School In The Park Curriculum

2010/11 page 1 11/3/10 School In The Park Curriculum SITP Curriculum for Reuben H. Fleet Science Center Rotation #1 Grade 4 th Topic/Overarching Theme: Electricity California State Standards Addressed: Science Content Standards Physical Sciences 1a Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. 1c Students know electric currents produce magnetic fields and know how to build a simple electromagnet. 1d Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones. 1f Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. 1g Students know electrical energy can be converted to heat, light, and motion. Investigation and Experimentation 6a Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and. partly from how they interpret their observations. 6b Measure and estimate the weight, length, or volume of objects. 6c Formulate and justify predictions based on cause-and-effect relationships. 6d Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. 6f Follow a set of written instructions for a scientific investigation. Reading/Writing Standards Word Analysis, Fluency, and Systematic Vocabulary Development 1.6 Distinguish and interpret words with multiple meanings. Reading Comprehension

2010/11 page 2 11/3/10 2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games). Writing Applications (Genres and Their Characteristics) 2.3 Write information reports Written and Oral English Language Conventions 1.1 Use simple and compound sentences in writing and speaking. Listening and Speaking Strategies 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings 1.4 Give precise directions and instructions 1.6 Use traditional structures for conveying information (e.g. cause and effect, similarity and difference, posing and answering a question). 1.7 Emphasize points in a way that helps the listener or viewer to follow important ideas and concepts. Mathematical Standards Statistics Data Analysis and Probability 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts. 1.3 Interpret one- and two-variable data graphs to answer questions about a situation. Mathematical Reasoning 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. 1.2 Determine when and how to break a problem into simpler parts. 2.2 Apply strategies and results from simpler problems to more complex problems. 2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. 3.3 Develop generalizations of the results obtained and apply them in other circumstances. Instructional Goals & Objectives for the Week: : Describe the characteristics of magnets and discover that magnets display forces of attraction and repulsion. Design and build simple circuits. Use schematic diagrams to represent simple circuits. Describe how electrons flow in simple circuit. Compare and contrast the characteristics of series and parallel circuits. Demonstrate that electric current produces magnetic fields. Apply knowledge of electricity and magnetism to design and test electromagnets.

2010/11 page 3 11/3/10 Understand that electricity and magnetism are related and their effects have many useful applications in everyday life. Understand that a motor is a device that converts electric energy into motion energy. Design and build a simple motor. Understand that a generator use motion to produce electricity. Compare and contrast the characteristics of a motor and a generator. Design and draw a blueprint for the Shoebox Circuit Challenge Use and demonstrate knowledge of the scientific process. Key Vocabulary Definitions: Atom: the building blocks of matter. Attract: to draw to or towards itself. Circuit: a path that is made for an electric current. Closed circuit: a circuit that is complete; electricity can flow through this circuit. Compass: an instrument that tells direction by using a magnetic needle and the Earth s magnetic field. Conductor: a material that electric current can pass through easily Current: a flow of electric charge. Electric charge: unbalanced electricity; an excess or deficiency of electrons. Electricity: energy made available by the flow of electric charge through a conductor. Electromagnet: an arrangement of wire wrapped around a core producing a temporary magnet; a temporary magnet produced by a flow of electricity. Electromagnetism: magnetism developed by a current of electricity. Electron: the negatively charged part of an atom. Force: a push or a pull; the capacity to do work (move an object through a distance). Generator: a machine that uses a pushing force to make electricity by moving a magnet near coils of wire. Insulator: a material that current cannot pass through easily. Magnet: an object that attracts certain materials (iron, nickel, cobalt, or combination of these). Magnetic pole: the end of a magnet; labeled either north or south; like poles repel, opposites attract. Matter: anything that has mass and takes up space. Motor: a machine that produces electricity in a wire to make the magnet spin, which in turns creates a force. Open circuit: a circuit that is not complete; electricity cannot flow through this circuit.

2010/11 page 4 11/3/10 Parallel circuit: a circuit that has more than one path along which current can travel. Repel: to push away (opposite of attract). Schematic diagram: a system of lines and symbols used to represent a circuit. Series circuit: a circuit that has only one path for current. Variable: a part of an experiment that could be changed depending on what you are investigating. Day 1 Schedule and Activity Descriptions MONDAY Topic(s): Introduction into Electricity, Series and Parallel Circuits Daily Vocabulary Words: atom, circuit, closed circuit, current, electric charge, electricity, electron, matter, open circuit, parallel circuit, schematic diagram, series circuit Purpose(s): investigate the flow of electrons through a wire to create an electric current. build a simple circuit draw schematic diagrams to represent simple circuits. Outcome(s): be able to build a circuit using 1 battery (power source-d- Cell), 2 wires (conductors) and a light bulb (load). illustrate 3 schematic diagrams to represent series and parallel circuits Schedule: Welcome and Introduction Be welcomed to the Reuben H. Fleet Science Center. Review checkout /return procedures for Take-home science bags. Be issued science notebooks to record and organize scientific information. Understand the procedure for gluing and writing notes into their science notebooks. Take a Pre-Post test. SITP Mantra and stretching Introduction to Electricity-KWL and Building Circuits

2010/11 page 5 11/3/10 Understand that Matter is anything that takes up space and has mass. The ocean, your desk, and the air you breathe-everything is made of matter. Be introduced to atoms, and know that atoms can be broken down into 3 subatomic particles-protons (+), Neutrons (0), and Electrons (-). Electrons=Electricity. It is the flow of electrons though a conductor that produces a current. Construct a circuit using one battery, one light bulb, and two pieces of wire. (Table half) Share observations and discuss the parts of a circuit and the flow of electrons as a class. Schematic diagram Be introduced to a schematic diagram and understand that electrical engineers us this system of lines and symbols to represent a circuit. (Whole class) Predict which symbol in a schematic diagram represents a bulb, battery, motor and switch as a whole class. Circuit Simulation Become a human circuit to represent how electrons move though a wire. (Whole class) Series and Parallel Circuits Investigate at least two different ways to make two light bulbs light up. (Table half) Draw and label their circuits in their science notebooks. Compare and contrast parallel and series circuits. Checking for Understanding: Test predictions of series or parallel circuit s on a strand of Christmas tree lights. (Whole class) Review the schematic diagrams of a simple circuit on the class board. Review vocabulary and/or use fishbowl questions. Related Standards: 1a Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. 1g Students know electrical energy can be converted to heat, light, and motion.

2010/11 page 6 11/3/10 Investigation and Experimentation 6a Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and. partly from how they interpret their observations. 6c Formulate and justify predictions based on cause-and-effect relationships. 6d conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. 6f Follow a set of written instructions for a scientific investigation. Additional Information About the Day: To increase the level of difficulty, add switches to parallel and series circuits. If time permits, view a short video on Electricity/series and parallel circuits. Pass out question of the day. Day 2 Schedule and Activity Descriptions TUESDAY Topic(s): Series and Parallel Circuits (continued) and Electromagnets Daily Vocabulary Words: electromagnet, electromagnetism, variable Purpose(s): construct an electromagnet and investigate the properties of electricity and magnetism. build a working electromagnet. Outcome(s): demonstrate the relationship between electricity and magnetism using a compass and wire. be able to build an electromagnet using a battery (power source-d-cell, conductors-wires and an iron core-bolt) construct and investigate variables (longer wire, more batteries, bigger bolt, etc.) to increase the strength of an electromagnet. Schedule: Vocabulary Review/Take-Home Check-In Work with their table to review vocabulary form the previous day. Return Take-Home Science kits (refilled for the next group of students).

2010/11 page 7 11/3/10 Challenge Question: Build a Staircase Switch Build a circuit(s) that can be turned on/off when you are at the bottom/top of stairs. (A diagram will be drawn on the board to illustrate today s challenge question). Discuss the Staircase Switch challenge with their table and draw their circuits in their notebooks. Receive materials to build a Staircase Switch for each table-half. receive 2 large paper clips, 6 large brads, light bulb, battery and 6 wires. Light the bulb in both positions (bottom and top of stairs). Share and discuss the advantages of using a Staircase Switch. Is a Staircase Switch a Series or Parallel Circuit? Where would a Staircase Switches work best in your house? Series and Parallel Circuits (continues) Finish building series and parallel circuits. For those students who are finished, they may help other tables or join 2 tables together to make a larger circuit (using materials from the entire table-2 batteries, 8 wires, 4 light bulbs and 2 switches). Participate in a class discussion about the advantages and disadvantages of a series and parallel circuit. What circuit would students use for a strand of Christmas lights? Why or Why not? Observing Museum Exhibits that use/produce Electricity Work with a partner to decide if an exhibit uses/or produces electricity ( be working on the First Floor of museum gallery and have 1 minute to decide on an exhibit). Write/draw findings in their science notebooks. Exhibit information should include: Name of Exhibit, Interesting fact they learned about this exhibit, How an exhibit uses/or produces electricity and where the Exhibit is getting its Electricity. Participate in a class discussion about how an exhibit uses/or produces electricity. Electricity Creates Magnetism (Part 1) Examine the word Electromagnet on the board and ask students what they think it means. What two words are in this word? Connect a compass, long wire, and a battery and observe the effect of electricity on the compass needle. (Table half) Make comparisons of the compass activity and using a magnet around the compass.

2010/11 page 8 11/3/10 Discuss the relationship between electricity and magnetism as a class. Building Electromagnets (Part 2) Trade the compasses with a long piece of wire and an iron bolt. Experiment with the design of their electromagnets and record the number of paper clips they pick up in their science notebooks. (Table half) Use a switch to see if they can pick up paper clips and move them to a new location. Draw and label their electromagnet in their science notebooks. Brainstorm ideas for how they can make the electromagnet stronger. Think-Pair-Share what parts of the electromagnet they could change to make it stronger. Exploring Variables (Part 3) Suggest variables to change the strength of the electromagnet (length of conductor, # of batteries, gauge of conductor, length of core and width of core). Know the meaning of the word variable (A variable is the part of an experiment that you are going to change. All the other parts of the experiment should stay the same.) Have the opportunity to select one of the variables to investigate and share their results with the rest of the class. (Table half-class) Choose a representative from each group and share his/her findings with the class, specifically the variable investigated and the type of effect it had on the electromagnet s strength. Students should include specific data (# of paper clips vs. variable). Discuss other students findings and the connection between the variable and strength of the electromagnet. Checking for Understanding: Be able to successfully build a series and parallel circuit (student s circuit should be closed and all lights are illuminated). Apply knowledge of electricity and magnetism to design and test electromagnets. Understand that electricity and magnetism are related and their effects have many useful applications in everyday life. Review vocabulary and/or use fishbowl questions. Related Standards:

2010/11 page 9 11/3/10 1a Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. 1d Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones. 1g Students know electrical energy can be converted to heat, light, and motion. Investigation and Experimentation 6a Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and. partly from how they interpret their observations. 6c Formulate and justify predictions based on cause-and-effect relationships. 6d conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. 6f Follow a set of written instructions for a scientific investigation. Additional Information About the Day: For a successful electromagnet-check the strength of the batteries, wire and light connections. If students are having a hard time placing the paperclips on the electromagnet, instruct the students to place the paperclips at each end of the Iron core (The ends are the strongest part of the electromagnet). Pass out question of the day. Day 3 Schedule and Activity Descriptions WEDNESDAY Topic(s): Introduction to Motors and Generators Daily Vocabulary Words: force, generator, magnet, magnetic pole, motor Purpose(s): investigate motors and generators as devices that use or convert energy. assemble a simple motor. Outcome(s): be able to assemble a simple motor using 5 magnets, 2 alligator clips, 1 wire coil and a battery. be able to identify and distinguish the differences between a motor and a generator.

2010/11 page 10 11/3/10 Schedule: Vocabulary Review/Take-Home Check-In Work with their table to review vocabulary form the previous day. Return Take-Home Science kits (refilled for the next group of students). Challenge Question: Identify Missing Electromagnet Parts Observe an electromagnet that has been placed on each table and identify which part (wire, battery, and iron core) is missing. Think-Pair-Share and write their predictions in their science notebooks. Participate in a class discussion about the variables that may increase the strength of the electromagnet. Motors-KWL Participate in a class discussion about where they have seen motors (think of items in your house-blender, ceiling fan, washing machine, etc.) Ask student how they think a motor rotates or spins and how is an electromagnet used in a motor. Building a Simple Motor (Part 1) Review the names of materials they will use in today s activity (magnet, copper coil, battery and wires). Build a simple motor with 5 disk magnets, 2 large paperclips, a plastic cup, enameled 20-guage copper wires and a battery for each table-half. Adjust the wire or height of paperclips if the coil is off-balanced. Draw and label their motor in their science notebooks. Share their observation and discuss how the electricity flows though the coil of wire to create an electromagnet and the role magnets have on the spinning wire. (Table half-class) Come up with different ways to change the speed of the motor and how they could spin the motor in the opposite direction. Disassemble Motors (Part2) Observe various disassemble motors, doorbells, and headphones and locate their electromagnets. (Table half) Draw and label their motors in their science notebooks. Understand all simple motors have the same basic parts. From the outside the steel can forms the body of the motor. The axle spins

2010/11 page 11 11/3/10 the electromagnet (armature) and includes the commutator, which switches the direction of electricity. Visiting the So Watt Exhibit (Part 1) Investigate Make a Watt! Generating Electricity Exhibit in So Watt! (small groups) Use motion to generate electricity to power fluorescent and incandescent light bulbs. Participate in an informal class poll of what types of light bulbs they have in their home or at school. Visiting the So Watt Exhibit (Part 2) Research sources of electricity in the So Watt Exhibit. Describe which source of power they would recommend to power their neighborhood or even the city! (Table group) Determine which form of electricity would be environmentally safe? (Wind, Solar, Geothermal) Which form of electricity would be beneficial in Southern California? (Solar) Take a class poll and post their results on a class chart. Checking for Understanding: Understand that electricity and magnetism are related and their effects have many useful applications in everyday life. Create a successful spinning simple motor. Correctly identify the parts of a motor. Review vocabulary and/or use fishbowl questions. Related Standards: 1d Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones. 1g Students know electrical energy can be converted to heat, light, and motion. Investigation and Experimentation 6a Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and. partly from how they interpret their observations. 6c Formulate and justify predictions based on cause-and-effect relationships. 6d conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. 6f Follow a set of written instructions for a scientific investigation.

2010/11 page 12 11/3/10 Additional Information About the Day: A little patience is needed to get a motor to spin. Have students check the connection of the wires, placement of the paper clips and the number of magnets needed to spin motors. Pass out question of the day. Day 4 Schedule and Activity Descriptions THURSDAY Topic(s): Generators (continued) and Shoebox Circuits Daily Vocabulary Words: review circuit, electricity, generator, motor, open circuit, parallel circuit, schematic diagram, series circuit, shoebox circuit Purpose(s): review schematic symbols for designing a Shoebox Circuit. demonstrate the use of motors, series and parallel circuits in a Shoebox Diorama. Outcome(s): illustrate a schematic blueprint using series circuits and parallel circuits (2), switches (2), conductors (10) and a motor. Schedule: Vocabulary Review/Take-Home Check-In Work with their table to review vocabulary form the previous day. Return Take-Home Science kits (refilled for the next group of students). Challenge Question: Compare and contrast motors and generators Think-Pair-Share the challenge question and record their answers in their science notebooks. Observe and examine a hand-crank generator place at each table. Gently turn the handle 5 times and observe what happened. Pass it to the next person. Participate in a class discussion about the similarities and differences of a motor and generator. Re-Visit the So Watt Exhibit/Generating Electricity Exhibits

2010/11 page 13 11/3/10 Participate in a split Investigation on Generating Electricity. Onehalf of the class will investigate Make a Watt! (Second Floor) while the other half of the class will investigate Generating Electricity by using their feet! (First Floor). Use motion to generate electricity (either by their hands or feet) to illuminate light bulbs. Participate in a class discussion (back in the classroom) on the similarities/differences of each generating exhibit. If San Diego had a power outage, how might students generate enough electricity to watch T.V? Cook dinner? Do their homework? Building Houses-Circuit Blueprints (Part 1) Design and generate a circuit blueprint for their groups shoebox house. (Table half) Choose a room they would like to create a blueprint for (Bedroom, kitchen, living room etc.) Incorporate all requirements before moving on to Part 2-Circuit Testing. Draw and label circuits using schematic labels or pictures of each electrical object. Need to show and explain their blueprint to a teacher or aide. Does it make sense? Meet all circuit requirements? Ideas clearly drawn and labeled? Building Houses-Circuit Testing (Part 2) Receive materials for testing their circuit design. (Important stepstudents need to accurately set up their circuits according to their design. If their design does not match what they build, new plans will need to be submitted!).(table half) Remember safety rules (Bare copper wires get hot) and disconnect wires when they are done with their circuits to save the batteries. Test and Retest stage. Share their observations, frustrations and overall opinions on completing their circuit blueprints. Checking for Understanding: Draw a schematic blueprint that translates into a working circuit blueprint. Use correct terminology when discussing Shoebox circuits. Use and demonstrate knowledge of the scientific process. Related Standards:

2010/11 page 14 11/3/10 1g Students know electrical energy can be converted to heat, light, and motion. Investigation and Experimentation 6a Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and. partly from how they interpret their observations. 6c Formulate and justify predictions based on cause-and-effect relationships. 6d conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. 6f Follow a set of written instructions for a scientific investigation. Additional Information About the Day: Review schematic symbols and series and parallel circuit if students are having a difficult time grasping the placement of materials on their blueprints. For a successful Shoebox circuit, check students batteries, wire and light connections. Pass out question of the day. Day 5 Schedule and Activity Descriptions FRIDAY Topic(s): Shoebox Circuits-Building and Installation Daily Vocabulary Words: Installation Purpose(s): present to the class their installation and construction methods for their Shoebox Circuits. Outcome(s): complete their installation and construction of a Shoebox Circuit using 2 series circuits or parallel circuits, 2 switches, 10 conductors and 1 motor. give an oral presentation to the class on their completed Shoebox Circuits. Schedule: Building and Installation (Part1)

2010/11 page 15 11/3/10 Receive and install circuit materials based on approved blueprint designs. (Table half) Make adjustments to materials and problem solve (wire not long enough, motor not spinning, lights not bright etc.) to Shoebox Circuits. Complete assembling circuits before decorating their Shoebox. Construction paper, Legos, pom-poms, etc. will be handed out. Students should be as creative as possible. Class Presentation (Part2) Work with their group to give an oral presentation on their Shoebox Circuits. Information about their Shoeboxes should include: Which room students chose to re-wire. What components students chose to include (ceiling fan, porch light, computer station, etc.) A demonstration of working circuits. Any difficulties student encountered with this project. Analyze Shoebox Circuits and suggestions/improvements for future circuit designs. Participate in a class discussion about the similarities and differences between Shoebox circuits and at-home circuits. Be reminded that the electricity we use to power the radio, light or the T.V. comes from plugging something into the wall. This source of electricity can be dangerous and safety rules should be applied. Checking for Understanding: Make a Shoebox Circuit that successfully uses 3 lights (all must light), 1 motor (that spins), 2 switches (that can turn on/off the lights or motor) and 2 batteries. Use correct terminology when discussing Shoebox circuits. Use and demonstrate knowledge of the scientific process Present designs to the class in a audible and clear voice. Related Standards: 1g Students know electrical energy can be converted to heat, light, and motion. Investigation and Experimentation 6a Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and. partly from how they interpret their observations. 6c Formulate and justify predictions based on cause-and-effect relationships.

2010/11 page 16 11/3/10 6d conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. 6f Follow a set of written instructions for a scientific investigation. Additional Information About the Day: Take Pictures! This is a great opportunity to check your students knowledge of Electricity and record their hard work! Review schematic symbols and series and parallel circuit if students are having a difficult time grasping the placement of materials on their blueprints. For a successful Shoebox circuit, check students batteries, wire and light connections. Play 4 th Grade Jeopardy if time permits.

2010/11 page 17 11/3/10 Pre/ Post Test Please circle the correct answer. 1. A circuit is a path for to flow? a) Protons b) Neutrons c) Electrons d) Atoms e) I don t know 2. Which best describes a parallel circuit? a) Electricity flows along one pathway. b) The light bulbs become dimmer. c) Electricity stops flowing through the circuit. d) Electricity flows along more than one pathway. e) I don t know 3 In a schematic diagram what does this symbol represent? a) A switch b) A motor c) A battery d) A light bulb e) I don t know 4. What would happen to light bulb 2 if I unscrew and remove light bulb 1 from the circuit? a) Bulb 2 will go out. b) Bulb 2 will shine brighter. c) Bulb 2 will shine the same as it did before. d) Bulb 2 will shine less brightly. e) I don t know 1 2

2010/11 page 18 11/3/10 5. Students are gathering materials and building an electrical circuit. Which material will allow electricity to flow between the battery and the light bulb? a) Copper wire b) Wooden Rod c) Cotton string d) Rubber tube e) I don t know