Lights on!

Welcome to a new learning adventure in which we are going to improve our Sicence skills and your ICT ones, and also we are going to learn some English skills. This project is about the electricity, how it is produced and how we can use it. We will try to do our best and to enjoy our learning process.

PxHere. Power (CC0)

Along this resource we will work on the electricity, how electricity can be produced and how we can use it. Finally we will create an electrical circuit. We are going to review some English contents like modal verb SHOULD to give advices and recommendations. 

Along this project we are going to have different short tasks which we will join at the end in a great final product. We will work individually but also we will have pair and group working.

SCAFFOLDING

We also offer to the teacher a section of SCAFFOLDING to help the students to support the language input along the unit. In this project scaffolding section deals about the modal verb SHOULD. This will be useful to work with it, in case you consider, you can do it the final task. At this task students will use this modal verb to give some recomendations about how to use the lights to be more sustainaible

Itinerary

Along this project we will follow this itinerary:

Open Educational Resource by EDIA Project - Cedec.

English. Compulsory Secondary Education.

Author: Javier Ramos Sancha

Licensed under the Creative Commons Attribution Share Alike License 4.0

Breaking the ice

Thinking routine: I see - I think - I wonder

We are going to start a new project which is going to take us around two weeks of our Science lessons. To start with it we will do the following thinking routine to talk and discover our ideas about the topic and how important it is in our daily lifes. 

The routine is called I see - I think - I wonder  (download in editable odt format, download in pdf).

Watch the following video.

At the graphic organizer, try to write down some ideas about:

What do we watch in the video?

What do we think about what we watch?

What questions come to our mind about the topic?

Share our ideas with our mates.

Science for kids. What are some things that use electricity - Electricity - Science for KIds (licencia Youtube)

Thinking about my learning

One of the most important things in our learning process is to reflex about it to improve as much as we can. For that purpose we can create a Learning Diary in which we are going to reflect about how everything is going along this project. 

For the learning we can choose different options:

Create a shared document with our teacher

Use any tool like padlet to show our progress

Use a notebook in which we can write

Everyday at the end of each lesson we will write on our Learning Diary answering the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learnt?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

What is electricity?

Definition of electicity

Electricity is the flow of tiny particles called electrons and protons.

PxHere. Light (CC0)

Create a mind map

Duration:

2 lessons

Grouping:

Individual

Sometimes it is not easy to understand what we can not see. Along this task we are going to try to make our learning visible. For that purpose we will create a mind map in which we have to represent and include:

The definition of electricity

What are electrons?

What are protons?

How electricity works?

Different kinds of electricity

PxHere. Lightning (CC0)

To investigate about the topic we can have a look to the following links, they will be very useful for us:

Britannica Kids: Electricity

Ducksters - Kids Science: Electricity

Youtube - Learning Junction: Intoduction to Electricity - video for kids. 

Maybe we don't have enough ideas or resources to work with visual thinking. Here we have a great article about what Visual Thinking is and how to work on it. 

¿Qué es visual thinking? y para qué usarlo en educación by Garbiñe Larralde. 

Garbiñe Larralde. 10 Beneficios del Visual Thinking (CC BY-SA)

The best way of working with Visual Thinking is our pencil, our rubber, our colours and a piece of paper. But in case we want to work with any web tool we can use:

Popplet  --  Videotutorial:  Popplet. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera

Bubbl.us -- Videotutorial: Bubbl.us. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera.

Our work will be assessed by the rubric to assess Visual thinking Mind maps (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. We must remind that everyday at the end of each lesson we will write on our Learning Diary asking the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

How can we produce electricity?

Production of electricity

The law of conservation of energy says: "The energy can be neither created or destroyed - only converted from one form of energy to another". Electricity is one kind of energy, so it can be produced (transformed) from different sources:

Some of them could be non-renewable such as coal or nuclear power. 

Some of them could be renewable such as wind or water. 

PxHere. Solar energy (CC0)

Sources of electricity

Duration:

2 lessons

Grouping:

Pairs

As we have referred, we can get electricity for different sources, some renewable and some non-renewable. In the following task we are going to create an infogaphic in which we are going to show:

The different sources of production of electricity. 

If they are renewable or non renewable.

A short explanation of them. 

A picture which can identify. 

We can use the following links to get all the information we will need.

Electric choice: Electricity for kids.

Kids kiddle: Electricity generation. 

Ducksters: The environment. Renewable energy. 

PxHere. Wind power (CC0)

We can create a poster or infographic using some web tools as Canva, Piktochart or Genially. Or if we prefer we can create a poster in a big piece of colorful paper. 

Our work will be assessed by using the Rubric to assess an infographic (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on our Learning Diary asking the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

Scaffolding: Modal Verb SHOULD

SHOULD/SHOULDN'T: giving advices

We use SHOULD to give advices or suggestions to the people. It is a modal verb so there isn't any change with the third person. In the negative form we use SHOULDN'T.

For example:

You should study more if you want to pass the next exam.

You shouldn't eat so much sugar, it is not good for your help. 

Let's learn a bit more about this modal verb by the following video. 

Memovoc English. Giving Advice in English with Should and Shouldn't (licencia Youtube)

Let's practice it a bit

We will never learn better the grammar than practising it several times. The following links can help us to do it.

Test English: Should / shouldn't

English Exercises: Should or Shouldn't. Giving advices

ESL Kids Games: Should /shouldn't

Writing time

As we have said, we use should or shouldn't to give advices to people on different situations. In this task we will have to create a podcast in which we will give five advices to people. We have to use three affirmative sentences and two negative ones. Let's follow the following steps to success.

Write the five advices into your notebook. 

Include a presentation about ourself and a farewell of the podcast.

Check everything with our teacher.

Rehearse our script several times for recording.

Use one of the following web tools to record the podcast. 

Audacity

PodBean

PxHere. Microphone (CC0)

Our work will be assessed by using the Rubric to assess a podcast (download in editable odt format, download in pdf).

Create a model to light up

An electrical circuit and elements

The electrical circuits are the path we can create to the electrical current to be transmited. In an electrical circuit we can have different elements:

The power source

The wires

Devices such a motor or bulbs

Bru-nO. Diagrama de circuito eléctrico (Public Domain)

Hands on in our model!

Duration:

3 lessons

Grouping:

4 people

We can create an electrical circuit for lots of purposes. Our houses has electrical circuits in order to have lights and plugs in all the rooms. We can also have electrical circuits around the cities for the street lights...

Along this task we are going to investigate about electrical circuits and how we can create one to work on a model like a city or a house. 

sbiten. Chinese village (Public Domain)

Let's follow the steps in order we can success. 

Investigate about the different parts of the electrical circuit and their elements. We can use the following links for that purpose:

Britannica Kids: Electrical circuit

DKFind Out: Electricity-circuits

Once we have a clear idea, we have to decide what we want to do as a model, a city or a house. In this model we have to create a circuit to light it up (include at least: a bulb, a battery and wires, it would be a good idea to include a switch). It would be a great idea as well if we draw everything into our notebook before start creating the model. 

Time to build! We have to create our 3D model. Much better if we work with reused materials.

We must check everything works perfectly.

When we have our model ready to be shown, we are going to record a video to explain the model. For that, we will write down a script where we:

present ourselves

explain the purpose of our video

explain how the circuit works

say thank you and goodbye to our audience

FelixMittermeier. Grabación (Public Domain)

TIPS FOR RECORDING: There are lots of tools for recording, just in case we need any help we can use Flipgrid.

We can record a video recording the screen for some parts or also record with a camera and upload at the end: How to record and submit a video by Flipgrid Help Center

Teacher's resources for starting with Flipgrid: Educators getting started with Flipgrid by Flipgrid

Our work will be assessed using the Rubric to assess a model and its explanation   (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on our Learning Diary asking the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

There is an special document to reflex about all the process of learning we have done along this project. With the following document we will be able to think about what we have done and how we will use it for.  

How does my knowledge grow? The ladder of metacognition (download in editable odt format, download in pdf).

- Didactic guidelines -

General guidelines for teachers

This project is made up of four different missions whose main topic is electricity and electrical circuits.  There are activities to do individually, in pairs or groups. 

This project is part of a set of some projects designed to  cover all the learning standards of the Natural Science curriculum of Primary Education are published at the BOE (March 1st 2014), pages 17 - 21.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve individual work, collaborative pair  or group work.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the mission.

For example: 'At the end of the mission each student will have had to finish the presentation, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

In each project, students have to accomplish a task, in order to learn by doing.

There is also a challenge in each task, where they have to collaboratively design a product. They are expected to actively work with information and communication technologies. There should be a portfolio to show all their knowlegde along this set of tasks. 

Students also have to complete a learning diary, using a sharing document using the different tips we offer to the students at the end of each mission.

We strongly recommend student to have a personal portfolio,  where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they can share. This could be done by a blog, shared document or board. 

To sum it up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

Assessing

For assessment, both you as a teacher, and your students, are expected to use the the following rubrics:

Rubric to assess Mind maps 

Rubric to assess an infographic

Rubric to assess a podcast 

Rubric to assess a model and its explanation 

This project is designed to be assessed following this pattern:

The teacher will evaluate the portfolio with all the products produced during the project following the rubrics. It will be 40% of the final score.

The partners will carry out peer assessment the work and grade about how their teamwork has worked. It will be 20% of the final score . The students can generate the different criteria or items to be assessed.

Students will self-assess the final task using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

At the end of the project the student will have been able to:

Know what electricity and atoms are. 

Discover the different sources of electricity.  

Create a model and an electrical circuit to light it up.

Curricular references

Contents

Contenidos siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

Iniciación a la actividad científica. Aproximación experimental a algunas cuestiones.

Utilización de diferentes fuentes de información (directas, libros).

Lectura de textos propios del área.

Utilización de las tecnologías de la información y comunicación para buscar y seleccionar información, simular procesos y presentar conclusiones.

Trabajo individual y en grupo.

Técnicas de estudio y trabajo. Desarrollo de hábitos de trabajo. Esfuerzo y responsabilidad.

Planificación de proyectos y presentación de informes.

Realización de proyectos.

Bloque 4: Materia y energía.  

La luz como fuente de energía. Electricidad: la corriente eléctrica. Circuitos eléctricos.

Planificar la construcción de objetos y aparatos con una finalidad previa, utilizando fuentes energéticas, operadores y materiales apropiados, realizando el trabajo individual y en equipo, y proporcionando información sobre que estrategias se han empleado.

Learning standards

Estándares de aprendizaje siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

1.1. Busca, selecciona y organiza información concreta y relevante, la analiza, obtiene conclusiones, comunica su experiencia, reflexiona acerca del proceso seguido y lo comunica oralmente y por escrito.
1.2. Utiliza medios propios de la observación.
1.3. Consulta y utiliza documentos escritos, imágenes y gráficos.
1.4. Desarrolla estrategias adecuadas para acceder a la información de los textos de carácter científico.

2.1. Manifiesta autonomía en la planificación y ejecución de acciones y tareas y tiene iniciativa en la toma de decisiones.

3.1. Utiliza, de manera adecuada, el vocabulario correspondiente a cada uno de los bloques de contenidos.
3.2. Expone oralmente de forma clara y ordenada contenidos relacionados con el área manifestando la compresión de textos orales y/o escritos.

4.1. Usa de forma autónoma el tratamiento de textos (ajuste de página, inserción de ilustraciones o notas, etc.).
4.2. Hace un uso adecuado de las tecnologías de la información y la comunicación como recurso de ocio.
4.3. Conoce y utiliza las medidas de protección y seguridad personal que debe utilizar en el uso de las tecnologías de la información y la comunicación.
4.4. Presenta los trabajos de manera ordenada, clara y limpia, en soporte papel y digital.
4.5. Utiliza estrategias para realizar trabajos de forma individual y en equipo, mostrando habilidades para la resolución pacífica de conflictos.
4.6. Conoce y respeta las normas de uso y de seguridad de los instrumentos y de los materiales de trabajo.

5.1. Realiza experiencias sencillas y pequeñas investigaciones: planteando problemas, enunciando hipótesis, seleccionando el material necesario, realizando, extrayendo conclusiones, y comunicando los resultados.
5.2. Realiza un proyecto, trabajando de forma individual o en equipo y presenta un informe, utilizando soporte papel y/o digital, recogiendo información de diferentes fuentes (directas, libros, Internet), con diferentes medios y comunicando de forma oral la experiencia realizada, apoyándose en imágenes y textos escritos.

Bloque 4. Materia y energía.

3.1. Conoce las leyes básicas que rigen fenómenos, como la reflexión de la luz, la transmisión de la corriente eléctrica.

4.2. Identifica y explica algunas de las principales características de las diferentes formas de energía: mecánica, lumínica, sonora, eléctrica, térmica, química.
4.3. Identifica y explica algunas de las principales características de las energías renovables y no renovables, identificando las diferentes fuentes de energía y materias primas y el origen de las que provienen.
4.4. Identifica y explica los beneficios y riesgos relacionados con la utilización de la energía: agotamiento, lluvia ácida, radiactividad, exponiendo posibles actuaciones para un desarrollo sostenible.
.

Key competences

At the end of the project the student will have worked and developed these competences:

Lingüistic communication:

Student will be able to describe an electrical circuit and how it lights up a model.

Maths competences and basic competences in Science and Technology:

Students will be able to design and create an electrical circuit. 

Digital competence:

Students will be able to create a products  using an ICT Tool. (mind map, inphographic and videos)

Students will be able to use different links to investigate in the net.

Learn to learn competence:

Students will be able to reflex about their learning process everyday by using a tool such a Learning Diary and the Metacognition Ladder.

Social competences:

Students will be able to work in group and asses their working along the project.

Students will be able to make group decisions to achieve the final product.

Entrepreneurship competences:

Students will be able to work automously by following the steps of the investigation. 

Cultural competences:

Students will be able to learn about how they can improve their use of electricity. 

Timing

This project implies the use of about ten or eleven fifty-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students and on their interests and the activities done in class.

Estefano. Time (Public Domain)

The ten - eleven lessons could be used according to this guide:

The first lesson is for the Breaking the ice. 

Two of the lessons will be to investigate about electricity from the physical point of view. 

Two lesson will be used to investigate and learn about the different sources of electricity. 

Another four lessons will be used to design, create a model and the electrical circuit to light it up, and the explanation of it.

There is an extra lesson about SHOULD/SHOULDN'T for scaffolding the understanding of the grammar the students will need to express the improvement of our uses of electricity. 

And the last lesson will be a good opportunity to assess students and do the collaborative assesment. And also it would be great to evaluate the project itself.

Resources

ICT resources/apps/tools

For this project you will need the following links to different sites:

What are some things that use electricity - Electricity - Science for KIds by Scince for Kids Channel

Britannica Kids: Electricity

Ducksters - Kids Science: Electricity

Youtube - Learning Junction: Intoduction to Electricity - video for kids. 

Electric choice: Electricity for kids.

Kids kiddle: Electricity generation. 

Ducksters: The environment. Renewable energy. 

Giving Advice in English with Should and Shouldn't by  Memovoc English

Test English: Should / shouldn't

English Exercises: Should or Shouldn't. Giving advices.

ESL Kids Games: Should /shouldn't

Britannica Kids: Electrical circuit.

DKFind Out: Electricity-circuits

Tools:

Flipgrid

Popplet

Bubbl.us

Audacity

PodBean

Canva

Picktochart

Genially

How to

How to record and submit a video by Flipgrid Help Center

Educators getting started with Flipgrid by Flipgrid

¿Qué es visual thinking? y para qué usarlo en educación by Garbiñe Larralde. 

Videotutorial:  Popplet. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera

Videotutorial: Bubbl.us. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera.

Cómo usar Canva

Cómo crear una infografía con Piktochart by Alfredo Vela

5 PASOS PARA UTILIZAR AUDACITY PARA PRINCIPIANTES - 2020 by Tutoriales Youtuber

Podbean ¡Vamos a hacer un Podcast en clase! by Daniel J. Angulo

- Fact sheet and download -

Fact sheet

Title

Lights on! 

Subject

Natural Science

Level / course

5th course Primary Education

Driving question or Challenge

How can we light up a model?

Design a model of a house or a city and create the electrical circuit to light it up. 

Description

This resource will help the students to learn about the electricity, the different sources of electricity and how we can use it by electrical circuits. They will have some designed tasks to investigate about the topic and use all their learning in a design of an electrical circuit.  All the tasks are designed for them to work autonomously and to reflex about their own process of learning. Also along them we try to foster student's collaboration. 

Contents

Electricity

Sources of electricity

Electrical circuits

Timing

11 sessions of 50 minutes each approx. 

Download source file

This resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted without any problem, as long as you provide the name of the creator, and in case of being transformed and publishing a new version, it has to be done under the same license CC BY-SA as the original.

To give appropriate credit of the author of the resource, you can use the following text: 

This material is an adaptation of the original resource " Lights on!" from CeDeC’s  EDIA project.

Next, we offer the source file (original resource) to modify the material with eXeLearning, free authoring tool which is available for any operating system. 

Download elp file

Credits

EDIA project. Lights on! Cedec

Author: Javier Ramos Sancha

NIPO (web): 847-19-122-0; ISSN (web): 2695-4192; DOI (web): 10.4438/2695-4192_PE_2019_847-19-122-0; NIPO (formato elp): 847-19-138-5; NIPO (formato ePub): 847-19-137-X; NIPO (formato en línea): 847-19-136-4; DOI (formato ePub): 10.4438/2695-4192_PEePub93_2022_847-19-137-X

- Resource feedback -

Ayúdanos a mejorar este recurso contestando al cuestionario de opinión sobre REA del proyecto EDIA. Muchas gracias por tu colaboración.

Licensed under the Creative Commons Attribution Share Alike License 4.0