Download Electricity - Arlington Public Schools

Science
Curriculum
Unit Planner
Grade: 4
Strand: Force, Motion, and Energy
SOL: 4.3
The student will investigate and understand the characteristics of electricity. Key
concepts include
a) conductors and insulators;
b) basic circuits (open/closed, parallel/series);
c) static electricity;
d) the ability of electrical energy to be transformed into heat, light, and
mechanical energy;
e) simple electromagnets and magnetism; and
f)
historical contributions in understanding electricity.
Time: 5-6 weeks
1. Desired Results
Enduring Understandings (BIG Ideas)
Electrical energy is an important aspect of everyday life.
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Essential Questions
Why is it important to understand the difference between conductors and insulators?
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How can we control the flow of electrical energy?
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How can electrical energy be changed into other forms?
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How are electricity and magnetism related?
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How did scientists figure out how to harness electrical energy?
Understanding the Standard
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A continuous flow of negative charges (electrons)
creates an electric current. The pathway taken by an
electric current is a circuit. Closed circuits allow the
movement of electrical energy. Open circuits prevent
the movement of electrical energy.
Essential Knowledge, Skills and Processes
Students will:
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Apply the terms insulators, conductors, open and
closed in describing electrical circuits.
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Differentiate between an open and closed electric
circuit.
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Use the dry cell symbols (–) and (+).
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more or
less easily because of the material’s resistance.
Create and diagram a functioning series circuit using
dry cells, wires, switches, bulbs, and bulb holders.
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In a series circuit, there is only one pathway for the
current, but in a parallel circuit there are two or more
pathways for it.
Create and diagram a functioning parallel circuit
using dry cells, wires, switches, bulbs, and bulb
holders.
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Differentiate between a parallel and series circuit.
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Create a diagram of a magnetic field using a magnet.
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Compare and
Electrical energy moves through materials that are
conductors (metals). Insulators (rubber, plastic, wood)
do not conduct electricity well.
Among conducting materials, energy passes
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Rubbing certain materials together creates static
electricity.
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Lightning is the discharge of static electricity in the
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contrast a permanent magnet and an
electromagnet.
atmosphere.
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Compare and contrast a permanent magnet and an
electromagnet.
or mechanical energy.
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Certain iron-bearing metals attract other such metals
(also nickel and cobalt).
Explain how electricity is generated by a moving
magnetic field.
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Lines of force extend from the poles of a magnet in an
arched pattern defining the area over which magnetic
force is exerted.
Design an investigation using static electricity to
attract or repel a variety of materials.
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Explain how static electricity is created and occurs in
nature.
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An electric current creates a magnetic field, and a
moving magnetic field creates an electric current.
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Construct a simple electromagnet using a wire, nail,
or other iron-bearing object, and a dry cell.
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A current flowing through a wire creates a magnetic
field. Wrapping a wire around certain iron-bearing
metals (iron nail) and creating a closed circuit is an
example of a simple electromagnet.
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Design and perform an investigation to determine the
strength of an electromagnet. (The manipulated
• Electrical energy can be transformed into heat,
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light,
Benjamin Franklin, Michael Faraday, and Thomas
Edison made important discoveries about electricity.
variable could be the number of coils of wire and
the responding variable could be the number of
paperclips the magnet can attract.)
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Describe the contributions of Ben Franklin, Michael
Faraday, and Thomas Edison to the understanding
and harnessing of electricity.
Science Vocabulary
Prior Knowledge
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Electrical energy, electricity, magnetism, static electricity,
lightning, electrons, electric current, circuit, closed circuit,
open circuit, conductors, insulators, resistors, parallel
circuit, series circuit, dry cell battery, switches, bulbs, wires,
bulb holders, magnetic poles, magnetic field, magnet,
attract, repel, electromagnetism, permanent magnet,
Benjamin Franklin, Michael Faraday, Thomas Edison,
diagram, construct, design, describe, compare
2. Assessment Evidence
Throughout the Unit
Students draw an atom and label the parts (nucleus,
proton, neutron, electron). See: All about atoms
http://education.jlab.org/atomtour/
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Students describe (text or drawings) how the force of
magnetism works.
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In groups, students brainstorm (their understanding)
about electricity, record ideas on paper, and report back
to the class. Teacher puts comments on large chart paper
or an overhead transparency for future reference. (Make
note of student misconceptions.)
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Formative Assessment:
• Teacher observation /anecdotal records of students
engaged in cooperative learning investigations.
• KWL
• Science notebook (questions, predictions, observations,
summaries, charts, drawings)
• Conduct simple experiments using appropriate tools
• Record data on scientific investigations performed
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Keep a journal or electricity log of completed
investigations (including diagrams and text).
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Groups select a specific kind of circuit, prepare a
hands-on exhibit, and explain how it works to the
class.
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Groups present a mini-lesson (e.g., PowerPoint
presentation) on a key figure in the historical
development of electricity following research
(online, media center, etc.).
Summative Assessment:
• Test/assessment
• Apply understanding of electric circuits to set up and
demonstrate to the class how to light a bulb, ring a bell,
or run a small motor with a switch. Oral / written
discussion and a diagram should be included. Teachers
use rubric to assess student understanding.
3. Learning Plan
References to Adopted Materials:
• Science Fusion – Unit 9: Energy (note: Lesson 1 taught with Force/Motion unit)
Lesson 2 “Where does energy come from?”
Lesson 3 “What is heat?”
Lesson 4 “How is heat produced?”
Lesson 5 “What are conductors and insulators?”
Lesson 6 “Which materials are conductors?”
• Science Fusion – Unit 10: Electricity
Lesson 1 “What is electricity?”
Lesson 2 “How do electric charges interact?”
Lesson 3 “What is an electric circuit?”
Lesson 4 “What are electric circuits, conductors, and insulators?”
Lesson 5 “How do we use electricity?”
Suggested Activities:
What is static electricity? Students can work in pairs or groups. Each pair or group should blow up two balloons. One
balloon should be tied or taped so that it hangs from a table or shelf. Have students rub silk all over the hanging
balloon and slowly bring the free balloon near the hanging one. Students should note and record their observations.
Next students should rub silk over the hanging balloon and then move the silk away. Then slowly bring the silk close
to the balloon. Again students should observe ad record their observations. Have students repeat these steps with
fabrics like wool a paper towel, and plastic wrap and observe and record their observations. Have students rub the
silk all over the hanging balloon and rub wool all over the free balloon and then slowly bring the free balloon near
the hanging balloon. Students should conclude that balloons can be made to attract and repel each other when they
are rubbed with different materials. Students should recognize that electrically charged objects attract or repel each
other as can be seen from the effects of static electricity.
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What is an electric current? Have students design and build a simple series circuit using components such as wires,
batteries, and bulbs. Provide D-cell battery, insulated electrical wire, miniature light bulb, and masking tape to each
pair or group. Students should predict and experiments with materials so that the bulb will light up. Students
should complete a graphic organizer such as the one on workbook page WB297. The expected result from this
experiment is that students should conclude that the bulb lights only when there is a continuous wire path from one
battery terminal through the bulb to the other battery terminal.
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Comparing Series Circuit and Parallel Circuits. Display a picture of a series circuit and a parallel circuit. Make a
chart to compare and contrast series and parallel circuits. Emphasize that series circuit has only one path for
current flow, while a parallel circuit has more than one path. Point out that if one part of a series circuit fails, the
entire circuit fails. By contrast, if one part of a parallel circuit fails, the entire circuit does not fail because current
continues to flow along different paths.
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Provide a variety of different materials (cork, cotton, nickels, copper, plastic, brass) to test for conductivity in a
simple circuit (conductors and insulators). Students create charts to display results.
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Students use hands-on materials to set up and test how circuits work (open/closed, series/parallel). They should
draw diagrams to show findings.
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Students take roles to demonstrate the flow of an electric current (e.g., electrons in a series or parallel circuit), so
that their physical movement reinforces concepts of electricity.
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Students construct a simple electromagnet using a wire, nail or other iron-bearing object, and a dry cell. They should
experiment with ways to strengthen their electromagnet by manipulating specific variables and recording results.
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How are electricity and magnetism related? After students perform experiments on electricity and magnetism have
students complete a graphic organizer.
Review Activities:
• Bingo with related vocabulary
• Matching –vocabulary words with their definitions and/or pictures
• Forces between magnet poles are similar to the forces between electric charges in that opposite magnetic poles attract
and like poles repel. (Have students write out the summary.)
Outdoor Connections:
• How does sunlight make electricity? Set up a photovoltaic panel to demonstrate generation of electricity from electronrich and electron-poor materials excited by sunlight. Set up circuits and study voltage, resistance, electromagnetism, etc.
using the same energy source.
• If you have radiometers, have students take them outside and place them in direct and then indirect sunlight. Have
them compare between the 2 environments. What causes the movement? How does this relate to electricity?
Furthermore, could the idea of this apparatus be applied to wind farms and electricity? Note: Radiometers look like
incandescent lightbulbs with an apparatus inside that has panels which will spin when there is a source of heat. One
side of the panel is metal while the other side is painted black. A link has been provided here:
http://www.stevespanglerscience.com/product/1360
4. Resources
Trade books:
• Ben and Me by Robert Lawson
Web Sites:
VDOE Science Standards of Learning and Curriculum Framework:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/
VDOE Science Enhanced Scope/Sequence Sample Lesson Plans:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml
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www.brainpop.com (Electricity, Static electricity, Electromagnets, Franklin, Edison)
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Smartboard, Powerpoint and SOL review activities:
http://www.rockingham.k12.va.us/resources/elementary/4science.htm
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http://amasci.com/miscon/whatis.html What is electricity? Great explanations of concepts for the teacher (with
descriptions of common misconceptions). Includes related links.
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http://sciencenetlinks.com/lessons/static-electricity-2/ lesson on static electricity
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www.miamisci.org/af/sln/frankenstein/index.html Fun, visual explanation of electrical safety, static electricity and
“fruity electricity” (Good for HILT/ESOL, special ed. students).
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http://science.howstuffworks.com/electromagnet2.htm Visual explanation of electromagnets and related technology,
questions to ask, and extension activities.
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http://fi.edu/franklin/scientst/electric.html Information on Franklin and links to electricity resources.
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www.thomasedison.com/ Biography and photo gallery of Thomas Edison.
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http://www.phy.hr/~dpaar/fizicari/xfaraday.html Biography on Michael Faraday, who pioneered experiments in
electricity and magnetism.
Videos:
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Electricity and electric safety, Tell Me Why Inc., c.1990
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Electricity, Schlessinger Media, c2006
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All about the uses of Energy, Schlessinger Media, c2006
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Benjamin Franklin, Schlessinger Media, c2005
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All about Electricity, Schlessinger Media, c2004
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Electricity (The Way Things Work), Schlessinger Media, c2003
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Magnetism (Bill Nye the Science Guy), Disney Educational Productions, c2003
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Electrical current (Bill Nye the Science Guy), Disney Educational Productions, c2003
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Magnetism, Schlessinger Media, c2000
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What is energy?, Schlessinger Media, s2000
Discovery Education:
• Electricity and Magnetism: The Magic of Magnets. (Gr. 3-5). Run time: 17:14
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Electricity and Magnetism: Static Electricity. (Gr. 3-5). Run time: 23:45
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Electricity and Magnetism: Generating Electricity. (Gr. 3-5). Run time: 21:41
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Electricity and Magnetism: Current Electricity. (Gr. 3-5). Run time: 16:58
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A First Look: Electricity. (Gr. 3-5). Run time: 20:00
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Getting to Know: Electricity. (Gr. 3-5). Run time: 15:00
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Hot Line: All about Electricity. (Gr. 3-5). Run time: 15:00
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Physical Science: Magnetism. (Gr. 3-5). Run time: 20:00
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Animated Hero Classics: Benjamin Franklin, Scientist and Inventor. (Gr. 3-5). Run time: 25:24
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Animated Hero Classics: Thomas Edison and the Electric Light. (Gr. 3-5). Run time: 30:00
Field Trips:
• None specified
Other:
• Children’s Engineering: A Teacher Resource Guide for Design and Technology in Grades K-5
• Light your way, 4th grade science design brief, p. 240-253
• Engineering is Elementary Unit – An Alarming Idea: Designing Alarm Circuits (Grades 3-5)
• Engineering is Elementary Unit – The Attraction is Obvious: Designing Maglev Systems (Grades 3-5) *This unit could
also be adapted for 2nd grade.
• Sally Ride Science Career Books (see your science lead teacher for more information)
• Project WET: K-12 Curriculum and Activity Guide
• Project WILD: K-12 Curriculum and Activity Guide
• Project WILD – Aquatic: K-12 Curriculum and Activity Guides
• Environmental Education Activity Guide: PreK-8, Project Learning Tree
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