Group2

=**Group 2 Unit Plan**= Suzanne Luker Tadara Thomas ||
 * **Unit Author(s)** ||
 * Group Member Name(s) ||
 * Linda Howard
 * Linda Howard
 * **Unit Overview** ||
 * **Unit Title:** "Watts" Up With Electricity? ||
 * **Website**: http://poster.4teachers.org/worksheet/view.php?id=103274 ||
 * **Unit Summary:** This unit will address the basic principles of electricity, including static and current electricity and the use of switches, as well as the application of these principles in everyday settings. The use of conductors and insulators will also be addressed in connection with safety issues involved in using current electricity. Through group discussions, experiments, hands-on activities, literature, math, and problem solving strategies, students will develop improved thinking skills. ||
 * **Subject Area:** Electricity ||
 * **Grade Level:** Fourth Grade ||
 * **Approximate Time Needed:** 5 - 60 minute class periods ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks:
 * **Subject Area:** Electricity ||
 * **Grade Level:** Fourth Grade ||
 * **Approximate Time Needed:** 5 - 60 minute class periods ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks:
 * **Approximate Time Needed:** 5 - 60 minute class periods ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks:
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks:
 * **Targeted Content Standards and Benchmarks:
 * **Targeted Content Standards and Benchmarks:

Language Arts/Reading** COS - 5. Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. COS Data Analysis and Probability- Objective 15 page 27, Represent categorical data using tables and graphs, including bar graphs, line graphs, and line plots. > 3.) Use common imput and output devices efficiently and effectively. > 18.) Use technology resources for problem solving.**Science** COS - 1, Describe how electrical circuits can be used to produce light, heat, sound, and magnetic fields. COS- 16 Describe the impact of population growth on cities, major road systems, demographics, natural resources, and the natural resources, and the natural environment of Alabama duringthe twentieth century. 1. What will the students understand as a result of this unit of study? 2. Why is the material in this unit important for the students to learn? 3. How will the material the students learn affect their lives today, as well as in the future? || 1. Why is electricity important? 2. How do we use electricity in our everyday lives? 3. How was electricity discovered and what role has it played in our nation's progress? 4. How can we use our energy resources more wisely? || 1. What is electricity? 2. What are the components of an electrical circuit? 3. What is the difference in static and current electricity? 4. What is an electrical switch and how is it used? 5. What is the difference in a conductor and an insulator and how are they used? 6. Who discovered electricity and what other inventions is he credited with? 7. What are some dangers associated with the improper use of electricity? 8. What are some ways we can conserve electrical energy? || 1. Students will make a working model of a circuit with a switch. 2. Students will create a timeline of Benjamin Franklin's inventions/discoveries. 3. Students will draw a conclusion about how static electricity is created after groups have completed the balloon experiment. 4. When given a sample of objects, students will separate objects into those that are conductors of electricity and those that are insulators. 5. When given a "What is wrong?" picture assessment, they will identify at least 5 improper uses of electricity. 6. In a Quick-Write, students will be able to list at least 4 ways to conserve energy in their homes. || Ballon Experiment & Circuit Experiment will be assessed during and after the activity. Quick Write topics will be given daily. One quiz will be given after the 2nd lesson and the other quiz will be given after the 4th lesson has been presented. The test will be given after the 5th lesson is taught. ||
 * Summarizing passages to demonstrate understanding
 * Using vocabulary knowleadge to enhance comprehension
 * **Technology Standard**- 19.) Select appropriate technology tools and resources to address a variety of tasks and problems.Examples: Internet portals, calculators, software**Math**
 * Objective 16 page 27, Determine if outcomes of simple events are likely, unlikely, certain, equally likely or impossible.
 * **Technology Standard**-
 * 2.)Communicate about technology using developmentally appropriate and accurate terminology.
 * Identifying components of a circuit
 * Identifying characteristics of parrallel and series circuits
 * Classifying materials as conductors, non-conductors, and insulators of electricity and heat**Social Studies**
 * Describing how technological advancements (i.e., electricity) brought change to Alabamians during the twentieth century **Technology Standard-** 12)Use a variety of media and technology resources to create and communicate knowledge products accross the curriculm. ||
 * **Student Objectives/Learning Outcomes**
 * The student will be able to summarize a chapter from the book "Ben and Me."
 * The student will be able to use context clues to interpret vocabulary to comprehend electricity. Therefore, they will be extending their tier two and three vocabulary words.
 * The student will develop a bar graph to show electrical usage for different household purposes.
 * The student will be able to build a circuit with an operational switch.
 * The student will be able to distinguish between static and current electricity and how they are produced. The students will be about to state at least two safety rules regarding electricity.
 * The student will be able to describe how electricity is generated in Alabama. ||
 * **Curriculum-Framing Questions** ||
 * **Essential Questions**
 * The student will be able to distinguish between static and current electricity and how they are produced. The students will be about to state at least two safety rules regarding electricity.
 * The student will be able to describe how electricity is generated in Alabama. ||
 * **Curriculum-Framing Questions** ||
 * **Essential Questions**
 * **Curriculum-Framing Questions** ||
 * **Essential Questions**
 * **Essential Questions**
 * **Essential Questions**
 * **Unit Questions**
 * **Unit Questions**
 * **Unit Questions**
 * **Content Questions**
 * **Content Questions**
 * **Content Questions**
 * **Assessment Plan**
 * **Assessment Plan**
 * **Assessment Timeline**
 * **Assessment Timeline**
 * **Assessment Timeline**
 * **Before project work begins - ARI Strategies**
 * K-W-L Activitiy
 * ABC Brainstorm (Electricity from A to Z) ||
 * **Students work on projects and complete tasks - ARI Strategies**
 * K-W-L (ongoing review)
 * Gist - State in 25 words or less what you have learned about the electicity lesson of the day.
 * Quick Write
 * Talk and Turn ||
 * **After project work is completed**
 * K-W-L (ongoing review)
 * Gist - State in 25 words or less what you have learned about the electicity lesson of the day.
 * Quick Write
 * Talk and Turn ||
 * **After project work is completed**

//Informal Assessmesnts// In this unit the following assessments will be used: a) students' journal summaries of //Ben and Me, b) rubrics to assess group work in the timelines and the experiments, 3) science experiment observation form, 4) poster, 5) drawings, 6) quizzes, 7) formal assessment at end of unit.// ||
 * Balloon Experiment & Circuit Experiment (groups of 3) - Self-scoring Rubric will be available
 * Quick Write (topics given daily)
 * Re-teach (if necessary)//Formal Assessments//
 * 2 Quizzes
 * 1 Test ||
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 * **Unit Details** ||
 * **Prerequisite Skills** ||
 * Students will have previously studied atoms and positive and negative charges. In Alabama History they will have studied Alabama's rivers and the dams that have been build along some of them. ||
 * Vocabulary: static electricity, current electricity, switch, conductor, insulator, generator, hydroelectric power, turbine, circuit, battery, positive and negative charge ||  ||
 * **Instructional Procedures**
 * Science**
 * Vocabulary: static electricity, current electricity, switch, conductor, insulator, generator, hydroelectric power, turbine, circuit, battery, positive and negative charge ||  ||
 * **Instructional Procedures**
 * Science**

Lesson 1 Objective: Students will compare and contrast life before and after the introduction of electricity. Materials: Worksheet #1 (Session 2 - Southern Company Teacher Lesson Plans), candle, flash light, cell phone, radio, hair dryer, oil lamp, etc., a video of a grandparent or great-grandparent telling about their childhood without electricity (Prior to this lesson, students will have completed an assignment of interviewing their grandparents or an older adult who remembers living before electricity was available or someone who can relate some experiences about not having electricity following a hurricane. Procedure: l) Show each of the items and discuss how each is/is not dependent on electricity for its usability. 2) Students will then share what they learned about life without electricity in their interviews. 3) Play the video of the resource person describing their life as a child without electricity. Discuss how their life was like/different from our lives. 4) List ways we depend on electricity in our everyday lives. 5) Complete the "Then and Now" activity to match modern electrical items with things their great-grandparents might have used. Discuss how electricity has changed the way we live. Evaluation: Class discussion and participation

Lesson 2 "Bad Hair Day" Objective: The student will describe and identify the effects of static electricity on everyday objects. Materials: balloons, wool cloth squares, pieces of tissue paper, saalt and pepper Background: Review that atoms have protons, or positive charges, and electrons, or negative charges, at their centers. Protons have a positive electrical charge and attract electrons. Neutrons have no charge. Normally. electrons are held closely to the atom by their attraction to the protons. But some outer electrons are held loosely and come away from the atom. It is these loose electrons that cause the effects we know as electricity. When objects rub together. electrons are rubbed off and an electrical charge builds up. Procedure: 1)Give each student a balloon and a handful of tissue paper pieces. Blow up the balloons and tie them off. Rub the surface with the wool cloth. 2)Have the students bring the balloons close to the tissue paper pieces and observe what happens. Do the same activity with the salt and pepper. After the pieces cling to the balloon, have the students guess why. Discuss static electricity. 3) Wait several minutes and watch as some of the pieces leap forcibly away from the balloon back to the table. Hypothesize why this happened. 4) Do the same experiment with a student's long hair. Rub the balloon on the hair and watch the hair jump out to meet the balloon. Discuss what effect this might have on "bad hair days." 5) Hypothesize: What effect would pulling a sweater over your head have on your hair? Evaluation: Students would complete a Science Experiment Observation Form Materials: http://www.mos.org/sln/toe/staticmenu, Farndon, J. Electricity: Science Experiments. New York:NY: 2001.

Lesson 3 Objective: The student will build a circuit with a working switch to demonstrate current electricitiy. Materials: brown bags, C cell batteries, insulated copper wires, battery holders, brass battery clips, small flashlight bults, sockets, paper clip Procedure: 1) Give each child a brown bag with a battery, 2 insulated copper wires, 1 battery holder and 2 battery clips, 1 flashlilght bulb and 1 socket. All time for students to explore the items and discuss what they might make with them. Some will come up with the idea of making a circuit from previous observations and discussions. 3) Talk about the concept of electricity, the flow of electrons through a conductor, and what makes a good conductor. Discuss where electricity comes from, where it goes, and how it makes a bulb light. Discuss how a battery stores electricity. How will we know that electrons are flowing? 4) Demonstrate how to build a simple circuit. Allow students to work in pairs to build their own. If it will not light the bulb, let them problelm-solve to determine why. Give them a second battery and another piece of wire and see if they can add another circuit through experimentation. 5)Questions: Does the second battery change anything? Does the light get brilghter or dimmer? Does the way the batteries are connected make a difference in the way the light works? Discuss how the electricity is flowing from the battery/ies. 6) Show the group how to add a paper clip to make a switch. Let them experiment with the swiltch. 7) After all students have been successful with the simple circuit and the switch, have each pair draw what they have done in a science log or on a piece of paper. Label the parts of the circuit properly. 8) Students will work in pairs on the computer to build a simple circuit at the Website at [|http://www.gamequarium.com] . Evaluation: Circuit drawing, group participation and discussion Gifted: A small electric fan motor can be added to the bag. Gifted students can work with the parts to see if they can make a circuit that will make the fan blade turn.

Lesson 4 Objective: The students will categorize objects as good insulators or conductors of electricity. Materials: insulated wire, metal wire, tennis shoes, heavy rubber goves, plastic coated tool handle, water, rubber tire, glass, piece of wood, metal fork, rubber eraser, cork, simple 3-volt current tester with a buzzer attached Procedure: 1) Discuss what conductors and insulators are. (Students will have read this in their science text previously.) 2) Look at the objects and identify them. Ask possible ways to categorize them. Have students identify which ones they think are conductors and which ones are insulators. 3) Using the current tester, check each item to see if it will conduct electricity. Chart results. 4) Look at the chart and determine what characteristics the conductors and insulators have in common. 5) Discuss safety issues related to conductors. 6) Students can work in pairs at the computer at the interactive site [|http://www.theaterofelectricity.com]. Evaluation: Group Participation and teacher observation, worksheet of objects to be classified as a conductor or insulator. Lesson 5 Objective: Students will identify 3 possible dangers of electricity and ways they can conserve energy in their homes. Materials: computer, LCD projector Procedure: 1) Review what we have learned this week about electricity (K-W-L chart). 2) Review safety issues that were discussed in relation to conductors in Lesson 4. (bare wires, wires near water, walking in water with a wire touching it, etc.) 3) Go to the Website [|http://energyquest.com] from the California Energy Commission. It includes interactive Energy Game Shows on how to be safe around electricity. Using the projector, play with games with the class while using them to talk about important safety issues. 4) Use the Website [|http://energyefficiency.com] to introduce ideas on how students can save money, improve comfort, and help the environment by using energy more efficienctly in their homes. 5) Students will make a poster showing either 3 safety rules concerning electricity or 3 ways to conserve electricity. Evaluation: Posters, teacher observation through discussion ||
 * **Language Arts**
 * **Language Arts**
 * **Language Arts**
 * **Language Arts**
 * **Language Arts**

Lesson 1

Objective: The student will be able to summarize a chapter from the book "Ben and Me" and identify inventions that are credited to Benjamin Franklin. Materials: Class set of the book "Ben and Me" by Robert Lawson, student journals, mouse template for journal cover, map Time required: Will vary according to length of time required to read book (1 chapter per day) Procedure: 1) Pass out copies of "Ben and Me" and ask students who they think "Ben" is. Let them browse through the book to find out who "Me" is. Once they identify it as a mouse, ask about the genre of the book (fiction). 2) Locate Boston, Massachusetts on a map, which is where Franklin was born, Pass out journals and have students cut and paste mouse diagram on front cover. 3) Do a 3-minute write as to what they think the story is about. Share writings. 4) Explain that this book is about Benjamin Franklin's life written from the perspective of Amos, the mouse. Discuss how the story will be told differently if Amos tells it. 5) Read chapters 1 and 2 aloud to give the class a feel for how the story is written. Discuss. After reviewing summarizing, let them work in pairs to briefly summarize each chapter. They will read a chapter each day with their partner, summarize it in their journal together, and then discuss it together as a group. As students read about each new invention, have a student illustrate it and write a brief description of what it did and when he invented it. Post the picture and description on a bulletin board. Adaptations: Pair students deliberately so that students with reading difficulties are paried with more able readers. Provide assistive technology devices for any student who cannot write because of a motor disability. Evaluation: Student journal summaries, contributions to class discussions

Lesson 2

Objective: The student will sequence events in the correct order according to given dates. Materials: Book "Ben and Me", illustrations with descriptions and dates of Franklin's inventions from Lesson 1, computer, art supplies Procedure: 1) When students have completed the book, working in a large group, list all of the inventions Franklins is credited with. 2) Discuss timelines and how they are used to sequence events. Remind students how sequencing is used in reading. 3) Using the drawings from Lesson 1, have students hold the pictures and arrange themselves at the front of the room in a human timeline. Write the events in sequence on the board. 4) Place students into groups of 3 or 4. Using long paper, instruct them to make an illustrated Invention Timeline. They may either draw their illustrations or print them from the sites listed in the Social Studies lessons. Adaptations: None needed Evaluation: Timelines, Rubric to evaluate timelines and group work ||
 * **Social Studies**
 * **Social Studies**
 * **Social Studies**

Lesson 1 Time required: One 50- minute class period Objective: Students wil observe likenesses and differences in Benjamin Franklin's life as a child in Colonial America their life today. Materials: Assortment of books on colonial life and Benjamin Franklin, KWL chart with "Want to Know" question listed, pictures of colonial children, computers with Internet access, list of Websites Procedure: 1) Review what has been learned thus far about Benjamin Frankllin. List on the KWL chart. 2) Read the following questions that have been written in the "Want to Know" column: a. How was a child's life like yours during the colonial period? b. How was their life different? c. What subjects might Ben have studied in school when he was in school? d. What would Ben have done for fun? Note the differences they see in the pictures that are posted, including clothing and they way they lived. 3) Divide students into small groups. Give each group a copy of the questions, along with the suggested Websites. Using the books and sites, they are to read to find the answers to the questions. Groups may help each other since they will need to share materials and computers. Children learn from each other. 4) Come back together as a large group to share answers to each question. Use a Venn Diagram to chart questions 1 and 2 to notice likenesses and differences. Adaptations: Special needs students should be placed strategically within groups to complement strengths and allow for peer tutoring. Assistive devices should be made available if needed for Internet use. Gifted: Write a short paper with the topic "What if Benjamin Franklin had never discovered electricity?" Evaluation: 1) Rubric to assess how well groups followed directions, completed assignment, used available materials, worked together, and contributed to the final product (facts learned on KWL chart and Venn Diagram).

RESOURCES Websites: [|http://colonialkids.com], [|http://williamsburg.com] , [|http://colonialfamily.com] , [|http://schooling,education,literacyincolonialamerica.com] , [|http://www.childrenincolonialamerica.com] , http://www.edtech.kennesaw.eduk/web/coloniz.com

Children's Books: If You Lived in Colonial Days by Alice M. Earle Child Life in Colonial Days by Alice M. Earle Everyday Life in Early America by David F. Hawke Ben and Me by Robert Lawson Eating the Plates: A Pilgrim Book of Food and Manners by Llucille R. Penner Teacher Books: Home and Child Life in Colonial Days by Shirley Glubock Websites: [|www.energyquest.ca.gov/kids] provides links to: Ben Franklin, Scientist, Ben Franklin, Inventor - Franklin Institute Online (some audio provided also); Ben's Guide to U.S. Government for Kids - U.S. Government Printing Office [|www.colonialchildren.com] - provides links for: Leisure Time and Games Education for Boys and Girls Historic Trades Games Food Websites: http://www.teachersnet.com/lessonbank (#255 The Early Life and Experiments of Benjamin Franklin) http://www.webquest.com/electricity http://www.northcanton.org/orchard/electric.com

Lesson 2

Objective: The students will describe how electricity is generated in Alabama. Materials: Alabama History text, computer with projector Time required: 1 - 60 minute period Procedure: 1) Discuss with students where they think electricity comes from to light their houses, run their appliances, etc. List replies on a chart. 2) Using the computer and a projector to display the computer screen on a pull-down screen, go to the Website http://wwwenergyquest.cagov/story, Chapter 6: Turbines, Generators, and Power Plants. This site tells in simple to understand language how electricity is produced. The graphics are excellent. Read and discuss together. 3) In the Alabama History text, use the Index to locate information on hydroelectric power production in Alabama and nuclear production of electricity in Alabama. 4) After reading, discuss positive and negative aspects associated with nuclear power plants. 5) Set up a computer center for students to play the interactive games found at the Southern Company Website. Evaluation: Class discussion - student participation Adaptations: None needed Resources: Websites: http://www.southerncompany.com/learningpower - provides interactive learning games for students to play, including: 1) Power Match - tells how power is made 2) How Plants Work - tells about hydro, nuclear, and fossil fuel Both include animations. http://www.discoveryschool.com/lessonplans/programs/energyefficiency http://energyquest.cagov./story


 * Math**

Lesson 1

Time required- One 50-minute period Objective- 4th grade (ACOS) page Materials- Students will need colored pencils, graph paper, and worksheet, "What Uses the Most Electricity", Procedure: 1) Brief discussion about how we use electricity in our daily lives. 2.) Review the instructions for the math worksheet. Before beginning the worksheet the students will think about several questions. The questions are: What uses the most electricity in most people's homes? Which uses more- electricity- lighting or hot water? Name three ways to save electricity? 3.) The students will work individually constructing their bar graphs. 4.) After doing the work the children will discuss if their thoughts have changed on electricity. The graphs the students complete will be posted in the classroom. Assessment- Rubic to access how well the students followed directions, completed the assignment, used available materials and contributed to our discussions. Technology-After the students have constructed their bar graph on paper, we will use the computer lab to produce the graph using the computer. We will use the following site for this purpose. This site being Kids Zone, Learning with NCES. http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=439d2bc317ee4232b9f981c926d251ca Gifted Students- The gifted stu Technology for the Gifted Students- In addition to making the bar graph, the gifted students would access the following web site to look more in depth to other items in the house and how much electricity they use. They would construct another bar graph using items of their choice. Energy Use Looker Upper http://www.southerncompany.com/learningpower/energyuse.asp || Grouping students to work together || Reasonable accommodations will be made for the students. Modifications or adjustments will be made to the lesson that enables a qualified student with a disability to have an equal opportunity. These may include some or all of the following. Test taken in Reading Resource room, if necessary ||  || Accommodations may include oral reading of test directions in the student's native language, a written translation of the test directions into the student's native language, a written translation of the test into the student's native language, an extended time limit, and the use of an interpreter to render the questions into the student's native language. We may allow the use of a bilingual dictionary, giving the response orally in the student's native language, writing the response in the native language, and the use of an interpreter to write the student's response in English. || · Instructional grouping · Subject acceleration · Independent studies · Curriculum compacting · Enrichment · Tiered assignments || Student and teacher books listed in lessons above, Alabama History text, Venn-Diagram workmat ||
 * **Accommodations for Differentiated Instruction**
 * **Accommodations for Differentiated Instruction**
 * **Accommodations for Differentiated Instruction**
 * Peer tutoring ||
 * **Resource Student**
 * **Resource Student**
 * Alternative text format· Sign Language Interpreters
 * Student Academic Accommodation Forms (SAARs)
 * Extended time for exams ||
 * Accommodations will be made according to the student's IEP
 * **Non-Native English Speaker**
 * **Non-Native English Speaker**
 * **Gifted Student**
 * **Gifted Student**
 * **Gifted Student**
 * **Gifted Student**
 * **Materials and Resources Required For Unit**
 * **Materials and Resources Required For Unit**
 * **Materials and Resources Required For Unit**
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||  ||
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||  ||

Computer(s) x Digital Camera DVD Player Internet Connection x || Printer x Projection System xx Scanner Television x || Video Camera Video Conferencing Equip. Other || Desktop Publishing E-mail Software Encyclopedia on CD-ROM || Internet Web Browser x Multimedia || Word Processing Other ||
 * Camera
 * Laser Disk
 * VCR x
 * **Technology – Software** (Click boxes of all software needed.) ||
 * Database/Spreadsheet
 * Database/Spreadsheet
 * Database/Spreadsheet
 * Image Processing
 * Web Page Development x

Listed with lessons || Carlson, L. Colonial Kids. Chicago Review Press, Chicago: Ill. Waters, K. Mary Geddy's Day. A Colonial Girl in Williamsburg. Scholastic Press, New York: NY. || Listed with lessons || Listed with lessons || Speaker from Alabama Power who also does a demonstration ||
 * **Printed Materials**
 * World Book. Christmas in Colonial and Early America. World Book, Inc., Chicago: Ill.
 * **Supplies**
 * **Internet Resources**
 * **Internet Resources**
 * **Other Resources**
 * **Other Resources**
 * Field trip to Old Alabama Town in Montgomery to see what life was like before use of electricity ||