Beruflich Dokumente
Kultur Dokumente
Performance Expectation:
Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed
electricity.
Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.
Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)
1. Asking questions S5P1. Obtain, evaluate, and communicate 1. Cause and effect: temperature change
2. Analyzing and interpreting data information to explain the differences between a causing matter to change
3. Using mathematics, information and physical change and a chemical change. 2. Scale, proportion, and quantity mass,
computer technology, and computational a. Plan and carry out investigations by volume, density
thinking (mass, volume) manipulating, separating and mixing dry and 3. Compare and contrast: physical and
4. Construct an argument liquid materials and communicate collected chemical changes, static electricity and
data to demonstrate examples of physical electric current, magnets and
change. electromagnets
b. Construct an argument based on 4.
observations that her physical changes in the
state of water are due to temperature
differences, which cause small particles that
cannot be seen to move differently.
c. Plan and carry out an investigation to
determine if a chemical change occurred
based on observable evidence (color, gas,
temperature, change, odor, new substance
produced).
S5P2. Obtain, evaluate, and communicate
information to investigate electricity.
a. Obtain and combine information from
multiple sources to explain the difference
between naturally occurring electricity
(static) and human-harnessed electricity.
b. Design and explain all necessary
components required to complete a simple
electric circuit.
c. Investigate and test common materials to
determine if they are insulators or
conductors.
S5P3. Obtain, evaluate, and communicate
information about magnetism and its relationship
to electricity.
a. Construct an argument based on
experimental evidence to communicate the
differences in function and purpose of an
electromagnet and magnet. (temporary and
permanent magnetism)
b. Plan and carry out an investigation to
observe the interaction between a magnet
and a magnetic object on the opposite sides
of various materials such as wood, paper,
glass, metal, and rocks.
General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections
Obtain, evaluate, and communicate information about matter, magnetism, electricity and relationship with one another.
Students use the discoveryeducation.com tech book board making tool to construct an argument and include their evidence and reasoning to justify their
argument.
Closing: evidencetosupporttheiranswerfor
How will you On data record sheet, students will theCYEquestion(Whatis The students will glue diagram of an *The students will construct a double-
summarize the record: electricityandwhatjobdo electric circuit into journal, label it, and bubble map comparing and contrasting
lesson? How will * What type of change and how do we electronsplayinelectricity?)and answer these questions: What parts of magnets/electromagnets and glue into
you EVALUATE? know a chemical change is happening recordanswerandevidencein your circuit are conductors? What part Science Journal. (To assess if the
and new matter is being formed? What journal. of your circuit are insulators? What part students understand that the difference
is the EVIDENCE *completeactivitysheetwhatis of your circuit stores chemical energy? is one is temporary and one is
staticelectricityforjournal. What is happening when the switch is permanent and one can be controlled,
off?, what is happening when the switch one cannot.
is on? Must use words electric current, Tier 2 differentiation:
open circuit, closed circuit * The students will complete a tree
map classifying
magnets/electromagnets with
information partially provided (for some
Claim-Evidence-Reasoning Rubric
4 3 2 1
Advanced Proficient Progressing Beginning
Claim Makes a claim that is Makes a claim that is Makes a relevant and Does not make a claim, or
A statement or conclusion relevant, accurate, and Relevant (Directly & clearly accurate but incomplete makes an inaccurate or
that answers the original complete. responds to question) claim. irrelevant claim.
question or problem. Contrasts the claim to an Accurate (Consistent with
evidence and scientific principles)
alternative claim.
Complete (Complete sentence
that stands alone)
Evidence Provides appropriate and Provides evidence to Provides appropriate, but Does not provide
Scientific data that sufficient evidence to support the claim that is insufficient evidence to evidence, or only
supports the claim. The support claim. Appropriate (Scientific data or support claim. May provides inappropriate
data need to be Discusses evidence that information from observations, include some evidence (Evidence that
investigations, data analysis, or
appropriate and sufficient would support alternative valid scientific sources) inappropriate evidence. does not support claim).
to support the claim. claim. Sufficient (Enough evidence to
support the claim)
Reasoning Provides reasoning that Explanation provides Provides reasoning that Does not provide
A justification that connects clearly connects the reasoning that is connects the evidence to reasoning, or only
the evidence to the claim. It evidence to the claim. Clear (Clearly communicated and the claim. May include provides inappropriate
shows why the data counts Includes appropriate and goes beyond repeating claim and some scientific principles reasoning.
evidence)
as evidence by using sufficient scientific or justification for why
Connected (Explains why the
appropriate and sufficient principles to explain why evidence is important or why it is the evidence supports the
scientific principles. the evidence supports the relevant) claim, but not sufficient.
claim. Integrated (Links the evidence
to an important disciplinary idea
Explains why the and crosscutting concept)
alternative claim is
inaccurate.
Claim: Evidence:
Reasoning:
Make logical statement that compares chemical and physical changes
Describe and label an electric circuit
Make a logical statement that compares a magnet with an electromagnet