Grade 9 Science: Unit C (Characteristics of Electricity) Plan

Thomas Pocock & James Olsen

ECUR 326
Professor Mohammad Hossain PhD
November 15th, 2015

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Table of Contents
Rationale

Foundational Objectives & Goals

Curricular Outcomes

Lesson 1

Lesson 2

Lesson 3

11

Lesson 4

15

Lesson 5

17

Lesson 6

19

Table of Specification

22

Unit Test

23

Reflections

27

References

27

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Rationale:
The purpose of this unit plan is to assist grade 9 students in achieving a stronger
comprehension of the concepts related to the characteristics of electricity. The students will
better understand the characteristics of static electric charges, and their behaviors in relation to
like and opposite charges. The students will achieve an enhanced comprehension of electrical
conductors and insulators. Students will better understand the flow of electrical energy in closed
circuits. The students will have a greater understanding of the behaviour of electricity in series
and parallel circuits. The students will have a greater comprehension of the social and cultural
impacts that electricity has on our lives, as well as, an understanding of methods of industrial
electrical generation methods and infrastructure. The students will develop an understanding of
efficiencies of electrical products.
Foundational Objectives & Goals:
This unit provides avenues for students that enable them to develop their scientific
literacy. This unit will help students construct scientific knowledge, develop scientific and
technological skills, create healthy scientific habits of mind and develop positive STSE
relationships. The scientific concepts introduced in this unit provide students with a framework
to construct and expand their scientific knowledge. By actively engaging in the lessons included
in the unit, the students will develop their skill set that will benefit their scientific, and academic,
literacy, especially in the electrical field. This unit incorporates a variety of learning activities
that encourages student participation and cultivates a positive attitude towards learning. By
synthesizing experiences obtained from the lessons the students create a sense of self that
extends to the community and contributes to the STSE interrelationships. One outcome that we

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desire to obtain is, that our students apply the knowledge and experiences they gained from the
unit in their everyday lives while acting as ambassadors of social and ecological justice.
The lessons we teach the children will be about the characteristics of electricity. The
lessons begin with the characteristics of static electricity then evolves into the characteristics of
electrical behaviours in closed circuits. The lessons then evaluates the operating parameters of
various electrical appliances and concludes with the impacts that electrical generation methods
have on society and the environment. These lessons enhance students comprehension of how
electricity behaves in various mediums that they utilize every day. The students will also think
critically and evaluate how electricity is generated on a large scale. By contrasting and
comparing the pros and cons of various methods of electrical generation the students will
develop an opinion on which energy generating methods may be best for our province and what
factors, like cost and safety, have on our infrastructure in Saskatchewan and around the globe.
Curricular Learning Outcomes:
Physical Science: Characteristics of Electricity (CE)
CE9.1 - Demonstrate and analyze characteristics of static electric charge and current electricity,
including historical and cultural understanding. [CP, SI, TPS]
CE9.2 - Analyze the relationships that exist among voltage, current, and resistance in series and
parallel circuits. [SI]
CE9.3 - Assess operating principles, costs, and efficiencies of devices that produce or use
electrical energy. [SI, TPS]
CE9.4 - Critique impacts of past, current, and possible future methods of small and large scale
electrical energy production and distribution in Saskatchewan. [DM, TK]

Simple Lesson Plan

Grade 9 Science Unit C (Characteristics of Electricity)
Date: November 6, 2015
Subject: Science Author: Thomas Pocock
Grade Level: 9

Time Duration: 50 minutes

Overview of Lesson: This lesson will introduce the students to the characteristics of
static electrical charges, such as repulsion and attraction. The students will be introduced to
various methods of charge transfer.
Professional Growth Guide Goal(s):
Curricular 1: Demonstrates knowledge of Saskatchewan curriculum and policy documents and
applies this understanding to plan lessons, units of study and year plans using curriculum
outcomes as outlined by the Saskatchewan Ministry of Education.
Outcomes:
CE9.1 - Demonstrate and analyze characteristics of static electric charge and current electricity,
including historical and cultural understanding.
Indicators:
a. Pose questions to investigate related to static electric charge and current electricity.
b. Gather evidence for the transfer of static electric charges, including charging by
friction, charging by conduction, charging by induction, and electrostatic discharge and create
written, visual, and/or dramatic representations of those processes.
c. State the properties of static electrical charges.
f. Explain, with reference to electron transfer, the production of static electrical charges in
some common materials such as flannel, fur, wood, plastic, rubber, and metal.
Cross Curricular Competencies:
Allows for critical thinking strategies about how everyday processes work. Assists students in
developing scientific literacy.
-

Materials:
Material to write with on either chalkboard or whiteboard.
Items to place charge on. (Balloons, fur, PVC pipe, paper, etc.)
Exit slips.
Activities and Procedures:

6
Overview/Agenda/Review/Introduction:
This lesson will be introduced by engaging the students in a short discussion and drawing on
their prior knowledge about static electricity.
Subject Content and Teaching Strategies:
After the discussion a direct teaching method would be used to introduce the properties of static
electrical charge including repulsion and attraction. Following this the lesson would go on to
explain the various methods of charge transfer (friction, induction, electrostatic discharge) using
direct instruction and demonstrations.
Consolidation:
An experiment involving charging objects and making observations on their interactions would
be carried out to fortify the direct teaching instruction. For example you can get students to
charge a balloon through friction and it will stick to their heads or can perform the experiment
where the students get a pop can to move without touching it by using a balloon that has a charge
placed on it.
Assessment: Students will be assessed by the use of exit slips as well as their engagement
in the lessons demonstrations/experiments. The use of lesson specific directed questions on the
exit slips would also be utilized. Further assessment will be implemented on the unit final exam.
References:
Sciencebob.com. (n.d.). Roll a can with static electricity. Retrieved from
https://sciencebob.com/roll-a-can-with-static-electricity/
Reflections on the lesson:
1) How was this lesson effective/not effective?
2) Suggestions for a future lesson of this type
3) Changes made to the lesson while teaching
4) What strategies could I use to reinforce this lesson?
(Ideas and/or suggestions from others)
Because I havent taught this lesson it is impossible to reflect on my
teaching practices.

Lesson Plan Template

Subject / Course:
Science
Grade Level: 9
Topic: Characteristics of Electricity, CE 9.2
Cooperating Teacher Name: N/A

TC Name: James Olsen

Date: N/A
Time of Class: N/A
Room # / Location: N/A

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
From the Saskatchewan Curriculum: CE9.2 Analyze the relationships that exist among voltage,
current, and resistance in series and parallel circuits. [SI]
b) Indicators:
This lesson is one of two lessons, so the first half of the material will be covered this lesson as
outlined in these indicators from the Saskatchewan Curriculum from the outcome CE9.2 of
Science 9:
a.) Demonstrate the importance of using precise language in science and technology by
formulating operational definitions for voltage, resistance, and current.
f.) Calculate values of unknown quantities in electric circuits using Ohms Law (I = V/R).
c.) Model the characteristics of series and parallel circuits using analogies or visual and/or physical
representations.
c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg.
learning that happens as a result of the lesson, organization, group work, listening, co-operation,
reading, writing skills etc.)
-The ability to think critically about how things function in our daily lives with circuits.
-The ability to work together with other students/people in a hands-on activity.
-Social skills and courage when engaging in classroom discussion.
d) Professional Growth Portfolio Goal(s):
2.4 ability to use technologies readily, strategically and appropriately

8
2. Assessment and Evaluation:
(What assessment and/or evaluation strategies do you need to have to ensure you are accountable
for students learning and addressing curriculum outcomes? What formative and summative
assessment should you include? e.g., sample questions, activities or attach tests, homework,
rubrics, evaluation schemes, answer keys etc.)
-Students will be assessed based upon their classroom participation, their homework practice
problems, and their knowledge of the subject matter when they write the Unit Test.
3. Preassessment and Accommodations/Modifications
a) Students
(consider the students you will be teaching and anything that will affect their learning or your
teaching strategies (e.g., include cognitive, social/emotional, physical and diversity needs,+
provide accommodations/modifications - how you will differentiate learning for each student
and/or type of need N.B. use initials of students rather than full names)
Preassessment:

Accommodation/Modification:
-Ensure that students with exceptionalities are
placed in an area that will enable them to work
well.
-Ensure that students who are disruptive are
placed in areas where they will be able to learn
well and not disrupt others.

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual
equipment will be, where the teacher stands, where the students are working etc. you may wish
to include a map/layout of the classroom on a separate sheet and reference it with modifications if
lesson changes)
-Have students sit in grouped desks. Preferably desks grouped in groups of 4. This will ensure
students enjoy each others company and learning cooperatively.
-Have a projector set up for the direction instructional part of the lesson, with a slide presentation.
-The teacher will stand by the screen for the projector and instruct the lesson.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles,
chapters, page numbers, author/publishers, website URLs, resources like paper, pencils,
protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts
include name of handout and number of copies, etc.)
The resources required for this lesson will be:
-stationery
-the class textbook
-Snap Circuit kits (one for each group of two in the class)
-a projector.
-and a computer for the projector.
5. Content and Teaching Strategies of Lesson
a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written
on white/blackboard as an agenda for students and you to follow, you may also choose to consider
a review of previous days work)
Agenda:
-Describe and explain Ohms Law, giving definitions for current, resistance, and voltage.
-Use Snap Circuits to visually demonstrate a circuit, and have students create their own circuits in
the series method.

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such
as a minds-on activity, a hook or something that will pull learners into lesson)
-Hook:
Have any of you ever put up Christmas lights? Have you ever had them not work? This is an
example of a series circuit. They fail when one part does not work.
We will talk about series circuits today, what they are, and what law applies to them.

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c)
Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching
strategies for teaching the subject content - how you are teaching it; write some guiding questions
- actual questions (variety of thinking levels) and suggested and anticipated answers; possibly
include time approximations/timelines such as 10:00 10:30 a.m. or 25 minutes; and include
application activities/components - how the content will be applied such as an activity, problems
to solve, worksheets etc.).

This total lesson will be approximately 1 hour in duration:

-After the hook, talk about Ohms law. Explain what it is and how it works, and the definitions of
the components of Current, Voltage, and Resistance. Also talk about series circuits, what they are,
and how they work. Perform a couple example calculations analyzing a series circuit using Ohms
Law. This would be a direct instructional method with some back-and-forth conversation between
the students and the teacher in the form of questions and answers. This will take approximately
20-30 minutes and will be done with a PowerPoint presentation.
-After the direct instruction on the concepts of Ohms Law and series circuits, put students in
groups of two to work on activities with the Snap Circuits Kits. Pre-select some series circuits for
the students to try to create on their Snap Circuits, and encourage students to also try their own
designs. This would be a hands-on cooperative learning method for students. After they have had
some time to attempt some of the designs, get the students attention and have the students share
with the class some of the things they noticed. Also ask a pair of students if they would like to
share a circuit design they made with the class. This should take approximately 20-30 minutes and
will be done with the Snap Circuits Kits.
d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what
next tasks are e.g., having class to give you feedback on what was taught, review key
application of concepts this is important in terms of assessing the effectiveness of the lesson)
At the end of the class, with approximately 5 minutes of class time left, discuss what was taught
that day and ask students what they have learned. In a class-wide discussion, ask students what
they thought was the most interesting thing that they learned that day, and have them share that
with the class.
Finally, assign the students practice questions from the textbook where they use Ohms Law to
perform circuit analysis.

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Lesson Plan: Characteristics of Electricity

Subject / Course:
Science/Unit C
Grade Level: 9
Topic: Parallel Circuits
Cooperating Teacher Name:

TC Name: Thomas Pocock

Date: November 2015
Time of Class:
Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
CE9.2 Analyze the relationships that exist among voltage, current, and resistance in series and parallel
circuits.
b) Indicators:
b.

Demonstrate the role of switches and variable resistors in series and parallel circuits, and identify practical
examples of switches and variable resistors in daily life.

c.

Model the characteristics of series and parallel circuits using analogies or visual and/or physical
representations.

f.

Calculate values of unknown quantities in electric circuits using Ohms Law (I = V/R).

g.

Model, using appropriate standard circuit diagram symbols, series and parallel circuits that include an
energy source, one or more switches, and various loads designed to accomplish specific tasks (e.g.,
household lighting, flashlight, electric fan, blender, coffee maker, toy vehicle, and automotive lighting).

h.

Rephrase questions related to electric circuits in a testable form (e.g., rephrase a question such as Why do
we use parallel circuits in household wiring? to How do the voltage and current in a series circuit compare
with those in a parallel circuit?).

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Develop Scientific literacy enhance student comprehension of symbology used to represent components
in electrical field. Interpret diagrams and enhance ways of interpreting electrical schematics.
Develop critical thinking skills question what application series and parallel circuits would be suitable for.
Think about where circuits are used in everyday life.

d) Professional Growth Portfolio Goal(s):

Curricular 1: Demonstrates knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education.
Knowledge 2: Demonstrates proficiency in the Language of Instruction.

12

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include? e.g.,
sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Discussion questions and clarification from students during the lesson will be used to assess the students
grasp of the content being presented and comprehension of concepts.
I will assign the students homework questions to assess their comprehension of the material. Formative
assessment of student knowledge will be evaluated on the unit exam.
Review of what happened during the in class activity will also allow me to evaluate the students ability to
apply concepts to real world scenarios.

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you
will differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)
Preassessment:

Accommodation/Modification:

English as an additional language students

Use of diagrams to reinforce the topic content. Also

use simple terms to define concepts. Use of
analogies that the students may find helpful.
Observe students body language and disposition for
non-verbal feedback of comfort level with material.

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,
where the teacher stands, where the students are working etc. you may wish to include a map/layout of the
classroom on a separate sheet and reference it with modifications if lesson changes)

This lesson will take place in an indoor classroom setting. The students will have a traditional seating
arrangement within a comfortable distance of the blackboard to ensure a clear view.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Writing utensils (chalk, markers) and a medium to write on (blackboard/whiteboard)

Paper and pencil for all students in attendance
Snap Circuits Jr. for groups of students during the hands on activity.
Calculators for students

13
-

AA batteries for Snap Circuits.

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Overview
- Define what a Parallel circuit is and discuss characteristics (Use analogy **river**)
- Define symbols and link them to words like battery, resistor, switch
- Define Ohms law and how it applies to parallel circuits
- Do example of finding current in the resistors given the voltage and resistance.
- Do and example of finding total resistance of a parallel circuit and write formula on board.
- Carry out hands on activity, Snap Circuits and get observations from students.
Agenda
- Introduce lesson and define parallel circuits on the board (more than 1 path for electricity to travel)
- Match symbols on the board to their appropriate label(resistor, battery, switch)
- Put ohms law on the board and state how it applies to parallel circuits (voltage is constant in
parallel branches)
- Carry out example of finding Current in parallel resistors and try and get class to answer questions
- Find total current in the circuit
- State how to modify the parallel circuit to find total resistance in parallel branches (1/Rt=1/R1+1/R2)
- Redo the question using the total resistance of the parallel circuit
- Compare answers to confirm method.
- Carry out hands on activity of snap circuits to reinforce comprehension. Students create circuit # 6
and then turn power on. Observe the brightness of the lamp. Does the lamp stop working if the fan
is removed from the circuit? Relate activity to lesson content. Have discussion with students about
other common applications of parallel circuits.
Review
- Summarize concepts that the class talked about today
- Thank them for their time and effort in the class.
b) Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Be charismatic, positive and enthusiastic about lesson. Use lots of imagery in speech when talking about
the river. Be entertaining. Relate content to things students have encountered in their everyday lives.
c) Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching
the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels)
and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 10:30 a.m. or
25 minutes; and include application activities/components - how the content will be applied such as an activity,
problems to solve, worksheets etc.).

Content: definitions of terms and listing equations on board.

Strategy: Direct Instruction
Content: relating Electrical symbols to proper labels
Strategy: Direct instruction but also visual image representation because the students need to link the
component label to the symbol used to represent the component in the circuit diagram.

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Content: Carrying out examples of parallel circuit calculations. Example of individual resistor resistance in
the parallel circuit and determining the total resistance in a parallel circuit.
Strategy: Direct Instruction
Content: Application of knowledge using the Snap Circuit activity. Use this activity to reinforce the
characteristics of parallel circuit operations. Hands on method is more engaging and better than simply
using diagrams on the board.
Strategy: Experiential/hands on learning
d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

After completion of the Snap Circuits activity I will review the key topics of what we learned in the lessons
with the students. I will be looking for feedback from the students to assess their comprehension of the
material covered.
I will assign a homework assignment of parallel circuit questions for the students to complete for next class.

15

Science 9 Unit C Characteristics of Electricity

Name of Lesson Plan: Principles, Costs and Efficiencies 1
Grade Level: 9
Subject: Science 9

Overview & Purpose - What will be learned, why, connections to other topics.
PGG goal(s) addressed.
The purpose of this lesson is to engage students in learning about how household
devices transform electrical energy into other forms of energy such as light, heat,
sound, etc. The students will also be introduced to the concept of efficiency, its
characteristics and how to calculate operating costs.

Prepared By: Thomas

Pocock

Broad Areas of Learning: Cross Curricular

Competencies:
- Critical thinking, Contextual thinking
- Engaged citizens
- Knowledge construction through
scientific literacy

PGG Goal Curricular 1 addressed.

Teacher

Date: Nov 15,

2015

Students

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Outcomes/Indicators
(Learning tasks; Specifies
strategies, processes, and
knowledge that will be learned.
Approx. 1-3 outcomes from the
Saskatchewan Curriculum that
could be assessed)

Outcome CE9.3
Assess operating principles, costs, and
efficiencies of devices that produce or use
electrical energy. [SI, TPS]
Indicators
a.

Explain the energy transformations involved

in devices that use or produce light, heat,
sound, motion, and magnetic effects (e.g.,
toaster, light bulb, thermocouple, oven,
refrigerator, television, hair dryer, kettle,
fan, electric blanket, and remotecontrolled toy vehicle).

c.

Calculate the efficiency of common energyconverting devices and suggest reasons why
the efficiency is always less than 100%.

d.

Interpret the energy efficiency rating of

household electrical appliances and
calculate their costs of operation in
Saskatchewan over a given time by
identifying the power rating and using the
formula
Cost = Power x time x rate.

Materials
Needed

Students will demonstrate an

understanding of how devices
convert electrical energy into other
forms of energy that they can
utilize in their daily lives
Students will demonstrate
understanding of efficiency and
why it can never be more than
100%. Students will grasp the
concept that energy output can
never be more than energy input.

Small
household
energy use
items such as
a fan,
lightbulb, etc.
Smartboard or
computer or
some way of
displaying
information
from the
Saskpower
web site.

Students will be able to use

efficiency and Saskatchewan
energy charging rates to determine
the operating cost of household
electrical appliances.

Assessment
(Steps to check for student
understanding must assess
outcomes.)

Teacher will use class participation and

responses to discussion questions during
the lecture to determine students
understanding of concept. Also the use of
exit slips at the end of class will be used
to evaluate understanding of concepts.

Students will need to demonstrate

active engagement in the lesson
and the ability to relate concepts to
their personal lives. Students must
show understanding of energy
transformations, why efficiency can
never be more than 100% and how
to calculate operating cost.

Accommodations/
Modifications

The lesson will have to be modified for

students with disabilities. However the use
of images would be beneficial for EAL
students.

Students may be allowed to work in

groups. Students who are
struggling could be grouped with
students who are excelling. The
students could assist one another.

Other Resources
(e.g. Web, books,
etc.)
- Saskpower
website

17
Procedures

The lesson would be allotted a 1-2 hour

time slot.
At the beginning of the lesson the
teacher will draw on the prior knowledge
of the students by asking them what they
already know about types of energy and
the transfer methods. The teacher will
then engage in a direct instruction about
how electrical energy is transformed into
the various types of other energy by
household devices and use the items they
brought to class with them as
demonstration.
The teacher will ask the students to
identify some other household items that
perform this energy transformation.
Secondly the teacher will use direct
instruction to teach the students about
efficiency. The teacher will define
efficiency and show how some energy is
lost during the transformation process.
The teacher will also tell the students
about how they cannot obtain more
energy output from a device then the
energy input that was supplied to the
device.
Using these concepts and the
formula (from indicator d) above the
teacher will show the students how the
operating cost of household items is
calculated. The teacher can use the
Saskpower website for the current
charging rate of electrical energy.
The teacher will provide the students
with a worksheet to fill out that will ask a
few questions from each section of the
lesson and give them time to work on it.
This will be used as an exit slip

Closure
(Reinforce the lesson)

To reinforce the lesson the teacher will ask

the students to look at some of the
appliances in their homes (stove, fridge,
etc.) and determine what the energy
usage is and then use that to determine
the operating cost for 8 hrs for that
appliance.

Students will engage in classroom

discussion and work through any
examples the teacher provides
together. The students should be
encouraged to ask any questions
that they may have.

Will look at some of the appliances

in their homes to determine what
the energy use is and be able to
calculate basic operating costs of
that appliance.

18

Use of Electrical Appliances and Personal Energy Consumption Lesson Plan

Name of Lesson Plan: Use of Electrical Appliances and Personal Energy Consumption
Grade Level:
9
Subject: Science

Prepared By:

Overview & Purpose - What will be learned, why, connections to other topics.
PGG goal(s) addressed.

James Olsen

Date: N/A

Broad Areas of Learning: Cross Curricular

Competencies:

The purpose of this lesson is to have the students become cognisant of the efficiency and cost of the electrical
appliances they use in their lives, and the sustainability of their lifestyles with these appliances.
PGG Goal: 1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.

Wanting to ensure that our students are Engaged

Citizens with their understanding of the economics,
environmental sustainability, and practical implications
of the use of different electrical appliances.

Teacher

Students

Outcomes/Indicators
(Learning tasks; Specifies strategies,
processes, and knowledge that will be
learned. Approx. 1-3 outcomes from
the Saskatchewan Curriculum that
could be assessed)

Second half of CE 9.3 from the Saskatchewan

Curriculum: Assess operating principles,
costs, and efficiencies of devices that produce
or use electrical energy. [SI, TPS]

An indicator from the Saskatchewan Curriculum,

from outcome CE 9.3 of Science 9:
g.) Make informed decisions about personal use of
devices that use electrical energy, taking into
account environmental and social advantages and
disadvantages.

Assessment
(Steps to check for student
understanding must assess
outcomes.)

Students will hand in their personal electrical

energy consumption inventories so that the
teacher will know they participated. There will
also be assessment at the end on the Unit Test.

The students will need to have completed their

electrical energy consumption inventories, and have
an understanding of their electrical lifestyle and its
sustainability for the Unit Test.

Accommodations/Modifications

The teacher must determine whether working

together on individual tasks is beneficial, or if
the socializing is distracting to the students
progress in understanding the material and
completing their task.

The teaching strategy of cooperative learning could

change based upon the students behaviour.

Procedures

At the start of the lesson, the teacher will use a

direct instruction method to review the
previously learned information on how to
calculate the costs and efficiencies of electrical
appliances.

For the first part of the lesson, students will be

listening to the review of the previously learned
material.

The teacher will have students then, either on a

Students will work individually in a group of a

Materials Needed
Handout of
Electrical
Inventory
Projector
Computer for
teacher
Stationery

Other Resources
(e.g. Web, books, etc.)
-Electrical energy
consumption
calculators, or a preprepared handout.

19
website or a printed out sheet, begin to
calculate their personal electrical energy
consumption inventory. Simply, recording
down the appliances they used and for how
long, and calculating their consumption from
previously learned calculations. When the
students are in their groups, the teacher will be
utilizing a co-operative learning method
having the students help each other work on
their inventories while in their groups.

approximately 4 students so that they can discuss

their personal electrical consumption and help each
other with their calculations.

The last half of the lesson will be devoted to

the sharing of what students discovered about
their electrical energy consumption
inventories, and discussing the sustainability of
their lifestyles in different areas of the world.
After the students have had a chance to share
what their inventories were, the teacher will
begin to discuss energy security in different
areas of the world. One of the main questions
to the students would be: Is my electrical
lifestyle sustainable in another area of the
world? The teacher will utilize direct
instruction, with as much back-and-forth
response as possible with the students.

Students will go into a different group of 4

students, and begin to share what they learned from
their personal electrical energy consumption
inventories. Students will then be asked to stop
their small group discussion, and share their
thoughts with the class.

-Websites on energy
consumption globally.

This lesson will take approximately 2 hours of

class time, with the first hour being used as
review and for filling out their electrical
energy consumption inventories; and the
second hour being used to discuss the
sustainability of different electrical lifestyles
around the world.
Closure
(Reinforce the lesson)

The teacher will summarize what they and the

students have been talking about with regards
to energy consumption. The teacher must
ensure the students are now cognisant of their
electrical energy use, and its financial costs
and sustainability.

Reflections
(What went well; what could be
improved)

N/A

N/A

Additional Notes

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Electrical Energy Production in Saskatchewan

Simple Lesson Plan
Date: N/A
Subject: Science 9, Physical Science: Characteristics of Electricity
Author: James Olsen
Grade Level: 9
Time Duration: 4 hours
Overview of Lesson:
This lesson will introduce students to the different ways in which Saskatchewan has
generated and distributed electrical power in the past and present. Students will become
informed of the positives and negatives of different power generation schemes, and will
engage in a debate regarding nuclear power generation in Saskatchewan.
Professional Growth Guide Goal(s):
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings.
Outcomes:
From the Saskatchewan Curriculum for Science 9, CE 9.4: Critique impacts of past,
current, and possible future methods of small and large scale electrical energy production
and distribution in Saskatchewan. [DM, TK]
Indicators:
From the Saskatchewan Curriculum, indicators of CE9.4: f.) Describe scientific,
technological, societal, and environmental perspectives related to past, current, and
proposed large-scale methods of electrical energy generation in Saskatchewan (e.g.,
hydroelectric dams, coal and natural gas-fired plants, wind turbines, solar energy,
geothermal, biomass, and nuclear plants).
g.) Evaluate evidence and sources of information created by different stakeholders related
to various methods of electrical energy production in Saskatchewan, including alternative
energy sources such as geothermal, biomass, clean coal, and co-generation.

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Cross Curricular Competencies:
Looking at the different perspectives of the issues of power generation in Saskatchewan
will cause students to think in multiple ways, ensuring that they are not looking at issue
in a singular or un-informed way.
The debate the students will engage in on nuclear power generation in Saskatchewan will
enable them to formulate their own opinion on a timely, but controversial, subject. This
will also enable them to learn how to interact with people with whom they disagree, and
develop the necessary social skills to engage in a healthy debate.
Materials:
Fact sheets on electrical generation, articles, and written instructions for the debate.
Activities and Procedures:
Overview/Agenda/Review/Introduction:
The first hour of instruction will require the students hear a lecture on different
power generation and distribution practices in Saskatchewan.
The second hour will have students do research on nuclear power generation
globally, and in Saskatchewan.
The third hour will have students in groups of either For or Against nuclear
power generation being implemented in Saskatchewan and doing research on
their side.
The fourth hour will be the debate on nuclear power in Saskatchewan.
Subject Content and Teaching Strategies:
The content of the subject will be power generation and distribution in
Saskatchewan, with a specific focus on nuclear power.
The first teaching strategy will be direct instruction, when discussing the different
ways power is generated and distributed in Saskatchewan.
The second teaching strategy will be structured inquiry, where the students will be
provided articles on nuclear power from a variety of viewpoints and asked to form
their own opinion on nuclear power ahead of the debate.
The final teaching strategy will be Experiential Learning with the students
participating in a debate regarding nuclear power in Saskatchewan.

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Consolidation:
After the debate, remind students of what they have learned and go through the
process of the learning again. Discuss how the students went from an
understanding of different power generation schemes, to an analysis of nuclear
power generation, and then ended up engaging in a debate on nuclear power
generation in Saskatchewan. Applaud the students new understandings and
encourage them to continue to think about what they have learned.
Assessment:
Students will be assessed based upon their participation in the small group discussion on
the different methods of electrical generation and/or their participation in the debate on
nuclear power generation. There will also be one or more questions on the Unit Test
related to this content.
Reflections on the lesson:
How was this lesson effective/not effective?
1) Suggestions for a future lesson of this type
2) Changes made to the lesson while teaching
3) What strategies could I use to reinforce this lesson?
(Ideas and/or suggestions from others)
*Reflections cannot be made on this lesson prior to implementation*

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Table of Specification for Grade 9 Science Final Examination
Subject
areas

Life
Science:
Reproduc
tion and
Human
Develop
ment
(RE)

Physical
Science:
Atoms
and
Elements
(AE)

Physical
Science:
Character
istics of
Electricit
y
(CE)

Earth and
Space
Science:
Exploring
our
Universe
(EU)

Outcomes

Cognitive Level
Number of questions (Total marks for those questions)
K
C
Ap
An
Syn
Eva

Total

RE 9.1: Examine the process of and influences on the

transfer of genetic information and the impact of that
understanding on society past and present. [CP, DM]
RE 9.2: Observe and describe the significance of
cellular reproductive processes, including mitosis and
meiosis. [CP, SI]
RE 9.3: Describe the processes and implications of
sexual and asexual reproduction in plants and animals.
[SI]
RE 9.4: Analyze the process of human reproduction,
including the influence of reproductive and
contraceptive technologies. [SI, DM]
AE 9.1: Distinguish between physical and chemical
properties of common substances, including those
found in household, commercial, industrial, and
agricultural applications. [SI]
AE 9.2: Analyze historical explanations of the structure
of matter up to and including: Dalton model, Thomson
model, Rutherford model, Bohr model of the atom. [SI]
AE 9.3: Demonstrate an understanding of the
classification of pure substances (elements and
compounds), including the development and nature of
the Periodic Table. [SI]
CE 9.1: Demonstrate and analyze characteristics of
static electric charge and current electricity, including
historical and cultural understanding. [CP, SI, TPS]
CE 9.2: Analyze the relationships that exist among
voltage, current, and resistance in series and parallel
circuits. [SI]
CE 9.3: Assess operating principles, costs, and
efficiencies of devices that produce or use electrical
energy. [SI, TPS]
CE 9.4: Critique impacts of past, current, and possible
future methods of small and large scale electrical
energy production and distribution in Saskatchewan.
[DM, TK]
EU 9.1: Inquire into the motion and characteristics of
astronomical bodies in our solar system and the
universe. [SI]
EU 9.2: Analyze scientific explanations of the
formation and evolution of our solar system and the
universe. [SI]
EU 9.3: Examine how various cultures, past and
present, including First Nations and Mtis, understand
and represent astronomical phenomenon. [CP]
EU 9.4: Analyze human capabilities for exploring and
understanding the universe, including technologies and
programs that support such exploration. [DM, TPS]
Total

Key:

K = Knowledge
An = Analysis

2(2)
1(1)

2 (2)
2(5)

2(4)

2(9)

1(3)
1(2)

1(1)

8 (22)
1(5)

2(7)

1(5)

2(6)

14 (37)

C = Comprehension
Syn = Synthesis

Ap = Application
Eva = Evaluation

24
Science 9: Characteristics of Electricity Unit Test
1.) List 5 different electrical power generation methods:

KNOWLEDGE [OUT OF 1]
2.) Do like charges repel or attract?

KNOWLEDGE [OUT OF 1]
3.) What is the formula for Ohms Law?

KNOWLEDGE [OUT OF 1]
4.) Draw a diagram of a circuit with resistors in series:

APPLICATION [OUT OF 2]

5.) Draw a diagram of a circuit with resistors in parallel:

APPLICATION [OUT OF 2]

6.) State Kirchoffs Laws for series and parallel circuits:

COMPREHENSION [OUT OF 2]

25

7.) Define Current, Voltage, and Resistance:

Current -

Voltage -

Resistance -

COMPREHENSION [OUT OF 3]

8.) Using Ohms Law, calculate the current going through the resistors in series and calculate
the voltage drops across each resistor:
V = 6V R1 = 4

R2 = 5

ANALYSIS [OUT OF 4]

26

9.) Using Ohms Law, calculate the current going through the resistors in parallel. Calculate
the total resistance of the parallel circuit and find the current using the total resistance.
Compare the sum of the currents going through the individual resistors with the current
going through the total resistance.
V = 6V R1 = 4

R2 = 5

ANALYSIS [OUT OF 5]
10.) Some Christmas lights are wired in series. If you have lights wired in series and one
bulb is broken, what happens to the rest of the bulbs? Why?

SYNTHESIS [OUT OF 3]
11.) A stove has an efficiency of 40%, and the stove radiates 2.5kWh of energy, what must
the energy input be?

SYNTHESIS [OUT OF 2]

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12.) What do you feel about nuclear power generation in Saskatchewan based upon your
research and debate? Are you for or against nuclear power generation in Saskatchewan?
State your position and support it with evidence.

EVALUATE [OUT OF 5]

13.) Based upon the class discussion of personal energy consumption, what do you think
about your energy consumption? Would you be willing to change your lifestyle in order to
use less energy?

EVALUATE [OUT OF 5]

14.) List two methods of transferring charge:

KNOWLEDGE [OUT OF 1]

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Reflection:
While creating this unit we enjoyed employing different instructional strategies both in
series, and in parallel, with each other throughout the lessons. It is our hope that these varying
strategies will positively charge students attitudes thereby maximizing student engagement and
retention of knowledge. We believe this unit plan is both engaging and cognitively stimulating.
One constructive criticism we discussed about our unit is, due to the fact that the science
curriculum is traditionally Euro-centric we had difficulty relating the curriculum content to
Aboriginal ways of knowing. This is something that we strive to do better at while planning
future units. The hope is that through this unit students will become more scientifically literate.
This developed scientific literacy will open avenues for students to advance their academic
careers.

References:
Elenco Electronics, Inc. (2015) Snap Circuits , Wheeling Illinois USA
Image (2015) Resistors in series. Retrieved from
http://www.webassign.net/userimages/madewitt@ncsu/SR.1.52.png
Image (2015) Resistors in parallel. Retrieved from
http://www.ceb.cam.ac.uk/data/images/groups/CREST/Teaching/impedence/paral1.gif
Saskatchewan Ministry of Education. (2009). Science 9 (2009). Regina: Ministry of Education
Sciencebob.com. (n.d.). Roll a can with static electricity. Retrieved from
https://sciencebob.com/roll-a-can-with-static-electricity/

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