Grade: 4 Science Strand: Force, Motion, and Energy Curriculum SOL: 4.3 Unit Planner The student will investigate and understand the characteristics of electricity. 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 magnetism; 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 (electrons) creates an electric current. 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 magnetic field using a magnet. electricity. • Compare and contrast a permanent magnet and an • Lightning 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, Michael Faraday, 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, electromagnetism, 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: proton, neutron, electron). 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