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Metro RESA K-5 Science Instructional Unit Plan

Candidate: Topic and Grade Level:


Reginald Tahet 5th Grade
Resources/Websites: Misconceptions:

Electricity is a form of energy


Physics for Kids' Electricity and Magnetism The electric energy in a circuit flows in a circle
http://www.physics4kids.com/files/elec_magneticfield.html Two kinds of electricity are static and current
Science Made Simple - Static Electricity http://www.sciencemadesimple.com/static.html The stuff that flows through wires is called electric
Explain that Stuff! How magnetism works current
http://www.explainthatstuff.com/magnetism.html Static electricity is caused by friction
Alliant Energy - All about Electricity https://www.alliantenergy.com/ Insulators and Conductors do the same job
The Blobz Guide to Electric Circuits http://engineering-games.net/for-kids/68/blobz- An electromagnet must have an iron nail
guide-to-electric-circuits Batteries have electricity inside
BBC Bitesize Electrical Conductors
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/circuits_conductors/play/
BBC Bitesize Magnets
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/magnets/play/
Science Kids - Completing the Circuit
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
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

Performance Expectation:
Students will carry out investigations to become familiar with the pushes and pulls of magnets and static electricity. The unit will give students a
basic understanding of what conditions produce a magnetic field (such as an electromagnet) and what conditions induce electric currents using
simple circuits. Although electricity is the movement of electrons from one place to another, at this grade level there is no emphasis on electrons or
atomic structure. Explaining positive and negative charges as they attract and repel will help students gain a basic understanding of the relationship
between magnetism and electricity.
Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)

S5P2. Obtain, evaluate, and 1. Cause and effect: Mechanism


Planning and Carrying Out Investigations: communicate information to investigate and explanation
Plan and conduct an investigation collaboratively to electricity.
produce data to serve as the basis for evidence about a. Obtain and combine information
Electricity charges. from multiple sources to explain
Developing using models the difference between naturally
occurring electricity (static) and
human-harnessed electricity.
b. Design a complete, simple
electric circuit, and explain all
necessary components.
c. Investigate and test common
materials to determine if they are
insulators or conductors of
electricity.

S5P3. Obtain, evaluate, and


communicate information about
magnetism and its relationship to
electricity.
a. Construct an argument based on
experimental evidence to
communicate the differences in
function and purpose of an
electromagnet and magnet.
(Clarification statement: Function
is limited to understanding
temporary and permanent
magnetism.)
Plan and carry out an investigation to
observe the interaction between a magnet
and a magnetic object on opposite sides of
various materials such as wood, paper, glass,
metal, and rocks.
General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections

Using a C-E-R framework.


Static electricity is the buildup of electrical charges on the surface of a material
Electricity flows through a circuit with specific components arranged in such a way as to allow the electricity to flow without interruption
Motion is produced from electric energy
Some materials allow the flow of electricity and some stop or slow the flow of electricity

EVALUATE (Culminating Task):

Students use the CER framework to construct an argument and include their evidence and reasoning to justify their argument.

Weekly Lesson Plans


Lesson 1 Lesson 2 Lesson 3 Lesson 4
Essential
Question: How does a basic electric What a series circuit? What is parallel circuit? Light up the Night
circuit work? How are conductors and Why do some things cling?
insulators different?

ENGAGE
(Opening/Hook) What is electricity? Show pictures of a lightning strike. Question: What factors make one Question: How can you use what
How will you circuit better than the other? youve learned about circuits to
ENGAGE students create a model of the town to
and/or connect to share with City Council?
prior knowledge?

EXPLORE/EXPLAIN
(Work Period) Watch Brainpop video complete Students will compare Conductors Students will use a CER framework Students will share their researched
How will students quiz at the end of the video. and insulators. to organize their information into a reading reflection from their
EXPLORE, EXPLAIN poster. journal.
and/or EXTEND a
concept?
Closing: Student will write a reflection using Have student complete a series Are teams able to work together to Students evaluate their design for
How will you the unit vocabulary in their science circuit in small groups and write a accomplish the task at reasonable success. Did it meet the established
summarize the notebook and share with classmate. reflection. time, to create a parallel circuit criteria? Did their final design
lesson? How will match their planned design? How
you EVALUATE? would students improve their
design?
Assessment (What is the evidence of learning?)
Formative (On-going) Summative (End)

CER Rubric to assess student performance task.


Poster session
Differentiated Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Scafolded supports for writing the CER statements Computer stations with preselected websites.
Pre-assign posters Books
Computer stations with headphones for students who need text read to them

Supporting Documents

Claim-Evidence-Reasoning Rubric
4 3 2 1
Advanced Proficient Progressing Beginning
Claim Makes a claim that is Makes a claim that is Makes a relevant and Does not make a claim, or
A statement or conclusion relevant, accurate, and Relevant (Directly & clearly accurate but incomplete makes an inaccurate or
that answers the original complete. responds to question) claim. irrelevant claim.
question or problem. Contrasts the claim to an Accurate (Consistent with
evidence and scientific principles)
alternative claim.
Complete (Complete sentence
that stands alone)
Evidence Provides appropriate and Provides evidence to Provides appropriate, but Does not provide
Scientific data that supports sufficient evidence to support the claim that is insufficient evidence to evidence, or only
the claim. The data need to support claim. Appropriate (Scientific data or support claim. May provides inappropriate
be appropriate and Discusses evidence that information from observations, include some evidence (Evidence that
investigations, data analysis, or
sufficient to support the would support alternative valid scientific sources) inappropriate evidence. does not support claim).
claim. claim. Sufficient (Enough evidence to
support the claim)
Reasoning Provides reasoning that Explanation provides Provides reasoning that Does not provide
A justification that connects clearly connects the reasoning that is connects the evidence to reasoning, or only
the evidence to the claim. It evidence to the claim. Clear (Clearly communicated and the claim. May include provides inappropriate
shows why the data counts Includes appropriate and goes beyond repeating claim and some scientific principles reasoning.
evidence)
as evidence by using sufficient scientific or justification for why
Connected (Explains why the
appropriate and sufficient principles to explain why evidence is important or why it is
the evidence supports the
scientific principles. the evidence supports the relevant) claim, but not sufficient.
claim. Integrated (Links the evidence
Explains why the to an important disciplinary idea
and crosscutting concept)
alternative claim is
inaccurate.

Source: Evidenced Based Writing, J. Peacock


Vocabulary
Concept What it means Picture and Words to describe
Static Electricity

Naturally occurring electricity

Circuit

Insulators

Conductors

Electromagnet

Permanent magnet

Electricity

Closed Circuit

Open Circuit
Convert

Comparing

Question: What factors make one species more successful than another?

Make a claim about why one species is more successful than another

Question:

Claim: Evidence:

Reasoning:
Make mathematical statement that compares the two animals
Describe an adaptation that helps animal #1 to survive
Describe an adaptation that helps animal #2 to survive
Compare
Lesson Title: Light up the Night

Grade Level: 5 Quarter: 1st


Standards:

Science
S5P3. Students will investigate the electricity, magnetism, and their relationship.
b. Determine the necessary components for completing an electric circuit

Math
MGSE5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g.,
convert 5 cm. to 0.05 m), and use these conversions in solving multi-step, real world problems.

Lesson Essential Question: Vocabulary:

How can I determine the necessary Electricity


components for completing an electric Closed Circuit
circuit? Open Circuit
How do I convert among different-sized Convert
standard measurement units?

Lesson Materials Lesson Assessment:

Working strands of Christmas lights Student STEM Journal


Wire Cutters / Stripper (for the teacher) Teacher Observations
Insulated Wire
Straws
Scissors
Card-stock paper
Electrical Tape (or masking tape)
Batteries (C or D size)
Battery holders (optional)
Rulers
Measuring Tape

STEM Challenge Overview:

Students will build a working model of streetlights to present to a City Council.

Teacher Background:

This lab is set up for inquiry learning. No experience with circuits is necessary before beginning this lab.
Students work in groups of 3-4. When using insulated wire, the teacher will need to strip the ends of the wire to expose
the copper. Use caution when using wire cutters to cut apart Christmas tree lights to strip the ends.
Students might need to be reminded about converting measurements when measuring the perimeter of the buildings.

INSTRUCTION
1. Ask/Engage
Day 1 (35 min)

Provide each group of students with materials to make a simple circuit; one battery, one light bulb and one wire.
Allow students to explore ways to make the bulb light up. Create a large T-Chart on the board labeled Didnt
Work and Worked. Have students draw ideas that didnt work then after groups get the light bulb to light have
a teach draw and share how they got it to work. Discuss with the students how to make a simple circuit; need a
circular path and metal touching metal. Provide students with more materials and allow students them to see
what happens to the bulb when more electrical energy is added to the circuit. How can you get two light bulbs
to light? After students have had sufficient time to explore, meet as a whole class to discuss findings.
Share the STEM challenge.
Have students complete the ask/engage part of their journal.
Challenge:
The City Council of Smallville would like to install streetlights down a section of Main Street. Your team has been
hired to wire and install the street lights. Your task is to build a model which can be presented to the City Council for
approval. Use what youve learned about circuits to create a model of the town to share with City Council.

2. Imagine/Brainstorm
Day 2 (15 30 min)

Criteria:
1. Construct working streetlights in front of the town
2. Colorful, neat and presentable model
3. No wires should be visible from street level
4. Streetlamps should not be taller than the buildings
5. Measure the height of each of the buildings using two types of standard measurement. For example convert if a
building measures 5 cm it also measures 0.05 m.

Constraints:
1. Use the materials provided
2. Challenge needs to be completed in the time allotted

Provide an individual brainstorming opportunity for students to determine how to use their new knowledge of how to
create a circuit to design a way to make the streetlights.

3. Plan/Design
Day 2 Continued (10 -15 min)

Each student presents their ideas to their team. Student teams collaborate to come up with final design plan. Students
draw final design plan and make a list of needed supplies.

4. Create / Test
Day 3 (30 45 min)

Teacher prep should include pre-stripping Christmas Lights. It may be helpful to pre-cut strips of electrical tape or
masking tape to make distribution easier.
Student teams build their design according to their design plan.
Students test their design plan and record data.

5. Evaluate/Improve and repeat Steps 1-5


Students evaluate their design for success. Did it meet the established criteria? Did their final design match their
planned design? How would students improve their design?
Name__________________

Light up the Night STEM Challenge


5th Grade

Challenge:
The City Council of Smallville would like to install streetlights down a section of Main
Street. Your team has been hired to wire and install the street lights. Your task is to build
a model which can be presented to the city council for approval. Use what youve learned
about circuits to create a model of the town and working streetlights to share with the City
Council.

Criteria:

1. Construct working streetlights in front of the town


2. Colorful, neat and presentable model
3. No wires should be visible from street level
4. Streetlamps should not be taller than the buildings
5. Measure the height of each of the buildings using two types of standard measurement.
For example convert if a building measures 5 cm it also measures 0.05 m.

Constraints:

1. Use the materials provided


2. Challenge needs to be completed in the time allotted

Materials:
Use materials provided by the teacher

1. ASK / ENGAGE: What is the problem you are being asked to solve?
2. IMAGINE/BRAINSTORM: What are some possible solutions to the problem that you are
trying to solve? After you brainstorm, draw and label your ideas below.
Idea #1 Idea #2

3. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design
plan. Draw your teams design below and make a list of the materials that you will need to
complete your design.
Team Design Plan Materials List

4. CREATE/TEST: Use your Final Design Plan to create and build your solution. Test your design.
Did it work? Why or Why not?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

________
5. EVAULATE/IMPROVE: How well did your design work? Did your solution solve the problem
within the given constraints?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

__________________________________________________________________________

How can you improve your design? How can you make it better? Draw and label your
improved design below.
Improved Design Plan

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