ʻ Content Area: Interdisciplinary/Science Gr6 Q2 · matter interact with those from another piece,...
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Frameworks for Success in Science – MSP Grant SY 2010‐2011 WORKING DRAFT COHORT I & II Kaʻ umana, Kapiolani, Kalanianaʻ ole, EB DeSilva and Ha’aheo Elementary Schools Content Area: Interdisciplinary/Science Gr6 Q2 Revised December 2011 Timeline -> Quarter Two (12 lessons) Guiding Questions Science: What are the steps of the scientific method? How is electricity created? Magnetism? How can we draw electrical circuits using symbols? (schematics) What are the main differences between series and parallel circuits? How do switches affect circuits? How are electricity and magnetism related? What variables affect the strength of an electromagnet? Language Arts: What can we learn about the characteristics of electricity, magnetism and other forces by reading? How can we use a variety of reading strategies to understand science vocabulary? How can we write to show the steps we have used in the scientific method? How can we use adjectives to help our written science descriptions and formative assessments? Math: How can we determine which tool to measure specific items with and use it correctly? How does a table help organize and provide data? What conclusions can we draw from the data collected? What patterns can we see? Social Studies: How can we use information about ancient civilizations to understand how they applied science and technology to solve problems? Art: How can we draw/illustrate and label sketches for a scientific notebook/portfolio? General Learner Outcomes GLO#1: Self-Directed Learner: Students will be able to complete a series of experiments that helps them explore the characteristics of electricity, magnetism and other forces. Students will use the textbook and other resources to complete individual class and homework reading assignments (both science and social studies).
Transcript of ʻ Content Area: Interdisciplinary/Science Gr6 Q2 · matter interact with those from another piece,...
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
Timeline> Quarter Two (12 lessons)
GuidingQuestions
Science:What are the steps of the scientific method? How is electricity created? Magnetism? How can we draw electrical circuits using symbols? (schematics) What are the main differences between series and parallel circuits? How do switches affect circuits? How are electricity and magnetism related? What variables affect the strength of an electromagnet? LanguageArts:What can we learn about the characteristics of electricity, magnetism and other forces by reading? How can we use a variety of reading strategies to understand science vocabulary? How can we write to show the steps we have used in the scientific method? How can we use adjectives to help our written science descriptions and formative assessments? Math:How can we determine which tool to measure specific items with and use it correctly? How does a table help organize and provide data? What conclusions can we draw from the data collected? What patterns can we see?
SocialStudies:How can we use information about ancient civilizations to understand how they applied science and technology to solve problems?
Art:How can we draw/illustrate and label sketches for a scientific notebook/portfolio?
GeneralLearnerOutcomes
GLO#1:SelfDirectedLearner:Students will be able to complete a series of experiments that helps them explore the characteristics of electricity, magnetism and other forces. Students will use the textbook and other resources to complete individual class and homework reading assignments (both science and social studies).
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
GLO#2:CommunityContributor:Students will work together in groups or pairs to complete experiments. GLO#3:ComplexThinker:Students will use their problem solving, math and writing skills to investigate the properties of forces. GLO#4:QualityProducer:Students will create math products (graphs, data tables, charts) that enhance their lab/experiment reports. GLO#5:EffectiveCommunicator:Students will listen, discuss and record information from their different lessons through oral, written and math pieces that illustrate concepts they have learned about forces. GLO#5:EffectiveandEthicalUserofTechnology:Students will use a variety of scientific equipment and tools to safely collect data from their experiments.
Assessments Formative = textbook/reading assignments Summative = lab experiment reports completed, Reading Support & Homework worksheets
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
Standards&Benchmarks
Big Idea(s) / Major Understanding(s): Students will understand that...
Matter and energy transfer through and between organisms and their physical environment. Electricity and magnetism are closely related because both are caused by negative and positive charges in matter, and when charges from one piece of matter interact with those from another piece, it produces both electric and magnetic forces. Electricity can produce magnetism, and magnetism can create electricity.
· 6.1.1 Scientific Inquiry Formulate a testable hypothesis that can be answered through a controlled experiment
· 6.1.2 Scientific Inquiry Use appropriate tools, equipment, and techniques safely to collect, display, and analyze data
· 6.2.1 Science, Technology, and Society Explain how technology has an impact on society and science
· 6.2.2 Science, Technology, and Society Explain how the needs of society have influenced the development and use of technologies
· 6.7.2 Forces of the Universe Explain that electric currents can produce magnetic effects and that magnets can cause electric currents
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
SamplePerformanceRubrics
Topic Forces of the Universe
Benchmark SC.6.7.2 Explain that electric currents can produce magnetic effects and that magnets can cause electric currents
Sample Performance Assessment (SPA)
The student: Demonstrates and explains that magnets can produce electric currents and that electric currents produce a magnetic field.
Rubric
Advanced Proficient Partially Proficient Novice
Explain, and provide real world applications, that electric currents can produce magnetic effects and that magnets can cause electric currents
Explain that electric currents can produce magnetic effects, and that magnets can cause electric currents
Describe that electric currents can produce magnetic effects, or that magnets can cause electric currents
Recognize electric currents and magnetic effects
LessonPlanSummary (yellowhighlightedlessonsneededforexemplarsandunitassessment)
Title Basicgoalsoflesson–Studentswillbeableto…Chapter15–(lesson#2‐3ONLY)HarcourtText Lesson2–Whatiselectricityandhowisitproduced?
LessonQuickStudyRS121‐122AIMS Staticelectricityrubber‐bandbooklet
StaticStrokes‐needsaranwrapandpapertowel,salt,pencilsharpenershavingsORDifferentStokes–6”partyballoons,salt,paperholesfromholepunch
AIMS BalanceYourChargeAccountAIMSOPTIONAL
St.Elmo’sfire(reading)Nature’sLight&SoundShowLightningreadingStaticelectricityextensions
AIMS Sparky’sLightShowPathFindersAfterstudentscompletethetwoactivitiesabove,thengooverthe“notes”onbulbs,circuits,batteries
HarcourtText Lesson3–WhatisaCircuit?• PossibleBellworkitems:UsetransparencyIS54andthenuseRS54• “Infer”(circuits)“CompareandContrastCircuits”• LessonQuickStudyRS121‐122
AIMS ConductororInsulator(Ziplocwithavarietyofitemstotest)
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
AIMSElectricCircuits(review)Lesson#2PGS92‐97
UseKeyQuestionandLearningGoals–havestudentscopyintotheirsciencenotebooks–attheendofthelesson,havestudentsanswerthe“ConnectedLearning”questionsReviewtofocusonparallelandseriescircuitsASWELLASschematics
AIMSMakeaSwitch
UseKeyQuestionandLearningGoals–havestudentscopyintotheirsciencenotebooks–attheendofthelesson,havestudentsanswerthe“ConnectedLearning”questions
AIMSShortCutsLesson#3PGS98‐103
UseKeyQuestionandLearningGoals–havestudentscopyintotheirsciencenotebooks–attheendofthelesson,havestudentsanswerthe“ConnectedLearning”questionsFocusofexperimentisonwhathappenswhenyouaddaswitchtoacircuit
AIMSTheElectromagneticConnectionLesson#4PGS108‐112P.265(extrapg)
UseQuestionandLearningGoals–havestudentscopyintotheirsciencenotebooks–attheendofthelesson,havestudentsanswerthe“ConnectedLearning”questionsFocusonelectricityandmagnetism(couldgooutsidewithcompasses)
AIMSBladeSpinnersLesson#5PGS195‐199
UseQuestionandLearningGoals–havestudentscopyintotheirsciencenotebooks–attheendofthelesson,havestudentsanswerthe“ConnectedLearning”questions
AIMSElectromagnetsOptionalLessonPGS123‐136
UseKeyQuestionandLearningGoals–havestudentscopyintotheirsciencenotebooks–attheendofthelesson,havestudentsanswerthe“ConnectedLearning”questions
AIMSGalvanometerOptionallessonPGS113‐116AIMSHowtoMakeanElectricMotorOptionallessonPGS117‐122
AIM
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
Materials&Supplies StaticStrokes Foreachgroup:
plasticwrap(ReynoldsorKirkland),papertowels,smallobjects(salt,paperclips,smallbitsofaluminumfoil,Styrofoampieces,thread,holepunches)Studentpages:11‐12foreachstudent
DifferentStrokes Foreachgroup:2balloons(partysize6”),nylonmaterialorpapertowel,230cmpiecesofthread,smallbitsofpaper(holepunches),book,pencil,pencilshavings,pieceofplasticwrap,plasticruler,tapeStudentpages:17‐18
BalanceYourChargeAccount
Foreachgroup:Gameboardpg23‐25,1paperfastener(brad),1paperclip,smallobjectsofdifferentcolors(buttonsorplasticchipsforgamepieces)Foreachstudent:Markersorcrayons,scissors
Sparky’sLightKit Foreachgroup:Dcell,bulb,jumbopaperclipForeachstudent:pg43
PathFinders Foreachgroup:Dcell,flashlightbulb,210‐15cmwires,scissors,redandyellowcrayonsormarkers,glueForeachstudent:pg48,50
ConductororInsulator Foreeachgroup:115‐25cmwirestripped,Dcell,bulb,tape,materialstobetested(paperclip,tape,pencil,sting,ruler)Foreachstudent:pg70‐72
ElectricCircuits Foreachgroup:2Dcells,3bulbs+holders,7wires15‐20cm,2wires30‐40cmForeachstudent:pg95‐96
MakeaSwitch Foreachgroup:Part1:Dcell,3wire15cmstripped,2brasspaperfasteners,1.5Vbulb+holderorminixmaslight,paperclip,maskingtape,8x8cmtagboard,instructionpage84Part2:210cmwiresstripped,4morebrasspaperfasteners,1morepaperclip,1more8x8cmtagboard,instructionpage85
ShortCuts Foreachgroup:2Dcells,2bulbs+holders,(1knifeswitchcouldbeused)SWITCH=cardboard/oaktagwith2bradsandapaperclip10wires15‐25cmpiecesofwireForeachstudent:pg101‐102
FrameworksforSuccessinScience–MSPGrantSY2010‐2011WORKINGDRAFTCOHORTI&II
Kaʻumana,Kapiolani,Kalanianaʻole,EBDeSilvaandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr6Q2
Revised December 2011
ElectromagneticConnection
Foreachgroup:20cmwirestripped,1Dcell,directionalcompass,magnetForeachstudent:pg111
BladeSpinners
Foreachgroup:Spinnerkits(cylindermagnet,1¼”flat‐phillipssteeldeckscrew,15cmwire(stripped),paperclipforblade,1AAcell)Foreachstudent:pg198
Electromagnets
Differentcoresizesboltsandlengths(ironcontentimportant)Bringamagnettothestore…
MakeaGalvanometer Foreachgroup:50cminsulatedwire–stripped,Dcell,directionalcompassForeachstudent:pg115
HowtoMakeanElectricMotor
Foreachgroup:2Dcells,2jumbo5cmlongmetalpaperclips,3ringmagnets,220‐30cmwiresstripped,55cmpieceof18‐22gaugemagneticwire(copperwirecoatedwithenamel),35mmfilmcanister,maskingtape,ruler,scissors,modelingclayForeachstudent:pg120‐121
