HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Renee Wetterau
Building :Drums
Subject : Science
Start Date(s): March 6
Grade Level (s): 4
Unit Plan
Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and
content areas.
Electricity, Circuits and Magnetism
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the
lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the
curriculum
 What is static electricity?
 What is an atom?
 What is an electric charge?
 What are like and unlike charges and what do they do?
 What is electric current?
 How are conductors and insulators the same and different?
 What is an electric circuit?
 What are the two types of electric circuits? Describe each
 What are the three parts of a working circuit?
 What is a circuit box or breaker? What is it used for?
 Why are houses usually wired in parallel not series?
 What is an electric cell?
 What is a magnet?
 What are magnetic fields?
 What are permanent and temporary magnets? How do you construct one?
 What is a magnetic pole?
 What is an electromagnet and how do they work?
 How are motors and generators similar and diffiernt?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
S4.C.2.1 Recognize basic energy types and sources, or describe how energy can be changed from one form to another
S4. C.3.1 Identify and describe different types of force and motion resulting from these forces, or the effect of the interaction between force and motion



Use physical properties ex. Mass, shape, size, volume, color, texture, magnetism, state(solid, liquid,gas), conductivity, ex electrical and heat, to
describe mater
Describe the flow of energy through an object or system ex. Feeling radiant heat from a lightbulb, eating food to get energy, using a battery to
light a bulb or run a fan
Recognize or illustrate simple direct current series and parallel circuits composed of batteries, light bulbs, or other common loads, wire, and
on/off switches.

Describe changes in motion caused by forces ex. Magnetic pushes and pulls, gravity, friction.
Summative Unit Assessment :
Summative Assessment Objective
Students will-demonstrate recognize or illustrate simple direct current series
and parallel circuits composed of batteries, lightbulbs, wire, and on/off
switches.
Students will describe changes in motion caused by forces. Ex. Magnetic
pushes or pulls, gravity, friction.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
Students will complete an
investigative activity and record
data into science notebooks..
1
Students will show the effect that
two objects have on eachother
when they have the same and
different charges.
DOK
LEVEL
1
3
Activities / Teaching Strategies









2
Students will- complete an
investigative activity and record
data into science notebooks..
Show school house rock “Electricity” to open
unit
Bill Nye static electricity
Read text F 42-47
Reader: 15 Facts about Atoms
Define: atom, electric charges, static
electricity, like charges repel with picture,
unlike charges attract with pictue
2 activities with balloons, pencil shavings,
comb, static tubes and reading cards
PHET Simulations, balloons and John
Travoltage
Worksheet 15.1 graded HW
Ben Franklin booklet
2

Show school house rock “Electricity” to open
unit
Grouping
DAILY PLAN
W
i
W
s
i
Materials / Resources



Assessment of Objective (s)
Formative-

Text
Notebook
Static tube, pencil
shavings, puffed rice, foil,
felt, card printouts for
partners
computer



Text
Notebook
Static tube, pencil
Formative-
Summative- 15.1 graded HW
Student Self - Assessment-
Summative-




Students will show the effect that
two objects have on eachother
when they have the same and
different charges.




Students will recognize how cause
and effect relationships play a role
in sequencing events.
Bill Nye static electricity
Read text F 42-47
Reader: 15 Facts about Atoms
Define: atom, electric charges, static
electricity, like charges repel with picture,
unlike charges attract with pictue
2 activities with balloons, pencil shavings,
comb, static tubes and reading cards
PHET Simulations, balloons and John
Travoltage
Worksheet 15.1 graded HW
Ben Franklin booklet
1


Students will create a chart to tell
how conductors and insulators are
similar and different.


3
3
Students will construct a complete
circuit.
Students will construct a parallel
circuit.
Students will define vocabulary
related to electric current.
Students will- describe and
demonstrate a series circuit as a
circuit in which electricity flows
along only one path
4
5
Students will- describe and
demonstrate a parallel circuit as a
circuit in which electricity flows
along two or more paths .
Students will- describe magnetic
fields and the behavior of
magnets.
Students will distinguish
permanent and temporary








1
1
4
Students will read Ben Franklin Flies
a Kite as a readers theater.
Define: conductors, insulators,
electric circuit, electric curremt,
Parallel circuit,Series circuit
Read text F48-58
Complete t chart on conductors and
insulators
Construct a circuit to light a bulb
Test conductors and insulators
Electricity wand circle of students
Phet DC only circuit construction
Magic Schoolbus gets charged
Videos on series and parallel circuits
Text F51-F57
W
p










Read text F56-F59
Answer questions F59
Science kits to build a series circuits
Snap kits
Worksheet s 15.2
Draw and define both in notebooks
Human circuit act
W
p





Pick it up activity F60-61
Read text F62-65
Videos on magnets
Magnets and compasses investigation
Questions F56
W
p
shavings, puffed rice, foil,
felt, card printouts for
partners
computer
Text, notebook
Batteries, light bulb
holders, battery holders,
wires
Packets
Text
Worksheets batteries
Wires
Lightbulb
batteries
Student Self - Assessment-
Formative-what stuck with me?
SummativeStudent Self - Assessment-
FormativeSummative- Quiz current
electricity
Student Self - Assessment-
4
2
1



Text
Packets
Videos on youtube Bill
Nye Magnetism and
others
FormativeSummative- quiz on magnets
Student Self - Assessment-


magnets


Worksheets in packet on magnets
Vocabulary: magnet magnetic poles,
magnetic field, notes into notebook
Science weekly 5 teachers pay teachers
Magnet centers
Teachers pay teachers word sort
Stick to it activity F66-67
Read F 68-72
Questions F73
Create an electromagnet with nail copper
wire battery
Science kit cards
Vocab: electromagnet, generator, motor



Magnetism and electricity scoot
Jeopardy power point
Text pages F76-F77 as study guide

6
7
Students will-construct and
observe an electromagnet.
4
Students will understand how an
electromagnet works and how
they are used in our world.
2
Students will review key points of
the unit by participating in an
independent review.
2
1





W
p
W
i



Magnet kit
Centers pages
Differentiated question
sheets and passages
teachers pay teachers






Text
Notebook
Sci kit
Magnets
Wire
batteries
Formative-what stuck with you
today?

Teachers pay teachers
scoot and jeopardy power
point
Text F76-77
Summative- Unit test

Summative-
Student Self - Assessment-