SCIENCE
Module Title: Electricity and Magnetism
Time allotted: 8 Weeks
Sequence Reference: P5 SC-D
PS
PHASE A
P1
P2
P3
PHASE B
P4
P5
P6
Goal & Subgoal Emphasis & Performance Strand
1.1 – 1.5
2.1 – 2.8
3.1 – 3.3
4.2
Nature and History of Science
Scientific Inquiry
Positive Attitude
Advocate for the Environment
Physical science (P) which consists of concepts of chemistry and physics, involves the study of matter and materials,
forces and energy.
Conceptual understanding is demonstrated by
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Using a concept accurately to explain observations and make predictions
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Representing the concept in a variety of ways including words, diagrams, charts and graphs, as appropriate
Both aspects of understanding - explaining and representing - are required to meet the standard.
Performance Standards & Essential Questions
SC.P5.P3
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Energy - the sources and forms of energy, including transmission and transformations and how energy
helps explain the structure of matter and the universe
What is the role of energy in everyday life?
How can electrical energy be transformed?
What is an electric current?
Why can an electric current pass through some materials and not through others?
SC.P5.P4
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Forces of Nature - gravitational, electrical and magnetic forces as the fundamental forces acting in
nature
How do things materials that have been electrically charged affect other materials?
How does a magnet affect other objects including other magnets?
Bermuda Ministry of Education, Sports & Recreation (09/07) Page 1 Module Title: Electricity and Magnetism
Sequence Reference: P5 SC-D
Curriculum Objectives &
Content Detail:
Assessment Indicators & Limits:
Students will provide evidence to demonstrate understanding
of the following concepts:
At the end of this module, students will:
1.
SC.P5.P3 Energy
a) Energy can be stored and transformed in many ways.
Assessment limits:
• electrical to heat, light, sound and mechanical
b) Electricity travels through circuits to make things
work. Electricity in circuits can produce heat, light,
sound and magnetism.
SC.P5.P4 Forces of Nature
a) A magnet pulls on things made of iron and pushes or
pulls other magnets.
Assessment limits:
• like poles, unlike poles
• north and south poles a
• attract, repel
b)
2.
3.
Materials that have been electrically charged pull on
uncharged materials and may push or pull other
charged materials.
4.
5.
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8.
Bermuda Ministry of Education, Sports & Recreation (09/07) recognize electricity as a form of energy (P3a)
• energy makes things work and can be changed from
one form to another
• electrical energy can produce other forms such as
heat, light, sound and mechanical
• electricity in everyday life
describe how things become electrically charged and
can push or pull other objects (P4b)
• static charges, discharge
• types of materials that build up charge
• examples of static electricity – “static cling”,
lightning, brushing hair etc
explain how an electric current can travels in a loop
called a circuit powered by a battery (P3b)
• battery as energy source
• components of a circuit : bulb, wires, battery,
switch/buzzer
• series and parallel circuits
• circuits that do not work (components not connected
etc)
• electricity producing heat, light, sound and
magnetism
classify things that conduct electricity and things that do
not conduct electricity (P3b)
• conduct: metals
• do not conduct: other materials – glass, rubber,
wood, plastic
• use but do not test conductor and insulator
describe the properties of magnets (P4a)
• attract and repel
• like and unlike poles
• north and south poles
classify materials that can be attracted by magnets and
those that cannot be attracted. (P4a)
• Magnetic – iron (including mixtures such as steel)
• Non-magnetic – wood, rubber, plastic, most other
metals
describe how Bermuda Electric Light Company
provides electricity for us to use.
• Making electricity using generators
• Distributing electricity
recognize the importance of electricity in everyday life
• electricity and safety
• electric outages - generators etc
Page 2 Module Title: Electricity and Magnetism
Recommended
Instructional Strategies:
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Students develop a plan for reduction of consumption
of electricity in the home or school
Students will investigate the effect of different
materials for the production of static electricity on a
balloon. They will be expected to use materials such
as wool, cotton, paper
Investigation: Classify substances as conductors or
nonconductors using basic understanding of electrical
circuit. Students will design, carry out, record and
analyze findings. Materials for testing include: strips
of wood, aluminium foil, wire, and plastic. Extension:
Does water conduct electricity in a circuit?
Students will research the achievements of Benjamin
Franklin in which he determined that lightning was a
form of electricity. Students can role-play his
dangerous experiment of flying a kite in a
thunderstorm with a metal key suspended from it.
Have student brainstorm things they want to know
about production of electricity at Bermuda Electric
Light Company. These questions will be the basis of
a visit from an engineer from the company.
Investigation: Which magnet is the strongest?
Students will use magnets and paper clips to
determine which magnet is the strongest.
Discuss and demonstrate how electrical charges are
produced by the flow of electrons
Provide materials for demonstration of static
electricity e.g. comb, wool and pith ball
Discuss open and closed circuits and provide
materials for students to demonstrate same
Have students experiment with various materials to
develop the concept of conductivity
Discuss parallels and series circuits and provide
materials to demonstrate same
Students examine the mechanism of a door bell to
develop the concept of electromagnetism and list
places where electromagnets are found
Students use voltmeter to demonstrate how some
fruits and vegetables can produce an electrical charge
Have students draw a poster or role-play the hazards
of electricity for a P1 Health Education class in
safety. P1 HE-A.
Bermuda Ministry of Education, Sports & Recreation (09/07) Sequence Reference: P5 SC-D
Recommended Formative
Assessment Strategies:
Assessments that are part of regular teaching and
learning in classrooms. Teachers and students use this
data to promote student learning and conceptual
understanding.
techniques include:
• questioning
- teachers ask students about their understandings
whilst they are engaged in activities and during direct
teaching
• checklists
- teachers use these during observations or interactions
to note mastery of particular concepts or skills
• teacher observations
- teachers watch students (individuals or groups) during
activities, guided and independent practise
• games and puzzles (including computer applications)
- teachers can monitor levels of success at games or
puzzles and intervene when necessary
• mind maps, drawings
- teachers can diagnose misconceptions based on
accuracy
• quizzes (oral and written) and worksheets
- when used as diagnostic (as opposed to summative)
tool the teacher and student can recognize and correct
misconceptions
• science journals
- students use these to record details of investigations
and a method of reflection .(teacher will review
journals regularly and give feedback)
- investigations : what did I think about?
- what did I do?
- what did I see?
- what did I find out?
- reflections: what did I learn?
- what did I like?
- what else do I want to know ?
Page 3 Module Title: Electricity and Magnetism
Sequence Reference: P5 SC-D
Summative Assessment:
Assessments given at the end of a module where the data is used to generate grades.
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Performance based examples:
- Adapt any activities from previous section
- Student/group project: Write a story or skit responding to the following scenario: There has been a terrible storm
on the island and the Bermuda Electric Light Company has been destroyed. There will be no electricity for one
month. All portable generators have been given to senior citizens’ homes and hospitals. Describe how your family
will adapt and what you will have to do without during the next month. Assess students using Science Rubric.
- Class Project- students will design posters for P1 health education class about safety surrounding thunderstorms:
Do not Fly a Kite; Do not swim etc. Assess students using rubrics for understanding of concept, process and final
product
- Use or adapt the performance assessment tasks at the end of chapter/topics found in this unit
End of unit test: teacher-made or from Unit 5: Electricity and Magnetism
Special Resources:
(materials, equipment & community involvement)
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cross curricular connections: English Language Arts, Mathematics
guest speakers: Bermuda Electric Light Company Engineer, BELCO Kite Man (seasonal), Tynes Bay Waste
Treatment Facility (electricity production)
References - Teacher:
References - Student:
• McGraw-Hill Science. Grade 4
• Unit 5: Electricity and Magnetism
• McGraw-Hill Science. Grade 4
• Unit 5: Electricity and Magnetism
Science Background: Paths for Electricity T 289G
Science Background: Making and Using Electricity
Topic 4 Only T 327 A
Glossary:
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refer to text
Words to Know Cards (Grade 4)
Bermuda Ministry of Education, Sports & Recreation (09/07) Page 4