Students will engage in better environmental practices with a better

understanding of energy use and production

Further considerations: Multiliteracies, Higher

Order Thinking, Technology

- Students can express this knowledge through verbal, written and

kinesthetic forms.
- Information will be presented using images, discussion and inquiry
forms.
Stage 2 Assessment Evidence
Performance Tasks: Through what authentic performance tasks will students demonstrate the
Other Evidence: Through what other evidence (e.g. quizzes, tests, academic prompts, observations,

desired understandings? By what criteria will performance of understanding be judged? How will students
receive feedback from which to base improvement?

They will do hands-on labs and produce reports that will demonstrate their
understanding of the theory.

homework, journals) will students demonstrate achievement of the desired results? How will students receive
feedback regarding these?

Small quizzes will be given to determine understanding of material. Quizzes

will be marked and handed back with written comments. Students will correct
their mistakes.

Performance will be judge using attached rubric

Written and Oral feedback will be given in addition to rubric grading.

FORMATIVE - Assessment FOR learning

FORMATIVE - Assessment AS learning: What

SUMMATIVE - Assessment OF learning: What

How will you use assessment to promote learning? How will you show
students their strengths and suggests how they can develop further?

opportunities will you provide for reflection and self-assessment to help

students develop, practise, and become comfortable with critical
analysis of their own learning?

tools and task will you use to provide evidence of achievement for
reporting?

Lab Reports
Group Quizzes
Group Practice Exercise

Exit Cards
Energy Puzzle

Practical Lab Exam

Theoretical Unit Test

Stage 3 Learning Plan

Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of
the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will
you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their
growing skills, knowledge, and understanding throughout the unit? 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

Learning Focus:
Energy and its Forms
Learning Focus:
Potential Energy
Learning Focus:
Kinetic Energy
Learning Focus:
Conservation of Energy

Learning Focus:
Thermal Energy
Learning Focus:
Energy Efficiency
Learning Focus:
Summative Assessment

Key ideas:
-Definition of Energy
-Categorizing Energy into 9 forms
-The definitions of the 9 forms of energy
Key ideas:
-Factors that affect potential energy
-Relationships between the factors and potential energy
(Mass, Acceleration, Distance, Gravity; Ep=mgh)
Key ideas:
-Factors that affect kinetic energy
-Relationships between the factors and kinetic energy
(Mass, Velocity; Ek=0.5mv2)
Key ideas:
-The law of Conservation of Energy: Energy cannot be
created or destroyed, only converted from one form to
another.
-The total Energy in a closed system is constant (ET=Ek+EP)
Key ideas:
-Factors that affect thermal energy
(Mass, Change in Temperature, Nature of Substance)
-Difference between heat and temperature
[Q=mc(Tf-Ti)]
Key ideas:
-Relationship between Work and Energy (W=Ef-Ei)
-Definition and difference between useful energy and
useful work
%Eefficiency=(Useful Energy/Initial Energy) x 100
Key ideas:

Assessment:
Energy Puzzle
Exit Card on forms of
energy in my life
Assessment:
Potential Energy
Experiment Report
Assessment:
Small group quiz on Kinetic
Energy
Assessment:
Free fall Experiment Report

Assessment:
Specific Heat Capacity
Experiment Report
Group Practice Exercise
Assessment:
Lesson Quiz
Exit Card on efficient
energy practices
Assessment:
Practical Lab Exam and
Report
Theoretical Unit Test

4
Exceeding
expectations
Recognizes the
Is able to determine the
forms of All energies
different forms of
involved in a system.
Energy
Recognizes that some
energies may belong to
more than one form.
Understands the
Can manipulate the energy
relationships between laws to determine All of
the factors of interest in a
energy forms and
given energy system.
their factors
Recognizes exceptions to
the laws.
Uses appropriate
Using proper scientific
laws and principles they
scientific laws and
principles to describe can account for All of the
conversions that occur in
Energy systems.
an energy system. Is able
to predict conditions for
optimal conversions of
energy
Produces appropriate Reports follow All
scientific norms and
scientific reports.
methods. Uses appropriate
scientific terms in his/her
written vocabulary.

3
Meeting
expectations
Is able to determine the
forms of All energies
involved in a system.

2
Approaching
expectations
Is able to determine the
forms of Most energies
involved in a system.

1
Not yet meeting
expectations
Is able to determine the
forms of Few energies
involved in a system.

Can manipulate the energy

laws to determine All of
the factors of interest in a
given energy system.

Can manipulate the energy

laws to determine Most of
the factors of interest in a
given energy system.

Can manipulate the energy

laws to determine Few of
the factors of interest in a
given energy system.

Using proper scientific

laws and principles they
can account for All of the
conversions that occur in
an energy system.

Using proper scientific

laws and principles they
can account for Most of
the conversions that occur
in an energy system.

Using proper scientific

laws and principles they
can account for Few of the
conversions that occur in
an energy system.

Reports follow All

scientific norms and
methods.

Reports follow Most

scientific norms and
methods

Reports follow Few

scientific norms and
methods