ITQ ARTS AND SCIENCE INTEGRATION GRADE 4 DANCE AND PHYSICAL SCIENCE. Get Your Motor Running: Circuits and Motors Lesson 2

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1 ITQ ARTS AND SCIENCE INTEGRATION GRADE 4 DANCE AND PHYSICAL SCIENCE Get Yur Mtr Running: Circuits and Mtrs Lessn 2 CONTENT STANDARDS Dance 1.4 Explain the principles f variety, cntrast, and unity and apply t a dance sequence. Physical Science PS1a Students knw hw t design and build simple series and parallel circuits by using cmpnents such as wires, batteries, and bulbs. PS1g Students knw electrical energy can be cnverted int heat, light and mtin. ESSENTIAL QUESTIONS (Questins that students might ask abut the tpic) What are pen and clsed circuits and hw d I shw the difference between the tw using cntrasting mvement? What des a mtr d in a circuit and hw d I shw it thrugh mvement? Hw des mvement help me understand pen and clsed circuits? Hw des dance help me understand hw a mtr changes electrical energy int mtin? OBJECTIVES & STUDENT OUTCOMES (Students will be able t..) make mvement chices as they explre the flw f electricity thrugh pen and clsed circuits. ASSESSMENT (Varius strategies t evaluate effectiveness f instructin and student learning) Feedback fr Teacher Student respnse t inquiry Student perfrmance Student schematic diagram f a mtr Feedback fr Student Teacher feedback Peer feedback Videtape feedback WORDS TO KNOW Dance Cntrast: T set side-by-side t emphasize differences. In dance this culd be represented as ppsites such as high/lw, fast/slw r heavy/light, sharp/smth, etc. Science Circuit: A pathway fr the flw f electricity. Clsed circuit: A cmplete circuit thrugh which electricity flws. Mtr: A cmpnent in a circuit that cnverts electric energy t mtin energy. Open circuit: An incmplete circuit thrugh which electricity will nt flw. Switch: A device used t pen and clse circuits. MATERIALS Handuts frm the FOSS Teacher Handbk, Science Ntebk Masters, pg. 239 (Lighting 1

2 Bulbs), pg. 241 Schematic Diagram Shwing a Battery, Switch, and Mtr (attached) Making a Mtr Run Steps (chart t pst, included) Music Music fr Creative Dance by Eric Chappelle CD Player Vide camera and mnitr Science ntebks (ne per student) RESOURCES FOSS Kit Grade 4, Physical Science: Magnetism and Electricity, Investigatin 2, Parts 2, 3 and 4. Music fr Creative Dance by Eric Chappelle PREPARATION Have schematic diagram shwing a battery, switch, and mtr ready. Have masters ready and if ding the extensin. Have Making a Mtr Run steps sheet ready t display. Ample space t rehearse and demnstrate exercises. WARM UP (Engage students, access prir learning, review, hk r activity t fcus the student fr learning) (3 minutes) Pst vcabulary wrds r chart as they are presented: cntrast, circuit, pen circuit, clsed circuit, switch, mtr Review the exercise frm the guided practice sectin frm Lessn #1: the flw f electricity thrugh a D-cell, the psitive and negative ples, and the pathway f electric energy. MODELING (Presentatin f new material, demnstratin f the prcess, direct instructin) (15 minutes) Intrduce vcabulary. Have students define circuit. Say: In the last lessn we said that electric energy flws frm pint A t pint B in a pathway and tday we name that pathway. It is called a circuit. A circuit is a cmplete pathway thrugh which electricity flws. Say: We want t create a circuit t light a bulb. Ask: What are the parts we will need t create a ne-wire circuit? [Energy surce, wires, and a light bulb]. Define switch. Say: A switch is used t pen and clse a circuit. Define pen circuit and clsed circuits. Say: An pen circuit is an incmplete circuit. The flw f electricity is stpped because the pathway has been brken. A clsed circuit is a cmplete circuit because electricity flws withut interruptin. Teach gestures and a chant t represent the switch, and pen and clsed circuits. Clsed Circuit Chant: Switch clsed, circuit cmplete, electricity flws. Gesture: clap hands tgether and hld, clasp fingers, wave the arms and bdy. Repeat gestures and chant several times. Optin: Call and respnse t practice thrughut the week: Ø Teacher says: When I say clsed yu say flws. Clsed. Ø Student respnds flws. Ø Teacher repeats clsed. Ø Student respnds flws. Open Circuit Chant: Switch pen, circuit incmplete, electricity stps. 2

3 Gestures: Flip hands up with elbws bent and hld, drp the left hand, then extend right arm. Push flexed hand. Optin: Call and respnse t practice thrughut the week: Ø Teacher says: When I say pen yu say stp. Open. Ø Students respnd stp. Ø Teacher repeats pen. Ø Students respnd stp. Ask/Say: What d we ntice abut the wrds pen and clsed? [Open and clsed are ppsites.] What cnclusin can we make abut pen and clsed circuits? [In a clsed circuit the circuit is cmplete and the electricity flws. In an pen circuit the circuit is incmplete and electricity stps.] What d we ntice abut the rle f the switch in a circuit? [The switch clses r pens the circuit. It als wrks in ppsitin. When the switch is clsed, the circuit is cmplete, electricity flws. When the switch is pen the circuit is incmplete, electricity stps.] What d we ntice abut the gestures we use t shw clsed and pen circuits? [The gestures are ppsites. The clsed circuit shape is curved r rund and clsed and flwing, the pen circuit shape is brken and straight.] Say: In dance, we use the wrd cntrast fr mvements that lk very different frm each ther. Exercise One: The ne-wire circuit with bulb. (Pst illustratin pg. 112 in the FOSS Teacher Guide.) Say: Let s use ur bdies t create a mdel f a ne-wire circuit t light a bulb. (Refer t illustratin.) Ask: What d we need t create this circuit? [D-cell, ne wire, and a light bulb] As a grup, ask students t set up the circuit using their bdies as the parts (dne in lessn #1). Allw 60 secnds fr students t think, make suggestins and create. Chse ne student t be the light bulb. Ø Ask: Hw can yu shw me with yur bdy, a light bulb that is lit and nt lit? Ø Have student demnstrate. Ask: Ø Where shuld we place the light bulb in this circuit? [Place the light bulb at the psitive ple f the D-cell.] Ø What will happen t this light bulb when the circuit is clsed? [The bulb will light up.] Say: I will act as the switch, pening and clsing the circuit. Say the clsed circuit chant. Play music and perfrm fr 15 secnds. Discnnect a few students frm the negative end f the D-cell. Say the pen circuit chant. Music stps and everyne freezes. Repeat the exercise tw mre times. Ø Ask: The bulb cnverted the electric energy int what ther frm f energy? [Light and heat energy because light bulbs get ht when they are turned n.] GUIDED PRACTICE (Applicatin f knwledge, prblem slving, crrective feedback) (24 minutes) Have students define mtr. Say: Ø We have already shwn yu what a single wire circuit lks like. Nw yu are ging t make a circuit with a mtr that will cnvert electricity int mtin. (Refer t diagram n page 118 in the FOSS Teacher Guide.) Demnstrate a frzen shape t represent a mtr that is nt running. Mve yur bdy r a bdy part t represent the mtr in mtin. Give several examples (swinging an arm, twisting the bdy, twisting and lifting a leg, tilting, chpping, bending knees r bending at the waist, etc.). 3

4 Ø Say (simultaneusly with the demnstratin): When I am still the switch is pen and the circuit is incmplete (hld shape). When the switch is clsed the circuit is cmplete, I will mve my bdy. Ask: What parts will we need t make ur mtr perate? [Yu will need a battery, tw wires, a switch, and a mtr.] Setting up the Mtr Demnstratin: Pst a cpy f the schematic drawing fr a mtr (pg. 314 in the FOSS Teacher Handbk). Review the parts and hw the switch pens and clses the circuit. Say: In yur grups, yu will create this schematic circuit with yur bdies. Students wh are representing the wires will be at a lw level. The student as the D-cell will be at a medium level. The student as the switch will be higher than the D-cell but lwer than the mtr. The student as the mtr will be standing at a high level. When we use different levels like this in dance we create cntrast. It makes a dance mre interesting. 1. Arrange students int grups f ten. 2. One student will create the D-cell. 3. One student will create the mtr. 4. Seven students will create the wires (tw per each shrt wire, three fr the lng wire). 5. One student will be the switch. Demnstratin: Making a Mtr Run (Pst the list f steps and review them befre starting the dance.) 1. Everyne begins in an pening shape in stillness. (Start videtaping) 2. The bservers and the switch start the exercise by perfrming the chant. 3. The switch must create a mvement t clse the circuit. 4. The wires shw the mvement f electricity by bumping beginning at the negative end f the D-cell thrugh the wires, t the mtr and back t the D-cell. 5. The mtr creates and perfrms mvement. (Nte: Steps 4 and 5 happen almst simultaneusly.) 6. Demnstrate t music fr 15 secnds. 7. Stp the music. The bservers and student switch perfrm the chant t pen the circuit. The switch creates a cntrasting mvement t pen the circuit. The electricity and mtr stps (ends in stillness). 8. Repeat exercise tw r three mre times t music. DEBRIEF AND EVALUATE (Identify prblems encuntered, ask and answer questins, discuss slutins and learning that tk place. Did students meet expected utcmes?) (8 minutes) View videtape and discuss. Ask: What is causing the mtr t mve? [The mtr is put int actin by the flw f electricity thrugh the cmplete circuit.] What des a mtr d in a circuit? [A mtr cnverts electric energy int mtin.] What is the rle f the switch? [A switch cntrls the flw f electricity by pening (making the circuit incmplete) r clsing (cmpleting) the circuit.] Hw did we shw cntrast in the mtr demnstratin? [Cntrasting bdy mvements, levels, sizes, and shapes fr wires, D-cell, switch and mtr.] Have students respnd t the fllwing exit questins in their science ntebks: (Students may wrk independently, in pairs r small grups.) Draw a schematic f a D-cell and a mtr. What did yu learn abut circuits? What did yu learn abut mtrs? [Mtrs need electrical energy, hked t D-cell by 4

5 wires, a switch clses the circuit which starts the flw f electricity. The mtr cnverts electrical energy int mtin. The switch pens the circuit and everything stps.] Hw did mvement help yu understand pen and clsed circuits? Hw did dance help yu understand hw a mtr changes electrical energy int mtin? EXTENSION (Expectatins created by the teacher that encurages students t participate in further research, make cnnectins and apply understanding and skills previusly learned t persnal experiences.) Ask: What d yu think will happen if the wires in ur circuits are replaced by a piece f plastic like a straw r a rubber band? [The electricity wn t flw because plastic and rubber are nt made f metal.] If the electricity will nt flw, what kind f a circuit wuld we have? [pen circuit] What can we cnclude abut plastic and rubber as cnductrs f electricity? [Plastic and rubber will nt cnduct electricity.] Say: Plastic and rubber are called insulatrs. Electricity des nt flw thrugh insulatrs. Ask: Hw are bjects that cnduct electricity and bjects that stick t magnets alike? [All metals are cnductrs. Only irn sticks t a magnet.] Have students cmplete handuts frm the FOSS, Science Ntebk Masters, pg. 239 (Lighting Bulbs), pg. 241 (Respnse Sheet Making Cnnectins ), and pg. 242 (Cnductrs and Insulatrs). 5

6 MAKING A MOTOR RUN Steps 1. Begin in still pening shape 2. Perfrm chant. Switch clsed (perfrm a shape), circuit cmplete 3. Electricity flws (pass the bump) and the mtr mves 4. Music stps, Perfrm the chant. Switch pen (create a cntrasting shape), circuit incmplete, electricity stps 5. All mtin ceases 6