Big Idea: Unifying Concept - Energy Transformations

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					                                                                Core Content/Program of Studies Curriculum Map
                                                                            Bourbon County Schools
Level: Elementary                                                                                       Bold & ( ) = Assessed
Updated: May 2007                                                                                       Italics = Supporting
(Adapted from Fayette County Public Schools)                                                            e.g. = Example only
  Science Curriculum Framework: Grade 4
  Topics: Heat, Light, Electricity (Series and Parallel Circuits) (Instructional Days 100 - 126)
  Big Idea: Unifying Concept - Energy Transformations
  Energy transformations are inherent in almost every system in the universe—from tangible examples at the elementary level, such
  as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those
  transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and
  abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of
  observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school
  Academic Expectations
  2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
  2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
  2.3 Students identify and analyze systems and the ways their components work together or affect each other.
  2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.
                                                                          Content                                                                                    Activities/Resources
                                                                                                                                                                     What effective instructional
          National, State and Local Standards                                                   Core Content for Assessment                                           activities and suggested
  What skills, concepts, and understandings do students need                       What do students need to understand and be able to apply                          materials could be used to
                   to learn and be able to do?                                                        to new situations?                                                teach this content?
  Enduring Knowledge                                                              Heat                                                Differentiate between
  Students will understand that                                                   SC-04-4.6.5 Students will                            materials that are heat
    heat is a form of energy that results when                                    identify ways that heat can be produced            conductors (e.g., metals,
      another form of energy is transformed. Heat                                   (e.g. burning, rubbing) and properties of          water) and insulators
      flows through different materials at different                                materials that conduct heat better than            (e.g., plastic, wood).
      rates, and it naturally flows from warmer                                     others ;                                          Graph the length of time
      areas to cooler ones.                                                        describe the movement of heat between              it takes an ice cube to
                                                                                    objects.                                           melt. Identify ways to
  Skills and Concepts                                                                                                                  speed up or slow down
  Students will                                                                   Heat can be produced in many ways such as            the rate of melting (e.g.,
    identify events/situations that result in some                               burning or rubbing. Heat moves from a warmer         put the ice in an
       energy being transformed into heat (e.g.,                                  object to a cooler one by contact (conduction) or    insulating container,
       rubbing hands together, lighting a bulb,                                   at a distance. Some materials absorb and conduct     change the surface area
       running a car engine)                                                      heat better than others. Simple investigations can   of the ice by crushing it).
Page 1 of 5
 Science Curriculum Framework: Grade 4
 Topics: Heat, Light, Electricity (Series and Parallel Circuits) (Instructional Days 100 - 126)
   identify and compare how heat is transferred illustrate that metal objects conduct heat better            Pour hot water into
     through different materials in order to make   than wooden objects. DOK 2                                 similar-sized containers
     predictions and draw conclusions about the                                                                (e.g., metal, Styrofoam,
     heat conductivity of materials (e.g., compare                                                             glass, plastic). Hold
     the ‘hotness’ of wooden spoons, metal                                                                     color cards/liquid crystal
     spoons, plastic spoons when exposed to                                                                    paper on the exterior of
     higher temperatures)                                                                                      the container to see how
   design and conduct                                                                                         much heat is conducted
     investigations/experiments to compare                                                                     through the material.
     properties of conducting and non-conducting                                                               Record the temperature
     materials (both heat and electrical),                                                                     and graph the heat lost
     documenting and communicating (speak,                                                                     in a Science Notebook.
     draw, write, demonstrate) observations,                                                                  Observe convection
     designs, procedures, and results of scientific                                                            currents in water by
     investigations                                                                                            adding red food coloring
                                                                                                               to hot water on one side
                                                                                                               of a container and blue
                                                                                                               food coloring to cold
                                                                                                               water on the other side.
                                                                                                              Place several wax dots
                                                                                                               along a metal rod. Hold
                                                                                                               one end of the rod
                                                                                                               above a candle and to
                                                                                                               demonstrate the transfer
                                                                                                               of heat through the rod.
 Content Vocabulary:                                    absorb, burning, conduct, conductor (metal, water), heat, insulator (plastic,
 What terms could students use to clarify               wood), materials, movement, properties, rubbing (friction), temperature
 communication about this content?                      (freezing and boiling points of water)
 Enduring Knowledge                                     Light                                                 Explore refraction,
 Students will understand that                          SC-04-4.6.4 Students will                              reflection, and
   light interacts with different kinds of matter in    analyze models/representations of light in           absorption of light using
     different ways and those interactions can be           order to generalize about the behavior of          simple materials (e.g.,
     predicted based on the type of matter                  light.                                             transparency film, copy
     involved.                                           represent the path of light as it interacts          paper, tissue paper and

Page 2 of 5
 Science Curriculum Framework: Grade 4
 Topics: Heat, Light, Electricity (Series and Parallel Circuits) (Instructional Days 100 - 126)
                                                       with a variety of surfaces (reflecting,                         construction paper,
                                                       refracting, absorbing).                                         water, oil, prism,
                                                                                                                       magnifying glass,
                                                          Light can be observed as traveling in a straight             eyeglasses).
 Skills and Concepts                                      line until it strikes an object. Light can be reflected  Use a flashlight and
 Students will                                            by a shiny object (e.g., mirror, spoon), refracted           reflective surfaces (e.g.,
   represent the path of light as it interacts with      by a lens (e.g., magnifying glass, eyeglasses), or           mirror, aluminum foil,
      a variety of surfaces (reflecting, refracting,      absorbed by an object (e.g., dark surface). DOK 3            metal spoon, pan) to
      absorbing)                                                                                                       reflect light from one
   make predictions/inferences about the                                                                              object’s surface to
      behavior of light as it interacts with materials                                                                 another. Vary the
      of differing properties                                                                                          surface and color of the
   answer student-generated questions about                                                                           object. Predict and
      forms of energy (e.g., heat, light, sound,                                                                       describe the differences.
      magnetic effects) using information from a                                                                      Predict the color,
      variety of print and non-print sources                                                                           (including black and
                                                                                                                       white) which absorbs or
                                                                                                                       reflects the most heat
                                                                                                                       energy when a
                                                                                                                       thermometer is
                                                                                                                       positioned under several
                                                                                                                       different colors of
                                                                                                                       construction paper and
                                                                                                                       placed in the sun for an
                                                                                                                       hour or more. Record
                                                                                                                       results in a Science
                                                                                                                      Explore a variety of
                                                                                                                       surfaces to find the
                                                                                                                       common properties of
                                                                                                                       materials that best
                                                                                                                       reflect light.
 Content Vocabulary:                                      absorb, color (black, white), interaction, light, object, path of light (straight line
 What terms could students use to clarify communication   until it strikes an object), reflect, refract, surface (opaque, translucent,
 about this content?                                      transparent)
Page 3 of 5
 Science Curriculum Framework: Grade 4
 Topics: Heat, Light, Electricity (Series and Parallel Circuits) (Instructional Days 100 - 126)

 Enduring Knowledge                                    Series and Parallel Circuits
 Students will understand that                         SC-04-4.6.3 Students will evaluate a variety of         Complete an electrical
   electrical energy can be used for a variety of     models/representations of electrical circuits            circuit using a battery, a
     purposes. Many electrical systems share           (open, closed, series, and/or parallel) to               bulb and wires. Draw a
     some common features, including a source of        make predictions related to changes in the             diagram of the
     energy, a closed conducting path and a               system;                                               components and
     device that performs a function by utilizing       compare the properties of conducting and               describe evidence of
     that energy.                                         non-conducting materials.                             their interactions.
   seeing how a model works after changes are                                                                  Record observations
     made to it may suggest how the real thing         Electricity in circuits can produce light, heat, and     and diagrams in a
     would work if the same thing were done to it.     sound. Electrical circuits require a complete            Science Notebook.
                                                       conducting path through which an electrical             Illustrate both closed
 Skills and Concepts                                   current can pass. Analysis of a variety of circuit       and open circuits
 Students will                                         models creates an opportunity to make                    discovered from
   demonstrate open and closed circuits, and          predictions about circuits, as well as to                experimentation.
      series and parallel circuits using batteries,    demonstrate an understanding of the concepts of         Classify conductors
      bulbs, and wires; analyze models of a variety    open and closed circuits and basic conducting            (e.g., metal, liquid) and
      of electrical circuits in order to predict       and non-conducting materials. DOK 3                      insulators (e.g., plastic,
      changes to the systems                                                                                    wood) based on the
   design and conduct                                                                                          material.
      investigations/experiments to compare                                                                    Complete parallel and
      properties of conducting and non-conducting                                                               series circuits. Draw a
      materials (both heat and electrical),                                                                     diagram of the flow of
      documenting and communicating (speak,                                                                     energy through the
      draw, write, demonstrate) observations,                                                                   components of the
      designs, procedures, and results of scientific                                                            system.
   answer student-generated questions about
      forms of energy (e.g., heat, light, sound,                                                              Resources
      magnetic effects) using information from a                                                               Electrical Connections
      variety of print and non-print sources                                                                    (AIMS)
                                                                                                               Electrical Circuits (DSM)
                                                                                                               Magnetism and

Page 4 of 5
 Science Curriculum Framework: Grade 4
 Topics: Heat, Light, Electricity (Series and Parallel Circuits) (Instructional Days 100 - 126)
                                                                                                                          Electricity (FOSS)
                                                                                                                         Electric Circuits (GEMS)
                                                                                                                         Scientific Theories
                                                                                                                          (SCIS 3+)
                                                                                                                         Electric Circuits (STC)
                                                                                                                         Science Court:
                                                                                                                          Electricity (Tom Snyder)
 Content Vocabulary:                                           conducting path, conductor, electrical circuit (open, closed, series, parallel),
 What terms could students use to clarify communication        electrical current, electricity (produces light, heat, sound, magnetic effects),
 about this content?                                           insulator (or non-conductor), model, properties, system (battery, bulb, wire)
 Process Vocabulary:                                           classify, collect data, communicate, design experiment, form hypothesis,
 What terms could students use to clarify communication        identify variables, infer, measure, observe, organize data, predict
 about scientific skills and concepts?
 How will students be assessed to find out what they already
 know and what they’ve learned?

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