G4+Sci+U4+-+Electricity+and+Magnetism

April 29th – June 14th Harcourt Chapter 14
 * UNIT 4: Electricity and Magnetism 2012-2013 **


 * Enduring Understanding: **** Innovation is the product of an imaginative mind. **
 * Essential Question: **** How does change move us forward to a sustainable future? **


 * Common Core Learning Standards**

W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  Explain 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.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range

Education for Sustainability (EfS) Standards B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change F. Natural Laws and Ecological Principles G. Inventing and Affecting the Future H. Multiple Perspectives I. Sense of Place

President Obama has chosen you because of your status as a world renowned scientist to travel back in time to relay the effects of the current energy crisis to Ben Franklin. It is your job to persuade him to create efficient sources of energy. Using images, graphs, letters you must create a presentation for this encounter that demonstrates the energy crisis in 2012. You must also go prepared with your own suggestions for using sustainable natural resources for energy
 * End of Unit Culminating Activity: **
 * (presentation may take the form of a PowerPoint, poem, song, play, speech, timeline, etc.) **

Imaginative Sustainable Future || Understand expectations and objectives of unit || Introduce unit making connections to units 1, 2 & 3. Introduce enduring understanding and essential question. Show PowerPoint presentation of performance task teacher example. (See link above) || Write about invention or idea that has helped you in some way. Write about an invention that has helped create a more sustainable future. || || || Open circuit Closed circuit Current Electricity || a. demonstrate how to construct a simple circuit
 * ** Lesson ** || ** Vocabulary ** || ** KBAD ** || ** Investigate/Activities ** || ** Homework ** || ** Standards ** || ** Notes ** ||
 * 1 || Innovation
 * 2 || Simple circuit

b. explain the systemic nature of electricity || Discuss photos on pgs. 470-472

Ss will experiment in small groups trying to light the bulb. “Light A Bulb” – text pg. 473 Discuss results of experiment. What worked and what didn’t? Why?

Discuss the systemic nature of circuits (must be closed to function)

LM 168

Transparency IS 44 || RS 102 || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Ecological Principles ||  || electricity Current electricity || explain static and current electricity || PowerPoint on electricity Read pgs. 474-477
 * 3 || Static

Insta Lab pg. 475 || Page 483 question 5 & writing link || EfS

C. Dynamics of Systems and Change F. Natural Laws and Ecological Principles ||  || Series circuit || a. explain how electricity moves in circuits
 * 4 || Parallel circuit

b. create parallel and series circuits || Read pgs. 476-479 Discuss pictures on pgs. 478-479

create parallel and series circuits || Workbook 120-121 || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Ecological Principles ||  || Insulator || Identify the properties of conductors and insulators || Read pgs. 480-483
 * 5 || Conductor

Test a variety of items for conductivity (Paper clip, rubber band, tin foil, potato, lemon, pencil, water) || RS 103 -104 || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Ecological Principles ||  || Read pgs. 486-487 || RS 103 & 104 || EfS
 * 6 || Magnet || Categorize magnetic objects by their properties || Teacher generated Insta Lab: Give students various items and have them predict which will be magnetic and explain how they know. After predicting students will test each item using a magnet.

F. Natural Laws and Ecological Principles || Compare and contrast || Magnetic field || compare the effects of a magnet and an electric current on a compass || Read pgs. 488-489 Insta Lab pg. 489 || Workbook page 122 & 123 || EfS
 * 7 || Magnetic pole

C. Dynamics of Systems and Change ||  || Geothermal Solar || a. Examine alternate sources of energy
 * 8 || electromagnet Hydroelectric power

b.Use electricity to create a magnet || Create PowerPoint of alternate forms of electricity

Inst lab on page 502

Read pages 498-503Create and test electromagnets

Investigate page 485 || Read pages 490-494 answer questions 3, 4, 5, 6 Page 503 Questions 1, 3, 4, 5, 6 and link to mathematics || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Ecological Principles ||  || Carbon footprint || Explain the importance of creating and using alternative sources of energy || Show videos or PowerPoint depicting the negative effects that using traditional forms of electricity has had on our planet. The video and follow-up discussion should offer solutions to the problem and explain the solutions that are being used ||  || EfS
 * 9 || Alternative energy source

G. Inventing and Affecting the Future ||  || Mechanical energy || a. identify energy uses and their sources b. describe the uses of chemical and mechanical energy how chemical energy can be changed to other forms of energy c. identify the need for energy conservation || “Energy Sources and Uses” – student book pg. 505
 * 10 & 11 || Chemical energy

Read pgs. 506-510

Insta lab pg. 509

Discuss #’s 1 and 2 on pg. 511 || RS pgs. 109-110 || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Ecological Principles ||  || Carbon footprint || Explain the importance of creating and using alternative sources of energy || Show videos or PowerPoint depicting the negative effects that using traditional forms of electricity has had on our planet. The video and follow-up discussion should offer solutions to the problem and explain the solutions that are being used ||  || EfS
 * 12 || Alternative energy source

G. Inventing and Affecting the Future ||  || B. Responsible Local and Global Citizenship
 * 13-15 ||  || create a presentation for this encounter that demonstrates the energy crisis in 2012. || Students will complete their culminating project || Workbook pages 124, 124a, 125 || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives

I. Sense of Place ||  ||
 * 16 ||  || Review of the unit || Chapter Review || Study for exam ||   ||   ||
 * 17 ||  || Written **Assessment** || Chapter Assessment pgs. 516-517 || Students will reflect on what they have learned this unit: How does change move us forward to a sustainablefuture? ||   ||   ||

President Obama has chosen you because of your status as a world renowned scientist to travel back in time to relay the effects of the current energy crisis to Ben Franklin. It is your job to persuade him to create efficient sources of energy. Using images, graphs, letters you must create a presentation for this encounter that demonstrates the energy crisis in 2012. You must also go prepared with your own suggestions for using sustainable natural resources for energy
 * End of Unit Culminating Activity: **
 * (presentation may take the form of a PowerPoint, poem, song, play, speech, timeline, etc.) **

Making Electromagnets pgs. 484-485 and 490-495
 * Science Cluster Focus **

In room 304 the green containers contain resources that may be useful for this unit of study
 * Other Resources: **