Science Unit Plan

Teacher: Daphyne Shine

Grade: 5

Date: March 2015

Standards:
5PW3 explain the relationships between the dierent components in electrical circuits
5PW4 evaluate dierent sources of renewable energy
5PW5 describe energy transformations in electrical circuits and devices
Focus Questions:
How do conductors work in an electrical circuit?
What some types of renewable energy?
Learning Outcomes:
1)Students will learn how insulators and conductors work together in electrical circuits and other real world situations.
2) Students will learn about Earths dierent renewable and nonrenewable energy sources.
Academic Vocabulary: conductors, insulators, electrical circuit, power source, energy, metal, plastic, renewable,
nonrenewable, fuels, solar energy, wind energy, hydroelectric energy.

Performance Task & Demonstration of Understanding:

(Discuss, create, experience, teach)
Students will demonstrate understanding by explaining how
series and parallel work. They will create a diagram
labeling all parts of a circuit and eectively explain the flow
of energy (current). They must also explicitly make the
connection of how insulators and conductors are involved
in these circuits.

Assessments:
Writing in science journals
Work pages and handouts
Projects
Quizzes
Experiments (observations and predictions)
Homework

Learning Activities:
*Visual: Students create a diagram of an electrical circuit and list the materials needed to maintain a flow of electric energy
*Experiment: Students build a flashlight
*Logical: Students create a Venn diagram listing dierent insulators and conductors
*Creative Writing: Students tell a tale of an electric currents journey through conductors to give the gift of energy
*Writing: Students write an informational or procedural text discussing electric circuits.
*Experiment: Students will build an electromagnet
*Kinesthetic: Students learn open and closed circuits by walking the path of an electric current.
*Interpersonal: Students get picture cards and match the conductor with the proper insulator
*Visual: Students watch short video clips relating to energy and simple circuits
*Art: Students illustrate alternative energy sources and describe its importance in the future
*Visual: Students make a flip book of dierent types of renewable energy
*Writing: Students give information about nonrenewable energy sources
*Art: Students create an advertisement or bulletin persuading their peers to be green and conserve energy
*Writing: Students write a persuasive speech telling others why alternative energy sources are the best options for the Earth

Lesson Plan
Day #1

Subject: Science
Lesson objective: Students will learn about conductors and insulators.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Oven mitten, jacket, light bulb, battery, wires, charger plugs, pot, kettle, and flat iron/curling iron.
Introduction Activity
On a table in front of the class, students will be introduced to dierent items (Oven mitten, jacket, light bulb, battery, wires,
charger plugs, pot, kettle, and flat iron/curling iron) that we will visit later in the lesson. Explain that students see these
items in stores, in the house, and some items can be found in the car. These items are important to us, but more
importantly, the design of these items were perfect for using them safely.
PowerPoint: (I do)
Present the terms insulator and conductor on the board.
Insulators are objects that do not allow heat to easily pass through. (These items can be plastic, rubber, wood, or cloth.)
Conductors are objects that allow heat and electricity to pass through easily. (These items are mostly made of metal.)
As we look at the items on this table prepare to think about which parts are conductors and which are insulators.
Class Discussion: (We do)
I will hold up the pot for students to carefully analyze the parts involved. The students will discuss with their peers which is
the conductor and which is the insulator and give reasoning to support their thinking. Ask probing questions like: Why isnt
the entire pot made of metal? Would it be easy to handle if it were entirely made of metal? What do you think the handle is
made of? Why do you think they put this material here?
Then hold up the light bulb. Talk with a peer and decide whether this is a conductor or insulator. If this bulb were hot,
should I touch it with my hand? If I wanted to grab it, what could I do to pick it up without burning myself?
Then present the device charger. Discuss which part of the cord is an insulator and which is the conductor. What do you
think the cord is made of? Why do you think the cord is covered with this material? What do you think is inside of the cord?
What are the tips of the cord made of? Why do you think these parts of metal?
Science Journal Diary Entry (You do)
Students will pick from 5 dierent house hold items on the board (iron, lamp, oven, crockpot, space heater) and write about
what they learned about conductors and insulators. They will describe the item in writing dissecting the household item
into dierent parts: conductors and insulators. They will also use their knowledge of insulators and conductors to tell why
the item what designed as it was and how our safety was considered when handling the item.
This will tell me what students know to clear up misconceptions for tomorrow and identify students for small grouping and
individualized instruction.

Lesson Plan
Day #2

Subject: Science
Lesson objective: Students will learn about conductors and insulators.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Kettle and iron.
Introduction Activity
Display 2 items (kettle and iron). We are going to compare and contrast these to items. We are going to look at how these
two objects are similar and dierent as conductors and insulators.
PowerPoint: (I do)
Present the terms insulator and conductor on the board.
Insulators are objects that do not allow heat to easily pass through. (These items can be plastic, rubber, wood, or cloth.)
Conductors are objects that allow heat and electricity to pass through easily. (These items are mostly made of metal.)
As we look at the items on this table prepare to think about which parts are conductors and which are insulators.
Class Discussion: (We do)
I will hold up the pot for students to carefully analyze the parts involved. The students will discuss with their peers which is
the conductor and which is the insulator and give reasoning to support their thinking. Ask probing questions like: Why isnt
the entire pot made of metal? Would it be easy to handle if it were entirely made of metal? What do you think the handle is
made of? Why do you think they put this material here?
Then hold up the light bulb. Talk with a peer and decide whether this is a conductor or insulator. If this bulb were hot,
should I touch it with my hand? If I wanted to grab it, what could I do to pick it up without burning myself?
Then present the device charger. Discuss which part of the cord is an insulator and which is the conductor. What do you
think the cord is made of? Why do you think the cord is covered with this material? What do you think is inside of the cord?
What are the tips of the cord made of? Why do you think these parts of metal?
Science Journal Diary Entry (You do)
Students will pick from 5 dierent house hold items on the board (iron, lamp, oven, crockpot, space heater) and write about
what they learned about conductors and insulators. They will describe the item in writing dissecting the household item
into dierent parts: conductors and insulators. They will also use their knowledge of insulators and conductors to tell why
the item what designed as it was and how our safety was considered when handling the item.
This will tell me what students know to clear up misconceptions for tomorrow and identify students for small grouping and
individualized instruction.

Lesson Plan
Day #3

Subject: Science
Lesson objective: Students will learn about conductors, insulators, and series circuits.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Experiment materials (batteries, 2 wires, bulb, and switch).
Introduction Activity
Read students a short story about electric currents: Kurt Current was a cool and powerful electric current. He was a famous
race car driver in Electri City derby races. His race car was amazingly fast. This race, he was up against 10 other awesome
racers. I wasnt nervous at all. All the racers gathered with their cars at the starting line which began in the Battery
Headquarters. We were lined up on that shiny metal highway just ready to be the winner. When the oicial signals us to go,
he hits the switch and we all take o straight for the the first checkpoint. I can see it up ahead. Once we pass the first check
point, the light starts shining. We know its show time. We have to keep that light shining. We were on our 1000th lap until
suddenly, the there's a break in the road and we all come to a screeching stop. We can go any further until the road is
repaired. We all get out of our cars to find out what happened. Man, I hate when that happens, one of the racers shouted.
I was going to win this thing.
What does the story tell us about the race track?
Why did the Kurt and the other racers stop driving?
PowerPoint: (I do)
Introduce new vocabulary (current, metal, power source, open circuit, closed circuit)
**We are going to make a series circuit and using the clues I provide you will have to make your circuit so that electricity
flows to make the light bulb glow.
Clue #1 electricity starts with the power source
Clue #2 electricity goes around and around along a continuous path
Clue #3 put the metal to the metal
Clue #4 if its open power cannot flow, if its closed the power continues down its path
Show students the components necessary for create a series circuit: batters, light bulb, wires and switch. Students will
make a prediction of how they will build the circuit to get the bulb to light up.
Experiment: (We do)
Students will get an observation page where they predict the possible design of the series circuit. Students will be placed in
groups of three to try out the dierent designs to light the bulb. If none of the predictions work, they must work together to
problem solve.
Observation Log (You do)
Students will complete the observation log by answering the questions and drawing the series circuit that worked. They will
summarize what they learned sharing their observations and predictions. They will also include their conclusions to why
their first design didnt work.

Lesson Plan
Day #4

Subject: Science
Lesson objective: Students will learn about conductors, insulators, and parallel circuits.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Experiment materials (batteries, 4-6 wires, 2-3 light bulbs, and a switch).
Introduction Activity
Present an illustration of a device near an outlet. Students will identify the power source.
Question: Think about all of the appliances in your house. If one appliance doesnt work, do all the appliances stop
working?
Quick write: Students will answer the question and write about electricity flows from the outlet (power source) into the
appliance in their science journals.
PowerPoint: (I do)
Revisit the series circuit that students worked on yesterday.
Define the word parallel and show an image of what parallel looks like. When something is parallel they are lined up.
Then, post on the board the experiment materials that the students will work with.
1.battery
2.4 or 6 wires
3.2 or 3 bulbs
4.switch
Experiment: (We do)
Explain that students will be creating a parallel circuit. Students will design the layout of their parallel circuit to make it so
that all lights light up even when one bulb is missing from its groove.
Keep the meaning and image of parallel in mind when connecting your circuit.
Reflect and Conclude (You do)
Students will draw a picture that shows their completed and functional parallel circuit. They will describe the scientific
process. Make predictions about how to build a parallel circuit. Reflect on original prediction explaining why their initial
design did not work and their use of knowledge and understanding to explain how parallel circuits and series circuits are
dierent from each other.

Lesson Plan
Day #5

Subject: Science
Lesson objective: Students will learn about transformation of energy.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Venn Diagram.
Introduction Activity
Display illustrations of figures the students can identify with. (Transformers, legos, Barbie styling head, and play-doh).
Students will perform a quick write activity where they tell the similarities of these toys and how children play with these
toys. Then students will share their answers.
PowerPoint: (I do)
Introduce the term transformation and break it apart into chunks. Trans means to change. Form means shape.
Transformation of energy means how energy changes its shape or form.
The toys from the introductory activity arent the only things that change. As we continue to look at electricity, we will learn
that energy can also change form.
There are four ways that energy is transformed: 1) heat, 2) sound, 3) light, and 4) movement.
Example: A clothes dryer uses energy. It does not operate on sound or light, but it does operate using heat and movement.
In the dryer, you need heat to dry the clothes and movement to ensure that all the clothes in the machine are evenly dried.
Compare and Contrast: (We do)
Students will see two dierent kinds of appliances on the board.
1) rotating fan
2) microwave
Students will get a Venn diagram and complete the graphic organizer with the students at their tables. They will list the
similarities and dierences. They will also describe how the energy is used and transformed.
Four More (You do)
Students will get a blank work page divided into 4 sections. Students will think of 4 more appliances and draw them in the
four boxes. For each appliance, the students will explain how the energy is transformed and how the energy is used by
humans. There may be more than one energy transformation to describe for one object.

Lesson Plan
Day #6

Subject: Science
Lesson objective: Students will learn about transformation of energy.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3.Graphic Organizer.
Introduction Activity
Display pictures of dierent appliances on the board. (Washing machine, curling iron, ipad, electric keyboard).
Students will think of our topic of energy and electricity to do a quick write about what these objects have in common and
tell how they are dierent.
PowerPoint: (I do)
Review the dierent ways that energy is transformed in machines. (movement, heat, light, and sound).
Explain to students that even in one machine, there can be more than one transformation of energy happening.
Examples: Projectors have movement inside using a fan to cool o the appliance. It also has a light to transfer images from
one source (the computer) to another source (the smart board). The projector emits heat because it has a light bulb that
that produces light and heat which is why the projector needs a fan to cool o the appliance.
Graphic Organizer: (We do)
Students will brainstorm dierent appliances that we use everyday and how energy is transformed for human use.
Example:
Energy movement : vehicles, blenders, fans, toys, printers, copiers.
Energy heat: space heaters, stoves, microwaves, toasters, electric kettles.
Energy light: lamps, flashlights, street lights, stop lights, computers, cell phones.
Energy sound: radios, computers, cell phones, head phones, television, speakers.
Creative or Informational Writing (You do)
Students will choose to write an informational or creative narrative.
Students who select creative narratives will write a will imagine themselves as microscopic specs of energy giving the gift of
energy to the world of humans. They are to pick an appliance that humans use daily and describe how they transform into
another form of energy to help humans live better lives.
Students who have chosen to write an informational will give information to the reader about the wonderful ways that
energy is transformed to help humans in day-to-day activities and dierent areas of life.

Lesson Plan
Day #7

Subject: Science
Lesson objective: Students will learn about renewable and nonrenewable energy and where energy comes from.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Video clip.
Introduction Activity
Students will do a quick write in their science journals about the word energy. In 2 minutes they will discuss what they know
about energy, can they define energy, and can they provide examples of energy. Energy is the key word here.
Students will share what they wrote.
PowerPoint: (I do)
Weve been talking a lot about power and electricity. Post pictures of cars, television sets, video game consoles, computers
and laptops, cell phones, fans, and street lights.
*In our series and parallel circuits, we know that there must be a power source to receive energy (electricity) to power all of
these objects. Some of these objects dont need battery power because a battery is just not strong enough to produce
enough power. So where does energy come from is the question of the day?
We will focus on the word nonrenewable. There is a lot going on in this word, so we need to break this word down to better
understand what we will talk about today. Inside is a word we are very familiar with --- new. re - means again. renew = to
make new again. renewable = can be made new again so, nonrenewable = cannot be made new again.
Video Clip about Energy Sources: (We do)
Students will watch a video clip about where energy comes from. After the video, we will return to the images on the board
that need energy in order to have power. Then discuss dierent forms of nonrenewable energy and how they are used
daily. Ask students: Do you know how long it takes the Earth to make nonrenewable energy sources? Do you know what
happens when the energy source runs out? Do you know how much energy is use around the world?
Everyone on the Earth is sharing these resources an using them daily to power schools, government buildings, street lights,
homes, vehicles, planes, etc. We need energy, however we need to conserve by trying to use less.
Letter to a friend (You do)
Imagine you have a friend that was absent today. You are going to deliver your letter to his/her home after school.
*How would you explain what you learned today so that your friend can understand energy and nonrenewable sources?
*What does nonrenewable mean?
* What are the dierent kinds of nonrenewable energy sources?

Lesson Plan
Day #8

Subject: Science
Lesson objective: Students will learn about renewable and nonrenewable energy and where energy comes from.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Graphic organizer
Introduction Activity
On the board post dierent nonrenewable energy sources (coal, oil, natural gas, and nuclear). Students will discuss with
their table and brainstorm dierent ways we use these resources.
Example: We use natural gas to power homes, stoves, and inside lighters to light candles.
PowerPoint: (I do)
Review the definition of the word nonrenewable. Reinforce the students brainstormed uses of nonrenewable resources
and include additional uses they may not have considered.
Example: Examples with pictures.
Natural gas water heaters, stoves, furnaces, lighters,
Coal furnaces, industrial factories,
Oil cars, trucks, airplanes, ships,
Nuclear - -____
Show students how much of the resource is available and how much is used daily.
What Can We Do? : (We do)
Students will brainstorm ways to reduce the use of energy. We cannot just stop using energy altogether because we need
energy for our day to day activities. But we certainly can reduce the usage. What are ways we can reduce use and
consumption?
Possible responses: Turn o television sets when we are not in the room. Carpool with others who are going in the same
direction or same place. Walk to places nearby rather than use vehicles to burn gas. Turn o the lights when youre not in
the room or not home. Reduce your time watching television to a shorter viewing time (like from 3 hours to 1 hour). Play
outside our leave the house in the day to take a break from electricity. Go camping to get a feel of life without
nonrenewable energy.
A Short Speech (You do)
Imagine you are the president of the United States and the nonrenewable energy is close to running out. Make a statement
to the people and suggest things that can be done to save energy and think wisely when using energy. How can you get
everyone on board with your suggestions.

Lesson Plan
Day #9

Subject: Science
Lesson objective: Students will learn about renewable and nonrenewable energy and where energy comes from.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Reading passage
Introduction Activity
On the board dierent renewable energy sources will be posted. (hydropower, wind power, geothermal power, biomass
power, and solar).
Quick write: Students will do a quick write to think of what they know about any of the following renewable energy sources.
After the quick write, students will share their knowledge with the class.
PowerPoint: (I do)
Reiterate that renewable energy is the type of energy that can never run out which means they will always be around forever
more. Share the vocabulary terms for renewable sources.
Wind there will always be wind on Earth. Why does it make sense to use wind power?
Solar the sun will shine on the Earth until the end of time. Will we need to get a new sun?
Hydropower hydro means water and the water he have now has been here for millions of year and will not disappear
because the water cycle recycles the water.
Geothermal geo means Earth and thermal means heat so heat from the Earth is a good source of energy.
Biomass bio means living things and mass is material do this is energy from material made up of living things.
More information and facts: (We do)
Students will get information cards about each renewable energy source and give detailed information about how this
energy source provides usable energy. Students will discuss learned information with their peers.
The students will continue to switch until all groups and been exposed to al five renewable energy types.
Reflection of what I know (You do)
Students will write in their science journals about 3 renewable energy sources and tell how it is better than the overuse of
nonrenewable energy sources.
Students will complete a reading passage giving information about renewable energy for students to respond to the
questions and explain with logical responses.

Lesson Plan
Day #10

Subject: Science
Lesson objective: Students will learn about renewable and nonrenewable energy and where energy comes from.
Lesson preparation (materials):
1. Science journal.
2. PowerPoint
3. Compare and Contrast Graphic Organizer
Introduction Activity
Students will watch 2-3 video clips of dierent public service announcements, commercials, and persuasive speeches. After
the videos, the students will have to determine what the three videos had in common. What were the videos trying to do?
PowerPoint: (I do)
Remind students about the meaning and purpose of persuasive writing. **The purpose of persuasion is to try to convince
someone to think something, do something, or try something. When you try to convince/persuade others, you must give
valid reasons that support your purpose. That means brainstorming 3 extraordinary reasons.
Example: I want to convince my family to eat healthy.
Point #1 your body will have more energy to do daily activities.
Point #2 eating more fruits and vegetables cleans out your system.
Point #3 eating vegetables and fruits will give your body the nutrients it needs.
Brainstorm: (We do)
Students will do 2 things.
1) Students will write an essay about conserving energy now before it runs out. (explain where energy comes from and
suggest ways to stop wasting energy sources.
2) Students will design a flyer or advertisement that appeals to the onlookers visual senses to caution others to be green.
Students will each get a compare and contrast graphic organizer to complete as a team. They will consider all the
information weve learned about energy resources and compare and contrast nonrenewable energy sources with
renewable energy sources. This graphic organizer will help them formulate their argument about conservation.
Informing the public (You do)
Students will begin planning their speech/essay to persuade the audience of the need to be conserving consumers of our
nonrenewable resources and share with the public other alternatives to using energy.
Students will also work on their flyer to convince people living on Earth to be green and practice saving energy.