Week Three
Grade 5 curriculum outcomes targeted includes those for Science, Physical Education, Language Arts, Mathematics, Music, and Fine Arts. Please see Curriculum Connections page for details.
Day 1
Introduction: Review from Week One about different homes across Canada. Activity One: Material Hunt Students will explore outside to gather materials they could use for building their homes. Mini Lesson: Prior to going outside, students will learn about the Aboriginal epistemology of taking only what is required from the land. Students will be aked to be respectful towards the land and natural resources. Students will be encouraged to interact and engage with through the following mini competitions:
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Formative Assessment: Students will compose a tweet on the application "Twitter" about how they will incorporate these outside materials into their homes.
Lesson One: How Much Will Your Home Cost?
Materials used in the creation of student's homes will be given a cost associated with them. Materials such as: popsicle sticks, tooth picks, building blocks and cardboard will be priced for students to "purchase". Prices of all materials will be posted on the whiteboard/blackboard/smartboard for students to clearly observe. The materials that students gathered from the lesson "Material Hunt" and materials such glue, scissors, or tape will be considered free. This lesson builds off prior knowledge that students will have about money.
Activity Two: How Much Will Your Home Cost?
Students will fill out a T-Chart to keep track of the materials they use and the associated costs. Students will be required to total their costs and find a summative cost for building they homes. Students will be given the option to create their T-Chart and keep track of their costs on an iPad if they want.
Materials used in the creation of student's homes will be given a cost associated with them. Materials such as: popsicle sticks, tooth picks, building blocks and cardboard will be priced for students to "purchase". Prices of all materials will be posted on the whiteboard/blackboard/smartboard for students to clearly observe. The materials that students gathered from the lesson "Material Hunt" and materials such glue, scissors, or tape will be considered free. This lesson builds off prior knowledge that students will have about money.
Activity Two: How Much Will Your Home Cost?
Students will fill out a T-Chart to keep track of the materials they use and the associated costs. Students will be required to total their costs and find a summative cost for building they homes. Students will be given the option to create their T-Chart and keep track of their costs on an iPad if they want.
Formative Assessment: Observations and discussions as students work
Day 2
Introduction: Pre-lesson slip about what student's think a circuit is. Students will be asked to recall the circuits physical activity from Week Two.
Introduction: Pre-lesson slip about what student's think a circuit is. Students will be asked to recall the circuits physical activity from Week Two.
Lesson One: What Is A Circuit? Part I
Introduce circuits and electrical currents. Discussions will center around the following questions:
Formative Assessment: Student engagement and participation in classroom discussions |
Activity One: Building Houses
All students will have begun building their houses today. Students will be reminded to keep track of their building materials and the associated costs. Ask students to take pictures of the process of building their houses (these pictures will be used during week 5).
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
All students will have begun building their houses today. Students will be reminded to keep track of their building materials and the associated costs. Ask students to take pictures of the process of building their houses (these pictures will be used during week 5).
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Formative Assessment: Observations and discussions as students work.
Day 3
Introduction: Students will review what they learned in Part 1 of "What is a Circuit".
Introduction: Students will review what they learned in Part 1 of "What is a Circuit".
Lesson One: What Is A Circuit? Part II
Students will work collaboratively with the teacher as the teacher labels and discusses the components of a circuit on the SmartBoard. Connections should be made to Aboriginal epistemologies of cyclical patterns and interconnectedness.
Activity One: Students will sketch a circuit with all required components. For students who prefer to work with technology, they will be given the choice to create and label a circuit with the online University of Colorado "Circuit Construction Kit" (University of Colorado Boulder, n.d.). Students will again be asked to consider their homes and how to incorporate a circuit within their houses.
Students will work collaboratively with the teacher as the teacher labels and discusses the components of a circuit on the SmartBoard. Connections should be made to Aboriginal epistemologies of cyclical patterns and interconnectedness.
Activity One: Students will sketch a circuit with all required components. For students who prefer to work with technology, they will be given the choice to create and label a circuit with the online University of Colorado "Circuit Construction Kit" (University of Colorado Boulder, n.d.). Students will again be asked to consider their homes and how to incorporate a circuit within their houses.
Formative Assessment: Consider if students are engaged in circuits lesson. The teacher should observe if students are correctly labelling and creating their circuits, intervening and asking students questions about their thinking as necessary.
Activity Two: Building Houses
Students will continue building their houses. Students will be reminded to keep track of their building materials and the associated costs. Students will also be reminded that they are required to incorporate at least once circuit in their houses.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Students will continue building their houses. Students will be reminded to keep track of their building materials and the associated costs. Students will also be reminded that they are required to incorporate at least once circuit in their houses.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Formative Assessment: Observations and discussions as students work on building their houses.
Day 4
Introduction: Students will recall what a circuit is, how it works, and will be asked to apply this knowledge to their own homes.
Activity One: Conductive Materials
Students will create circuits with a variety of given materials. Students will know when their circuit is correctly setup when a light bulb lights up. Student will be asked to make note of which specific materials allowed for electrical flow to be complete and which materials do not.
Lesson One: What Is A Circuit? Part III
Students will discuss their observations during the previous activity. The teacher will ask guiding questions about what they saw happen with particular materials. The teacher will flow into an explanation of what a conductor is.
Introduction: Students will recall what a circuit is, how it works, and will be asked to apply this knowledge to their own homes.
Activity One: Conductive Materials
Students will create circuits with a variety of given materials. Students will know when their circuit is correctly setup when a light bulb lights up. Student will be asked to make note of which specific materials allowed for electrical flow to be complete and which materials do not.
Lesson One: What Is A Circuit? Part III
Students will discuss their observations during the previous activity. The teacher will ask guiding questions about what they saw happen with particular materials. The teacher will flow into an explanation of what a conductor is.
Formative Assessment: Students will complete a short online Flubaroo quiz so the teacher can get a sense of the class' general understanding, see who is falling behind on new concepts and prepare for following lessons as necessary.
Activity Two: Building Houses
Students will work on building their houses. Students will be reminded to keep track of their building materials and the associated costs. Students will also be reminded to incorporate a circuit within their houses.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Students will work on building their houses. Students will be reminded to keep track of their building materials and the associated costs. Students will also be reminded to incorporate a circuit within their houses.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Formative Assessment: Observations and discussions as students work on building their houses.
"Circuit Construction Kit"
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Day 5 (flow into week 4)
Activity One: Multiple Light Bulbs and Batteries Students will experiment with circuits and see what happens when multiple batteries and/or multiple light bulbs are added. For students who prefer to work with technology, they will be given the choice to experiment with circuits on the University of Colorado "Circuit Construction Kit" (University of Colorado Boulder, n.d.). Lesson One: What Is A Circuit? Part IV
Discussion what students saw when they added more than one light bulb and/or more than battery and explanation of why they saw what they did. |
Formative Assessment: Exit slips about group work/how they are working together and coming along with building.
Activity Two: Building Houses
Students will continue building their houses. Students will be reminded to keep track of their building materials and the associated costs. Students will be required to have almost completed the construction of their houses and have a good start on incorporating a circuit within their houses.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Students will continue building their houses. Students will be reminded to keep track of their building materials and the associated costs. Students will be required to have almost completed the construction of their houses and have a good start on incorporating a circuit within their houses.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Formative Assessment: The teacher will create a GoogleDoc for all students to ask questions. This will give the opportunity to students who usually do not like to speak up in class to ask specific questions. Students will be able to access this GoogleDoc at home as well. Observations and discussions as students work on their houses.
Week Four
*Ideally, this unit would be completed within 4 weeks. Week 4 is considered a "buffer" week in case additional time to complete the unit is required.
Day 1
Introduction: A brief overview of circuits will be completed today. Students will be informed that this will be their last week to continue working on their houses and circuits.
Lesson One: Circuits Wrap Up
Students will be given the opportunity to ask any remaining questions about circuits. Teachers will also have the opportunity to catch up on any topics/concepts that were not completed.
Activity One: Reflection
Write a personal reflection about experiences building their houses, working with circuits, and collaborating in a group in any format students wish. Suggested formats are: journals response, diary entry, informal conversation between the student and teacher, drawn representation of their experience, etc. Students will be encouraged to consider the Aboriginal epistemologies of communal strength and working as a whole to achieve a final goal.
Activity Two: Building Houses
Students will continue to work on building their houses. Students will be reminded to keep track of their building materials and the associated costs.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Introduction: A brief overview of circuits will be completed today. Students will be informed that this will be their last week to continue working on their houses and circuits.
Lesson One: Circuits Wrap Up
Students will be given the opportunity to ask any remaining questions about circuits. Teachers will also have the opportunity to catch up on any topics/concepts that were not completed.
Activity One: Reflection
Write a personal reflection about experiences building their houses, working with circuits, and collaborating in a group in any format students wish. Suggested formats are: journals response, diary entry, informal conversation between the student and teacher, drawn representation of their experience, etc. Students will be encouraged to consider the Aboriginal epistemologies of communal strength and working as a whole to achieve a final goal.
Activity Two: Building Houses
Students will continue to work on building their houses. Students will be reminded to keep track of their building materials and the associated costs.
*During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences
Formative Assessment: Observations and discussions as students work on building their houses.
Day 2
Introduction: The field trip to the Science Centre tomorrow will be discussed. Students will be reminded about what to bring and prepare for the field trip. Activity One: Building Houses Students will continue to work on building their houses. Students will be reminded to keep track of their building materials and the associated costs. *During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences Formative Assessment: The teacher will begin meeting with students individually as they work on their homes to discuss their reflections from the previous day. These meetings will continue throughout the week. Day 3
Introduction: Students will participate in a fieldtrip to the Telus Spark Science Centre. Students will explore the various centres that the Telus Spark Science Centre has to offer. Students will be reminded to pay close attention to the centres that relate to their learnings in the classroom- particularly electricity, circuits, and constructing homes. |
Day 4 & 5
Introduction: Students will be informed today will be the last day to finalize and finish up their houses and circuits. Activity One: Building Houses. Students will continue to work on building their houses. Students will be reminded to keep track of their building materials and the associated costs and the measurements of their houses. *During the building process, traditional music from various parts of the world will be played to encourage cultural diversity and differences . |
Formative Assessment: Teachers will continue to meet with students individually and discuss their reflections from earlier in the week.
Summative Assessment: Students will begin handing in their sketches/blue prints from Week 2, their T-chart used to track the total cost of building their homes, and their finalized houses. Teachers will assess and grade based on correct mathematics in the T-chart and if the circuit(s) work correctly. Teachers will assess the building of their houses, focusing on the materials used, the structure of their houses and the stability of it. Teachers will also take into consideration student reflections during this assessment.
Summative Assessment: Students will begin handing in their sketches/blue prints from Week 2, their T-chart used to track the total cost of building their homes, and their finalized houses. Teachers will assess and grade based on correct mathematics in the T-chart and if the circuit(s) work correctly. Teachers will assess the building of their houses, focusing on the materials used, the structure of their houses and the stability of it. Teachers will also take into consideration student reflections during this assessment.
Click the following link to view how we considered differentiation within this week: