Energy - Curriculum Companions - Keystone Science Network

January 06, 2009

Grades K-4: Physical Science - Content Standard B

[ Kit Connections ]

As a result of the activities in grades K-4, all students should develop an understanding of

Properties of objects and materials

Position and motion of objects

Light, heat, electricity, and magnetism

DEVELOPING STUDENT UNDERSTANDING

... Teachers can build on the intuitive notions of students without requiring them to memorize technical definitions. Sounds are not intuitively associated with the characteristics of their source by younger K-4 students, but that association can be developed by investigating a variety of concrete phenomena toward the end of the K-4 level. In most children's minds, electricity begins at a source and goes to a target. This mental model can be seen in students' first attempts to light a bulb using a battery and wire by attaching one wire to a bulb. Repeated activities will help students develop an idea of a circuit late in this grade range and begin to grasp the effect of more than one battery....

GUIDE TO THE CONTENT STANDARD

POSITION AND MOTION OF OBJECTS

Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.

LIGHT, HEAT, ELECTRICITY, AND MAGNETISM

Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.
Magnets attract and repel each other and certain kinds of other materials.

Kit-Specific Curriculum Connections

Science and Technology for Children

Note: The following excerpts are © the National Academy of Sciences.

Grade 3: Sound

Concepts

Sounds are produced by vibrating objects and vibrating columns of air.

Vibration-n-n-n [ Read comments | Post comments ]
Pitch and volume are two characteristics of sound.

Properties of Sound [ Read comments | Post comments ]
Changing the way an object vibrates can change the pitch and volume of the sound produced.

Grade 4: Electric Circuits

Concepts

A complete electric circuit is required for electricity to light a bulb.

Energy and You: Thomas Edison's Lab [ Read comments | Post comments ]
A Spark...of Brilliance [ Read comments | Post comments ]
Electricity can produce light and heat.

FOSS

Note: The following excerpts are © The Regents of the University of California.

Grades 3-4: Magnetism and Electricity Module

Purpose

Observe the interaction of permanent magnets with a variety of common materials.
Discover that magnets display forces of attraction and repulsion.

Electricity and Magnetism [ Read comments | Post comments ]
Understand and construct open, closed, parallel, and series circuits.

Circuits [ Read comments | Post comments ]

Grades 3-4: Physics of Sound Module

Purpose

Learn that sound originates from a source that is vibrating and is detected at a receiver such as the human ear.

Your Sense of Hearing [ Read comments | Post comments ]
Understand the relationship between the pitch of a sound and the physical properties of the sound source.

Mechanics of Sound Transmission [ Read comments | Post comments ]

Insights

"Circuits and Pathways"

Summary of Learning Experiences

2. Students begin their focus on the elements of a complete circuit by exploring different ways to wire a motor to a battery.
3. Students are challenged to light a bulb in different ways, using only a battery, a bulb, and a wire.
6. Students apply their knowledge of complete circuits by analyzing drawings of circuits, predicting whether the bulb in the circuit will light, and testing their predictions.

Electricity [ Read comments | Post comments ]

"Sound"

Summary of Learning Experiences

2. Students are introduced to some of the main characteristics of sound they will be investigating in the module: pitch, volume, and quality.

Investigating Sound: Soundbusters! [ Read comments | Post comments ]
4. Students generate and observe vibrations and sound using tuning forks, rubber bands, and homemade drums.
5. Students explore the relationship between pitch and tension as they are challenged to make four drums that have different pitches.
6. Students continue to explore the relationship between pitch and tensions using the rubber bands, pegboards, and golf tees from Learning Experience 4.
7. Students use washers and pieces of wood to explore how the size of a vibrating object affects the pitch of the sound it makes.

Sound is Energy [ Read comments | Post comments ]

The Franklin Institute gratefully acknowledges the generous support of the National Science Foundation and Unisys Corporation.

The Franklin Institute is the Demonstration Site for the Eisenhower Mid-Atlantic Consortium, providing science and math resources for teachers.

This material is based upon work supported by the National Science Foundation under Grant No. 9819641.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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