PROJECT GLAD
Woodstock Community Unit School District 200, Illinois
MAGNETISM AND ELECTRICITY
Grade 4
(Adapted from Electromagnetism by Mountain View School District)
IDEA PAGES
I. UNIT THEME
§ Electricity and magnetism are two forms of the single phenomena, electromagnetic force.
§ Electromagnetic force is one of four main forces in the universe and has many useful applications in everyday life throughout the world.
§ Many scientists have contributed to this field, and their work is built upon the foundation of previous research and discoveries.
II. FOCUS/MOTIVATION
§ Literacy Award/3 Standards
§ Big Books
§ Observation Charts
§ Inquiry Charts
§ Realia – magnets, iron filings
§ Picture File Cards
§ Cognitive Content Dictionary with Signal World
§ Poetry and Songs
III. CLOSURE
§ Process all charts and graphs
§ Add to living walls
§ Team Exploration
§ Personal Exploration
§ Sharing of Team and Personal Explorations
§ On-going assessments – Learning logs, Interactive journals
§ Home-School Connection
§ Team Jeopardy game
IV. CONCEPTS
§ Atoms have negatively charged electrons that spin around a nucleus of positively charged protons and neutrons.
§ Charges fill space with an electric field.
§ Static electricity is associated with the gain or loss of electrons.
§ Electromagnetic forces can attract or repel.
§ Opposite charges attract each other, and like charges repel each other.
§ Electric current is the flow of electrons.
§ A complete, continuous path of current is called an electric circuit.
Conductors are materials that allow energy to flow and carry out current.
§ Simple, series, and parallel circuits can be built by using materials such as wires, batteries, and bulbs.
§ Magnetic materials are sources of magnetic fields.
§ The Earth has a magnetic field caused by electrical currents.
§ Magnets have two poles; like poles repel and unlike poles attract.
§ Electric current, like magnets, produce magnetic fields.
§ Electromagnets are used in many simple devices, tools, and appliances.
V. VOCABULARY
Electricity – Static Electricity/ Electric Currents
atoms, charge, electric field, electricity, circuits, simple circuit, series circuit, parallel circuit, batteries, bulbs, wire, resistance, current, voltage, short circuit, fuse, conductor, insulator, superconductor, electrical energy, potential energy, capacitors, AC – alternating current, DC – direct current, amperes, coulombs, watts, volts, ohms, joules, circuit breaker, conversion,
switch, lightning, ammeter, voltmeter, multimeter, ohmmeter
Magnetism
magnets, magnetic force, repulsion, attraction, repel, attract, compass, magnetic field, poles, permanent magnets, geographic North Pole and South Pole, polarized, domains, magnetic materials, ferromagnetic elements
Electromagnetic Force
electromagnets, electromotive force, motors, generators, doorbells,
induction, inductors, solenoid coil, temporary magnets, motion, energy,
transformers, power, watts, earphones
VI. ENGLISH/LANGUAGE ARTS SKILLS
ILLINOIS LANGUAGE ARTS STANDARDS
Reading Informational Text
CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CC.4.R.I.7 Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CC.4.R.I.10 Range of Reading and Complexity of Text: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.
Reading Foundation Skills
CC.4.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.4.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
CC.4.R.F.4.b Fluency: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.
Writing
CC.4.W.1.a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
CC.4.W.1.b Text Types and Purposes: Provide reasons that are supported by facts and details.
CC.4.W.1.c Text Types and Purposes: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CC.4.W.1.d Text Types and Purposes: Provide a concluding statement or section related to the opinion presented.
CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CC.4.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 4 on page 29.)
CC.4.W.6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CC.4.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.4.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking Listening
CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CC.4.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out assigned roles.
CC.4.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CC.4.SL.2 Comprehension and Collaboration: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Language
CC.4.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.4.L.1.a Conventions of Standard English: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
CC.4.L.1.d Conventions of Standard English: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
CC.4.L.1.e Conventions of Standard English: Form and use prepositional phrases.
CC.4.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.4.L.2.a Conventions of Standard English: Use correct capitalization.
CC.4.L.2.b Conventions of Standard English: Use commas and quotation marks to mark direct speech and quotations from a text.
CC.4.L.2.d Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.
CC.4.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.4.L.3.a Knowledge of Language: Choose words and phrases to convey ideas precisely.*
CC.4.L.3.c Knowledge of Language: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
CC.4.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
CC.4.L.4.a Vocabulary Acquisition and Use: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
CC.4.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
CC.4.L.5.c Vocabulary Acquisition and Use: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CC.4.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
WIDA GRADE 3-5 ENGLISH LANGUAGE DEVELOPMENT
VII. SCIENCE/SKILLS/UNDERSTANDING
SCIENCE CONTENT STANDARDS FOR GRADE 4
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
B. Know and apply the concepts, principles and processes of technological design.
11.B.2a Identify a design problem and propose possible solutions.
11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology).
11.B.2c Build a prototype of the design using available tools and materials.
11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data.
C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
12.C.2a Describe and compare types of energy including light, heat, sound, electrical and mechanical.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing).
B. Know and apply concepts that describe the interaction between science, technology and society.
13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measure-ment; data collection, storage and retrieval; communication of information).
13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer).
13.B.2c Identify and explain ways that science and technology influence the lives and careers of people.
VIII. RESOURCES AND MATERIALS
Callan, Jim. Amazing Scientists; John Wiley and Sons, Inc., NY 1997
Christelow, Eileen. What Do Authors Do?, Clarion Books, NY 1995
Cole, Joanna & Degen, Bruce. Magic School Bus and the Electric Field Trip;
Scholastic, NY 1997
Da Silva, Wilson. A Guide to Modern Science, Fog City Press, CA 2002
Lafferty, Peter. Magnets to Generators; Gloucester Press, NY 1989
Lehrman, Robert. Physics, The Easy Way, Barron’s Educational Series, NY 1998
Oxlade, Chris. States of Matter; Heinemann Library, Chicago, Il 2002
Oxlade, Chris. Atoms; Heinemann Library, Chicago, Il 2002
Parker, Steve. Electricity; Dorling Kindersly, Inc., NY 1992
Tocci, Salvatore. The Periodic Table; Children’s Press, NY 2004
Raintree-Steck-Vaughn. Electricity and Magnetism; NY 2002
Ramsey, W. Physcial Science, Holt, NY 1997
Schreiber, Anne. Magnets, Scholastic, NY 2003
Stockley, C. Usborne Illustrated Dictionary of Physics, EDC Publishing 2000
VanCleave, Janice. Magnets, John Wiley & Sons, NY 1993
Whalley, Margaret. Experiment with Magnets and Electricity; Lerner Publications
Co., Minneapolis, Minnesota 1994
District Texts
Harcourt Science, Grade 4
FOSS, Magnetism and Electricity Grade 4
FOSS Science Stories, Magnetism and Electricity Grade 4
Internet Resources
Types of Magnetism, Materials by Design www.mse.cornell.edu/courses
Circuits www.schoolscience.co.uk/content/3/physics
Electricity & Static Electricity www.sciencemadesimple.com/static
Ultra simple Electric Generator www.amasci.com/amateur
Circuit Diagrams www.ndt-ed.org/EducationResources
Scientists www.enchantedlearning.com
PROJECT GLAD
Woodstock School District
MAGNETISM AND ELECTRICITY
Grade 4
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
§ Observation Charts
§ Inquiry Charts
§ Direct Experiences
§ Realia
§ Read Aloud
§ Big Book
§ Cognitive Content Dictionary
§ Learning Logs
§ Scientific Awards
§ Comparative Input
II. INPUT
§ Pictorial Inputs – atom, 3 states of matter, electrical charges and fields, circuits, magnets – Earth, permanent, electromagnets
§ Narrative Input
§ 10/2 lecture
§ Read Aloud/Shared Book Experiences
§ Realia
§ Demonstrations/Explorations/ Labs (static electricity, compass, circuits, magnetic fields)
§ Videos – Bill Nye, Lightning …
§ Listen and Sketch
§ Timeline of Scientists and their contributions
III. GUIDED ORAL PRACTICE
§ T-Graph
§ Cooperative learning techniques for cross-cultural respect and decision making
§ Personal Interaction for bonding/respect
§ Exploration Report/Picture File Cards
§ Poetry/Chants/Songs/Rap
§ Farmer in the Dell
§ Process Grid
§ Team Points
§ Flexible groupings
§ Group Frame
§ On-going processing of charts
IV. READING/WRITING
Total class modeling – English, Primary language, all genres
Small Groups – Cooperative Tasks, Flex Groupings – by need & choice
§ Focused reading
§ Shared, guided, and flexible group reading
§ Interactive reading
§ Cooperative Strip paragraphs
§ Expert Groups
§ Mind Mapping
§ Oral book sharing
§ Flip chants
§ Ear-to-ear reading
§ Big Books
§ Textbooks and trade books
§ Reader’s Theater
§ Group Frame
Individual Practice and Choice (Student’s own language)
§ SSR
§ SSW
§ All genres and domains
§ Interactive Journals, Learning Logs, Mind-mapping
§ International Library
§ Read Aloud by teacher and students of a variety of literature including students’ work
Writer’s Workshop
§ Choice
§ Metacognition – Mini-lesson and Conferencing
§ Author’s Chair (Works in Progress only)
§ Author’s Day (Sharing of Completed Works)
V. EXTENDED ACTIVITIES FOR INTEGRATION (INTELLIGENCES)
§ Role-playing/drama
§ Guided imagery
§ Scientific Explorations
§ Music/Movement
§ Poetry
§ Art
§ Movie
§ Field trips
§ Computer
VI. CLOSURE/EVALUATION
§ Personal exploration
§ Rubrics
§ Assessments matched to outcomes/standards
o Practical – building of circuits, compass, electromagnet
§ Team exploration
§ Jeopardy Game
§ Process charts and learnings
§ On-going assessments
o Group Frames, Learning Logs, Interactive Journals
§ Running Records/Writing Inventories
§ Home-School Connection/Family Involvement
§ Alternative assessment strategies
o Videos, plays, presentations, demonstrations, building projects,
o Big Books, Portfolios
§ District tests
§ Teaching of study skills and test-taking skills
PROJECT GLAD
Woodstock Community Unit School District 200, Illinois
MAGNETISM AND ELECTRICITY
Grade 4
SAMPLE DAILY LESSON PLANS
Italicized words represent strategies done daily.
DAY 1
FOCUS/MOTIVATION
3 Personal Standards/Literacy Awards
Cognitive Content Dictionary with Signal Word
Observation Charts
Inquiry Chart
Big Book
Portfolios
GUIDED ORAL PRACTICE
Chant – I’m a Magnet
INPUT
Graphic Organizer - Timeline
10/2
*Learning Log
*ELD Review
*Read Aloud
GUIDED ORAL PRACTICE
Chant – Electrons
T-graph for Social Skills
Exploration Report/Picture File Cards
INPUT
Pictorial Input – Magnets
10/2
Learning Log
ELD Review
READING/WRITING
*Writer’s Workshop
Mini-lesson
Write
Author’s Chair
CLOSURE
*Process charts
Interactive Journals
Home/School Connection
DAY 2
FOCUS/MOTIVATION
3 Personal Standards/Literacy Awards
Cognitive Content Dictionary with Signal Word
Process Home/School Connection
*Big Book Review
*Realia
Process input with word cards and picture file cards
INPUT
Narrative Input
Learning Log
10/2
GUIDED ORAL PRACTICE
Chant – I Know a Physicist
*Personal Interaction
Process Chant – Electrons, *I’m a Magnet
Highlight, sketch, picture file cards, TPR
READING/WRITING
Flexible Groups – Expert Groups
Team Tasks
§ T-Graph Review
§ Team Tasks
§ Process T-graph and Team Share