4-Forces+&+Motion

4.P.1 Explain how various forces affect the motion of an object. 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. || ===‍‍‍Literacy Standard/Mathematical Practice(s) === Literacy Standard 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Mathematical Practice(s) 4. Model with mathematics. ||  ||   || 4.RP.1 Apply a research process as part of collaborative research. 4.TT.1.2 Use a variety of technology tools to organize data and information. || ===‍‍‍Revised Bloom's Level of thinking === Understanding, Applying, Analyzing, and Creating Blooms Wheel With Assessment ||
 * ===Essential Standard/Clarifying Objective(s) ===
 * ===‍‍‍Information Technology Standard ===

‍‍‍Learning Target/Task Analysis
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.P.1.1 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.P.1.2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍I can... (PDSA - Plan)
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Forces and Motion <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.P.1.1 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can tell what objects are attracted to magnets. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.P.1.2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can observe how objects are attracted because of electrical charges.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍Essential Vocabulary

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Magnet, Iron, Metal, Force Field,Pole, Push, Pull, Motion, Attraction, Repulsion, Electric Charge, Electric Discharge
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Essential Science Vocabulary – Graphic Organizers - VOCABULARY
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Vocabulary Flashcards]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Sample Assessments (PDSA - Study - Pre/Post Test)

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Fourth Grade// Science //Assessment// 8 - //Magnetism//]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//4th Grade// Practice Kansas State //Assessment// Items]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Thinkgate
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Formative Assessment IDEAS ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Use rubrics for projects and assessments.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Performance tasks: Other-worldly sports – Students create a poster illustrating how their favorite sport might look on a planet of their choosing, explaining how differences in gravity and atmosphere could affect the forces on players of the sport and sports equipment or [|Newtonian vehicle]– Design and build a self-propelling vehicle, including schematics showing the forces on the stationary and moving vehicle and a written explanation of how the vehicle demonstrates Newton’s laws
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Writing Prompts – Explain why a rock and a feather fall at the same rate on the moon, but not on Earth. Explain why a golf ball hit on the moon flies farther than it would on Earth. Or Newton’s third law of motion states that for every action, there is an equal and opposite reaction. Imagine a horse and a cart. If the horse pulls on the cart, and the cart pulls on the horse, why don’t the two forces cancel out?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teacher made assessments
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Textbook - Macmillan McGraw-Hill Science North Carolina, Physical Science, Unit F
 * Lesson Review -Think and Write - 5 Questions
 * Writing Link, Health Link, Math Link, Music Link, and Technology Link
 * Chapter Review - Vocabulary, Test Prep, Concepts and Skills
 * Activities and Assessment (Worksheets)AssessmentStrand- Ongoing, Informal, Formal, and Performance Assessment
 * Explore Activity and Alternative Explore Activity
 * Quick Lab for School or Home
 * Inquiry Skill Builder
 * Chapter Test

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Differentiation

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Choice Boards - IDEAS for choice boards

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">· Textbook - Macmillan McGraw-Hill Science North Carolina, Physical Science, Unit F

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning Styles - Kinesthetic, Social, Intrapersonal, Linguistic, Logical, Auditory, Spatial
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Leveled Books Science -Reaching ALL Learners (English Language Learners, Advanced Learners, Inclusion)
 * Basic - Magnets Everywhere
 * On Level - How the Lever Changed the World
 * Challenge - Current Connections
 * Writing Activity 1 and 2 in Teacher's Edition

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Intervention:

 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Lesson Plan for Basic //Magnetism//] ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activities/Labs/Slideshows - []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Leveled Books Science -[|Extra Forces and Motion Help]Peer Tutoring- Students Assist
 * Basic - Magnets Everywhere
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Small Group Instruction- Review topic agin in a smaller group
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Forces and Motion ppt]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Forces and Motion Game]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Several Forcers and Motion Games]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Enrichment:

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Forces and Motion Jeopardy -http://www.bwsd.k12.wi.us/middle/teachers/jkadrlik/SiteAssets/SitePages/Home/Force%20and%20Motion%20Jeopardy.ppt#256,1,Force and Motion Jeopardy!
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activities - Make a diagram of light bulb. Define: parts of a light bulb. Recognize a light bulb as being part of a circuit. Define electricity as an energy source of a light bulb. Diagram and explain the flow of electricity through the light bulb. Define conductor & insulator. Determine through investigation whether a material is a conductor or an insulator. Students will use an electrical circuit to identify materials as conductors or nonconductors. Students will create a parallel circuit and a series circuit & compare between them. Define: parallel & series circuits. Design investigations to illustrate the different characteristics of parallel and series circuits. Students will design and construct a circuit. Rule: Do not unscrew the bulbs to simulate a “burn-out”. The bulbs will last much longer if students use the index card; instead, placing a piece of the index card under the bulb will break the circuit. Have students set up both series and parallel circuits within their groups, placing the index card under a bulb. Record and share. Divide class into two groups. One group will make a series circuit with eight lights while the other group will make a parallel circuit with eight lights. Observe when an index card is place under a bulb. Record diagrams and share results
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Leveled Books Science -
 * Challenge - Current Connections
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Science Experiments]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Forces and Motion Project List]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Games For Force and Motion]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Instructional Resources (PDSA - Do)
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Notes and Additional Information ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Investigable Questions:What effect does the type of circuit have on the brightness of the lights? What materials will conduct electricity? How will changing the number of times the wire be wrapped around the bolt effect the holding power of the magnet?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activities: Define: magnet, iron, push -pull. List examples of magnets. Describe the effects of magnets on other objects and other magnets, by conducting experiments. Show what objects stick to magnets & why. Make a compass. Place one magnet on the table and set magnetic field demonstrator (iron fillings) on top. Observe& Sketch. Place two magnets with both North ends side by side, the two South ends side by side, and a North end to a South end side by side but with a pencil between them to keep them apart. Sketch what you observed with each positioning of the magnets. Write about what you learned.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Integrate biography of Thomas Edison
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Integrate biography of Benjamin Franklin
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">AIMS Resources
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Textbook - Macmillan McGraw-Hill Science North Carolina, Physical Science, Unit F
 * Chapter 12 Forms of Energy
 * Chapter 13 Electricity and Magnetism
 * Leveled Books Science -
 * Basic - Magnets Everywhere
 * On Level - How the Lever Changed the World by Steven Otfinoski
 * Challenge - Current Connections
 * Writing Activity 1 and 2 in Teacher's Edition
 * Cross Curricular Books
 * The Uphill Downhill Race by Patricia Lakin
 * How Do They Do That? by Anne Miranda
 * Textbook Website - []
 * Reaching ALL Learners (English Language Learners, Advanced Learners, Inclusion) - Learning Styles
 * Reading in Science Resources (Worksheets)
 * Chapter Graphic Organizer
 * Chapter Reading Skill
 * Chapter Vocabulary
 * Lesson Outline
 * Interpret Illustrations
 * Lesson Vocabulary and Cloze Test
 * Vocabulary Cards
 * Mini Lessons
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Science Critical Areas and Changes in 4th Grade - http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/35/Critical%20Areas%20and%20Changes_Science_4_2011.doc