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Day 1:
a) Build a human circuit
b) Inject terms to describe what is occurring, follow with definitions
overhead
c) Introduce "Testing current before and after a light" lab, produce
purpose and hypothesis together
Day 2:
a) Go over procedure for "Testing current before and after a light" lab
b) Students conduct lab, rest of the period spent writing up the rest of
the lab
Day 3:
a) Give notes from "Conductivity" overhead
b) Give notes from "Voltage" overhead
b) Go over the "Conductors and Insulators" lab
c) Conduct the "Conductors and Insulators" lab
d) Remainder of the period spent doing the lab write-up
Day 4:
a) As a group, try to determine how many different ways you can attach
two light bulbs to a battery
b) Have students create analogies the help them formulate a hypothesis
c) Write the Purpose together, then have each student construct their own
hypothesis
d) Have students volunteer the hypothesis they have created with the rest
of the class
e) Conduct experiment
f) Remainder of the period spent doing the lab write-up
Day 5 & 6:
a) "Flow of Electricity" worksheet, Internet is used to fill in the
blanks
Day 7:
a) Look at "Charging by Friction, Induction, and Conduction" handout
b) Assign questions
Day 8:
a) Handout different methods of producing electricity sheets to the class
b) Assign groups to become "experts" in a specific area
c) Have groups design a poster that will educate the rest of the class on
their energy source
Day 9:
a) Present posters to the group, question and answer to follow each
presentation
b) Hand out "Different Methods of Producing Electricity" booklets to
students for study
c) Make our own electric motor with a coil, magnet, and toilet paper tube
d) run current through two parallel wires and try to explain the
observation
c) Look at the electric motor, run off the wall, then crank by hand
through an Ammeter
d) Wrap-up by
i) look at how we produce power in Saskatchewan and compare
to other provinces
ii) discuss why power is primarily coal produced in
Saskatchewan
iii) discuss why other provinces prefer other methods of
power production
iv) look at Canada's breakdown of power production and
compare to other industrialized nations
Day 10:
a) Conduct laboratory review
b) Hand out unit review
Day 11:
Unit Test
A Optional:
Day 1
a) Make the students alert to the hydroelectric damn project at the
Saskatchewan Forks
b) Assign roles and responsibilities, opening position paper and
research
c) Go to the library and conduct research
Day 2
a) Continue Research on town hall project
Day 3
a) Conduct the town hall, pass decision, debrief
B Optional:
a) Conduct weighing a decision as posed by a "Choice Card"
b) In pairs, have them creatively construct a list of potential
pros and cons based on their "choice"
c) Have students share their "choice card," their list of pros and
cons, and the decision they made
C Optional:
a) Brainstorm a list of unsafe electrical practices
b) Have students construct a coloring book for a younger grade
teaching about safe electrical practices
