PBL Unit: SOL 4.3 Electricity Duration: 3 Weeks

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PBL Unit: SOL 4.3 ElectricityDuration: 3 weeks4th gradeDominion EnergyGrade Level:Local Partners:ThemeElectricity(Science Topic)ProblemHow can we determine the most efficient source of electricity for our school district?(Real scientific problem withmultiple solutions stated as aquestion that will be solved overtime)Student RolesS.E.E.S. ( Student Electrical Engineers)(Authentic scientist roles forstudents)Scenario(Real situation and setting that isinteresting and plausible)Resources(Identify and evaluate likely placesstudents will seek information tosolve the problem - internet, books,expert)CulminatingProject/AssessmentThe School Board is concerned with the skyrocketing electricity bill. Unless, NPS can find a way to reducethe use of electrical energy, all extracurricular activities and events are in danger. Your job is to create anddesign possible solutions to this problem.Dominion Energy RepresentativeMagic School Bus Gets Energized!Science Fusion – Unit 9: Energy and Unit 10: ElectricityS.E.E.S. agents will present their solutions to the problem in a variety of ways (models, posters, etc.) to Dr.Boone and the NPS School Board.(Develop a final project that posesa solution)Safety(Identify safety issues that mightarise as students gatherinformation) Electric shockBurnscuts

How can we determine the most efficient source of electricity for our schooldistrict?What is electricity?How is electricitygenerated?What areconductors andinsulators?What are the majorsources of electricalpower in Virginia?What areelectricalcircuits?How does electricityget from the source todestination(ourschools)?What is thedifference betweenopen and closedcircuits?What is thedifference betweenseries and parallelcircuits?What other sourcesof energy areavailable in Virginia?What are fossilfuels, renewableenergy, and solarpower?How can we usefossil fuels,renewable energy,and solar power?How can differentforms of energy betransformed?What source ofenergy does NPScurrently use?What are the currentcosts of NPS’ currentenergy source?How much energy isbeing used with thissource? Is the sourceenergy efficient?What more efficientenergy sources areavailable to NPS?

PBL Unit: SOL 4.3 ElectricityDuration: 3 weeksLesson 1: Introduction Students will be introduced to the scenario via letter or visit from Superintendent Boone. Students willstart the Batteries Included Lesson-Energy Balls (Engage)Lesson 2: Batteries Bulbs, and Wires and Electrical Circuits Read Aloud(Explore and Explain)- Students will explore electricalcircuits. Students will use the given materials to show all the ways they can make a light a bulb. After completing a Clozeparagraph on electricity, students will use their batteries, bulbs, wires, and metal paper clips to show their understanding ofthe words from the cloze activity.Lesson 3-4: Too Many Toys Read Aloud and Toy Take Apart Lab- Following a read aloud of Too Many Toys by David Shannon,students will take apart some simple battery-operated children’s toys to see what's inside and how they work.Lesson 5-6: Flick a Switch-Students will complete activities that focus on how electricity gets to our homes, the reasonselectricity should be conserved, and practical ways that we can use energy wisely.Lesson 7: Renewable Energy- A speaker from Dominion Energy will explain renewable energy sources that generateelectricity, such as wind and solar to the students. Students will learn about the growing role that renewables will play in thefuture.Lesson 8: The Boy Who Harnessed the Wind- The teacher will read aloud, The Boy Who Harnessed the Wind by WilliamKamkwamba and Bryan Mealer and view the 6 minute documentary Moving Windmills. Students will then complete What's inWilliam’s Windmill? Preassessment.Lesson 9: Dynamo Torch, Dynamo Challenge, and Inside the Dynamo- Students will explore the Dynamo Torch and how itgenerates energy.Lesson 10: How is the Dynamo Torch Like William’s Windmill?: Students will compare and contrast William's Windmill andthe Dynamo Torch. Students will create a T-chart or Venn diagram to display their findings. Students will then complete theclose reading, “Energy Gets Things Done.”Lesson 11: Wind Energy: Blown Away! Read Aloud: Students will revisit predictions from Lesson 7. The teacher will readaloud Wind Energy: Blown Away and complete the What's in William’s Windmill? Post-assessment.Lesson 12- Energy Resources- Students will discuss the advantages and disadvantages of using wind energy. Students will alsoreview the difference between renewable and non-renewable resources.

Lesson 13- Waterwheel Work- Students will learn the history of the waterwheel and common uses for water turbines today.They will explore kinetic energy by creating their own experimental waterwheel from a two-liter plastic bottle. They willinvestigate the transformations of energy involved in turning the blades of a hydro-turbine into work, and experiment withhow weight affects the rotational rate of the waterwheel. Students will also discuss and explore the characteristics ofhydroelectric plants. cub energy2 lesson08 activity2)Lesson 14-15- Solar Energy Engineering Project: Light Transferred to Electric Energy- Students will work through theengineering design process to research, plan, and build a solar powered car to race.Lesson 16-Energy Resources Poster/Presentations-Students will work in teams to research an energy resource and create apresentation about the resource and present it to the NPS school board.SWIRL PBL LessonDate: Day 1SOL Content Standard(s):SOL 4.1- The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conductinginvestigations in whicha) distinctions are made among observations, conclusions, inferences, and predictions;b) objects or events are classified and arranged according to characteristics or properties;c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;d) appropriate instruments are selected and used to measure elapsed time;e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;f) independent and dependent variables are identified;g) constants in an experimental situation are identified;h) hypotheses are developed as cause and effect relationships;i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;j) numerical data that are contradictory or unusual in experimental results are recognized;k) data are communicated with simple graphs, pictures, written statements, and numbers;l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; andm) current applications are used to reinforce science concepts.

SOL 4.3-The student will investigate and understand the characteristics of electricity. Key concepts includea) conductors and insulators;b) basic circuits;c) static electricity;d) the ability of electrical energy to be transformed into light and motion, and to produce heat;e) simple electromagnets and magnetism; andf) historical contributions in understanding electricity.Level 1 Question: How can we determine the most efficient source of electricity for our school district?Level 2 Question: What is electricity?Level 3 Question(s): What are conductors and insulators?What are electrical circuits?Student Objective(s):By the end of this lesson, students will be able to illuminate a flashlight bulb using wires and batteries and demonstrate an open and closed circuit.NOS tenets: Science demands evidence. Scientific ideas are durable yet subject to change. Science uses a blend of logic and imagination. Science is a social activity. Scientists attempt to avoid bias. Scientific knowledge is the product of observation and inference. Scientific laws and theories are different kinds of scientific knowledge. Scientists use many methods to develop scientific knowledge. (models, journals, engineering)Day 1 Activities:

TimeTimeActivity DescriptionMaterialsGuiding Questions(Teacher talk)Guiding Questions(Teacher talk)Discuss the letter andupcoming projectActivity DescriptionMaterialsLetter fromSuperintendentLetterPicture-Perfect Lesson –“Batteries Included”Picture-PerfectScience Lessons,Expanded 2ndEditionEngage Activity:- Examine the energyballs and have studentsdraw what they thinkwill be inside the energyball on the student page.Engage Activity:- Energy Ball- Energy BallStudent Page- Vise- Coping SawExplore/ExplainActivity:Give students batteries,light bulbs, wires, andmasking tape to see ifthey can light the bulb.Explore/ExplainActivity:- D Batteries- 2 insulatedcopper wires- Flashlight bulbs Explore/Explain Activity:1. Is it possible to light a bulb- Roll of masking with just wires?tape2. Why is the bulb not lighting?What is missing?- ElectricalJournal Question:Journal:Engage Activity:What happens when you:1. Touch one of the metal pieceswith the one finger?2. Touch both metal pieces withthe same hand? Why?3. Put one finger on one of themetal pieces and another fingeron the plastic?4. Touch both metal pieces withyour index finger? Why?5. Touch one finger to one of themetal pieces and have yourpartner touch the other one?6. Join hands with that personwhile keeping your fingers on themetal pieces? Why?7. Try adding people to yourcircle? Why?8. Predict whether or not theenergy ball will light if the wholeclass holds hands. Why?3. Is it possible to light a bulb withjust a battery and two wires?Anticipated StudentResponseAnticipated StudentResponse-What is electricity?- What are renewableresources are availableto us?- How much energy willwe need to produce topower NPS?Engage Activity:1. Nothing2. Lights up and makes asound3. Nothing4. Lights up and makes asound5. Nothing6. Lights up and makes asound7. Lights up and makes asound8. Lights up and makes asoundExplore/Explain Activity:1. Answers will vary2. Missing a power source3. Answers will vary4. Answers will vary5. You have to be touchingthe positive and negativeends of the battery withthe wire or bulb. One wireon the side of the bulb NoneExplore/ExplainActivity:- Small shocks- Pokethemselveswith the wire- Cutthemselves onbroken bulbsMisconceptionsto AddressMisconceptionsto Address

Dear Student Electrical Engineers,It is with great despair that I write this letter. Norfolk Public Schools is faced with a majordilemma. Our district’s electricity bill has increased steadily for several years. This past schoolyear the electricity bill skyrocketed to an all-time high. Due to the recent budget cuts, we arestruggling to pay this bill. Our massive electricity bill has put the district in a state of financialturmoil.After weighing several options, the School Board is considering the difficult decision toeliminate all extracurricular activities to cover the expense. This would affect all sporting teamsand events, the Science Fair, PTA meetings, concerts, and afterschool clubs and tutoring.We realize these programs are important and valuable to the students of NPS. S.E.E.S. agents,that’s why I am enlisting your help to save our programs. It is your task to find a way to reducethe electrical energy in Norfolk Public Schools. As part of your assignment, you will workcollectively to develop a strong understanding of electricity, explore the current source of NPSenergy, and research other sources of energy that are available and cost effective in Virginia. Iam confident that by putting on your thinking caps and working together as a team, you will beable to assist in finding a solution to this problem. You will present your findings in three weeksat the next school board meeting.Please review and sign your job contracts. If you have any questions, please consult yourTeacher Electrical Engineer (T.E.E.) as she reviews the contract with you. Your T.E.E. will beavailable daily to guide your research and understanding of energy sources.Thank you for volunteering to help our worthy cause. I am confident that you will find asolution to our issue. I look forward to your presentations. I will be checking in on yourprogress as your complete your mission.Sincerely,Dr. Melinda J. Boone,Superintendent of Norfolk Public Schools

-What have you learnedabout electricity today?-How did we use theNature of Science?Sciencenotebooks4. Is it possible to light the bulbwith just one wire?5. What are all the things thatmust happen for the bulb tolight?6. Add a second battery?the other on the bottom,etc.6. Bulb will burn brighterStrategies for SPED and ELL Modification and Differentiation:Check for Understanding:SWIRL PBL Lesson PlanDate: Day 2SOL Content Standard(s):SOL 4.1- The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conductinginvestigations in whicha) distinctions are made among observations, conclusions, inferences, and predictions;b) objects or events are classified and arranged according to characteristics or properties;c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;d) appropriate instruments are selected and used to measure elapsed time;e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;f) independent and dependent variables are identified;g) constants in an experimental situation are identified;h) hypotheses are developed as cause and effect relationships;i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;j) numerical data that are contradictory or unusual in experimental results are recognized;k) data are communicated with simple graphs, pictures, written statements, and numbers;l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; andm) current applications are used to reinforce science concepts.SOL 4.3-The student will investigate and understand the characteristics of electricity. Key concepts includea) conductors and insulators;

b)c)d)e)f)basic circuits;static electricity;the ability of electrical energy to be transformed into light and motion, and to produce heat;simple electromagnets and magnetism; andhistorical contributions in understanding electricity.Level 1 Question: How can we determine the most efficient source of electricity for our school district?Level 2 Question: What is electricity?Level 3 Question(s): What are conductors and insulators?What are electrical circuits?Student Objective(s):By the end of this lesson, students will be able toNOS tenets: Science demands evidence. Scientific ideas are durable yet subject to change. Science uses a blend of logic and imagination. Science is a social activity. Scientists attempt to avoid bias. Scientific knowledge is the product of observation and inference. Scientific laws and theories are different kinds of scientific knowledge. Scientists use many methods to develop scientific knowledge. (models, journals, engineering)Day 2 Activities:TimeActivity DescriptionExplain Activity:- Read Aloud – pg. 10-16& 20 and “switches”MaterialsExplain Activity:-“ElectricalCircuits “bookGuiding Questions(Teacher talk)Explain Activity:1. Show a closed circuit2. Show an open circuitAnticipated StudentResponseExplain Activity:1. Demonstration2. DemonstrationSafetyConcernsExplainActivity:- Small shocksMisconceptionsto Address

insert in “ElectricalCircuits”- Complete the studentpage – Cloze paragraph.- ElectricalCircuits StudentPage (Cloze)3. Add a switch using apaper clip, then close it.4.What parts of yourcircuit are conductors?5. What parts of yourcircuit are insulators?6. What part of yourcircuit stores chemicalenergy?7. Have your ideaschanged about what youthink might be inside theenergy ball?3. Demonstration4. Wires, metal on bulb,battery, switch5. plastic coating onwires, masking tape6. Battery7. Answers will vary- Pokes withwire or paperclips- Cuts frombroken bulbsJournal Question:-What did you learnabout circuits today thatwill be of use in wiringour school building?-How did we use thenature of science today?Strategies for SPED and ELL Modification and Differentiation:Check for Understanding: Cloze paragraphSWIRL PBL Lesson PlanDate: Day 3SOL Content Standard(s):SOL 4.1- The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conductinginvestigations in which

a) distinctions are made among observations, conclusions, inferences, and predictions;b) objects or events are classified and arranged according to characteristics or properties;c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;d) appropriate instruments are selected and used to measure elapsed time;e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;f) independent and dependent variables are identified;g) constants in an experimental situation are identified;h) hypotheses are developed as cause and effect relationships;i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;j) numerical data that are contradictory or unusual in experimental results are recognized;k) data are communicated with simple graphs, pictures, written statements, and numbers;l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; andm) current applications are used to reinforce science concepts.SOL 4.3-The student will investigate and understand the characteristics of electricity. Key concepts includea) conductors and insulators;b) basic circuits;c) static electricity;d) the ability of electrical energy to be transformed into light and motion, and to produce heat;e) simple electromagnets and magnetism; andf) historical contributions in understanding electricity.Level 1 Question: How can we determine the most efficient source of electricity for our school district?Level 2 Question: What is electricity?Level 3 Question(s): What are conductors and insulators?What are electrical circuits?Student Objective(s):By the end of this lesson, students will be able toNOS tenets:

Science demands evidence.Scientific ideas are durable yet subject to change.Science uses a blend of logic and imagination.Science is a social activity.Scientists attempt to avoid bias.Scientific knowledge is the product of observation and inference.Scientific laws and theories are different kinds of scientific knowledge.Scientists use many methods to develop scientific knowledge. (models, journals, engineering)Day 3 Activities:TimeActivity DescriptionElaborate Activity:- Read Aloud “Too Many Toys”- Toy Take-Apart LabMaterialsElaborateActivity:- “Too ManyToys” book- Toy Take-ApartLetter (sendhome)- Toy Take-ApartCheckpoint LabA, B & C- smallscrewdrivers- batteryoperated toys- OperationGameGuiding Questions(Teacher talk)Elaborate Activity:1. Has anyone ever readthe book No, David, orany other book by DavidShannon?2. What were somefavorite toys you playedwith when you werelittle?3. Did you have any toysthat had lights, sounds,or moved?4. Did Spencer have anytoys that had lights,sounds, or moved?5. How do you thinkSpencer’s toys arepowered?6. Have you everthought about whatAnticipated StudentResponseElaborate Activity:1. Yes or No (that couldbe followed by the booksthey have read by DavidShannon)2. Answers will vary3. Yes or no. Studentsby name and describethe toy. Answers willvary4. Robotic dog, talkingbooks, and video games5. Batteries6. Yes or No, followed byan explanation7. Yes or No. Responseswill varySafetyConcernsElaborateActivity:- Studentsshould wearsafety goggles- cut skin fromsharp objects- Superviseduse ofscrewdriversMisconceptionsto Address

might be inside thosekinds of toys?7. Wouldn’t it be funand interesting to findout wha

PBL Unit: SOL 4.3 Electricity Duration: 3 weeks Grade Level: 4th grade Local Partners: Dominion Energy Theme (Science Topic) Electricity Problem (Real scientific problem with multiple solutions stated as a question that will be solved over time) How can we determine the most efficient source of electricity for our school district? Student Roles

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