Lesson Plan Title: Electrical Production

Date: Feb. 27, 2018 Grade: 9

Subject: Science Essential Question: Do the students understand how
Topic: Electrical Production the different ways of electrical production work?
Materials:
The powerpoint notes and access to the YouTube videos
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
In the end of this lesson the students must know the first law of thermodynamics. They must then
understand how it pertains to generators and how generators are powered via hydroelectricity,
nuclear power, fossil fuels, biomass, wind power, and tidal power. They must also understand how
solar power works and how they can make changes in their lives to reduce the amount of electricity
they use every day.

Broad Areas of Learning:

Sense of Self, Community and Place: Students will be curious and reflective as we go over and
discuss how electricity is produced from different types of sources. This is information pertains to
the real world which makes it more interesting to them so it will better influence their life long
learning.
Lifelong Learners: The students will be curious, observant, and reflective throughout the lessons and
will be given the opportunity to imagine, explore, and construct knowledge while working in groups
and collaborating with each other along with using other sources. This will also lead students to
appreciate and understand diverse worldviews of what the earth is made of. The activities and
lessons will allow students to demonstrate a passion for lifelong learning.
Engaged Citizens: The group work and discussions will allow students to advocate for their self
and/or others on their views and beliefs about the structure of matter.

Cross-Curricular Competencies:
Developing thinking: Students will be bringing knowledge from their understanding of matter and by
thinking contextually, creatively, and critically they will develop their understanding of the natural
and constructed world.
Developing identity & interdependence: This unit will develop interdependence because students
will rely on each other during the group discussions.
Developing literacies: Students will collect, analyze, and represent ideas of the natural world in
multiple forms. They will be given the opportunity to expand their knowledge and deepen their
understandings on generators and how electricity is conducted.
Developing social responsibilities: Students will explore and examine the impact of scientific
understanding and technological innovations on society.

Outcome(s):
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]
PGP Goals:
1.4 – a commitment to service and the capacity to be a reflective, lifelong learner and inquirer
(information being focused on)
2.4 – ability to use technologies readily, strategically, and appropriately (power-point slide show)
2.6 – ability to strive for/pursue new knowledge
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.
4.1 – 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
4.3 – the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner
needs, subject matter, and contextual variables together in developmentally appropriate, culturally
responsive and meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- asking questions throughout the lecture to keep students engaged and focused on what they are
learning
- showing them real life examples to help them absorb the material and hopefully instigate life long
learning
- giving them practice problems at the end of the class to test their knowledge and understanding of
the new material

Assessment OF Learning (summative) Assess the students during the learning to help determine next
steps.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)
- asking questions throughout the lecture
- giving them practice questions after the class
- providing them with interesting videos and fun facts that relate to real world examples

Main Procedures/Strategies:
I am going to give the students an interactive lecture about the new topics covered about electrical
production. They will have to take their own notes from the powerpoint slides and participate in
group discussions. Throughout the lesson I will be asking the students questions, where they will get
into groups to discuss and come up with their answers. Then we will have a class discussion. At the
end of the class they will have a short open book quiz.

Adaptations/Differentiation:
- the powerpoint has visuals that will help those who learn better by seeing.
- the videos will also help with visual learners
- the notes taken throughout the lecture are for those who learn better by writing out and reading
- the questions are answered in groups for students to benefit from collaborative working

Closing of lesson:
There is a review at the end of the lecture and a quick summary video. Then an open book quiz will
be handed out to complete.