Science Unit 2- Plan
Magnetism and Electricity
Grade 4
Unit Length:
November 10, 2014 to January 30, 2014
1
Grade 3
Magnetism and Electricity
Table of Contents
Conceptual Flow
Page 3
Unit Overview
Page 4
Preconception and Misconceptions
Page 5
Materials Sheet
Page 6
New Jersey Common Core Standards in Science
Page 7
Next Generation State Standards
Page 8
Common Core State Standards
Page 9
Investigation 1
Pages 10-14
Investigation 2
Pages 15-19
Investigation 3
Pages 20-23
Investigation 4
Pages 24-27
Investigation 5
Pages 28-32
Writing Prompts Overview
Page 33
Resources
Page 34
2
Conceptual Flow
3
UNIT OVERVIEW
UNIT OVERVIEW
Magnetism and Electricity Unit
Summary
The Magnetism and Electricity Module consists of five sequential investigations, each designed to introduce or reinforce
concepts in physical science. The investigations provide opportunities for students to explore the natural and humanmade worlds by observing and manipulation materials in focused setting using simple tools.
Enduring Understanding:
Essential Questions: Overarching












Magnets stick to metal objects made of iron
Magnetic interactions are caused by the magnetic force.
Magnets display forces of attraction and repulsion that
decrease with distance.
Magnetism can be induced in a piece of steel that is
close to or touching a magnet.
Electricity flows through pathways called circuits.
A switch is a device used to open and close circuits.
An open circuit is an incomplete electric pathway; a
closed circuit is a complete pathway.
Materials that allow electricity to flow are conductors;
those that do not are insulators.
A circuit with only one pathway for current flow is a
series circuit. Components share the electric circuit.
A circuit with two or more pathways for current flow is
a parallel circuit. Components each have a direct
pathway to the energy source.
A core of iron or steel becomes an electromagnet when
electricity flows through a coil of insulated wire
surrounding it.
There are a number of ways to change the strength of
an electromagnet, including changing the number of
winds of wire around the core.



















What kind of materials so magnets stick to?
What happens when you bring two or more magnets
together?
How do magnets interact with other objects?
Does an iron object have to touch a magnet to become a
temporary magnet?
Does magnetic force go through all materials?
How can we measure the force of attraction between two
magnets?
Can you figure out where two magnets are taped in a box
without looking?
How can you get electricity form a source to a receiver?
Where do connections need to be made?
How does electricity flow through a circuit?
How is the motor circuit like the light bulb circuit and
how is it different?
What does a switch do in a circuit?
How much of the classroom environment is made of
conductors?
Can you get two bulbs to light at the same time?
How many different ways can you wire a parallel circuit?
Which design is better for manufacturing long string of
tree lights-series or parallel?
Can you make magnets thatturn on and off?
How does the number of winds of wire around a core
affect the strength of magnetism?
How can the strength of an electromagnet be changed?
Knowledge:
Skills:
Student will Know….
Students will be able to…







Only iron sticks to a magnet.
Two magnets attract or repel when they interact.
The magnetic force causes magnetic interactions.
A force is a push or a pull.
Magnetism can be induced only in iron or steel ( and a
few other metals).
The magnetic force acts through space and most



Observe the interaction of permanent magnets with a
variety of common materials.
Discover that magnets display forces of attraction and
repulsion.
Measure the change in force between two magnets as the
distance between them changes.
Identify materials that are conductors and insulators.
4




materials.
The magnetic force of attraction between two magnets
decreases with distance.
The greater the distance between twon magnets, the
less the magnetic force.
Magnetic fields act right through cardboard.
Compasses, iron fillings, and iron objects can detect a
magnetic field.








Pre- Assessment
Notebook and Journal Entries
Performance Assessments
Reading Prompt
Student Observation/Anecdotal Notes
Homework
Checkpoint Assessments
I-Check Assessments
Unit Assessments
Understand and construct simple open, closed, parallel,
and series circuits.
Learn how to make an electromagnet.
Experience the relationship between the number of turns
of wire around an electromagnet core and the strength of
the magnetism.
Use their knowledge of electromagnets to make a
telegraph.
Acquire vocabulary associated with magnetism and
electricity.
Exercise and language, math, and social studies skills in
the context of magnetism and electricity investigation.
Develop and refine the manipulative skill required for
make investigations in magnetism and electricity.
Use scientific thinking processes to conduct
investigations and build explanations: observing,
communicating, comparing, and organizing.

Evidence of Understanding:
Assessments Data –Propagated to Genesis Investigation 1
Pre Assessment
Notebook Assessment- Summative
I-Check 1
I-Check 2
I-Check 3
I-Check 4
Unit Post Assessment
Preconception /Misconceptions
Electricity is a form of energy.
The electric energy in a circuit flows in a circle.
Two kinds of electricity are “static” and “current”.
The stuff that flows through wires is called “electric current.”
Static electricity is caused by friction.
Insulators and Conductors do the same job.
An electromagnet must have an iron nail.
Batteries have electricity inside.
List other that you discover in your class:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5
Materials Sheet
THE MAGNETISM AND ELECTRICITY
A FULL KIT CONTAINS
1 Teacher Guide
1 Teacher Preparation Video
• Equipment for 32 students working in 8 collaborativegroups of 4 students
• FOSS Science Stories, Magnetism and Electricity and
Be aware that the classroom teacher or school site must supply a few items. Here is a summary of supplies not
included in the kit.
6
STANDARDS
New Jersey Common Core Standards
5.1 Science
Practices
Strand A
5.1.4.A.1
5.1.4.A.2
Strand B
5.1.4.B.1
5.1.4.B.2
5.1.4.B.3
5.1.4.B.4
Stand C
5.1.4.C.1
5.1.4.C.2
Strand D
5.1.4.D.1
5.1.4.D.2
5.1.4.D.3
5.2Physical
Science
Strand B
Strand E
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world. Who, what, when, where, why, and how questions
form the basis for young learners’ investigations during sensory explorations, experimentation,
and focused inquiry
Fundamental scientific concepts and principles and the links between them are more useful than discrete
facts.
Outcomes of investigations are used to build and refine questions, models, and explanations.
Generate Scientific Evidence Through Active Investigations: Observations and investigations form
young learners’ understandings of science concepts.
Building and refining models and explanations requires generation and evaluation of evidence.
Tools and technology are used togather, analyze, and communicate results.
Evidence is used to construct and defend arguments.
Reasoning is used to support scientific conclusions.
Reflect on Scientific Knowledge: Interacting with peers and adults to share questions and
explorations about the natural world builds young learners’ scientific knowledge.
Scientific understanding changes over time as new evidence and updated arguments emerge.
Revisions of predictions and explanations occur when new arguments emerge that account more
completely for available evidence.
Participate Productively in Science: Science practices include drawing or “writing” on observation
clipboards, making rubbings, or charting the growth of plants.
Science has unique norms for participation. These include adopting a critical stance, demonstrating a
willingness to ask questions and seek help, and developing a sense of trust and skepticism.
In order to determine which arguments and explanations are most persuasive, communities of learners
work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g.,
scientific argumentation and representation).
Instruments of measurement can be used to safely gather accurate information for making scientific
comparisons of objects and events.
All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
Earth systems science.
Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
5.2.4.D.1 Electrical circuits require a complete loop through conducting materials in which an electrical
current can pass.
Forces and Motion: It takes energy to change the motion of objects. The energy change is understood
in terms of forces.
5.2.4.E.3 Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can
make some things move without being touched.
7
Next Generation Science Standards
Performance Expectations
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light,
heat, and electric currents.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
NGSS Science and Engineering Practices
Planning and Carrying Out Investigations:
Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2
experiences and progresses to include investigations that control variables and provide evidence to support explanations or
design solutions.
 Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a
design solution. (4-PS3-2)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence
in constructing explanations that specify variables that describe and predict phenomena and in designing multiple
solutions to design problems.
 Apply scientific ideas to solve design problems. (4-PS3-4)
Disciplinary Core Ideas
PS3.A: Definitions of Energy
Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-PS3-2),(4PS3-3)
PS3.B: Conservation of Energy and Energy Transfer
 Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be
transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically
also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)
 Light also transfers energy from place to place. (4-PS3-2)
 Energy can also be transferred from place to place by electric currents, which can then be used locally to produce
motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of
motion into electrical energy. (4-PS3-2),(4-PS3-4)
PS3.D: Energy in Chemical Processes and Everyday Life
 The expression “produce energy” typically refers to the conversion of stored energy into a desired form for
practical use. (4-PS3-4)
Cross Cutting Concepts
Energy and Matter
 Energy can be transferred in various ways and between objects. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
 Engineers improve existing technologies or develop new ones. (4-PS3-4)
Connections to Nature of Science
Science is a Human Endeavor
 Most scientists and engineers work in teams. (4-PS3-4)
 Science affects everyday life. (4-PS3-4)
8
Common Core State Standards
CCSS: English Language Arts
Reading Informational Text
RI.4.1
RI.4.7
W.4.2
SL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an understa
nding of the text in which it appears
CCSS: WritingWrite informative/explanatory texts to examine a topic and convey ideas and information clearly
CCSS: Speaking and Listening:
Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clear
ly.
CCSS: Mathematics
2.MD.10
Measurement and data: Represent and interpret data: Draw a picture graph and a bar graph (with single unit
scale) to represent a data set with up to four categories.
Before beginning unit administer pretest.
Check that all materials are available, usable, and ready
9
INVESTIGATION 1
“The Force”
Summary
Students investigate the properties of magnets. They construct a simple compass and use it to detect magnetic effects. They
investigate the strength of the force of attraction by graphing data to look for patterns of interaction.
Core Conceptual Ideas





Only iron sticks to a magnet.
Magnetism can be induced in iron.
Magnets have two poles. Like poles repel;opposite poles attract.
Magnets display forces of attraction and repulsion that decrease with distance.
A compass is a magnet used to detect magnetic fields, including Earth’s.
New Vocabulary
magnet, magnetism, north pole, south pole, attract, repel, iron, metal, attract, repel, iron, force field, poles
Assessments
Assessments Data –Propagated to Genesis
(Should be scored in Genesis)
Pretest – No grade in Genesis
Embedded Assessment
Science Notebook Entry (minimum 4)
Student Response Sheets No. 2,3,4 and 5
Teacher Observation
Benchmark Assessment
• I-Check 1
Pre Assessment – no grade
Notebook Investigation Entry Part 1
I-Check 1
10
PART 1
Investigation 1
Part 1 - “The Force”
Summary
Students find that objects that contain iron stick to permanent magnets; other objects do not. They discover that
two magnets will either attract or repel one another, depending on their orientation. The agent responsible for this
behavior is the magnetic force.
Core Ideas/Understandings



Magnets stick to iron and steel.
Magnets attract or repel one another.
The magnetic force causes magnetic
interactions.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Focus Questions
What kind of materials do magnets stick to?
What happens when you bring two or more magnets together?
Teacher Preparation/Notes
Body Of Evidence
 Survey/Pre- Assessment
 Send Letter to Parents Home Student Sheet 1
 Notebook Investigation 1 Entry 1
BEFORE the start of the unit.
 Student Sheet No. 3
 Download optional tool: Benchmark and I FOSS Science Stories: Magnus Gets Stuck, pages 1-4
Checks Assessment coding sheets at
 Writing Prompt: Respond to Focus Questions
www.fossweb.com or curriculum page.
 Journal Entry
 Kit preparation: see Teacher Guide, Materials,
 Student Observation/ Anecdotal Notes
pp 1-6
Individual Work
 Teacher Preparation Video or DVD (or view at



www.fossweb.com/
Read Teacher Guide, Materials, p. 3 for
Materials Supplied by the Teacher and
Materials from the M&E Tool Kit
Est. Time
2 Sessions
Scores sent to District
Data to be recorded in Genesis
Unit
 Read TE “At A Glance”, “
 Review “ Materials” “Getting Ready” &
“Guiding the Investigation”
 Read Teacher Guide Science Stories Folio.
Prepare materials




Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night),
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text–Reading
Suggested websites
 Home School Connection. Student Sheet No. 34
11
Part 2
Investigation 1
Part 2–Investigation More Magnetic Properties
Students observe that iron or steel objects in contact with a magnet become temporarily magnetic themselves. This induced
magnetism disappears when the iron or steel object separates from the magnet. Students’ find out that the magnetic
force acts right through materials, with the exception of iron.
Core Ideas/Understandings




S&E Practices
Alignment
The magnetic force causes magnetic interactions.
The magnetic force of attraction between two
magnets decreases with distance.
Magnetism can be induced in a piece of steel that is
close to or touching a magnet.
Magnetic fields act through cardboard.
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations
and Designing Solutions
Energy and Matter
Energy can be transferred
in various ways and
between objects.(4PS32), (4-PS3-4)
Focus Questions
How do magnets interact with other objects?
Does an iron object have to touch a magnet?
Does magnetic force go through all materials?
Teacher Preparation
Body Of Evidence
Read Teacher’s Guide
 Notebook Investigation 1 Entry Part 2
 “ Materials” “Getting Ready” &
 Student Sheet 4
“Guiding the Investigation
 Reading: FOSS Student Text Magnificent Magnetic
Watch Video Demo of Inv.1 Part 2
Models, page 5
 Writing Prompt: Respond to Focus Questions
 Journal Entry
 Assessment Chart for Investigation 1, Part 2 – Teacher
Observation







Est. Time
2
sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night),
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text–Reading
Suggested websites
 Math Extension, Student Sheet No. 29
Culminating Activity
TBA
12
Part 3
Investigation 1
Part 3 – Breaking The Force
Students use a balance and large washers to measure the force of attraction between two magnets. They systematically
investigate what happens to the force of attraction as the distance between the two magnets increases. Students graph
their results.
Core Ideas/Understandings



Magnetism can be induced in a piece of
steel that is close to or touching a magnet.
The magnetic force acts through space and
most materials.
The magnetic force of attraction between
two magnets decreases with distance.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4PS3-4)
Focus Questions
How can we measure the force of attraction between two magnets?
Teacher Preparation
Body Of Evidence
Read Teacher’s Guide
 Notebook Investigation 1 Entry 3
 Student Sheet No. 5
 Review “ Materials” “Getting Ready” &
 Writing Prompt: Respond to Focus Question
“Guiding the Investigation”
 Journal Entry
Watch Video Demo of Inv.1 Part 3
 Assessment Chart for Investigation 1, Part 3 – Teacher
Observation
Homework/Center Activities/Extra Practices
 Rising Readorium (20 min/night),
 Word wall activities
 Spelling City(vocab);
 Cross Curriculum Extensions
 FOSS Digital Resources: eBook, Audio Stories
 Informational Text -Reading
 Suggested websites
Culminating Activity
TBA
Est. Time
2
sessions
13
Part 4
Investigation 1
Part 4 – Detecting the Force of Magnetism
Students explore ways to detect the magnetic force. They find several ways to detect the force and to make it visable, using
such things as compasses and iron filings.
Core Ideas/Understandings


The greater the distance between two magnets,
the less the magnetic force.
Magnetic fields act right through many
materials
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS34)
Science is a Human Endeavor
 Most scientists and
engineers work in
teams. (4-PS3-4)
 Science affects
everyday life. (4-PS34)
Focus Questions
Can you figure out where two magnets are taped in a box without looking?
Teacher Preparation
Body Of Evidence
Read Teacher’s Guide
 Notebook Investigation 1 Entry 4
 “ Materials” “Getting Ready” & “Guiding
 Student Sheet No. 6
the Investigation”
 Reading: FOSS Science Stories: How Magnets Interact,
 Watch Video Demo of Inv.1 Part 4
page 6 and Make a Compass, pages 7-9
 Teacher Guide, Benchmark Assessment
 Writing Prompt: Respond to Focus Questions
Folio
 Journal Entry
Note:Prepare connecting wires (20 gauge) for
 Assessment Chart for Investigation 1, Part 4 – Teacher
Investigation 2, Parts 1 (15cm) & 3 (30
 I-Check 1
cm) if not yet completed.




Est. Time
2
sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night),
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Math Extension, Student Sheet No. 29
Culminating Activity
TBA
14
INVESTIGATION 2
Investigation 2
“Making Connections”
Summary
Students investigate current electricity and circuits, the pathways through which electricity flows. They find that some
materials permit the flow of electricity (conductors), and some don’t (insulators). Students observe that iron or steel
objects in contact with a magnet become temporarily magnetic themselves. This induced magnetism disappears when the
iron or steel object separates from the magnet. Students find out that the magnetic force acts right
through materials, with the exception of iron.
Concepts:
 A circuit is a pathway on which electric current flows.
 Light bulbs convert electric energy into heat and light energy.
 Motors convert electric energy into motion energy when placed in a closed circuit.
 Conductors complete circuits and allow the flow of electric current; insulators do not.
New Vocabulary Investigation 2
Series circuit Parallel circuit, D-Cell, Battery, Electricity Source Receiver Filament Component Switch Open/closed
circuit
Assessments
Assessments Data –Propagated to Genesis
(Should be scored in Genesis)
Embedded Assessment
Science Notebook Entry (minimum 4)
Student Response Sheets No. 6,7,8,9,10,11,12,13,&14
Teacher Observation
Benchmark Assessment
• I-Check 2
I Check 2
Student Observation/ Anecdotal Notes
15
Part 1
Investigation 2
Part 1: Lighting the Bulb
Summary
Students use a circuit base to build a circuit with a D-cell and a motor. They add a switch to the circuit to control the flow
of electricity. Students learn the conventions for drawing schematic diagrams of circuits
Core Ideas/Understandings



A D-cell is a source of electrical
energy.
A bulb is an energy receiver that
produces light.
A circuit is a pathway through
which electric current flows.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
 Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life. (4-PS34)
Focus Questions
How can you get electricity from a source to a receiver?
Where do connections need to be made?
How does electricity flow through a circuit?
Teacher Preparation
Body Of Evidence
Read Teacher’s Edition
 Notebook Investigation 2 Entry 1
 “At A Glance”, “Background for the
 Student Sheet No. 7
Teacher”&“Teaching Children About Electricity” pp  Writing Prompt: Respond to Focus Questions
4-7
 Journal Entry
 “ Materials” “Getting Ready” &“Guiding the
 Assessment Chart for Investigation 2, Part 1 –
Investigation” pp 8-13
Student Sheet – The Flow of Electricity
Watch Video Demonstration of Inv. 2 Part1
 Journal Entry
Prepare materials



Est. Time
2sessions
Note - “Mystery Boards” need to be prepared for Part 4
(Lesson 15) of this investigation. See pp. 27-28,
Teacher Sheet No. 13-14 and view Teacher




Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text–Reading
Suggested websites
 Home School Connection , Student Sheet No. 35
16
Part 2
Investigation 2
Part 2 – Making a Motor Run
Summary
Students use a circuit base to build a circuit with a D-cell and a motor. They add a switch to the circuit to control the flow
of electricity. Students learn the conventions for drawing schematic diagrams of circuits.
Core Ideas/Understandings



A motor is an energy receiver
that produces motion.
A switch is a device that opens
and closes a circuit.
A schematic diagram is a
representation of a circuit that
is used for recording and
communicating with others
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
 Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life. (4-PS3-4)
Focus Questions
How can you get electricity from a source to a receiver?
How is the motor circuit like the light bulb circuit? How is it different?
What does a switch do in a circuit?
Teacher Preparation
Body Of Evidence
Read Teacher’ Edition
 Notebook Investigation 2 Entry 2
• “ Materials” “Getting Ready”
 Student Sheet No. 8
&“Guiding the Investigation”
 Response Sheet No. 9
 Writing Prompt: Respond to Focus Questions
 Journal Entry
 Assessment Chart for Investigation 2, Part 2 – Response
Sheet – Bulbs



Est. Time
2sessions
Homework/Center Activities/Extra Practices
 Rising Readorium (20 min/night)
 Word wall activities
 Spelling City(vocab);
 Cross Curriculum Extensions
 FOSS Digital Resources: eBook, Audio Stories
 Informational Text -Reading
 Suggested websites
Culminating Activity: Continue to work on projects.
17
Part 3
Investigation 2
Part 3 – Finding Conductors and Insulators
Summary
Students build a circuit to test whether objects are conductors or insulators. They search the classroom for insulators and
conductors.
Core Ideas/Understandings



Conductors are materials that
allow the flow of electricity.
Insulators are materials that do
not allow the flow of electricity.
All metals are conductors.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work in
teams. (4-PS3-4)
Science affects everyday life. (4-PS3-4)
Focus Questions
Can any of the test objects complete a circuit?
How much of the classroom environment is made of conductors?
Teacher Preparation
Body Of Evidence
Est. Time
2sessions
Teacher Guide Inv. 2: Making
 Notebook Investigation 2 Entry 3
Connections, pp. 20-21
 Student Sheet No. 10
Teacher Guide Science Stories folio,  Reading: FOSS Science Stories: Making Static, pages 10pp. 10-13
11 and A Fictional Interview with Benjamin Franklin,
 pages 12-13
 Writing Prompt: Respond to Focus Questions
 Journal Entry
 Assessment Chart for Investigation 2, Part 3 – Teacher
Observation
Homework/Center Activities/Extra Practices
 Rising Readorium (20 min/night)
 Word wall activities
 Spelling City(vocab);
 Cross Curriculum Extensions- Math Extension,
Student Sheet No. 30
 FOSS Digital Resources: eBook, Audio Stories
 Informational Text -Reading
 Suggested websites




Suggested Center Activities: Spelling City, Foss suggested websites, word wall activities, extensions, additional
supporting Science Activities,
Culminating Activity: Continue to work on projects.
18
Part 4
Investigation 2
Part 4 – Investigation Mystery Curcuits
Summary
Students work with mystery boards to reinforce the concept of conductor and check their understanding of how electricity
flows through a circuit.
Core Ideas/Understandings





A circuit is a pathway through which electric
current flows.
A closed circuit allows electricity to flow; an
open circuit does not.
Conductors are materials that allow the flow of
electricity; insulators are materials that do not
allow the flow of electricity.
A switch is a device that opens and closes a
circuit.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS34)
Science is a Human Endeavor
Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life.
(4-PS3-4)
Focus Questions
None
Teacher Preparation
Teacher Guide Inv. 2: Making
Connections, pp. 26-28
Teacher Guide Science Stories folio,
Body Of Evidence

 Notebook Investigation 2 Entry 4
 Student Sheets Nos. 11-12

 Reading: FOSS Science Stories: Two Reference Sources
About Edison, pages 14-15
Note:Plan Assessment Review time with  Writing Prompt: Respond to Focus Questions
class after teacher assessment coding.
 Journal Entry
Note:Check D-cells and inventory wires  Assessment Chart for Investigation 2, Part 4 – Mystery
for use in Investigation 3. Replace if
Circuits, Making Connections
necessary.
 I-Check 2
Homework/Center Activities/Extra Practices
 Rising Readorium (20 min/night)
 Word wall activities
 Spelling City(vocab);
 Cross Curriculum Extensions
 FOSS Digital Resources: eBook, Audio Stories
 Informational Text -Reading
 Suggested websites
Culminating Activity: Continue to work on projects.
Est. Time
2sessions
19
INVESTIGATION 3
Investigation 3
Advanced Connections
Summary
Students explore series and parallel circuits and compare the functioning of the components in each circuit. They
formulate and justify their predictions, based on their observations of electric energy being converted to light and motion.
Concepts
•
A circuit with only one pathway for current flow is a series circuit. Components “share” the electric energy.

A circuit with two or more pathways for current flow is a parallel circuit.
New Vocabulary Investigation 3
Series circuit, Parallel circuit, D-Cell, Battery, Electricity, Source, Receiver, Filament, Component, Switch, Open/closed
circuit
Assessments
Assessments Data –Propagated to Genesis
(Should be scored in Genesis)
Embedded Assessment
Science Notebook Entry (minimum 3)
Student Response Sheets No. 15,16, & 17
Teacher Observation
Benchmark Assessment
• I-Check 3
I Check 3
20
Part 1
Investigation 3
Part 1: Building a Series Circuit
Summary
Students find ways to operate more than one component in a circuit. They invent a series circuit and find out it takes two
D-cells to make the two bulbs shine brightly.
Core Ideas/Understandings



An electric circuit is a pathway
along which electricity flows.
A circuit with only one pathway
for current flow is a series circuit.
Cells in series must be oriented in
the same direction in order to
work.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work in
teams. (4-PS3-4)
Science affects everyday life. (4-PS34)
Focus Questions
Can you get two bulbs to light at the same time?
Can you make two lights bright in a series circuit?
Teacher Preparation
Body Of Evidence
Read Teacher Guide
 Notebook Investigation 3 Entry 1
 Review “ Materials” “Getting Ready” &
 Student Sheet No. 15 (Part 1 & 2)
“Guiding the Investigation”
 Reading: FOSS Science Stories: Illuminating
 Watch Video Demonstration of Inv. 3 Part1
Teamwork, pages 16-19
 Teacher Guide Science Stories folio, pp14 Writing Prompt: Respond to Focus Questions
15
 Journal Entry
 Prepare materials
 Assessment Chart for Investigation 3, Part 1 –
Informal Observation Investigation 3: Advanced
Connections Part 1: Building Series Circuits, # 14-16






Est. Time
2sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text–Reading
Suggested websites
 Home School Connection, Student Sheet No. 36
21
Part 2
Investigation 3:
Part 2. Building Parallel Circuits
Summary
Students learn another way to operate two components. They construct a parallel circuit and find that many bulbs can
operate on a single D-cell. There are six ways students can wire their circuits in parallel using two bulbs.
Core Ideas/Understandings


A parallel circuit splits into two or
more pathways before coming
back together at the battery.
Components in a parallel circuit
each have a direct pathway to the
energy source.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work
in teams. (4-PS3-4)
Science affects everyday life. (4PS3-4)
Focus Question
Can you light two bulbs brightly with just one battery?
• How many different ways can you wire a parallel circuit?
Teacher Preparation
Body Of Evidence
 Review “Materials” and “Getting

Notebook Investigation 3 Entry 2
Ready” & Guiding the

Student Sheet No. 15 (Part 3 & 4)
Investigation

Response Sheet No. 16
 Watch Video Demo of Inv.2 Part 2 
Writing: Respond to Focus Questions

Journal Entry

Reading: A True Pioneer: Lewis Latimer, page 20

Assessment Chart for Investigation 3, Part 2 – Circuit
Design




Est. Time
4 sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions-Math Extension,
Student Sheet No. 31
FOSS Digital Resources: eBook, Audio Stories
 Informational Text–Reading
Suggested websites
22
Part 3
Investigation 3:
Part 3. Solving the String of Lights Problem
Summary
Students simulate the research and development department of a decorative-light manufacturer. They put their knowledge
of series and parallel circuits to work and solve customer complaints, making recommendations for manufacturing
guidelines.
Core Ideas/Understandings





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 in order to work.
A parallel circuit splits into two or more
pathways before coming back together
at the battery.
Components in a parallel circuit each
have a direct pathway to the energy
source.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work
in teams. (4-PS3-4)
Science affects everyday life. (4PS3-4)
Focus Question
Why do constellations appear to move across the night sky?
Why do we see different constellations in summer and winter?
Teacher Preparation
Body Of Evidence
 Watch Video Demo of Inv.2 Part 2  Notebook Investigation 3 Entry 3
 Review “Materials” and “Getting
 Student Sheet No. 17
Ready”
 Assessment Chart for Investigation 3, Part 3 – Teacher
Observations and Student Sheet
Note – Prepare connecting wires (20
 Writing: Respond to Focus Questions
gauge, 15 cm) and electromagnet
 Journal Entry
wires (24 gauge, 150 cm) for
 Assessment Chart for Investigation 3, Part 3 – Teacher
Investigation 4, Part 1 if not yet
Observations and Student Sheet
completed. Check D-Cells( see
 I Check 3
Inv. 4, p. 10,, step 6)




Est. Time
4 sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Math Extension, Student Sheet No. 31
Make a graph showing how many electrical devices are used in your home at three different times of the day.
23
INVESTIGATION 4
Investigation 4
Current Attractions
Summary
Students learn how to use electricity to make an electromagnet. They explore the variables that influence the strength of
the magnetism produced by their electromagnets.
Concepts
 A core of iron or steel becomes an electromagnet when electricity flows through a coil of insulated wire surrounding
the core.
 There are many ways to change the strength of an electromagnet, including changing the number of winds of wire
around the core.
New Vocabulary Investigation 3
Cause, Effect, Electricity, Circuit, Electromagnet, Core, Coil, Rivet
Assessments
Assessments Data Due for District Analysis
(Should be scored in Genesis)
Embedded Assessment
Science Notebook Entry (minimum 3)
Student Response Sheets No. 18,19 & 20
Teacher Observation
Benchmark Assessment
• I-Check 4
I Check 4
24
Part 1
Investigation 4
Part 1: Building an Electromagnet
Summary
Students discover that, when current flows through an insulated wire wound around a steel core, the steel core becomes a
magnet. They find out where to wind the wire on the core to produce the strongest magnet.
Core Ideas/Understandings


A magnet can be made by winding an
insulated wire around an iron core and
running current through the wire.
The magnetism produced by
electromagnets can be turned on and
off.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work
in teams. (4-PS3-4)
Science affects everyday life. (4PS3-4)
Focus Questions
Can you make a magnet that turns on and off?
Teacher Preparation
Body Of Evidence
Read TE
 Notebook Investigation 4 Entry 1
 “At A Glance”, “-Background for the
 Reading: FOSS Science Stories: From Rags to
Teacher”& “Teaching Children About
Riches: A Story of Michael Faraday, pages 21-23
Electromagnetism”
 Assessment Chart for Investigation 4, Part 1 –
 “ Materials” “Getting Ready” &“Guiding
Teacher Observation
the Investigation”
 Writing Prompt: Respond to Focus Question
 Journal Entry
Watch Video Demonstration of Inv. 3 Part1
Prepare materials





Est. Time
2sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection, Student Sheet No. 37
25
Part 2
Investigation 4
Part 2: Changing Number of Winds
Summary
Students experiment to find out how the numberof winds of wire affects the strength of magnetism. After collecting data
for a 20-wind, 30-wind, and 40-wind electromagnet, students graph their results. They predict the strength of magnetism
based on the graph.
Core Ideas/Understandings


The greater the number of winds of wire
around the iron core, the stronger the
magnetism produced.
A graph can be used to make
predictions.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations
and Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work in
teams. (4-PS3-4)
Science affects everyday life. (4-PS34)
Focus Questions
How does the number of winds of wire around a core affect the strength of the magnetism?
Teacher Preparation
Body Of Evidence
Read TE
 Notebook Investigation 4 Entry2
 “ Materials” “Getting Ready” &“Guiding
 Student Sheet No. 18
the Investigation”
 Response Sheet No. 19
Watch Video Demonstration of Inv. 3 Part1
 Reading: FOSS Science Stories: How
Prepare materials
Electromagnetism Stopped a War, pages 24-27
 Writing Prompt: Respond to Focus Questions
Note: Plan Assessment Review time with
 Journal Entry
class after teacher assessment coding. – Check
 Assessment Chart for Investigation 4, Part 2 –
D-cells and steel strips for Inv. 5: Click It, pp. 8Teacher Observation
9.





Est. Time
2 sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions- Math Extension,
Student Sheet No. 32
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection, Student Sheet No. 37
26
Part 3
Investigation 4
Part 2: Changing Number of Winds
Students propose other ways to change the strength of the electromagnet. After listing a set of variables, students plan and
conduct an experiment.
Core Ideas/Understandings



There are many ways to change the strength
of an electromagnet, including tighter coils,
number of D-cells, and different wire gauge.
Wire used to make an electromagnet must
be insulated.
All wire coils must be wound in the same
direction
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations
and Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work in
teams. (4-PS3-4)
Science affects everyday life. (4-PS34)
Focus Questions
 How can the strength of an electromagnet be changed??
Teacher Preparation
Body Of Evidence
Read TE
 Notebook Investigation 4 Entry 3
 “ Materials” “Getting Ready” &“Guiding
 Student sheet 20
the Investigation”
 Reading: Magnets and Electricity in Your Life, pages
28-33. /Looking through Telescopes pg. 40-43
Watch Video Demonstration of Inv. 3 Part1
 Writing Prompt: Respond to Focus QuestionsJournal
Review
Entry
Prepare materials
 Assessment Chart for Investigation 4, Part 3 –
Teacher Observation and Electromagnet
Investigation
 I Check 4




Est. Time
2sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection, Student Sheet No. 37
27
INVESTIGATION 5
Investigation 5
Current Attractions
Summary
Students use all the concepts they have learned to build a simple telegraph system. The last part of the investigation asks
students to use their inquiry skills to design, conduct, and report their own investigations.
Concepts
A telegraph is an electronic communication device that uses an electromagnet.
A code is a symbolic system used for communication.
A telegraph converts electric energy into motion and sound energy
New Vocabulary Investigation 3
Telegraph Code
Assessments
Assessments Data –Propagated to Genesis



(Should be scored in Genesis)
Embedded Assessment
Science Notebook Entry (minimum 4)
Student Response Sheets No. 21 & 22
Teacher Observation
Benchmark Assessment
• I-Check 5
I Check 5
Notebook Assessment
Unit Assessment
28
Part 1
Investigation 5
Part 1: Reinventing The Telegraph
Summary
Students apply their knowledge of circuitry and electromagnetism to build a telegraph. They invent a code and use their
telegraphs to send messages to each other.
Core Ideas/Understandings


People learn about the natural world
through scientific practices and use that
knowledge to meet human needs (such
as communication).
A code is a symbolic system used for
communication.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life. (4PS3-4)
Evaluating solution
Focus Questions
Can you use your knowledge of electricity and electromagnetism to reinvent the telegraph?
Teacher Preparation
Body Of Evidence
Read TE
 Notebook Investigation Entry
 “At A Glance Matrix”,“Background for the
 Student Sheet No. 21
Teacher”&“Teaching Children About
 Reading: FOSS Science Stories: From Rags to
Telegraph Systems”
Riches: A Story of Michael Faraday, pages 21-23
 “ Materials” “Getting Ready” &“Guiding
 Writing Prompt: Respond to Focus Questions
the Investigation”
 Journal Entry
Watch Video Demonstration of Inv.5 Part1
 Assessment Chart for Investigation 5, Part 1 –
Prepare materials
Teacher Observation





Est. Time
2sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions- Math Extension,
Student Sheet No. 32
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection
Research sources of energy that were used before electricity to light homes, heat spaces, and do the things that we
ely on electricity for
today.
29
Part 2
Investigation 5
Part 2: Sending Messages Long Distance,
Summary
Students hook up two telegraphs so they can send messages from one group to another. In meeting the challenge, students
have to solve a number of problems, including circuit design, resistance imposed by the long lines, and long-distance
procedural signals.
Core Ideas/Understandings


S&E Practices
Alignment
Connecting two telegraphs for two- NGSS
Planning and Carrying Out
way communication requires two
Investigations
complete circuits.
Constructing
Explanations
Apply electricity and
and Designing Solutions
electromagnetism concepts.
Evaluating solution
CC Concepts
Alignment
NGSS
Energy and Matter
Energy can be transferred in
various ways and between objects.(4PS3-2),
(4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work in
teams. (4-PS3-4)
Science affects everyday life. (4-PS3-4)
Focus Questions
Can you connect two telegraph systems to send messages back and forth to another group?
Teacher Preparation
Body Of Evidence
Read TE
 Notebook Investigation 5 Entry 2
“ Materials” “Getting Ready” &“Guiding
 Reading: FOSS Science Stories: Morse Gets
the Investigation”
Clicking, pages 34-37
Prepare materials
 Writing Prompt: Respond to Focus Question
 Journal Entry
 Assessment Chart for Investigation 5, Part 2 –
Teacher Observation








Est. Time
3 sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions- Math Extension,
Student Sheet No. 32
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection, Student Sheet No. 37
Become a safety engineer. Make a poster that shows safety rules to follow when using something that uses
“batteries” or electricity, or rules to follow during an electrical storm.
30
Part 3
Investigation 5
Part 3: Choosing Your Own Investigation
Summary
Students review magnetism and electricity and identify a subject they would like to investigate in greater detail. They
present the results of their projects to the class in order to share something new about magnetism or electricity.
Core Ideas/Understandings

Apply electricity and
electromagnetism concepts.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work in
teams. (4-PS3-4)
Science affects everyday life. (4-PS3-4)
Evaluating solution
Focus Questions

Students ask their own questions and plan investigations or research to answer them.
Teacher Preparation
Body Of Evidence
Read Teacher’s Edition
 Notebook Investigation Entry
 “ Materials” “Getting Ready” &“Guiding
 Student Sheet No. 23-25
the Investigation”

 Watch Teacher Prep Video
Prepare materials




Est. Time
2 sessions
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection, Student Sheet No. 37
Culminating Activity
Become a safety engineer. Make a poster that shows safety rules to follow when usingsomething that uses
“batteries” or electricity, orrules to follow during an electrical storm.
31
Part 4
Investigation 5
Part 4: “Click It”
Summary
Students review magnetism and electricity and identify a subject they would like to investigate in greater detail. They
present the results of their projects to the class in order to share something new about magnetism or electricity.
Core Ideas/Understandings



A circuit is a pathway through which
electric current flows.
Electromagnetism is magnetism
created by current flow through
aconductor.
Science and technology are closely
related. Science is knowledge of the
natural world; technology is using
scientific knowledge to modify
theworld to solve human problems.
S&E Practices
Alignment
CC Concepts
Alignment
NGSS
NGSS
Planning and Carrying Out
Investigations
Constructing Explanations and
Designing Solutions
Energy and Matter
Energy can be transferred in
various ways and between
objects.(4PS3-2), (4-PS3-4)
Science is a Human Endeavor
Most scientists and engineers work
in teams. (4-PS3-4)
Science affects everyday life. (4PS3-4)
Evaluating solution
Focus Questions








Students ask their own questions and plan investigations or research to answer them.
Teacher Preparation
Body Of Evidence
Est. Time
2 sessions
Read TE

Notebook Investigation Entry
“ Materials” “Getting Ready” &“Guiding

Student Sheet No. 21
the Investigation”

Student Sheet No. 23-25
Prepare materials

Reading: FOSS Science Stories: Magnets and
Electricity in Your Life, pages 28-33Writing Prompt:

Journal Entry

Assessment Chart for Investigation 5, Part 1 –
Teacher Observation and Electromagnet Investigation

I Check 4

Unit Post Assessment
Homework/Center Activities/Extra Practices
Rising Readorium (20 min/night)
 Word wall activities
Spelling City(vocab);
 Cross Curriculum Extensions
FOSS Digital Resources: eBook, Audio Stories
 Informational Text –Reading
Suggested websites
 Home School Connection, Student Sheet No. 37
 Culminating Activity

Become a safety engineer. Make a poster that shows safety rules to follow when usingsomething that uses
“batteries” or electricity, orrules to follow during an electrical storm.
Unit ends 1/30/2014. The Unit takes an estimated 41 session and there are 46 sessions scheduled. (5 additional
science days built in)
Session = 45minutes
32
Writing Prompts Overview
These prompts support the investigations and can be used with their journaling.
Magnetism and Electricity: Investigation I
1. What is needed to light a bulb?
2. What does energy do in a circuit with a motor?
3. What is needed to make a complete pathway for current to flow in a circuit?
4. What do we observe that provides evidence that energy is present?
Magnetism and Electricity: Investigation 2
1. How can you get two bulbs to light at the same time?
2. How can you light two bulbs brightly with one D-cell?
3. Which design is better for manufacturing long strings of lights—series or parallel?
4. How can you make a motor run faster using solar cells?
Magnetism and Electricity: Investigation 3
1. What materials stick to magnets?
2. What happens when two or more magnets interact?
3. What happens when a piece of iron comes close to or touches a permanent magnet?
4. What happens to the force of attraction between two magnets when the distance between them changes?
5. What do magnets interact with in the outdoor environment?
Magnetism and Electricity: Investigation 4
Magnetism and Electricity: Investigation 5
33
Resources
Interactive Websites
Electricity and Magnetism http://ippex.pppl.gov/interactive/electricity/
Conductors and Insulators http://www.pge.com/microsite/PGE_dgz/wires/resist.html
Circuits and Conductors http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml
The Blobz Guide to Electric Circuits http://www.andythelwell.com/blobz/
Electrical Safety World http://www.smud.org/safety/world/index.html
Information Websites
Batteries http://www.howstuffworks.com/battery.htm
Electromagnets http://science.howstuffworks.com/electromagnet2.htm
Static Electricity http://www.sciencemadesimple.com/static.html
Electricity Web Quest http://volweb.utk.edu/Schools/sullivan/colonial/electricity.html
Electricity and Magnetism http://library.thinkquest.org/16600/intermediate/electricity.shtml
Energy Kid’s Page http://www.eia.doe.gov/kids/energyfacts/sources/electricity.html
Tech Topics: Electricity http://www.thetech.org/exhibits/online/topics/10a.html
Electricity Experiments
Electricity and Magnetism Experiments http://www.galaxy.net/~k12/electric/#exper
Electricity: Simple Circuits http://www.can-do.com/uci/lessons99/electricity.html
Make a Battery from a Lemon http://www.energyquest.ca.gov/projects/lemon.html
Electrical Fleas http://www.exploratorium.edu/snacks/electrical_fleas.html
FOSS Website:
www.fossweb.com (additional resources and web sites found there)
Spelling City:
www.spellingcity.com
United Streaming Videos
http://www.discoveryeducation.com//?ref=streaming&returnUrl=http%3A%2F%2Fstreaming%2Ediscoveryeducation
%2Ecom%2Findex%2Ecfm
Brainpop (see if your school has license for this)
http://www.brainpopjr.com/
Content books FOSS Student Book with Unit
 See Reading Extensions in TE
 FOSS Reading Supplemental Books
 Magnetism and Electricity Series
34
Body of Evidence
This guide is intended to support the collection of a Body of Evidence. A student’s Body of Evidence should, at a
minimum, include work form the listed prompts and in-class investigations that demonstrate a student’s level of
proficiency. The FOSS pre-assessment given at the beginning of the unit, the I-checks given after each investigation
and Grade 4 DISTRICT Earth Science Benchmark Assessment given at the end of the unit (Post-assessment) may
also be included in the body of evidence.
35