Science Grade 4 Unit 3 2010 Guide

Office of Elementary Education

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Grade 4 Science Instruction Unit Guide Standard 5: Physics

WCPS 2010-2011

Grade 4 Standard 5: Physics


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Table of Contents Standard 5: Physics TopicMaryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Word Cards and Vocabulary Sort Careers in Physical Science Concept Attainment for Magnetism and Electricity Literature To Support Physical Science netTrekker Directions Websites To Support Physical Science Formative Assessments Science Assessment Collection Windows Teacher Directions for Unit 3Standard 5 Assessment Answer Key for Unit 3 Standard 5 Assessment MSA Scoring Rubric

Page3-6 7-11 12-14 15-29 30-73 74-96 97-98 99-111 112-120 122-126 127-132 133-150 151 152-172

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Maryland State Curriculum for ScienceWCPS 2010-2011 Grade 4 Standard 5: Physics

Office of Elementary Education Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A.CONSTRUCTING KNOWLEDGE 1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same. b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight),balance (mass), Celsius thermometer (temperature), graduated cylinder (liquidvolume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. c. Explain that comparisons of data might not be fair because some conditions are not kept the same. d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why. e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered. f. Identify possible reasons for differences in results from investigationsincluding unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:y y y y y y y

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Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature

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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. B.APPLYING EVIDENCE AND REASONING 1.Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others. a. Develop explanations using knowledge possessed and evidence from observations,reliableprint resources, and investigations. b. Offer reasons for their findings and consider reasons suggested by others. c. Review different explanations for the same set of observations and make more observations to resolve the differences. d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later. C.COMMUNICATING SCIENTIFIC INFORMATION 1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. a. Make use of and analyze models, such as tables and graphs to summarize and interpret data. b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing. c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas. d. Construct and share reasonable explanations for questions asked. e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.

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Office of Elementary Education Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. D.TECHNOLOGY 1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?" a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance). c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails. 2. DESIGNED SYSTEMS: Investigate a variety of mechanical systems and analyze the relationship among the parts. a. Realize that in something that consists of many parts, the parts usually influence one another. b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected. 3. MAKING MODELS: Examine and modify models and discuss their limitations. a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works. b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail. d. Realize that one way to make sense of something is to think how it is like something more familiar.

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Maryland State Curriculum for ScienceStandard 4.0 Chemistry Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A.STRUCTURE OF MATTER 1. Provide evidence to support the fact that matter has observable and measurable properties. b. Describe and compare the physical properties of samples of matter. y y y y y y Strength Hardness Flexibility Ability to conduct heat Ability to conductelectricity Ability to be attracted by magnets Magnetism and Electricity, Investigation 1, Part 1 Magnetism and Electricity, Investigation 2, Part 3 Science Correlations Other Correlations

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Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. B.THERMODYNAMICS 1. Provide evidence that heat can be transferred in different ways. a. Recognize and explain that heat can be transferred either by direct contact between objects at different temperatures or without direct contact. y A spoon in hot water y Heat from a flame b. Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well. c. Classify materials as conductors or insulators based on how easily heat flows through them. C.ELECTRICITY AND MAGNETISM 1. Recognize and describe the effects of static electric charges. a. Observe and describe how to produce static charges by friction between two surfaces. b. Observe the phenomena produced by the static charges. y y y y Light Sound Feeling a shock Attracting lightweight materials over a distance without making contact

Science Correlations

Other Correlations

See Lesson Seeds

See Lesson Seeds Magnetism and Electricity, Science Stories, pp. 1011 Magnetism and Electricity, Science Stories, pp. 1011

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Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. 2. Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects. a. Identify the source of electricity needed to produce various effects: y y y y Light - flashlight (battery) Heat - hot plate, hairdryer (outlet, battery) Sound - Ipod (battery) , doorbell(electrical wiring) Movement - mechanical toys (battery, outlet)


Other Correlations

Magnetism and Electricity, Investigation 2, Parts 12,4 Magnetism and Electricity, Investigation 3, Parts 13

b. Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer. c. Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer. d. Observe, describe and compare materials that readily conductelectricity and those that do not conductelectricity.

Magnetism and Electricity, Investigation 2, Part 1-2, 4 Magnetism and Electricity, Investigation 3 Parts 1-3

Magnetism and Electricity, Investigation 2, Parts 12, 4 Magnetism and Electricity, Investigation 3, Parts 13

e. Provide evidence from observations and investigations that electrical circuits require a complete loop through which Magnetism and Electricity, Investigation 2, Part 3 electricity can pass. Magnetism and Electricity, Investigation 2, Part 1-4 Magnetism and Electricity, Investigation 3, Parts 13 Magnetism and Electricity, Investigation 4, Parts 13WCPS 2010-2011 Grade 4 Standard 5: Physics


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Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. 3. Cite evidence supporting that forces can act on objects without touching them. a. Investigate and describe the effect that two magnets have on each other. y y Like poles repel Opposite poles attract


P a g e 11 Other Correlations

Magnetism and Electricity, Investigation 1, Part 1 Magnetism and Electricity, Science Stories, pp. 6-9

b. Based on observations, describe the effect of a magnet on Magnetism and Electricity, Investigation 1, Part 1 Magnetism and Electricity, Science Stories, pp. 1-4 a variety of objects including those that are metallic or nonMagnetism and Electricity, Science Stories, pp. 6-9 metallic; those made with iron or made with other metals; and on other magnets. c. Compare a compass to a magnet based on observations of the effect a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass. d. Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond. e. Investigate and describe how electricity in a wire affects the needle of a compass. f. Describe how to make a simple electromagnet with a battery, a nail, and wire. g. Cite examples showing that magnetic, electrical, and gravitationalforces can act at a distance. Magnetism and Electricity, Investigation 4, Parts 13 Magnetism and Electricity, FOSS Web, Activity: Electromagnet Magnetism and Electricity, Investigation 1, Part 4 Magnetism and Electricity, Science Stories, pp. 5,Grade 4 Standard 5: Physics

See Lesson Seeds

Magnetism and Electricity, Investigation 1, Parts 12 Magnetism and Electricity, Science Stories, pp. 1-4

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Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.


Other Correlations

8-9

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B.Environmental Issues 1. Recognize and describe that people in Maryland depend on, change, and are affected by the environment. a. Identify and describe that human activities in a community or region are affected by environmental factors. See Lesson Seeds y Presence and quality of water y Soil type y Temperature y Precipitation

HM Themes 1-4 and 6 Social Studies: Standard 3: Geography

Vertical Content Map for Life ScienceGrades 3 Grade 4 Grade 5

5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.WCPS 2010-2011 Grade 4 Standard 5: Physics


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C. Electricity and Magnetism 1. Recognize and describe the effects of static electric charges. None Provided By MSDE a. Observe and describe how to produce static charges by friction between two surfaces. b. Observe the phenomena produced by the static charges. y y y y Light Sound Feeling a shock Attracting lightweight materials over a distance without making contacts None Provided By MSDE

c. Classify materials as conductors or insulators based on how easily heat flows through them.

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Grade3

Grade 4

Grade 5

5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. C. Electricity and Magnetism 2. Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects. a. Identify the source of electricity needed to produce various effects y Light- flashlight (battery) y Heat- hotplate, hairdryer (outlet, battery) y Sound- Ipod (battery), doorbell (electric wiring) y Movement- mechanical toys (battery, outlet) b. Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer. c. Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer. d. Observe, describe and compare materials that readily conductelectricity and those that do not conductelectricity. e. Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass.

None Provided MSDE

None Provided By MSDE

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Grade 3

Grade 4

Grade 5

5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. C. Electricity and Magnetism 3. Cite evidence supporting that forces can act on objects without touching them. a. Investigate and describe the effect that two magnets have on each other. y y Like poles repel Opposite poles attract

None Provided by MSDE

b. Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets. c. Compare a compass to a magnet based on observations of the effect of a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass. d. Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond. f. Describe how to make a simple electromagnet with a battery, a nail, and wire. g. Cite examples showing that magnetic, electrical, and

None Provided by MSDE

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gravitational forces can act at a distance.

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Standard 5: Physics Planning GuideTime Session 1 Curricular Connection 5.C.3.b,c, d 4.A.1.b Lesson FOSS: Magnetism and Electricity Investigation 1 Part 1 Investigating with Magnets and Materials Guiding the Investigation attract 1. Steps 1-14 repel Closure compass 2. Step 15 Session 2 FOSS: Magnetism and Electricity Investigation 1 Part 1 Investigating with Magnets and Materials Guiding the Investigation 1. Steps 16-20 Wrapping Up Part 1 2. Steps 21-22 Magnets stick to iron. Two magnets can attract or repel. A force is a push or a pull. What kinds of materials does a compass react to? Vocabulary force magnet magnetism What happens when you bring two or more magnets together? Assessment Focus Questions What kind of materials do magnets stick to? Notes To address 5.C.3.c have the students also use test materials and the magnet to see how a compass reacts. Students should record their observations and make comparisons about the magnet and compass.

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Office of Elementary Education Time Curricular Lesson Connection Session 3 5.C.3.b, d FOSS: Magnetism and Electricity Investigation 1 Part 1 Investigating with Magnets and Materials Science Story: Magnus Gets Stuck Refer to the Science Stories folio for the lesson plan. Session 4 5.C.3.b, d FOSS: Magnetism and Electricity Investigation 1 Part 2 Investigating More Magnetic Properties Guiding the Investigation 1. Steps 1-11 Wrapping Up Part 2 2. Steps 12-13

P a g e 19 Vocabulary Assessment Notes Visit FOSSweb.com for the audio version of this Science Story.

temporary magnet Induced magnetism

Focus Questions How do magnets interact with other objects? Does an iron object have to touch a magnet to become a temporary magnet? Does magnets force go through all magnets? Magnetism can be induced only in iron or steel (and a few other metals). The magnetic force acts through space and most materials. The magnetic force of attraction between two magnets decreases with distance.

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Office of Elementary Education Time Curricular Lesson Connection Session 5 5.C.3.b, d FOSS: Magnetism and Electricity Investigation 1 Part 2 Investigating More Magnetic Properties Science Story: Magnificent Magnetic Refer to the Science Stories folio for the lesson plan. Session 6 5.C.3.a FOSS: Magnetism and Electricity Investigation 1 Part 3 Breaking the Force Guiding the Investigation 1. Steps 1-6 Wrapping Up Part 3 2. Step 7 Session 7 FOSS: Magnetism and Electricity Investigation 1 Part 3 Breaking the Force Guiding the Investigation 1. Steps 8-17 Wrapping Up Part 3 2. Steps 18-19 WCPS 2010-2011


graphs prediction interaction

Focus Question How can we measure the force of attraction between two magnets? The greater the distance between two magnets, the weaker the force of attraction.


Office of Elementary Education Time Curricular Lesson Connection Session 8 5.C.3.a FOSS: Magnetism and Electricity Investigation 1 Part 4 Detecting the Force of Magnetism Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 4 2. Steps 11-12 Session 9 5.C.3.a, c, e FOSS: Magnetism and Electricity Investigation 1 Part 4 Detecting the Force of Magnetism Science Stories: How Magnets Interact Make a Compass Refer to the Science Stories folio for the lesson plan. Session 10 5.C.3.a-b, d Assessment and Reflection for Investigation 1

P a g e 21 Vocabulary detector Assessment Focus Question Can you figure where two magnets are taped in a box without looking? Compasses, iron filings, and iron objects can be used to detect a magnetic field. Notes

Visit FOSSweb.com for the audio version of these Science Stories.

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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 11 Investigation 2 Part 1 Lighting a Bulb Guiding the Investigation 1. Steps 1-14 Wrapping Up Part 1 2. Steps 15-16

P a g e 22 Vocabulary D-cell battery electricity source electricity receiver circuit filament component Where do connections need to be made? How does electricity flow through a circuit? A D-cell is a source of electric energy. A bulb is an energy receiver that produces light. To make a complete circuit, electricity must travel in a circle from one end of the battery to the other. Assessment Focus Questions How can you get electricity from a source to a receiver? Notes

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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 12 Investigation 2 Part 2 Making a Motor Run Guiding the Investigation

P a g e 23 Vocabulary circuit base Fahnstock clip switch open circuit How is the motor circuit like the light bulb circuit? How is it different? What does a switch do in a circuit? A motor is an energy receiver that produces motion. A switch is a device that opens and closes a circuit. Schematic diagrams represent circuits. Assessment Focus Questions How can you get electricity from a source to a receiver? Notes

1. Steps 1-16 closed circuit Wrapping Up Part 2 schematic diagram 2. Steps 17-18

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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.d FOSS: Magnetism and Electricity 13 4.A.1.b Investigation 2 Part 3 Finding Conductors and Insulators Guiding the Investigation 1. Steps 1-11 Wrapping Up Part 3 2. Steps 12-13

P a g e 24 Vocabulary conductor insulator Assessment Focus Questions Can any of the test objects complete a circuit? How much of the classroom environment is made of conductors? Materials that allow the flow of electric current are conductors. Materials that do not allow the flow of electric current are insulators. All metals are conductors. Metals that are covered with an insulating layer will not conduct electricity. Notes

Session 14 Session 15

5.C.1.a-b

Static Electricity See Lesson Seeds

5.C.1.a-b 5.C.2.a-e

FOSS: Magnetism and Electricity Investigation 2 Part 3 Finding Conductors and Insulators Science Story: Making Static A Fictional Interview with Benjamin Franklin Refer to the Science Story folio for the lesson plan.

Visit FOSSweb.com for the audio version of these Science Stories.

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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 16 5.C.3.e Investigation 2 Part 4Investigating Mystery Circuits Guiding the Investigation 1. Steps 1-2 Wrapping Up Part 4 2. Steps 3-4 Session 17 5.C.2.a-c, e FOSS: Magnetism and Electricity Investigation 2 Part 4Investigating Mystery Circuits Science Story: Two Reference Sources Refer to the Science Stories folio for the lesson plan. Session 18 Assessment and Reflection for Investigation 2

P a g e 25 Vocabulary Assessment Notes To address objective 5.C.3.e, allow the students time to investigate how electricity in a wire affects the needle of a compass. Students should describe their observations.

Visit FOSSweb.com for the audio version of this Science Story.

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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 19 Investigation 3 Part 1 Building Series Circuits Guiding the Investigation 1. Steps 1-13 Wrapping Up Part 1 2. Steps 14-15

P a g e 26 Vocabulary series circuit component Assessment Focus Questions Can you get two bulbs to light at the same time? Can you make two lights bright in a series circuit? 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. Notes

Session 20

5.C.2.a-c, e

FOSS: Magnetism and Electricity Investigation 3 Part 1 Building Series Circuits Science Story: Illuminating Teamwork: A Story of the Edison Pioneers? Refer to the Science Stories folio for the lesson plan.


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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 21 Investigation 3 Part 2 Building Parallel Circuits 1. Steps 1-6 Closure 2. Steps 7 Session 22 FOSS: Magnetism and Electricity Investigation 3 Part 2 Building Parallel Circuits 1. Steps 8-11 Guiding the Investigation 2. Steps 8-11 Wrapping Up Part 2 2. Steps 12-13 Session 23 5.C.2.a-c, e FOSS: Magnetism and Electricity Investigation 3 Part 2 Building Parallel Circuits Science Story: A True Pioneer: Lewis Refer to the Science Stories folio for the lesson plan. WCPS 2010-2011

P a g e 27 Vocabulary parallel circuit Assessment Focus Questions Can you light two bulbs brightly with just one battery? How many different ways can you wire a parallel circuit? Components in a parallel circuit each have a direct pathway to the energy source. A single Dcell can run many components when they are connected in parallel. Notes



Office of Elementary Education Time Curricular Lesson Connection Session 5.C.2.a-c, e FOSS: Magnetism and Electricity 24 Investigation 3 Part 3 Solving the String-of-Lights Problem Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 3 2. Steps 11-12 Session 25 Session 26 5.C.3.f Assessment and Reflection for Investigation 3 FOSS: Magnetism and Electricity Investigation 4 Part 1 Building an Electromagnet Guiding the Investigation 1. Steps 1-12 Wrapping Up Part 1 2. Steps 13-14

P a g e 28 Vocabulary Assessment Focus Question Which design is better for manufacturing long string of tree lights series or parallel? Students use the data from their science notebooks to support the answer to the focus question. Notes

electromagnet core coil

Focus Question Can you make a magnet that turns on and off? A magnet can be made by winding an insulated wire around an iron core and running current through the wire.

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Office of Elementary Education Time Curricular Lesson Connection Session 5.C.3.f FOSS: Magnetism and Electricity 27 Investigation 4 Part 1 Building an Electromagnet Science Story: From Rags to science: A Story of Michael Faraday Refer to the Science Stories folio for the lesson plan. FOSS: Magnetism and Electricity Investigation 4 Part 2 Changing Number of Winds Guiding the Investigation 1. Steps 1-5 Closure 2. Step 6 Session 29 FOSS: Magnetism and Electricity Investigation 4 Part 2 Changing Number of Winds Guiding the Investigation 1. Steps 7-9 Wrapping Up Part 2 2. Steps 10-11 WCPS 2010-2011


Session 28

5.C.3.f

prediction graph

Focus Question How does the number of winds of wire around a core affect the strength of the magnetism? The more winds on the core of an electromagnet, the stronger the magnetism.


Office of Elementary Education Time Curricular Lesson Connection Session FOSS: Magnetism and Electricity 30 Investigation 4 Part 2 Changing Number of Winds Science Story: How Electromagnetism Stopped a War Refer to the Science Stories folio for the lesson plan. Session 31 FOSS: Magnetism and Electricity Investigation 4 Part 3Investigating More Electromagnets Guiding the Investigation 1. Steps 1-8 Wrapping Up Part 3 2. Steps 9-10


Focus Question How can the strength of an electronmagnet be changed? Tighter coils produce a stronger electromagnet. All the coils need to be wound in the same direction. A D-cell added in parallel, it does not strengthen the electromagnet. Thicker wire makes a stronger electromagnet.

Session 32

Assessment and Reflection for Investigation 4

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Office of Elementary Education Time Curricular Lesson Vocabulary Connection Session 5.C.2.a-c, d FOSS: Magnetism and Electricity technology 33 5.C.3.f Investigation 5 Part 1 Reinventing the telegraph Telegraph key Guiding the Investigation gap 1. Steps 1-11 code Wrapping Up Part 1 2. Steps 12-13

P a g e 31 Assessment Focus Question Can you use your knowledge of electricity and electromagnetism to reinvent the telegraph? Technology uses science to solve problems. A telegraph is an electric communication device. The clicks produced by the telegraph can be made into a code. A code is a symbolic system used for communication. Focus Question Can you connect two telegraph systems to send messages back and forth to another group? To connect two telegraphs for two-way communication, you have to make two complete circuits. Notes

Session 34

5.C.2.a-c, d 5.C.3.f

FOSS: Magnetism and Electricity Investigation 5 Part 2 Sending Messages Long-Distance Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 2 2. Steps 11-12

long-distance

Session 35 Session 36-37 5.B.1.a-c

Assessment and Reflection for Investigation 5 Heat Transfer

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Office of Elementary Education Time Curricular Lesson Connection Session End of Unit Review 38 Session 39 Session 40 Unit Assessment

P a g e 32 Vocabulary Assessment Notes

Unit Assessment

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Instructional Support for Science Objectives

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5.B.1.a (Assessed) Recognize and explain that heat can be transferred in different ways. Clarification from MSDEHeat energy can travel (be transferred or exchanged) from one object to another with or without direct contact. Heat travels from warmer objects to cooler objects. Examples of heat transfer by direct contact (touching) include:y y y

A spoon in hot water (heat energy travels from the hot water to the colder spoon) A pot on a stove (heat energy travels from the heating element of the stove to the pot) Butter on toast (heat energy travels from the warm toast to the cooler butter)

Examples of heat transfer without direct contact include:y y

Heat from a flame is transferred to the cooler air around it Heat from the sun travels through space to Earth

Resources to Support 5.B.1.a(Assessed)Name of ResourceScienceSaurus Leveled Text for Science ~ Physical Science

Where Can the Resource Be Found?Pages 292-293 See SAS ~ Delivered 2/2011

Notes

PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.WCPS 2010-2011 Grade 4 Standard 5: Physics


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Lesson Seeds

See Lesson Seeds for 5.B.1.b-c

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5.B.1.b (Assessed) Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well. Clarification from MSDEHeat travels through some materials more easily than other materials.y y

Conductors are materials through which heat travels easily. Metals are good examples of conductors. Insulators are materials through which heat does not easily travel. Some examples of insulators are cotton, rubber, wood, and glass.

Resources to Support 5.B.1.b(Assessed)Name of ResourceScienceSaurus Leveled Text for Science ~ Physical Science

Where Can the Resource Be Found?Pages 292-293 See SAS ~ Delivered 2/2011

Notes

PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.

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Lesson SeedsExperiment 1 1) Pour hot water into a coffee mug. 2) Place a metal spoon in the hot water. 3) Place a plastic spoon in the hot water. 4) Use a watch to record the time that it takes each spoon to heat up. 5) Students will be able to determine which materials attract heat the fastest. Experiment 2 1) Fill the hot water bottle with hot, not boiling, water. 2) Place a piece of wood on the bottle and leave it there for 5 minutes. 3) Place your hand on top of the wood. Record whether it feels "very warm", warm, or cool. 4) Repeat the same steps using materials such as, plastic, paper, cardboard, and cotton. Experiment 3 1) Get two glass jars with metal lids. Put a hole in the center of each lid. 2) Put hot water in each jar. 3) Push the thermometers through each hole in the jar lids. 4) Wrap jar "A" in aluminum foil and wait for 10 minutes. 5) Wrap jar "B" in newspaper and wait for 10 minutes. 6) Record the temperatures of each jar and determine which materials help contain heat. 7) Repeat the experiment using different materials. Resource: http://www.lessonplanspage.com/ScienceObjectsConductHeatContainHeat56.htmWCPS 2010-2011 Grade 4 Standard 5: Physics


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Writing About Science

A new restaurant has opened across the street from your house. The owner has asked for suggestions for the best materials for their soup carry out containers. Be sure to explain to the owner your understanding of conductors and insulators.

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5.B.1.c Classify materials as conductors or insulators based on how easily heat flows through them. Clarification from MSDEConductors (heat travels through easily) Aluminum soda can Copper pot Metal bike Iron nail Insulators (heat does not travel through easily) Rubber tire Wooden spoon Plastic fork Cloth pot holder

Resources to Support 5.B.1.c(Assessed)Name of ResourceScienceSaurus Leveled Text for Science ~ Physical Science

Where Can the Resource Be Found?Page 292-293 See SAS ~ Delivered 2/2011

Notes


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Lesson SeedsConductors or Just MusiciansMaterials: glass vase, bright colored beads, butter, saucepan, heater or kettle, metal spoon, wooden spoon, plastic spoon, metal skewer, drinking straw, chopstic Make sure all your items are set out on group tables beforehand (keep the butter in the staff or kitchen fridge until the last minute so its still hard in the lesson). Its also a good idea to have the beads in a plastic container with a lid - they have a tendency to spill everywhere if not careful. Step 1: Select six or seven items (preferably each of a different material or thickness). Show the children how to use a teaspoon to cut a small knob of butter and place it on the shortest item about 1cm from the top of the handle or end making sure it is above the top of the vase. Now put knobs of butter on all the other items so they are all about the same height. Step 2: Taking a small bead, press carefully onto each knob of butter, and stand head down, into the glass vase. All the knobs of butter should be sticking up out of the vase. Step 3: If you can have a kettle in the classroom to boil the water, show them how to use the switch carefully (standing away from the steam); how to switch off and disconnect from the mains, and carefully pour (away from their bodies) into the vase, slowly filling to about a quarter full. Step 4: Ask them to either use a stopwatch or class clock to record what and when something happens. Step 5: The beads should fall off at different times. Ask children to record the time each time a bead falls. Step 6: You need to explain that, as the heat from the hot water travels up each item (is conducted up), it gradually reaches the butter and melts it and down falls the bead. Each item conducts the heat at different rates, so the beads fall at different times. After the children have all carried out these experiments you should ask them which was the best conductor or best conductive material (the one where the first bead fell off allowed heat up quickly), and which was the worst conductor (the one where the last bead fell off).

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Resource: http://nationalgrideducation.com/downloads/Materials/MaterialsLesson5.pdf

Thermal InsulatorsMaterials: thermometers (must be at least 100C), glass jars with lids, modeling clay, bubble wrap, foil, wool scarf, kettle, graph paper, stopwatch or clock This is really easy and a good experiment for children to discover the differences between insulating materials. Again, you will need hot water, so do as was suggested in the first activity. Step 1: With your collection of lidded jars either pre-prepare them by piercing holes to put thermometers (at least 100C) through, or demonstrate how, with piercing tool and hammer, the children can make a central hole in the lid. Step 2: Show the children how to roll a small ball of modeling clay to seal the hole in each lid. Step 3: Leave the first jar bare. Wrap the second with a sheet of foil, the third with bubble wrap, the fourth with a wool scarf (you may do more if you want to wrap each with a different material e.g. cotton wool, a cotton handkerchief, a strip of leather, a sheet of foam). Step 4: Boil the water in a kettle (take instructions from first activity) or use hot water from the Thermos flask and carefully, but quickly, half-fill each of the four jam jars. Secure the lid on quickly. Step 5: Measure each of their temperatures straight away and write them down. Explain to the children its important to record everything in experiments as findings. Step 6: You need to have the children repeat each test every two minutes. Show them they should leave the thermometer in each jar for a few seconds to ensure theyre getting a true reading. Step 7: You should encourage the children to make a graph of their findings. Step 8: You need to explain to the children that each of the materials is acting as an insulator - trying to stop the heat from escaping from the jam jars. But different materials have different insulating properties. Talk about the bubble wrap having a trapped layer of air, which was an extra layer besides the plastic. (Explain this is a similar process as double glazing, which helps keep heat in a house.) The material that kept the water in the jar the hottest for longest was the best insulator. The one that cooled quickest was the worst insulator. (Use the chart in the activity ideas to record timings!

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Resource: http://n ational grided ucation .com/d ownloa ds/Mat erials/ Materia lsLess on5.pd f

Resources to Support 5.C.1.aName of ResourceScienceSaurus Safari Montage

Where Can the Resource Be Found?Page 292-293 Bill Nye: Static Electricity Bill Nye: Do It Yourself Science

Notes

These videos may be used to enhance science investigations. The videos are

5.C.1 .a

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not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.


Obs erve and desc ribe how to

produce static charges by friction between two surfaces.

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Lesson SeedsSticky ~ Press two pieces of cellophane tape onto a table, leaving a small piece over the edge. Hold the ends of the tape and quickly pull both pieces off the table. Bring the two pieces near each other, but not touching. Results: The two pieces move away from each other. Resource: Physics for Every Kid, McCleave

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Experiment 1 Materials: Rubber balloon, wool cloth, mirror Procedure: 1. Blow up and tie the balloon 2. Rub the wool against the balloon very quickly 3. Using the mirror, bring the balloon near the hair (but do not touch the hair) Experiment 2 Materials: Comb, wool cloth, piece of paper Procedure: 1. Tear paper into very tiny pieces and put them on the table 2. Rub the comb with the wool 3. Hold the comb near the pieces of paper Experiment 3 Materials: two balloons, two 3ft pieces of nylon string, wool cloth, marking pen, piece of paper, table or desk Procedure: 1. 2. 3. 4. 5. 6. Blow up each balloon Tie a piece of nylon string to each balloon and tape them to the edge of the desk Allow the balloons to hang so that they barely touch Mark an X on each balloon where they touch Rub the two balloons with the wool Let go of the balloons

Experiment 4 Materials: Salt, pepper, comb, piece of paper Procedure: 1. 2. 3. 4. Shake some salt on the piece of paper Place some pepper on the salt Run the comb through hair several times Bring the comb close to the salt and pepper mixture

Resource:http://cases.soe.umich.edu/plans.php?nav=showplan&dqid=150&lpid=90WCPS 2010-2011 Grade 4 Standard 5: Physics


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5.C.1.b Observe the phenomena produced by static charges.y Light y Sound y Feeling a shock y Attracting lightweight materials over a distance without making contact

Resources to Support 5.C.1.bName of ResourceScienceSaurus Safari Montage

Where Can the Resource Be Found?Pages 296-297 Bill Nye: Static Electricity Bill Nye: Do It Yourself Science

Notes

These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.



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Lesson SeedsSteamers ~ Cut a strip of tissue paper about 7.5cm x 25cm. Cut long, thin strips in the paper, leaving one end uncut. Quickly move your comb through your hair several times. Your hair must be clean, dry, and oil free. Hold the teeth of the comb near, but not touching the end of the paper strips. Results: The thin paper strip move towards the comb. Resource: Physics for Every Kid, McCleave

Tinkle ~ Cut ten tiny pieces of aluminum foil and lay them out on a table. Quickly move the comb through your hair. Your hair must be clean, dry, and oilfree. Hold the teeth of the comb above the foil pieces. Do not touch the aluminum. Results: The aluminum foil pieces move toward the comb. The metal actually moves through the air to reach the comb. Resource: Physics for Every Kid, McCleave

Snap ~ Cut a plastic strip about 2.5cm x 20 cm. Use clay to stand a paperclip upright on the table. Wrap the wool around a 10cm x 3cm piece of acetate. Wrap a piece of wool around the acetate and quickly pull the acetate through the piece of wool. Do this quickly at least three times. Immediately hold the plastic near the top of the paper clip. Results: A snapping sound should be heard. Resource:Physics for Every Kid, McCleave

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Remote Control Roller

MATERIALS: empty soda can, blown-up balloon, your hair DIRECTIONS: 1. Put the can on its side on a table or the floor -- anyplace that's flat and smooth. Hold it with your finger until it stays still. 2. Rub the balloon back and forth on your hair really fast.3. Hold the balloon about an inch in front of the can. The can will start to roll, even though you're not touching it! 4. Move the balloon away from the can -- slowly -- and the can will follow the balloon. 5. If you move the balloon to the other side of the can, the can will roll in the other direction. 6. If you have some friends with cans and balloons, you can have a race across the room or down the sidewalk.

QUESTIONS TO TALK ABOUT 1. How fast will the can roll?2. How far can you roll the can before the can stops? 3. Will the can roll uphill? Why or why not?WCPS 2010-2011 Grade 4 Standard 5: Physics


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ExplanationWith Remote Control Roller, basically, you pile up electrons on one thing and use them to attract the protons in something else. When you rub a balloon on your hair, it ends up loaded with electrons. Those electrons can attract the protons in a soda can, the protons in a trickle of water, the protons in your hair, or the protons in a wall.

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Curly, Larry, and Mo are three brothers who are always having accidents around the house. Every time Curly would touch Mo, he felt a shock. Curly blamed Mo for shocking him. Write a story about what happened that caused Mo to shock Curly. In your story, use Larry as the character who explains the phenomenon produced by static charges.

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5.C.2.a Identify the source of electricity needed to produce various effects: y Light ~ flashlight (battery) y Heat ~ hot plate, hairdryer (outlet, battery) y Sound ~ Ipod (battery), Doorbell (electrical wiring) y Movement ~ mechanical toys (battery, outlet) Resources to Support 5.C.2.aName of ResourceScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage

Where Can the Resource Be Found?Pages 295-303 Investigation 2, Parts 1-2, 4 Investigation 3, Part 1-3 See SAS ~ Delivered 2/2011 See SAS ~ Delivered 2/2011

Notes

These videos may be used to enhance All About Electricity Electricity science investigations. The videos are Edison Effect: The Electric Light not intended to replace investigations or Whats the Big Idea, Ben Franklin? to be used as a stand-alone activity. Thomas Edison Please select chapters or segments Magic School Bus Gets Energized within the videos to meet the needs of Ben Franklin: Citizen of the World your students. Apollo 13 Ben Franklin Einsteins Big Idea PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.Grade 4 Standard 5: Physics

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Lesson SeedsHave the students make a four part Foldable to list and describe four ways they use electricity everyday. Have the students make a one part Foldable to imagine and write about what your town was like before electricity. Resource:Big Book of Science, Zike Research scientists that worked in the fields of electricity and magnetism. Consider researching someone from the list below. Han Christian Oersted, Arnre-Marie Ampere, Michael Faraday, Alessandro Volta, Benjamin Franklin, George Ohm, Thomas Edison, Gaston Plante, Robert J. Van de Graaff, or Nikola Tesla. Visit http://www.teachercreated.com/books/3842, click page 127, site 1. Resource:Web Resources for Science Activities, Teacher Created

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Make a list of sources of electricity that produce heat, sound, light, and movement that you have used in the past two days. Identify the source of electricity these items use. Explain the importance of these items.

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5.C.2.b (Assessed) Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer. ClarificationElectricity must travel in a closed loop or circuit in order for it to power electronic devices. This means that an electric device, such as a light bulb or buzzer, must be plugged into an outlet, be attached to a battery, or be connected to electrical wiring in order to work.

Resources to Support 5.C.2.b(Assessed)Name of ResourceScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage


Notes

These videos may be used to enhance All About Electricity Electricity science investigations. The videos are Edison Effect: The Electric Light not intended to replace investigations or Whats the Big Idea, Ben Franklin? to be used as a stand-alone activity. Thomas Edison Please select chapters or segments Magic School Bus Gets Energized within the videos to meet the needs of Ben Franklin: Citizen of the World your students. Apollo 13 Ben Franklin Einsteins Big Idea PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.Grade 4 Standard 5: Physics

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Lesson SeedsHave the students make a two part Foldable to compare a complete and incomplete circuit. Resource:Big Book of Science, Zike

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Assessment Probe Batteries, Bulbs, and Wires

Kristen has a battery and a small bulb. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light. What is the smallest number of wire strips Kristen needs to make the bulb light up? A One strip of wire B Two strips of wire C Three strips of wire D Four strips of wire Explain your thinking about how to light the bulb. Draw a picture to support your explanation.

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Teacher Notes

The purpose of this assessment probe is to find out students ideas about complete circuits involving lightbulbs. The best answer is A.

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Draw a diagram that shows how to light a light bulb using a battery, wires, and a light bulb. Write step by step directions for the students who will be in grade 4 next year.

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5.C.2.c (Assessed) Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer. ClarificationThe electricity flows from the battery to the wire to the light bulb and then returns to the battery which lights the light bulb. A closed circuit is formed when all parts are properly connected. A closed circuit is necessary for electricity to flow. If the wire or the bulb is not properly connected to the battery, electricity will not flow and the bulb will not light.

Resources to Support 5.C.2.cName of ResourceScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage


Notes

These videos may be used to enhance All About Electricity Electricity science investigations. The videos are Edison Effect: The Electric Light not intended to replace investigations or Whats the Big Idea, Ben Franklin? to be used as a stand-alone activity. Thomas Edison Please select chapters or segments Magic School Bus Gets Energized within the videos to meet the needs of Ben Franklin: Citizen of the World your students. Apollo 13 Ben Franklin Einsteins Big Idea Introduction to Circuits PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 122.Grade 4 Standard 5: Physics

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5.C.2.d (Assessed) Observe, describe, and compare materials that readily conduct electricity and those that do not conduct electricity. ClarificationSome materials allow electricity to flow through more easily than others. Materials through which electricity can travel easily conduct electricity. Examples of materials that conduct electricity well:y y

Metals such as copper and aluminum Salt water

Examples of materials that do not conduct electricity well:y y y y y

Wood Rubber Plastic Cloth Air

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Resources to Support 5.C.2.d(Assessed)Name of ResourceScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage

Where Can the Resource Be Found?Pages 295-303 Investigation 2 Part 3 See SAS ~ Delivered 2/2011 See SAS ~ Delivered 2/2011

Notes

All About Electricity Electricity Edison Effect: The Electric Light Whats the Big Idea, Ben Franklin? Thomas Edison Magic School Bus Gets Energized Ben Franklin: Citizen of the World Apollo 13 Ben Franklin Einsteins Big Idea



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Lesson SeedsConductor ~ Cut a rectangle of aluminum foil, 60cm x 30cm. Fold the aluminum piece in half lengthwise five times to form a thin strip 60 cm long. Cut the aluminum strip in half to form two 30 cm strips. Tape one end of each of the metal strips to the ends of the battery. Wrap the free end of one of the metal strips around the base of the flashlight bulb. Hold the tape in place with one clothespin. Test the electrical conductivity of the materials collected (rubber band, paper, coins, ruler) by touching the metal tip of the bottom of the flashlight bulb to one side of the material while touching the free end of the metal strip to the opposite side of the same material. Results: The coins were the only material that caused the bulb to light. Resource:Physics for Every Kid, VanCleave

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5.C.2.e Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass. Resources to Support 5.C.2.eName of ResourceScienceSaurus FOSS: Magnetism and Electricity

Where Can the Resource Be Found?Pages 295-303 Investigation 2, Parts 1-4 Investigation 3, Part 1-3 Investigation 4 Parts 1-3 See SAS ~ Delivered 2/2011 See SAS ~ Delivered 2/2011

Notes

Leveled Text for Science ~ Physical Science Why Science Matters Library ~ Generating and Using Electricity Safari Montage

All About Electricity Electricity Edison Effect: The Electric Light Whats the Big Idea, Ben Franklin? Thomas Edison Magic School Bus Gets Energized Ben Franklin: Citizen of the World Apollo 13 Ben Franklin Einsteins Big Idea Introduction to Circuits




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5.C.3.a (Assessed) Investigate and describe the effect that two magnets have on each other.y Like poles repel y Opposite poles attract

Resources to Support 5.C.3.a(Assessed)Name of ResourceScienceSaurus FOSS: Magnetism and Electricity Safari Montage

Where Can the Resource Be Found?Pages 304-307 Investigation 1 Part 1 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?

Notes



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Lesson SeedsResearch scientists that worked in the fields of electricity and magnetism. Consider researching the following scientists. Han Christian Oersted, Arnre-Marie Ampere, Michael Faraday, Alessandro Volta, Benjamin Franklin, George Ohm, Thomas Edison, Gaston Plante, Robert J. Van de Graaff, or Nikola Tesla. Visit http://www.teachercreated.com/books/3842, click page 127, site 1. Resource:Web Resources for Science Activities, Teacher Created

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5.C.3.b (Assessed) Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or other metals; and on other magnets.

Resources to Support 5.C.3.b (Assessed)Name of ResourceScienceSaurus FOSS: Magnetism and Electricity Safari Montage

Where Can the Resource Be Found?Pages 304-307 Investigation 1, Part 1 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?

Notes



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Floating Needle ~ Fill a 2 qt. bowl three-quarters full with water. Cut two 30 cm pieces of thread. Tape both pieces of thread to one side of the bowl, about 2.5cm apart. Stretch the thread across the bowl and lay the needle across both pieces of thread. Slowly lower the thread until the needle rests on the waters surface. Gently move the thread from under the needle. Move the magnet near, but never touching the floating needle. Result: The needle floats on the surface of the water and moves when the magnet moves. Resource:Physics for Every Kid, McCleave

Suspended Airplane ~ Cut a small wing about 2.5cm long from the paper. Insert the pin through the center of the paper wing to make an airplane. Tie the thread to the head of the pin. Place the magnet on the edge of a table with the end of the magnet extending over the edge of the table. Place the airplane on the end of the magnet. Slowly pull on the string until the airplane is suspended in the air. Results: The airplane remains airborne as long as it stays close to the magnet. Resource:Physics for Every Kid, McCleave

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Magneto is a superhero who uses his magnetic hands and feet to rescue animals who are in danger. Write a comic strip about the magnetic superhero and one of his heroic rescues.

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5.C.3.c Compare a compass to a magnet based on observations of the effect a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass.

Resources to Support 5.C.3.cName of ResourceScienceSaurus FOSS: Magnetism and Electricity

Where Can the Resource Be Found?Pages 273, 304-307 Investigation 1, Part 1

Notes

Push this objective into this investigation. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.

Safari Montage

All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?


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5.C.3.d Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond.

Resources to Support 5.C.3.dName of ResourceScienceSaurus FOSS: Magnetism and Electricity Safari Montage

Where Can the Resource Be Found?Pages 304-307 Investigation 1, Parts 1-2 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?

Notes



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5.C.3.e Investigate and describe how electricity in a wire affects the needle of a compass.

Resources to Support 5.C.3.eName of ResourceScienceSaurus FOSS: Magnetism and Electricity

Where Can the Resource Be Found?Page 273 Investigation 2, Part 4

Notes

Push this objective into this investigation. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.

Safari Montage

Einsteins Big Idea


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5.C.3.f Describe how to make a simple electromagnet with a battery, a nail, and wire.

Resources to Support 5.C.3.fName of ResourceScienceSaurus FOSS: Magnetism and Electricity Leveled Text for Science ~ Physical Science Safari Montage

Where Can the Resource Be Found?Pages 304-307 Investigation 4, Part 1-3 See SAS ~ Delivered 2/2011 All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?

Notes



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You are a sales person who is trying to sell a robot that cleans homes. The robot cleans by using an electromagnet. In your sales pitch explain how an electromagnet works. Provide the potential buyer examples of how the robot can clean their home using the electromagnet.

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5.C.3.g Cite examples showing that magnetic, electrical, and gravitational forces can act at a distance.

Resources to Support 5.C.3.gName of ResourceScienceSaurus FOSS: Magnetism and Electricity Why Science Matters Library ~ Generating and Using Electricity Safari Montage

Where Can the Resource Be Found?Pages 273, 304-307 Investigation 1, Part 4 See SAS ~ Delivered 2/2011

Notes

All About Magnets Bill Nye: Magnets Intro to Magnetism Magnets Einsteins Big Idea What Is Energy?



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6.B.1.a (Assessed) Identify and describe that human activities in a community or region are affected by environmental issues. y Presence and quality of water y Soil type y Temperature y Precipitation MSDE ClarificationsHuman activities are affected by environmental factors in the geographic region that they inhabit. In Maryland, opportunities for human outdoor recreational activities are numerous. In and around the Chesapeake Bay, fishing is one of Maryland's major industries. Agriculture is another leading industry in Maryland due to its temperate climate, adequate precipitation and nutrient rich soil. The geography of Maryland, including the mountains in the west and the Atlantic Ocean in the east, makes it attractive to tourists. Ways people in Maryland depend on the environment: jobs, leisure activities, food, transportation, sources of water, waste disposal Ways people in Maryland change the environment: People make choices and take actions that impact the environment negatively and positively. Driving habits impact the amount of air pollution; decisions about where to live, work and shop impact land use; reducing consumer waste through reuse and recycling can lessen the impact on land, making informed decisions about what foods to eat reduces over-harvesting of aquatic resources and promotes sustainable agriculture.

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Ways people in Maryland are affected by the environment: Resources in Maryland are finite.y People must have a source of potable (drinking) water and those sources must be protected from pollutants. y Natural and human-made changes in the water quality of Chesapeake Bay may reduce the number of fish and crabs, causing a loss of jobs. y Land is limited in Maryland. Land use planning and soil management are essential to meet the demands for housing, roads, recreation and

landfills and to preserve agricultural areas. y Air temperatures are moderate in Maryland, and extremely hot or cold temperatures are rare. People can live and work in all parts of the State. y Rainfall is adequate to replenish drinking supplies and to sustain agriculture. However, natural disasters such as hurricanes may impact industries such as fishing and tourism on and near the coastline.

Resources to Support 6.B.1.a(Assessed)Name of ResourceScienceSaurus Safari Montage

Where Can the Resource Be Found?Pages 319-353 y y Environmental Health Bill Nye: Biodiversity

Notes



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Lesson Seeds

Identify the properties of the planet Earth that makes it possible for the survival of life as we know it. y y y y Temperature Location Presence of an atmosphere Presence of water (solid, liquid, and gas)

Green Power: 30 People Changing the Environment in Washington Have the students visit http://www.washingtonian.com/articles/people/7200.html to read this article. The students can identify ways people are changing the environment and pick 3 things that they can do to also make a difference.

Get students involved through the Chesapeake Bay Foundation. http://www.cbf.org/Page.aspx?pid=1000 Please visit this website to see how you can help make a difference.

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Unit VocabularyPlease note the following:

y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is coded. U3I1 stands for Unit 3 Investigation 1. U3SC stands for Unit 3 State Curriculum. y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart. y Science vocabulary may be added to the Word Wall. Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.

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force

U3I1

magnet attractWCPS 2010-2011

U3I1

magnetismU3I1

U3I1



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repel

U3I1

temporary magnet induced magnetism graphWCPS 2010-2011U3I1

U3I1

U3I1



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prediction detector D-cellWCPS 2010-2011U3I2

U3I1

intersectionU3I1

U3I1



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battery

U3I2

electricity sourceU3I2

U3I2

electricity receiverWCPS 2010-2011 Grade 4 Standard 5: Physics


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circuit

U3I2

filament

U3I2

component circuit baseWCPS 2010-2011

U3I2

U3I2



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Fahnstock clip switchU3I2

U3I2

open circuitWCPS 2010-2011

U3I2

closed circuit

U3I2



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schematic diagram conductor insulatorWCPS 2010-2011 2U3I2

U3I2

series circuit

U3I3



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component

U3I3

parallel circuit electromagnet coreWCPS 2010-2011U3I4

U3I3

U3I4



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coil

U3I4

prediction graphWCPS 2010-2011U3I4

U3I4

technology

U3I5



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telegraph key gap codeWCPS 2010-2011U3I5

U3I5

U3I5

U3I5



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long-distance

U3I5

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Ongoing Vocabulary From the State Curriculum

investigate model dataWCPS 2010-2011U3SC U3SC

U3SC



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work

U3SC

systems matterWCPS 2010-2011

U3SC

compositionU3SC

U3SC



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energy

U3SC

physical properties hardness conductWCPS 2010-2011U3SC U3SC

U3SC



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electricity lightU3SC

U3SC

friction forcesWCPS 2010-2011U3SC

U3SC



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metals

U3SC

observe

U3SC

gravitational forces magnetismWCPS 2010-2011U3SC

U3SC



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static electric chargesU3SC

conductors insulatorsWCPS 2010-2011U3SC

U3SC



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Student Vocabulary for Content Sort

force

1

force1

1

magnet

magnet1

1

magnetism attract repel1 1

magnetism attract repel1 1 1

1

temporary magnet

temporary magnet1

1

induced magnetism intersection detectorWCPS 2010-20111 1

induced magnetism intersection detector1 1

1



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D-cell

2

D-cell2

2

battery

battery2

2

electricity source

electricity source2

2

electricity receiver circuit2

electricity receiver circuit2

2

filament

2

filament2

2

component

component2

2

circuit base

circuit base2

2

Fahnstock clipWCPS 2010-2011

Fahnstock clip

2



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switch

2

switch2

2

open circuit

open circuit2

2

closed circuit

closed circuit2

2

schematic diagram conductor insulator2 2

schematic diagram conductor insulator2 2

2

series circuit component3

3

series circuit component3 3

3

parallel circuitWCPS 2010-2011

parallel circuit

3



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electromagnetcore coil4 4

4

electromagnetcore coil4 4

4

prediction

4

prediction5

4

technology telegraph key gap5 5

technology telegraph key gap5 5

5

5

5

code

5

code

5

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long-distance

5

long-distance

5

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Careers in Physicsy Acoustics y Aeronautical engineer y Agricultural engineer y Air traffic controller y Airline pilot y Archaeologist y Architect y Astronomer y Broadcasting y Civil engineer y Clinical scientist y Computing y Designer y Doctor y Electrical engineer y Environmental scientist y Forensic scientist WCPS 2010-2011 y Gas engineer y Geologist y Health services y Journalist y Marine engineering y Mathematician y Mechanical engineer y Meteorologist y Naval career y Nuclear scientist y Oceanographer y Patent agent y Pharmacist y Radiographer y Scientific officer (government) y Space and remote sensing y Teacher Grade 4 Standard 5: Physics


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Careers on Safari Montage

Electrical Engineers Electrical Power-Line Installers and Repairers Electrical and Electronic Engineering Technicians Electronic and Electrical Equipment Assemblers Electric Home Appliance and Power Tool Repairers

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Sorts (Also known as concept attainment)

Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.

How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.

For Example:

What are foods we can eat?

Yes

No

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Yes

No

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Investigation 1 Part 1

1. A force is a push or pull.

2. A magnet is an object that sticks to wood.

3. Magnetism is a specific kind of force.

4. When magnets push apart, we say they attract.

5. When magnets pull together, we say they repel.WCPS 2010-2011 Grade 4 Standard 5: Physics


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1. Magnetism can be induced only in iron or steel and a few other metals.

2. The magnetic force acts through space and most materials.

3. The magnet force of attraction between two magnets increases with distance.

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The greater the distance is between two magnets, the stronger the force of attraction.

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1. A detector is something you use to gather evidence about something you can see.

2. Compasses, iron filings, and iron objects can be used to detect a magnetic field.

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1. A D-cell is a source of electric energy.

2. A bulb is an energy receiver that produces light.

3. To make a complete circuit, electricity must travel in a circle from one end of the battery to the other.

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1. A motor is an energy receiver that produces light.

2. A switch is a device that only opens a circuit.

3. An open circuit is an incomplete circuit through which electricity will not flow.

4. A closed circuit is a complete circuit through which electricity flows.WCPS 2010-2011 Grade 4 Standard 5: Physics


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1. Materials that allow the flow of electric current are insulators.

2. Materials that do not allow the flow of electric current are conductors.

3. All metals are conductors.

4. Metals that are covered with an insulating layer will not conduct electricity.WCPS 2010-2011 Grade 4 Standard 5: Physics


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1. A circuit with only one pathway for current flow is a series circuit.

2. Components in a series circuit share the electrical energy.

3. Cells in a series must be oriented in different directions.

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1. Components in a parallel circuit each have a direct pathway to the energy source.

2. A single D-cell can run many components when they are connected in parallel.

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1. The magnetism produced by an electromagnet can not be turned off.

2. An electromagnet produces a magnetic field.

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P a g e 115

Investigation 5 Part 1 1. Technology applies the results of scientific research. 2. A telegraph is a device for sending coded messages by signals produced by closing an electric current. 3. A telegraph key is a switch that completes the circuit in a telegraph system. 4. The gap is a space between the steel strip and the electromagnet. 5. A code is a set of signals that represents letters or words for sending messages.WCPS 2010-2011 Grade 4 Standard 5: Physics


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Literature in the Science ClassroomThe use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to reallife situations. Resource: Fossweb.com

Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott

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Office of Elementary Education P a g e 118 Alexander Graham Bell: An Inventive Life Author: Elizabeth MacLeod Level: 3-5 Description: This biography follows Bells life from his birth in Scotland through his many inventions and achievements, and concludes with his last few experiments and his death at his home in Canada. Equal attention is given to all of Bells interests, such as his devotion to advancements for the hearing impaired and his later interest in flight. The subject, his family, and sketches of his many inventions appear in photos and reproductions. Always Inventing: A Photobiography of Alexander Graham Bell Author: Tom L. Matthews Level: 3-5 Description: This biography has photographs and quotes from Bell himself. It follows this well-known inventor from his childhood in Scotland through his lifelong efforts to come up with ideas that would improve peoples lives. Awesome Experiments in Electricity and Magnetism Author: Michael Dispezios Level: 4-6 Description: More than 70 experiments explore electric charges, static electricity, currents, circuits, switches, and magnetism. Each one includes a brief introduction, a list of materials, directions, and a scientific explanation of the results. Batteries, Bulbs, and Wires Author: David Glover Level: 3-6 Description: The hands-on projects in this book explore electricity and its origins, from simple magnets to creating a circuit or a motor. Benjamin Franklin's Adventureswith Electricity Author: Beverly Birch, Robin Bell Corfield Level: 3-6 Description: The story of how Ben Franklin found a way to protect people from the dangers of lightning and opened the way for later generations to harness electrical energy. Charged Up: The Story of Electricity Author: Jacqui Bailey Level: 3-6 Description: Describes how electric energy is generated in power stations and how it travels through pylons, power cables, and wires into peoples homes. Includes bibliography. WCPS 2010-2011 Grade 4 Standard 5: Physics

Office of Elementary Education Circuits, Shocks, and Lightning: The Science of Electricity Author: Celeste A. Peters Level: 3-5 Description: Explains the different kinds of electricity and describes how we use electricity every day. Includes related projects and experiments. The Computer Author: Gayle Worland Level: 3-5 Description: Explore the history of the computer and discover how this invention developed into the computers we use today. Discovering Electricity Author: Rae Bains Level: 3-6 Description: A discussion of what electricity is, where it comes from, and how it is used. Electrical Circuits Author: Delta Education Level: 3-4 Description: Describes electric circuits and how they are made.

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Electricity Author: Rebecca Olien Level: K-3 Description: Static electricity, electric storms, and storing, making, and moving electricity are just a few of the topics covered. Readers will gain an understanding of words such as protons, neutrons, electrons, spark, and particle. Electricity Author: Darlene Lauw Level: 3-5 Description: Explains static electricity, magnetism, and how electricity travels. Highlights leading scientists, Earth-friendly facts, and important vocabulary. Electricity and Magnetism Author: Kathryn Whyman Level: 3-5 WCPS 2010-2011 Grade 4 Standard 5: Physics

Office of Elementary Education P a g e 120 Description: Discover how electricity and magnetism are closely related and how they produce the electric current that we use every day to provide heat, light, and power. Electricity and Magnets Author: Sarah Angliss Level: 3-5 Description: Explore science in action with a wide variety of experiments using everyday materials. Electromagnetism Author: Delta Education Level: 5-6 Description: Students explore the relationship between electricity and magnets. Electronics Lab Author: Brenda Bach, Geoff Sida Level: 3-5 Description: Kit contains an instruction manual describing how to perform over 40 experiments. Experiments with Magnets Author: Salvatore Tocci Level: 3-5 Description: A variety of experiments investigate magnets. Faraday: Pioneer of Electricity Author: Brian Williams Level: 3-5 Description: The story of how Michael Faraday discovered the relationship between electricity and magnetism. Guglielmo Marconi: Inventor of Radio and Wireless Communication Author: Victoria Sherrow Level: 4-6 Description: This biography of Guglielmo Marconi describes his work with wireless transmissions, the development of radio, and short waves and microwaves. Inventing The Future: A Photobiography of Thomas Alva Edison Author: Marfe Ferguson, Ferguson Delano, Jennifer Emmett WCPS 2010-2011 Grade 4 Standard 5: Physics

Office of Elementary Education Level: 4-6 Description: Presents a biography of the tireless Thomas Edison, illustrated with many photos of his life and inventions. The Magic School Bus and the Electric Field Trip Author: Joanna Cole Level: 3-6 Description: Ms. Frizzle takes her class on a field trip through the towns electric wires so they can learn how electricity is generated and how it is used. Magnetic and Non-Magnetic Author: Angela Royston Level: K-3 Description: Explains that not all materials are magnetic, that magnetism can pass through materials, and how a compass works.

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Magnetism Author: John Woodruff Level: 3-5 Description: Introduces the basic concept of magnetism through simple experiments that can be performed at home. Includes a glossary, a list of books, and an index. Magnets Author: Delta Education Level: 3-4 Description: Examines magnets and their properties. Magnets Author: Rebecca Olien Level: K-3 Description: Portrays magnetism as a form of energy, how magnets attract or repel objects, Earths magnetic field, and why a compass needle always points north. The Radio Author: Gayle Worland Level: 3-5 Description: Explore the history of the radio and discover how this inventi

Science Grade 4 Unit 3 2010 Guide

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Transcript of Science Grade 4 Unit 3 2010 Guide