Understanding By Design Unit Template
(Revised & adapted)
Title of Unit
Subject
Developed By
Electricity and Magnetism: A Study of Energy
and Force
Science
Grade Level
Grade 4
Time Frame
End of Nov – End of Feb (Before Mid-Winter R.)
4th Grade teachers
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
Big Idea: Electric Energy and Magnetic Force Make Our World Go Around
In this unit, students will be able to demonstrate their understanding of the ways in which energy and forces make the world go around.
Students will do this through in-depth inquiry, observation and experimentation with electrical circuits and magnets. They will also research
these topics in order to report information about the processes involved in electricity and magnetism with specific emphasis paid to
explaining procedures, analyzing results of experiments and drawing conclusions. Additionally, students will develop the scientific language
in order to read, write and orally share their experiences in discovering the properties of electricity and magnetism with others.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
CCLS Science Standards: Science, the Physical Setting
PERFORMANCE INDICATOR 3.1
Observe and describe properties of materials, using appropriate tools.
3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight,
temperature, texture, flexibility, reflectiveness of light.
3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism).
Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers,
and graduated cylinders.
3.1f Objects and/or materials can be sorted or classified according to their properties.
PERFORMANCE INDICATOR 4.1
Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms
of energy.
Major Understandings:
4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.
4.1b Energy can be transferred from one place to another.
4.1c Some materials transfer energy better than others (heat and electricity).
4.1dEnergy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument
is played to produce sound; dark colors may absorb light, light colors may reflect light.
4.1e Electricity travels in a closed circuit.
4.1g Interactions with forms of energy can be either helpful or harmful.
PERFORMANCE INDICATOR 5.1
Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
Major Understandings:
5.1e Magnetism is a force that may attract or repel certain materials.
PERFORMANCE INDICATOR 5.2
Describe how forces can operate across distances.
Major Understandings:
5.2a The forces of gravity and magnetism can affect objects through gases, liquids, and solids.
5.2b The force of magnetism on objects decreases as distance increases.
Language and Literacy CCLS Connections:
CCLS: Reading
RI 4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on
specific information in the text.
RI 4.4
Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCLS: Writing
W 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
CCLS: Listening and Speaking
LS4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and
link to the remarks of others.
CCLS Language
L4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
L4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion).
L4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases.
L4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal
precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
Understandings
What understandings about the big ideas implied in the PLOs are desired?
Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
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Electricity and magnetism are phenomena of our physical
world that can be observed, described and measured with
the appropriate methods and tools
Experimental research can be used to investigate electricity
and magnetism
Scientists research by reading to further their understanding
of what underlies observable phenomena in the physical
setting
Scientist speak and write to question, experiment and share
their findings with others
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How do we know about the properties of electricity and
magnetism?
How can we find out more about electricity and
magnetism?
How do we share our scientific ideas and discoveries with
others?
Knowledge:
What knowledge will student acquire as a result of this unit?
Skills
What skills will students acquire as a result of this unit?
Students will know...
Students will be able to…
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Electricity is a type of energy
Electricity can be observed, described and measured
Electricity can flow because energy can be transferred
Some materials conduct electricity and others do not
Some materials conduct electricity better than other materials
Electricity travels in a closed circuit and stops when the circuit
is open
Electricity interacts with matter to make things work, e.g. a
light bulb light
Electricity can help, but it can also harm
Some materials are magnetic and others are not
Magnetic force on an object can be observed and described
Magnets can attract some materials and repel other materials
Magnets can attract materials through liquid, solid and gas
Magnetic force decreases as distance increases
Magnets and electricity interact to form a magnetic field when
electricity flows through a wire
An electromagnet is a temporary magnet produced by
electricity flowing around a metal rod.
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Observe properties of electricity by using electric circuits
Describe the transfer of electricity from one object to
another
Explain why electricity is transferred from one object to
another to make it work
Observe properties of magnetism by using magnets
Describe what happens when a magnet attracts or repels an
object
Explain why magnets attract or repel certain objects
Investigate electricity and magnetism using the scientific
method
Maintain a science journal to question, observe, describe,
interpret and analyze properties of electricity and
magnetism
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Performance Task
Pre Assessment
Task: Question And Response, short answer (see attached)
Timing: 1 period
Materials: pencil and paper
Post Assessment
Task: Question And Response, short answer (see attached)
Timing: 1 period
Materials: pencil and paper
4th Grade Rubric for Unit 2 Science
CCLS - Science
PERFORMANCE INDICATOR 3.1
Observe and describe
properties of materials,
using appropriate tools
Level 1
Student can observe,
describe and measure
the properties of
materials with respect to
Level 2
Student can observe,
describe and measure
the properties of
materials with respect to
Level 3
Student can observe,
describe and measure
the properties of
materials with respect to
Level 4
Student can observe,
describe and measure
the properties of
materials with respect to
magnetism using
appropriate tools rarely
magnetism using
appropriate tools
sometimes
Or
magnetism using
appropriate tools usually
magnetism using
appropriate tools always
And
And
Student can observe,
describe and measure
the properties of
materials with respect to
electricity using
appropriate tools usually
Student can observe,
describe and measure
the properties of
materials with respect to
electricity using
appropriate tools always
Student usually shows
understanding of all of
the following: that
energy has many forms,
one of which is electric;
energy can move; electric
energy travels in a closed
circuit and can make
something work; some
materials can conduct
the flow of electricity
whereas others cannot;
energy can help and
harm
Student can usually
demonstrate and explain
how magnetism is a force
that may attract some
materials and repel
others
Student always shows
understanding of all of
the following: that
energy has many forms,
one of which is electric;
energy can move; electric
energy travels in a closed
circuit and can make
something work; some
materials can conduct
the flow of electricity
whereas others cannot;
energy can help and
harm
Student can always
demonstrate and explain
how magnetism is a force
that may attract some
materials and repel
others
Student can usually
Student can always
And/Or
Student can observe,
describe and measure
the properties of
materials with respect to
electricity using
appropriate tools
sometimes rarely
PERFORMANCE INDICATOR 4.1
Describe the effects of
common forces (pushes
and pulls) of objects,
such as those caused by
magnetism
Student can rarely
demonstrate and explain
how magnetism is a force
that may attract some
materials and repel
others
Student sometimes
shows understanding of
the following: that
energy has many forms,
one of which is electric;
energy can move; electric
energy travels in a closed
circuit and can make
something work; some
materials can conduct
the flow of electricity
whereas others cannot;
energy can help and
harm
Student can sometimes
demonstrate and explain
how magnetism is a force
that may attract some
materials and repel
others
PERFORMANCE INDICATOR 5.2
Student can rarely
Student can sometimes
Describe a variety of
forms of energy (e.g.,
heat, chemical, light) and
the changes that occur in
objects when they
interact with those forms
of energy
PERFORMANCE INDICATOR 5.1
Describe how magnetic
Student rarely shows
understanding of the
following: that energy
has many forms, one of
which is electric; energy
can move; electric energy
travels in a closed circuit
and can make something
work; some materials can
conduct the flow of
electricity whereas
others cannot; energy
can help and harm
Student can observe,
describe and measure
the properties of
materials with respect to
electricity using
appropriate tools
sometimes
forces can operate across
distances
demonstrate and explain
how magnetism can
affect objects through
solid, liquid and gas and
that magnetic force
decreases as distance
increases
demonstrate and explain
how magnetism can
affect objects through
solid, liquid and gas and
that magnetic force
decreases as distance
increases
demonstrate and explain
how magnetism can
affect objects through
solid, liquid and gas and
that magnetic force
decreases as distance
increases
demonstrate and explain
how magnetism can
affect objects through
solid, liquid and gas and
that magnetic force
decreases as distance
increases
On-Going Monitoring Sheet – Electricity and Magnetism Unit
Scoring Key: 1= rarely 2= sometimes 3= usually 4= always
Student can observe,
Student understands that Student can
Student can demonstrate
describe and measure
energy has many forms,
demonstrate and explain and explain how
STUDENT NAME
the properties of
including electric; energy how magnetism is a force magnetism can affect
materials with respect to can move; electric energy that may attract some
objects through solid,
magnetism and
travels in a closed circuit materials and repel
liquid and gas and that
electricity using
and can make something others
magnetic force decreases
appropriate tools
work; some materials can
as distance increases
conduct the flow of
electricity whereas
others cannot; energy
can help and harm
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Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate
achievement of the desired results?
Formative Assessment- Information will be gathered throughout the unit
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Maintenance of student science journal (table of contents, activity, glossary)
Teacher observation
Student responses during read aloud, shared reading and science lessons
Visual/Quantitative representation of data (charts, graphs, diagrams, etc.)
Lab reports
Objective(s)
Related to knowledge, skills or both?
Listed Aim or Learning Intention
of Each Lesson.
Session 1
 Administer preassessment
**Session 2 – Develop
background information through
research
 Electricity is a type of
energy
 Electricity can be
observed, described and
measured
Session 3 Develop background
information through research
 Electricity interacts with
matter to make things
work, e.g. a light bulb light
 Applications of electricity
and magnetism in the
modern world: Biography
of Thomas Edison
Shared Reading – “What is
Electricity?” (pp. 4-5) Teach
students how to determine
important information by finding
key words and noting them
down.
Assessment
Pre-assessment
Pre-assessment
Ongoing Monitoring Sheet
Science journals – note key
words from reading
Shared Reading: Q&A Electricity: A
Question and Answer Book by Adele
Richardson
Conference Notes
Guided Reading – Science texts
on energy and force on students’
level
Share – Students share important
information from their reading in
the form of an oral summary
Shared Reading – Chapter 4, How
a Light Bulb Works (pp. 16-17)
Teach students how to ask
relevant questions about their
reading and try to find answers. If
answers are not found, student
note questions for future
research in their science journals
Guided Reading – Science texts
on energy and force on students’
Resources
Guided Reading: Science baskets
with books about energy and force.
Books on students’ level
Read Aloud: A Picture Book of
Thomas Alva Edison by David A.
Adler
Science journals – Questions,
answers, questions not yet
answered
Conference Notes
Shared Reading: Great Inventions:
The Light Bulb by Marc Tyler
Guided Reading: Science baskets
with books about energy and force.
Books on students’ level
Read Aloud: A Picture Book of
Thomas Alva Edison by David A.
Adler
level
Session 4
 Electricity can flow
because energy can be
transferred
 Electricity travels in a
closed circuit and stops
when the circuit is open
 Electricity interacts with
matter to make things
work, e.g. a light bulb light
Share – Students report questions
raised and new information
learned
Science - Investigation #1
Science journal - diagram
Demo/Discussion – Students
create a circuit by joining all of
their hands except for one
opening between 2 students.
When one person turns on the
“switch,” the circle is closed and
students let the electricity flow
around the circle by squeezing
hands in chain reaction until it
goes all the way around and
reaches the “lightbulb”
Circuit Materials: Wire (conductor),
light bulb, battery
Read Aloud: In Their Own Words:
Thomas Edison by George Sullivan
(chapter showing Edison’s diagrams)
Investigation #1 – Students, in lab
groups, are given circuit materials
and try to make the light bulb
light as an exploration with the
materials
Teach – Concept of circuit, power
source (battery), wire, switch
(open/close)
Session 5
 Some materials conduct
electricity and others do
Journal - Students sketch their
various efforts to make the light
bulb light. They diagram their
working circuit.
Science - Investigation #2
Which is a conductor? Which is
an insulator?
Science journal – chart data
Circuit Materials: Wire (conductor),
light bulb, battery, pencil (insulator),
metal nail (conductor), plastic pen
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not
Some materials conduct
electricity better than
other materials
cap (insulator)
Discuss/Review – What did we
use to pass the electricity along
the circuit last time?
Teach – Wire is a conductor
because it passes the electricity
along. Some materials like wire
and the light bulb allow electricity
to flow. These are conductors.
Other materials don’t pass
electricity and these are called
insulators. Today you will make a
circuit and attach some objects to
find out which objects are
conductors and which are
insulators?
Investigation – Students work in
lab groups to test out different
materials to determine which
ones conduct and which insulate.
They record their findings in their
science journals.
Session 6
 Some materials conduct
electricity and others do
not
 Electricity can help, but it
can also harm
Share/Teach – Using a chart to
record information. Sketches to
document the experience
Science – Interactive Video from
the Electrical Safety Council U.K.
Discuss - How do we stay safe
around electrical items?
Brainstorm – suggestions for
staying safe around electrical
Switched on Kids Video:
http://www.switchedonkids.org.uk/
house.html
Electrical Safety Chart
items
Watch Video and take notes on
important suggestions
Session 7 Develop background
information through research
 Segue electricity and
magnetism – the electric
motor
 Magnets and electricity
interact to form a
magnetic field when
electricity flows through a
wire
 An electromagnet is a
temporary magnet
produced by electricity
flowing around a metal
rod.
Share suggestions and create a
chart
e.g. Don’t let wires trail across the
floor, don’t put your finger in a
socket, get parents to change
light bulbs, never touch electrical
things with wet hands, dry
yourself before touching
switches, etc.
Writing – Note-taking and
Science journal – written
Summary of Brainpop Video on
summary of video
electromagnets
Brainpop Video:
http://www.brainpop.com/technolo
gy/energytechnology/electromagne
ts/
Where do we use motors?
Teach – Show shorthand notetaking with one segment of video
by using pictures, word parts and
1st letters. Then use notes to
summarize what the video was
about
Guide- students take shorthand
notes using another segment
from the same video. Practice
oral summary with partners using
notes.
Independent – Students write
summaries in their science
journals.
Read Aloud:What Makes A Magnet?
By Franklyn M. Branley
Session 8 Develop background
information through research
 Some materials are
magnetic and others are
not
 Magnetic force on an
object can be observed
and described
Session 9
 Scientific method
Shared Reading – Show students
how the author uses text
structures and features to make
information clear to the reader
(pp. 12-14)
Science journal – text
structures and features
Conference notes
Guided Reading – Students look
at science texts on energy and
force on students’ level to see
authors use different text
structures and features to make
information clear
Share – Students share findings
Science - Shared Experiment –
replicate science investigation #2
on conductors and insulators
Student science journal
Independent work – Students use
anchor chart to revisit notes from
science investigation #1 and put
their information in the form of a
lab report
Science – Question Types
Explore- Students explore
observe some magnets and
materials. They jot down their
Lab Report Anchor Chart
Circuit Materials: Wire (conductor),
light bulb, battery, pencil (insulator),
metal nail (conductor), plastic pen
cap (insulator)
Shared Writing – Using science
investigation #2, create a lab
report anchor chart to formally
introduce the features of a lab
report: question, hypothesis,
materials, procedure,
observation, results, conclusion
**Session 10
 Some materials are
magnetic and others are
not
 Magnetic force on an
Shared Reading: What Makes A
Magnet? By Franklyn M. Branley
Guided Reading: Science baskets
with books about energy and force.
Books on students’ level
Science journals – students
develop 3 questions about
magnets that they can test
Question Type Chart
Questions for Magnet Experiments
Chart
Magnets and materials such as
plastic cubes, paperclips, aluminum
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object can be observed
and described
Scientific method
questions about their exploration
in their science journals.
foil, copper penny, paper and
toothpicks.
Teach – Some questions we can
answer by observing. Others we
need to research. Some we can
test out. Show students examples
of these on the chart. Code them
in marker.
Guide – students work with a
partner to figure out which other
questions on the chart are for
research, observation and
experimentation.
Independent – students
choose/develop 3 questions they
can use for experimenting with
magnets.
Session 11
 Magnets can attract some
materials and repel other
materials
Share – chart students questions
for magnet experiments
Science - Experiment #1
Which objects will a magnet
attract?
Discuss – Select question form
student chart about magnets
attracting/repelling certain
objects
Group Work -Students work in lab
groups to find which objects are
attracted to the magnet. They
record their findings on their lab
Student Lab Report
Student Lab Report
Magnets, objects containing iron
and objects that do not contain iron
report
Share – model lab report on Elmo
Session 12
 Magnets can attract
materials through liquid,
solid and gas
 Magnetic force on an
object can be observed
and described
Extend – Research what exactly
makes these objects attracted to
the magnet
Science - Experiment #2
Does magnetism go through
objects?
Student Lab Report
Student Lab Report
Ruler, horseshoe magnet, books,
small paper clip, thread, paper or
other small thin materials to test
Discuss – Do you think magnetism
can be blocked by materials that
are placed between the magnet
and the paperclip? Which of your
materials do you think magnetism
will go
through? Which will magnetism
not go through?
See experiment:
http://www.pearsonhighered.com/s
amplechapter/0131715984.pdf
Group Work – Students put the
materials in two piles, and then
test them to find out which will or
won’t block magnetism. Students
sketch their observations and
record their results on a chart or
table.
Session 13
 Magnetic force decreases
as distance increases
Extension – Will magnetism work
through 2 materials together?
What about water?
Science – Experiment #3
Does a big magnet have a greater
magnetic force than a small
magnet?
Student Lab Report
Data from experiment #2
Student Lab Report
Big and small magnets, paper clips,
Writing – Show students how to
write clear procedures so that
other people can also repeat the
experiment. Use experiment #2
to model. Revise the procedures
to make them clearer.
**Session 14
 Magnetic force decreases
as distance increases
 Drawing conclusions
Session 15
 Applications of magnetism
in the world: Using a
Compass to Find
Directions
Independent writing – students
use good action words
(mandates) and appropriate
science vocabulary to list the
steps of their experiment before
they carry it out in lab groups.
Writing- Drawing Conclusions
Teach – Using data recorded
during experiment #2,
demonstrate how to write good
conclusions by thinking about the
results (logic) and adding
appropriate transitional words (I
discovered…/so I
know…/Therefore…) to guide
students’ thinking.
ruler
Student Lab Report #3 Conclusion
Data from experiment #2
Conclusion Anchor Chart
Independent Writing – Students
revise conclusions about
experiment #3 using appropriate
transitional words.
Project: Using a Compass to Find
Directions
Large box with no top, magnetic
compass
Discuss- What is a compass? Why
do we use compasses (connect to
explorers)?
See activity:
http://www.pearsonhighered.com/s
amplechapter/0131715984.pdf
Pairs – Go into the big school
yard. With a partner, students
practice walking 20 steps north.
Turn around and walk 20 steps.
The compass will be pointing
south. Where is north now
(behind)? Walk until students get
back to where they started.
Whole group – Let’s see how well
a student can use the compass.
With the box over their head they
must use the compass alone to
walk 100 steps north and 100
steps south to return to the place
where they started.
Extension – Can you use the
compass to walk east or west?
Session 16
 Administer postassessment
Post-assessment
Post-assessment
Ongoing monitoring sheet
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning..
ACTION & EXPRESSION
The ‘how’ of teaching & learning…
ENGAGEMENT
The ‘why’ of teaching and learning…
Lab Report
Hands-on Experiments
Anchor Charts
Graphic Organizers (science journal)
Shared Experiments
Small group experiments
Teacher modeling/Shared Writing
Independent Writing
Research (read aloud/shared reading/guided
reading)
Science journal entries
Inquiry/Questioning
Experiments
Choice in representing data
Reading for information on student level
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)