# data[].attributes.body
XX Weeks
Wk XX to Wk XX

# data[].attributes.body
Learning about digestion and how the body get, transfers, and stores energy

Food coloring experiment- cold/ hot / warm water, record the amount of time it takes for the color to spread through the water- Observations can lead to questions about how variables affect results, and what is making the food coloring move

Peanut experiment about stored energy: http://www.energyquest.ca.gov/projects/peanut.html

other energy experiments: http://www.energyquest.ca.gov/projects/

# data[].attributes.body
Strand: Measurement
Phase: 4

Conceptual understandings

-  Accuracy of measurements depends on
the situation and the precision of the tool.
- Conversion of units and measurements
allows us to make sense of the world we
live in.
- A range of procedures exists to measure
different attributes of objects and events.

Learning outcomes

When constructing meaning learners:
• understand procedures for finding
area, perimeter and volume
• understand the relationships between
area and perimeter, between area and
volume, and between volume and
capacity
• understand unit conversions within
measurement systems (metric or
customary).

When transferring meaning into
symbols learners:

• develop and describe formulas for
finding perimeter, area and volume
• use decimal and fraction notation in
measurement, for example, 3.2 cm,
1.47 kg, 1½ miles
• read and interpret scales on a range of
measuring instruments
• carry out simple unit conversions
within a system of measurement
(metric or customary).

When applying with understanding
learners:

• select and use appropriate units
of measurement and tools to solve
problems in real-life situations
• determine and justify the level of
accuracy required to solve real-life
problems involving measurement
• use decimal and fractional notation
in measurement, for example, 3.2 cm,
1.47 kg, 1½ miles
• use timetables and schedules (12-
hour and 24-hour clocks) in real-life
situations

# data[].attributes.body
Strand: Forces and energy
Skills:

Observe carefully in order to gather data.

Use a variety of instruments and tools to measure data accurately.

Use scientific vocabulary to explain their observations and experiences.

Identify or generate a question or problem to be explored.

Plan and carry out systematic investigations, manipulating variables as necessary.

Make and test predictions.

Interpret and evaluate data gathered in order to draw conclusions.

Consider scientific models and applications of these models (including their limitations)

# data[].attributes.body
Strand: Resources and the
environment

Skills:

- Use and analyse evidence
from a variety of historical,
geographical and societal
sources
- Orientate in relation to
place and time

Learning Outcomes:

- identify the communities
he or she belongs to
(for example, draw and
describe pictures of the
various groups they form a
part of)
• talk about the reasons that
rules are necessary in the
various communities to
which he or she belongs

# data[].attributes.body
ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 4
Learning Outcomes:
verbalize their thinking and explain their reasoning

Phase: 5
Learning Outcomes:
generate, develop and modify ideas and opinions through discussion

listen and respond appropriately to instructions, questions and explanations

use oral language to formulate and communicate possibilities and theories

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5

Learning Outcomes:

examine and analyse text
and illustrations in reference
material, including online
text, explaining how visual
and written information
work together to reinforce
each other and make
meaning more explicit

navigate the internet
in response to verbal
and visual prompts with
confidence and familiarity;
use ICT to prepare their own
presentations

WRITTEN LANGUAGE_ READING
Phase: 4

Learning Outcomes:
know how to skim and scan texts to decide whether
they will be useful, before attempting to read in detail

Phase: 5
Conceptual Understandings
Synthesizing ideas and
information from texts leads to
new ideas and understanding.

Learning Outcomes:
work in cooperative groups
to locate and select texts
appropriate to purpose and
audience

distinguish between fact
and opinion, and reach their
own conclusions about what
represents valid information

consistently and confidently
use a range of resources to
find information and support
their inquiries

participate in collaborative
learning, considering
multiple perspectives
and working with peers
to co-construct new
understanding

use the internet responsibly
and knowledgeably,
appreciating its uses and
limitations

locate, organize and
synthesize information from
a variety of sources including
the library/media centre,
the internet, people in the
school, family, the immediate
community or the global community.

WRITTEN LANGUAGE_ WRITING
Phase: 5

Learning Outcomes:
use appropriate
paragraphing to organize
ideas

locate, organize, synthesize
and present written
information obtained from a
variety of valid sources

# data[].attributes.body
ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 4
Conceptual Undertsandings:
Thinking about the perspective of our audience helps us to communicate more effectively and appropriately.
Learning Outcomes:
- listen appreciatively and responsively, presenting their own point of view and respecting the views of others.
- listen reflectively to stories read aloud in order to identify story structures and ideas.
- understand that ideas and opinions can be generated, developed and presented through talk; they Work in pairs and Groups to develop oral presentations.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 4
Conceptual Undertsandings:
Interpreting visual texts involves making an informed judgment about the intention of the message.
Learning Outcomes:
- Describe personal reactions to visual messages; reflect on why others may perceive the images differently.
- understand and explain how visual effects can be used to reflect a particular context.
- Discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, Graphics, balance, techniques, composition.

WRITTEN LANGUAGE_ READING
Phase: 4
Conceptual Undertsandings:
Reading and thinking Work together to enable us to make meaning.
Learning Outcomes:
- appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories.
- identify relevant, reliable and useful information and decide on appropriate ways to use it.

WRITTEN LANGUAGE_ WRITING
Phase: 4
Conceptual Undertsandings:
Writing and thinking Work together to enable us to Express ideas and convey meaning.
Learning Outcomes:
- write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing.
-

# data[].attributes.body
- Thinkers
- Inquirer
- Knowledgeable

# data[].attributes.body
- Co-operation
- Enthusiasm
- Curiosity

# data[].attributes.body
Change
Form
Function

# data[].attributes.body
Properties
Transformation

# data[].attributes.body
Phase:
Conceptual Understandings:
Learning Outcomes:

# data[].attributes.body
Cross Stitch

RESPONDING
Phase: 3
Conceptual Understandings: There are different kinds of audiences responding to different arts.
Learning Outcomes: provide constructive citicism when responding to artwork.
CREATING
Phase: 3
Conceptual Understandings: We make connections between our artwork and that of others to extend our thinking.
Learning Outcomes: Use a range of strategies to solve problems during the creative process.

# data[].attributes.body
Strand Active living
Phase 4

Identifying and participating in activities we enjoy can motivate us to maintain a healthy lifestyle.

There is a connection between exercise, nutrition and physical well being.

Understanding our limits and using moderation are strategies for maintaining a safe and healthy lifestyle.

Understand the interdependence factors that can affect health and well being.

Strand Identity
Phase 4

Understand the role of and strategies for optimism in the development of their own well being.

Embrace a strong sense of self efficacy that enhances their accomplishments, attitudes and personal well being.

# data[].attributes.body
- Research skills
- Communication skills

# data[].attributes.body
Create a machine to solve a problem.

Students use their knowledge of energy and their transdisciplinary skills to create solutions to a particular problem.

Option 1: You present students with a design brief, taking the role of a customer purchasing a project from a group of scientists and energy experts.

Option 2: Students brainstorm and then select problems to solve, after presenting their proposal to you, the "client".

Assessment criteria
The assessment sheet on page 30 can be used to help check that students are able to:
- display and understanding of the six energy forms (kinetic, potential, mechanical, chemical, electrical, light, sound, heat).
- work together effectively.
- explain clearly the obstacles they encountered, and the steps they used to overcome them.
- use appropriate diagrams and scientific terminology throughout their work.

# data[].attributes.body
Energy exists in a number of forms and can be transferred and stored

# data[].attributes.body
-The different kinds of energy
-How energy can be transferred and stored
-The importance of testing