Download Unit 2 - Electricity Maganetism

Unit Overview
Content Area: Science
Unit Title: Electricity and Magnetism
Unit: 2
Target Course/Grade Level: Physical Science, Fifth
Timeline: 4 Weeks
Unit Summary
This unit provides students with the knowledge of atoms, electrons, different types of electric charges,
conductors and insulators, static electricity and magnets. Students will create a variety of electric circuits
using resistors and switches, an electroscope, electromagnets, a compass, and an electric motor. The unit
culminates with students using their knowledge of circuits and electric current to design a real-life object
that uses electricity. The students will then create a circuit inside of the object using at least one resistor.
They will present their project and explain how electricity is created when the circuit is closed.
Primary interdisciplinary connections: Technology , 21st Century Life and Careers
21st century themes and skills: Interaction with authentic data, Physical manipulation of authentic
substances or systems, Engineering and Technology
Unit Rationale
Electricity and Magnetism provide power and energy to the world. It allows us to have technology and
instruments such as lights or generators. Students will understand that matter is made up of atoms, and
that atoms are composed of protons, electrons, and neutrons. Students will learn how electricity is created;
there for, understanding the world around them and how it works. Students will explore the importance of
science in technology and its relation to the world in which they live. They will also develop and begin to
refine building and engineering skills through the production of a real-life electrical object.
Learning Targets
Standards
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
A. Understand Scientific Explanations: Students understand core concepts and principals of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science
All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
Earth systems science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter.
Matter has two fundamental properties: matter takes up space, and matter has inertia.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Results of observation and measurement can be used to build conceptual-based models and to
search for core explanations.
 Evidence is generated and evaluated as part of building and refining models and explanations.
 Mathematics and technology are used to gather, analyze, and communicate results.
 Scientific reasoning is used to support scientific conclusions.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 All matter is made of atoms. Matter made of only one type of atom is called an element.
 The flow of current in an electric circuit depends upon the components of the circuit and their
arrangement, such as in series or parallel. Electricity flowing through an electrical circuit produces
magnetic effects in the wires.
 Magnetic, electrical, and gravitational forces can act at a distance.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Digital media are 21st-century tools used for local and global communication.
 The nature of the 21st-century workplace has shifted, demanding greater individual accountability,
productivity, and collaboration.
CPI #
Cumulative Progress Indicator (CPI)
5.1.8.A.2
Use mathematical, physical, and computational tools to build conceptual-based models
and to pose theories.
Design investigations and use scientific instrumentation to collect, analyze, and evaluate
5.1.8.B.1
evidence as part of building and revising models and explanations.
Gather, evaluate, and represent evidence using scientific tools, technologies, and
5.1.8.B.2
computational strategies.
Use quality controls to examine data sets and to examine evidence as a means of
5.1.8.B.4
generating and reviewing explanations.
Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.1
5.1.8.D.1
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.2.8.A.1
All matter is made of atoms. Matter made of only one type of atom is called an element.
5.2.6.D.1
The flow of current in an electric circuit depends upon the components of the circuit and
their arrangement, such as in series or parallel. Electricity flowing through an electrical
circuit produces magnetic effects in the wires.
9.1.8.C.1
Magnetic, electrical, and gravitational forces can act at a distance.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.E.1
Explain how technology has strengthened the role of digital media in the global society.
9.1.8.F.1
Demonstrate how productivity and accountability contribute to realizing individual or
group work goals within or outside the classroom.
Unit Essential Questions
 What is the composition of an atom and how
does it become negatively or positively charged?
 What are conductors and insulators and how do
they affect the current electricity through a
circuit?
 What is the relationship between magnets and
electricity?
 How do we build and refine models that describe
and explain the natural and designed world?
 What constitutes useful scientific evidence?
Unit Enduring Understandings
 An atom is composed of protons, neutrons, and
electrons. Electrons can be transferred from one
atom to the other. If an atom has the same number
of protons and electrons the atom is neutral. If it
has more electrons then protons it is negatively
charged and if it has more protons then neutrons
the atom is positively charged.
 An insulator is a material in which electrical
charges cannot easily move through, whereas a
conductor is a materiel in which electrical charges
can easily move through.
 An electric current produces a magnetic field
around the wire. Objects such as an electromagnet
use electricity to produce a magnetic field. A
changing magnetic field can induce an electric
current.
 Measurement and observation tools are used to
categorize, represent and interpret the natural
world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Investigate the properties and behaviors of negatively, positively, and neutrally charged objects based on
their understanding of atoms.
 Demonstrate the electron flow through conductors, resistors, and insulators.
 Recognize charges by creating a model electroscope and using it to test an object’s charge.
 Construct a variety of circuits and a burglar alarm based on their knowledge of electricity and simple
circuits with a switch.
 Apply their knowledge of open and closed circuits to build a switchboard and connect electrical wires
and LED lights.
 Identify the properties of all magnets and recognize that the magnetic field is weaker the further away it
is from the magnet.
 Create and experiment with an electromagnet and analyze data collected by comparing the number of
paper clips that were picked up by the magnet (the strength) to the number of coils around the nail.
Evidence of Learning
Summative Assessment
Using their knowledge of circuits, magnets, and electricity, students will design and create a real-life
object that requires electricity. In class, they must use the appropriate materials to create a working circuit
to “light up” their project.
Equipment needed: Teacher computer, SMARTBoard, Electrical wire, Switches, Resistors, Batteries
Teacher Instructional Resources: Discovery Education
http://www.discoveryeducation.com
McGraw-Hill Science Textbook and Supplemental Material
Formative Assessments
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Unit Test
Electricity and Magnetism Quizzes
Static Ghosts
Electroscope
Create A Switchboard
Electromagnet Graph
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Electric Circuits
Circuit Diagram
“Experimenting with Electricity”
Burglar Alarm
Magnetic Compass
“All Charged Up”
Integration of Technology: Students will use laptops and Microsoft Excel to develop a graph relating the
strength of an electromagnet with the number of coils of wire around the magnet. They will use
engineering skills to create a real-life electrical object with a working circuit.
Technology Resources
Click the links below to access additional resources used to design this unit:
Discovery Education
http://www.discoveryeducation.com
Internet Plasma Physics Education Experience: Electricity and Magnetism
http://ippex.pppl.gov/interactive/electricity/
Opportunities for Differentiation
This unit caters to students of all learning styles (ie, kinesthetically, auditory, tactile and visual
instruction). They are given the opportunity to use different skill by measuring and using mathematical
data to create a graph, designing and building a real-life object containing a circuit, conducting a variety of
hands-on experiments, and completing formal assessments such a quizzes (both pop and standard) and unit
tests. Students work individually, with partners, and in groups throughout the unit. Students will work
with a variety of partners and in mixed groups.
Teacher Notes:
The summative assessment projects the students create are to be done at home. If students have difficulty
with creating project at home, students will be provided class time to create and complete projects. Based
on resources, students will either be allowed to create their circuits together or individually. If
technological resources are limited then students can use graph paper to create their graphs.