Properties of Energy for Grades 35 from Hands-On Science for British Columbia: An Inquiry Approach completely aligns with BCs New Curriculum for science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:
emphasizes Core Competencies, so students engage in deeper and lifelong learning develops Curricular Competencies as students explore science through hands-on activities fosters a deep understanding of the Big Ideas in science
Using proven Hands-On features, Properties of Energy for Grades 35 contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; digital reproducible; student materials; and materials lists.
Innovative new elements have been developed specifically for the new curriculum:
a multi-age approach a five-part instructional processEngage, Explore, Expand, Embed, Enhance an emphasis on technology, sustainability, and personalized learning a fully developed assessment plan for summative, formative, and student self-assessment a focus on real-life Applied Design, Skills, and Technologies learning centres that focus on multiple intelligences and universal design for learning (UDL) place-based learning activities, Makerspaces, and Loose Parts
In Properties of Energy for Grades 35 students investigate properties of energy. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:
The motion of objects depends on their properties. Light and sound can be produced and their properties can be changed. Forces influence the motion of an object.
Download the FREE digital resources (image banks and reproducibles) that accompany this book by following the instructions printed on the first page of the Appendix.
Introduction to Hands-On Science 5
About Hands-On Science 5
Format of Hands-On Science 5
The Multi-Age Approach 6
Inquiry and Science 6
The Goals of Science Education in British Columbia 6
Hands-On Science Principles 7
Cultural Connections 8
Indigenous Perspectives and Knowledge 9
References 12
How to Use Hands-On Science in Your Classroom 13
Multi-Age Teaching and Learning 13
Module Overview 13
Talking Circles 16
Multiple Intelligences Learning Centres 17
Icons 18
Makerspaces 19
References 20
Curricular Competencies: How to Infuse Scientific Inquiry Skills and
Processes Into Lessons 21
Observing 21
Questioning 21
Exploring 21
Classifying 22
Measuring 22
Communicating, Analyzing, and Interpreting 23
Predicting 25
Inferring 25
Inquiry Through Investigation and Experimentation 25
Inquiry Through Research 26
Addressing Students Literacy Needs 27
Online Considerations 27
References 28
The Hands-On Science Assessment Plan 29
Student Self-Assessment 29
Formative Assessment 31
Summative Assessment 32
Indigenous Perspectives on Assessment 33
Connecting Assessment to Curricular Competencies 33
Module Assessment Summary 34
Important Note to Teachers 34
References 34
Assessment Reproducibles 35
What Are the Properties of Energy? 59
About This Module 60
Curriculum Learning Framework: What We Know and Understand 65
Curricular Competencies Correlation Chart: What We Do 66
Resources for Students 68
1 What Do We Observe, Think, and Wonder About Energy in Nature? 72
2 What Can We Learn About Energy Through Stories? 80
3 What Do We Know About Energy? 85
4 What Is Heat Energy (Thermal Energy)? 93
5 How Is Thermal Energy Transferred? 99
6 How Is Energy Transformed? 106
7 What Do We Know About Forces and Machines? 111
8 How Does a Lever Make Work Easier? 116
9 How Do Wheels and Axles Work? 124
10 How Do Gears Make Work Easier? 130
11 What Can We Learn About Gears and Direction of Movement? 135
12 How Do Pulleys Make Work Easier? 141
13 How Does an Inclined Plane Make Work Easier? 148
14 How Does a Screw Make Work Easier? 152
15 How Does a Wedge Make Work Easier? 156
16 Inquiry Project: How Can We Show Our Learning About Energy and Simple
Machines? 160
Appendix: Image Banks 163
About the Contributors 173
Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.
Rosalind Poon has been a science teacher and Teacher Consultant for Assessment and Literacy with the Richmond School District for the past 18 years. In her current role, she works with school teams to plan and implement various aspects of the curriculum by collaborating with teams in professional inquiry groups on topics such as descriptive feedback, inquiry, assessment, and differentiation. Her passions include her family, dragon boating, cooking with the Instant Pot and making sure that all students have access to great hands-on science experiences.
Lisa Schwartz has been a Teacher Consultant for Assessment and Literacy with the Richmond School District for the past six years. As a consultant, Lisa facilitates professional learning with small groups and school staffs on topics such as the redesigned curriculum, Core Competencies, differentiation, inquiry, and assessment. She also works side by side with teachers co-planning, co-teaching and providing demonstration lessons to highlight quality, research-based instruction that supports all learners. Lisa is passionate about engagement, joyful learning, and success for all students.
Desiree Marshall-Peer (MA, BSC) is a Cree-Ojibway educator focusing on re-envisioning the British Columbia education system in innovative ways. Desiree has several years experience with the BC Ministry of Education renewed curriculum and competencies, with input on graduation transformations, and assessment. She has certification in Design Thinking and Maker philosophy. Desiree is currently a professor at the UBC-Okanagan School of Education.
Melanie Nelson is from the In-SHUCK-ch and Stó:lo Nations, and has experience teaching kindergarten through grade 12, as well as adults in the Lower Mainland of British Columbia. She has taught in mainstream, adapted, modified, and alternate settings, at the classroom, whole school, and district levels. Trained as an educator in science, Melanie approaches Western science through an Indigenous worldview and with Indigenous ways of knowing. Her Master of Arts thesis explored the experience of Indigenous parents who have a child identified as having special needs in school, and she is currently completing a Doctor of Philosophy in School Psychology at the University of British Columbia.
