ALEX Learning Activity

  

Got Power? An Introduction to Electricity

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  This learning activity provided by:  
Author: Sophia Hedrington
System:Dothan City
School:Heard Magnet School
  General Activity Information  
Activity ID: 2940
Title:
Got Power? An Introduction to Electricity
Digital Tool/Resource:
Electricity for Kids | What is Electricity? | Where does Electricity come from? | Youtube for Kids
Web Address – URL:
Overview:

In this activity, students will further expand their knowledge of energy and matter by exploring electrons. Students will learn that the flow of electrons creates electric currents. Students will explore open and closed circuits and complete experiments that use electricity. 

This resource was created in partnership with Dothan City Schools. 
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 4
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

NAEP Framework
NAEP Statement::
P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy).

NAEP Statement::
P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.

NAEP Statement::
P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.§

NAEP Statement::
P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Energy
Evidence Of Student Attainment:
Students:
  • Plan and carry out investigations that explain transference of energy from place to place by sound.
  • Plan and carry out investigations that explain transference of energy from place to place by light.
  • Plan and carry out investigations that explain transference of energy from place to place by heat.
  • Plan and carry out investigations that explain transference of energy from place to place by electric currents.
  • Provide evidence that heat can be produced in many ways.
  • Provide evidence that heat can move from one object to another by conduction.
  • Demonstrate that different objects can absorb energy.
  • Demonstrate that different objects can reflect energy.
  • Demonstrate that different objects can conduct energy.
  • Demonstrate that electric circuits require a complete loop for the electric current to pass through.
Teacher Vocabulary:
  • Construct
  • Transfer
  • Energy
  • Potential energy
  • Kinetic energy
  • Friction
  • Conduction
  • Absorb
  • Reflect
  • Circuit
  • Open circuit
  • Close circuit
  • Heat
  • Radiation
  • Convection
  • Collision
  • Motion
  • Electrical energy
  • Stored energy
Knowledge:
Students know:
  • Energy is present whenever there are moving objects, sound, light, or heat.
  • The transfer of energy, including the following:
    • Collisions between objects.
    • Light traveling from one place to another.
    • Electric currents producing motion, sound, heat, or light.
    • Sound traveling from one place to another.
    • Heat passing from one object to another.
    • Motion, sound, heat, and light causing a different type of energy to be observed after an interaction.
  • Heat is produced in many ways.
  • Heat can move via conduction.
  • The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy.
  • Electric currents pass through a circuit.
Skills:
Students are able to:
  • Collaboratively plan and carry out an investigation that converts energy one form to another.
    • Identify the phenomenon.
    • Identify the evidence to address the purpose of the investigation.
    • Collect the data.
  • Construct an explanation using evidence about heat production.
  • Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy.
  • Develop a model demonstrating electric circuits.
Understanding:
Students understand that:
  • Energy can be transferred in various ways and between objects.
  • Heat energy can be produced in many ways.
  • The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function.
  • Electric energy can be transferred through circuits.
AMSTI Resources:
AMSTI Module:
Energy and Waves
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.2- Recognize different sources of heat; Identify materials that are conductors of heat, such as metals.
Learning Objectives:

The students will be able to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric current. 
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

This activity will focus on electricity. Students should have basic prior knowledge of the relationship between electricity, energy, and matter. 

1. The teacher will decompose the lesson objectives to ensure that the students understand the topic of discussion. Below are the learning objectives in student-friendly terms.

  • I can actively participate in explicit teacher-led instruction to gain important knowledge about electricity.

  • I can provide evidence that energy can be transferred from place to place by sound, light, heat, and electric current. 

2. The teacher will instruct the student to make a K-W-L in their science journals as Entry #1. This will lead to a student-led discussion. 

3. Think-Share: The students become the instructors. The teacher will give the students about 2 to 3 minutes to write down what they know about electricity, matter, and energy in the K section of their chart.

4. The students will take turns discussing what they wrote in their K section. (Choose students at random or use the popcorn pass method where the students choose the next respondent).

5. The teacher will introduce the lesson by showing the video "What Is Electricity?"

6. After the video, the teacher will give the students an opportunity to write in the W section of their K-W-L Chart. Completing "What they want to know about electricity, energy, and matter." (Allow about 2 to 3 minutes for students to complete their responses).

7. The teacher will introduce the key terms for the activity: circuit, conductors, insulator, return, electrons, energy, and matter. Do not disclose the definitions at this time. The teacher will go over the key terms only. The teacher should make a PowerPoint with the words and definitions for later use. 

  • A circuit is a path that an electric current travels along. 

  • A conductor is a material that conducts electricity. 

  • An insulator is a material where electric energy cannot flow freely.

  • Return is the place to which the electrons flow in a circuit. 

  • Electrons are negatively charged particles that exist in a cloud around the nucleus of an atom. 

  • Review: Energy and Matter (students should have the prerequisite knowledge from previous lessons). 

  • Energy is the power an atom's charged participle has to cause an action or move an object. 

  • Matter is an atom that contains tiny protons, electrons, and neutrons. 

8. The students will write only the key terms in their science journals as Entry #2. Do not write the definition. Make sure the students leave enough space to write after each term. 

Teacher note: The students will create their own definitions after watching the videos. 

9. The teacher will show the students several videos to elaborate on these key terms. The teacher and the students will discuss the key terms from the videos.

10. Based on each video that the students saw. The teacher should have the students return to Entry #2 to complete the section by writing their own definitions for each key term. 

11. The teacher will show the slideshow with the correct definitions so that the students can see how close they were to the definition. At this time, students will correct their definitions in their notebooks for future use on assessments. 
Assessment Strategies:

The students will complete an Exit Ticket that focuses on the introductory information about electricity. This assessment will coincide with the students' K-W-L chart. Responses will vary. 

  • What did you Know? previously completed 

  • What do you Want to know? previously completed 

  • What did you Learn? The students will complete their chart by filling in the L section. Each student's answer will vary. 

Exit Ticket: Name three insulators and conductors that we viewed in our videos. Answers will vary. 

The teacher will measure mastery by reviewing the students' science journals for work completion and correct responses to the Exit Ticket. 

Note: The Exit Ticket will be completed independently. 
Advanced Preparation:

The teacher will need to make sure that each student has their Science Journals or Investigation Notebooks.

The teacher will need to create a slideshow with the vocabulary terms listed in the Activity section.

The teacher will need to preview the videos and have them ready for instruction. 

The students are asked to make the K-W-L chart in their journals. This learning tool sets the tone for the activity to assess prior knowledge and engage the students. (This can be placed in the students' journals so that they can revisit the information throughout the activities).
Variation Tips (optional):

Tier II Intervention (Small Group/Reteaching)

The teacher and the students will work in small groups of no more than 4 students to reteach the concepts found in the science videos, making sure to reteach the terms and definitions. 

The teacher will assist the students in completing the K-W-L chart and the Exit Ticket. 

Extension Activity 

The teacher will have the Extension Activity “Capture the Gist” written on the board. Directions: The students are to write a summary of all three videos in 20 words or less.

The teacher will model the process by having 20 blanks on the board. The teacher will think aloud as (s)he begins to write a complete summary of all three videos. This should be a true summary using one or two sentences.

The students will work in groups of no more than 3 students to complete the GIST for all three videos.

Note: Students will eventually be asked to create an independent GIST.
Notes or Recommendations (optional):

Teachers can use this activity in the class as whole group instruction and/or small group instruction. The lesson should last for 30 - 45 minutes. 

Students have a variety of resources in their science notebooks as reference materials to prepare for the final project.

Links to Related Activities:

During Activity- Got Power? What Is Electricity?

After Activity- Got Power? Creating a Complete Electric Circuit
  Keywords and Search Tags  
Keywords and Search Tags: closed circuits, electric current, electricity, open circuits, transferring energy