"Does It Have To Touch" : A science probe to get 4th grade students thinking about the forces around them in their every day lives.
 |
| Snapshot of the probe. |
This probe not only asks students to take a side, but they are asked to defend their position by explaining their thinking!
Common misconceptions:
(1) In order for there to be a force, two objects have to be physically touching one another.
There are contact forces and there are at-a-distance forces. So, no, they do not have to be in contact with one another for there to be a force. Ex: electrical and magnetic forces.
There are contact forces and there are at-a-distance forces. So, no, they do not have to be in contact with one another for there to be a force. Ex: electrical and magnetic forces.
(2) A force only occurs when something pushes something else.
There are push forces, but there are also pull forces. Ex: gravity, attraction of opposite charges.
There are push forces, but there are also pull forces. Ex: gravity, attraction of opposite charges.
(3) Energy is the same thing as a force.
Energy and forces go hand-in-hand, but they are not the same thing. Energy is the ability to do work. Work is a force applied over a certain distance (energy expended).
Energy and forces go hand-in-hand, but they are not the same thing. Energy is the ability to do work. Work is a force applied over a certain distance (energy expended).
This probe acted as a segue into forming a KWL chart on electricity.
Student ideas generated from the probes:
On the back of the probe, I had students respond to the following:
(1) Write one thing you think you know to be true about electricity.
(2) Name two things you use that use electricity.
(3) Write one question you would like answered during our unit on electricity.
As a class, we transferred these ideas onto a KWL chart.
What our class thinks they know...
- Electricity is one type of energy- electrical energy!
- Electricity happens when cords are plugged into outlets.
- Electricity fuels electronics, like computers and phones.
- Electricity runs through a circuit.
- Electricity uses electrons, which are small pieces of an atom.
- Energy is a force.
- Electricity does not always have to be plugged in.
- Electricity can be powered by a solar panel that uses light energy from the sun.
- Electricity makes it possible to see when it is dark through the use of lamps and lights.
- You can get shocked by electricity.
- Electricity can be a harm if you do not know how it works.
- Many handheld devices use electricity.
- Electricity can electrocute you.
- There are different types of light bulbs that use electricity.
- Electricity runs through the human body.
- How was electricity invented?
- How does plasma turn into electricity?
- How does a generator make electricity?
- How does electricity go from the outlet to the lamp to make it light up?
- What causes electricity?
- Are electricity and energy the same thing?
- Could you use lightning to charge something?
- How does lightning work?
- Does the weather affect how electricity works, like with turbines?
- How do outlets work, and are they dangerous?
- How does electricity travel?
- Who discovered electric currents?
- How is electricity generated and contained?
- Could we live without electricity?
- Can dung produce electricity?
- How much electricity do you need to power a TV?
Ohio Fifth Grade State Content Statement from ODE:
Energy can be transformed from one form to another or can be transferred from one location to another.
What was the Big Idea of this learning segment?
Electric forces and magnetic forces, even though they themselves are not observable with the eye, are major components in the function of the Earth and the many functions of our everyday lives. This was chosen as the central focus of the learning segment because all instruction will lead the students back to making authentic connections between electricity and magnetism and their every day choices, activities, and lives.
What should adults know about this topic and what is the correct science?
Adults need to understand the common misconceptions, some of which are outlined above. Electricity is the interaction between charged particles (electrons have a negative charge, while protons have a positive charge). The protons reside in the nucleus of the atom, while the electrons travel in an orbit around the atom. Electricity can be present in two main forms: static or current. Static electricity is the built up charge left on an object after some kind of interaction. This type of electricity is not "flowing" like current electricity does through a circuit. When static electricity is transferred through different objects, different effects happen. If static electricity transfers to an object, like the ground, the electrons will reach an equilibrium. When static electricity transfers through a conductor, the charge will transfer and possibly create a spark or shock. Lightning is a form of static discharge, in which the electron buildup in a cloud is so great that when it comes in close proximity with a positively charged object (the Earth or another cloud), a great discharge occurs and the spark is visible and potentially dangerous. Electricity is the source of power for many machines, including televisions, computers, cell phones, medical equipment, household appliances, etc. Electricity surrounds the lives of children. There are different types of materials that are classified based on their properties. Objects that easily allow the transfer of electricity through themselves are called conductors. Objects that resist the transfer of electricity are called insulators. Many metals are conductors. Conductors are commonly used for wiring and other electronic equipment. Many different fabrics, such as wool, are insulators and used in clothing to keep people warm.
What are other related concepts?
Magnetism and electricity are closely related and tend to go hand-in-hand in the learning progression of at-a-distance forces. Because electricity and magnetism are abstract concepts, the implementation of laboratory investigations is crucial for the students' development of understanding. They are able to observe the effects and make inferences about what is going on.
How was the students' knowledge of electricity developed through the learning progressions of this learning segment?
This probe served as an introductory learning event for the students. It helped bring common misconceptions to the surface and helped the students pose questions about electricity. The students were able to reference the KWL chart throughout the learning segment to re-evaluate what they thought they knew and to add to what they had learned. This allowed for some meta-cognition to take place as the students worked together to think about their thought processes. The students were able to use the idea of "non-contact" forces to help construct their understanding of the structure of an atom and the subatomic particles. Although the concept of atoms is abstract because the students are not able to actually observe these particles, they are capable of observing the effects that the structure of atoms have on their daily lives. The students worked through an investigation of different materials to classify them based on their conductibility or lack thereof. The students then created their own circuits, testing the different outcomes when variables (materials, perimeter of the circuit, voltage of the battery, resistance of the light bulb, etc.) were manipulated.
What instructional strategies and assessment choices are appropriate for this learning segment?
The main instructional strategies I used for this learning segment were: (1) active student responding, (2) guided inquiry through experimentation, and (3) demonstration. Active student responding was appropriate because it allowed me to keep all students involved in whole class instruction and discussion. It provided appropriate formative feedback that allowed me to identify students' secure understandings and areas of confusion. Demonstration were appropriate because the students needed many of the materials and procedural skills to be modeled prior to their own use thereof. Guided inquiry was appropriate for the different laboratory investigations the students conducted because I still wanted to play a significant role in the learning process. The students were able to explore the circuit boards and build their own closed circuits without any guidance, but when it came time to test the conductibility of the different materials, I had a specific learning outcome in mind that I wanted the students to achieve. The students used data log sheets to record their findings throughout the different investigations, which served as assessment data for me. I also used their science journal entries where they logged their own evaluations and additions to the class KWL chart.
Time to reflect...
This learning segment was exciting for me and for my students. They were able to interact with the inquiry process through different learning events. Engage- the students were able to make connections to their prior knowledge and receive a preview of what was to come through the implementation of the probe and the KWL chart. Explore- the students were able to explore the different kinds of electricity they see and the different materials involved in electrical flow. Explain- the students were able to make predictions, explain their findings, and solidify their understandings through scientific discourse through the use of the data log sheets and their science journals. Elaborate- after practicing the different conceptual and procedural skills at the beginning of the learning segment, students were able to apply what they knew in the creation of their own electrical circuits. This allowed them to refine their skills and transfer their secure understandings to uncharted contexts. Evaluate- through the use of meta-cognitive strategies, including the science journals, the KWL chart additions and evaluations, classroom discussions, and eventually a summative assessment (which I was not present for), the students were able to be an integral part of the evaluation process of their own understanding of electricity. The largest learning curve for me throughout this learning segment was seeing the students interact with one another when they were exploring the snap circuit boards. I saw the students' learning profiles, their interpersonal skills, their scientific literacy fluency, and their collaboration abilities. Taking a step back and allowing students to direct their own learning has major benefits to their growth and development as critical thinkers.
Works Cited
Energy can be transformed from one form to another or can be transferred from one location to another.
· Electrical energy in circuits can be transformed to other forms of energy, including light, heat, sound and motion.
· Electric circuits require a complete loop of conducting materials through which an electrical energy can be transferred.
· Electricity and magnetism are closely related.
Unpacked for this learning segment:
· Electricity is able to happen because of a part of the atom called an electron.
· Electrons have a negative charge and circulate around the atom’s center.
· In order for electricity to flow, there has to be a complete circuit of conductive materials through which the electrons can transfer.
What was the Big Idea of this learning segment?
Electric forces and magnetic forces, even though they themselves are not observable with the eye, are major components in the function of the Earth and the many functions of our everyday lives. This was chosen as the central focus of the learning segment because all instruction will lead the students back to making authentic connections between electricity and magnetism and their every day choices, activities, and lives.
What should adults know about this topic and what is the correct science?
Adults need to understand the common misconceptions, some of which are outlined above. Electricity is the interaction between charged particles (electrons have a negative charge, while protons have a positive charge). The protons reside in the nucleus of the atom, while the electrons travel in an orbit around the atom. Electricity can be present in two main forms: static or current. Static electricity is the built up charge left on an object after some kind of interaction. This type of electricity is not "flowing" like current electricity does through a circuit. When static electricity is transferred through different objects, different effects happen. If static electricity transfers to an object, like the ground, the electrons will reach an equilibrium. When static electricity transfers through a conductor, the charge will transfer and possibly create a spark or shock. Lightning is a form of static discharge, in which the electron buildup in a cloud is so great that when it comes in close proximity with a positively charged object (the Earth or another cloud), a great discharge occurs and the spark is visible and potentially dangerous. Electricity is the source of power for many machines, including televisions, computers, cell phones, medical equipment, household appliances, etc. Electricity surrounds the lives of children. There are different types of materials that are classified based on their properties. Objects that easily allow the transfer of electricity through themselves are called conductors. Objects that resist the transfer of electricity are called insulators. Many metals are conductors. Conductors are commonly used for wiring and other electronic equipment. Many different fabrics, such as wool, are insulators and used in clothing to keep people warm.
What are other related concepts?
Magnetism and electricity are closely related and tend to go hand-in-hand in the learning progression of at-a-distance forces. Because electricity and magnetism are abstract concepts, the implementation of laboratory investigations is crucial for the students' development of understanding. They are able to observe the effects and make inferences about what is going on.
How was the students' knowledge of electricity developed through the learning progressions of this learning segment?
This probe served as an introductory learning event for the students. It helped bring common misconceptions to the surface and helped the students pose questions about electricity. The students were able to reference the KWL chart throughout the learning segment to re-evaluate what they thought they knew and to add to what they had learned. This allowed for some meta-cognition to take place as the students worked together to think about their thought processes. The students were able to use the idea of "non-contact" forces to help construct their understanding of the structure of an atom and the subatomic particles. Although the concept of atoms is abstract because the students are not able to actually observe these particles, they are capable of observing the effects that the structure of atoms have on their daily lives. The students worked through an investigation of different materials to classify them based on their conductibility or lack thereof. The students then created their own circuits, testing the different outcomes when variables (materials, perimeter of the circuit, voltage of the battery, resistance of the light bulb, etc.) were manipulated.
What instructional strategies and assessment choices are appropriate for this learning segment?
The main instructional strategies I used for this learning segment were: (1) active student responding, (2) guided inquiry through experimentation, and (3) demonstration. Active student responding was appropriate because it allowed me to keep all students involved in whole class instruction and discussion. It provided appropriate formative feedback that allowed me to identify students' secure understandings and areas of confusion. Demonstration were appropriate because the students needed many of the materials and procedural skills to be modeled prior to their own use thereof. Guided inquiry was appropriate for the different laboratory investigations the students conducted because I still wanted to play a significant role in the learning process. The students were able to explore the circuit boards and build their own closed circuits without any guidance, but when it came time to test the conductibility of the different materials, I had a specific learning outcome in mind that I wanted the students to achieve. The students used data log sheets to record their findings throughout the different investigations, which served as assessment data for me. I also used their science journal entries where they logged their own evaluations and additions to the class KWL chart.
Time to reflect...
This learning segment was exciting for me and for my students. They were able to interact with the inquiry process through different learning events. Engage- the students were able to make connections to their prior knowledge and receive a preview of what was to come through the implementation of the probe and the KWL chart. Explore- the students were able to explore the different kinds of electricity they see and the different materials involved in electrical flow. Explain- the students were able to make predictions, explain their findings, and solidify their understandings through scientific discourse through the use of the data log sheets and their science journals. Elaborate- after practicing the different conceptual and procedural skills at the beginning of the learning segment, students were able to apply what they knew in the creation of their own electrical circuits. This allowed them to refine their skills and transfer their secure understandings to uncharted contexts. Evaluate- through the use of meta-cognitive strategies, including the science journals, the KWL chart additions and evaluations, classroom discussions, and eventually a summative assessment (which I was not present for), the students were able to be an integral part of the evaluation process of their own understanding of electricity. The largest learning curve for me throughout this learning segment was seeing the students interact with one another when they were exploring the snap circuit boards. I saw the students' learning profiles, their interpersonal skills, their scientific literacy fluency, and their collaboration abilities. Taking a step back and allowing students to direct their own learning has major benefits to their growth and development as critical thinkers.
Works Cited
Keeley,
P & Harrington, R. (2010). Uncovering student ideas in physical science:
Does it have to touch? Arlington, VA: NSTA Press.
Nye, B. (2012, April 5). Youtube. Retrieved from: https://www.youtube.com/watch?v=gixkpsrxk4Y
ODE. (2014). Ohio learning standards: Science. Retrieved from:
but whos right
ReplyDelete