Understanding By Design Unit Template - PS 105...

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Electricity and Magnetism: A Study of Energy and Force

Grade Level Grade 4

Subject Science Time Frame End of Nov – End of Feb (Before Mid-Winter R.)

Developed By 4th Grade teachers

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea)

Big Idea: Electric Energy and Magnetic Force Make Our World Go Around

In this unit, students will be able to demonstrate their understanding of the ways in which energy and forces make the world go around. Students will do this through in-depth inquiry, observation and experimentation with electrical circuits and magnets. They will also research these topics in order to report information about the processes involved in electricity and magnetism with specific emphasis paid to explaining procedures, analyzing results of experiments and drawing conclusions. Additionally, students will develop the scientific language in order to read, write and orally share their experiences in discovering the properties of electricity and magnetism with others.

Learning Outcomes – Identified Primary StandardsWhat relevant goals will this unit address?

CCLS Science Standards: Science, the Physical SettingPERFORMANCE INDICATOR 3.1Observe and describe properties of materials, using appropriate tools.3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers, and graduated cylinders.3.1f Objects and/or materials can be sorted or classified according to their properties.

PERFORMANCE INDICATOR 4.1Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms

of energy.Major Understandings:4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.4.1b Energy can be transferred from one place to another.4.1c Some materials transfer energy better than others (heat and electricity).4.1dEnergy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.4.1e Electricity travels in a closed circuit.4.1g Interactions with forms of energy can be either helpful or harmful.

PERFORMANCE INDICATOR 5.1Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.Major Understandings:5.1e Magnetism is a force that may attract or repel certain materials.

PERFORMANCE INDICATOR 5.2Describe how forces can operate across distances.Major Understandings:5.2a The forces of gravity and magnetism can affect objects through gases, liquids, and solids.5.2b The force of magnetism on objects decreases as distance increases.

Language and Literacy CCLS Connections:CCLS: ReadingRI 4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI 4.4Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area.

CCLS: WritingW 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

CCLS: Listening and Speaking

LS4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

CCLS LanguageL4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.

L4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). UnderstandingsWhat understandings about the big ideas implied in the PLOs are desired?

Essential QuestionsWhat provocative questions will foster inquiry into the content?

Students will understand that...

Electricity and magnetism are phenomena of our physical world that can be observed, described and measured with

How do we know about the properties of electricity and magnetism?

the appropriate methods and tools Experimental research can be used to investigate electricity

and magnetism Scientists research by reading to further their understanding

of what underlies observable phenomena in the physical setting

Scientist speak and write to question, experiment and share their findings with others

How can we find out more about electricity and magnetism?

How do we share our scientific ideas and discoveries with others?

Knowledge:What knowledge will student acquire as a result of this unit?

SkillsWhat skills will students acquire as a result of this unit?

Students will know...

Electricity is a type of energy Electricity can be observed, described and measured Electricity can flow because energy can be transferred Some materials conduct electricity and others do not Some materials conduct electricity better than other materials Electricity travels in a closed circuit and stops when the circuit

is open Electricity interacts with matter to make things work, e.g. a

light bulb light Electricity can help, but it can also harm Some materials are magnetic and others are not Magnetic force on an object can be observed and described Magnets can attract some materials and repel other materials Magnets can attract materials through liquid, solid and gas Magnetic force decreases as distance increases Magnets and electricity interact to form a magnetic field when

electricity flows through a wire An electromagnet is a temporary magnet produced by

electricity flowing around a metal rod.

Students will be able to…

Observe properties of electricity by using electric circuits Describe the transfer of electricity from one object to

another Explain why electricity is transferred from one object to

another to make it work Observe properties of magnetism by using magnets Describe what happens when a magnet attracts or repels an

object Explain why magnets attract or repel certain objects Investigate electricity and magnetism using the scientific

method Maintain a science journal to question, observe, describe,

interpret and analyze properties of electricity and magnetism

Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance TaskPre Assessment

Task: Question And Response, short answer (see attached) Timing: 1 periodMaterials: pencil and paper

Post AssessmentTask: Question And Response, short answer (see attached)Timing: 1 periodMaterials: pencil and paper

4 th Grade Rubric for Unit 2 Science

CCLS - Science Level 1 Level 2 Level 3 Level 4PERFORMANCE INDICATOR 3.1

Observe and describe properties of materials, using appropriate tools

Student can observe, describe and measure the properties of materials with respect to magnetism using appropriate tools rarely

Or

Student can observe, describe and measure the properties of materials with respect to magnetism using appropriate tools sometimes

And/Or

Student can observe, describe and measure the properties of materials with respect to magnetism using appropriate tools usually

And

Student can observe, describe and measure the properties of materials with respect to magnetism using appropriate tools always

And

Student can observe, describe and measure the properties of materials with respect to electricity using appropriate tools sometimes rarely

Student can observe, describe and measure the properties of materials with respect to electricity using appropriate tools sometimes

Student can observe, describe and measure the properties of materials with respect to electricity using appropriate tools usually

Student can observe, describe and measure the properties of materials with respect to electricity using appropriate tools always

PERFORMANCE INDICATOR 4.1

Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur inobjects when they interact with those forms of energy

Student rarely shows understanding of the following: that energy has many forms, one of which is electric; energy can move; electric energy travels in a closed circuit and can make something work; some materials can conduct the flow of electricity whereas others cannot; energy can help and harm

Student sometimes shows understanding of the following: that energy has many forms, one of which is electric; energy can move; electric energy travels in a closed circuit and can make something work; some materials can conduct the flow of electricity whereas others cannot; energy can help and harm

Student usually shows understanding of all of the following: that energy has many forms, one of which is electric; energy can move; electric energy travels in a closed circuit and can make something work; some materials can conduct the flow of electricity whereas others cannot; energy can help and harm

Student always shows understanding of all of the following: that energy has many forms, one of which is electric; energy can move; electric energy travels in a closed circuit and can make something work; some materials can conduct the flow of electricity whereas others cannot; energy can help and harm


Describe the effects of common forces (pushes and pulls) of objects, such as those caused bymagnetism

Student can rarely demonstrate and explain how magnetism is a force that may attract some materials and repel others

Student can sometimes demonstrate and explain how magnetism is a force that may attract some materials and repel others

Student can usually demonstrate and explain how magnetism is a force that may attract some materials and repel others

Student can always demonstrate and explain how magnetism is a force that may attract some materials and repel others


Describe how magnetic forces can operate across distances

Student can rarely demonstrate and explain how magnetism can affect objects through solid, liquid and gas and that magnetic force

Student can sometimes demonstrate and explain how magnetism can affect objects through solid, liquid and gas and that magnetic force

Student can usually demonstrate and explain how magnetism can affect objects through solid, liquid and gas and that magnetic force

Student can always demonstrate and explain how magnetism can affect objects through solid, liquid and gas and that magnetic force

decreases as distance increases




On-Going Monitoring Sheet – Electricity and Magnetism Unit Scoring Key: 1= rarely 2= sometimes 3= usually 4= always

STUDENT NAME

Student can observe, describe and measure the properties of materials with respect to magnetism and electricity using appropriate tools

Student understands that energy has many forms, including electric; energy can move; electric energy travels in a closed circuit and can make something work; some materials can conduct the flow of electricity whereas others cannot; energy can help and harm

Student can demonstrate and explain how magnetism is a force that may attract some materials and repel others

Student can demonstrate and explain how magnetism can affect objects through solid, liquid and gas and that magnetic force decreases as distance increases

Pre- Post- Pre- Post- Pre- Post- Pre- Post-1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.

17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.

Other EvidenceThrough what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

Formative Assessment- Information will be gathered throughout the unit

Maintenance of student science journal (table of contents, activity, glossary) Teacher observation Student responses during read aloud, shared reading and science lessons Visual/Quantitative representation of data (charts, graphs, diagrams, etc.) Lab reports

Objective(s) Listed Aim or Learning Assessment Resources

Related to knowledge, skills or both? Intention of Each Lesson.

Session 1 Administer pre-

assessment

Pre-assessment Pre-assessmentOngoing Monitoring Sheet

**Session 2 – Develop background information through research

Electricity is a type of energy

Electricity can be observed, described and measured

Shared Reading – “What is Electricity?” (pp. 4-5) Teach students how to determine important information by finding key words and noting them down.

Guided Reading – Science texts on energy and force on students’ level

Share – Students share important information from their reading in the form of an oral summary

Science journals – note key words from reading

Conference Notes

Shared Reading: Q&A Electricity: A Question and Answer Book by Adele Richardson

Guided Reading: Science baskets with books about energy and force. Books on students’ level

Read Aloud: A Picture Book of Thomas Alva Edison by David A. Adler

Session 3 Develop background information through research

Electricity interacts with matter to make things work, e.g. a light bulb light

Applications of electricity and magnetism in the modern world: Biography of Thomas Edison

Shared Reading – Chapter 4, How a Light Bulb Works (pp. 16-17) Teach students how to ask relevant questions about their reading and try to find answers. If answers are not found, student note questions for future research in their science journals

Guided Reading – Science texts on energy and force on students’ level

Share – Students report questions raised and new information learned

Science journals – Questions, answers, questions not yet answered

Conference Notes

Shared Reading: Great Inventions: The Light Bulb by Marc Tyler

Guided Reading: Science baskets with books about energy and force. Books on students’ level

Read Aloud: A Picture Book of Thomas Alva Edison by David A. Adler

Session 4 Electricity can flow

because energy can be transferred

Electricity travels in a closed circuit and stops when the circuit is open

Electricity interacts with matter to make things work, e.g. a light bulb light

Science - Investigation #1

Demo/Discussion – Students create a circuit by joining all of their hands except for one opening between 2 students. When one person turns on the “switch,” the circle is closed and students let the electricity flow around the circle by squeezing hands in chain reaction until it goes all the way around and reaches the “lightbulb”

Investigation #1 – Students, in lab groups, are given circuit materials and try to make the light bulb light as an exploration with the materials

Teach – Concept of circuit, power source (battery), wire, switch (open/close)

Journal - Students sketch their various efforts to make the light bulb light. They diagram their working circuit.

Science journal - diagram Circuit Materials: Wire (conductor), light bulb, battery

Read Aloud: In Their Own Words: Thomas Edison by George Sullivan (chapter showing Edison’s diagrams)

Session 5 Some materials conduct

electricity and others do not

Some materials conduct electricity better than other materials

Science - Investigation #2Which is a conductor? Which is an insulator?

Discuss/Review – What did we use to pass the electricity along the circuit last time?

Science journal – chart data Circuit Materials: Wire (conductor), light bulb, battery, pencil (insulator), metal nail (conductor), plastic pen cap (insulator)

Teach – Wire is a conductor because it passes the electricity along. Some materials like wire and the light bulb allow electricity to flow. These are conductors. Other materials don’t pass electricity and these are called insulators. Today you will make a circuit and attach some objects to find out which objects are conductors and which are insulators?

Investigation – Students work in lab groups to test out different materials to determine which ones conduct and which insulate. They record their findings in their science journals.

Share/Teach – Using a chart to record information. Sketches to document the experience

Session 6 Some materials conduct

electricity and others do not

Electricity can help, but it can also harm

Science – Interactive Video from the Electrical Safety Council U.K.

Discuss - How do we stay safe around electrical items?

Brainstorm – suggestions for staying safe around electrical items

Watch Video and take notes on important suggestions

Switched on Kids Video:http://www.switchedonkids.org.uk/house.html

Electrical Safety Chart

http://www.switchedonkids.org.uk/house.html



Share suggestions and create a charte.g. Don’t let wires trail across the floor, don’t put your finger in a socket, get parents to change light bulbs, never touch electrical things with wet hands, dry yourself before touching switches, etc.


Segue electricity and magnetism – the electric motor

Magnets and electricity interact to form a magnetic field when electricity flows through a wire

An electromagnet is a temporary magnet produced by electricity flowing around a metal rod.

Writing – Note-taking and Summary of Brainpop Video on electromagnets

Where do we use motors?

Teach – Show shorthand note-taking with one segment of video by using pictures, word parts and 1st letters. Then use notes to summarize what the video was about

Guide- students take shorthand notes using another segment from the same video. Practice oral summary with partners using notes.

Independent – Students write summaries in their science journals.

Science journal – written summary of video

Brainpop Video:http://www.brainpop.com/technology/energytechnology/electromagnets/

Read Aloud:What Makes A Magnet? By Franklyn M. Branley


Some materials are magnetic and others are not

Shared Reading – Show students how the author uses text structures and features to make information clear to the reader (pp. 12-14)

Science journal – text structures and features

Conference notes

Shared Reading: What Makes A Magnet? By Franklyn M. BranleyGuided Reading: Science baskets with books about energy and force. Books on students’ level

http://www.brainpop.com/technology/energytechnology/electromagnets/



Magnetic force on an object can be observed and described

Guided Reading – Students look at science texts on energy and force on students’ level to see authors use different text structures and features to make information clear

Share – Students share findingsSession 9

Scientific methodScience - Shared Experiment – replicate science investigation #2 on conductors and insulators

Shared Writing – Using science investigation #2, create a lab report anchor chart to formally introduce the features of a lab report: question, hypothesis, materials, procedure, observation, results, conclusion

Independent work – Students use anchor chart to revisit notes from science investigation #1 and put their information in the form of a lab report

Student science journal Lab Report Anchor Chart

Circuit Materials: Wire (conductor), light bulb, battery, pencil (insulator), metal nail (conductor), plastic pen cap (insulator)

**Session 10 Some materials are

magnetic and others are not


Scientific method

Science – Question Types

Explore- Students explore observe some magnets and materials. They jot down their questions about their exploration in their science journals.

Teach – Some questions we can answer by observing. Others we

Science journals – students develop 3 questions about magnets that they can test

Question Type ChartQuestions for Magnet Experiments ChartMagnets and materials such as plastic cubes, paperclips, aluminum foil, copper penny, paper and toothpicks.

need to research. Some we can test out. Show students examples of these on the chart. Code them in marker.

Guide – students work with a partner to figure out which other questions on the chart are for research, observation and experimentation.

Independent – students choose/develop 3 questions they can use for experimenting with magnets.

Share – chart students questions for magnet experiments

Session 11 Magnets can attract some

materials and repel other materials

Science - Experiment #1Which objects will a magnet attract?

Discuss – Select question form student chart about magnets attracting/repelling certain objects

Group Work -Students work in lab groups to find which objects are attracted to the magnet. They record their findings on their lab report

Share – model lab report on Elmo

Extend – Research what exactly

Student Lab Report Student Lab Report

Magnets, objects containing iron and objects that do not contain iron

makes these objects attracted to the magnet

Session 12 Magnets can attract

materials through liquid, solid and gas


Science - Experiment #2Does magnetism go through objects?

Discuss – Do you think magnetism can be blocked by materials that are placed between the magnet and the paperclip? Which of your materials do you think magnetism will gothrough? Which will magnetism not go through?

Group Work – Students put thematerials in two piles, and then test them to find out which will or won’t block magnetism. Students sketch their observations and record their results on a chart or table.

Extension – Will magnetism work through 2 materials together? What about water?

Student Lab Report Student Lab Report

Ruler, horseshoe magnet, books, small paper clip, thread, paper or other small thin materials to test

See experiment:http://www.pearsonhighered.com/samplechapter/0131715984.pdf

Session 13 Magnetic force decreases

as distance increases

Science – Experiment #3Does a big magnet have a greater magnetic force than a small magnet?

Writing – Show students how to write clear procedures so that other people can also repeat the experiment. Use experiment #2 to model. Revise the procedures

Student Lab Report Data from experiment #2

Student Lab Report

Big and small magnets, paper clips, ruler

http://www.pearsonhighered.com/samplechapter/0131715984.pdf


to make them clearer.

Independent writing – students use good action words (mandates) and appropriate science vocabulary to list the steps of their experiment before they carry it out in lab groups.

**Session 14 Magnetic force decreases

as distance increases Drawing conclusions

Writing- Drawing Conclusions

Teach – Using data recorded during experiment #2, demonstrate how to write good conclusions by thinking about the results (logic) and adding appropriate transitional words (I discovered…/so I know…/Therefore…) to guide students’ thinking.

Independent Writing – Students revise conclusions about experiment #3 using appropriate transitional words.

Student Lab Report #3 - Conclusion

Data from experiment #2

Conclusion Anchor Chart

Session 15 Applications of magnetism

in the world: Using a Compass to Find Directions

Project: Using a Compass to Find Directions

Discuss- What is a compass? Why do we use compasses (connect to explorers)?

Pairs – Go into the big school yard. With a partner, students practice walking 20 steps north. Turn around and walk 20 steps. The compass will be pointing

Large box with no top, magnetic compass

See activity:http://www.pearsonhighered.com/samplechapter/0131715984.pdf



south. Where is north now (behind)? Walk until students get back to where they started.

Whole group – Let’s see how well a student can use the compass. With the box over their head they must use the compass alone to walk 100 steps north and 100 steps south to return to the place where they started.

Extension – Can you use the compass to walk east or west?

Session 16 Administer post-

assessment

Post-assessment Post-assessmentOngoing monitoring sheet

Universal Design for Learning

REPRESENTATIONThe ‘what’ of teaching & learning..

ACTION & EXPRESSIONThe ‘how’ of teaching & learning…

ENGAGEMENTThe ‘why’ of teaching and learning…

Lab Report Shared Experiments Science journal entriesHands-on Experiments Small group experiments Inquiry/Questioning

Anchor Charts Teacher modeling/Shared Writing ExperimentsGraphic Organizers (science journal) Independent Writing Choice in representing data

Research (read aloud/shared reading/guided reading) Reading for information on student level

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Understanding By Design Unit Template - PS 105...

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