Science Grade 4 Unit 3 2010 Guide

Office of Elementary Education
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Grade 4 Science Instruction Unit Guide Standard 5: Physics
WCPS 2010-2011
Grade 4 Standard 5: Physics
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Table of Contents Standard 5: Physics Topic

Maryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Word Cards and Vocabulary Sort Careers in Physical Science Concept Attainment for Magnetism and Electricity Literature To Support Physical Science netTrekker Directions Websites To Support Physical Science Formative Assessments Science Assessment Collection Windows Teacher Directions for Unit 3Standard 5 Assessment Answer Key for Unit 3 Standard 5 Assessment MSA Scoring Rubric
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3-6 7-11 12-14 15-29 30-73 74-96 97-98 99-111 112-120 122-126 127-132 133-150 151 152-172
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Maryland State Curriculum for Science

WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A.CONSTRUCTING KNOWLEDGE 1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same. b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight),balance (mass), Celsius thermometer (temperature), graduated cylinder (liquidvolume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. c. Explain that comparisons of data might not be fair because some conditions are not kept the same. d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why. e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered. f. Identify possible reasons for differences in results from investigationsincluding unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:
y y y y y y y
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Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. B.APPLYING EVIDENCE AND REASONING 1.Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others. a. Develop explanations using knowledge possessed and evidence from observations,reliableprint resources, and investigations. b. Offer reasons for their findings and consider reasons suggested by others. c. Review different explanations for the same set of observations and make more observations to resolve the differences. d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later. C.COMMUNICATING SCIENTIFIC INFORMATION 1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. a. Make use of and analyze models, such as tables and graphs to summarize and interpret data. b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing. c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas. d. Construct and share reasonable explanations for questions asked. e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.
WCPS 2010-2011
Office of Elementary Education Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. D.TECHNOLOGY 1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?" a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance). c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails. 2. DESIGNED SYSTEMS: Investigate a variety of mechanical systems and analyze the relationship among the parts. a. Realize that in something that consists of many parts, the parts usually influence one another. b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected. 3. MAKING MODELS: Examine and modify models and discuss their limitations. a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works. b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail. d. Realize that one way to make sense of something is to think how it is like something more familiar.
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Maryland State Curriculum for Science

Standard 4.0 Chemistry Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A.STRUCTURE OF MATTER 1. Provide evidence to support the fact that matter has observable and measurable properties. b. Describe and compare the physical properties of samples of matter. y y y y y y Strength Hardness Flexibility Ability to conduct heat Ability to conductelectricity Ability to be attracted by magnets Magnetism and Electricity, Investigation 1, Part 1 Magnetism and Electricity, Investigation 2, Part 3 Science Correlations Other Correlations
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Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. B.THERMODYNAMICS 1. Provide evidence that heat can be transferred in different ways. a. Recognize and explain that heat can be transferred either by direct contact between objects at different temperatures or without direct contact. y A spoon in hot water y Heat from a flame b. Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well. c. Classify materials as conductors or insulators based on how easily heat flows through them. C.ELECTRICITY AND MAGNETISM 1. Recognize and describe the effects of static electric charges. a. Observe and describe how to produce static charges by friction between two surfaces. b. Observe the phenomena produced by the static charges. y y y y Light Sound Feeling a shock Attracting lightweight materials over a distance without making contact
Science Correlations
Other Correlations
See Lesson Seeds
See Lesson Seeds Magnetism and Electricity, Science Stories, pp. 1011 Magnetism and Electricity, Science Stories, pp. 1011
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Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. 2. Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects. a. Identify the source of electricity needed to produce various effects: y y y y Light - flashlight (battery) Heat - hot plate, hairdryer (outlet, battery) Sound - Ipod (battery) , doorbell(electrical wiring) Movement - mechanical toys (battery, outlet)
Other Correlations
Magnetism and Electricity, Investigation 2, Parts 12,4 Magnetism and Electricity, Investigation 3, Parts 13
b. Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer. c. Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer. d. Observe, describe and compare materials that readily conductelectricity and those that do not conductelectricity.
Magnetism and Electricity, Investigation 2, Part 1-2, 4 Magnetism and Electricity, Investigation 3 Parts 1-3
Magnetism and Electricity, Investigation 2, Parts 12, 4 Magnetism and Electricity, Investigation 3, Parts 13
e. Provide evidence from observations and investigations that electrical circuits require a complete loop through which Magnetism and Electricity, Investigation 2, Part 3 electricity can pass. Magnetism and Electricity, Investigation 2, Part 1-4 Magnetism and Electricity, Investigation 3, Parts 13 Magnetism and Electricity, Investigation 4, Parts 13
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Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. 3. Cite evidence supporting that forces can act on objects without touching them. a. Investigate and describe the effect that two magnets have on each other. y y Like poles repel Opposite poles attract
P a g e 11 Other Correlations
Magnetism and Electricity, Investigation 1, Part 1 Magnetism and Electricity, Science Stories, pp. 6-9
b. Based on observations, describe the effect of a magnet on Magnetism and Electricity, Investigation 1, Part 1 Magnetism and Electricity, Science Stories, pp. 1-4 a variety of objects including those that are metallic or nonMagnetism and Electricity, Science Stories, pp. 6-9 metallic; those made with iron or made with other metals; and on other magnets. c. Compare a compass to a magnet based on observations of the effect a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass. d. Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond. e. Investigate and describe how electricity in a wire affects the needle of a compass. f. Describe how to make a simple electromagnet with a battery, a nail, and wire. g. Cite examples showing that magnetic, electrical, and gravitationalforces can act at a distance. Magnetism and Electricity, Investigation 4, Parts 13 Magnetism and Electricity, FOSS Web, Activity: Electromagnet Magnetism and Electricity, Investigation 1, Part 4 Magnetism and Electricity, Science Stories, pp. 5,
See Lesson Seeds
Magnetism and Electricity, Investigation 1, Parts 12 Magnetism and Electricity, Science Stories, pp. 1-4
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Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Other Correlations
8-9
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B.Environmental Issues 1. Recognize and describe that people in Maryland depend on, change, and are affected by the environment. a. Identify and describe that human activities in a community or region are affected by environmental factors. See Lesson Seeds y Presence and quality of water y Soil type y Temperature y Precipitation
HM Themes 1-4 and 6 Social Studies: Standard 3: Geography
Vertical Content Map for Life Science

Grades 3 Grade 4 Grade 5
5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.
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C. Electricity and Magnetism 1. Recognize and describe the effects of static electric charges. None Provided By MSDE a. Observe and describe how to produce static charges by friction between two surfaces. b. Observe the phenomena produced by the static charges. y y y y Light Sound Feeling a shock Attracting lightweight materials over a distance without making contacts None Provided By MSDE
c. Classify materials as conductors or insulators based on how easily heat flows through them.
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Grade3
Grade 4
Grade 5
5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. C. Electricity and Magnetism 2. Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects. a. Identify the source of electricity needed to produce various effects y Light- flashlight (battery) y Heat- hotplate, hairdryer (outlet, battery) y Sound- Ipod (battery), doorbell (electric wiring) y Movement- mechanical toys (battery, outlet) b. Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer. c. Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer. d. Observe, describe and compare materials that readily conductelectricity and those that do not conductelectricity. e. Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass.
None Provided MSDE
None Provided By MSDE
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Grade 3
Grade 4
Grade 5
5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. C. Electricity and Magnetism 3. Cite evidence supporting that forces can act on objects without touching them. a. Investigate and describe the effect that two magnets have on each other. y y Like poles repel Opposite poles attract
None Provided by MSDE
b. Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets. c. Compare a compass to a magnet based on observations of the effect of a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass. d. Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond. f. Describe how to make a simple electromagnet with a battery, a nail, and wire. g. Cite examples showing that magnetic, electrical, and
None Provided by MSDE
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gravitational forces can act at a distance.
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Standard 5: Physics Planning Guide

Time Session 1 Curricular Connection 5.C.3.b,c, d 4.A.1.b Lesson FOSS: Magnetism and Electricity Investigation 1 Part 1 Investigating with Magnets and Materials Guiding the Investigation attract 1. Steps 1-14 repel Closure compass 2. Step 15 Session 2 FOSS: Magnetism and Electricity Investigation 1 Part 1 Investigating with Magnets and Materials Guiding the Investigation 1. Steps 16-20 Wrapping Up Part 1 2. Steps 21-22 Magnets stick to iron. Two magnets can attract or repel. A force is a push or a pull. What kinds of materials does a compass react to? Vocabulary force magnet magnetism What happens when you bring two or more magnets together? Assessment Focus Questions What kind of materials do magnets stick to? Notes To address 5.C.3.c have the students also use test materials and the magnet to see how a compass reacts. Students should record their observations and make comparisons about the magnet and compass.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 3 5.C.3.b, d FOSS: Magnetism and Electricity Investigation 1 Part 1 Investigating with Magnets and Materials Science Story: Magnus Gets Stuck Refer to the Science Stories folio for the lesson plan. Session 4 5.C.3.b, d FOSS: Magnetism and Electricity Investigation 1 Part 2 Investigating More Magnetic Properties Guiding the Investigation 1. Steps 1-11 Wrapping Up Part 2 2. Steps 12-13
P a g e 19 Vocabulary Assessment Notes Visit FOSSweb.com for the audio version of this Science Story.
temporary magnet Induced magnetism
Focus Questions How do magnets interact with other objects? Does an iron object have to touch a magnet to become a temporary magnet? Does magnets force go through all magnets? Magnetism can be induced only in iron or steel (and a few other metals). The magnetic force acts through space and most materials. The magnetic force of attraction between two magnets decreases with distance.
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Office of Elementary Education Time Curricular Lesson Connection Session 5 5.C.3.b, d FOSS: Magnetism and Electricity Investigation 1 Part 2 Investigating More Magnetic Properties Science Story: Magnificent Magnetic Refer to the Science Stories folio for the lesson plan. Session 6 5.C.3.a FOSS: Magnetism and Electricity Investigation 1 Part 3 Breaking the Force Guiding the Investigation 1. Steps 1-6 Wrapping Up Part 3 2. Step 7 Session 7 FOSS: Magnetism and Electricity Investigation 1 Part 3 Breaking the Force Guiding the Investigation 1. Steps 8-17 Wrapping Up Part 3 2. Steps 18-19 WCPS 2010-2011
graphs prediction interaction
Focus Question How can we measure the force of attraction between two magnets? The greater the distance between two magnets, the weaker the force of attraction.
Office of Elementary Education Time Curricular Lesson Connection Session 8 5.C.3.a FOSS: Magnetism and Electricity Investigation 1 Part 4 Detecting the Force of Magnetism Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 4 2. Steps 11-12 Session 9 5.C.3.a, c, e FOSS: Magnetism and Electricity Investigation 1 Part 4 Detecting the Force of Magnetism Science Stories: How Magnets Interact Make a Compass Refer to the Science Stories folio for the lesson plan. Session 10 5.C.3.a-b, d Assessment and Reflection for Investigation 1
P a g e 21 Vocabulary detector Assessment Focus Question Can you figure where two magnets are taped in a box without looking? Compasses, iron filings, and iron objects can be used to detect a magnetic field. Notes
Visit FOSSweb.com for the audio version of these Science Stories.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 11 Investigation 2 Part 1 Lighting a Bulb Guiding the Investigation 1. Steps 1-14 Wrapping Up Part 1 2. Steps 15-16
P a g e 22 Vocabulary D-cell battery electricity source electricity receiver circuit filament component Where do connections need to be made? How does electricity flow through a circuit? A D-cell is a source of electric energy. A bulb is an energy receiver that produces light. To make a complete circuit, electricity must travel in a circle from one end of the battery to the other. Assessment Focus Questions How can you get electricity from a source to a receiver? Notes
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 12 Investigation 2 Part 2 Making a Motor Run Guiding the Investigation
P a g e 23 Vocabulary circuit base Fahnstock clip switch open circuit How is the motor circuit like the light bulb circuit? How is it different? What does a switch do in a circuit? A motor is an energy receiver that produces motion. A switch is a device that opens and closes a circuit. Schematic diagrams represent circuits. Assessment Focus Questions How can you get electricity from a source to a receiver? Notes
1. Steps 1-16 closed circuit Wrapping Up Part 2 schematic diagram 2. Steps 17-18
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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.d FOSS: Magnetism and Electricity 13 4.A.1.b Investigation 2 Part 3 Finding Conductors and Insulators Guiding the Investigation 1. Steps 1-11 Wrapping Up Part 3 2. Steps 12-13
P a g e 24 Vocabulary conductor insulator Assessment Focus Questions Can any of the test objects complete a circuit? How much of the classroom environment is made of conductors? Materials that allow the flow of electric current are conductors. Materials that do not allow the flow of electric current are insulators. All metals are conductors. Metals that are covered with an insulating layer will not conduct electricity. Notes
Session 14 Session 15
5.C.1.a-b
Static Electricity See Lesson Seeds
5.C.1.a-b 5.C.2.a-e
FOSS: Magnetism and Electricity Investigation 2 Part 3 Finding Conductors and Insulators Science Story: Making Static A Fictional Interview with Benjamin Franklin Refer to the Science Story folio for the lesson plan.
Visit FOSSweb.com for the audio version of these Science Stories.
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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 16 5.C.3.e Investigation 2 Part 4Investigating Mystery Circuits Guiding the Investigation 1. Steps 1-2 Wrapping Up Part 4 2. Steps 3-4 Session 17 5.C.2.a-c, e FOSS: Magnetism and Electricity Investigation 2 Part 4Investigating Mystery Circuits Science Story: Two Reference Sources Refer to the Science Stories folio for the lesson plan. Session 18 Assessment and Reflection for Investigation 2
P a g e 25 Vocabulary Assessment Notes To address objective 5.C.3.e, allow the students time to investigate how electricity in a wire affects the needle of a compass. Students should describe their observations.
Visit FOSSweb.com for the audio version of this Science Story.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 19 Investigation 3 Part 1 Building Series Circuits Guiding the Investigation 1. Steps 1-13 Wrapping Up Part 1 2. Steps 14-15
P a g e 26 Vocabulary series circuit component Assessment Focus Questions Can you get two bulbs to light at the same time? Can you make two lights bright in a series circuit? A circuit with only one pathway for current flow is a series circuit. Components in a series circuit share the electric energy. Cells in series must be oriented in the same direction. Notes
Session 20
5.C.2.a-c, e
FOSS: Magnetism and Electricity Investigation 3 Part 1 Building Series Circuits Science Story: Illuminating Teamwork: A Story of the Edison Pioneers? Refer to the Science Stories folio for the lesson plan.
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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 21 Investigation 3 Part 2 Building Parallel Circuits 1. Steps 1-6 Closure 2. Steps 7 Session 22 FOSS: Magnetism and Electricity Investigation 3 Part 2 Building Parallel Circuits 1. Steps 8-11 Guiding the Investigation 2. Steps 8-11 Wrapping Up Part 2 2. Steps 12-13 Session 23 5.C.2.a-c, e FOSS: Magnetism and Electricity Investigation 3 Part 2 Building Parallel Circuits Science Story: A True Pioneer: Lewis Refer to the Science Stories folio for the lesson plan. WCPS 2010-2011
P a g e 27 Vocabulary parallel circuit Assessment Focus Questions Can you light two bulbs brightly with just one battery? How many different ways can you wire a parallel circuit? Components in a parallel circuit each have a direct pathway to the energy source. A single Dcell can run many components when they are connected in parallel. Notes
Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 24 Investigation 3 Part 3 Solving the String-of-Lights Problem Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 3 2. Steps 11-12 Session 25 Session 26 5.C.3.f Assessment and Reflection for Investigation 3 FOSS: Magnetism and Electricity Investigation 4 Part 1 Building an Electromagnet Guiding the Investigation 1. Steps 1-12 Wrapping Up Part 1 2. Steps 13-14
P a g e 28 Vocabulary Assessment Focus Question Which design is better for manufacturing long string of tree lights series or parallel? Students use the data from their science notebooks to support the answer to the focus question. Notes
electromagnet core coil
Focus Question Can you make a magnet that turns on and off? A magnet can be made by winding an insulated wire around an iron core and running current through the wire.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 5.C.3.f FOSS: Magnetism and Electricity 27 Investigation 4 Part 1 Building an Electromagnet Science Story: From Rags to science: A Story of Michael Faraday Refer to the Science Stories folio for the lesson plan. FOSS: Magnetism and Electricity Investigation 4 Part 2 Changing Number of Winds Guiding the Investigation 1. Steps 1-5 Closure 2. Step 6 Session 29 FOSS: Magnetism and Electricity Investigation 4 Part 2 Changing Number of Winds Guiding the Investigation 1. Steps 7-9 Wrapping Up Part 2 2. Steps 10-11 WCPS 2010-2011
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5.C.3.f
prediction graph
Focus Question How does the number of winds of wire around a core affect the strength of the magnetism? The more winds on the core of an electromagnet, the stronger the magnetism.
Office of Elementary Education Time Curricular Lesson Connection Session FOSS: Magnetism and Electricity 30 Investigation 4 Part 2 Changing Number of Winds Science Story: How Electromagnetism Stopped a War Refer to the Science Stories folio for the lesson plan. Session 31 FOSS: Magnetism and Electricity Investigation 4 Part 3Investigating More Electromagnets Guiding the Investigation 1. Steps 1-8 Wrapping Up Part 3 2. Steps 9-10
Focus Question How can the strength of an electronmagnet be changed? Tighter coils produce a stronger electromagnet. All the coils need to be wound in the same direction. A D-cell added in parallel, it does not strengthen the electromagnet. Thicker wire makes a stronger electromagnet.
Session 32
Assessment and Reflection for Investigation 4
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Office of Elementary Education Time Curricular Lesson Vocabulary Connection Session 5.C.2.a-c, d FOSS: Magnetism and Electricity technology 33 5.C.3.f Investigation 5 Part 1 Reinventing the telegraph Telegraph key Guiding the Investigation gap 1. Steps 1-11 code Wrapping Up Part 1 2. Steps 12-13
P a g e 31 Assessment Focus Question Can you use your knowledge of electricity and electromagnetism to reinvent the telegraph? Technology uses science to solve problems. A telegraph is an electric communication device. The clicks produced by the telegraph can be made into a code. A code is a symbolic system used for communication. Focus Question Can you connect two telegraph systems to send messages back and forth to another group? To connect two telegraphs for two-way communication, you have to make two complete circuits. Notes
Session 34
5.C.2.a-c, d 5.C.3.f
FOSS: Magnetism and Electricity Investigation 5 Part 2 Sending Messages Long-Distance Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 2 2. Steps 11-12
long-distance
Session 35 Session 36-37 5.B.1.a-c
Assessment and Reflection for Investigation 5 Heat Transfer
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Office of Elementary Education Time Curricular Lesson Connection Session End of Unit Review 38 Session 39 Session 40 Unit Assessment
P a g e 32 Vocabulary Assessment Notes
Unit Assessment
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Instructional Support for Science Objectives
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5.B.1.a (Assessed) Recognize and explain that heat can be transferred in different ways. Clarification from MSDE
Heat energy can travel (be transferred or exchanged) from one object to another with or without direct contact. Heat travels from warmer objects to cooler objects. Examples of heat transfer by direct contact (touching) include:
y y y
A spoon in hot water (heat energy travels from the hot water to the colder spoon) A pot on a stove (heat energy travels from the heating element of the stove to the pot) Butter on toast (heat energy travels from the warm toast to the cooler butter)
Examples of heat transfer without direct contact include:

y y
Heat from a flame is transferred to the cooler air around it Heat from the sun travels through space to Earth
Resources to Support 5.B.1.a(Assessed)

Name of Resource
ScienceSaurus Leveled Text for Science ~ Physical Science
Where Can the Resource Be Found?

Pages 292-293 See SAS ~ Delivered 2/2011
Notes
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.
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Lesson Seeds
See Lesson Seeds for 5.B.1.b-c
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5.B.1.b (Assessed) Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well. Clarification from MSDE
Heat travels through some materials more easily than other materials.
y y
Conductors are materials through which heat travels easily. Metals are good examples of conductors. Insulators are materials through which heat does not easily travel. Some examples of insulators are cotton, rubber, wood, and glass.
Resources to Support 5.B.1.b(Assessed)

Name of Resource

Pages 292-293 See SAS ~ Delivered 2/2011
Notes
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Lesson Seeds
Experiment 1 1) Pour hot water into a coffee mug. 2) Place a metal spoon in the hot water. 3) Place a plastic spoon in the hot water. 4) Use a watch to record the time that it takes each spoon to heat up. 5) Students will be able to determine which materials attract heat the fastest. Experiment 2 1) Fill the hot water bottle with hot, not boiling, water. 2) Place a piece of wood on the bottle and leave it there for 5 minutes. 3) Place your hand on top of the wood. Record whether it feels "very warm", warm, or cool. 4) Repeat the same steps using materials such as, plastic, paper, cardboard, and cotton. Experiment 3 1) Get two glass jars with metal lids. Put a hole in the center of each lid. 2) Put hot water in each jar. 3) Push the thermometers through each hole in the jar lids. 4) Wrap jar "A" in aluminum foil and wait for 10 minutes. 5) Wrap jar "B" in newspaper and wait for 10 minutes. 6) Record the temperatures of each jar and determine which materials help contain heat. 7) Repeat the experiment using different materials. Resource: http://www.lessonplanspage.com/ScienceObjectsConductHeatContainHeat56.htm
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Writing About Science
A new restaurant has opened across the street from your house. The owner has asked for suggestions for the best materials for their soup carry out containers. Be sure to explain to the owner your understanding of conductors and insulators.
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5.B.1.c Classify materials as conductors or insulators based on how easily heat flows through them. Clarification from MSDE
Conductors (heat travels through easily) Aluminum soda can Copper pot Metal bike Iron nail Insulators (heat does not travel through easily) Rubber tire Wooden spoon Plastic fork Cloth pot holder
Resources to Support 5.B.1.c(Assessed)

Name of Resource

Page 292-293 See SAS ~ Delivered 2/2011
Notes
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Lesson Seeds
Conductors or Just Musicians
Materials: glass vase, bright colored beads, butter, saucepan, heater or kettle, metal spoon, wooden spoon, plastic spoon, metal skewer, drinking straw, chopstic Make sure all your items are set out on group tables beforehand (keep the butter in the staff or kitchen fridge until the last minute so its still hard in the lesson). Its also a good idea to have the beads in a plastic container with a lid - they have a tendency to spill everywhere if not careful. Step 1: Select six or seven items (preferably each of a different material or thickness). Show the children how to use a teaspoon to cut a small knob of butter and place it on the shortest item about 1cm from the top of the handle or end making sure it is above the top of the vase. Now put knobs of butter on all the other items so they are all about the same height. Step 2: Taking a small bead, press carefully onto each knob of butter, and stand head down, into the glass vase. All the knobs of butter should be sticking up out of the vase. Step 3: If you can have a kettle in the classroom to boil the water, show them how to use the switch carefully (standing away from the steam); how to switch off and disconnect from the mains, and carefully pour (away from their bodies) into the vase, slowly filling to about a quarter full. Step 4: Ask them to either use a stopwatch or class clock to record what and when something happens. Step 5: The beads should fall off at different times. Ask children to record the time each time a bead falls. Step 6: You need to explain that, as the heat from the hot water travels up each item (is conducted up), it gradually reaches the butter and melts it and down falls the bead. Each item conducts the heat at different rates, so the beads fall at different times. After the children have all carried out these experiments you should ask them which was the best conductor or best conductive material (the one where the first bead fell off allowed heat up quickly), and which was the worst conductor (the one where the last bead fell off).
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Resource: http://nationalgrideducation.com/downloads/Materials/MaterialsLesson5.pdf
Thermal Insulators
Materials: thermometers (must be at least 100C), glass jars with lids, modeling clay, bubble wrap, foil, wool scarf, kettle, graph paper, stopwatch or clock This is really easy and a good experiment for children to discover the differences between insulating materials. Again, you will need hot water, so do as was suggested in the first activity. Step 1: With your collection of lidded jars either pre-prepare them by piercing holes to put thermometers (at least 100C) through, or demonstrate how, with piercing tool and hammer, the children can make a central hole in the lid. Step 2: Show the children how to roll a small ball of modeling clay to seal the hole in each lid. Step 3: Leave the first jar bare. Wrap the second with a sheet of foil, the third with bubble wrap, the fourth with a wool scarf (you may do more if you want to wrap each with a different material e.g. cotton wool, a cotton handkerchief, a strip of leather, a sheet of foam). Step 4: Boil the water in a kettle (take instructions from first activity) or use hot water from the Thermos flask and carefully, but quickly, half-fill each of the four jam jars. Secure the lid on quickly. Step 5: Measure each of their temperatures straight away and write them down. Explain to the children its important to record everything in experiments as findings. Step 6: You need to have the children repeat each test every two minutes. Show them they should leave the thermometer in each jar for a few seconds to ensure theyre getting a true reading. Step 7: You should encourage the children to make a graph of their findings. Step 8: You need to explain to the children that each of the materials is acting as an insulator - trying to stop the heat from escaping from the jam jars. But different materials have different insulating properties. Talk about the bubble wrap having a trapped layer of air, which was an extra layer besides the plastic. (Explain this is a similar process as double glazing, which helps keep heat in a house.) The material that kept the water in the jar the hottest for longest was the best insulator. The one that cooled quickest was the worst insulator. (Use the chart in the activity ideas to record timings!
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Resource: http://n ational grided ucation .com/d ownloa ds/Mat erials/ Materia lsLess on5.pd f
Resources to Support 5.C.1.a

Name of Resource
ScienceSaurus Safari Montage

Page 292-293 Bill Nye: Static Electricity Bill Nye: Do It Yourself Science
Notes
These videos may be used to enhance science investigations. The videos are
5.C.1 .a
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not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Obs erve and desc ribe how to
produce static charges by friction between two surfaces.
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Lesson Seeds
Sticky ~ Press two pieces of cellophane tape onto a table, leaving a small piece over the edge. Hold the ends of the tape and quickly pull both pieces off the table. Bring the two pieces near each other, but not touching. Results: The two pieces move away from each other. Resource: Physics for Every Kid, McCleave
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Experiment 1 Materials: Rubber balloon, wool cloth, mirror Procedure: 1. Blow up and tie the balloon 2. Rub the wool against the balloon very quickly 3. Using the mirror, bring the balloon near the hair (but do not touch the hair) Experiment 2 Materials: Comb, wool cloth, piece of paper Procedure: 1. Tear paper into very tiny pieces and put them on the table 2. Rub the comb with the wool 3. Hold the comb near the pieces of paper Experiment 3 Materials: two balloons, two 3ft pieces of nylon string, wool cloth, marking pen, piece of paper, table or desk Procedure: 1. 2. 3. 4. 5. 6. Blow up each balloon Tie a piece of nylon string to each balloon and tape them to the edge of the desk Allow the balloons to hang so that they barely touch Mark an X on each balloon where they touch Rub the two balloons with the wool Let go of the balloons
Experiment 4 Materials: Salt, pepper, comb, piece of paper Procedure: 1. 2. 3. 4. Shake some salt on the piece of paper Place some pepper on the salt Run the comb through hair several times Bring the comb close to the salt and pepper mixture
Resource:http://cases.soe.umich.edu/plans.php?nav=showplan&dqid=150&lpid=90
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5.C.1.b Observe the phenomena produced by static charges.

y Light y Sound y Feeling a shock y Attracting lightweight materials over a distance without making contact
Resources to Support 5.C.1.b

Name of Resource

Pages 296-297 Bill Nye: Static Electricity Bill Nye: Do It Yourself Science
Notes
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
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Lesson Seeds
Steamers ~ Cut a strip of tissue paper about 7.5cm x 25cm. Cut long, thin strips in the paper, leaving one end uncut. Quickly move your comb through your hair several times. Your hair must be clean, dry, and oil free. Hold the teeth of the comb near, but not touching the end of the paper strips. Results: The thin paper strip move towards the comb. Resource: Physics for Every Kid, McCleave
Tinkle ~ Cut ten tiny pieces of aluminum foil and lay them out on a table. Quickly move the comb through your hair. Your hair must be clean, dry, and oilfree. Hold the teeth of the comb above the foil pieces. Do not touch the aluminum. Results: The aluminum foil pieces move toward the comb. The metal actually moves through the air to reach the comb. Resource: Physics for Every Kid, McCleave
Snap ~ Cut a plastic strip about 2.5cm x 20 cm. Use clay to stand a paperclip upright on the table. Wrap the wool around a 10cm x 3cm piece of acetate. Wrap a piece of wool around the acetate and quickly pull the acetate through the piece of wool. Do this quickly at least three times. Immediately hold the plastic near the top of the paper clip. Results: A snapping sound should be heard. Resource:Physics for Every Kid, McCleave
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Remote Control Roller
MATERIALS: empty soda can, blown-up balloon, your hair DIRECTIONS: 1. Put the can on its side on a table or the floor -- anyplace that's flat and smooth. Hold it with your finger until it stays still. 2. Rub the balloon back and forth on your hair really fast.
3. Hold the balloon about an inch in front of the can. The can will start to roll, even though you're not touching it! 4. Move the balloon away from the can -- slowly -- and the can will follow the balloon. 5. If you move the balloon to the other side of the can, the can will roll in the other direction. 6. If you have some friends with cans and balloons, you can have a race across the room or down the sidewalk.
QUESTIONS TO TALK ABOUT 1. How fast will the can roll?

2. How far can you roll the can before the can stops? 3. Will the can roll uphill? Why or why not?
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Explanation
With Remote Control Roller, basically, you pile up electrons on one thing and use them to attract the protons in something else. When you rub a balloon on your hair, it ends up loaded with electrons. Those electrons can attract the protons in a soda can, the protons in a trickle of water, the protons in your hair, or the protons in a wall.
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Curly, Larry, and Mo are three brothers who are always having accidents around the house. Every time Curly would touch Mo, he felt a shock. Curly blamed Mo for shocking him. Write a story about what happened that caused Mo to shock Curly. In your story, use Larry as the character who explains the phenomenon produced by static charges.
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5.C.2.a Identify the source of electricity needed to produce various effects: y Light ~ flashlight (battery) y Heat ~ hot plate, hairdryer (outlet, battery) y Sound ~ Ipod (battery), Doorbell (electrical wiring) y Movement ~ mechanical toys (battery, outlet) Resources to Support 5.C.2.a
Name of Resource
ScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage

Pages 295-303 Investigation 2, Parts 1-2, 4 Investigation 3, Part 1-3 See SAS ~ Delivered 2/2011 See SAS ~ Delivered 2/2011
Notes
These videos may be used to enhance All About Electricity Electricity science investigations. The videos are Edison Effect: The Electric Light not intended to replace investigations or Whats the Big Idea, Ben Franklin? to be used as a stand-alone activity. Thomas Edison Please select chapters or segments Magic School Bus Gets Energized within the videos to meet the needs of Ben Franklin: Citizen of the World your students. Apollo 13 Ben Franklin Einsteins Big Idea PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.
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Lesson Seeds
Have the students make a four part Foldable to list and describe four ways they use electricity everyday. Have the students make a one part Foldable to imagine and write about what your town was like before electricity. Resource:Big Book of Science, Zike Research scientists that worked in the fields of electricity and magnetism. Consider researching someone from the list below. Han Christian Oersted, Arnre-Marie Ampere, Michael Faraday, Alessandro Volta, Benjamin Franklin, George Ohm, Thomas Edison, Gaston Plante, Robert J. Van de Graaff, or Nikola Tesla. Visit http://www.teachercreated.com/books/3842, click page 127, site 1. Resource:Web Resources for Science Activities, Teacher Created
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Make a list of sources of electricity that produce heat, sound, light, and movement that you have used in the past two days. Identify the source of electricity these items use. Explain the importance of these items.
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5.C.2.b (Assessed) Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer. Clarification
Electricity must travel in a closed loop or circuit in order for it to power electronic devices. This means that an electric device, such as a light bulb or buzzer, must be plugged into an outlet, be attached to a battery, or be connected to electrical wiring in order to work.
Resources to Support 5.C.2.b(Assessed)

Name of Resource

Notes
These videos may be used to enhance All About Electricity Electricity science investigations. The videos are Edison Effect: The Electric Light not intended to replace investigations or Whats the Big Idea, Ben Franklin? to be used as a stand-alone activity. Thomas Edison Please select chapters or segments Magic School Bus Gets Energized within the videos to meet the needs of Ben Franklin: Citizen of the World your students. Apollo 13 Ben Franklin Einsteins Big Idea PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.
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Lesson Seeds
Have the students make a two part Foldable to compare a complete and incomplete circuit. Resource:Big Book of Science, Zike
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Assessment Probe Batteries, Bulbs, and Wires
Kristen has a battery and a small bulb. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light. What is the smallest number of wire strips Kristen needs to make the bulb light up? A One strip of wire B Two strips of wire C Three strips of wire D Four strips of wire Explain your thinking about how to light the bulb. Draw a picture to support your explanation.
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Teacher Notes
The purpose of this assessment probe is to find out students ideas about complete circuits involving lightbulbs. The best answer is A.
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Draw a diagram that shows how to light a light bulb using a battery, wires, and a light bulb. Write step by step directions for the students who will be in grade 4 next year.
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5.C.2.c (Assessed) Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer. Clarification
The electricity flows from the battery to the wire to the light bulb and then returns to the battery which lights the light bulb. A closed circuit is formed when all parts are properly connected. A closed circuit is necessary for electricity to flow. If the wire or the bulb is not properly connected to the battery, electricity will not flow and the bulb will not light.
Resources to Support 5.C.2.c

Name of Resource

Notes
These videos may be used to enhance All About Electricity Electricity science investigations. The videos are Edison Effect: The Electric Light not intended to replace investigations or Whats the Big Idea, Ben Franklin? to be used as a stand-alone activity. Thomas Edison Please select chapters or segments Magic School Bus Gets Energized within the videos to meet the needs of Ben Franklin: Citizen of the World your students. Apollo 13 Ben Franklin Einsteins Big Idea Introduction to Circuits PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.
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5.C.2.d (Assessed) Observe, describe, and compare materials that readily conduct electricity and those that do not conduct electricity. Clarification
Some materials allow electricity to flow through more easily than others. Materials through which electricity can travel easily conduct electricity. Examples of materials that conduct electricity well:
y y
Metals such as copper and aluminum Salt water
Examples of materials that do not conduct electricity well:

y y y y y
Wood Rubber Plastic Cloth Air
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Resources to Support 5.C.2.d(Assessed)

Name of Resource

Pages 295-303 Investigation 2 Part 3 See SAS ~ Delivered 2/2011 See SAS ~ Delivered 2/2011
Notes
All About Electricity Electricity Edison Effect: The Electric Light Whats the Big Idea, Ben Franklin? Thomas Edison Magic School Bus Gets Energized Ben Franklin: Citizen of the World Apollo 13 Ben Franklin Einsteins Big Idea
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Lesson Seeds
Conductor ~ Cut a rectangle of aluminum foil, 60cm x 30cm. Fold the aluminum piece in half lengthwise five times to form a thin strip 60 cm long. Cut the aluminum strip in half to form two 30 cm strips. Tape one end of each of the metal strips to the ends of the battery. Wrap the free end of one of the metal strips around the base of the flashlight bulb. Hold the tape in place with one clothespin. Test the electrical conductivity of the materials collected (rubber band, paper, coins, ruler) by touching the metal tip of the bottom of the flashlight bulb to one side of the material while touching the free end of the metal strip to the opposite side of the same material. Results: The coins were the only material that caused the bulb to light. Resource:Physics for Every Kid, VanCleave
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5.C.2.e Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass. Resources to Support 5.C.2.e
Name of Resource
ScienceSaurus FOSS: Magnetism and Electricity

Pages 295-303 Investigation 2, Parts 1-4 Investigation 3, Part 1-3 Investigation 4 Parts 1-3 See SAS ~ Delivered 2/2011 See SAS ~ Delivered 2/2011
Notes
Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage
All About Electricity Electricity Edison Effect: The Electric Light Whats the Big Idea, Ben Franklin? Thomas Edison Magic School Bus Gets Energized Ben Franklin: Citizen of the World Apollo 13 Ben Franklin Einsteins Big Idea Introduction to Circuits
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5.C.3.a (Assessed) Investigate and describe the effect that two magnets have on each other.
y Like poles repel y Opposite poles attract
Resources to Support 5.C.3.a(Assessed)

Name of Resource
ScienceSaurus FOSS: Magnetism and Electricity Safari Montage

Pages 304-307 Investigation 1 Part 1 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?
Notes
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Lesson Seeds
Research scientists that worked in the fields of electricity and magnetism. Consider researching the following scientists. Han Christian Oersted, Arnre-Marie Ampere, Michael Faraday, Alessandro Volta, Benjamin Franklin, George Ohm, Thomas Edison, Gaston Plante, Robert J. Van de Graaff, or Nikola Tesla. Visit http://www.teachercreated.com/books/3842, click page 127, site 1. Resource:Web Resources for Science Activities, Teacher Created
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5.C.3.b (Assessed) Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or other metals; and on other magnets.
Resources to Support 5.C.3.b (Assessed)

Name of Resource

Pages 304-307 Investigation 1, Part 1 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?
Notes
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Floating Needle ~ Fill a 2 qt. bowl three-quarters full with water. Cut two 30 cm pieces of thread. Tape both pieces of thread to one side of the bowl, about 2.5cm apart. Stretch the thread across the bowl and lay the needle across both pieces of thread. Slowly lower the thread until the needle rests on the waters surface. Gently move the thread from under the needle. Move the magnet near, but never touching the floating needle. Result: The needle floats on the surface of the water and moves when the magnet moves. Resource:Physics for Every Kid, McCleave
Suspended Airplane ~ Cut a small wing about 2.5cm long from the paper. Insert the pin through the center of the paper wing to make an airplane. Tie the thread to the head of the pin. Place the magnet on the edge of a table with the end of the magnet extending over the edge of the table. Place the airplane on the end of the magnet. Slowly pull on the string until the airplane is suspended in the air. Results: The airplane remains airborne as long as it stays close to the magnet. Resource:Physics for Every Kid, McCleave
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Magneto is a superhero who uses his magnetic hands and feet to rescue animals who are in danger. Write a comic strip about the magnetic superhero and one of his heroic rescues.
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5.C.3.c Compare a compass to a magnet based on observations of the effect a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass.
Resources to Support 5.C.3.c

Name of Resource

Pages 273, 304-307 Investigation 1, Part 1
Notes
Push this objective into this investigation. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Safari Montage
All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?
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5.C.3.d Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond.
Resources to Support 5.C.3.d

Name of Resource

Pages 304-307 Investigation 1, Parts 1-2 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?
Notes
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5.C.3.e Investigate and describe how electricity in a wire affects the needle of a compass.
Resources to Support 5.C.3.e

Name of Resource

Page 273 Investigation 2, Part 4
Notes
Push this objective into this investigation. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Safari Montage
Einsteins Big Idea
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5.C.3.f Describe how to make a simple electromagnet with a battery, a nail, and wire.
Resources to Support 5.C.3.f

Name of Resource
ScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Safari Montage

Pages 304-307 Investigation 4, Part 1-3 See SAS ~ Delivered 2/2011 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?
Notes
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You are a sales person who is trying to sell a robot that cleans homes. The robot cleans by using an electromagnet. In your sales pitch explain how an electromagnet works. Provide the potential buyer examples of how the robot can clean their home using the electromagnet.
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5.C.3.g Cite examples showing that magnetic, electrical, and gravitational forces can act at a distance.
Resources to Support 5.C.3.g

Name of Resource
ScienceSaurus FOSS: Magnetism and Electricity Why Science Matters Library ~ Generating and Using Electricity Safari Montage

Pages 273, 304-307 Investigation 1, Part 4 See SAS ~ Delivered 2/2011
Notes
All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?
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6.B.1.a (Assessed) Identify and describe that human activities in a community or region are affected by environmental issues. y Presence and quality of water y Soil type y Temperature y Precipitation MSDE Clarifications
Human activities are affected by environmental factors in the geographic region that they inhabit. In Maryland, opportunities for human outdoor recreational activities are numerous. In and around the Chesapeake Bay, fishing is one of Maryland's major industries. Agriculture is another leading industry in Maryland due to its temperate climate, adequate precipitation and nutrient rich soil. The geography of Maryland, including the mountains in the west and the Atlantic Ocean in the east, makes it attractive to tourists. Ways people in Maryland depend on the environment: jobs, leisure activities, food, transportation, sources of water, waste disposal Ways people in Maryland change the environment: People make choices and take actions that impact the environment negatively and positively. Driving habits impact the amount of air pollution; decisions about where to live, work and shop impact land use; reducing consumer waste through reuse and recycling can lessen the impact on land, making informed decisions about what foods to eat reduces over-harvesting of aquatic resources and promotes sustainable agriculture.
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Ways people in Maryland are affected by the environment: Resources in Maryland are finite.
y People must have a source of potable (drinking) water and those sources must be protected from pollutants. y Natural and human-made changes in the water quality of Chesapeake Bay may reduce the number of fish and crabs, causing a loss of jobs. y Land is limited in Maryland. Land use planning and soil management are essential to meet the demands for housing, roads, recreation and
landfills and to preserve agricultural areas. y Air temperatures are moderate in Maryland, and extremely hot or cold temperatures are rare. People can live and work in all parts of the State. y Rainfall is adequate to replenish drinking supplies and to sustain agriculture. However, natural disasters such as hurricanes may impact industries such as fishing and tourism on and near the coastline.
Resources to Support 6.B.1.a(Assessed)

Name of Resource

Pages 319-353 y y Environmental Health Bill Nye: Biodiversity
Notes
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Lesson Seeds
Identify the properties of the planet Earth that makes it possible for the survival of life as we know it. y y y y Temperature Location Presence of an atmosphere Presence of water (solid, liquid, and gas)
Green Power: 30 People Changing the Environment in Washington Have the students visit http://www.washingtonian.com/articles/people/7200.html to read this article. The students can identify ways people are changing the environment and pick 3 things that they can do to also make a difference.
Get students involved through the Chesapeake Bay Foundation. http://www.cbf.org/Page.aspx?pid=1000 Please visit this website to see how you can help make a difference.
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Unit Vocabulary
Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is coded. U3I1 stands for Unit 3 Investigation 1. U3SC stands for Unit 3 State Curriculum. y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart. y Science vocabulary may be added to the Word Wall. Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.
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force
U3I1
magnet attract
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U3I1
magnetism
U3I1
U3I1
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repel
U3I1
temporary magnet induced magnetism graph

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U3I1
U3I1
U3I1
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prediction detector D-cell

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U3I2
U3I1
intersection
U3I1
U3I1
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battery
U3I2
electricity source
U3I2
U3I2
electricity receiver
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circuit
U3I2
filament
U3I2
component circuit base

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U3I2
U3I2
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Fahnstock clip switch

U3I2
U3I2
open circuit
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U3I2
closed circuit
U3I2
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schematic diagram conductor insulator

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U3I2
U3I2
series circuit
U3I3
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component
U3I3
parallel circuit electromagnet core

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U3I4
U3I3
U3I4
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coil
U3I4
prediction graph
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U3I4
U3I4
technology
U3I5
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telegraph key gap code

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U3I5
U3I5
U3I5
U3I5
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long-distance
U3I5
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Ongoing Vocabulary From the State Curriculum
investigate model data

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U3SC U3SC
U3SC
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work
U3SC
systems matter
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U3SC
composition
U3SC
U3SC
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energy
U3SC
physical properties hardness conduct

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U3SC U3SC
U3SC
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electricity light
U3SC
U3SC
friction forces
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U3SC
U3SC
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metals
U3SC
observe
U3SC
gravitational forces magnetism

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U3SC
U3SC
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static electric charges

U3SC
conductors insulators
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U3SC
U3SC
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Student Vocabulary for Content Sort
force
force
1
magnet
magnet
1
magnetism attract repel

1 1
magnetism attract repel

1 1 1
temporary magnet
temporary magnet
1
induced magnetism intersection detector

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1 1
induced magnetism intersection detector

1 1
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D-cell
D-cell
2
battery
battery
2
electricity source
electricity source
2
electricity receiver circuit

2
electricity receiver circuit

2
filament
filament
2
component
component
2
circuit base
circuit base
2
Fahnstock clip
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switch
switch
2
open circuit
open circuit
2
closed circuit
closed circuit
2

2 2

2 2
series circuit component

3
series circuit component

3 3
parallel circuit
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parallel circuit
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electromagnet
core coil
4 4
electromagnet
core coil
4 4
prediction
prediction
5
technology telegraph key gap

5 5
technology telegraph key gap

5 5
code
code
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long-distance
long-distance
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Careers in Physics
y Acoustics y Aeronautical engineer y Agricultural engineer y Air traffic controller y Airline pilot y Archaeologist y Architect y Astronomer y Broadcasting y Civil engineer y Clinical scientist y Computing y Designer y Doctor y Electrical engineer y Environmental scientist y Forensic scientist WCPS 2010-2011 y Gas engineer y Geologist y Health services y Journalist y Marine engineering y Mathematician y Mechanical engineer y Meteorologist y Naval career y Nuclear scientist y Oceanographer y Patent agent y Pharmacist y Radiographer y Scientific officer (government) y Space and remote sensing y Teacher Grade 4 Standard 5: Physics
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Careers on Safari Montage
Electrical Engineers Electrical Power-Line Installers and Repairers Electrical and Electronic Engineering Technicians Electronic and Electrical Equipment Assemblers Electric Home Appliance and Power Tool Repairers
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Sorts (Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
For Example:
What are foods we can eat?
Yes
No
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Yes
No
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Investigation 1 Part 1
1. A force is a push or pull.
2. A magnet is an object that sticks to wood.
3. Magnetism is a specific kind of force.
4. When magnets push apart, we say they attract.
5. When magnets pull together, we say they repel.

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1. Magnetism can be induced only in iron or steel and a few other metals.
2. The magnetic force acts through space and most materials.
3. The magnet force of attraction between two magnets increases with distance.
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The greater the distance is between two magnets, the stronger the force of attraction.
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1. A detector is something you use to gather evidence about something you can see.
2. Compasses, iron filings, and iron objects can be used to detect a magnetic field.
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1. A D-cell is a source of electric energy.
2. A bulb is an energy receiver that produces light.
3. To make a complete circuit, electricity must travel in a circle from one end of the battery to the other.
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1. A motor is an energy receiver that produces light.
2. A switch is a device that only opens a circuit.
3. An open circuit is an incomplete circuit through which electricity will not flow.
4. A closed circuit is a complete circuit through which electricity flows.

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1. Materials that allow the flow of electric current are insulators.
2. Materials that do not allow the flow of electric current are conductors.
3. All metals are conductors.
4. Metals that are covered with an insulating layer will not conduct electricity.
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1. A circuit with only one pathway for current flow is a series circuit.
2. Components in a series circuit share the electrical energy.
3. Cells in a series must be oriented in different directions.
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1. Components in a parallel circuit each have a direct pathway to the energy source.
2. A single D-cell can run many components when they are connected in parallel.
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1. The magnetism produced by an electromagnet can not be turned off.
2. An electromagnet produces a magnetic field.
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Investigation 5 Part 1 1. Technology applies the results of scientific research. 2. A telegraph is a device for sending coded messages by signals produced by closing an electric current. 3. A telegraph key is a switch that completes the circuit in a telegraph system. 4. The gap is a space between the steel strip and the electromagnet. 5. A code is a set of signals that represents letters or words for sending messages.
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Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to reallife situations. Resource: Fossweb.com
Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott
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Office of Elementary Education P a g e 118 Alexander Graham Bell: An Inventive Life Author: Elizabeth MacLeod Level: 3-5 Description: This biography follows Bells life from his birth in Scotland through his many inventions and achievements, and concludes with his last few experiments and his death at his home in Canada. Equal attention is given to all of Bells interests, such as his devotion to advancements for the hearing impaired and his later interest in flight. The subject, his family, and sketches of his many inventions appear in photos and reproductions. Always Inventing: A Photobiography of Alexander Graham Bell Author: Tom L. Matthews Level: 3-5 Description: This biography has photographs and quotes from Bell himself. It follows this well-known inventor from his childhood in Scotland through his lifelong efforts to come up with ideas that would improve peoples lives. Awesome Experiments in Electricity and Magnetism Author: Michael Dispezios Level: 4-6 Description: More than 70 experiments explore electric charges, static electricity, currents, circuits, switches, and magnetism. Each one includes a brief introduction, a list of materials, directions, and a scientific explanation of the results. Batteries, Bulbs, and Wires Author: David Glover Level: 3-6 Description: The hands-on projects in this book explore electricity and its origins, from simple magnets to creating a circuit or a motor. Benjamin Franklin's Adventureswith Electricity Author: Beverly Birch, Robin Bell Corfield Level: 3-6 Description: The story of how Ben Franklin found a way to protect people from the dangers of lightning and opened the way for later generations to harness electrical energy. Charged Up: The Story of Electricity Author: Jacqui Bailey Level: 3-6 Description: Describes how electric energy is generated in power stations and how it travels through pylons, power cables, and wires into peoples homes. Includes bibliography. WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education Circuits, Shocks, and Lightning: The Science of Electricity Author: Celeste A. Peters Level: 3-5 Description: Explains the different kinds of electricity and describes how we use electricity every day. Includes related projects and experiments. The Computer Author: Gayle Worland Level: 3-5 Description: Explore the history of the computer and discover how this invention developed into the computers we use today. Discovering Electricity Author: Rae Bains Level: 3-6 Description: A discussion of what electricity is, where it comes from, and how it is used. Electrical Circuits Author: Delta Education Level: 3-4 Description: Describes electric circuits and how they are made.
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Electricity Author: Rebecca Olien Level: K-3 Description: Static electricity, electric storms, and storing, making, and moving electricity are just a few of the topics covered. Readers will gain an understanding of words such as protons, neutrons, electrons, spark, and particle. Electricity Author: Darlene Lauw Level: 3-5 Description: Explains static electricity, magnetism, and how electricity travels. Highlights leading scientists, Earth-friendly facts, and important vocabulary. Electricity and Magnetism Author: Kathryn Whyman Level: 3-5 WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education P a g e 120 Description: Discover how electricity and magnetism are closely related and how they produce the electric current that we use every day to provide heat, light, and power. Electricity and Magnets Author: Sarah Angliss Level: 3-5 Description: Explore science in action with a wide variety of experiments using everyday materials. Electromagnetism Author: Delta Education Level: 5-6 Description: Students explore the relationship between electricity and magnets. Electronics Lab Author: Brenda Bach, Geoff Sida Level: 3-5 Description: Kit contains an instruction manual describing how to perform over 40 experiments. Experiments with Magnets Author: Salvatore Tocci Level: 3-5 Description: A variety of experiments investigate magnets. Faraday: Pioneer of Electricity Author: Brian Williams Level: 3-5 Description: The story of how Michael Faraday discovered the relationship between electricity and magnetism. Guglielmo Marconi: Inventor of Radio and Wireless Communication Author: Victoria Sherrow Level: 4-6 Description: This biography of Guglielmo Marconi describes his work with wireless transmissions, the development of radio, and short waves and microwaves. Inventing The Future: A Photobiography of Thomas Alva Edison Author: Marfe Ferguson, Ferguson Delano, Jennifer Emmett WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education Level: 4-6 Description: Presents a biography of the tireless Thomas Edison, illustrated with many photos of his life and inventions. The Magic School Bus and the Electric Field Trip Author: Joanna Cole Level: 3-6 Description: Ms. Frizzle takes her class on a field trip through the towns electric wires so they can learn how electricity is generated and how it is used. Magnetic and Non-Magnetic Author: Angela Royston Level: K-3 Description: Explains that not all materials are magnetic, that magnetism can pass through materials, and how a compass works.
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Magnetism Author: John Woodruff Level: 3-5 Description: Introduces the basic concept of magnetism through simple experiments that can be performed at home. Includes a glossary, a list of books, and an index. Magnets Author: Delta Education Level: 3-4 Description: Examines magnets and their properties. Magnets Author: Rebecca Olien Level: K-3 Description: Portrays magnetism as a form of energy, how magnets attract or repel objects, Earths magnetic field, and why a compass needle always points north. The Radio Author: Gayle Worland Level: 3-5 Description: Explore the history of the radio and discover how this invention developed into the radios we use today. Describes the people and events behind the radio and shows how it works. Includes bibliography.
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Samuel Morse Author: Margaret Hall, M. C. Hall, Jennifer Blizin Gillis Level: 3-5 Description: Introduces the life of Samuel Morse, including his childhood in Massachusetts, his early inventions and career as an artist, and his invention of the telegraph, as well as the special code used to send messages. Science Experiments With Electricity Author: Sally Nankivell-Aston, Dorothy Jackson Level: 3-5 Description: Experiments in electricity include building simple switches and circuits. Electric symbols are illustrated. Science Experiments with Magnets Author: Sally Nankivell-Aston Level: 3-5 Description: Experiments test ideas such as magnetic strength, magnetic force fields, and Earth as a magnet. Science for Fun: Magnets Author: Gary Gibson Level: 3-6 Description: Contains a selection of exciting hands-on projects to help explain some of the fascinating properties of magnets. Sources of Forces: Science Fun with Force Fields Author: Vicki Cobb Level: 3-5 Description: With this book, you take ordinary objects and test different properties of force fields. Make an electric field detector out of a film can, a plastic drinking straw, tape, and a pencil. Build a device that measures electric current using a compass, a soda can, some string, and some tape. The Telephone Author: Marc Tyler Nobleman Level: 3-5 Description: Explore the history of the telephone and discover how this invention developed into the telephones we use today.
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Office of Elementary Education Thomas Alva Edison: Young Inventor Author: Louis Sabin Level: 4-6 Description: This biography focuses on the early years of a young man whose many inventions have changed the lives of millions of people.
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Thomas Edison and Electricity Author: Steve Parker Level: 3-5 Description: Details Edisons life, the scientific community in which he worked, and how he came up with his inventions. A time line, illustrations and photographs, and a glossary help tell his story. The Usborne Book Of Batteries And Magnets Author: Paula Borton, Vicky Cave Level: 3-6 Description: Shows many amazing things that can be made with batteries and magnets. What Makes A Magnet? Author: Franklyn M. Branley Level: K-4 Description: Addresses the properties and behaviors of magnetism and the history and uses of magnets. Activities include making a magnet and a compass. Why Does a Battery Make it Go? Projects About Electricity Author: Jackie Holderness Level: 3-5 Description: Simple text and experiments illustrate the properties of electricity. Wind Power Author: Josepha Sherman Level: 2-5 Description: Describes how we use the wind to power our lives, including windmills, electricity, and the future of wind power. Young Ben Franklin Author: Laurence Santrey Level: 4-6 Description: Focuses on events from Benjamin Franklin's youth in Boston that proved influential in his later life. WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education Young Thomas Edison, Great Inventor Author: Claire Nemes Level: 2-4 Description: A short biography of the famous inventor who created more than 1,000 inventions and became known a "The Wizard of Menlo Park."
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Ben and Me: A New and Astonishing Life of Benjamin Franklin as Written by His Good Mouse Amos Author: Robert Lawson Level: 3-5 Description: Amos the mouse, good friend of Benjamin Franklin, tells the real story of the great patriots life. The events he retells include the invention of the Franklin stove, the invention of electricity, and the Revolutionary War. This delightful read-aloud book can enhance the history/social science curriculum and is often overlooked for newer fiction. The Boy Trap Author: Nancy Matson Level: 3-6 Description: Fifth-grader Emma decides to do a science fair project to prove scientifically that girls are better than boys. In the process, she learns about herself, her friends, and research methods. Dear Mr. Henshaw Author: Beverly Cleary Level: 3-6 Description: A boy named Leigh wants to be a writer. His parents have just divorced, and he must learn to make friends in a new community. One of the subplots in the book includes a lunch box thief. Leigh devises a lunch box alarm to catch the thief. Magnet Science Author: Glen Vecchione Description: Relates the discovery of magnetism, discusses the principles behind it, and suggests experiments that offer an explanation of how it works. Charging Ahead: An Introduction to Electromagnetism Author: Larry E. Schafer Level: 5-12 Description: Active investigations explain the phenomenon of electromagnetism. Students learn about the factors that determine the strength of electric coils, and they use readily available materials to build a simple motor and a generator. Topics include circuit breakers, mag-lev trains, and superconducting generators.
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Office of Elementary Education P a g e 125 Driving Force: The Natural Magic of Magnets Author: James D. Livingston Level: 3-6 Description: From the new science of materials to everyday technology, this book makes the workings of magnets a matter of practical wonder. It informs and entertains technical and nontechnical readers alike and will give them a clearer sense of the force behind so much of the working world. Janice VanCleaves Machines: Mind-Boggling Experiments You Can Turn into Science Fair Projects Author: Janice Pratt VanCleave Level: Unknown Description: A collection of science projects and experiments exploring simple machines such as levers and screws. Magnetism and Electricity: Poster Pack Author: Delta Education Level: 3-4 Description: Brilliant, full-color, 17 x 22 posters make a great complement to your FOSS modules or science curriculum. The posters extend the science content and use of vocabulary developed in the FOSS investigations and provide a focus for classroom discussions and student projects. Includes five posters, five question strips, and a teacher instruction folio. Item number: 162-2655 Stop Faking It! Electricity and Magnetism Author: William Robertson Level: K-8 Description: Helps teachers get past memorizing all those electricity-related formulas, rules, and procedures so they can understand the subject at a level deep enough to teach it with confidence and comfort. Teaching Electricity: Yes You Can! Author: Steve Tomecek Level: 3-6 Description: Each lesson includes background information that tells the history of electricity, and simple activities like Charge It! that uses a balloon and plastic wrap to teach about static electricity. Other activities include Go with the Flow (conductors and insulators), Lights On! (simple circuits), and Stuck on Electromagnets (electricity and magnetism). Includes complete how-tos, questions to guide students learning, extension activities, and reproducible data sheets. Product number: NTS39018
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Websites
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netTrekker What is netTrekker?

netTrekker is an educational search tool for K-12 that brings digital resources into the classroom in a safe, relevant and engaging way, making it faster and easier to provide a more personalized and productive learning experience for every student.
How do I access suggested sites for this unit of instruction?
1. Login on netTrekker. (See next page for directions.) 2. On the far right side select My Portfolio under My Tools.
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3. Select District: Washington County Schools District Portfolio.
4.
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4. Select Elementary.
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5. Select Science.
6. Select your grade level. (example: Grade 4) 7. Select the folder identified by the unit of study. (example: Physics (Unit 3)) 8. Select the site you wish to visit. You may select (more) to learn more about the site before leaving the Portfolio. 9. See below for special features once the site you have selected is opened. 10. To close a site, close the window the site is opened on. The Portfolio will still remain in an opened window.
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Special features for entering websites through net Trekker

y Read Aloud ~ Select the Read Aloud tab at the top of the page. Highlight any text you wish to have read aloud. The text highlighted will be read aloud. Make sure that the speaker volume is turned on through your computer settings. y Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translations will appear. If Read Aloud is on, the word selected will be read aloud. y Vote if you Dislike or Like the website.
See the netTrekker Quick Reference Guide for More Information
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Office of Elementary Education P a g e 133 AC/DC: Whats the Difference? (student and teacher resource) URL: http://www.pbs.org/wgbh/amex/edison/sfeature/acdc.html Description: Find out about AC (alternating current) and DC (direct current) and why both are used at this PBS American Experience website, Edisons Miracle of Light. American Experience: Hoover Dam (student and teacher resource) URL: http://www.pbs.org/wgbh/amex/hoover/ Description: Rising more than 215 meters (700 feet) above the raging waters of the Colorado River, it was called one of the greatest engineering works in history. This PBS website includes information about the film, people and events, a timeline, maps, and a teacher guide that supports the film. Antisocial Balloon (teacher resource) URL: http://littleshop.physics.colostate.edu/onlineexperiments/ASBalloon.html Description: This is an interesting experiment using a balloon and a computer monitor. Chronology: Bell Labs (student and teacher resource) URL: http://www.att.com/attlabs/reputation/timeline/ Description: Time line of technologies pioneered at AT&Ts Bell Laboratories, beginning with the telephone in 1876 and continuing through 1993. Covers such innovations as electronic recording, sound motion pictures, transatlantic telephone services, stereo recording, transistors, the solar cell, and cellular phones. Electric Circuits (student and teacher resource) URL: http://www.bbc.co.uk/schools/scienceclips/ages/10_11/changing_circuits.shtml Description: A really good game for making and changing electrical circuits that can be switched from model to circuit diagram. The game allows the manipulation of cells, wires, bulbs buzzers and resistors to complete circuits. Electrical Safety Foundation International (student and teacher resource) URL: http://www.esfi.org/news/isub.php?l0=news&l1=releases&l2=20050407.html Description: Find out about how to be safe with electricity. Franklin's Kite (student and teacher resource) URL: http://www.mos.org/sln/toe/kite.html Description: Franklin's kite experiment is well-known by many, but did he actually conduct it the way we have learned. Check out this website from the Museum of Science in Boston for information. Hoover Dam: A National Historic Landmark (student and teacher resource) URL: http://www.usbr.gov/lc/hooverdam/ Description: This website about Hoover Dam is sponsored by the U.S. Bureau of Reclamation (USBR). It includes the Story of Hoover Dam, Education Information, and notes about visiting Hoover Dam. WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education How Computer Monitors Work (teacher resource) URL: http://www.howstuffworks.com/monitor.htm Description: What is inside the black box known as a computer monitor? Check this How Stuff Works website to find out. How Does Electricity Get to My House? (teacher resource) URL: http://www.schneider-electric.ca/www/en/html/house.htm Description: Find out how electricity is delivered to your home and other places we use it.
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How Electromagnets Work (teacher resource) URL: http://science.howstuffworks.com/electromagnet.htm Description: The basic idea behind an electromagnet is extremely simple: By running electric current through a wire, you can create a magnetic field. Explore the devices that use electromagnets and try some electromagnetic projects for yourself. How It Works: Connected Earth (student and teacher resource) URL: http://www.connected-earth.com/LearningCentre/Howitworks/index.htm Description: Find out how telegraphs, telephones and other electronic devices actually work via a range of interactive activities designed to be fun and informative. How Solar Cells Work (student and teacher resource) URL: http://science.howstuffworks.com/solar-cell.htm Description: Find out how solar cells convert the suns energy directly into electricity. How Speakers Work (student and teacher resource) URL: http://electronics.howstuffworks.com/speaker2.htm Description: Find out how a speaker (or headphone) translates electrical signals and translates them back into physical vibrations to create sound waves that you can hear. How Television Works (student and teacher resource) URL: http://entertainment.howstuffworks.com/tv1.htm Description: Check out this website from How Stuff Works to find out how a television works, from what has to happen in your brain to the cathode ray technology that creates the image. Little Shop of Physics (teacher resource) URL: http://littleshop.physics.colostate.edu/ Description: This site contains online experiments that can be done using household items or using the computer. WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education P a g e 135 The Magnetic Earth (student and teacher resource) URL: http://image.gsfc.nasa.gov/poetry/educator/Earth79.html Description: Here s a website to begin learning about the Earth s magnetic field. This NASA website includes information, movies and pictures about magnetism, the magnetosphere and how Earth s magnetic field shields the planet from solar storms.
Scientific American/Ask The Experts (student and teacher resource) URL: http://www.sciam.com/askexpert_directory.cfm Description: This site, maintained by Scientific American magazine, provides visitors with the opportunity to ask questions concerning specific phenomenon in science, mathematics, and technology. Scientific American then passes these queries on to experts in both academia and industry. Sticky Tape (student and teacher resource) URL: http://littleshop.physics.colostate.edu/onlineexperiments/Stick.html Description: Static charge is experienced using strips of clear tape and a computer monitor. Theater of Electricity, Boston Museum of Science (student and teacher resource) URL: http://www.mos.org/sln/toe/toe.html Description: This site from the Boston Museum of Science includes load of information about their amazing Theater of Electricity. You can find information about the history and construction of the theater and its world s largest air-insulated Van de Graaff generator, Tesla coils, and lightning, plus photos, movies, and teacher resources. Toshiba NSTA ExploraVision (teacher resource) URL: http://www.toshiba.com/tai/exploravision/ Description: From the site: "ExploraVision is a competition for all students in grades K12. It is designed to encourage students to combine their imagination with their knowledge of science and technology to explore a vision of the future. Teams of students select a technology, research how it works and why it was invented, and then project how that technology may change in the future. They must then identify what breakthroughs are required for their vision to become a reality and describe the positive and negative consequences of their technology on society. Winning ideas have focused on things as simple as ball-point pens and as complex as satellite communications." Transistorized! (student and teacher resource) URL: http://www.pbs.org/transistor/album1/index.html Description: This brief introduction outlines personalities and organizations involved in the history of the transistor.
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Office of Elementary Education P a g e 136 Tryscience.org Field Trips (student and teacher resource) URL: http://www.tryscience.org/fieldtrips/fieldtrip_home.html Description: Use an interactive map of the world to find and explore a science and technology center or museum near you. You can also find online adventures and field trips, ideas for experiments at home, plus live webcams. TryScience.org is your gateway to experience the excitement of contemporary science and technology through on and offline interactivity with science and technology centers worldwide. TryScience is brought to you through a partnership between IBM Corporation, the New York Hall of Science (NYHOS), the Association of Science-Technology Centers (ASTC), and science centers worldwide. U.S. Wind Energy Projects (student and teacher resource) URL: http://www.awea.org/projects/index.html Description: Click on a shaded state to access information on existing and planned wind energy projects Watts On Schools (teacher resource) URL: http://www.wattsonschools.com/index.html Description: A collection of solar energy educational activities created especially for schools participating in the Watts On Schools program. What is Maglev? (teacher resource) URL: http://inventors.about.com/library/inventors/blrailroad3.htm Description: Discover how maglev (magnetic levitation) is being used in the design of new transportation systems, such as railroads. What Is Static Electricity? URL: http://www.sciencemadesimple.com/static.html Description: This site from Science Made Simple describes how static electricity is created and its effects. Wind Energy Fact Sheets (student and teacher resource) URL: http://www.awea.org/pubs/factsheets.html Description: These fact sheets are presented by the American Wind Energy Association (AWEA) and include these topics and more: *How Wind Works *Wind Energy Potential -- Top 20 U.S. States *Economics and Cost of Wind Energy *Economics of Wind Energy Comparative Costs of Wind and Other Energy Sources Wonderwise: Women in Science Learning Series (student and teacher resource) URL: http://net.unl.edu/wonderwise/index.htm WCPS 2010-2011 Grade 4 Standard 5: Physics
Office of Elementary Education P a g e 137 Description: Introduces you to women who have made science their career. You can take several field trips, including space geology, African plant exploration, and urban ecology. World of Wires--Who Can Resist (student and teacher resource) URL: http://www.pge.com/microsite/PGE_dgz/wires/resist.html Description: A great interactive game to review conductors and insulators with kids. It goes perfectly along with the FOSS investigation of materials as conductors and insulators and even extends student understanding to deal with non-metal objects containing acids (such as lemons) as conductors.
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FOSSweb.com offers the following resources for you to use to enhance your science lessons and to support instruction. The website includes the following:
Photo gallery of dissection of a disposable camera, multimeter, radio, telephone, intercom, electricity from a windmill, electrical wires and safety, Hoover Dam, and a knife switch
Movies of how a light bulb works, how a speaker works, Levitron, and zooming in on an integrated circuit
Ask a Scientist ~ Common questions and answers about magnetism and electricity
Websites with descriptions and links
Interactive Games ~ Kitchen Magnets and Electromagnet
Tips and tricks for preparing and teaching the magnetism and electricity module
Audio version of science stories
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Half and full page duplication masters
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Formative Assessments Formative assessments are used to gain information that improves instruction and advances student
learning. Formative assessment entails both gathering information about childrens ongoing development of ideas and skills and using this in modifying activities and the teachers interventions to meet the childrens needs (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.
Resource: Science and Learning, March 2007, Assessing for Science Learning, Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported. Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes. The formative assessments do not serve as a practice for the end of the unit assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.
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Name _____________________________ Investigation 1: Force Formative Assessment 1. The magnetic force of attraction between two magnets
A. increases with distance B. decreases with distance C. remains the same with distance D. attracts with distance.
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2. Which of the following can NOT detect a magnet field?
A. compass B. iron filings C. iron objects D. lead
3. Which of the following statements BEST describes magnets?
A. Magnets stick to lead. B. Two magnets only attract. C. Magnets are objects that stick to iron. D. Magnets dont create a force.
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4. Name two ways you can test if the force of a magnet is present.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Office of Elementary Education Investigation 1: Force Formative Assessment Key Item 1. Indicator 4.5.C.3.a&b Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 4.5.C.3.a&b 1 - Correct answer 0 Incorrect answer 3. 4.5.C.3.a&b 1 - Correct answer 0 Incorrect answer 4. 4.5.C.3.a&b Score 2 Student Response States 2 of the following ways to detect a magnetic field: y Compasses y Iron filings y Iron objects Includes only one of the above items. Other B. D. Performance Criteria/Answer B.
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Name ____________________________________
Investigation 2: Making Connections Formative Assessment
1. A switch is a device that
A. only closes a circuit B. only opens a circuit C. opens and closes a circuit D. burns up a circuit
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2. Which of the following statements is NOT true about conductors?
A. Conductors are metal. B. Conductors are materials that allow the flow of electric current. C. Conductors are materials that do NOT allow the flow of electric current. D. Conductors are not metals covered by an insulator.
3. What is the name of the metal clip that connects wires in a circuit?
A. switch B. schematic clip C. Fahnstock clip D. circuit clip
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4. Look at the picture below.
Will the circuit make the light bulb or motor run? Explain why or why not.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Office of Elementary Education Investigation 2: Making Connections Formative Assessment Key Item 1. Indicator 4.5.C.2.a-c Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 4.5.C.2.a-c 1 - Correct answer 0 Incorrect answer 3. 4.5.C.2.a 1 - Correct answer 0 Incorrect answer 4. 4.5.C.2.a Score 2 Student Response Identifies that the circuit would not work and explains that a complete circuit must go from the energy source (battery) to the receiver (bulb) and back to the source. Identifies that the circuit would not work but does not clearly explain what would make the circuit complete. Other C. C. Performance Criteria/Answer C.
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Name _______________________________ Investigation 3: Advanced Connections Formative Assessment 1. A series circuit has A. B. C. D. no pathways one pathway two pathways more than two pathways
2. Cells in series must be oriented in A. the same direction B. different directions C. intersecting directions D. parallel directions
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3. Draw a picture of a parallel circuit.
4.Explain why the picture you drew is a parallel circuit.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Office of Elementary Education Investigation 3: Advanced Connections Formative Assessment Key Item 1. Indicator 4.5.C.2.a-c Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 4.5.C.2.a-c 1 - Correct answer 0 Incorrect answer 3. 4.5.C.2.a 1 - Correct answer 0 Incorrect answer 4. 4.5.C.2.a 1 Correct answer 0 Incorrect answer Student draws a picture of a parallel circuit. See examples on page 19 of the teacher s manual, Investigation 3 folio. The student explains that the current leaving the cell has 2 pathways it can follow or that the circuit splits and goes to both bulbs. A. Performance Criteria/Answer B.
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Name __________________________________ Investigation 4: Current Attraction Formative Assessment 1. Magnetism created by current flowing through a conductor is called A. conductorism B. free flow C. insulation D. electromagnetism
2. Which of the following is NOT a way to change the strength of an electromagnet? A. tighter coils B. number of D-cells C. larger magnet D. different wire gauge
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3. The more winds on a core of an electromagnet,
A. the weaker the magnetism B. the magnetism shuts down C. the stronger the magnetism D. the smaller the magnet is
4. Explain how you can make a magnet that turns on and off. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Office of Elementary Education Investigation 4: Current Attractions Formative Assessment Key Item 1. Indicator 4.5.C.3.e Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 4.5.C.3.e 1 - Correct answer 0 Incorrect answer 3. 4.5.C.3.e 1 - Correct answer 0 Incorrect answer 4. 4.5.C.3.e Score 2 Student Response Explains that a magnet can be made by wrapping insulated wire around a steel rivet (iron core) and connecting it to an electric circuit. Includes only one of the above points. Other C. C. Performance Criteria/Answer D.
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Name _____________________________ Investigation 5: Click It Formative Assessment
1. Connecting two telegraphs for two-way communication requires A. one complete circuit B. two complete circuits C. three complete circuits D. more than three complete circuits
2. A symbolic system used for communication is A. code B. journal C. log D. puzzle

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3. Explain how science and technology closely relate. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Office of Elementary Education Investigation 5: Click It Formative Assessment Key Item 1. Indicator 4.5.C.2.e Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 4.5.C.2.e 1 - Correct answer 0 Incorrect answer 3. 4.5.C.2.e Score 2 Student Response Explains but is not limited to the following points Science is knowledge of the natural world y Technology is using scientific knowledge to modify the world to solve human problems Includes only one of the above points. y Other A. Performance Criteria/Answer B.
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1 0
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Science Assessment Collection Windows
Teachers should determine the most appropriate date to administer the end of the module assessment, keeping in mind the dates they are due to Central Office. End of the module assessment must be completed, scantrons bubbled, and received at Central Office by the dates listed below.
Unit Assessment Due Dates Unit 1 November 19, 2010 Unit 2 February 25, 2011 Unit 3 Last Day of School
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Grade 4 Unit 3
Standard 5: Physics
SCIENCE BENCHMARK
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Teacher Directions PART 1 Distribute the Test Materials Today we are going to take the Unit 3 Science test. Do your best to select or write an answer for each question on the test. I am now going to give you the test materials you will need. Please do not open your Test Book until I tell you to do so. Distribute the Test Books, No. 2 pencils with erasers, and scratch paper. The Unit 3 Science consists of Selected Response (SR) questions and Brief Constructed Response (BCR) questions. The SR questions require you to select the correct answer from four choices and darken the appropriate circle in the Test Book. BCR questions require you to write your response in the boxed answer area of the Test Book. Now turn to page 3 in your Test Book. Read the directions to yourself as I read them aloud. Selected Response Instructions Be sure to fill in the circle completely and make your mark heavy and dark in your test book and on your scan sheet. If you want to change an answer, completely erase the mark you made before making a new mark. Remember to read and follow all directions and information in the Test Book. Brief Constructed Response Instructions In addition to Selected Response questions, there will be Brief Constructed Response questions that require a written answer. You may underline, mark, and make calculations and notes in your Test Book; however, be sure to mark and write all your answers in the space provided in your Test Book. Remember, only what you write in the boxed area in your Test Book will be scored. For Constructed Response questions, you do not need to use the entire answer space. Do not write outside the boxed area. Answers written outside the boxed area will not be scored. To answer some of the questions on this test, you will be asked to read a passage or review a diagram. Questions will follow each passage or diagram. If you do not know the answer to a question, do your best but do not spend too much time on any one item. You may return later if time permits during that Test Part. Do you have any questions? Answer any questions students may have. Repeat any of the instructions, as necessary.
SAY
SAY
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SAY
You may go back over Part 1 and check your answers, but do not go on to Part 2. Make sure that you have marked all Selected Response answers clearly and have only responded to Brief Constructed Response questions in the boxes provided. When you have finished with Part 1, sit quietly until everyone else has finished. Do you have any questions? When you are sure that all students understand the directions, continue.
SAY
Please raise your hand during testing if you have a question. You will have 23 minutes to complete Part 1. I will help you keep track of the time by recording the remaining testing time on the board. If you finish early, you may review your answers in Part 1 only.Do you have any questions about what to do, howto mark an answer, or how to write an answer? Answer any questions students may have. Repeatany of the instructions, as necessary.
SAY
Locate Part 1 by turning to page3 of your Test Book.
Pause, and make sure all students have foundpage 3, which says Part 1.
SAY
You will have 23 minutes to complete Part 1. Turn topage 4 for Part 1. You may begin.
Give students 23 minutes to complete Part 1. Record the starting time, the amount of time forPart 1, and the stopping time on the board. When 15 minutes have passed, record the remainingtesting time on the board.
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Items 1 through 12 Items begin on page 4 Record the Starting Time: ___________ Add 23 minutes: + 23 Record the Stopping Time: ___________ Record the Remaining Time: __________
While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting to answer each question, that they are marking their answers appropriately in the Test Book, and that they are not going on to Part 2 or to any other part. Do not offer any help on specific test questions. When 23 minutes have passed, read the next direction.
SAY
Please stop working and put down your pencil. This is the end of Part 1. Please close your Test Book. We will take a 10-minute break now. Students are allowed a short break lasting no longer than 10 minutes. If all students have returned to their seats in less than 10 minutes and are ready to go on, you may continue to Part 2.
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PART 2 We will now take Part 2 of the test. Open your TestBook to Part 2 on page 11.Please remember that during testing, you may nottalk to other students or look at another studentsTest Book. You may not share materials or use othermaterials not provided by the Test Examiner.Remember to read all of the directions andinformation for Part 2 in the Test Book. Choose thebest answer for each Selected Response questionand write your best response for each BriefConstructed Response question. If you are not sureabout an answer, do the best you can but do notspend too much time on any one question. As areminder, be sure to answer the BCR questioncompletely and do not write outside the boxed area.When you come to the word STOP at the bottomof the page, you have finished Part 2.
SAY
When you are sure that all students understandthe directions, continue.
SAY
Please raise your hand during testing if you have aquestion.Make sure you are on page 11 in your Test Book. You will have 20 minutes to complete Part 2. I will helpyou keep track of the time by recording theremaining testing time on the board. When you arefinished you may go back over Part 2 and check youranswers, but do not return to Part 1. When you have finished, sitquietly until everyone else has finished.Do you have any questions about what to do, howto mark an answer, or how to write an answer? Pause to answer any questions students may have.Repeat any of the instructions, as necessary.
SAY
You will have 20 minutes to complete Part 2. Turn to page 12 for Part 2. You may begin. Give students 20 minutes to complete Part 2. Record the starting time, the amount of time for Part 2, and the stopping time on the board. When 10 minutes have passed, record the remaining testing time on the board.
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Items 1 through 13-22 Items begin on page 12 Record the Starting Time: ___________ Add 20 minutes: + 20 Record the Stopping Time: ___________ Record the Remaining Time: __________
While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting to answer each question, that they are marking their answers appropriately in the Test Book, and that they are not going back to Part 1. Do not offer any help on specific test questions. When 20 minutes have passed, read the next direction.
SAY
Please stop working and put down your pencil. This is the end of Part 2 and the end of Day 1 of testing. Please close your Test Book. Do not place your scratch paper inside your Test Book. I will now collect your Test Book and scratch paper. Collect all test materials and scratch paper. Make sure you receive a Test Book from each student taking the test.
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PART 1
Did you know that electricians help make our world a brighter place? Electricians install and maintain all the electrical and power systems for our homes, businesses, and factories. They install and maintain the wiring and control equipment through which electricity flows. They also install and maintain electrical equipment and machines in factories and wide range of other businesses. Electricians periodically inspect all equipment to ensure that it is operating properly and to correct problems before breakdowns occur.
1. Which of the following bulbs will light?
5.C.2.c
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2. In a complete circuit, the D-cell battery
A. controls the path of electricity B. is the source of electricity C. reduces the power to the circuit D. connects components in the circuit
5.C.2.a
3. In a circuit that tests for insulators and conductors, a light bulb is used to
A. carry the electricity through the circuit B. show that electricity is running through the circuit C. reduce the power of the electricity in the circuit D. turn on the circuit
5.C.2.d
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4. In a complete circuit, the switch
A. turns the motor left and right B. opens and closes the circuit C. supplies the power to the circuit D. is the path that carries the electricity through the circuit
5.C.2.c
5. Which of these motor circuits will run?

5.C.2.c
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6. Which of these diagrams shows a series circuit? Note: the switch can be open and still be a circuit.
5.C.2.c
7. Which of these drawings shows a parallel circuit?
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8. Static electricity is an electric charge

5.C.1.a
A. on an object that is not moving B. that is moving through a current C. that flows from a positive and negative charge D. is in a D-cell circuit
9. Which is a way to create a static charge?
5.C.1.a
A. B. C. D.
Bounce a balloon against a wall and then make your hair stand on end. Rub a balloon against your sweater and then make your hair stand on end. Blow more air in a balloon and then make your hair stand on end. Toss the balloon in the air and then make your hair stand on end.
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10. Which will NOT be observed when producing static charges?
A. light B. a smell C. feeling a shock D. attracting lightweight materials over a distance without making contact
5.C.1.b
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11. Sam and Zoe made four different motor circuits. Which circuit will NEVER work?
12. Explain which motor circuit did not work. In your explanation be sure to include y which motor circuit did not work y why this motor circuit will NEVER work
5.C.2.c Score 3 Student Response Includes that a motor circuit D will never work and completely explains why the batteries are not hooked up correctly. Note: The battery ends must be connected positive to negative and not negative to negative. 2 Includes that a motor circuit D will never work and partially explains why the batteries are not hooked up correctly. OR Incorrectly states motor circuit A,B, or C will not work but completely explains why the batteries are not hooked up correctly. Includes that s motor circuit D will never work. OR Partially explains why the batteries are not hooked up correctly. Other
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PART 2
Have you ever heard of a cow magnet? A cow magnet is a veterinary medical device. Dairy farmers and ranchers feed the magnet to calves during branding time. When the cow grazes, it often consumes and swallows barbed wire, staples, nails, and other objects. These objects cannot be digested and cause Hardware Disease. This disease can cause lower milk production and lower weight gain. The cow magnet remains in the cows digestive tract.
13. Which best describes how a cow magnet works?

5.C.3.b
A. The magnet helps the cow graze. B. The magnet pushes iron out of the cows stomach. C. The magnet repels the things made of iron so that items dont get stuck in the cows digestive tract. D. The magnet attracts the things made of iron so that items dont get stuck in the cows digestive tract.
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14. Which of the items found in the cows stomach is NOT a conductor of heat?
A. iron nail B. aluminum soda can tab C. wooden toothpick D. copper wire
5.B.1.b
15. Which of these is the BEST definition of an insulator?
A. An insulator is the component that turns the circuit on and off. B. An insulator is a material that sticks to a magnet. C. An insulator is a material that prevents electricity or heat to flow through it. D. An insulator is a material that keeps the circuit warm.
5.B.1.b
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16. A student placed two compasses on a box to detect a magnet that was hidden inside. If X marks the spot where the magnet was hidden, which drawing shows how the compasses looked when she found the magnet?
5.C.3.c
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17. One way to make an electromagnet stronger is to
A. wind the wire more times on the core B. use thinner wire C. add another switch D. wind the wire around a pencil
5.C.3.f
18. A nail stuck to a permanent magnet picked up a small washer. The nail could pick up the washer because
A. nails have magnetic fields B. the nail has electromagnetic frequency C. the nail and washer are made of the same thing D. magnetism was induced in the nail
5.C.3.d
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19. Which of these materials can you use to build an electromagnet?
A. a steel rivet, wire, and a D-cell battery B. a steel rivet, motor, and a D-cell battery C. a steel rivet, motor, and a wire D. a wire, motor, and a D-cell battery
5.C.3.f
20. Which of the following conducts electricity and sticks to a magnet?
. aluminum foil B. penny C. iron nail D. rubber band

4.A.1.b
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21. A magnet attracted a paper clip even when a thin piece of cardboard was placed between the magnet and paper clip. However, when a thick sponge was placed between the magnet and the paper clip, the paper clip fell to the paper. This happened because
A. the sponge conducts magnetism but the cardboard does not B. the cardboard conducts magnetism but a sponge does not C. the distance between the magnet and paper clip was too far D. the magnetism gets trapped in the holes of the sponge
5.C.3.g
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22. Andrea has bar magnets that are dark on one half and light on the other.
When Andrea put two of these bar magnets together like this, they repel (push apart).
However, when Andrea put the bar magnets together like this, they attract (pull together).
What will happen when Andrea puts the bar magnets together like this?
In your explanation be sure to identify y what will happen when the dark ends of the bars magnets are brought together y why this interaction occurred
5.C.3.b Score 3 Student Response Includes that the magnets will repel, move away, or push away and explains if two white ends repel, but one of each color attracts, then two black ends should act like two white ends and repel; (same poles always repel, opposite poles always attract). Includes that the magnets will repel, but only partially explains why. Only includes that the magnets will repel. Other Grade 4 Standard 5: Physics
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MSA Science Rubric LEVEL 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.
y y y y
The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*
LEVEL 2
There is evidence in this response that the student has a general understanding of the question or problem.
y y y y
The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*
LEVEL 1
Thereis evidence in this response that the student has minimal understanding of the question or problem.
y y y y
The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted is minimal*.
LEVEL 0
There is evidence that the student has no understanding of the question or the problem.
y
The response is completely incorrect or irrelevant or there is no response.
WCPS 2010-2011

Science Grade 4 Unit 3 2010 Guide

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