Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

UbD
STAGE 1 DESIRED RESULTS

Unit Title: Energy Conservation and Transformation

Established Goals (big ideas): include BC curriculum citation

Energy is conserved and its transformation can affect living things and the environment.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10_elab.pdf

Rationale Why are you doing this and why is it relevant to your students
Energy and its transformation are fundamental to life processes and to understanding human impacts on the world around
us as well as to understanding human technology and development. Recognizing sources of energy, understanding the
ways in which energy is transformed, and understanding the law of conservation of energy will help students to develop a
greater understanding of energys role in these areas (in the environment to support life and ecosystem functions, in human
technology and development, and in the interactions between technology and the environment).

Essential Question(s):What drives the learning?)

Where does energy come from and what happens to it?
How do energy transformations affect the environment?

Students will be able to: Students will know;

(competencies include BC curriculum citation) (content include BC curriculum citation)
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/
pdf/10-12/science/en_s_10_elab.pdf

transformation: transfer of energy in closed and open

systems heat (Q = mcT) roller coasters, pendulums

potential: stored energy (e.g., gravitational PE = mgh)

kinetic: energy of motion (KE = 1/2 mv2)
local and global impacts of energy transformations and
technologies: pollution, habitat destruction, carbon dioxide
output
First Peoples perspectives on energy: energy use and
conservation include generational roles and responsibilities

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks and/or culminating tasks: Other Evidence: formative and summative
-PE and KE worksheets -practice worksheets
-bouncing balls lab write up -pendulum lab write-up
-Rube Goldstein machine project -in class discussions, questions, and checks for
-summative test understanding

Key Criteria:
-students can explain that energy can be transformed but not created or destroyed
-students can identify that energy transformation is not perfect - some is always lost to undesirable form
-students can identify gravitational energy as a type of potential energy and kinetic energy as energy of motion and perform
simple energy calculations
-students can identify how energy use and transformations by humans impacts our environment

STAGE 3 LEARNING PLAN

Learning intentions Learning activities
1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

Students can define energy as the ability to do work and are -class discussion, worksheets
able to explain energy comes in many different forms and
provide several examples.

Students can explain that potential energy is equal to stored -class discussion, labs, worksheets, and Rube Goldberg
energy and can explain how gravitational energy is one type project
of store energy.

Students can explain that the energy of motion is kinetic -class discussions, labs, worksheets, and Rube Goldberg
energy. project

Students can explain some of the negative impacts of -class discussions, research project and presentation
energy transformations: ex. pollution, habitat destruction,
carbon dioxide output

Students are able to apply PE and KE formulas to illustrate -class discussion, labs, worksheets, Rube Goldberg project
conservation of energy principles.

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)