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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 Unit Test Electricity and Magnetism Quizzes Static Ghosts Electroscope Create A Switchboard Electromagnet Graph 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.