Download File

Ravenswood Curriculum Map Template – Science/Social Science
Teacher:
Theme: Magnetism &
Electricity
T
E
X
T
Grade: 4
Month/Duration: 4 weeks/February-March
Texts:
FOSS kit text Magnetism and Electricity--selections;
ISBE Learning Standards
Goal 11: Understand the
processes of scientific inquiry
and technological design to
investigate questions, conduct
experiments and solve
problems.
Goal 12: Understand the fundamental concepts,
principles and interconnections of the life,
physical and earth/space sciences.
Goal 13: Understand the relationships
among science, technology and society in
historical and contemporary contexts.
Standards:
A. Know and apply the
concepts, principles and
processes of scientific inquiry.
Standards:
D. Know and apply concepts that describe force
and motion and the principles that explain them
Standards:
A. Know and apply the accepted practices
of science.
Descriptors:
11.A.2a Formulate questions
on a specific science topic and
choose the steps needed to
answer the questions.
11.A.2b Collect data for
investigations using scientific
process skills including
observing, estimating and
measuring.
11.A.2d Use data to produce
reasonable explanations
11.A.2e Report and display the
results of individual and group
investigations.
Descriptors:
12.D.2b Demonstrate and explain ways that
forces cause actions and reactions (e.g., magnets
attracting and repelling; objects falling, rolling
and bouncing).
Descriptors:
13.A.2c Explain why keeping accurate and
detailed records is important.
Common Core State Standards
Reading Informational Text
Key Ideas and Details
RI.4.3 Explain events, procedures, ideas or concepts in a historical, scientific or technical text…based on
specific information.
Craft and Structure
RI.4.4 Determine the meaning of academic and domain specific words or phrases in a text relevant to a
grade four topic or subject area.
Integration of Knowledge and Ideas:
RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Writing
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Next Generation Science Standards
Performance Expectations
3-PS2-3 Ask questions to
determine cause and effect
relationships of electric or
magnetic interactions between
two objects not in contact with
each other.
4-PS3-2. Make observations to
provide evidence that energy
can be transferred from place
to place by sound, light, heat,
and electric currents.
4-PS3-4. Apply scientific ideas
to design, test, and refine a
device that converts energy
from one form to another.
Disciplinary Core Ideas
PS3.A: Definitions of Energy - Energy can be moved from place to place by moving objects or
through sound, light, or electric currents
PS3.B: Conservation of Energy and Energy Transfer - -Energy is present whenever there are
moving objects, sound, light, or heat. When objects collide, energy can be transferred from
one object to another, thereby changing their motion. In such collisions, some energy is
typically also transferred to the surrounding air; as a result, the air gets heated and sound is
produced. Light also transfers energy from place to place. Energy can also be transferred from
place to place by electric currents, which can then be used locally to produce motion, sound,
heat, or light. The currents may have been produced to begin with by transforming the energy
of motion into electrical energy
PS2.B: Types of Interactions - Electric and magnetic forces between a pair of objects do not
require that the objects be in contact. The sizes of the forces in each situation depend on the
properties of the objects and their distances apart and, for forces between two magnets, on
their orientation relative to each other.
Science and Engineering Practices
Asking Questions and Defining Problems - Ask questions that can be investigated and predict reasonable outcomes based on
patterns such as cause and effect relationships
Planning and Carrying Out Investigations - Make observations to produce data to serve as the basis for evidence for an
explanation of a phenomenon or test a design solution
Constructing Explanations and Designing Solutions
Use evidence (e.g., measurements, observations, patterns) to construct an explanation
Apply scientific ideas to solve design problems
Obtaining, Evaluating, and Communicating Information - Obtain and combine information from books and other reliable media
to explain phenomena.
Cross Cutting Concepts
Energy and Matter - Energy can be transferred in various ways and between objects.
Cause and Effect - Cause and effect relationships are routinely identified and used to explain change.
Assessments:
Formative: Observation, ongoing discussion, exit slips, homework and class work including student
response sheets and performance on similar in class activity worksheets
Summative: Complete investigation portfolio including observations, sketches, and other pertinent
information, rubric and checklist based, end of unit assessment exam
Objectives:
 Identify properties of magnets, what materials are attracted to magnets, and how the distance
between two magnets affects force
 Describe the relationship between electricity and magnetism






Design and build electrical circuits and describe the function of their component parts
Observe the functioning of different kinds of circuits
Observe magnetic interactions and sort objects based on whether they are affected by a magnet
Identify materials that are conductors and insulators
Determine the necessary components for completing an electric circuit.
Recognize magnetism as a force that attracts or repels a variety of common materials and identify
the physical property of materials that makes them attracted to magnets.
Concepts:
 Magnets can be used to generate electricity.
 Magnetic interactions are caused by the magnetic force
 Magnets have two poles (north and south)
 Like charges repel and unlike charges attract.
 Motion is produced from electric energy.
 Magnets display forces of attraction and repulsion with other magnets and certain kinds of
materials that decrease with distance
Circuits are closed pathway through which electric current flows and produces energy
 Different circuits can be designed to produce observable change and variations of energy
 Electricity in circuits can produce light, heat, sound, and magnetic effects
 Electric circuits require a complete loop through which an electric current can pass
 Electrical energy can be generated and then transmitted over great distances. Batteries are portable
sources of electrical energy.
 Some materials are good conductors while others are good insulators.
Skills:
• Observing and describing properties of magnets and other materials
• Investigate common materials to determine if they are insulators or conductors of electricity.
• Predicting, observing, describing, recording, and organizing results of investigations
• Analyzing and drawing conclusions from the results of investigations
• Supporting conclusions with reasons based on experiences.
• Communicating results and reflecting on experiences through writing and discussion.
• Applying previously learned knowledge and skills to solve a problem.
 Reading to enhance understanding of science concepts.
 Conduct multiple trials, organize data, and display results in a graph
Essential Questions:
 What is magnetism? What is magnetic force?
 How do magnets interact?
 Does magnetic force go through all materials?
 What is the relationship between electricity and magnetism?
 How does electricity travel?
 How is electricity generated?
 Can magnets produce electricity?
 How is energy transferred?
 How can energy be used to solve a problem?

What Do Magnets Do?
 How do scientists find the answers to their questions?
 What is a charge? How do we know something is carrying a charge?
 How can we describe the properties of a magnet?
 What is electromagnetism?
 How do electromagnetic forces create a push or a pull?
Collaborative Structures:
 Whole group for discussion
 Small groups for exploration and investigation
 Independent assessment activities
Writing About Reading:
Students will:
1. write up experiment results
2. summarize their learning by explaining key concepts of each lesson
Vocabulary:
Electricity - a form of
energy produced when
electrons move from one
atom to another
Magnet - any piece of
certain kinds of material,
such as iron, that has the
property of attracting
like materials
Magnetism - a natural,
invisible force that
makes certain metals
attract or repel
one another
Magnetic field - the
region around a magnet
in which the magnetic
forces act
Attract - the power or
force that pulls two
unlike charges together
Repel - to push away
from
Circuit - a complete
circle of electricity
Atom - smallest parts in
all material
Nucleus - a cluster of
protons and neutrons in
the center of an atom
Proton - a positively
charged particle that is
found in the nucleus of
every atom
Neutron - a particle in
the nucleus of an atom
that has no charge
Electron - a negatively
charged particle present
in all atoms
Conductor - a material
that electricity can flow
through easily
Insulator - a material
that electricity cannot
flow through easily
Battery - a storage
source of electricity
Static electricity - the
electricity associated
with electric charges,
which tends to
stay where it is (“static”)
rather than flowing
away; electricity at rest
Current electricity - a
flow of electrons
through a conductor;
moving electricity
Negative charge - the
charge held by an object
that has a lot of extra
electrons
Positive charge - the
charge held by an object
that has lost electrons
and is left
with extra protons
Neutral charge - the
charge held by an object
that has an equal
number of protons
and electrons (it is
neutral and basically
holds no charge)
Mini-Lessons Strands and Activities:
Closed circuit - a
complete circle of
electricity (or circuit)
Open circuit - there is a
gap or opening in the
circle of electricity (or
circuit)
Short circuit - a
connection that occurs
when the electricity
accidentally takes a
path other than the
desired path (usually
trying to take a short
cut)
Electromagnet - a
temporary magnet
consisting of a set of
coils wound on an iron
core; the device
becomes magnetic when
electricity is passed
through the coils
WEEK 1
Driving Questions: What is electricity? What materials stick to a magnet? How do magnets interact?
Focus: Properties of Magnets; Science safety procedures; Observing magnetic interactions and drawing
conclusions about properties of magnets and magnetic force
Science Concepts: Scientists follow directions carefully and keep accurate records during investigations;
Magnets can be used to generate electricity; Magnetic interactions are caused by the magnetic force;
Magnets have two poles (north and south); Like charges repel and unlike charges attract; Magnets display
forces of attraction and repulsion with other magnets and certain kinds of materials that decrease with
distance
Lessons:
1) Introduction Activity: Investigating Magnets and Materials part 1
a. KWL – students record what they think they know and what they’d like to know more
about based on post it notes based on small group discussions
b. Students use a variety of objects to begin exploring the concept of magnetism by
observing magnetic interactions while recording additional findings and conclusions for
KWL chart
I) Setting up notebooks; Rules of engagement for investigations & electrical safety rules/guidelines
II) Shared Reading: “Magnus Gets Stuck” from FOSS Science Stories pgs. 1-4 (Alternative text: All
About Magnets)
III) Activity part 1: Magnetic Interaction Observations
 Discuss magnetic interactions observed during previous investigation and have students
share findings. Redistribute materials used, Test objects and record observations. Review
findings. Develop the rule for determining if an object is magnetic.
IV) Activity1 part 2 – How do magnets interact?
 Distribute several bar magnets to each group. Students predict what will happen when
the two magnets are placed near each other. place magnets near each other using three
different orientations. Observe how the magnets interact. Develop a rule for the
observed phenomenon using the terms force, attract and repel. Distribute nails and
paper clips. Make a temporary magnet with these objects. Experiment until they can
pick up the paper clips with the nail after rubbing one pole of the magnet along the
length of the nail. Discuss magnetism through materials and induced magnetism
V) Student handout “What is Electricity?” pg. 30 from Energy and Electricity Series (EES)
 Add new content learning to KWL chart - Review concepts of force, attraction, repulsion, and magnetic
poles (north and south)
 Review vocabulary and record on word bank chart: force, magnet, magnetism, attract, repel, magnetic
poles, temporary magnet, induced magnetism
 Assessment: Students complete the question on response sheet No. 4 titled “Magnets”
 HW: Read “How Magnets Interact” in FOSS Science Stories and Answer comprehension questions for
shared reading texts
WEEK 2
Driving Question: How does electricity travel? How is energy transferred between objects or systems?
Science Concepts: Students will recognize that electricity can occur in several forms
Focus: Energy; Types of electricity – static electricity and electric current
Lessons:
1. Static Electricity: Introduce concept by telling students that they are going to have some chances
to make the type of electricity known as static electricity.
a.
Discuss the following questions: Have you ever been shocked after walking on a carpet or
putting on a sweater? Combing your hair? Getting out of a car with cloth seats? Can you
explain what caused the shock? Describe your experiences playing with magnets. Have
you noticed that sometimes two magnets will repel each other? What causes them to
repel? Why do your clothes stick together when they come out of the dryer? Why do you
sometimes get a shock on a cold day when you touch metal? What other experiences
have you had with static electricity?
I) Distribute “Making Static Electricity” worksheet to support students as they conduct
experiments together in groups. Students illustrate results of each demonstration in the
boxes labeled “What Happened.” After completing all static electricity experiments, ask
students to write one or two sentences under “Conclusion” to summarize rules they
learned applicable to static electricity
II) Review what happened in each experiment:
1. For the balloon/salt activity, the balloon gained extra electrons from the cloth
receiving a negative charge. Thus, it tended to be attracted to items without built
up electrons such as the cloth, salt, or small pieces of paper.
2. For activity 2, if hair was completely dry and combed through vigorously it should
have raised toward the comb. so the hairs gained extra electrons from the comb,
however individual hairs received the same charge as the hairs next to them,
causing them to repel and separate from one another. Along those same lines,
when the second balloon was rubbed against the dry hair and placed next to the
first balloon, they repelled each other due to having the same charge.
3. Activity 3 also demonstrated the same idea as described above. Since a charged
object attracts an uncharged object or a neutral object (having equal negative
and positive charges), the cereal, having a neutral charge, was attracted to the
comb which gained a negative charge after picking up extra electrons after
rubbing against the cloth. However, while the cereal was touching the comb,
some of the extra negative charges moved from the comb to the cereal. Soon the
cereal also built up a negative charge. Since the comb and cereal both became
negatively charged, they began repelling each other. After touching the cereal, it
lost its negative charge since the electrons jumped onto the finger, and was once
again attracted to the comb.
 Add new content learning to KWL chart - Review concepts
 Review vocabulary and record on word bank chart
 Assessments: Exit Slip – To show an understanding of What You’ve Learned, Explain in your own words
what causes static electricity. Include examples of static electricity in everyday life. Be sure to discuss
the role of electrons and protons in static electricity; Read “Current Electricity” text on pg. 46 of EES
and answer questions on pg. 47
 HW: “Static Electricity” handouts from EES pgs. 31-34
WEEK 3
Driving Question: How does electricity travel?
Focus: Electric Circuits, Conductors and Insulators
Science Concepts: Students will become familiar with materials necessary to design a circuit, labeling parts
of a battery, wire, and bulb. Through several simple experiments students will learn the difference
between a closed, open, and short circuit. Also, students will learn how conductors and insulators affect an
electric current, and will compose a list of conductors and insulators, which will complete a basic circuit
through experimentation.
Lessons:
I) Explore simple electric circuits to begin developing concepts about how connections must be
made and how electricity flows through a circuit.
II) Activity #1: Students Use trial and error to light a bulb
a. Share findings as whole group discussing several ways to light the bulb and
principles of electric circuits (use guiding questions from FOSS investigation 2:
making connections teachers guide)
III) Activity #2: Making a circuit
a. Students will work in cooperative groups to experiment with a given set of
materials to determine which arrangements produce complete circuits.
a. Distribute student handouts (EES pgs. 51-52) to guide investigation in which
students define each type of circuit and construct examples of an open, closed,
series, and parallel circuits.
II) Activity #3: Conductors vs. Insulators
a. Given a set of materials, students will test several items to determine which
complete the circuit, therefore distinguishing between conductors and insulators,
and will record findings under appropriate category of column notes. Before
testing objects, students will predict whether the item will be a conductor or
insulator. During investigation, students note and revise predictions as needed.
b. Share results. While exchanging information, students are to add five extra items
under each of their columns from class findings.
b. Summarize again what conductors and insulators are. Generalize basic materials
that are insulators such as plastic, rubber, porcelain, glass, cloth, wood, and dry
air. Discuss the importance of insulators when working with electricity.
IV) Read: “Current Electricity” and answer questions – EES pgs. 46-47
Assessments:
 “The Flow of Electricity” - students use arrows on a diagram to show how electricity flows and then
to explain their thinking.
 Response Sheets: “Bulbs” - Students will illustrate each part of a circuit including the battery, bulb,
and wire and label each part of their diagrams.
WEEK 4
Driving Question: What is Electromagnetism? Can electricity produce magnetic effects?
Science Concepts:
Focus: Electromagnetism
Lessons:
1) Discover the relationship between electricity and magnets by creating an electromagnet.
2) Early scientists associated with electromagnetism
a. Read EES pgs. 83-85 & FOSS stories pgs. 14-15 “Two Reference Sources about Edison” and
students respond to questions in short writing activity;
3) Uses of electromagnetism
Concepts & Lessons Outline
Week 1: What is electricity?
Focus: Properties of electricity and magnetic interactions
4) Properties of materials: Magnetic vs. Non-Magnetic; magnetic force
5) Observation and Evidence: Observe the changes in the force of attraction; Investigate the force of
magnetism and the conditions that may affect magnetism
Week 2: How does electricity travel?
6) Current electricity: properties and uses
7) The atom; positive and negative charges; Static electricity
Week 3: How does electricity travel?
8) Reasoning and Explanation: Comparing/contrasting different types of circuits.
9) Interactions between electricity and materials: Conductors vs. Insulators
Week 4: What is Electromagnetism?
10) Discover the relationship between electricity and magnets by creating an electromagnet.
11) Early scientists associated with electromagnetism
12) Uses of electromagnetism
13) Final Culminating Lesson for Unit Assessment
Big Ideas Embedded throughout Unit:
1. Accurate data collection is to provide evidence to compare with the prediction.
2. Accurately collect data using observations, simple tools and equipment. Display and organize data in
tables, charts, diagrams, and bar graphs. Compare and question results with and from others.
“How Magnets Interact”
You are going to interpret illustrations and diagrams to learn more about how magnets interact.
After your reading, please answer the following questions using complete sentences in your science
notebook.
1. When is it important to use pictures in reading materials?
2. How are pictures sometimes better than reading words?
3. What is the difference between illustrations and diagrams?
4. When should each type of picture be used?
5. Using all of the diagrams on page 6, describe how a compass works to tell directions on the earth.
“Two Reference Sources about Edison”
After your reading, please answer the following questions using complete sentences in your science
notebook.
1. Why is it important to read more than one source of information?
2. How do different sources confirm information?
3. What information about Thomas Edison was confirmed in the two references?
4. What information would you not know about Edison if you read just the encyclopedia reference?
\
Exit Slip Assessment #1
Please answer the following questions using complete sentences in your science notebook.
1) What are magnets attracted to?
2) Can magnets be natural, or made by people, or both? Explain your answer.
3) What happens when opposite poles of bar magnets come together? What happens when like poles of
bar magnets come together?