Grade 6: Science – Electricity and Magnetism– Unit 1 (6 Weeks)
Work in Progress/Draft
Stage 1 – Desired Results
Big Ideas: Students investigate the transfer and transformation of energy in electricity and magnetism. During this unit, students
develop an understanding of electric and magnetic forces within series and parallel circuits. Students will begin by
conducting investigations and evaluating experimental designs to deepen their understanding of the relationship between
electricity and magnetism. Using qualitative observations, students will be able to develop questions that can be
investigated regarding the transfer and flow of energy through matter. By the end of this unit students can then predict
changes in natural phenomena related to matter and energy.
In this unit of study, students’ understanding of how forces at a distance can be explained by fields, why some materials are attracted to each other while
other are not, how magnets or electric currents cause magnetic fields, and how charges or changing magnetic fields cause electric fields. The crosscutting
concept of cause and effect is called out as an organizing concept. Students are expected to demonstrate proficiency in planning and conducting
investigations and developing and using models.
Unit 1, Electricity and Magnetism, develops student understanding of electromagnetic forces. Students ask questions, conduct
investigations, and make observations in order to deepen this understanding of magnetic and electrical forces that are not directly
observable. The crosscutting concepts that will be addressed in this unit are scale, proportion and quantity, systems and system models,
energy and matter, and stability and change.
Overview: The purpose of this unit is for students to gain an understanding of energy flow through electrical
systems and magnetic fields.
Unit Performance Expectations:
Key Ideas:
Students who demonstrate understanding can:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist
between objects exerting forces on each other even though
the objects are not in contact.
MS-PS3-6. Make observations to provide evidence that energy can be transferred by electric currents.
Overall Standards Covered:
MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between
objects exerting forces on each other even
though the objects are not in contact.
MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different
amounts of potential energy are stored in the
system.
MS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that
a changing magnetic field can produce
an electric current.
MS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the
functioning of designed materials.
MS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces
between objects and the changes in energy of
the objects due to the interaction.
Asking Questions and Defining Problems
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Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to
specifying relationships between variables, and clarifying arguments and models.
Ask questions that can be investigated within the scope of the classroom, outdoor environment, and
museums and other public facilities with available resources and, when appropriate, frame a hypothesis
based on observations and scientific principles.
Planning and Carrying Out Investigations
■■ Conduct an investigation and evaluate the
experimental design to produce data to serve as the
basis for evidence that can meet the goals of the
investigation. (MS-PS2-5)
■■ Collect data to produce data to serve as the basis for
evidence to answer scientific questions or test design
solutions under a range of conditions. (MS-PS3-6)
NGSS CROSS-CUTTING CONCEPTS
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted.
Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and
engineering.
■ Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
■ Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Systems and System Models: A system is an organized group of related objects or components; models can be
used for understanding and predicting the behavior of systems.
■ Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
■ Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and
energy, matter, and information flows within systems.
■ Models are limited in that they only represent certain aspects of the system under study
▪ Phenomena may have more than one cause, and some cause and effect relationships in systems can only be
described using probability.
Structure and Function: The way an object is shaped or structured determines many of its properties and
functions.
■ Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their
function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and
designed structures/systems can be analyzed to determine how they function.
■ Structures can be designed to serve particular functions by taking into account properties of different materials,
and how materials can be shaped and used. Stability and Change: For both designed and natural systems, conditions
that affect stability and factors that control rates of change are critical elements to consider and understand.
■ Explanations of stability and change in natural or designed systems can be constructed by examining the changes
over time and forces at different scales, including the atomic scale.
■ Small changes in one part of a system might cause large changes in another part.
■ Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
■ Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.
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Common Core Content Standards: (Include reading standards)
ELA/Literacy
RST.6–8.4: Determine the meaning of symbols, key terms, and other domain-specific odds and phrases as they are
used in a specific scientific or technical context relevant to Grades 6–8 texts and topics.
RST.6–8.7: Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6–8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
WHST.6–8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
WHST.6–8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how good purpose and audience have
been addressed.
WHST.6–8.8: Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
Mathematics –
 Instructional Shifts
 Math
 Deeper Understanding
 Fluency
 Rigor
Connection to School Math protocols:
 Productive Struggle
 Gradual release
Connection to math standards: 7RP.2: Recognize and represent proportional relationships between two
quantities. b) Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
POSSIBLE MISCONCEPTIONS:
An electromagnet must have an iron core.
- Large magnets are stronger than smaller ones.
- Magnets can be used to separate metals from non-metals.
- Batteries are a source of charge.
- Electricity is a form of energy
- Current is a type of electrical energy.
What understandings are desired?
What essential questions will be
considered?
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Content Understandings:
Big Idea:
Charge exists everywhere in a circuit and the movement of charge in a
circuit occurs when other energy is transformed into electrical energy.

The current in a circuit is directly proportional to the voltage
impressed across the circuit and is inversely proportional to the
resistance of the circuit.

For charged objects that are small as compared with the distance
between them, the force between the charges varies directly as
the product of the charges and inversely as the square of the
distance between them.

The concept of a field is used to explain action-at-a-distance
forces.

Electric charges or changing magnetic fields cause electric
fields.

Magnets or electric currents cause magnetic fields.
Essential Questions for Learners:
Essential Question:
.
1. How does energy flow through
electrical systems and magnetic
fields?
2. How is energy stored in a battery?
3. What conditions make it
advantageous to connect lights on
a parallel configuration instead of
a series configuration?
4. How does the electric energy
generated in a power plant reach
your home?
5. why do some materials make
good magnets and others do not?
6. Why do some materials make
good conductors while others do
not?
Content / Key Ideas/ Skills
GENERAL SKILLS
Students who understand the concepts are able to:
• Develop and use an evidence-based model of two objects
interacting through electric or magnetic fields to illustrate the forces
between objects and the changes in energy of the objects due to the
interaction.
Suggest and predict cause-and-effect relationships for two objects
interacting through electric or magnetic fields.
General Skills:
Students will be able to:
– Follow safety procedures in the
classroom and laboratory.
– Recognize and analyze patterns and
trends.
– Sequence events.
– Identify cause-and-effect
relationships.
Students will know:
Understand the structure of an atom in relation to how electricity works.
Physical Skills
- Describe how charges are able to act at a distance.
Students will be able to:
- Label a picture of an atom with the three subatomic particles, their
– Manipulate a compound
charges, and their locations.
microscope to view microscopic
- Describe the three rules of charge.
objects (e.g., look at cells
- Provide examples of materials that make good conductors vs. insulators.
undergoing mitosis).
- Explain the three ways charge can be transferred.
–
Determine the size of a
- Draw a picture and use it to explain how charge can be induced on an
microscopic object using a
object.
compound microscope.
- Explain how lightning works.
- Describe the motion of electrons in a current.
Physical Setting Skills
- Perform calculations using Ohm’s Law given a scenario or labeled
picture.
Students will be able to:
- Differentiate between the effects of an open vs. closed circuit.
- Explain how a battery works.
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- Describe the four factors that affect resistance.
- Explain the relationship between voltage, current, and resistance in a
circuit.
- Interpret circuit drawings or diagrams.
- Calculate resistance for a series circuit or a parallel circuit.
- Use a diagram to compare and contrast series and parallel circuits.
Include real-world examples of each.
- Draw series and parallel circuits, given specifications.
- Explain why magnetic poles cannot be isolated.
- Related properties of magnets to Earth’s magnetic field.
- Describe the force that exists between magnetic objects. Include where
it is the strongest, and how this force acts similarly to other forces we’ve
learned about (such as electrical force and gravitational force.)
- Explain the relationship between magnetic fields and magnetic force.
- Differentiate between the magnetic domains of magnetic elements vs.
nonmagnetic elements.
- Explain the relationship between electricity and magnetism.
- List the two ways to increase the strength of an electromagnet.
Skills:
Presenting Information
Students will be able to:
Speak in an effective way by:
• spending sufficient time in planning and preparing,
whether it be for an individual oral report or as a
member of a panel, debate, forum, etc.
• talking in complete sentences
• keeping to the topic
• using appropriate visuals
• learning and developing the skills of being
Be a discussion leader or participant
use media and various visuals for communicating
ideas by:
• previewing such media and visuals
• preparing appropriate commentary
• using a variety of media forms: films, filmstrips,
photographic essays, etc.
• constructing and using appropriate tables, charts,
graphs, cartoons, etc.
Write in an expository way by:
• thinking logically
• communicating ideas coherently
• forming generalizations based on appropriate data
• supporting such generalizations through the use of
relevant factual information
• using different forms of written exposition:
investigative, informative, interpretive,
argumentative
• following an acceptable format that
includes an introductory element, a body
● Using identification tests and a
flow chart, identify mineral
samples.
● Use a diagram of the rock cycle to
determine geological processes
that led to the formation of a
specific rock type
Skills:
Participating in Interpersonal and Group Relations
Students will be able to:
•
Plan and conduct an investigation individually and
collaboratively to produce data that can serve as the basis
for evidence that an electric current can produce a
magnetic field.
• Plan and conduct an investigation individually and
collaboratively to produce data that can serve as the basis
for evidence that a changing magnetic field can produce
an electric current.
• In experimental design, decide on the types, amounts, and
accuracy of data needed to produce reliable
measurements, consider limitations on the precision of the
data, and refine the design accordingly.
• Collect empirical evidence to support the claim that an
electric current can produce a magnetic field.
Collect empirical evidence to support the claim that a
changing magnetic field can produce an electric current.
Incorporate a set of positive learning attitudes by:
• recognizing that others may have a different point of
view
• observing the action of others
• being attentive to situational as well as personal causes
of conflict
• listening to reason
• recognizing and avoiding stereotypes
• withholding judgment until the facts are known
• objectively assessing the reactions of other people to
one’s own behavior
Participate in group planning and discussion by:
• following democratic procedures in helping to make
group decisions
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 5
containing the basis of the exposition, a conclusion.
• initiating ideas
• giving constructive criticism
• suggesting means of group evaluation
• suggesting ways of resolving group differences
• anticipating consequences of group action
Assume responsibility for carrying out tasks:
• individual
• group
Domain Specific Vocabulary/Key
Tier 1
Attract: To pull toward one another, as
opposite poles of two magnets pull
toward one another. (SS, TG)
Tier 2
Coil Wire wound repeatedly
around a central core. (TG)
Tier 3
Closed circuit: A complete circuit
through which electricity flows. (TG)
Battery: A source of electricity with
more than one cell. (TG)
Component an individual
item in a circuit. (TG)
Code A set of signals that represents
letters or words for sending messages.
(TG)
Compass An instrument that uses a
freely moving magnetic needle to
indicate direction. (SS)
Conductor A substance,
commonly a metal such as
copper or aluminum, through
which electricity will flow.
(TG)
Coil Wire wound repeatedly around a
central core. (TG)
Switch: A device used to open and
close circuits. (TG)
Technology: Applying the results of
scientific research. (TG)
Temporary magnet A piece of iron that
behaves like a magnet when it is touching
a permanent magnet. (TG)
Core The material around
which a coil is wound. (TG)
Repel To push away, as similar poles of
two magnets push away from one
another. (SS, TG)
Circuit A pathway for the
flow of electricity. (TG)
Schematic diagram A way to represent a
circuit on a piece of paper. (TG)
Series circuit A circuit with only one
pathway for current flow. (TG)
Telegraph: A device for sending coded
messages by signals produced by
closing and opening an electric circuit.
(TG)
Circuit base Something that
holds many components
needed to build a circuit.
(TG)
Prediction An educated guess based on
data or previous experience. (TG)
Magnetism A property of
certain kinds of materials that
causes them to attract iron or
steel. (SS, TG)
Key: A switch that completes the circuit
in a telegraph system. (TG)
Lightning: A flash of light
caused by a discharge of
static electricity between two
clouds or from a cloud to the
Earth. (SS)
Lodestone: A form of the mineral
magnetite that is naturally magnetic or
has become magnetized. (SS)
Long-distance Something that is far
away. (TG)
Magnet: An object that sticks to iron.
(TG)
Gap The space between a steel strip
and an electromagnet. (TG)
Static electricity Positive and negative
electric charges that are separated from
each other and are not moving. (SS)
Induced magnetism The influence of a
permanent magnet’s magnetic field on a
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Graph Something that organizes data
visually to show a relationship between
two things. (TG)
Open circuit An incomplete
circuit through which
electricity will not flow. (TG)
Parallel circuit A circuit that
splits into two or more
pathways before coming
together at the battery. (TG)
piece of iron, which makes the iron act
like a magnet. (TG)
Insulator A material that prevents the
flow of electricity, commonly plastic,
rubber, glass, or air. (TG)
Intersection The point at which two lines
cross. (TG)
Patent A document granting
the right to take credit for an
invention. (SS)
Pole Either of two opposing
forces or parts, such as the
poles of a magnet. (SS)
Assessment Evidence and Activities
What understanding or goals will be assessed through these tasks?
What criteria are implied in the standards and understandings regardless of the task specifics? What
qualities must student work demonstrate to signify that standards were met?
Initial Assessment: Pre-Assessment EXAM/POST
Formative Assessments:
Assessment Exams
Informal/Daily
Mastery of individual objectives will be measured by:
● Accuracy of individual work produced in class and
Reading/Directed Inquiry: See Below Within
as homework
Lesson
● Summary Questions
Multiple Choice/Extended Responses assessing for the
● Exit Slips
following key standards:
● Math: See-Think-Write Metamorphosis
● Observations
Pre-Unit Test: To conduct an overall pre/post content
● Teacher- Student conference notes
assessment of this curricular unit (six lessons, with
● Daily writing samples
associated activities), administer the Electricity and
● Exit slips
magnetism pretest to the class before beginning any
● Fluency and punctuation checks
discussion on electricity and magnetism. A Spanish
Informed Instruction
version is also available:
Other Evidence: (e.g., quizzes, tests, prompts, work
Then, after completion of the final lesson, administer
samples, observations, conference notes)
the same (now post-unit) test to the same students and
compare pre- to post- scores. In addition, this short test Informed Instruction
is suitable to administer to a control group of students
● Daily assessment of student mastery of objectives
who have not completed the unit, to comparatively test
will help pace instruction (i.e. spend another day
the impact of the curricular unit on learning.
revisiting the learning objective) and change the
mode of instruction (i.e. reteach the concept in a
Post-Unit Test: If you administered the pre-unit test
different way to incorporate varying learning
before beginning this curricular unit, conclude the
modalities, etc.)
overall pre/post assessment of the unit (six lessons,
● Also, if it is evident that a certain topic is still
with associated activities),
challenging students, I will provide more
opportunities to practice the skill/concept during
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 7
The following assessments will provide evidence of
student learning:
Classwork/Labs:
- Lab Stations: Exploring Electricity
- Practice: Electric Charge
- Practice: Ohm’s Law
- Activity: Electric Charge and Current Puzzle
- Practice: Circuit Drawing
- Practice: Circuit Calculations #1
- Lab Investigation: Building Circuits
- Practice: Circuit Calculations #2
- Practice: Magnetism
- Reading: Everyday Electromagnets
Homework:
- Concepts 1-4 Study Guides
Quizzes/Tests:
- Electric Charge and Current Quiz
- Unit 4 Electricity and Magnetism Test
Projects/Reports:
homework assignments, do-now’s, or in-class
activities.
● Students: Students will track their own mastery of
objectives on their personal mastery charts and
know which topics they still have to work on.
During our
Modifications/ Accomadations for low level
students/ENL/ and Students with IEP:
Levels 4 and 3 will make the circuit calculations.
Levels 2 and 1 will take that extra time to finish the
circuit.
Final Performance Task (EVALUATE)
How does
Activity/Lab
Lab Stations:
Exploring
Electricity
Lab Investigation:
Building Circuits
Reading: Everyday
Electromagnets
LAB UNITS
Crosscutting
Concepts
Cause and
effect Energy
and matter
Cause and
effect Energy
and matter
Field/Virtual Trips
● America Museum of Natural History (AMNH)
● Liberty Science Center
Suggested Introductory Phenomena:
• Anchoring phenomenon: At the beginning of the unit, allow
students to complete the Exploring Electricity lab stations.
Through the inquiry-based stations,
students can make initial observations about electricity that can
then be referred back to in a class discussion prior to lecture on
the content.
o Connects to à Lab Stations: Exploring Electricity
• Investigative phenomenon: Use the Building Circuits lab with
an inquiry-based approach by letting the students investigate
how to use the materials to
create series and parallel circuits without providing step by step
instructions. Students can learn the necessary components of a
circuit and observe some of
the differences between parallel and series circuits through
their own exploration of the materials.
o Connects to à Lab Investigation: Building Circuits
• Everyday phenomenon: All students have observed lightning
before. Facilitate a discussion with students on how they
believe lightning works. You can
then show a video like the one below or allow students to
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 8
research lightning themselves to determine how it is created.
• Everyday phenomenon: Sometimes when you and your sister
are blow drying your hair the power goes out in your
bathrooms, but yet your mom can have
the oven, lights, microwave, and dishwasher on in the kitchen
and this doesn’t happen. Why is this the case? Use this
discussion to introduce circuits.
• Everyday phenomenon: Use the reading assignment to allow
students to see all of the different ways electromagnets are a
part of their everyday lives.
o Connects to à Reading: Everyday Electromagnets
Modifications/ Accommodations for low level students/ENL/ and Students with IEP:
Groping’s:
GROUP A
GROUP B
GROUP C
GROUP D
GROUP E
minimum
scaffolds
scaffolds
scaffolds and
sentence starters
Complete the task
directly
Writing first
Academic
Discussion First
Writes/ Stop for
academic
Discussion/
Writes \
Writes/ Stop for
academic
Discussion/
Writes
scaffolds sentence
starter
word bank
Academic
Conversation first
Writing Second
scaffolds sentence
starter
word bank
Academic
Conversation first
Writing Second
Median level of
scaffold for the
writing task
Median level of
scaffold for the
writing task
Different levels of
scaffolds for the
writing piece.
Different levels of
scaffolds for the
writing piece
Writing task is not
scaffolder
Proficiency Entering
Levels
Able to
Teaching
Strategies






Observe, locate, label,
match, show, classify,
categorize
Emerging
Transitioning Expanding
Commanding
 Name,
 Tell, describe,
 Imagine, create,
 Relate, infer,
recall, draw, list,
record, point out,
underline,
organize
restate, compare
question, map,
dramatize
appraise, contrast,
predict, express, report,
estimate, evaluate,
explain
hypothesize, outline, revise,
suppose, verify, rewrite,
assess, justify, critique,
summarize, illustrate, judge,
demonstrate
Continue Entering Continue Entering, Continue Entering,
Use manipulatives,Continue
Entering
and Emerging
Emerging, and
Emerging,
visuals, games
Strategies plus:
Strategies
Transitioning
Transitioning and
Use technology
plus:
Strategies plus:
Expanding Strategies
 List and
supportsplus:

Simplify
review

Have
students
translation
language
instruction
brainstorm,
 Incorporate notedictionary
-not
step
by
step
list,
web,
use
taking skills,
Create climate of
content
graphic
study skills, and
 Build on
acceptance/respect
organizers
testing-taking
 Lessons
student’s
that supports
skills
designed
prior
 Ask questions
acculturation
to
knowledge
soliciting
 Demonstrate how
Use cooperative
motivate
opinions,
to verify answers
 Incorporate
learning groups
students
judgment,
(oral and written)
more
Display print to
to talk
explanation
reading and
 Expand
support oral
(more why
 Ask
writing
figurative
language
and how
students
questions)
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 9








Require physical
response to check
comprehension
Model activities
for students
Use hands on
activities
Use bilingual
students as peer
helpers
Adjust rate of
speech to enhance
comprehension
Ask yes/no
questions
Ask students to
show/point/draw
Teach content area
vocabulary/termin
ology

questions
that
require
one/two
word
response
s: who?
what?,
which
one?,
how
many?
Lessons
to
expand
vocabula
ry

Engage
students in
producing
language,
describing,
retelling,
comparing,
contrasting,
summarizin
g, graphs,
charts,
diagrams,
creating ,
rebuses


Introduce
figurative
language
Develop more
academic
language (oral
and written)
language
(idioms)
M
Students
UDL Differentiation
Multiple Means of
Presentation
Multiple Means of Action and
Expression
Multiple Means of
Engagement
Provide options for perception
Provide options for physical
action
Provide options for recruiting
interest
ð Vary the methods for response
and navigation
ð Optimize individual choice
ð Optimize access to tools and
assistive technologies
ð Optimize relevance, value,
Provide options for language
and symbols
Provide options for expression
and communication
Provide options for sustaining
effort and persistence
ð Clarify vocabulary and
symbols
ð Use multiple media for
communication
ð Heighten salience of goals and
objectives
ð Clarify syntax and structure
ð Use multiple tools for
construction and composition
ð Vary demands and resources
to optimize challenge
ð Build fluencies with graduated
levels of support for practice and
performance.
ð Foster collaboration and
community
ð Offer ways of customizing the
display
ð Offer alternatives for auditory
information
ð Offer alternatives for visual
information
ð Support decoding
ð Promote understanding
across language
ð Illustrate through multiple
media
and autonomy
and authenticity
ð Minimize threats and
distractions
ð Increase mastery oriented
feedback
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 10
Provide options for
comprehension
Provide options for excessive
functions
Provide options for selfregulation
ð Activate or supply background
knowledge
ð Guide appropriate goal setting
ð Promote expectations and
beliefs that optimize motivation
ð Highlight patterns, critical
features, big ideas, relationships
ð Guide information processing,
visualization and manipulation
ð Maximize transfer and
manipulation
ð Support planning and strategy
development
ð Facilitate managing
information and resources
ð Enhance capacity for
monitoring progress
ð Facilitate personal coping
skills and strategies
ð Develop self-assessment and
reflection
DIFFERENTIATION:
 The ask includes scaffolds for the students
 The task has 3 versions based on different levels of difficulty
 The tables will be engaged in the task in different ways based on their learning needs: WRITING/
WRITING AND DISUCSSING/DISCUSSING FIRST THEN WRITING.
 SIGN cards will be on the table with signs of “I AM OK” “ I NEED HELP” “I HAVE A QUESTION”
 Academic Conversation SHEET will be on the table should the students need to refer to it during their
academic conversations.
 Different questions for different tables
 Different levels of questions
 Different text levels for the class reading
 Video for visual/auditory learners
 Class discussions/ group

Lessons based on students’ learning styles.
 Grouped students by shared interest, topic, or ability for assignments.
 Assessed students’ learning using formative assessment.
Provide several learning options, or different paths to learning, which help students, take in information and make
sense of concepts and skills.
 Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.
 Encourage thinking at various levels of Bloom's taxonomy. .
Break assignments into smaller, more manageable parts that include structured directions for each part
Sequenced Learning Plan and Activities
What sequence of teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? List the key teaching and learning activities in sequence.
Every classroom session will see students responding (written and verbal) to questions aligned to the ‘key
standards’ and from the text. Students will cite evidence from the literary texts read to support analysis, reflection
and research. In all science classrooms students will be taught to interpret visuals, develop inquiry skills,
summarize ideas, ‘do the math’ and develop their science vocabulary as evident in teacher’s design of coherent
instruction.
Unit Topic: Electricity and Magnetism
Essential Question: How do electricity and magnets exert forces and interact with each other?
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 11
Concept 1:
Charge
Concept 2:
Current
Concept 3:
Circuits
Concept 4:
Magnets
Objectives:
Objectives:
Objectives:
Objectives:
Understand the structure of an
atom in relation to how
electricity works.
Describe the motion of
electrons in a current.
Interpret circuit drawings and
diagrams.
Explain why magnetic poles
cannot be isolated.
Vocabulary:
Describe how charges are able
to act at a distance.
Perform calculations using
Ohm’s Law given a scenario or
labeled picture.
Vocabulary:
Vocabulary:
Static electricity
Electric field
Electroscope
Conductor
Insulator
Static discharge
Grounding
Current
Voltage difference
Resistance
Ohm’s Law
Practice:
7.
Practice:
1.
2.
3.
List the 3 subatomic
particles, their charges,
and where they are located
in an atom.
Describe the 3 “rules” of
charge.
Provide examples of
materials that make good
conductors vs. insulators.
4.
Explain the three ways
charge can be transferred.
5.
Draw a picture and use it
to explain how charge can
be induced on an object.
6.
Explain how lightning
works.
Differentiate between
the effects of an open
vs. closed circuit.
8.
Explain how a battery
works.
9.
Describe the four factors
that affect resistance.
10. Explain the relationship
between voltage, current,
and resistance in a circuit.
11. Calculate the current
flowing through the circuit
of a toy car that has a
resistance of 20 ohms and
is powered by a 3 volt
battery.
12. Calculate the voltage
difference in a circuit with
a resistance of 25 ohms if
the current is 0.5 amps.
Circuit
Ammeter
Voltmeter
Fuse
Circuit breaker
Practice:
13. Use a diagram to
compare and contrast
series and parallel
circuits. Include realworld examples of
each.
14. Draw a series circuit
with one battery, a 2
ohm resistor, a light
bulb, and a switch to
turn the whole circuit
off.
15. Draw a parallel circuit
with two batteries, 3
light bulbs, switches to
turn each light off, and
a switch to turn the
whole circuit off.
Relate the properties of
magnets to Earth’s magnetic
field.
Vocabulary:
Magnetism
Magnet
Magnetic field
Ferromagnetism
Electromagnet
Electric motor
Generator
Practice:
16. Describe the force that
exists between
magnetic objects.
Include where it is the
strongest, and how this
force acts similarly to
other forces we’ve
learned about (such as
electrical force and
gravitational force.)
17. Explain the relationship
between magnetic
fields and magnetic
force.
18. Differentiate between
the magnetic domains
of magnetic elements
vs. nonmagnetic
elements. You may
include a picture if that
helps.
19. Explain the relationship
between electricity and
magnetism.
20. List the two ways to
increase the strength of
an electromagnet.
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 12
Probing Questions (Guided Inquiry): (EVALUATE)
Applying –
EXTENSIONS to Lesson 1
Chosen based on formative assessment
Activity – Guided Inquiry – Interdisciplinary – Astronomy Connection (EXPLAIN)
Lesson Vocabulary:
Resources/Websites: (continue to add)
Science Fusion TE- Houghton Mifflin Harcourt
Professional Resources:
Supplemental resources to support content learning:
Instructional tools
● Systematic Data Observation Sheet
● Quick Sort Tool
● Gap Analysis Protocol
Texts Used: Science FUSION Module E Dynamic Earth
Online Resources: Science FUSION online component
NEW RESEARCH ON CONTENT LITERACY AND ACADEMIC VOCABULARY
Reading and writing in the content areas require our students to have high-level literacy skills such as the capacity to
make inferences from texts, synthesize information from a variety of sources, follow complex directions, question
authenticity and understand content- specific and technical vocabulary.
Every academic discipline (like Social Studies or History) has its own set of literacy demands: the structures,
organization and discourse that define the discipline. Students will not learn to read and write well in social studies
unless they understand these demands. They need to be taught the specific demands of the discipline and to spend a
significant amount of time reading, writing, and discussing with their peers and their teachers.
To truly have access to the language of an academic discipline means students need to become familiar with that
discipline’s essence of communication. We do not read a novel, a math text or social studies text in the same way or
with the same purposes. In Social Studies we often deal with the events, ideas and individuals that have historical
significance. An example would be how Social Studies require the reader to consider context in the following way:
To understand a primary source, we need to consider the creator of the document, the era in which it was created
and for what purpose.
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 13
The role of knowledge and domain-specific vocabulary in reading comprehension has been well-researched, and we
understand that students need opportunities to learn not only subject area concepts, but vocabulary also in order to
have the ability to read the broad range of text types they are exposed to in reading social studies.
New research has shown that one factor in particular—academic vocabulary—is one of the strongest indicators of
how well students will learn subject area content when they come to school. Teaching the specific terms of social
studies in a specific way is one of the strongest actions a teacher can take to ensure that students have the academic
background knowledge they need to understand the social studies content they will encounter in school.
RUBRICS
Conventions
Evidence
Analysis
Inferences/Claims
RUBRIC:
2-Point Response
1-Point Response
0-Point Response
Includes valid inferences or
claims from the text.
Includes inferences or claims
that are loosely based on the
text.
Does not address any of
the requirements of the
prompt or is totally
inaccurate.
Fully and directly responds to
the prompt.
Responds partially to the
prompt or does not address all
elements of the prompt.
Includes evidence of reflection
and analysis of the text.
A mostly literal recounting of
events or details from the
text(s).
The response is blank.
Includes relevant and sufficient
textual evidence to develop a
response according to the
requirements of the Quick
Write.
Includes some relevant facts,
definitions, concrete details, or
other information from the
text(s) to develop an analysis of
the text according to the
requirements of the Quick
Write.
The response includes no
evidence from the text.
Uses complete sentences
where errors do not impact
readability.
Includes incomplete sentences
or bullets.
The response is
unintelligible or
indecipherable.
Does my writing…
Did I…
✔
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 14
Include valid inferences
and/or claims from the
text(s)?
Closely read the prompt and address the whole prompt in
my response?
Clearly state a text-based claim I want the reader to
consider?
Confirm that my claim is directly supported by what I read in
the text?
Develop an analysis of
the text(s)?
Did I consider the author’s choices, the impact of word
choices, the text’s central ideas, etc.?
Include evidence from
the text(s)?
Directly quote or paraphrase evidence from the text?
Arrange my evidence in an order that makes sense and
supports my claim?
Reflect on the text to ensure the evidence I used is the best
evidence to support my claim?
Use complete sentences,
correct punctuation, and
spelling?
Reread my writing to ensure it means exactly what I want it
to mean?
Review my writing for correct grammar, spelling, and
punctuation?
Analysis
Inferences/Claims
RUBRICS:
2-Point Response
1-Point Response
0-Point Response
Includes valid inferences or
claims from the text.
Includes inferences or claims
that are loosely based on the
text.
Does not address any of
the requirements of the
prompt or is totally
inaccurate.
Fully and directly responds to
the prompt.
Includes evidence of reflection
and analysis of the text.
Responds partially to the
prompt or does not address all
elements of the prompt.
A mostly literal recounting of
events or details from the
text(s).
The response is blank.
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 15
Evidence
Conventions
Includes relevant and sufficient
textual evidence to develop a
response according to the
requirements of the Quick
Write.
Includes some relevant facts,
definitions, concrete details, or
other information from the
text(s) to develop an analysis of
the text according to the
requirements of the Quick
Write.
The response includes no
evidence from the text.
Uses complete sentences
where errors do not impact
readability.
Includes incomplete sentences
or bullets.
The response is
unintelligible or
indecipherable.
✔
Does my writing…
Did I…
Include valid inferences
and/or claims from the
text(s)?
Closely read the prompt and address the whole prompt in
my response?
Clearly state a text-based claim I want the reader to
consider?
Confirm that my claim is directly supported by what I read in
the text?
Develop an analysis of
the text(s)?
Did I consider the author’s choices, the impact of word
choices, the text’s central ideas, etc.?
Include evidence from
the text(s)?
Directly quote or paraphrase evidence from the text?
Arrange my evidence in an order that makes sense and
supports my claim?
Reflect on the text to ensure the evidence I used is the best
evidence to support my claim?
Use complete sentences,
correct punctuation, and
spelling?
Reread my writing to ensure it means exactly what I want it
to mean?
Review my writing for correct grammar, spelling, and
punctuation?
VISUAL RUBRIC
Visual Rubric: Emoji Grades
4 Above the Standards
3 At the standards
Excellent
Satisfactory
2 Approaching the
standards
Near Satisfactory
1Below Standards
Not satisfactory
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 16
“QUICK WRITE” RUBRIC
(for journal entries, schema activators, learner log entries, or 5-10 minute writing tasks)
TRAITS OF
WRITING
4
FOCUS


3


2


1


Tightly focused on responding
to the prompt
Demonstrates deep
understanding of key ideas
Largely focused on responding
to the prompt (may stray in
areas, but gets quickly back on
topic)
Demonstrates understanding of
key ideas
Somewhat focused on
responding to the prompt (may
have difficulty getting back on
topic or may stray often)
Demonstrates gaps in
understanding of key ideas
No attempt to focus on the
prompt or substitutes a
different task
Demonstrates little or no
understanding of key ideas
ORGANIZATION







SUPPORT A
Ideas are introduced in a mostly
logical and effective order
Ideas can be easily understood by
reader
Ideas are introduced in a generally
logical and effective order
Ideas can be understood by reader

Ideas are introduced in a seldom
logical order
Ideas can be sometimes
understood by reader

Ideas are randomly presented or
merely listed







Perceptive
opinions an
Superior e
Logical op
interpretat
Sufficient
Some logic
interpretat
Somewhat
ideas
Illogical op
interpretat
Little or no
explanation
Rubric for Classroom Discussion
Criteria
weight
Task Description:
4 Exemplary
3 Effective
3 Minimal
1vUns
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 17
Level of
Engagement
Preparedness
Attitude
50%
 Contributes to class
activities by offering
quality ideas and asking
appropriate questions on a
regular basis
 Actively engages others in
class discussions by
inviting their comments
 Constructively challenges
the accuracy and relevance
of statements made
 Effectively identifies and
summarizes main points
 Contributes to class
activities by offering ideas
and asking questions on a
regular basis
 Often engages others in
class discussions by
inviting their comments
 Challenges the accuracy
and relevance of statements
made
 Identifies and summarizes
main points
 Occasionally contributes to
class activities by offering
ideas and asking questions
 Sometimes engages others
in class discussions
 Sometimes has an
understanding of main
points
 Identifies and summarizes
some of the main points
 Fails to c
activities
 Fails to in
comment
other stud
 Demonst
understan
points
 Does not
summariz
25%
 Always prepared for class
with assignments and
required materials
 Accurately expresses
foundational knowledge
pertaining to issues raised
during the discussion
 Usually prepared with
assignments and required
materials
 Expresses basic
foundational knowledge
pertaining to class
discussions
 Seldom prepared with
assignments and required
materials
 Expresses limited
foundational knowledge
pertaining to class
discussions
 Consisten
for class
 Expresse
foundatio
25%
 Consistently positive,
cooperative attitude during
class
 Always supportive of other
students’ ideas
 Usually positive and
cooperative with classroom
projects and discussions
 Often supportive of other
students’ ideas
 Seldom actively
participates in classroom
projects and discussions
 Sometimes supportive of
other students’ ideas
 Rarely if
in classro
discussio
 Occasion
behavior
Assignment Score ______________
________________
+
Beyonder/Bonus ______________
=
Final Score
U1 Energy and Matter 2019-20 – IS 584 Science Dept. 18