This document outlines a unit plan for teaching electricity concepts to students in levels 1 and 2. Over the course of 8-9 weeks, students will learn about what electricity is, how it produces light, heat, sound and movement, and that everyday appliances use and are connected to electricity from the mains. Students will explore open and closed circuits, and learn that some materials conduct electricity while others do not. They will learn how to use electricity safely and how to apply their new knowledge to solve problems, such as creating motorized toys. A variety of activities using online simulations, experiments, and discussions are provided to help students achieve the learning goals.
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
This slidecast of my favorite product Audi is showing their yearly results like revenue, eanings per share, deliveries of audi vehicules, operating profit and return on investment. This presentation has also a short history of the company and their vision of 2030.
With the bulls running, issuers rush to refinance seasoned loans and finance dividends. Leveraged loan volume climbed to a post credit crunch high between January and March. Two-thirds were refinancings, however. Thus, the market’s technicals tilted further in favor of issuers.
Check out LCD's new, free web sites, LeveragedLoan.com and HighYieldBond.com
http://www.leveragedloan.com
http://www.highyieldbond.com/
* Job postings
* Online Loan Market and High Yield Primer
* News and analysis
* Market Stats
Video format of this presentation:
http://youtu.be/h4ldleIynNg
Connect with LCD
Facebook: http://www.lcdcomps.com/facebook
Like LCD on Facebook for monthly analysis on LBO/Private equity stats, as well as Default/Restructuring analysis.
LinkedIn: http://www.lcdcomps.com/linkedin
There are over 10,000 market contacts in LCD's Leveraged Loan Group
Twitter: http://www.twitter.com/lcdnews
News, commentary, other leveraged finance info
Web: http://www.lcdcomps.com
Contact: marc_auerbach@spcapitaliq.com
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
This slidecast of my favorite product Audi is showing their yearly results like revenue, eanings per share, deliveries of audi vehicules, operating profit and return on investment. This presentation has also a short history of the company and their vision of 2030.
With the bulls running, issuers rush to refinance seasoned loans and finance dividends. Leveraged loan volume climbed to a post credit crunch high between January and March. Two-thirds were refinancings, however. Thus, the market’s technicals tilted further in favor of issuers.
Check out LCD's new, free web sites, LeveragedLoan.com and HighYieldBond.com
http://www.leveragedloan.com
http://www.highyieldbond.com/
* Job postings
* Online Loan Market and High Yield Primer
* News and analysis
* Market Stats
Video format of this presentation:
http://youtu.be/h4ldleIynNg
Connect with LCD
Facebook: http://www.lcdcomps.com/facebook
Like LCD on Facebook for monthly analysis on LBO/Private equity stats, as well as Default/Restructuring analysis.
LinkedIn: http://www.lcdcomps.com/linkedin
There are over 10,000 market contacts in LCD's Leveraged Loan Group
Twitter: http://www.twitter.com/lcdnews
News, commentary, other leveraged finance info
Web: http://www.lcdcomps.com
Contact: marc_auerbach@spcapitaliq.com
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
EP002 resources and sources for assistance with Assignment.docxelbanglis
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of ...
The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.
When I taught year 6-8, we went to Kōkako Lodge for our camp. Charades happened to be one of the planned activities, but we found out that the majority of the class had never played this game before. I decided to start a draft of the game, but I really wanted some feedback... He aha o koutou whakaaro? He pai, rānei ngā kaupapa? He aha ngā painga? He aha ngā āhuatanga ki te whakapakari?
Anansi me ana mahi toa nā Verna Aardema te paki, nā Lisa Desimini ngā pikitia...Ruth Lemon
I te tau 2004, i tū tētahi wīki whakanuia pukapuka i te Kura-ā-rito o Newton. Ko taku hiahia ki te pānui i tētahi pukapuka mīharo me te hou ki ngā tamariki rūmaki reo... Nō reira, i te tango whakaahua o tētahi pukapuka mīharo me te whakamāori - Ahakoa he mahi roa tēnei, he mahi whaihua!
Our concert this term had the theme, Celebrations, so we explored a range of celebrations through our weekly shared poems, from Chinese New Year, to Eid Mubarak, to Saint Patrick's Day. The poems were selected from: Let's celebrate! : festival poems from around the world / edited by Debjani Chatterjee & Brian D'Arcy ; illustrated by Shirin Adl.
We went through the history of the British Isles through nursery rhyme, which supported the extensive work that we did exploring the histories of the peoples and the land (from the Iron Age Celts, through to Victorian England).
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
Ngā rauemi hāpai i tā mātou rangahau me te toi mō ngā tuna me ngā hīnakiRuth Lemon
In term 1, the year 6-8 rūmaki reo Māori class were preparing for camp and for art exhibition. We found out that there were eels in the river by Kōkako Lodge, so we decided to design our own hīnaki and to explore tuna.
With year 7-8 rūmaki students, we explored the continuation of the cube, rod, flat pattern, by by chopping carrot models. This sheet was a practise sheet after the activity. Focus on place value consolidation.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
This swimming/aquatics unit plan contains a sequence of activities (thank you Water Safe - http://www.watersafe.org.nz) that are easily adapted to a range of ability levels, incorporating things like: hypothermia and its effect on the body; rip education in the swimming pool and life-jackets.
We were studying character descriptions in class. I selected a section of a piece that I had written about a māeroero and we then dissected the language features (āhuatanga reo) used in the text.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Electricity - physical world - unit plan for 5-7 year olds
1. N e w t o n C e n t r a l S c h o o l
INTEGRATED SCIENCE AND TECHNOLOGY UNIT PLAN
Physical World - Levels One and Two
Term: 4
Year: 0-2
Class: Whānau Nohinohi
Duration: 8-9 weeks
Context / Topic: Electricity
NA T URE O F SC IENC E A C H IEV EM ENT O B JEC T IV ES - Levels 1 and 2 S tudents w ill:
Under standing about science
- A ppreciate that scientists ask
questions about our w orld that lead to
inv estigations and that openmindedness is important because there
may be more than one explanation.
Investigating in science
- E xtend their experiences and personal
explanations of the natural w orld through
exploration, play , asking questions, and
discussing simple models.
C ommunicating in science
- Build their language and dev elop their
understandings of the many w ay s the natural
w orld can be represented.
P ar ticipating and C ontributing
- E xplore and act on issues and
questions that link their science
learning to their daily liv ing.
P H Y SICAL WO RLD ACHIEV EM ENT O BJECTIVES – Levels 1 and 2
S tudents w ill:
P hysical Inquiry and P hysics Concepts
- E xplore ev ery day examples of phy sical phenomena, such as electricity , light, and heat.
- S eek and describe simple patterns in phy sical phenomena.
NO T ES A BOUT ENTRY LEV EL O F STUDENTS (P rior Know ledge/S kills
Required):
Some of the activities ar e aimed at older students. Use tools such as
the concept car toons and discussion to assess how you go thr ough
the lear ning activities.
T EC H NOLOGICAL C ONTEXTS:
C ommunity
Envir onment
T EC H NOLOGICAL P RACTICE – Level 1 Students will:
P lanning for pr actice
- O utline a gener al plan to suppor t the development of an outcome,
identifying appr opriate steps and r esources.
Br ief Development
- Descr ibe the outcome they are developing and identify the
attr ibutes it should have, taking account of the need or opportunity
and the r esour ces available.
O utcome development and evaluation
- Investigate a context to communicate potential outcomes.
Evaluate these against attributes; select and develop an outcome
in keeping with the identified attributes.
T EC H NOLOGICAL P RACTICE – Level 2 Students will:
P lanning for pr actice
- Develop a plan that identifies the key stages and the r esources r equired to complete an
outcome.
Br ief Development
- Explain the outcome they ar e developing and describe the attributes it should have,
taking account of the need or oppor tunity and the r esources available.
O utcome development and evaluation
- Investigate a context to develop ideas for potential outcomes. Evaluate these against
the identified attr ibutes; select and develop an outcome. Evaluate the outcome in terms
of the need or oppor tunity.
T EC H NOLOGICAL KNO WLEDGE – Level 2 Students will:
T echnological modelling
- Under stand that functional models are used to explore, test, and evaluate design
concepts for potential outcomes and that pr ototyping is used to test a technological
outcome for fitness of pur pose.
T EC H NOLOGICAL KNO WLEDGE – Level 1 Students will:
T echnological modelling
- Under stand that functional models are used to r epresent r eality
and test design concepts and that pr ototypes ar e used to test
technological outcomes.
NA T URE O F T EC HNOLO GY – Level 1 Students will:
C har acteristics of technology
- Under stand that technology is pur poseful intervention through
design.
C har acteristics of technologica l outcomes
- Under stand that technological outcomes are pr oducts or systems
developed by people and have a physical nature and a functional
natur e.
P er sonal
Ener gy
H ome
School
Recr eational
NA T URE O F T EC HNOLO GY – Level 2 Students will:
C har acteristics of technology
- Under stand that technology both r eflects and changes society and the environment and
incr eases people’s capability.
C har acteristics of technological outcomes
- Under stand that technological outcomes are developed thr ough technological practice
and have r elated physical and functional natures.
GLO BAL LEARNING INT ENTIONS - Level 1 and 2
We ar e lear ning to:
We ar e lear ning what electricity is and that electricity pr oduces light, heat, sound and movement.
We ar e lear ning that everyday appliances use electricity and that they are connected to the mains.
We ar e lear ning how to use mains electr icity safely.
We ar e lear ning about what an open and a closed cir cuit is.
We ar e lear ning that some things conduct electricity and other things do not.
We ar e lear ning how to use what we have lear nt about electricity to solve a pr oblem.
X
X
X
X
M anaging S elf
Relating to O thers
P articipating and C ontributing
E nglish
M athematics and S tatistics
S cience
S ocial S ciences
Technology
The A rts (Music/Dance/Drama/Visual)
H ealth and P hy sical E ducation
Learning Languages (Te Reo etc)
E O TC
S ample
O bserv ation
S elf A ssessment
P eer A ssessment
A RB’s
O ther e.g. E xemplars, asTTle, etc
X
Liter acy Gaps:
X
Numer acy Gaps:
X
X
P ost-test (S ummativ e)
ASSESSMENT
U sing Language, S y mbols and Texts
P re-test (Diagnostic)
X
GAPS TO COVER
C omputer/Word
P rocessing
P ublisher/E xcel/P ow erP oint
e-mail/F ax/P hone/S can
Internet-Research
Digital C amera/V ideo
Internet – Webquests and
Web 2.0
V ideo C onferencing
Inspiration and O ther
P rogrammes
P rogramming
Thinking
X
KEY COMPETENCIES
E xcellence
Innov ation, enquiry and
curiosity
Div ersity
E quity
C ommunity and
P articipation
E cological S ustainability
Integrity
Respect
OTHER CURRICULUM
LINKS
E-LEARNING (ICT)
VALUES
SA FETY C O NSIDERATIO NS:
Do not use r echar geable batteries.
M ake sur e that simulations ar e completed successfully before the equipment is intr oduced.
H ave the childr en working in small gr oups ( and could have a “safety officer” in each gr oup) .
O ther Gaps:
X
X
2. ADDITIONAL ONLINE RESOURCES
www.topmarks.co.uk/interactive.aspx?cat=66 – List of links, great blurbs that give you a clear idea of the sites’ content (includes an
exploration of what energy is by exploring the rooms of a house, electrical safety)
www.2learn.ca/kids/listSciG5.aspx?Type=51
21 resources aimed at grade 3-6 focusing on electricity and magnetism. A lot of great interactives exploring building circuits (The BlobZ
Guide to Electrical Circuits will be useful when you are first working with the electrical equipment), also some sites dealing with electrical
safety.
http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm
A list of links put together by a school. Love this site. Check out their reading and maths links even if you don’t use this page this ter m.
http://www.vrml.k12.la.us/curriculum/quicktip/science/electricity/elec.htm
A last page of links to all things electric for children.
SPECIFIC LEARNING
INTENTIONS
We ar e lear ning to:
ACTIVITIES, THINKING TOOLS AND OTHER RESOURCES
(What will I do to help my students achieve this?
Strategies/activities linked to Key Competencies to help students achieve)
SUCCESS CRITERIA
We know we have achieved this
when we can:
SPECIFIC LEARNING
INTENTION/S:
We are learning what electricity
is
SUCCESS CRITERIA:
Children complete the
experiment “What is elect ricity?”
and participate in discussion.
SPECIFIC LEARNING
INTENTION/S:
We are learning that everyday
appliances use electricity
We are learning that electricity
produces light, heat, sound and
movement.
SUCCESS CRITERIA:
Children are able to sort
electrical appliances into groups:
things that light up, heat up,
produce sounds and move.
Children will be able to
participate in IWB activity and in
discussions.
SPECIFIC LEARNING
INTENTION/S:
We are learning that everyday
appliances are connected to the
mains
Pgs 6-7 What is electricity. Materials: metal tray, playdough, large plastic bag.
Follow scientific model – what do you think will happen when we rub this?
- Watch and listen carefully (can be done whole class depending on materials
available)
- What did you see?
- Why do you think this happened?
Place the electrical plug. Wire, socket and battery in
the bag and ask a child to take an object out of the
bag. Ask them to name the object and tell the rest of
the class what is used for.
Repeat for other objects.
www.ngfl-cymru.org.uk VTC- Science, physical
processes, Electricity – using Electricity : A resource
that introduces children to the uses of electricity in the
home. Also eon-uk.com/EnergyExperience/85.ht m. Very clear explanation of what
energy is, linking to the idea that children need cereal to get energy, dogs need…
Complete activities with the children. Introducing new vocab display by writing on
cards or big paper for the topic display.
Watch the video: How electricity is used.mov on Teac hershare in the Whanau
Nohinohi folder and then the electricity folder. Discussion and brainstorming. Add
the title: We know electricity produces- light, heat, sound and movement (with
each keyword on a separate large sheet).
Can either: illustrate, find images from magazines or draw illustrations in Kidpix
that show examples of each and add to the large sheets.
Have a scavenger hunt in the classroom. Can you find everything in the classroom
that uses electricity? Or watch Things that use electricity.mov in electricity
folder. For Y2, can get the children to put their hand up when they see something
to add to your class list, or, for younger students, can watch twice. On second
watch through, do as above.
SUCCESS CRITERIA:
Children can find electrical
objects (whether digitally or in
the classroom)
http://www.hyperstaffs.info/work/physics/child/
Designed for children between 7-11 to help them develop their understanding of
electricity and how electricity is used in everyday appliances through electrical
circuits. Electricity in the home (7 objects to find).
The following activities can be referred to later in the unit: Introduction to circuits
through a focus on a torch and a raygun. Introducing symbols for circuit
components. Changing Circuits. Circuit Diagrams and the wire experiment.
SPECIFIC LEARNING
INTENTION/S:
We are learning how to use
mains electricity safely.
Probably best placed in week 4 after the Vector presentation about electrical safety.
http://vectorschools.co.nz/electricity/how-electricity-can-hurt-you
SUCCESS CRITERIA:
Children are able to identify
electrical dangers.
Or, do the following activities now (fits logically). F ind the hidden dangers in
Electricity. http://www.switchedonkids.org.uk/electrical-safety-in-your-home (a
room by room look at dangers in the home) Discuss the ideas about being safe
around electricity. Help to formulate a list of rules for using mains electricity
safely. Can use the template in the Teachershare electricity folder
(safetypostertemplate.doc) to make a poster sharing 1 of these rules.
3. SPECIFIC LEARNING
INTENTION/S:
We are learning about what an
open circuit is.
We are learning about what a
closed circuit is.
We are learning that some
things conduct electricity and
other things do not.
SUCCESS CRITERIA:
Children are able to name an
open circuit when you ask two
children to let go of each other’s
hands and to name a closed
circuit when you ask everyone to
hold hands.
Children complete a diagram of
what they think is inside a torch.
This could be accompanied by a
labelled diagram of what they
find after opening the torch.
Completed lolly circuits,
participation in online activities,
discussions.
Completed simple circuit
successfully lights a bulb
(whether online or actual)
What are open and closed circuits? Use an Energy Stick to demonstrate the
concept. The children stand in a circle holding hands. One child in the circle puts a
finger on one side on the energy stick and another child does the same thing on
the other side of the stick. (Just make sure the two students on either side of the
energy stick are not touching each other.) Explain that this is a closed circuit. The
Energy Stick will light up and make an erie sound. Then ask two students in
another part of the circle to stop holding hands. The Energy Stick will not light up
or make an eerie sound. This is an open circuit.
Pgs 65-80 Making Better Sense of the Physical World
P67 What is inside a Torch?
P71 Circuit symbols and Make the Bulb Go (see lolly circuits, concept cartoons and
websites below for accompanying activities)
P76 Will all materials let electricity pass through them? This activity is introducing
the concept of conductors and insulators.
Concept cartoons – can be used at various stages of the unit as a risk-free way
for students to predict. They choose which person they agree with, prior to testing
the hypothesis (whether simulated online or with electric al equipment). Ideas
covered:
Where does a switch need to be in the circuit to turn a light on and off? 10.1
Switch
Does a knot in the wire stop or change the flow of electricity? 10.2 Knots
Do you need a certain amount of wires in a circuit to make a lamp brighter…
or does this make no difference at all? 10.3 More Wires
What difference does the thickness of wires make to the brightness of a
lamp in a circuit? 10.4 Thicker Wires
What difference does the length of wires make to the brightness of a bulb in
a circuit? 10.5 Longer Wires
What difference does the strength of the battery make to the brightness of a
bulb in a circuit? 10.7 Circuits
What does an electromagnet need? 10.12 Electromagnet
Lolly circuits. Materials: grapes, raisins, baby carrots, marshmallows, a range of
lollies, toothpicks.
A fun way to gather children’s ideas about what could be needed to make an
electrical circuit.
Investigating the question – What are circuits?
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity.shtml
BBC Using Electricity, aimed at 6-7 year olds. Figure out how to complete a circuit,
with equipment before touching the real things. “What next?” button links to harde r
stuff on circuits and conductors.
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
Learn about electricity circuits as you experiment with batt eries, voltages and light
bulbs. Try changing the battery in the circuit to make the light bulb glow brighter.
Check your model and see how it looks as a circuit diagram. Variety of challenges:
changing the circuit, moving switches, replacing bulbs, changing the battery volts
and adding longer wires.
SPECIFIC LEARNING
INTENTION/S:
We are learning how to use
what we have learnt about
electricity to solve a problem.
SUCCESS CRITERIA:
Students achieving at level 1
childrensuniversity.manchester.ac.uk/interactives/science/energy/electricity/
How do we make electricity? Harder content, but a way to share a simulated
generator, electric power station, oil, coal or gas fired power station, hydro -electric,
nuclear, biomass and geothermal.
A group of students had been learning about electricity as part of a science unit.
They then decided to use this knowledge to make their own motorised toys to star
in a puppet show for younger students at the school. For details of this unit please
see the Ministry of Education's Connected Series 2005 Volume 1 – Super Toy
Makers.
4. could:
Because we will not have enough time this term to complete this part of the unit, options
• explain how they looked at a
range of toys brought from
could be, to get to the model stage only, or t o continue this unit next year (some children will
home, to give them ideas about
miss out).
the features their toy could have
and the type of material it could
Another option is to streamline this.
be made out of;
• suggest how they could
balance their toy; and
Home play at the beginning of term to bring in toys that need a battery.
•.
When the toys come in, have a bus-stop rotation where small groups look at different
Students achieving at level 2
could:
toys (2-5 mins only each rotation)
• identify the key stages
As a whole group, list down features of the toys – what can they do? Heat, light,
required to complete an Angel
sound and/or movement?
toy with a spinning halo; these
In Kidpix, or on paper, in pairs to think about a toy that they could make that runs on
being the need to complete their
design first, then make a
batteries and to draw a diagram.
working model of t heir toy to
The pairs then have to join up with another pair and they compare ideas and
test that the halo spins properly,
features. Can you design a toy that combines the best of each pair’s ideas?
before making the proper body
Share designs with another class and get feedback (as stakeholders). How could
of the toy and applying the
designs be improved? Are there enough or too many features?
finishing decorations; and
• explain that old pieces of card
Think about feedback and build a playdough/card prototype – labelling what
were used to make a working
materials the toy could be made of, the features of the toy, and drawing a diagram of
model of the Angel's body and
the circuit that would need to be inside the toy for it to work.
the spinning mechanism when
they were test how well their
design might work
GROUPS – CATERING FOR A RANGE OF INDIVIDUAL NEEDS AND ABILITIES
FORMATIVE NOTES
ASSESSMENT APPROACH
(How will I assess the Success Criteria? How can learning achievement be measured? Remember to include Formative Assess ment)
BEFORE THE UNIT
DURING THE UNIT
AFTER THE UNIT
UNIT EVALUATION
(Consider: Planning and preparation; catering to individual students’ needs; challenging all students; use of class time; ov erall delivery;
success of unit based on assessment and anecdotal observations; areas for future improvement – what would have worked better)
CHILDREN’S LEARNING
PERSONAL TEACHINGS
ASSESSMENT FOR FUTURE PLANNING
For these students:
For teaching students in the future: