UNIT_LEVEL_ Magnetism and Electricity_ Grade 4 by hcj

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									GREECE CENTRAL SCHOOL DISTRICT CURRICULUM GUIDE

Magnetism and electricity (Grade 4) foss module

December 2003

Department of Curriculum and Instruction

UNIT/LEVEL: Magnetism and Electricity, Grade 4 8 Week Unit (Required Implementation 2002 – 2003) ENDURING UNDERSTANDINGS Electromagnetic force is responsible for most of the observable events that we describe as electricity and magnetism. ESSENTIAL QUESTION: What is magnetism? What is electricity? STANDARDS: New York State Elementary Level (K-4) MST Learning Standard 4: The Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved. Key Idea 5: Energy and matter interact through forces that result in changes in motion. DESIRED PERFORMANCE Demonstratable Knowledge: Along with the data collection sheets, experiments, and student response sheets, it is crucial that the FOSS Science Stories in the Levers and Pulleys text are addressed within the Balanced Literacy Framework. The stories contain pertinent content that support the Performance Indicators aligned with this module. Student Response Journals, teacher observation and conversations with student, and Interdisciplinary Extensions found in the Teacher Guide provide additional opportunities for assessment of student understanding and inquiry skill performance. Investigation 1: The Force  Graphic Organizer: Magnetic Observations, FOSS Assessment Chart for Investigation 1, Part 1  Expository Note to Student: Response Sheet Magnets, FOSS Assessment Chart for Investigation 1, Part 2 PERFORMANCE INDICATORS Students will know and be able to: Physical Setting Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools. Major Understandings: 3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. 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. 3.1d Measurements can be made with standard metric units and nonstandard units. 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.

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Experiment: Breaking the Force, Chart with accompanying graph - The Force, FOSS Assessment Chart for Investigation 1, Part 3 Investigation with accompanying explanation: Detecting Magnets, FOSS Assessment Chart for Investigation 1, Part 4

3.1g Some properties of an object are dependent on the conditions of the present surroundings in which the object exists. Physical Setting Performance Indicator 3.2: Describe chemical and physical changes, including changes in states of matter. Major Understandings: 3.2c Changes in the properties or materials of objects can be observed and described. Physical Setting Performance Indicator 4.1: Describe 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) . 4.1d Energy 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 Physical Setting Performance Indicator 4.2: Observe the way one form of energy can be transferred into another form of energy present in common situations ( e. g. , mechanical to heat energy, mechanical to electrical energy, chemical to heat energy) . Major Understandings: 4.2a Everyday events involve one form of energy being changed to another. 4.2b Humans utilize interactions between matter and energy.  chemical to electrical, light, and heat: battery and bulb  electrical to sound ( e. g. , doorbell buzzer)

Investigation 2: Making Connections  Diagram with description: The Flow of Electricity, FOSS Assessment Chart for Investigation 2, Part 1  Schematic Drawings: Drawing and Schematics, Teacher Observation  Persuasive paragraph wit evidence: Response Sheet – Bulbs, FOSS Assessment Chart for Investigation 2, Part 2  Data Collection Graphic Organizer: Conductors and Insulators, FOSS Assessment Chart for Investigation 2, Part 3  Schematic Diagram; Explanation: Mystery Circuits, FOSS Assessment Chart for Investigation 2, Part 4  Troubleshooting Circuits: Making Connections, FOSS Assessment Chart for Investigation 2, Part 4 Investigation 3: Advanced Connections  Schematic Drawings: Advanced Connections, FOSS Assessment Chart for Investigation 3, Part 1/2  Note to Student: Circuit Design, FOSS Assessment Chart for Investigation 3, Part 2  Schematic Diagram/Persuasive Memo: Recommendation to the Board, FOSS Assessment Chart for Investigation 3, Part 3

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Investigation 4: Current Attractions  Graph of Data: Winding Electromagnets, FOSS Assessment Chart for Investigation 4, Part 2  Expository Paragraph: Reverse Switch, FOSS Assessment Chart for Investigation 4, Part 2

Investigation 5: Click It  Construction of Telegraph/Sending Messages: S-T-RE-A-M Code, FOSS Assessment Chart for Physical Setting Performance Indicator 5.2: Describe how forces can Investigation 5, Part 1 (Optional: Long-Distance Telegraph, FOSS Assessment Chart for Investigation 4, operate across distances. Major Understandings: Part 2) 5.2a The forces of gravity and magnetism can affect objects through gases, liquids, and solids. Investigation 4, Part 2, provides an opportunity for students to 5.2b The force of magnetism on objects decreases as distance increases. choose, design, and implement their own investigation.

Physical Setting Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces. Major Understandings: 5.1b The position or direction of motion of an object can be changed by pushing or pulling. 5.1c The force of gravity pulls objects toward the center of Earth. 5.1e Magnetism is a force that may attract or repel certain materials.

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Overview of FOSS Module: Magnetism and Electricity Investigation 1: The Force Students work with permanent magnets to discover that iron is the only everyday material that sticks to magnets. They observe magnetic interactions and sort objects based on whether a magnet affects them. They investigate variables that influence the force of attraction between two magnets and look for ways to detect the presence of a magnet. Students measure the force of attraction between magnets. They record and organize results of investigations. Students will read, discuss, and make connections to their learning from FOSS Science Stories, Magnetism and Electricity:  Magnus Gets Stuck  Magnificent Magnetic Models  How Magnet Interact. Investigation 2: Making Connections Students build and compare simple circuits, identify the essential components and understand the functions of an electrical circuit. Students predict the conductivity of various materials and sort materials based on whether they conduct (conductors) or do not conduct (insulators) electricity. Using pictures and schematic diagrams, students represent electric circuits and communicate understandings. Students will read, discuss, and make connections to their learning from FOSS Science Stories, Magnetism and Electricity:  Making Static,  A Fictional Interview with Benjamin Franklin  Two Reference Sources about Edison. Investigation 3: Advanced Connections Students observe and determine the defining characteristics of series and parallel circuits. They analyze and solve circuitry problems. Students will read, discuss, and make connections to their learning from FOSS Science Stories, Magnetism and Electricity:  Illuminating Teamwork: A Story of the Edison Pioneers  A True Pioneer: Lewis Latimer.

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Investigation 4: Current Attractions Students make an electromagnet and investigate ways to change the strength of an electromagnet’s magnetic force. They conduct multiple trials, average results, and display results in a graph. Students will read, discuss, and make connections to their learning from FOSS Science Stories, Magnetism and Electricity:  From Rags to Science: A Story of Michael Faraday,  How Electromagnetism Stopped a War  Magnets and Electricity in Your Life. Investigation 5: Click It Students use all the concepts they have learned, students build a telegraph system that enables them to send and receive messages. They compare and contrast the concepts of science and technology. Students will read, discuss, and make connections to their learning from FOSS Science Stories, Magnetism and Electricity: Morse Gets Clicking: A Story of Samuel Morse. Literature that can be used to support the learning standards: To obtain up-to-date literature, software, and other teacher resources, go to the following website: http://www.fossweb.com The follow the following steps: 1."Click on "Info for Teachers and Parents" 2. Then click on "Resources." 3. Finally, click on "Module Resources." When you get to this step, you will be able to select the module you want the resources for and by clicking on "submit" you will get a wide variety of fiction and nonfiction books as well as software and other technologies. Note: the use of e. g. denotes examples, which may be used for in-depth study. The terms for example and such as denote material, which is testable. Items in parenthesis denote further definition of the word(s) preceding the item and are testable. 1. Follow safety procedures in the classroom, laboratory, and field. 2. Safely and accurately use the following tools:  hand lens  ruler (metric) General Process and Inquiry Skills Science is an ongoing process. Most often there is a question or problem that initiates an investigation searching for a possible solution or solutions. There is no single prescribed scientific method to govern an investigation. It is important that students practice the skills outlined below. For younger students, the emphasis is on discovery. For older students, the emphasis is on formulating and investigating their own questions.

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 balance  gram weights  spring scale  thermometer (°C , °F )  measuring cups (metric)  graduated cylinder  timepiece(s) 3. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.). 4. Manipulate materials through teacher direction and free discovery. 5. Use information systems appropriately. 6. Select appropriate standard and nonstandard measurement tools for measurement activities. 7. Estimate, find, and communicate measurements, using standard and nonstandard units. 8. Use and record appropriate units for measured or calculated values. 9. Order and sequence objects and/ or events. 10. Classify objects according to an established scheme. 11. Generate a scheme for classification. 12. Utilize senses optimally for making observations. 13. Observe, analyze, and report observations of objects and events. 14. Observe, identify, and communicate patterns. 15. Observe, identify, and communicate cause-and-effect relationships. 16. Generate appropriate questions (teacher and student based) in response to observations, events, and other experiences. 17. Observe, collect, organize, and appropriately record data, then accurately interpret results. 18. Collect and organize data, choosing the appropriate representation:  journal entries  graphic representations  drawings/ pictorial representations 19. Make predictions based on prior experiences and/ or information.

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20. Compare and contrast organisms/ objects/ events in the living and physical environments. 21. Identify and control variables/ factors. 22. Plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem. 23. Communicate procedures and conclusions through oral and written presentations.

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