Ed 3700B: Unit Plan

Emily Caughey
Part A: Curriculum Map
Question for Inquiry:
Why would you buy a Tesla car over a gas powered car?
Our Curriculum map was created on Prezi, click before to view:
https://prezi.com/alvvs6mnsmrz/curriculum-map-assignment/
Part B: Focusing Question
Rationale for the Unit: For this unit, we will be implementing a variety of learning
opportunities such as inquiry, exploration, lecture and discussions. We will be making this
learning relevant and relate it to students by making connections to how mechanisms that use
electricity can relate not only to the Tesla car but also their daily lives. The main focusing
question that student will be consistently being drawn back to is, would you rather buy a Tesla
over a gas powered car, and why? By creating such an open ended question, students will be
given the opportunity to take their own route in exploring various answers that can relate to their
interests. Students will be challenged to use their creativity, while still following the specific
criteria that is required to make circuits run successfully. Additionally, a majority of students
learning will develop through inquiry and discovery. Elements of the nature of science, such as
the real world and ever changing technologies, will be addressed through this real, authentic
learning opportunity.
Key Questions:
Why would you buy a Tesla Car over a gas powered car?
Why are the Tesla car, and other electric hybrid cars becoming a popular alternative to
gas powered cars?
What is an electrical circuit?
What are the different roles that circuits fulfill in society? (ie. heating, computerizing,
lighting etc.)
o What impacts and effects do electrical circuits have on our daily lives?
What are the different types of circuits?
What makes a material conductive?
Connections to the Program of Studies:
Grade 5 Science Topic B: Mechanisms Using Electricity
Critical Inquiry Question: Would you buy a Tesla Car over a gas powered car, and
why?
Knowledge GLO: 5-6 - Construct simple circuits, and apply an understanding of circuits
to the construction and control of motorized devices
Knowledge SLOs:
1. Identify example applications of electrical devices in the school and home environment,
and classify the kinds of uses. Categories of electrical use may include such things as:
heating, lighting, communicating, moving, computing.
2. Design and construct circuits that operate lights and other electrical devices.

3. Recognize the importance of switches and other control mechanisms to the design and
operation of electrical devices, and identify purposes of switches in particular
applications.
4. Construct and use a variety of switches.
5. Design and construct vehicles or other devices that use a battery-powered electric motor
to produce motion; e.g., model cars, hoists, fans
6. Design and construct a burglar alarm
7. Demonstrate different ways of lighting two lights from a single power source, and
compare the results. Students should recognize that wiring two bulbs in series makes both
bulbs glow less brightly than if the bulbs are wired in parallel. Students may demonstrate
this knowledge operationally and do not need to use the terms series and parallel
8. Demonstrate different ways of using two batteries to light a bulb, and compare the
results. Students should recognize that wiring the batteries in series causes the bulb to
glow brighter than it would if parallel wiring were used.
9. Given a design task and appropriate materials, invent and construct an electrical device
that meets the task requirements.
Skills GLO: Design and carry out an investigation, using procedures that provide a fair
test of the question being investigated.
Attitudes GLO: Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
Differentiation:
o Diverse Learning Needs:
Diverse learning needs are addressed throughout this unit through
differentiation. We acknowledge that every student has a different style of
learning, as well as learn at different speeds. During experiments that
require partners, we will pair students strategically, which will allow the
class to complete experiments at similar speeds. As well, individual
experiments will be assessed in relation to the individual student's learning
abilities.
o Formative Assessment:
Students will be assessed during class discussions, interactive activities,
exit slips, and their log books.
o Summative Assessment:
Students will be assessed on their log books and the final products they
create during experiments. They will be assessed on their ability to meet
criteria and based on a rubric that we will develop together in class.
Weighting:
Log book: 30%
Electric Car Invention: 60%
Explanation for Materials and Processes Used: 10%
Part C: Time/Structure for your Unit
Resources:
Teacher:

Books:
Science Alberta. (2006). Lets Do Science. Calgary Alberta: Science Alberta Foundation.
-This resource could be used by teachers to gain background knowledge about electricity. The
book would be helpful in providing an understanding of the basic concepts and how to teach
them at a grade five level. It could also be used to given to students who need a different
explanation of the material.
Marson, Ron. (2000). Electricity: with bulbs, batteries, foil, clothespins and simple things.
Canbry Ontario: TOPS Learning Systems.
-This resource would be great for teachers to refer to when teaching about circuits and
conductive materials. This would provide the teacher with good examples to use in class when
describing simple circuits. It would provide grade appropriate examples that will give the
students more clarity and a deeper understanding.
Eduguide. (1996). Mechanisms Using Electricity: a science module. Calgary Alberta:
Educational Distributors.
-This resource would be great for teaching students about electricity in the world around them. It
would provide good examples of how electricity affects them in their daily lives. This resource is
a good starting point for teachers and can provide good background information for them.
(1995). How People Use Electricity: How Electric Energy Works. New York: Scholastic.
-This resource would be great for teachers to use to gain background knowledge on how people
use electricity in everyday life. Using this they will be able to answer student questions and
expand their own understanding.
Websites:
https://www.teachingchannel.org/videos/fifth-grade-electricity-lesson
-This website is a great resource for teachers to use while teaching this electricity unit. It gives
them examples of how to think outside of the box when trying to reach students. It also gives
them a great example of how to create a burglar alarm.
Student:
Books:
Eduguide. (1996). Mechanisms Using Electricity: a science module. Calgary Alberta:
Educational Distributors.
-This resource could be used by students when they are constructing their electric cars. They will
be able to use it to review circuits and apply what they learn to their own inventions.
Marson, Ron. (2000). Electricity: with bulbs, batteries, foil, clothespins and simple things.
Canbry Ontario: TOPS Learning Systems.
-This resource could be used by students when they are constructing their circuit mazes and their
electric cars. They can refer back to it to if they need review on circuits and conductive materials.
Videos:
https://www.youtube.com/watch?v=VnnpLaKsqGU

-This video will be used in a lesson to show students how basic circuits work. The video will
appeal to student who are more visual and kinesthetic learners. Students will be given the link so
they can watch the video as many times as they want.
Whittle, Graeme. Electricity: How it Works. Video.
-This video will be shown in class to give students a better understanding of basic electrical
concepts. It will provide a different perspective on the material and give the students more of an
explanation of the material.
https://www.youtube.com/watch?v=KEnLcqj7Sz8.
-This video will show students what the Tesla car is and how it functions. The video will inspire
them to create their own circuit mazes and allow them to connect what they are doing to a bigger
picture.
Websites:
http://www.andythelwell.com/blobz/guide.html
-This website provides a fun game that focusses on how circuits work, how switches work,
materials that conduct and insulate, etc. It would be a great way for students to apply their
knowledge of electricity and solidify their understanding of the material.
http://science5.greenlearning.ca:80/
-This website provides an interactive activity that helps students understand how electricity is
used in their daily lives. It would be a great resource for students who learn better through doing
rather than just reading or listening.
Three Lesson Plans:
Lesson Plan: Unit Introduction
(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School
Teachers. Belmont, CA: Wadsworth Cengage Learning, p. 321)
Goals: After this lesson, students will have an understanding about the different electrical
circuits that we are surrounded by and interact with on a daily basis. They will be able to make
connections on the implications and effects that these circuit have on us as a society.
Main Ideas: This lesson will go over the basic principles and understandings related to electrical
circuits, as well as mechanisms that use electrical circuits. We will examine what an electrical
circuit is, what types of materials are needed for to create one, the different types of circuits, and
where electrical circuits can be found within our environments. Students will make connections
between circuits and the Tesla car by learning how the Tesla car works - using a battery and
electrical circuits, and relating it to simple circuits. We will then analyze the environment and
make observations about the circuits around, and how they impact the world around us.
Procedures:
Engage
: First, explain that we are starting a new unit. Have students engaged by showing
them a video of the Tesla car, and ask students how is this car different from a traditional one
that I drive?

Explore Activity: Students will be explore the different types of electrical circuits that surround
us in our day to day lives. They will then look at the implications and effects that these circuits
have on us as a society.
Explain: Scaffolding will be done by leading students in the right direction through key
questioning. When students are looking around their environment or at various mechanisms ask
questions to further their interest. Questions could include: what do you think would happen if
this circuit wasn't available, or wasn't invented? or why do you think this circuit was created in
the first place?
Elaborate: We will be making real world connections throughout this lesson by observing and
evaluating the circuits around us and how they make an impact on our daily lives. The unit
introduction will began by focusing on our main key question why would you buy a Tesla car
over a gas powered car?. For this unit, students will be given log books to organize their
information and objectives in a clear manner. This lesson will be when students set up their log
books.
Evaluate: Students will express their learning within the log books. Here, students will have the
objectives of the day listed. Formative assessment will take place by listening to students
answers to key questions, observations, and evidence within the log books.
Name of Instructors: Kelsey, Emily and Kayla
Grade: 5

Activity: Introduction to Mechanisms using Electricity Unit

Goals/Key questions (remove the italics with the required information)

Goals:
- Students will determine what an electrical circuit is, and find real life
examples of where they are used within their environment.
- Students will determine what basic materials are necessary to create
electrical circuits
Objective (connected to PofS):
Construct simple circuits, and apply an understanding of circuits to the construction and control
of motorized devices.
1. Identify example applications of electrical devices in the school and home environment, and
classify the kinds of uses. Categories of electrical use may include such things as: heating,
lighting, communicating, moving, computing.
Pre lesson Considerations
Lesson overview of main ideas to be learned:
- Basic principles and understandings related to electrical circuits
- Different mechanisms that use electrical circuits, including the Tesla car
- Examine what an electrical circuit is and what types of materials are needed
for to create one
- Where electrical circuits can be found around us
Pre-learning required: This lesson will be the introduction, and first learning steps to the unit as a
whole. Therefore, we will be starting with the basics.
Materials needed/preset up required/logistical considerations needed:

Duo Tangs
Paper for Log Books
Projector or SMARTboard

Content:
What is the teacher doing?
Introduction

Time
estimation:

15 Minutes

We will first introduce the whole

topic by forming learning around
the Tesla car.
Here we will explain what the Tesla
car is, and how is it different from
other vehicles.
Ask: Has anyone ever heard of this
car or seen it? and explain that
there was recently one in the
middle of Chinook Mall in Calgary.
(This will help to develop a real
world connection, making it
relevant to students)
Ask: What is a circuit? Are their
any around us right now? Discuss
the ones that are currently in the
classroom. How does the Tesla car
relate to circuits?
We will then watch a couple short
videos about the Tesla car, and
show students the website explain
the makes and models that are
currently available.
The main idea that we will be
implementing and getting across is
that electrical circuits surround us
everyday

What are the students doing?

Students will engage in

a class discussion,
adding in their opinions
and sharing when
asked.
Students will engage in
conversations with their
classmates to
brainstorm answers
when necessary

- This will be a whole class discussion,

with students sharing and brainstorming
with elbow buddies to come up with
answers for tougher questions.
Transition
considerations

Transition by explaining to students

that we will now be moving into a
new unit that focuses on
mechanisms that use electricity.

- Have a few students distribute

duo tangs and paper to each of
their classmates to begin
setting up log books

Activity 1
Time est:
15 Minutes

Transition
considerations

Express that we will be referring

back to the Tesla car to examine
and evaluate features that it has.
Explain that we will be recording
our learning through the use of log
books for this unit. Each day they
will be given their log book where
they will track their learning in this
unit. They books will be handed
back at the end of each class for
formative assessment.
The purpose of this activity will be
for the teacher to explain the
purpose of the log book and how it
will be used
Establish teacher expectations and
guidelines for these log books
For example: Each science class,
students must reflect on their
learning, and the log book must
stay in the back of the class unless
it is taken home for study purposes
Give students time to set up their
log books

Students will be
contributing to the
teachers expectations
and adding in their
thoughts as this is
discussed as a class
Once discussed,
students will add their
paper into the duo tang
and create a title on the
front of their duo tang
naming it Mechanisms
Using Electricity Log
Book

- Once students have set up their log

- Students will close their log
books, the teacher will being to lead a
books for this time being
discussion regarding the basics of electrical
circuits.

Activity 2

Time Est:
30 minutes

We must first go over the

background information and basic
elements within electrical circuits.
Teacher will lead a classroom
discussion. Here students will
brainstorm with classmates around
them when it is necessary
Ask: How does current flow from
one source to another? What basic
materials are needed for a circuit to
work? Where are circuits used?

Students will first

engage in classroom
and group discussions
regarding the basic
information about
electric circuits.
After, students will
bring their log books
with them on a walk
around the school
property

Conclusion

What roles do they play, or what

are they able to accomplish?
Once a basic understanding is
evident, we will engage students
using place based learning.
Here, students will go on a walk
throughout the school ground, both
in and outside and record electrical
circuits within their environment,
what the main goal or purpose of
this circuit is, and what
implications and impacts this has
had on our daily lives.
Students will demonstrate their
learning through the use of a chart
in their log books.
To conclude the lesson, we will
head back to class.
Once is class, the teacher will ask
for students to share some
interesting or surprising findings
that they discovered during their
walk around the school and field
outside.
To gather understanding for
learning, the teacher will ask key
questions such as: how is this an
example of a circuit? or why does
this make it evident that this an
electrical circuit?
Ask: Did anyone find a circuit that
could be considered similar to one
that would be in the Tesla car?
When class is completed, skim
through students log books to
formatively assess learning.
Explain that next class we will be
continuing to explore more about
electrical circuits and will be
focusing on how they are
structured.

Students will record

what circuits around
their environment, the
purpose of these
circuits, and the impact
these circuits have on
our daily lives.

- Here, students will share any

of their interesting findings
before they pack up and leave
class.

Assessment: This lesson will be formatively assessed through the use of key questions such as
the ones listed within the cart. Evidence of learning will also be assessed by viewing completed
work within students log books.
Accommodations/Modifications: Certain students will be assigned buddies to stick with during
the place based learning walk around the school. Students will be paired with those who are
compatible with one another and can assist each other. Before the walk, when learning the basic
background information in Activity 2, appropriate scaffolding will take place. For example,
students can be given simple guidelines or pictures of other circuits within our environment if
needed.
Extension and extra time activity: If time allows, students will be given the opportunity to look at
different circuits in other locations around the world and how they differ. This could be done by
looking at Google Earth street view.
Lesson 2:
Circuit Mazes - Mini Lesson Plan
Kayla, Kelsey and Emily
Goals: Students will deepen their understanding about electrical currents and how they work.
While students are connecting the curriculum to a real life example during this experiment, they
will be able to develop a more concrete idea about how the Tesla car functions.
Main Ideas: This experience will allow students to be innovative and creative in their design
while creating an electrical circuit. As a result, this investigation will allow students to gain an
understanding of the following concepts: conductivity, current, power source, variables, and
closed circuit. This investigation will connect to our larger question about the Tesla car because it
is essential that students first examine how circuits work so that they can know how the Tesla
works. Students will build more complex circuits when they build their own electric car. This
will be a good way to solidify their understanding and allow them to expand by creating their
own circuits using a variety of materials.
Procedures:
Engage: We will spark students interest by showing them a demonstration of the activity. By
modelling this experiment students will be motivated to create their own circuit and complete the
maze.
Explore Activity: On behalf of their own learning students will be examining how to use a set of
materials to create their own circuit. They will use problem solving skills to get their bulb to
light. Students will be encouraged to explore their creativity when creating their maze.
Explain: Student will understand how a basic circuit works and how they are used in the world
around them. They will understand what materials are conductive and which are not. They will
be provided a review on how a basic circuit works using a SMART board activity.
They will understand which materials make the most efficient circuit. In previous
classes students learned the basics of what a circuit is and how it is used, and they
can apply this knowledge in the activity. There will be limited instructions provided to students
to allow them to learn through exploration.
Elaborate:
This topic relates to the overarching question surrounding the Tesla Electric Car. Students are
being taught how a circuit works which is knowledge that they must have to understand how the
car itself works. They must also have this knowledge so that they can build their own electric car.

Students will organize information in this lesson using a hands on approach. They will first be
shown a model and then given license to explore their own methods to create a complete circuit.
Evaluate: We will know if students have learnt if they can create a complete circuit by the end of
the class. We will assess this formatively by having students explain their circuits and the steps
they took to light their bulb. We will also check the students log books at the end of class to see
their analysis of their learning.
Name of Instructors: Emily, Kayla, Kelsey
Grade: 5
Activity: Circuit Maze
Goals/Key Questions
Goals:
-Students will have the opportunity to apply their knowledge about electrical circuits during this
experiment.
-Students will have a better understanding about how electricity powers a Tesla car
-Students will learn how to apply the theory they learn about electricity to a real life example
-Applying what theyve learned previously about electricity for a new purpose
-Identify and use the appropriate materials that will create an electrical circuit
Objective:
Following this experiment, students should have a good grasp on how electrical circuits work
and how to construct one. They will then be able apply this knowledge to the function of the
Tesla car, and have a better understanding about how it works. Students will also have a practical
understanding about electrical currents, and will be able to connect the curriculum to the real
world.
Specific Learning Outcomes
1. Design and construct circuits that operate lights and other electrical devices.
2. Given a design task and appropriate materials, invent and construct an electrical device
that meets the task requirements.
Pre lesson Considerations
Lesson overview of main ideas to be learned: How to design and construct an electric circuit
that can light up a light bulb. Students will also be able to apply what they have learned about
appropriate materials that can be used to create an electrical circuit.
Pre-learning required: What is an electrical circuit? What materials do you need to make one?
What are the elements that make an electrical circuit work? What materials wont create an
electrical circuit?
Materials needed/pre-set up required/logistical considerations needed (seating
arrangement):
Materials: Tin foil, insulated wires, light bulbs (ie. christmas bulb with wires attached), thick
paper or cardboard, 9 volt batteries, variety of obstacles
Pre-set up:
Create demo(s)
Gather and organize materials prior to the start of class
Tape demo(s) on the board and number them (this will make it easier for students to refer to if
they are asking for help)
Logistical Considerations: Students will complete this experiment individually, but will work
collaboratively in their table groups. This will encourage students to ask questions and deepen

the exploration process. As well, weaker students will be able to learn from their classmates if
they are struggling during this experiment.
For Labs/demos:
Have demos prepared for each stage of this experiment that students can refer to as they work
(Tape them to the board at the front of the room and number them)
Go through the procedures of the experiment with the class and refer to the demos at each step
Safety considerations/factors/equipment required:
Go over appropriate procedures to ensure students do not spark themselves
Inform students the day before that they will be completing this experiment so that they are more
prepared and thus have more time to complete experiment
Content:
What is the teacher doing?

What are students doing?

Introduction:

-Start by introducing the topic of

electrical circuits.
-Ask students how they think the Tesla
car runs, and explain the power of that
comes strictly from electrical circuits
- Ask students what makes a circuit so
powerful, and what is needed to make a
circuit work successfully.
- Explain to students: today we will be
challenging students to create a circuit
maze that lights up when the circuit is
closed.

-Upon entering class, students

will take a seat in their desks
and wait for instructions.
-Students will be required to
think about the elements within
the Tesla car and reflect on how
it works.

Activity 1:
Time Est: 10
min

- As a class, review the materials and

elements that are needed to create an
effective electrical circuit, this will be
done by showing them a SMART board
activity about circuit.
-First ask students and then highlight the
materials that students will be given for
the investigation and announce that they
will be able to test and experiment with
all of the equipment and materials
provided - students will know they need
specific materials like batteries ect, but
will not know about tinfoil.
- Ask students to make considerations of
what materials they believe will be
effective in conducting and holding an
electrical current - ask them to make
notes in their books
-Explain to students the challenge that
they are given for this class.
-Review safety procedures

-Students will engage in

classroom discussion based the
the questions posed by the
teacher.
-Students will make quick notes
and predict what they think will
happen and how they will
complete the given task
-Students will demonstrate what
safety procedures will be taken
into consideration for this
investigation.
-Students will then perform the
task they are given.
Clues: Grab the materials from
the left side of the room
Spades: Grab the materials from
the right side of the room
Diamonds: more desks into pods
of four
Hearts: Grab sheets from the

-Have one students distribute a playing

card to each student in the class.
-Instruct students to find their other
group members based on the number
they are given (ie. find all the 1s)
-Give each students card suit a specific
role

front of the classroom

Transition
-Transition to the experiment will take
Considerations: place by having students perform their
assigned task and get into their groups
- Pass out student log books so that they
can record their findings

-Once tasks are completed

students will sit with their
groups and move on to activity
2, the investigation process

Activity 2:
Time Est: 20
min

-Here, teacher will simply observe

groups and circulate the classroom.
-If a group is stuck or confused, give
prompts or ask questions to get the
students back on track.

-Students will individually

construct a maze out of foil that
will conduct an electrical
current. -In this process, they
will be able to apply their
knowledge about how to make
an electrical circuit out of
appropriate materials.
-This will help affirm the
knowledge of students at any
level through the application of
the information through this
experiment.

Conclusion:

-Wrap up the lesson by highlighting the

main features that make an electrical
current. (Such as: the circuit being
closed, the materials that must be used,
the placement of materials)
-Have a class discussion and ask students
what went well and what did not work?
Ask groups to discuss why they believe
this features worked and did not.
-Ask, Do you think the Tesla car has a
similar electrical circuit in it? why or
why not?

-Students will clean up their

desk areas and sit back in their
desks. They will participate in
the class discussion by talking or
respectfully listening.
-They will think critically about
how the experiment they
completed connects back to the
Tesla car.

Assessment: Students will be formatively assessed on this investigation. They will show the
class and the instructors how their circuits work and why they are complete.
Accommodations/Modifications: Students will be put into strategic groups so that they can
work together cohesively and productively. These groups will be predetermined before class by
the teacher. This way all students will have the opportunity to explore and create in an
environment where they are comfortable.

Extension and extra time activity: This activity will more than likely run the entire class time,
however if there is time left over students can begin exploring circuits in cars and how they work
in the Tesla.
Lesson 3:
Introduction to Performance Task Building an Electrical Device
Goals:

Kayla, Kelsey, Emily

1. Students will be able to apply their knowledge to build an electrical device
2. Students will be able to apply their skills on electricity to a real life example
3. Students will learn how to control the speed of a motor
4. Students will be creative while applying practical knowledge and skills

Main Ideas: Students will be able to apply the knowledge they have acquired about electricity
throughout this unit to build an electrical device. The circuit maze provided students with
necessary experience to create an effective model. During this project, students will be
specifically applying knowledge about series and parallel circuits. They will ensure that their
motorized device meets specific requirements, such as lighting up, making a noise and travelling
a minimum distance. This project will allow students to relate their knowledge directly back to
the overarching question for the unit regarding the Tesla car. The complex circuits students use
will help solidify their understanding about electrical circuits, while connecting it to real life.
Procedures:
Engage: Students will be shown a YouTube clip about how electric cars operate through
electricity. (1:30 2:40) https://www.youtube.com/watch?v=KEnLcqj7Sz8. Students will then be
informed that they will be making their own mini models of Tesla cars.
Explore: Activity: Students will be using the knowledge that they have acquired during this unit
and apply it to build an electrical device. They must be able to differentiate between a series and
parallel circuit, and determine how they will turn on lights and sounds on their device.
Explain: Students will understand how to build an electrical device using parallel circuits. They
will also be able to connect what they have learned to the world around them. Through the use of
appropriate materials, students will learn how to apply inventive and creative strategies to create
their electrical device. Students ideas will be scaffolded through a class discussion, in which
students will be asked to share their own ideas and knowledge about the content. By tapping into
students prior knowledge, we will be able to understand where students are at with the material,
and what direction we will go in with this experiment.
Elaborate: This activity will connect to the maze they made previously, in which they made a
series circuit. They will be able to apply this knowledge, as well as previous knowledge on
parallel circuits to create their electrical device. This will also directly relate to the unit question
on the Tesla car, where students will be able to connect what they have learned more clearly with
a real life example. We will help students organize their thinking through group discussions at
the beginning of each class. What has been working? What hasnt been? As well, while students

work, pause the class and praise different students for [specific] things they have been doing well
with this project.
Evaluate: We will know if the students have learned the different components about electricity if
their device meets all the requirements noted. (ie. turn on a light, make a sound, travel a
minimum distance). This will be assessed formatively with exit slips and class discussions during
the work days.

2.
3.
5.
9.

Name of Instructors: Emily, Kayla, Kelsey

Grade: 5
Activity: Building an Electrical Device
Goals/Key questions (remove the italics with the required information)
Goals:
Students will learn how to build an electrical device based on the knowledge they have acquired
throughout this unit.
Students will be able to connect what they have learned about electrical circuits to the
overarching unit question about the Tesla car.
Students will be able to connect what they have learned to a real life example in an inventive and
creative project
Objective (connected to PofS):
Design and construct circuits that operate lights and other electrical devices.
Recognize the importance of switches and other control mechanisms to the design and
operation of electrical devices, and identify purposes of switches in particular applications.
Design and construct vehicles or other devices that use a battery-powered electric motor to
produce motion; e.g., model cars, hoists, fans.
Given a design task and appropriate materials, invent and construct an electrical device that
meets the task requirements.
Pre lesson Considerations
Lesson overview of main ideas to be learned
How to design and construct circuits that operate lights and sounds on an electrical device.
Students will be able to apply what they have learned (through direct instruction and through
previous experiments) to create a working electrical device.
Pre-learning required:
What is a series circuit? What is a parallel circuit? What materials do you need to create an
electrical circuit? What is a real life example of a series and a parallel circuit?
Materials needed:
Electric car kit (from MiniScience), white glue or wood glue, grip pins, sand paper, tape, wires,
small light bulbs, small buzzer, switch
Preset up required:
Place an electrical car kit on each students desk prior to class. Write on the whiteboard that
students do not touch their kit. Additional materials will be handed out following a safety talk on
the materials students will be using.
Logistical considerations needed (seating arrangement):
Students will work individually to make their electrical device, but will be encouraged to work
with their neighbors to build off of each others ideas. Weaker students will be seated next to
higher students to help them if they struggle during this project.
For Labs/demos:

Demos will be prepared for each stage of this experiment, which students can refer to as they
work. Explain to students that, although they have a kit, they must additionally (and creatively)
add to the circuit by ensuring that it lights up and makes a noise.
Safety considerations/factors/equipment required:
Go over appropriate procedures so that students do not spark themselves. Explain to students that
the battery and light bulb can get extremely hot as they work on their circuit. As well, the open
wires are very sharp so do not poke yourselves or your neighbors. Inform students that they will
be working on their project so that they are prepared prior to class and thus have more time to
complete their projects.
Content:
What is the teacher doing?
Needs to include step by step procedures:
Include Key questions, logistics, key concepts that
will be addressed, methods of formative assessment

What are the

students doing?
Be specific to
what they will be
doing to be
engaged in the
learning.
Consider how
they are
organized,
working
alone/pairs.

Introduction (how will you

engage
students?
Connections to
previous
learning?)
Time estimation
15 min
-

Inform students that they will not touch the kits

sitting on their desks and that their hands must be in
their laps
Start by reviewing what the class knows about
electrical circuits through a class discussion. What
did they learn while they made the circuit maze?
What kind of circuit was it? With their knowledge
about electrical circuits, ask the class what they think
a circuit looks like in a Tesla car.
Show students (1:30 2:40)
https://www.youtube.com/watch?v=KEnLcqj7Sz8.

-Students will be
listening
attentively at
their desks and
engaging in class
discussion

Transition
considerations

Following the video, explain that students will be

using what they have learned from making other
circuits to create an electrical device that will move,
similar to the Tesla car.

Students will
stay quietly in
their desks and
listen.

Explain to students: Over the next three days, you

will be creating an electrical device similar to the
Tesla car.
(Device will be similar to the one on:
http://www.miniscience.com/kits/CAR_ELEC/)
Give the students three minutes to open their kits

-Students will be
listening
attentively at
their desks
-When asked,
they will

Activity 1
(add more if
needed)
Time est:
20 min

and inquire about the materials with their elbow

buddies. What will everything be used for? Does
anything look familiar? Remind students that they
only get one kit so do not lose anything.
Ask different groups what they were discussing as
they explored the kits and take note of keys ideas on
the board. Encourage students to make comparisons
to previous experiments, like the circuit maze.
Show students the basic model to give them an idea
about what they will be making. Have students guess
who They will be building the same model, but must
be inventive and creative when adding on the lights
and sounds to their device.

carefully open
up their kits and
explore their
materials. They
will discuss the
materials with
their desk
buddies and
answer the
questions asked
by the teacher as
the go through
them

Activity 2
Time Est:
15 min

-Two student volunteers will be asked to hand out the

students science journals.
-While the students are doing this, the teacher will
write down the additional requirements students will
need to include (travel 4 meters, light one bulb, make
a sound from a sound box)
-Explain to students that they will sketch what they
would like their car to look like (with the additional
requirements). As well, students must draw and
identify the circuit they will be using on their car and
the type of battery the think will be the most
powerful.
-While students work, talk to students and ask if you
can use their work as exemplars and tell the questions
you will be asking them at the end of class in a group
discussion. (ie. what kind of battery are you planning
on using and why? What kind of circuit will you be
using? What is the design of your car? Are there
additional materials you would want to use?)

-Two students
will volunteer to
pass out science
journals
-Students will
then proceed to
sketch what they
would like their
car to look like
(with the
additional
requirements).
As well, students
must draw and
identify the
circuit they will
be using on their
car and the type
of battery the
think will be the
most powerful.
-If students
finish this
quickly, they can
add aesthetic
designs to their
car

Conclusion

-At the 5 minute mark, ask students to finish up their

-Students will

Transition
considerations

How will
you know if
students
learned
what you
hoped?

Connect
ions to next
lesson?
Connect
ions back to
key question

work and direct their attention to the front.

-Call on the students that you talked to and encourage
class discussion around it.
-Connect what the students are saying to the YouTube
video they watched at the beginning of class. How
will their car be similar to the Tesla car?
- Do students have the necessary background
knowledge to complete this project successfully?
-Use the class discussion and the students science
journals as a formative assessment to determine if
you need to make any changes to the project.
- The next three classes, students will be building
their electrical devices.

clean up and put

their kits back
together and
write their name
on it.
-They will
record any
additional ideas
in their journal
as the class has
the discussion.
-Hand in their
journals

Assessment:
Formative: Exit slips will be completed by students in their science journals, where they will
either draw what they have been working on, or writing down what they have been working on.
What has gone well? What has not been working? What have you completed today? Are you
proud of the work you have completed? This will allow the teacher to see who is struggling and
who is excelling, in which case they can use this to scaffold for the next class.
There will also be class discussions prior to student work time.
Summative: The students final electrical device will be evaluated for a final mark. Did the
device meet all the requirements? Did they meet criteria? Could the student create a successful
circuit? Could the device light up and make a sound? Can they back up what they did? Can they
explain their process and materials?
Accommodations/Modifications:
Weaker students will be asked to create a series circuit in which the car will only be required to
travel.
Higher students will be challenged to incorporate multiple light bulbs and sound devices.
Extension and extra time activity:
Students can add aesthetic designs to their device. Students will also be challenged to add
additional lights or sounds to their device. If students complete both of these activities, students
will use I pads to explore more deeply how the Tesla car works. While they complete this search
they will be asked to consider the unit question.

Appendix
Rubric for Summative Assignment: /16
GLO: 5-6 - Construct simple circuits, and apply an understanding of circuits to the construction
and control of motorized devices
Expanding (4)
Electric car meets all
of the criteria listed
in assignment
Electric car is fully
functional and
performs all tasks
required
Student used all of

Consolidating (3)
Electric car meets
most of the criteria
listed in assignment
Electric car is mostly
functional and
performs nearly all of
the tasks required
Student used most of

Formulating (2)
Electric car meets
some of the criteria
listed in assignment
Electric car is
somewhat functional
and performs some of
the tasks required
Students used some

Emerging (1)
Does not meet the
criteria listed
Electric car is not
functional and does
not perform the tasks
required
Students did not use

the materials
provided in a precise
and innovative
manner
Student provided an
insightful analysis of
the materials they
used and
demonstrated precise
understanding of the
circuits they created

the materials provided

in an effective and
unique manner

of the materials
provided in a
superficial and
limited manner
Student provided a
Student provided a
thorough analysis of
basic understanding
the materials they
of the materials they
used and
used and
demonstrated effective demonstrated a
understanding of the
simplistic
circuits they created
understanding of the
circuits they created

the materials
provided
Student provided a
simplistic
understanding of the
materials they used
and demonstrated a
limited understanding
of the circuits they
creates

Grade 5 Electricity Summative

Build Your Own Electric Car!
Curriculum Goals/Objectives:

Design and construct circuits that operate lights and other electrical devices.
Given a design task and appropriate materials, invent and construct an electrical device
that meets the task requirements.
Demonstrate different ways of lighting two lights from a single power source, and
compare the results. Students should recognize that wiring two bulbs in series makes
both bulbs glow less brightly than if the bulbs are wired in parallel. Students may
demonstrate this knowledge operationally and do not need to use the terms series and
parallel
Demonstrate different ways of using two batteries to light a bulb, and compare the
results. Students should recognize that wiring the batteries in series causes the bulb to
glow brighter than it would if parallel wiring were used.

Construct and use a variety of switches.

Design and construct vehicles or other devices that use a battery-powered electric motor
to produce motion; e.g., model cars, hoists, fans

Your Task:
You will create an electric car using materials you find in the classroom and at home as well as
a kit provided to you in class. Your car should meet the following criteria:

Car uses electric circuits to function

Car uses a battery as its only power source
Car is made using at least three different conductors
Car can move at least 4 ft. on its own
Car can light up
Car can make noise

As you are creating your car go through this checklist to make sure your car is meeting criteria:

Do you have complete circuits?

Does your car use one or more battery sources?
Does your car use a switch?
Does your circuit include a light source?
Are your wires connected to to correct poles on the battery?
Does your circuit function efficiently?
Does your circuit include a sound source?
Does your car move on its own?
Does your car utilize different conductive materials?

In the chart in your log book record your observations and the materials you use. Describe the
different trails and errors you experience throughout your building. You will be assessed
summatively based on the rubric provided.

Two Stars and a Wish

This will be used for assessment as learning. Following the circuit maze activity,
students will go to two of their peers maze and write down two stars (two things the
student did well) and a wish (one thing they could improve on). This will not only help
students understand the criteria for the activity better, and solidify their own
understanding about the circuit maze activity.

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH