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Grade: 4 Strand: Force, Motion, and Curriculum SOL: 4.3 Unit Planner The student will investigate and understand the characteristics of . Key concepts include a) conductors and insulators;

b) basic circuits (open/closed, parallel/series); c) static electricity; d) the ability of electrical energy to be transformed into heat, light, and mechanical energy; e) simple electromagnets and ; and f) historical contributions in understanding electricity.

Time: 5-6 weeks

1. Desired Results Enduring Understandings (BIG Ideas) Electrical energy is an important aspect of everyday life. Essential Questions • Why is it important to understand the difference between conductors and insulators? • How can we control the flow of electrical energy? • How can electrical energy be changed into other forms? • How are electricity and magnetism related? • How did scientists figure out how to harness electrical energy? Understanding the Standard Essential Knowledge, Skills and Processes Students will: • A continuous flow of negative charges () creates an . The pathway taken by an • Apply the terms insulators, conductors, open and electric current is a circuit. Closed circuits allow the closed in describing electrical circuits. movement of electrical energy. Open circuits prevent • the movement of electrical energy. Differentiate between an open and closed electric circuit. • Electrical energy moves through materials that are • conductors (metals). Insulators (rubber, plastic, wood) Use the dry cell symbols (–) and (+). do not conduct electricity well. • Create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. • Among conducting materials, energy passes more or less easily because of the material’s resistance. • Create and diagram a functioning parallel circuit using dry cells, wires, switches, bulbs, and bulb • In a series circuit, there is only one pathway for the holders. current, but in a parallel circuit there are two or more pathways for it. • Differentiate between a parallel and series circuit. • Rubbing certain materials together creates static • Create a diagram of a using a . electricity. • Compare and contrast a permanent magnet and an • is the discharge of static electricity in the electromagnet.

Arlington Public Schools 2013 atmosphere. • Compare and contrast a permanent magnet and an • Electrical energy can be transformed into heat, light, electromagnet. or mechanical energy. • Explain how electricity is generated by a moving • Certain iron-bearing metals attract other such metals magnetic field. (also nickel and cobalt). • Design an investigation using static electricity to • Lines of force extend from the poles of a magnet in an attract or repel a variety of materials. arched pattern defining the area over which magnetic • Explain how static electricity is created and occurs in force is exerted. nature. • An electric current creates a magnetic field, and a • Construct a simple electromagnet using a wire, nail, moving magnetic field creates an electric current. or other iron-bearing object, and a dry cell. • A current flowing through a wire creates a magnetic • Design and perform an investigation to determine the field. Wrapping a wire around certain iron-bearing strength of an electromagnet. (The manipulated metals (iron nail) and creating a closed circuit is an example of a simple electromagnet. variable could be the number of coils of wire and the responding variable could be the number of • Benjamin Franklin, , and Thomas paperclips the magnet can attract.) Edison made important discoveries about electricity. • Describe the contributions of Ben Franklin, Michael Faraday, and Thomas Edison to the understanding and harnessing of electricity.

Science Vocabulary

Electrical energy, electricity, magnetism, static electricity, lightning, electrons, electric current, circuit, closed circuit, open circuit, conductors, insulators, resistors, parallel circuit, series circuit, dry cell battery, switches, bulbs, wires, bulb holders, magnetic poles, magnetic field, magnet, attract, repel, , permanent magnet, Benjamin Franklin, Michael Faraday, Thomas Edison, diagram, construct, design, describe, compare 2. Assessment Evidence Prior Knowledge Throughout the Unit • Students draw an atom and label the parts (nucleus, Formative Assessment: , neutron, ). See: All about atoms • Teacher observation /anecdotal records of students http://education.jlab.org/atomtour/ engaged in cooperative learning investigations. • KWL • Students describe (text or drawings) how the force of • Science notebook (questions, predictions, observations, magnetism works. summaries, charts, drawings) • • In groups, students brainstorm (their understanding) Conduct simple experiments using appropriate tools about electricity, record ideas on paper, and report back • Record data on scientific investigations performed to the class. Teacher puts comments on large chart paper or an overhead transparency for future reference. (Make • Keep a journal or electricity log of completed note of student misconceptions.) investigations (including diagrams and text). • Groups select a specific kind of circuit, prepare a hands-on exhibit, and explain how it works to the class. • Groups present a mini-lesson (e.g., PowerPoint presentation) on a key figure in the historical development of electricity following research

Arlington Public Schools 2013 (online, media center, etc.). Summative Assessment: • Test/assessment • Apply understanding of electric circuits to set up and demonstrate to the class how to light a bulb, ring a bell, or run a small motor with a switch. Oral / written discussion and a diagram should be included. Teachers use rubric to assess student understanding. 3. Learning Plan References to Adopted Materials: • Science Fusion – Unit 9: Energy (note: Lesson 1 taught with Force/Motion unit) Lesson 2 “Where does energy come from?” Lesson 3 “What is heat?” Lesson 4 “How is heat produced?” Lesson 5 “What are conductors and insulators?” Lesson 6 “Which materials are conductors?”

• Science Fusion – Unit 10: Electricity Lesson 1 “What is electricity?” Lesson 2 “How do electric charges interact?” Lesson 3 “What is an electric circuit?” Lesson 4 “What are electric circuits, conductors, and insulators?” Lesson 5 “How do we use electricity?”

Suggested Activities: What is static electricity? Students can work in pairs or groups. Each pair or group should blow up two balloons. One balloon should be tied or taped so that it hangs from a table or shelf. Have students rub silk all over the hanging balloon and slowly bring the free balloon near the hanging one. Students should note and record their observations. Next students should rub silk over the hanging balloon and then move the silk away. Then slowly bring the silk close to the balloon. Again students should observe ad record their observations. Have students repeat these steps with fabrics like wool a paper towel, and plastic wrap and observe and record their observations. Have students rub the silk all over the hanging balloon and rub wool all over the free balloon and then slowly bring the free balloon near the hanging balloon. Students should conclude that balloons can be made to attract and repel each other when they are rubbed with different materials. Students should recognize that electrically charged objects attract or repel each other as can be seen from the effects of static electricity.

• What is an electric current? Have students design and build a simple series circuit using components such as wires, batteries, and bulbs. Provide D-cell battery, insulated electrical wire, miniature light bulb, and masking tape to each pair or group. Students should predict and experiments with materials so that the bulb will light up. Students should complete a graphic organizer such as the one on workbook page WB297. The expected result from this experiment is that students should conclude that the bulb lights only when there is a continuous wire path from one battery terminal through the bulb to the other battery terminal.

• Comparing Series Circuit and Parallel Circuits. Display a picture of a series circuit and a parallel circuit. Make a chart to compare and contrast series and parallel circuits. Emphasize that series circuit has only one path for current flow, while a parallel circuit has more than one path. Point out that if one part of a series circuit fails, the entire circuit fails. By contrast, if one part of a parallel circuit fails, the entire circuit does not fail because current continues to flow along different paths.

• Provide a variety of different materials (cork, cotton, nickels, copper, plastic, brass) to test for conductivity in a simple circuit (conductors and insulators). Students create charts to display results.

• Students use hands-on materials to set up and test how circuits work (open/closed, series/parallel). They should draw diagrams to show findings.

Arlington Public Schools 2013 • Students take roles to demonstrate the flow of an electric current (e.g., electrons in a series or parallel circuit), so that their physical movement reinforces concepts of electricity.

• Students construct a simple electromagnet using a wire, nail or other iron-bearing object, and a dry cell. They should experiment with ways to strengthen their electromagnet by manipulating specific variables and recording results.

• How are electricity and magnetism related? After students perform experiments on electricity and magnetism have students complete a graphic organizer.

Review Activities: • Bingo with related vocabulary • Matching –vocabulary words with their definitions and/or pictures • Forces between magnet poles are similar to the forces between electric charges in that opposite magnetic poles attract and like poles repel. (Have students write out the summary.) Outdoor Connections: • How does sunlight make electricity? Set up a photovoltaic panel to demonstrate generation of electricity from electron- rich and electron-poor materials excited by sunlight. Set up circuits and study , resistance, electromagnetism, etc. using the same energy source. • If you have radiometers, have students take them outside and place them in direct and then indirect sunlight. Have them compare between the 2 environments. What causes the movement? How does this relate to electricity? Furthermore, could the idea of this apparatus be applied to wind farms and electricity? Note: Radiometers look like incandescent lightbulbs with an apparatus inside that has panels which will spin when there is a source of heat. One side of the panel is metal while the other side is painted black. A link has been provided here: http://www.stevespanglerscience.com/product/1360 4. Resources Trade books: • Ben and Me by Robert Lawson Web Sites: VDOE Science Standards of Learning and Curriculum Framework: http://www.doe.virginia.gov/testing/sol/standards_docs/science/ VDOE Science Enhanced Scope/Sequence Sample Lesson Plans: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml • www.brainpop.com (Electricity, Static electricity, Electromagnets, Franklin, Edison) • Smartboard, Powerpoint and SOL review activities: http://www.rockingham.k12.va.us/resources/elementary/4science.htm • http://amasci.com/miscon/whatis.html What is electricity? Great explanations of concepts for the teacher (with descriptions of common misconceptions). Includes related links. • http://sciencenetlinks.com/lessons/static-electricity-2/ lesson on static electricity • www.miamisci.org/af/sln/frankenstein/index.html Fun, visual explanation of electrical safety, static electricity and “fruity electricity” (Good for HILT/ESOL, special ed. students). • http://science.howstuffworks.com/electromagnet2.htm Visual explanation of electromagnets and related technology, questions to ask, and extension activities. • http://fi.edu/franklin/scientst/electric.html Information on Franklin and links to electricity resources. • www.thomasedison.com/ Biography and photo gallery of Thomas Edison. • http://www.phy.hr/~dpaar/fizicari/xfaraday.html Biography on Michael Faraday, who pioneered experiments in electricity and magnetism. Videos:

Arlington Public Schools 2013 • Electricity and electric safety, Tell Me Why Inc., c.1990 • Electricity, Schlessinger Media, c2006 • All about the uses of Energy, Schlessinger Media, c2006 • Benjamin Franklin, Schlessinger Media, c2005 • All about Electricity, Schlessinger Media, c2004 • Electricity (The Way Things Work), Schlessinger Media, c2003 • Magnetism (Bill Nye the Science Guy), Disney Educational Productions, c2003 • Electrical current (Bill Nye the Science Guy), Disney Educational Productions, c2003 • Magnetism, Schlessinger Media, c2000 • What is energy?, Schlessinger Media, s2000 Discovery Education: • Electricity and Magnetism: The Magic of . (Gr. 3-5). Run time: 17:14 • Electricity and Magnetism: Static Electricity. (Gr. 3-5). Run time: 23:45 • Electricity and Magnetism: Generating Electricity. (Gr. 3-5). Run time: 21:41 • Electricity and Magnetism: Current Electricity. (Gr. 3-5). Run time: 16:58 • A First Look: Electricity. (Gr. 3-5). Run time: 20:00 • Getting to Know: Electricity. (Gr. 3-5). Run time: 15:00 • Hot Line: All about Electricity. (Gr. 3-5). Run time: 15:00 • Physical Science: Magnetism. (Gr. 3-5). Run time: 20:00 • Animated Hero Classics: Benjamin Franklin, Scientist and Inventor. (Gr. 3-5). Run time: 25:24 • Animated Hero Classics: Thomas Edison and the Electric Light. (Gr. 3-5). Run time: 30:00 Field Trips: • None specified Other: • Children’s Engineering: A Teacher Resource Guide for Design and Technology in Grades K-5 • Light your way, 4th grade science design brief, p. 240-253 • Engineering is Elementary Unit – An Alarming Idea: Designing Alarm Circuits (Grades 3-5) • Engineering is Elementary Unit – The Attraction is Obvious: Designing Maglev Systems (Grades 3-5) *This unit could also be adapted for 2nd grade. • Sally Ride Science Career Books (see your science lead teacher for more information) • Project WET: K-12 Curriculum and Activity Guide • Project WILD: K-12 Curriculum and Activity Guide • Project WILD – Aquatic: K-12 Curriculum and Activity Guides • Environmental Education Activity Guide: PreK-8, Project Learning Tree

Arlington Public Schools 2013