Monroe Township Public Schools Grade Level: Course Name: Unit:

5 Science Electric Circuits

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Unit Overview: Electrical circuits require a complete loop through which an electrical current passes. An electric circuit may be constructed with different devices and in different combinations. Established Goals

5.1.8.A.1-3 5.1.8.B.1-4 5.1.8.C.1-3 5.1.8.D.1-4 5.2.6.D.1

Transfer  Given materials needed with little to no direction students will be able to independently make a light bulb light.  Students will become more informed citizens and future homeowners, helping them make good choices and decisions in regards to common electrical issues (GFI, Wiring, dimmer switches, and basic electrical problems). Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS  Appreciating the need for safety rules  How come after I decorated my entire when working with electricity. Christmas tree and plugged in the lights nothing happened?!  Developing an interest in electricity.  Why didn’t my light turn on when I flick  Developing confidence in being able the switch to on? to analyze and solve a problem.  How can energy be transferred from one material to another? Application of Knowledge and Skill Students will know…. Students will be skilled at…  A complete electric circuit is required  Wiring simple electric circuits. for electricity to a light bulb.  Predicting, observing, describing, and recording results of experiments with  A complete circuit can be constructed in more than one way using the same electricity. materials.  Drawing conclusions about circuits from the results of experiments.  Different types of electric circuits show different characteristics.  Building and using a simple circuit tester.  A switch can be used to complete or  Using symbols to represent the different interrupt a circuit. parts of an electric circuit.  Some materials conduct electricity;  Building a simple switch. these are called insulators.  Using symbols to represent the different  Electricity can produce light, heat, parts of an electric circuit. and magnetism.  Building a simple switch.  A diode conducts electricity in one  Applying troubleshooting strategies to direction only. complete an incomplete circuit.  Applying information about electric circuits to design and build a flashlight.  Applying information about electric circuits to design and wire a house.  Reading to learn more about electricity.  Communicating results and ideas through writing, drawing, and discussion.

Monroe Township Public Schools Grade Level: Course Name: Unit:

5 Science Electric Circuits

Academic Vocabulary electricity bulb wire battery short circuit circuit volts filament threaded base support wire gas support ceramic insulator Fahnestock clip battery holder light bulb socket circuit tester conductor insulator circuit diagram

symbol switch crossing wires connected wires parallel circuit series circuit brightness open (off) closed (on) flashlight switch symbol series parallel open switch closed switch semiconductor diode anode current circuit diagram wiring plan

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Application Vocabulary predict prediction model analyze troubleshoot safety

Monroe Township Public Schools Grade Level: Course Name: Unit:

Standards & Pacing

5 Science Electric Circuits

SWBAT

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Standards

Standards

Technology

Math

Standards Literacy in Science Reading 6-12 RST.6-8.1-10

Standards Literacy in Science Writing 6-12 WHST.6—8.1-10

Lesson 1 1 period 5.2.6.D.1

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Students discuss what they know and would like to know about electric circuits.

Lesson 2 1 period 5.2.6.D.1 Lesson 3 1 period 5.2.6.D.1 Lesson 4 1 period 5.2.6.D.1 Lesson 5 1 period 5.2.6.D.1 Lesson 6 1 period 5.2.6.D.1 Lesson 7 1 period 5.2.6.D.1 Lesson 8 1 period 5.2.6.D.1

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Students investigate how to light a bulb.

RST.6-8.1-10

WHST.6—8.1-10

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Students look at ways to connect the parts of an electric circuit.

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WHST.6—8.1-10

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Students study the parts of a bulb and the path of electricity through it.

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WHST.6—8.1-10

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Students use new devices to build a circuit.

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Students learn techniques to solve problems with circuits.

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WHST.6—8.1-10

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Students investigate conductors and insulators. They use a circuit tester.

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WHST.6—8.1-10

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Students investigate how to make a light bulb filament.

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Lesson 9 2 periods 5.2.6.D.1

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Students use circuit testers and problemsolving techniques to determine hidden wiring patterns.

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WHST.6—8.1-10

Monroe Township Public Schools Grade Level: Course Name: Unit:

5 Science Electric Circuits

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Lesson 10 1 period 5.2.6.D.1 Lesson 11 1 period 5.2.6.D.1 Lesson 12 2 periods 5.2.6.D.1 Lesson 13 2 periods 5.2.6.D.1

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Students use electrical symbols to create circuit diagrams.

RST.6-8.1-10

WHST.6—8.1-10

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Students build a parallel and series circuits and identify the properties of each type.

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Students add switches to their circuits.

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Lesson 14 1 period 5.2.6.D.1

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WHST.6—8.1-10

Lesson 15 2 periods 5.2.6.D.1 Lesson 16 2 periods 5.2.6.D.1 Lesson 17 1 period 5.2.6.D.1

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Students discuss the differences between parallel and series circuits and apply what they have learned to make a flashlight. Students experiment with semiconductor diodes and explore the direction of current flow. Students designs plans for wiring a model house.

RST.6-8.1-10

WHST.6—8.1-10

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Students carry out the plans they developed in Lesson 15.

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WHST.6—8.1-10

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Post-Unit Assessment: Sharing what we know about electric circuits

WHST.6—8.1-10

Monroe Township Public Schools Grade Level: Course Name: Unit:

5 Science Electric Circuits

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Summative Assessment Benchmark assessment aligned to the science standards and differentiated for varied learners. May be an alternate assessment such as project or presentation, or a common paper/pencil assessment, or both. Common summative assessment will include the assessment contained in the corresponding STC Kit. Summative Assessment from STC: Electric Circuits Kit (found in Tab 5-Student Assessments) Proficiency Scale

Score 4.0:

Score 3.0

Score 2.0

NJ CCCS for Science Strand: Energy Transfer and Conservation Topic: ELECTRIC CIRCUITS Grade: FIFTH In addition to Score 3.0, in-depth inferences and Sample Tasks application that go beyond what is taught.  Write a paragraph summarizing how circuits control current. Explain why a charge needs a continuous path to flow in your summary. Give examples of each part of the circuit and what an open and closed circuit is. 3.5 In addition to score 3.0, in-depth inferences and applications with partial success. The student:  Compares and contrasts the following: insulators/conductors, series circuit/parallel circuit.   Diagrams a series and parallel circuits naming source of energy, means of transfer, and receiver.   The student exhibits no major errors or omissions. 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of 3.0 content. There are no major errors or omissions regarding the simpler details and processes as the student:  Recognizes or recalls specific terminology such as: conductor, insulator, circuit, electricity.  Build a series and parallel circuits naming source of energy, means of transfer, and resistor. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content.

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Draw two simple diagrams to compare and contrast static charges and electric current. Draw a simple diagram of the first floor of your house. Show all of the resistors and the complete path of electric current starting from entrance to the home. Talk with family members to find out how many circuits are on this Grade of your home.

Match the following terms to their correct definition: insulators, conductors, static electricity, magnetism, electric current, series, and parallel circuit Build a simple parallel and series circuit. Identify each part as a source of energy, means of transferring energy, or a resistor.

Monroe Township Public Schools Grade Level: Course Name: Unit: Score 1.0

Score 0.0

5 Science Electric Circuits

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5 With help, a partial understanding of the 2.0 content but not the 3.0 content. Even with help, no understanding or skill demonstrated.

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Monroe Township Public Schools Grade Level: Course Name: Unit:

5 Science Electric Circuits

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In this unit plan, the following 21st Century themes and skills are addressed. Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriated skill. Check all that apply.

21st Century Themes X

Global Awareness Environmental Literacy

21st Century Skills E/T E/T/A

Creativity and Innovation Critical Thinking and Problem Solving

Health Literacy

E/T

Communication

Civic Literacy

E/T

Collaboration

Financial, Economic, Business, and Entrepreneurial Literacy Formative Assessment and Performance Opportunities Student Display Student Portfolio Student Experiments Paper-and-Pencil Test Differentiation and Enrichment Student notebook entries

Unit Resources Supplemental Text Books Black line Masters Internet Digital Camera Document Camera Flash Drives Flip Camera Global Positioning Handhelds Interactive White Board

Listening Centers Scanners Student Laptops Student Response Systems