Download Science Quarter 3 Lessons

Name_________________________________________________________________________
4th Grade - Grading Period 3 Overview
Ohio's New Learning Standards
Energy can be transformed from one form to another or can be transformed from one
location to another (4.PS.2)
Learning Targets
"I can"
_______ observe situations, conduct demonstrations and record data about the energy
transfer from hot objects to cold objects as heat, resulting in a temperature
change.
_______ make predictions about the heat conductivity of different materials.
_______ demonstrate and explain that electric circuits require a complete loop of
conducting materials through which electrical energy can be transferred.
_______ demonstrate and explain how electrical energy in circuits can be transformed
to other forms of energy, including light, heat, sound and motion.
_______ demonstrate and explain that when a wire conducts electricity, the wire has
magnetic properties and can push and/or pull magnets.
Essential Vocabulary/Concepts
Conductor
Energy
Heat
Insulator
Temperature
Transformation
Electricity
Magnetism
Electrical Conductivity
Electrical Conductor
Electrical Insulator
Flow
Electrical Circuit
Electrical Energy
Energy Transfer
Forms of Energy (Light, heat, sound and
motion)
4th Grade Science Unit:
Exploring Heat Energy
Unit Snapshot
Topic: Electricity, Heat and Matter
Duration:
Grade Level: 4
15 Days
Summary
The following activities allow students to develop the conceptual
understanding that energy transfers from hot objects to cold objects as
heat, resulting in a temperature change.
Clear Learning Targets
"I can"statements
____ observe situations, conduct demonstrations and record data about the
energy transfer from hot objects to cold objects as heat, resulting in a
temperature change.
____ make predictions about the heat conductivity of different materials.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: Students will be pre-assessed on knowledge of heat and
conduction. Students will use a piece of paper to experience heat transfer and
apply their understanding of heat transfer by melting an ice cube in the fastest
way possible. Students will be introduced to the vocabulary: heat, conduction, energy
transfer and temperature.
Days 3-6
Exploration: Part 1: Students are examining the concept of heat transfer from
hotter to colder objects through a series of 4 stations. Part 2: Students are
comparing the materials metal, wood and plastic to determine which materials are good
conductors and which are good insulators.
Days 7-10
Days 11-12
Day 13
(and on-going)
Days 14-15
Explanation: Part 1: The purpose of the research is to help solidify conceptual
understanding of heat related concepts. Students will research 6 topics and draw and label a
diagram or picture to illustrate each concept. Part 2: The purpose of the True or False
statements is to help students dispel common misconceptions in
student understanding. Students must determine if the statements are true or
false and must provide reasoning for their selection. Internet, text, or other resources
can be used to provide evidence.
Elaboration: A chain note is an assessment strategy that provides an opportunity
for students to examine others' ideas and compare them to their own thinking. In
the process of examining others' ideas, students build upon them or add new ideas of
their own. This activity promotes synthesis and evaluation.
Evaluation: Conduct formative and summative assessments of student
understanding of concepts related to energy transfer from hot objects to cold objects as
heat, resulting in a temperature change. Results from the formative
assessments should inform the teacher of instructional planning and decisionmaking. A teacher created short cycle assessment should be administered at the end of the
unit to assess all learning targets.
Extension/Intervention: Based on the results short-cycle assessment, facilitate
extension and/or intervention activities.
1
LESSON PLANS
NEW LEARNING STANDARDS:
4.PS.2 Energy can be transformed from one form to another or can be transformed from
one location to another.
•
Energy Transfers from hot objects to cold objects as heat, resulting in a temperature change.
CONTENT ELABORATION: (as stated in Ohio's New Learning Standards for Science
The addition of heat may increase the temperature of an object. The removal of heat may decrease the
temperature of an object. There are materials in which the entire object becomes hot when one part of the object is heated
(e.g., in a metal pan, heat flows through the pan on the stove transferring the heat from the
burner outside the pan to the food in the pan). There are other objects in which parts of the object remain
cool even when another part of the object is heated (e.g., in a Styrofoam cup, very little of the warmth from the hot liquid
inside the cup is transferred to the hand holding the cup).
Note 1: Exploring heat transfer in terms of moving submicroscopic particles is not appropriate at this grade
level.
Note 2: The word "heat" is used loosely in everyday language, yet it has a very specific scientific meaning.
Usually what is called heat is actually "thermal or radiant energy." An object has thermal energy due
to the random movement of the particles that make up the object. Radiant energy is that which is
given off by objects through space (e.g., warmth from a fire, solar energy from the sun). "Heating" is used to
describe the transfer of thermal or radiant energy to another object or place. Differentiating
between these concepts is inappropriate at this grade level. This document uses the same
conventions as noted in the NAEP 2009 Science Framework (see page 29) where "heat" is used in
lower grades. However, the word "heat" has been used with care so it refers to a transfer of thermal
or radiant energy. The concept of thermal energy, as it relates to particle motion, is introduced in grade 6.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
• Asking questions (for science) and defining problems (for engineering) that guide scientific investigations
• Developing descriptions, models, explanations and predictions
• Planning and carrying out investigations
• Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
• Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science
Education Scientific and Engineering Practices.
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
•
CCSS.ELA-Literacy.RIT.4.7: Interpret information presented visually, orally, or quantitatively and
explain how the information contributes to an understanding of the text in which it appears.
• CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions with diverse
partners on grade topics and texts, building on others' ideas and expressing their own clearly.
• CCSS.ELSA-Literacy.W.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
2
STUDENT KNOWLEDGE:
Prior Concepts
PreK-2: Temperature is a property of objects. Sunlight affects the warming or cooling of air, water and land
(ESS). Charged objects can attract uncharged objects and may either attract or repel other charged
objects. Magnetic objects can attract things made of iron and may either attract or repel other magnetic objects.
Grade 3: Objects that have energy can cause change. Heat, electrical energy, light, sound, and magnetic energy are all
forms of energy. Future Application of Concepts
Grade 5: Light and sound are explored further as forms of energy.
Grades 6-8: Thermal energy is related to the atomic theory. Kinetic and potential energy are two ways
objects can store energy. Conservation of energy and energy transfer through radiation, convection and conduction,
and the transfer of electrical energy in circuits are introduced.
MATERIALS:
VOCABULARY:
Engage
Primary
Conductor
Energy
Heat
Insulator
Temperature
Transformation
• Science journals
• Pre-Assessment: 1 sticky note per student;
• Part 1: one ice cube in a zip sealed bag per group (each cube
should be the same size);
• Part 2: 1 cold penny for each student
Explore
• Part 1: Lab sheet, "Ouch Its Hot!" science journals
Station #1: Hot water in a plastic cup surrounded by a sheet of
aluminum foil
Station #2: A metal spoon in a cup of hot (not boiling) water
Station #3: Hot water in a plastic bag laying on the desk top
Station #4: Hot water in a plastic cup with a craft stick
• Part 2: (per group) bowl of hot water, metal butter knife, plastic
knife, wooden craft stick, 3 pats of butter, 3 sugar cubes, timer,
lab sheet "Butter Fingers"
Explain
• Part 1: Copy attached student worksheets, "Heat Research
Questions"
-Access to research materials such as text resources,
picture books, videos and the internet
• Part 2: "True or False Statements" for each student
-Access to research materials such as text resources,
picture books, videos and the internet.
Elaborate
• One class copy of the attached worksheet, "Chain Note: What
do you know about thermal energy?"
Review safety considerations when working with thermal energy:
• Know the locations and operating procedures of all safety equipment
including the first aid kit, eyewash station, safety shower, fire extinguisher
and fire blanket. Know where the fire alarm and the exits are located;
• Any time chemicals, heat, or glassware are used, students will wear
laboratory goggles;
•
Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to
SAFETY
the instructor immediately, no matter how trivial it may appear; • Never
leave anything that is being heated or is visibly reacting
unattended. Always turn the burner or hot plate off when not in use;
• Heated metals and glass remain very hot for a long time. They should
be set aside to cool and picked up with caution. Use tongs or heatprotective gloves if necessary.
3
•
ADVANCED
PREPARATION
•
Gather and organize all materials needed for the unit and copy student
worksheets.
Determine the best groupings of students. Some experiences may have students
working in pairs or in slightly larger groups of 3 or 4.
Heat is the name given to the transfer (flow of energy) from hotter to cooler
objects. Temperature is used to measure the amount of heat energy. A
temperature reading is the average amount of energy movement in a
substance. The molecules in cold things move very slowly and the temperature
smaller. The molecules in hot things move very quickly, and the temperature rises. Hot
substances usually expand when heated.
When a hot substance comes in contact with a cold substance, the heat
Teacher
Background
energy will flow from hotter to colder until the objects become the same
temperature.
Insulators are materials that block the flow of heat, while conductors are
materials that allow heat to flow easily. Sometimes students believe that
insulators are really heat sources, because they seem to make things warm, or
heat things up. Insulators will stop the heat from flowing, so things that are warm
tend to say warm. Insulators are not a heat source. Good insulators include
plastics, air, fabrics that hold air, feathers, or other similar materials.
Taken from: http://www.uen.org/Lessonplan/preview.cgi?LPid=9762
Objective: Students will engage in situations, conduct demonstrations and
record data about the conduction of heat energy between two
objects. After administering a pre-assessment, the initial
demonstrations will allow students to connect the concept of heat transfer
to actual experiences. Students will summarize and trace
the transfer/flow of thermal energy during conduction using paper, ice and a
cold penny.
ENGAGE
(2 Days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
What is the teacher doing?
What are the students doing?
Sticky Note Pre-Assessment (Day 1)
• See attached Engage
Activity Teacher Directions.
• Use the provided probing
questions and facilitate a
discussion.
• Distribute sticky-notes to
students.
Conduction Engage Activities:
Part I & 2 (Days 1-2)
• See attached Engage
Activity Teacher Directions
• Distribute materials and
facilitate the activities.
Sticky Note Pre-Assessment (Day 1)
1. Discuss the question prompts
with a partner.
2. Participate in the class discussion
related to the question prompts.
3. On a sticky note answer, "Why
do objects get warm?"
Conduction Engage Activities:(Days 1-2)
Part I:
1. Students should be actively
engaged in the teacher directions. 2.
Write the definition of conduction in
their science journal and an
example.
3. Draw the model diagram of hands
being rubbed together and a piece
of paper and their face. Draw
arrows to show thermal energy
moving from (transferring) their
hands to the paper then from the
paper to their face.
4. Work in a small group to determine
4
the fastest method to melt the ice.
Test the method after the signal from the
teacher.
5. Draw a diagram showing the flow
(transfer) of energy from the heat
source to the ice (hot to cold)
Part 2:
1. Students should describe in their
science journal what they observe
when they hold the cold penny in their
hands.
2. Students should draw and label the
transfer of the heat energy from their
hand to the penny.
3. Record the definitions of heat and
temperature in their science journal.
Objective: Part 1: Students are examining the concept of heat transfer from
hotter to colder objects through a series of 4 stations. Part 2:
Students are comparing the materials metal, wood and plastic to
determine which materials are good conductors and which are good
insulators.
EXPLORE
(4 Days)
(How will the concept be
developed? How is this relevant
to students' lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Ouch It's Hot! - Heat Transfer Stations
(Days 3-6)
Part 1 and 2:
• See attached Explain Activity
Teacher Directions
• Distribute materials and
facilitate the activities.
• Follow-up with a class
discussion.
Ouch It's Hot! - Heat Transfer Stations
(Days 3-6)
Part 1:
1. Students should follow all safety
precautions.
2. Students will investigate 4 stations
and follow the directions and
complete the attached worksheets.
Students should include examples
and draw a diagram for each
example from the investigation.
3. Work together in small groups to
write a summary in a science journal
answering the following questions:
• What is conduction?
• Draw two additional real
world examples showing the
flow of heat energy from one
object to another.
Part 2:
1. Students will examine the affect that
heat energy has on different
materials.
2. Follow all safety precautions. 3.
Follow the procedures on the
student worksheet.
4. Record 2-3 observations for each
material.
5. Record results and answer the
questions that follow.
6. Clean lab area according to
teacher directions.
5
Objective: Part 1: The purpose of the research to help solidify conceptual
understanding of heat related concepts. Students will research 6 topics
and draw and label a diagram or picture to illustrate each concept. Part 2:
The purpose of the True or False statements is to
help students dispel common misconceptions in student
understanding. Students must determine if the statements are true
or false and must provide reasoning for their selection. Internet, text, or other
resources can be used to provide evidence.
EXPLAIN
(4 Days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Heat Research (Days 7-10)
Part 1:
• Copy and distribute the
attached worksheet for each
student entitled, "Heat
Research Questions".
• Using the internet, text
resources, videos, picture
books or other resources, allow
students to research the
concepts on the worksheet.
Encourage students to visit
interactive websites.
• Students are to draw a picture
modeling the concepts on the
second worksheet.
Heat Research (Days 7-10)
Part 1:
1. Complete the worksheet, "Heat
Research Questions" using the
internet, text resources, videos,
picture books or other resources,
research the concepts on the
worksheet. Encourage students to visit
interactive websites.
2. Draw and label a picture or diagram
of each concept.
Part 2:
Part 2:
• Copy and distribute the
attached worksheet for each
student entitled, "True or False
Statements".
• The worksheet contains 5
statements that are common
misconceptions students have
about heat energy. Students
must individually, with a
partner or in a small group
decide whether the statement
is true or false and
explain/defend their selection
using evidence from data,
prior knowledge or other
sources to analyze their
selection.
1. Complete the worksheet, " True or
False Statements". The worksheet
contains 5 statements that are
common misconceptions students have
about heat energy. Students
must individually, with a partner or in a
small group decide whether each
statement is true or false and
explain/defend their selection using
evidence from data, prior
knowledge or other sources to
analyze their selection.
Objective: A chain note is an assessment strategy that provides an opportunity
for students to examine others' ideas and compare them to their own
thinking. In the process of examining others' ideas, students build
6
upon them or add new ideas of their own. This promotes synthesis
and evaluation.
ELABORATE
(2 Days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
What is the teacher doing?
What are the students doing?
Chain Note (Days 11-12)
• Pass around a "Chain Note"
worksheet. This is a formative
assessment strategy to
determine student
understanding. At the top of the
worksheet is the question: "What
do you know about heat
energy?" The worksheet gets
passed from student to student.
Each student responds with one or
two sentences related to the
question and passes it on to the
next students.
Chain Note (Days 11-12)
1. When the "Chain Note" is received by
the student, the student should add a
new thought or build upon a prior
statement. Students can add facts,
definitions, specific ideas, big ideas,
analogies, illustrative examples and
evidence from their own or class
experiences to contribute to building the
chain.
2. Participate in a discussion related to
the chain note and give feedback on
the statements made by their peers.
• When students receive the
paper they must add a new
thought or build on a prior
statement. Chain notes provide
an opportunity for students to
examine others' ideas and
compare them to their own
thinking. Students can add facts,
definitions, specific ideas, big
ideas, analogies, illustrative
examples, and evidence from
their own or class experiences to
contribute to building the chain.
• When completed, the chain
notes can be read aloud or
projected, allowing for students
to give feedback on the
statements made by their peers.
Students should discuss whether
they agree or disagree with the
statements and defend their
reasoning. This will also help to
determine what misconceptions are
still occurring.
7
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
(2 days or as needed)
COMMON
MISCONCEPTIONS
Objective: To conduct formative and summative assessments of student
understanding of concepts related to energy transfer from hot
objects to cold objects as heat, resulting in a temperature change. Results
from the formative assessments should inform the teacher of
instructional planning and decision-making.
Formative
How will you measure learning as it occurs?
1. Consider developing a teacher
created formative assessment. 2.
The sticky-note pre-assessment
can be used to assess prior
knowledge related to
heat/transfer.
3. Student knowledge and skill will
be assessed through completion
of student journal assignments,
completed lab worksheets, and
research.
EXTENSION
Summative
What evidence of learning will demonstrate to you
that a student has met the learning objectives?
1. Students understanding can be
assessed by completion of the "Heat
Assessment" attached worksheet.
2. A teacher created short -cycle
assessment can assess all clear
learning targets.
INTERVENTION
1 Conduct further inquiry
investigations related to the
transfer of heat energy.
1. Use picture books to further develop
conceptual understanding.
2. Use internet sites and/or United
Streaming videos to further develop
conceptual understanding.
• Metals get hot easily because they "draw in heat."
• Energy is a thing, an object or something that is tangible.
• Cold can be transferred.
• Ice cannot change temperature.
• Heat is a substance.
• Heat is not energy.
• Temperature is a property of a particular material or object (metal is naturally
colder than plastic).
• The temperature of an object depends on its size.
• Heat and cold are different, rather than being opposite ends of a continuum.
• Objects of different temperatures that are in constant contact with each other
or in contact with air at a different temperature do not necessarily move toward
the same temperature.
• Heat only travels upward.
• Heat rises.
• Objects that readily become warm (conductors of heat) do not readily
become cold.
Strategies to address misconceptions:
1. Use the attached teacher resource related to student
misconceptions. When conducting formative assessments, look for student
misconceptions and clarify when necessary.
2. The student worksheet "True or False Statement" in the Explain
portion of the unit addressed misconceptions.
8
Lower-level:
• Consider using picture books and web resources to provide additional
support for struggling learners.
Higher-Level:
• Students with stronger abilities should be encouraged to extend lab
activities based upon their own questions.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at ODE.
DIFFERENTIATION
Textbook Resources:
• MacMillan 2010
ADDITIONAL
RESOURCES
Websites:
• http://www.sciencekids.co.nz/gamesactivities/keepingwarm.html Learn
about heat transfer and how to keep things warm by testing the
characteristics of different materials with this fun activity for kids. Some
materials are good thermal conductors, easily letting heat pass through
them, while others are good thermal insulators, not easily letting heat
pass through them. Conduct experiments and watch how the
temperature changes. Record your results on a table and make your own
conclusions, some materials help keep things warm while others
make them go cold quick. Find out if metal, cardboard and polystyrene
are good at thermal insulation or have good thermal conductivity by checking
out this heat transfer activity.
• http://www.animatedscience.co.uk/flv/ Videos 20, 21 and 24. •
http://www.teachersdomain.org/asset/lsps07_int_heattransfer/
Conduction animation.
• http://beyondpenguins.ehe.osu.edu/issue/keeping-warm/lessons-andactivities-about-heat-and-insulation
Discovery Ed:
• Heat Transmission: Conduction, Convection, Radiation [2:35]
• Basics of Physics: Exploring Heat - The following clips: Heat and
Temperature [2:30]; Temperature Scales [3:27]; Measuring Heat [3:27];
Heat Transfer [2:18]; Warm to Cold: The Movement of Heat [1:47]
Literature:
9
•
•
•
•
•
•
•
The Summer Snowman by Gene Zion
Hot and Cold and In Betweenby Robert Froman
Heat by H. Wade
Keeping Warm. Peter Riley. 2008. Nonfiction. Grades 4-5.
Magic School Bus In the Arctic. Joanna Cole. 1998. Nonfiction. Grades
K-4.
Temperature: Heating Up and Cooling Down. Darlene Stille. 2004.
Nonfiction. Grades K-2.
Survivor's Science at the Polar Regions. Peter Riley. 2005. Nonfiction.
Grades 4-5.
10
Conductivity Engage Activities - Teacher Directions
Objective: Students will engage in situations, conduct demonstrations and record data
about the conduction of heat energy between two objects. After doing a pre-assessment,
the initial demonstrations will allow students to connect the concept of heat transfer to
actual experiences. Students will summarize and trace the transfer/flow of thermal energy during
conduction using paper, ice and a cold penny.
Materials:
Pre-Assessment: 1 sticky note per student
Part 1: one ice cube in a zip sealed bag per group (each cube should be the same size);
Part 2: 1 cold penny for each student
Days 1-2
Pre-Assessment:
1. Ask students:
a. What happens to a counter or tabletop when a hot pan is placed on top of it?
b. Why should you not leave a metal spoon in a pan of water or soup on the stove?
c. Why are you careful when you slide down a slide at the park on a sunny day?
d. What do these situations have in common?
2. Give students time to discuss with a partner. Discuss responses as a class. The class
should conclude that one can make another object feel warmer or hot.
3. On a sticky note, ask students to write their response to this question, "Why do objects
get warm?"
4. Have each student write their name and answer on a sticky note and place on a chart
in front of the class. Use the sticky note observations as a pre-assessment.
5. Student understanding would be evident if students are able to describe that the
transfer/flow of heat energy from the one object causes the other objects to get hot (a
temperature increase).
Part 1:
1. Have students take a small sheet of paper and place it against their cheek to feel for
warmth. Direct students to place the paper on their desks.
2. Instruct students to rub their hands together vigorously to make their hands hot. Then ask
them to pick up the paper and place between their hands for five seconds. Have the
students place the paper against their cheek again.
3. Ask students if they notice a difference in temperature of the paper.
4. Ask students where the heat came from. They should identify rubbing their hands as the
source of heat.
5. Tell students that heat is actually a form of energy we call thermal energy. Thermal
energy flowed from their hands to the paper.
6. Explain that this is called conduction. Conduction is the flow or transfer of heat energy
from one object to the next. An example of conduction is the heat from the stove move
(transfer) through the metal pan on a stove.
7. Have students write a definition of conduction in their science journal and the example. 8.
Model the drawing of a diagram of this concept by drawing a picture of hands rubbing
together, a piece of paper and their face. Draw arrows to show the heat energy going
from their hands to the paper, then from the paper to their face. Have students draw the
diagram in their journal.
Hand 
paper  face
9. Next, give each group of students an equal sized ice cube in a zip sealed plastic bag.
Have the groups race each other to see who can melt the ice cube first. Encourage groups
to be creative in the way they add heat to their ice cube. Students may use friction, blowing
hot air, or put the bags in a sunny spot.
10. Ask students to model the drawing of the method they used to melt the ice. Students
should use arrows to show the thermal energy moving from their heating method to the ice
(hot to cold).
Heat
ice
source
11
Part 2:
1. Distribute a cold penny to each student and ask students to describe how they feel.
2. Ask students to describe what they observe as they hold the pennies in their hand (The
heat from their hand transfers to the penny). Ask student to draw a diagram of this in their journal.
3. Introduce the definition of heat as the flow of energy from hotter objects to cooler
objects. Instruct students to record the definition in their journal.
4. Introduce the definition of temperature as the measurement of the amount of heat
energy. Heat can be measured using a thermometer. Heat can move, or transfer, from
one object or another by conduction. Instruct students to record the definition in their journal.
5. Discuss examples of conduction: heat moving through a handle of a pan on the stove, a
metal roasting stick that has been placed in a fire, the outside of a toaster in use; a hat in the
winter is used to protect the heat energy from your body to move to the cooler air. Reinforce the
concept that heat moves from where it is warmer to where it is cooler. Some materials allow
conduction to happen better than others.
Ouch It's Hot! - Heat Transfer Stations
Explore Activity - Teacher Directions
Objectives:
• Part 1: Students are examining the concept of heat transfer from hotter to colder
objects through a series of 4 stations.
• Part 2: Students are comparing the materials metal, wood and plastic to determine
which materials are good conductors and which are good insulators.
Materials:
Part 1: Lab sheet, "Ouch Its Hot!"; science journals
Station #1: Hot water in a plastic cup surrounded by a sheet of aluminum foil
Station #2: A metal spoon in a cup of hot (not boiling) water Station
#3: Hot water in a plastic bag laying on the desk top Station #4: Hot
water in a plastic cup with a craft stick.
Part 2: (per group) bowl of hot water, metal butter knife, plastic butter knife, wooden craft
stick, 3 pats of butter, 3 sugar cubes, timer, lab sheet "Butter Fingers"
Days 3-6
1. Copy the student lab worksheets, "Explore Activity: Ouch! It's Hot" for each student.
2. Tell students that they are going to be involved in a series of 4 station investigations. For
each investigation, students are to identify the object that initially contains thermal
energy and determine if conduction is taking place and how they know this. They are to
describe the flow of energy and draw a diagram of conduction labeling with words and arrows.
3. Determine how students will rotate through the 4 stations. It is suggested that for a larger
class to set up 2 of each station.
4. Set up the following stations:
Station #1: Hot water in a plastic cup surrounded by a sheet of aluminum foil
Station #2: A metal spoon in a cup of hot (not boiling) water
Station #3: Hot water in a plastic bag laying on the desk top. Focus on how the
temperature of the desk top changes
Station #4: Hot water in a plastic cup with a craft stick
5. Facilitate the student movement from station to station and completion of the student
worksheet attached. Students should include examples and draw a diagram for each
example from the investigation.
6. Instruct the students to perform the following procedures:
Station #1: Put hands on the side of a plastic cup. How does it feel? Pour 250 mL of hot
water in a plastic cup. Wrap a layer of aluminum foil around the cup. Place hands on the
side of the cup. How does it feel? Is there a change? Why? (Students should notice that
the heat transferred from the warmer water in the cup to the aluminum foil. The
temperature of the foil should feel higher than before)
Station #2: Feel a metal spoon and describe its temperature. Place the spoon in a cup of hot
(not boiling) water for one minute. Feel the top part of the spoon's handle. How does
it feel? Has the temperature of the spoon changed after placing it in water? (Students
should discover that the heat from the water transferred through the metal of the part of
the spoon in the water to the handle of the spoon out of the water. The handle
temperature should feel higher than before)
Station#3: Feel the top of the desk and describe its temperature. Pour hot water in a
plastic bag, zip the bag shut and lay on the desk top. Remove the bag and place hand on desk
where bag was placed. How does it feel? Is this same or different? Why? Focus on how
temperature of desk top changes. (Student should discover that the heat from
the water in the bag transferred to the cooler table. The temperature of the table should feel
warmer than before.
Station #4: Feel one end of craft stick. Describe its temperature. Place craft stick into a
cup of 250 mL of hot water. After a few minutes, describe how the craft stick feels. Is there a
difference? Why or Why not? (Students should not notice a difference in the craft stick.
Wood is not a conductor of thermal energy.)
7. Review the demonstrations and information gathered on the worksheet by sharing with a
partner what they learned about conduction. Process the results of the stations with the
students. Be certain to discuss the difference between the types of materials that easily
transferred heat energy (the metal spoon and aluminum foil) and those that didn't (the
wooden stick)
13
8. Allow students to work together to write a journal entry about conduction. Write the
following questions on the board or overhead to guide student summaries:
• What is conduction?
• Draw two additional real world examples showing the flow of heat
energy from one object to another.
Part 2:
1. Divide the students into small groups of 4 or 5 and provide the necessary materials and a
copy of the attached lab worksheet, "Butter Fingers."
2. Explain to student that this investigation examines the affect heat energy has on different
materials (wood, plastic and metal). Students will place one end of a plastic knife, metal
knife and wood craft stick in hot water and place a pat of butter with a sugar cube on
top at the other end of each material to determine the movement or transfer of heat energy
through each.
3. Set the stick and knives on the bowl of hot water in such a way that the butter/sugar
combo is above the hot water.
4. Using stopwatches observe and record the time to see which sugar cube falls off the
butter first? Record the information on student lab sheet.
5. Discuss: Which material is the best conductor? Which is the best insulator?
6. Allow time to complete the results, conclusion and diagram section of lab student lab
sheet.
Name: ________________________________________________________ Date: __________________
Explore Activity: Ouch! It's Hot!
Station #1
Set-up:
Is there evidence of conduction? Describe the evidence.
Hot water in a plastic cup
surrounded by a sheet of
aluminum foil;
Directions:
Put hands on the side of a
plastic cup. How does it feel?
Pour 250 mL of hot water in a
Draw and label a diagram of the flow of heat energy.
plastic cup. Wrap a layer of
aluminum foil around the
cup. Place hands on the side of
the cup. How does it feel?
Is there a change? Why?
Station #2
Materials:
A metal spoon in a cup of
hot (not boiling) water.
Is there evidence of conduction? Describe the evidence.
Directions:
Feel a metal spoon and
describe its temperature.
Place the bottom of the
spoon in a cup of hot (not
boiling) water for one minute.
Feel the top part of the
spoon's handle. How does it
feel? Has the temperature of
the spoon changed after
placing it in water?
Draw and label a diagram of the flow of heat energy.
Name: ________________________________________________________ Date: __________________
Explore Activity: Ouch! It's Hot!
Station #3
Set Up:
Hot water in a plastic bag
placed on the desk top.
Focus on how the
temperature of the desk top
changes.
Is there evidence of conduction? Describe the evidence.
Directions:
Feel the top of the desk and
describe its temperature. Pour
hot water in a plastic bag, zip
the bag shut, and
lay the bag on the desk top.
Remove the bag and place
Draw and label a diagram of the flow of heat energy.
your hand on the desk where
the bag was placed. How
does it feel? Is this same or
different? Why? Focus on
how the temperature of the
desk top changes.
Station #4
Set Up:
Hot water in a plastic cup
with a craft stick.
Directions:
Feel one end of the craft
stick. Describe its
temperature. Place the craft
stick into a cup of 250 mL of
hot water. After a few
minutes, describe how the
craft stick feels. Is there a
difference? Why or Why not?
Is there evidence of conduction? Describe the evidence.
Draw and label a diagram of the flow of heat energy.
Name: _______________________________________________________ Date: __________________
Explore Activity: Ouch! It's Hot!
Assessment
(Adapted from ODE, "Ouch the Spoon is Hot!")
1. Summarize the process of conduction. In your summary define
conduction and give at least 3 examples.
2. Draw a diagram showing an example of conduction.
Show the transfer/flow of heat energy using arrows
and labels
Explore Activity: Ouch! It's Hot!
4 Point Assessment Rubric
(Adapted from ODE, "Ouch the Spoon is Hot!")
4 Points:
• Student clearly defines conduction and uses appropriate vocabulary such as "flow of heat energy".
• Gives multiple examples (3 or more) of conduction from classroom experiences to experiences outside of the
classroom.
• Student draws a diagram/poster that is neatly labeled and clearly shows the flow of thermal energy.
• Student clearly explains, using appropriate vocabulary and sequential order, the
flow of heat energy in the teacher's demonstration/poster.
• The student consistently identifies the original source of the heat energy.
3 Points:
• Student defines conduction and uses appropriate vocabulary such as "flow of heat energy".
• Gives multiple examples (two or more) of conduction from classroom experiences and experiences outside of
the classroom.
• Student draws a diagram/poster that is labeled and clearly shows the flow of thermal energy
• Student clearly explains, using appropriate vocabulary and sequential order, the flow of heat energy in the
teacher's demonstration/poster.
• The student identifies the original source of the heat energy.
2 Points
• Student defines conduction and uses own words to explain the flow of the heat energy.
• Gives an example (one) of conduction from classroom experiences to experiences outside of the
classroom. • Student draws a diagram/poster that is labeled and shows most of the flow of heat energy
• Student explains, using sequential order, the flow of heat energy in the teacher's demonstration/poster.
• Student sometimes identifies the source of the heat energy.
1 Point
• Student defines conduction and uses own words to explain the flow of the heat energy.
• Gives example (one) of conduction from classroom experiences.
• Student draws a diagram/poster that is labeled OR shows some of the flow of thermal energy.
• Student explains the flow of heat energy in the teacher's demonstration /poster without attention to
appropriate vocabulary or sequential order.
• Student sometimes identifies the source of the heat energy.
0 Points
• No attempt made.
17
Heat Research Questions
Explain Activity - Teacher Directions
Objectives:
• Part 1: The purpose of the research to help solidify conceptual understanding of heat
related concepts. Students will research 6 topics and draw and label a diagram or picture
to illustrate each concept.
• Part 2: The purpose of the True or False statements is to help students dispel common
misconceptions in student understanding. Students must determine if the statements are
true or false and must provide reasoning for their selection. Internet, text, or other resources
can be used to provide evidence.
Materials:
Part 1: Copy attached student worksheets, "Heat Research Questions"; access to research
materials such as text resources, picture books, videos and the internet
Part 2: "True or False Statements" for each student; access to research materials such as text
resources, picture books, videos and the internet.
(Days 7-10)
Part 1:
1. Copy and distribute the attached worksheet for each student entitled, "Heat Research
Questions".
2. Using the internet, text resources, videos, picture books or other resources, allow students
to research the concepts on the worksheet. Encourage students to visit interactive
websites.
3. Students are to draw a picture modeling the concepts on the second worksheet.
Part 2:
1. Copy and distribute the attached worksheet for each student entitled, "True or False
Statements".
2. The worksheet contains 5 statements that are common misconceptions students have
about heat energy. Students must individually, with a partner or in a small group decide
whether the statement is true or false and explain/defend their selection using evidence from
data, prior knowledge or other sources to analyze their selection.
Common Student Misconceptions
Teachers: Use this information to determine any student misconceptions.
Information from: http://beyondpenguins.ehe.osu.edu/issue/keeping-warm/common-misconceptions-about-heat-and-insulation
STUDENTS MAY THINK
INSTEAD OF THINKING 
Heat is a substance. Heat is not energy.
Heat is energy.
Temperature is a property of a particular material or
object. (For example, students may believe that metal is
naturally cooler than plastic.)
Temperature is not a property of materials or objects.
Objects exposed to the same ambient conditions will
have the same temperature.
The temperature of an object depends on its size.
Temperature does not depend on size.
Heat and cold are different.
Cold is the absence of heat. Heat and cold can be
thought of as opposite ends of a continuum.
Cold is transferred from one object to another.
Heat is transferred from one object to another. Heat
moves from the warmer object to the cooler object.
Objects that keep things warm (sweaters, mittens,
blankets) are sources of heat.
Objects keep things warm by trapping heat.
Some substances (flour, sugar, air) cannot heat up.
All substances heat up, although some gain heat more
easily than others.
Objects that readily become warm (conductors of heat) do not readily
become cold.
Conductors gain (and lose) heat
easily.
Name: ____________________________________________ Date:_____________
Heat Research Questions
Explain Activity
Directions: Research the answers to the following questions:
Questions
1. What is heat?
2. How does heat always
flow or transfer
between objects or
places?
3. What is temperature?
4. How are heat and
temperature different?
5. What is a heat
conductor
6. What is a heat
insulator?
Research
Name:________________________________ Date:_____________
Heat Research Questions
Explain Activity
Directions: Draw and label a picture or diagram to illustrate the following ideas:
Heat
Heat Flow
Temperature
The difference between heat and
temperature
Heat Conductor
Heat Insulator
Heat Research Questions
Answer Key
rain.org
Directions: Research the answers to the following questions:
Questions
1. What is heat?
Research
The flow of energy from hotter to cooler objects.
2. How does heat always
flow or transfer between
objects or places?
3. What is temperature?
4. How are heat and
temperature different?
5. What is a heat conductor?
6. What is a heat insulator?
Heat always flows from something warmer to
something cooler.
Temperature is used to measure the amount of heat
energy. A temperature reading is the average
amount of energy movement in a substance. The
molecules in cold things move very slowly and the
temperature smaller. The molecules in hot things
move very quickly, and the temperature rises. Hot
substances usually expand when heated.
When a hot substance comes in contact with a cold
substance, the heat energy will flow from hotter to
colder until the objects become the same
temperature.
Conductors are materials that allow heat to flow
easily. Some things that are made of materials that
conduct heat energy easily such as aluminum,
stainless steel, tin, brass, iron, or copper
Insulators are materials that block the flow of heat.
Sometimes students believe that insulators are really
heat sources, because they seem to make things
warm, or heat things up. Insulators will stop the heat
from flowing, so things that are warm tend to say
warm. Insulators are not a heat source. Good
insulators include plastics, air, fabrics that hold air,
feathers, or other similar materials.
Heat Research Questions
Answer Key
Directions: Draw and label a picture or diagram to illustrate the following ideas:
Heat
Heat Flow
Images will vary.
Images will vary
Temperature
The difference between heat and
temperature
Images will vary
Images will vary
Heat Conductor
Heat Insulator
Images will vary
Images will vary
Name: _________________________________Date:______________________
True or False Activity
Directions: Decide whether the statement is true or false and explain/defend your selection.
Use evidence from data, prior knowledge or other sources to analyze your selection.
Statement
Cold is transferred from
one object to another.
Heat and cold are different
Heat is a substance not
energy.
The temperature of an
object depends on its size.
Objects that keep things
warm (sweaters, mitten,
blankets) are sources of
heat.
True
False
Why I (We) Think so
ANSWER KEY
Name: _________________________________Date:______________________
True or False Activity
Directions: Decide whether the statement is true or false and explain/defend your selection.
Use evidence from data, prior knowledge or other sources to analyze your selection.
Statement
True
False
Why I (We) Think so
Cold is transferred from
one object to another.
X
Heat is transferred from one object to
another. Heat moves from the warmer
object to the cooler object
Heat and cold are different
X
Cold is the absence of heat. Heat and cold
can be thought of as opposite ends of a
continuum.
Heat is a substance not
energy.
X
Heat is energy
The temperature of an
object depends on its size.
X
Temperature does not depend on size.
Objects that keep things
warm (sweaters, mitten,
blankets) are sources of
heat.
X
Objects keep things warm by trapping
heat.
Chain Note
Elaborate Activity - Teacher Directions
.
Objective: A chain note is an assessment strategy that provides an opportunity for students
to examine others' ideas and compare them to their own thinking. In the process of
examining others' ideas, students build upon them or add new ideas of their own. This
promotes synthesis and evaluation.
Materials:
One class copy of the attached worksheet, "Chain Note: What do you know about thermal
energy?"
(Days 11-12)
1. Pass around a "Chain Note" (attached). This is a formative assessment strategy to
determine student understanding. At the top of a piece of worksheet is the question: "What
do you know about heat energy?" The worksheet gets passed from student to
student. Each student responds with one or two sentences related to the question and
passes it on to the next students.
2. When students receive the paper they must add a new thought or build on a prior
statement. Chain notes provide an opportunity for students to examine others' ideas and
compare them to their own thinking. Students can add facts, definitions, specific ideas, big
ideas, analogies, illustrative examples, and evidence from their own or class experiences to
contribute to building the chain.
3. When completed, the chain notes can be read aloud or projected, allowing for
students to give feedback on the statements made by their peers. Students should
discuss whether they agree or disagree with the statements and defend their
reasoning. This will also help to determine what misconceptions are still occurring.
26
Chain Note: What Do You Know About Heat Energy?
Directions: When you receive the paper, add a new thought or build on a prior
statement related to the question above. Chain notes provide an opportunity to
examine others' ideas and compare them to your own thinking. You can add facts,
definitions, specific ideas, big ideas, analogies, illustrative examples, and evidence from
your own or class experiences to contribute to building the chain.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
27
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
28
4th Grade Science Unit:
4.PS.2B Electricity
Unit Snapshot
Topic: Electricity, Heat and Matter
Grade Level: 4
Duration:
~5 Weeks
Summary (as stated in Ohio's New Learning Standards for Science)
Electrical conductors are materials through which electricity can flow easily. Electricity
introduced to one part of the object spreads to other parts of the object (e.g., copper wire is an electrical
conductor because electricity flows through the wires in a lamp from the outlet to the light bulb and back to
the outlet).
Electrical insulators are materials through which electricity cannot flow easily. Electricity
introduced to one part of the object does not spread to other parts of the object (e.g., rubber
surrounding a copper wire is an electrical insulator because electricity does not flow through the rubber to the
hand holding it).
Electrical conductivity must be explored through testing common materials to determine their
conductive properties.
In order for electricity to flow through a circuit, there must be a complete loop through which
the electricity can pass. When an electrical device (e.g., lamp, buzzer, motor) is not part of a
complete loop, the device will not work. Electric circuits must be introduced in the laboratory by testing
different combinations of electrical components. When an electrical device is a part of a
complete loop, the electrical energy can be changed into light, sound, heat or magnetic energy.
Electrical devices in a working circuit often get warmer.
When a magnet moves in relation to a coil of wire, electricity can flow through the coil. When
a wire conducts electricity, the wire has magnetic properties and can push and/or pull magnets. The
connections between electricity and magnetism must be explored in the laboratory through experimentation.
Note 3: Knowing the specifics of electromagnetism is not appropriate at this grade level. At this
point, the connections between electricity and magnetism are kept strictly experiential and observational.
Note 4: Energy transfer (between objects or places) should not be confused with energy transformation from one form
of energy to another (e.g., electrical energy to light energy).
CLEAR LEARNING TARGETS
"I can"statements
____ demonstrate and explain that electric circuits require a complete loop of
conducting materials through which an electrical energy can be transferred.
____demonstrate and explain the electrical energy in circuits can be transformed
to other forms of energy, including light, heat, sound and motion.
____demonstrate and explain the electricity and magnetism are closely related.
Suggested Timeframe
Engage
Explore
Explain
Elaborate
(~5 Weeks)
Evaluate
Extension/
Intervention
LESSON PLAN
NEW LEARNING STANDARDS:
4.PS.2B Energy can be transformed from one form to another or can be transferred from
one location to another.
•
•
Electric circuits require a complete loop of conducting materials through which an electrical energy
can be transferred.
Electrical energy in circuits can be transformed to other forms of energy, including light, heat, sound
and motion.
Electricity and magnetism are closely related.
•
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
•
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
• Developing descriptions, models, explanations and predictions
• Planning and carrying out investigations
• Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
• Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
STUDENT KNOWLEDGE:
Prior Concepts Related to Heat and Electricity
PreK-2: Charged objects can attract uncharged objects and may either attract or repel other charged
objects. Magnetic objects can attract things made of iron and may either attract or repel other magnetic objects.
Grade 3: Objects that have energy can cause change. Heat, electrical energy, light, sound and magnetic energy are all
forms of energy.
Future Application of Concepts
Grade 5: Light and sound are explored further as forms of energy.
Grades 6-8: Thermal energy is related to the atomic theory. Kinetic and potential energy are two ways
objects can store energy. Conservation of energy and energy transfer through radiation, convection and
conduction, and the transfer of electrical energy in circuits are introduced.
Open and Closed Circuits
Grade 4
Suggested Time Frame:
60 minutes
Materials:
batteries
copper wire
flashlight bulbs
Lesson Summary:
Students will be given additional practice
creating electrical circuits that will light a
light bulb. Students will understand the
concept of electricity and electrical
circuits, specifically focusing on their
ability to describe and identify open
circuits and closed circuits.
"I Can":
Vocabulary:
Open circuit
Closed circuit
Electrons
Flow
demonstrate and explain that electric
circuits require a complete loop of
conducting materials through which
electrical energy can be transferred.
1
Open and Closed Circuits
Grade 4
Teacher Background
In order for electricity to flow, there must be a continuous,
conducting path between the negative "pole" and the positive
pole of the power source (battery, electricity outlet, etc.). A
broken wire or an "open" (off) switch both leave gaps in a
circuit preventing electrons from traveling from one side of the
power source to the other. Thus, electrons will not flow. This
situation is called an open circuit.
A closed (on) switch means that the circuit through the switch is
connected. Thus, you have a closed circuit (a circuit with no
gaps in it). Current flows from the positive side of the power
source (for example, the battery) to the loads (lightbulbs, fans,
and etc.) wired into the circuit and back to the negative side of
the power source.
Open Circuit (the switch is OFF)
Closed Circuit (the switch is ON)
Teacher Notes
N/A
Engage (Warm-up)
Discuss electrical safety with students. Introduce materials and discuss hazards and safety
precautions.
Explore and Explain (Instructional Strategies)
Divide students into groups and present each group with a set of materials (battery,
copper wire, and light bulb).
Instruct each group to create circuit that makes the light bulb light.
After students have had time to successfully construct their electrical circuits, ask them to
compare their results with other students. Have them discuss why the light bulb lit.
After a short period of discussion ask a student or a group of students to draw a diagram
of their circuit on the board.
Discuss the diagram with the rest of the class.
Do they agree or disagree with the diagram?
2
Open and Closed Circuits
Grade 4
Have groups that disagree draw a diagram of their electrical circuit on the board.
Discuss these diagrams. After a classroom consensus has been reached, begin asking
discussion questions:
•
•
•
What made the light bulb light?
What was the power source?
What did the wires do?
Question students as to the path that the electrons are flowing through the circuit to
achieve the lighting of the bulb. Draw a diagram to illustrate. Introduce the concept of the closed
circuit.
Continue to discuss the open circuit. Explain that when a circuit is open the electrons are
stopped from flowing and their path is broken. Therefore the bulb, buzzer, etc... is not
activated. The classroom light switch can be used as an example as can the circuit in front of
them.
Encourage the groups to experiment with their circuits as you present these questions.
•
•
•
Is this circuit open or closed?
Did electricity flow through the wire when the circuit was open?
Did electricity flow throughout the wire when the circuit was closed?
Explain the importance of being able to recognize drawings of closed and open circuits
on paper, as well as being able to build them in real life.
Hand out the worksheet (included below). Allow students time to work through and then
review as a class.
Extension/Expansion/Elaboration/Interdisciplinary Connections
On the back of the worksheet have the students draw another open and closed circuit
using wire, light bulbs and batteries. Include a justification of why it is open or closed. Encourage
them to try to build it on their desk with a partner or group.
3
Open and Closed Circuits
Grade 4
Draw two open circuits:
Include labels, and direction of electron
flow
Draw two closed circuits:
Include labels and direction of electron
flow
Reteach Ideas
To reinforce the concept, demonstrate a closed electrical circuit and an open circuit. Have
students make a circle holding hands. Have one person squeeze a hand. Once that student's
hand is squeezed, have him or her squeeze the next person's hand and so on. Now remove one student
from the circle so there is a gap; have them try squeezing hands. Have students sit back
down and discuss open vs. closed circuits. Ask questions:
• What happened when we broke hands?
• What kind of circuit was it when we broke hands?
• What kind of circuit was it when we were all holding hands?
• What kind of circuit did you make today with the battery, wire, and light bulb?
Evaluation/Closure (Lesson Assessment)
See the worksheet completed at the end of instruction.
4
Open and Closed Circuits
Grade 4
Extensions/Additional Resources
Technology:
Discovery Education:
Electricity and Magnetism: Current Electricty(16:58)
Literature:
Dorling Kindersley Eyewitness Books: Electricity by Steve Parker
Electricity Book: The Junior Technician's Guide to How Electricity Works by Gene
McWhorter
5
Open and Closed Circuits
Grade 4
Open or Closed?
Will the bulb light? _______
The circuit is ________.
Will the bulb light? _______
The circuit is ________.
Will the bulb light? _______
The circuit is _______.
Is this an open or closed circuit? Justify your
choice.
_________________________________________
_________________________________________
_____________________________________
_____________________________________
15V
6
Conductors vs. Insulators
Grade 4
Suggested Time Frame:
Lesson Summary:
60 minutes
(Please only do this lesson after the students can
confidently build a basic circuit.) Electricity flows
into our homes through metal wires. Conductors
are materials through which electricity can flow
and insulators are materials through which it
cannot. A variety of things found in the classroom
will be tested for their ability to conduct
electricity.
Materials:
One pair per students:
1 battery
3 pieces of
copper wire (6 in.
each)
1 flashlight bulb
Metal thumbtacks
or brads
Coins
Keys
pencil
Buttons
Fabric
Screws
Marbles
Plastic
String
cup of water
cup of salt water
Styrofoam cup
paper clip
"I Can"
demonstrate and explain that electric
circuits require a complete loop of
conducting materials through which
electrical energy can be transferred.
Vocabulary:
Insulator
Conductor
Open circuit
Closed circuit
1
Conductors vs. Insulators
Grade 4
Teacher Background
Conductors allow electricity flow through them. Conductors are materials that can
carry electricity - they conduct electricity. Metal materials such as copper, iron, steel and
aluminium are all good conductors of electricity.
Insulators do not allow electricity to flow through them. Materials such as wood, plastic,
rubber and glass do not carry electricity and are called insulators - they don't conduct electricity.
Insulators and conductors both have important uses in current electricity.
Engage (Warm-up)
Have each pair of students collect the items that are to be tested.
Build a circuit for students to see. Have students consider the circuit.
Ask, "How is the light bulb able to receive power from the battery? How does the energy
move from the battery to the light bulb?" The energy moves through the metal wire, because
metal is a good conductor of electricity.
Discuss the terms conductor and insulator so students understand that conductors carry
electricity from one point to another and insulators stop the flow of electricity.
Have students brainstorm ideas of how the circuit could be used to test materials for their
conductivity.
Select one conductor and one insulator from the classroom samples (such as a paper
clip and a Styrofoam cup.) Following procedures show how the circuit can be used to test for
conductivity.
Demonstrate what happens to the light bulb when both the conductor and insulator
become a part of the circuit.
Hand out the worksheet (included below). Allow time for the students to list each item
that they are going test and predict if the item will be a insulator or conductor.
Explore and Explain (Instructional Strategies)
1. Build and test a circuit. Working in pairs, allow the students time to connect the light bulb
to one of the wires and attach the wire to the battery. Connect the other wire to the
other side of the battery and then to the light bulb. Be sure the light bulb lights up.
2. Disconnect one of the copper wires from the battery place one of the items to be tested
at the end of that wire. Take the third copper wire and connect it from the item being
tested to the battery. If the circuit is closed; the item is conducting electricity (a
conductor), the bulb will light. If the circuit is open; the item is insulated from passing the
electricity (an insulator), the bulb will not light. You will need to watch the students and
encourage them to keep firm connections between the bulb, batteries, and testing
objects.
3. Test various materials for their conducting ability. Conductors, such as coins, should make
the light bulb light. Insulators will not because they do not complete the circuit.
2
Conductors vs. Insulators
Grade 4
Extension/Expansion/Elaboration/Interdisciplinary Connections
Write a letter from the point of view as a conductor or insulator (e.g. "A day in the life of a
conductor")
Essential Questions
Students build a complete circuit to light a bulb. After building the circuit, the students close the
switch, but the bulb does not light. Describe two possible reasons the bulb does not work in the circuit.
Reteach Ideas
Add 3 more conductors and 3 more insulators to your chart. Test them if possible.
Evaluation/Closure (Lesson Assessment)
You have been asked to design a pair of gloves for an electrician. The gloves must protect the
electrician from getting shocked by current electricity.
What materials would you use?
Why would you use these materials?
What problems might come from wearing gloves from this material?
Extensions/Additional Resources
Technology:
Discovery education:
Hot Line: All About Electricity (15:00)
A First Look: Electricity (20:00)
Website:
http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/circuits_cond
uctors/play.shtml
Fill in the circuit with different items to find the conductors.
3
Conductors vs. Insulators
Grade 4
Conductors vs. Insulators
Item
Prediction
Conductor or
Insulator
4
Actual
Conductor or
Insulator
How Electric Current Produces Energy -
Ohio Standards
Connection:
Physical Sciences
Benchmark E
Trace how electrical
energy flows through a
simple electric circuit and
describe how the electrical
energy can produce
thermal energy, light,
sound and magnetic forces.
Indicator 3
Describe that electrical
current in a circuit can
produce thermal energy,
light, sound and/or
magnetic forces.
Indicator 4
Trace how electrical
current travels by creating
a simple electric circuit
that will light a bulb.
Lesson Summary:
In this lesson, the student will learn how electric current in
a circuit can produce thermal energy, light, sound and
magnetic forces. To accomplish this, students will make a
game board and test it with a complete circuit using a light
bulb and a buzzer. They will observe and discuss the types
of energy changes taking place in a hotplate, hair dryer,
toaster and a doorbell. Students will also make an
electromagnet to learn how electric current produces
forces. Throughout the lesson students will be making
connections with examples from their daily lives. Students
will demonstrate their learning with products, journal
writings, illustrations and explanations.
Estimated Duration: Three hours and 20 minutes
Commentary:
In their daily lives, students have many experiences with
light, sound, heat and electricity. It is important to build on
personal experiences to help students develop an
understanding of how electric current can change into light,
thermal, sound energy and magnetic force. Students will be
presented many opportunities to explore and test various
types of circuits. In order to describe how electricity can
produce different types of energy, students must understand
how energy flows through a simple electric circuit. It is
important to review safety precautions with electricity at the
beginning of each day's lesson.
Pre-Assessment:
• Ask students what a doorbell, a light bulb, and electric
stove have in common? (electricity)
• If many students do not give electricity as the answer,
guide the class discussion to help students make this
connection.
• Write the following questions on the overhead/chart
paper/ board.
1. How does electricity make a doorbell work?
2. How does electricity make a light bulb light up?
3. How does an electric stove produce heat?
4. How does electricity create magnetic force?
1
How Electric Current Produces Energy –
•
•
Have students discuss these questions in their groups and share their responses with the
class.
sk them to write about the questions in their science journals. It is important to see
what students understand about light, heat, electricity and sound. Based on their
experiences, students will have a variety of responses.
Scoring Guidelines:
Use the following scoring guide to assess students' prior knowledge about electricity as
evident in their journal writing.
Heat
(Y or N)
Light
(Y or N)
Sound
(Y or N)
Magnetic Force
(Y or N)
Student recognizes that
electricity produces:
Student can describe
how electricity
produces:
Post-Assessment:
Instructional Tip: Choose one of the two post- assessments to administer.
Post-Assessment Number One:
1. Have students illustrate a physical system or systems (toy, game, electronic device,
appliance, etc.) showing flow of electrical energy through a simple electrical circuit.
Require them to label the illustration/illustrations with appropriate forms of energy.
Illustrations must show thermal, light, sound energy, and magnetic force.
2. Have students explain in writing how electrical energy is flowing through the system.
Explain how this electrical energy can produce thermal energy, light energy, sound
energy and magnetic force.
Scoring Guidelines:
See Attachment A, Game Board Instructions for post-assessment scoring rubric.
2
How Electric Current Produces Energy -
Post-Assessment Number Two:
Instruct students to perform two of the following tasks to show their understanding about
how electric current in a circuit can produce light, thermal, sound and magnetic forces.
1. Give each student a game board constructed by other classmates. Ask students to
construct and use a complete circuit to match questions with correct answers. Have
students explain why the light bulb lights up when a correct question and answer are
chosen. They will also explain what type of energy change took place in the light bulb
and how it happened.
2. Have students construct a complete circuit to make a doorbell or buzzer ring. Have them
identify the type of energy change taking place in the doorbell. Have them explain what
caused the doorbell to ring.
Scoring Guidelines:
See Attachment B, Post-Assessment Scoring Rubric.
Instructional Procedures:
Day One
1. Introduce lesson by discussing safety precautions for an electricity lab.
a. Make sure your hands are dry.
b. Do not touch bare wires in a complete circuit because they might be hot.
c. Use precautions while using batteries with high voltage. They can give you an electric
shock.
d. Do not remove the plugs by pulling on the cord.
e. Do not leave your circuit closed for a long time because wire and batteries will get
hot.
2. Review prior learning students may have about electric circuits. Suggested discussion
questions:
a. What is a complete (closed) circuit?
b. What is an incomplete (open) circuit?
c. How do you know that electricity is flowing through a complete circuit?
d. How do you know that electricity is not flowing through an incomplete circuit?
3. Demonstrate a complete circuit to the class. Trace the circuit with students or have
students trace it.
4. Ask students to identify the source of the electric current (energy) in the circuit. Have
some students trace the path of electric current in the circuit. Ask students to identify the
receiver of electric energy.
5. Demonstrate a sample game board using a complete circuit (with light bulb and a
buzzer). See Attachment A, Game Board Instructions, for directions. Ask students, why a
bulb lights up when connected only to certain points and what type of energy change is
taking place. (Circuit is completed, electric energy is changing to light and thermal
energy in the light bulb and to sound energy in the buzzer.)
6. Assign students to construct their own quiz game boards using questions and answers
3
How Electric Current Produces Energy -
from the electricity unit in science or using vocabulary words with definitions.
7. Have students make a complete circuit to test their game boards. Provide each student
with three pieces of insulated wire stripped on each end, a D cell with a holder and a light
bulb with a holder or a buzzer.
8. After everyone is finished constructing the game boards bring the class together for a
discussion. Have groups or individuals share their game boards and explain how they
work. Suggested Discussion Questions:
a. Why does the bulb light up when the right answer and question are connected?
Circuit is completed
b. What kind of energy change is taking place when the light bulb lights up?
Electric to light energy
c. What causes the electric energy to change to light energy in the light bulb?
Electric energy through the circuit [wires] is transferred to light bulb filament. The
filament resists electric flow, gets very hot [thermal energy], starts glowing and
produces light energy.
d. Why does the buzzer ring when the questions are connected with the right answers?
Electric energy changes to sound energy inside the buzzer.
e. What causes the electric energy to change to sound energy in the buzzer?
When the circuit is complete the coil inside the buzzer becomes electromagnetic and
the clapper is pulled by the magnet and hits the ringer.
f. What problems, if any, have you had?
Answers will vary.
g. How is your game board like some games and other things at home?
Answers will vary.
9. Ask students to find the examples of light energy and sound energy in the school or at
home (for example, fluorescent and incandescent lights in the rooms, hot plate in the
science classroom, electric stove in the school cafeteria, doorbell or buzzer in the school
building).
10. Make sure students understand that incandescent lights produce thermal energy when the
filament gets hot and light energy when the bulb glows.
11. Bring a hot plate, toaster, hair dryer and doorbell to class.
Day Two
12. Review with students what they discovered about electrical circuits in the previous day's
activity. Have them share the list of the examples of energy changes at home.
13. Show students a hot plate, hairdryer and a toaster. Turn on each appliance briefly for
students to observe. Ask students what types of energy change occurs in the hot plate and
the toaster (electrical to thermal to light). Inquire about what causes the hot plate and the
toaster to get hot. (Hot plate and toaster coils are poor conductors. They have high
resistance. Electric current has to push through, this causes friction and coils to get hot
and start glowing.)
4
How Electric Current Produces Energy 14. Ask students to name other appliances where electric energy changes to thermal energy
(oven, clothes dryer, electric heater, electric furnace, hot water heaters, iron, curling
iron).
15. Give each group a small electric bell with a detailed and labeled diagram. Have students
open the electric bell to see how it works. If enough doorbells are not available for each
group, demonstrate with one and have the students discover how it works. (Inside the
doorbell, there is a permanent magnet, a coiled wire spool, a clapper, and chimes.) Point
out to the students that when the doorbell button is pressed the electricity flows through
the closed circuit and the coiled wire spool turns into an electric magnet causing the
clapper to move toward the magnet and hit the chimes.
16. Ask students to list examples of other devices found in school or at home where electric
current changes to sound energy (telephone, stereos, television, CD players, and tape
players, fire alarms, etc.).
17. Give students the following prompt to respond to in their journals: Give examples of
devices where electric current produces thermal energy, light energy and sound energy.
Explain how each change occurs. Allow them to draw pictures along with their writing.
Day Three
18. Build an electromagnet and demonstrate to the class.
a. Wrap about 76 cm of insulated wire (stripped on each end) around a nail leaving
enough on each end to make a complete circuit.
b. Connect the wire on each end of the nail to the terminals of a D cell battery.
c. Alligator clips may also be used to connect the wire on each end of the nail to a D
cell's terminals.
19. First, try to pick up paper clips with the circuit open and then with the circuit closed. Ask
students what caused the nail to turn into a magnet? (Electricity/ electric current)
20. Brainstorm what variables possibly come into play with this electromagnet. Have
students discuss in their groups and share responses with the class. Record their responses
on a chart paper.
21. Instruct each group to choose one variable to conduct a controlled experiment (make sure
that each group tests a different variable). It is very important that students control every
variable except the variable they are testing.
22. Have students make an electromagnet. Instruct the students to control every variable
except the variable they are testing. Suggested controlled experiments to test variables:
a. Number of wraps- 5, 10, 15, 20, 25, wraps
b. Battery power- one D cell, two D cells, three D cells
c. Neatness of wraps- sloppy wraps, neat wraps
d. Size of the nail- Different diameter nails or different length nails
e. Diameter of the wire- wires of three different diameters
23. Allow students to explore and experiment with their variable. Each group will test the
strength of its electromagnet by the number of paper clips it picks up. Have students
record and graph their data and write their conclusion.
24. Allow each group to share its electromagnet and its results with the whole class.
5
How Electric Current Produces Energy -
Encourage students to ask each group questions and make positive comments. Suggested
discussion questions:
a. What caused the nail to turn into a magnet?
b. Why is the nail not able to pick up paper clips when the circuit is open?
c. What problems did you have with your experiment?
d. How would you do it differently?
e. What common devices use an electromagnet(s) in everyday life? (Doorbells, alarms,
electric motors, electric generators, fast trains, cranes in junkyards, telephones,
computers, televisions, etc.)
f. Where are electromagnets used in the health industry? (CAT scans, MRI, etc.)
Day Four
26. Ask students what they have learned about how electricity can change into thermal
energy, sound energy, light energy and magnetic force. Allow students time to discuss
their thinking.
27. Display the following setup for students to look at:
a. a complete circuit with a light bulb
b. a complete circuit with an electric bell
c. an electromagnet
28. Give students the following prompts to respond to in their journals.
a. How is electricity used to produce light, sound, thermal energy and magnetic force? b.
Give examples of all four energy changes from your daily life.
29. Have students share their writings with the class.
Differentiated Instructional Support:
Instruction is differentiated according to learner's needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
• Allow students to work with a partner or in a group throughout the unit.
• Allow students to make models and draw pictures and diagrams. Students can use
computers to draw their systems.
• Permit students to give their explanations orally instead of writing.
• Challenge students who have a solid understanding of simple electrical circuits to analyze
simple household appliances.
Extensions:
show them the wire coils and permanent magnets inside the motor. Ask them how this
electric motor is similar to the motor made in class. Make sure they understand that
electric current in a complete circuit creates magnetic field around the coiled wire
changing it into an electromagnet. This electromagnet interacts with the fixed magnets
causing the motor to spin. Any appliance with spinning parts has a motor in it (e.g.
6
How Electric Current Produces Energy -
•
•
•
•
•
exhaust fans, blenders, food processors, electric drills, chain saws and cars).
Schedule speakers to talk about electricity and its uses (e.g. electrician, electrical
engineer, power plant operator, local public electricity provider).
Schedule a field trip to a power plant.
Have students research how incandescent bulbs and fluorescent bulbs were discovered
and how they are different.
Ask students to research the contribution of Edison, Latimore and other scientists.
Build an electric motor. See Attachment C, Instructions to Build an Electric Motor for
step-by-step procedures.
Homework Options and Home Connections:
• Have students take home the quiz boards they built and play games with their parents or
siblings. Have them explain to parents how the quiz boards work and what type of energy
change is taking place.
• Have students ask their parents to help them look at the doorbell at home to see how it
works. They may write about what they discovered. (When the doorbell button is pressed
the electricity flows through the circuit and the two coiled-wire spools inside the box turn
into electromagnets causing the doorbell to ring.)
• Ask students to look for examples of light, sound, thermal energy and electromagnet
force at home. They may choose to share the list they made with the class.
• Ask students to make a list of examples of thermal, light, and sound energy at home.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site's main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: Demonstration: battery with a holder, light bulb with a holder and two
pieces of wire with ends stripped or two alligator clips hot plate, toaster,
hair dryer, one doorbell for each group, diagram of a doorbell.
For the students:
pieces of cardboard or manila folder, 12 to15 aluminum foil strips
or 10 23-cm long wires with ends stripped, paper clips or paper
fasteners, masking tape, light bulb or a buzzer, D-cell battery with
holder, four pieces of wire or four alligator clips to construct the
circuit, hot plate, toaster, hair dryer, one doorbell for each group,
diagram of a doorbell, for each pair: large nails (varied lengths and
diameters), 76 cm of insulated wire (various diameters) stripped on
each end, D-cells with holders, a box of small paper clips.
How Electric Current Produces Energy Vocabulary:
• electric current
• thermal energy
• sound energy
• light energy
• magnetic force
• magnetic field
• electromagnet
• permanent magnet
• filament
• electric circuit
• resistance
Technology Connections:
• Ask students to research how electromagnets are used in electronic devices like sound
systems, computers, telephones, televisions, high-speed trains and construction industry.
• Have students research the use of electromagnets in the health industry (cat scans, MRI,
etc.).
• Document variables using spreadsheet then create graph to help students understand the
various degrees of effects of the variables.
Research Connections:
Marzano, Robert J., Pickering, Debra J., Pollock, Jane E., Classroom instruction that works
Research-based strategies for increasing student achievement. Alexandria: ASCD, 2001.
Students are given opportunities to organize, elaborate and apply their learned
knowledge in various situations. Instructional strategies also make use of research-based
effective strategies such as nonlinguistic representations (making physical models,
drawing pictures), cooperative learning (small/large group, individual and group
accountability), activating prior knowledge and higher-level questioning, and stretches
thinking.
General Tips:
bulbs in holder, file
folders punched for Day One.
them make real-life connections and understand the concept.
If a motor is not available, one from a small toy can be used.
8
How Electric Current Produces Energy Attachments:
Attachment A, Game Board Instructions
Attachment B, Post-Assessment Scoring Rubric
Attachment C, Instructions to Build an Electric Motor
9
How Electric Current Produces Energy -
Attachment A
Game Board Instructions
1. Make a list of questions and answers or a list of vocabulary words and definitions.
2. Divide a sheet of paper into two columns. Write questions or vocabulary words in one
column. Write definitions or answers in the other column.
3. Glue this paper on the front of a manila folder or a piece of cardboard.
4. Punch holes on each side of cardboard next to questions and answers.
5. Insert paper fasteners into each hole. (Paper clips can be substituted for paper fasteners).
Possible breaking point for Day One, to be continued on Day Two.
6. Use pieces of insulated wire stripped on both ends or strips of aluminum foil about one
cm. wide to connect questions with answers on back of the cardboard. (Three alligator
clips may be substituted for three wires.)
7. Cover each connection with masking tape. If strips of aluminum foil are used, cover
strips with masking tape.
8. Cover the back of cardboard or folder with another paper.
9. To test their game boards, students will need to make complete circuits. Each student will
need three pieces of insulated wire stripped on each end, a D cell battery with a holder
and a light bulb with a holder or a buzzer.
10
How Electric Current Produces Energy –
Attachment B
Post-Assessment Scoring Rubrics
Post-Assessment Number One:
4
3
2
1
Illustration(s)
Illustration
Illustration is
clearly and
accurately drawn.
accurately drawn.
Illustration is
drawn.
Illustration is not
clear.
Energy Changes
Illustration(s)
includes
examples of all
four energy
changes.
Oral
Presentation
Oral
presentation is
focused and
organized.
Explanations are
clear and
accurate.
Illustration
includes examples
of at least three
energy changes.
Illustration may
include at least
two examples of
energy.
Illustration may
include at least one
example of energy
transformation.
Oral presentation Oral Presentation Oral presentation
is organized.
has some
lacks focus and
organization.
organization.
11
How Electric Current Produces Energy –
Attachment B
Post-Assessment Scoring Rubrics
Continued
Post-Assessment Number Two:
4
3
2
1
Construction of
Systems
Two systems are Two systems are One system is
constructed
constructed
constructed
clearly and
correctly.
correctly.
correctly.
System is not
constructed
correctly.
Energy Changes
Identified
Correctly
identifies at least
3 energy
changes.
Correctly
One system is
identifies at least constructed
2 energy
correctly.
changes.
Unable to
correctly
identify energy
changes.
Conceptual
Understanding
Demonstrates
complete
understanding of
the concept.
Demonstrates
almost complete
understanding of
the concept.
No
understanding
of the concept.
Demonstrates
partial
understanding
of concept.
12
How Electric Current Produces Energy –
Attachment C
Instructions to Build an Electric Motor
Materials for the Construction of Electric Motor: insulated wire, empty film canisters,
paper clips, large rubber bands, electrical tape, D cell batteries, magnets, modeling clay.
1. Make the wire coil by wrapping enameled wire about 18 to 20 times around the film
canister or the dowel rod. Leave about 2 ½ inches of wire on each side of the coil. Wrap
the remaining wires twice on each side of the coil and secure them by passing through the
coiled wires firmly. These two wires should be in the middle of the wire loop on each
side. Straighten two wires on each side and sand off the enamel.
2. Bend two large paper clips to form the shape shown:
3. With a large rubber band, attach the paper clips to each side of the D-cell battery or use
pieces of electrical tape to secure paper clips on each side.
4. Place the magnet on the top of the battery. For stability, set the battery in a clay base. 5.
Place the two straight ends of coil in open loops of the paper clips. 6. Push the coil to start
spinning. The coil should spin for some time.
7. Making the coil move can be very difficult. Shape and size of the coil and the balance of
the setup are important things to consider. Make a few wire coils ahead of time to give to
groups who are having trouble with their motors. Potential coil trouble-shooting areas
include:
Paper clip drops are same height.
ompletely sanded.
8. If the coil and magnet are left on the battery too long, the coil can get very hot.
9. When finished, each group will demonstrate its motor to the class and explain how it
works. Follow this with a class discussion. Suggested discussion questions:
a. What causes the coil to spin?
b. Did the strength of the magnet affect the speed of the coil spin?
c. Did the coil spin faster when battery strength was increased?
d. What other ways could you use to increase the speed of your motor?
e. What type of energy change is taking place in your motor? (Electric to magnetic force
to motion and thermal (makes wires get hot).
f. What devices at home and at school use electric motors? (Electric fans, blender, food
processor, washing machine, clothes dryer, dishwasher).
13