Grade 4 unit 3 td

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Grade 4 unit 3 td

  1. 1. TRANSITION DOCUMENT GRADE 4 GRADE 4 – Unit 03: Forms of Energy 2010 TEKS 1998 TEKS Curriculum and Instruction Considerations 4.6 The student knows that energy exists 5.8 The student knows that energy occurs in many forms and can be observed in in many forms. cycles, patterns and systems. 4.6 A Differentiate among forms of energy, 5.8 A Differentiate among forms of energy New content for this grade. including mechanical, sound, including light, heat, electrical, and electrical, light, and heat/thermal. solar energy. Key Understandings • Energy comes in many different forms and each Differentiate Differentiate form has unique characteristics which allow it to be distinguished from the others. AMONG FORMS OF ENERGY FORMS OF ENERGY Performance Indicator(s) Including, but not limited to: Including, but not limited to: • Choose one form of energy to represent. Prepare • mechanical • light a debate to convince classmates that the form of • sound • sound energy represented is the most useful. Explain the • electricity • heat advantages it has over all other forms of energy. • light • electrical (4.6 A) • heat/thermal • solar energy Lesson Bridge • For this TEKS, reference 5th grade, Unit 02, Lesson 01 The Study of Energy Engage: • Use pgs. 4-5 Explore/Explain 1: • (The Heat is On) Use pgs 5-6 Explore/Explain 2: • (Sound Energy p.7-8) Explore/Explain 3: • (Electrical Energy) Use pgs 9-10, add to these investigations the opportunity for students to test insulators when creating the circuits and help them make the connection between electrical conductors and insulators and heat/thermal conductors and insulators (which they have explored in the previous unit) © 2010, TESCCC 08/03/10 page 1 of 6 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
  2. 2. TRANSITION DOCUMENT GRADE 4 Explore/Explain 4 : • (Transformation) Use pgs 12-13) Explore/Explain 5/6 • (Light Energy) Use pgs 13-17) Elaborate: • Use pg 17 Evaluate: Performance Indicator 4.6 B Differentiate between conductors and New content for this grade. insulators. Key Understandings Differentiate • Substances can have either the ability to facilitate or inhibit energy transfer. Recognize Performance Indicator(s) BETWEEN CONDUCTORS AND • Design, build and test an “ice-preserver” which will INSULATORS keep ice cubes from melting. Write a brief paragraph that explains which of the substances Including, but not limited to: were used because they were determined to be • insulators insulators and which were not used because they • wood were determined to be conductors. (may extend for • plastic writing, but can be brief to determine science • Styrofoam content attainment)(4.6 B) • conductors • metals Lesson Bridge** Engage: • Allow students to play with this site: http://www.bbc.co.uk/schools/ks2bitesize/science/mate rials/keeping_warm/play.shtml • Ask why they believe some of the items were conductors and others were not. Explore: • Students will make predictions about which substance is makes the best conductor of heat/thermal energy. Place students into groups of © 2010, TESCCC 08/03/10 page 2 of 6 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
  3. 3. TRANSITION DOCUMENT GRADE 4 four. Each group of four should have the following materials. A large Styrofoam cup, a metal spoon, a plastic spoon, a small piece of wood (a chopstick works well as does a tongue depressor) and a piece of Styrofoam cut into the same length as the spoons. Students will place an equal amount of butter onto the top of the handle of the spoons and wood/Styrofoam. Students should then place the items inside the cup with the butter end on the outside of the cup. The teacher will then carefully fill the cups three quarters of the way with warm tap water. Students will then observe which of the items has the butter melt first. Explain: • Ask students to explain why some had the butter melt faster than others. Formalize the learning by explaining that the items which allowed the butter to melt first are conductors because allowed the transfer of heat/thermal energy from the water to the location that held the butter. The materials whose butter did not melt or melted more slowly are not good conductors and are called insulators because they inhibited the movement of heat/thermal energy. Further explain that substances have either the ability to facilitate or inhibit energy transfer. Elaborate: • Have students write a brief paragraph explain how heat/thermal conductors and insulators are similar to electrical conductors and insulators. Evaluate: • Performance Indicator 4.5 C Demonstrate that electricity travels in New content for this grade. a closed path, creating an electrical circuit, and explore an Key Understandings electromagnetic field. • Electricity travels in a closed path which creates an electrical circuit. Demonstrate, Explore • A simple electrical circuit can create an © 2010, TESCCC 08/03/10 page 3 of 6 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
  4. 4. TRANSITION DOCUMENT GRADE 4 ELECTRICITY electromagnetic field. Including, but not limited to: • travels in a closed path Performance Indicator(s) • create an electrical circuit • Design and build an electric circuit which will create • explore and electromagnetic field an electromagnetic field that will cause an iron nail to pick up the largest number of paper clips. Explain the reasoning for the design (4.6 C) Lesson Bridge **For this TEKS, reference 5th grade, Unit 02, Lesson 01 The Study of Energy Engage: • Show students a variety of electrical circuits (complete and incomplete). Ask them students to identify which will light the bulb and which will not and why. Remind them that a circuit must be complete in order to allow the flow of energy. Explore/Explain: • Use pgs. 9-12 (Energy and Electromagnets) Elaborate: • Provide students a variety of wires (conductors) to use in the making of an electromagnet. Ask them to determine which wire will function best. They will write in their journals how they determined one wire was more effective than the other and they will also provide the reasons why they believe a particular wire was most effective (look for references to insulation and conductivity). Evaluate: • See Performance Indicator above 4.5 D Design an experiment to test the New content for this grade. effect of force on an object such as a push or a pull, gravity, friction, or Key Understandings magnetism. • When a force is applied to an object, the object is affected. © 2010, TESCCC 08/03/10 page 4 of 6 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
  5. 5. TRANSITION DOCUMENT GRADE 4 Design Performance Indicator(s) AN EXPERIEMENT TO TEST THE • Draw a course that will employ pushing, pulling, EFFECT OF FORCE ON AN OBJECT gravity, friction and magnetism forces to make a marble move the farthest. Describe how each of Including, but not limited to: the forces helped to move the marble. (4.6 D) • push or pull • gravity • friction Lesson Bridge • magnetism Engage: • Create a class brainstorming web about what stops motion. Highlight the examples that clearly demonstrate the role that friction plays in stopping motion. Introduce the term friction. Allow students to explore http://www.bbc.co.uk/schools/ks2bitesize/science/p hysical_processes/friction/play.shtml Explore/Explain: • Create groups of 4-5 students. Provide each group with two matchbox cars, measurement tools, thick books and a variety of surfaces to test (wax paper, aluminum foil, carpeting, wood). Ask students to create a test to show which surfaces are most conducive to for allowing the maximum movement of the cars. Students will record their data in their journals, and write a report of their findings to be shared with the class. Engage: • Allow students to explore this site. Discuss the outcomes. http://www.bbc.co.uk/schools/scienceclips/ages/10 _11/forces_action.shtml Explore/Explain: • Ask students to sit in a straight-back armless chair, keeping their back against the back of the chair and your feet flat on the floor. Have them then fold your arms across their chest and while keeping their feet flat and © 2010, TESCCC 08/03/10 page 5 of 6 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
  6. 6. TRANSITION DOCUMENT GRADE 4 their back straight, ask them to try to stand up. Ask why they feel like they are glued to their chair. • Explain that the force they feel is gravity. By sitting in this position, the center of gravity is at the base of the spine. By trying to stand up with your back straight, you prevent the center of gravity from moving to a position above your feet, which would be necessary to stand up. This will help students physically experience the power of gravity. Elaborate: • Allow students to use the following site: http://www.engineeringinteract.org/resources/park worldplot/parkworldplotlink.htm • Monitor and question as students go through the process. They should make a journal entry for each of the part areas they visit. Evaluate: • See Performance Indicator above (The course must have been tested and the collected data must be shared as a part of the final report.) © 2010, TESCCC 08/03/10 page 6 of 6 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces

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