ALEX Resources

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Lesson Plans (5) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (10)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Solar Ovens
Description:

This investigation allows students to explore the real-life meaning of solar energy. Students designing and engineering a solar oven using a  pizza box. Completed projects will be tested and then evaluated for effectiveness.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.




   View Standards     Standard(s): [SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Harnessing The Wind (Part One)
Description:

In this lesson, students will investigate materials to determine which materials would be best to harness the power of the wind. Students will design, construct, and race a puff mobile.  Students will create a class chart to record data from the puff mobile race. Students will compare features from the puff mobiles with the best race times.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.




   View Standards     Standard(s): [SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Light Up Your Drawing!
Description:

The students will make a drawing that lights up, while investigating circuits using copper tape, batteries and LEDs. They will use templates for the first circuit and then explore by adding more LEDs and copper tape traces. 

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.




   View Standards     Standard(s): [SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Harnessing the Wind (Part Two)
Description:

In this lesson, students will investigate the design behind William Kamkwamba's windmill. Using his design ideas, students will design, construct, and test their own windmill. 

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.




   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[ELA2015] (4) 28 :
28 ) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

[ELA2015] (4) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

Subject: English Language Arts (4), or Science (4)
Title: Greeting Card Dissection
Description:

Engage students in testing their knowledge of circuits in this delightful dissection. Students will apply science practices and content knowledge while conducting hands-on and digital/print research and writing. The actual "dissection" does not take very long, but the writing components can be extended if desired. 

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.




ALEX Classroom Resources  
   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Current Electricity & Electric Circuits StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm
Description:

Electricity is a form of power that is produced by the movement of electrons. When the flow of electrons is constant, it produces an electric current.

The classroom resource provides a slide show that will describe electricity and how it works. This resource can provide background information for students before they carry out their own investigations. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (3) 3 :
3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

[SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (3 - 4)
Title: Electricity StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm
Description:

Electricity is a form of power that is produced by the movement of electrons. Static electricity and lightning are natural forms of electricity, and they occur when electrons jump from one object to another.

The classroom resource provides a video that will introduce students to the different types of electricity. This resource can provide background information for students before they conduct their own investigations. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

[SC2015] PS8 (8) 14 :
14 ) Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate's hair).

[SC2015] PS8 (8) 16 :
16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

Subject: Science (4 - 8)
Title: Energy and Matter StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htm
Description:

You can think of energy as the ability to move or cause change in matter. It comes in many forms. Kinetic energy is energy that is in use, and potential energy is energy that is stored for later.

The classroom resource provides a video that will explain the different forms of energy. This resource can provide background information for students before they conduct their own investigations and/or create their own models. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Lighting Designer: Kids Work!
URL: https://www.knowitall.org/interactive/lighting-designer-kids-work
Description:

In this interactive, students will play the role of a lighting designer to understand that the lighting designer creates stage lighting for performances and that one needs to understand how the electrical components are connected. This animated interactive job exploration experience connects schoolwork with real work and familiarizes students with skills needed to become a lighting designer for the theater.



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Circuits | NASA Online
URL: https://www.knowitall.org/interactive/circuits-nasa-online
Description:

When you flip a light switch on and off, you are closing and opening a circuit. A circuit is a path that electricity follows. This interactive helps students learn more about circuits.



   View Standards     Standard(s): [SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

[SC2015] (4) 5 :
5 ) Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).

Subject: Science (4)
Title: Windmills: Putting Wind Energy to Work
URL: https://aptv.pbslearningmedia.org/resource/phy03.sci.engin.design.lp_windmill/windmills-putting-wind-energy-to-work/
Description:

For hundreds of years, people have harnessed moving air (wind) to do work. The earliest forms of wind-powered machines were sailboats. Wind pushing against the sails of a boat provided the energy to move the boat across the water, saving people the trouble of rowing. Later, people discovered that if they attached sail-like panels to a wheel at the top of a stationary tower, wind blowing against the panels would cause the wheel and the central shaft to which it was attached to turn. The shaft drove mechanisms inside the tower that were used to mill, or grind, grain into flour. These wind-driven mills were called, simply, windmills. And even though wind-driven machines are now also used to pump water from wells and to generate electricity, the name windmill has stuck.

In this activity, students review the engineering design process and discuss how wind can be used to help get work done. They look at a variety of windmills, focusing on the different materials used in the construction of windmills and the type of work each windmill is designed to do. Finally, they use simple materials to build their own windmills to do work.



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Building Circuits
URL: https://www.nationalgeographic.org/activity/building-circuits/
Description:

In this activity, students experiment with batteries, wires, bulbs, and switches to assemble series and parallel circuits and to test for conductivity in sample items.



   View Standards     Standard(s): [SC2015] (3) 4 :
4 ) Apply scientific ideas about magnets to solve a problem through an engineering design project (e.g., constructing a latch to keep a door shut, creating a device to keep two moving objects from touching each other such as a maglev system).*

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (3 - 4)
Title: Robots 3D Activity Kit Guide
URL: https://www.nationalgeographic.org/media/robots-3d-activity-kit-guide/
Description:

This Robots 3D Activity Guide includes instructions on how to compile materials to create your own robotics kit. It uses hands-on activities that we use every day and easily found items. Customize your kit to fit particular grades, education standards, or topics, such as electricity and circuits; actuators, mobility and sensors; simple machines and gears; programming and operation; and real-world application.



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Power Play
URL: http://sciencenetlinks.com/lessons/power-play/
Description:

Another Science Netlinks lesson, Converting Energy (https://alex.state.al.us/cr_view.php?res_id=1146), is a prerequisite for this lesson. In that lesson, students are introduced to the concept of energy conversion and develop their basic ideas about energy and how it can be measured. In this lesson, students broaden their ability to identify energy sources, the energy transformation process, and build basic machines/systems that use energy transformations to get work done. 



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :
4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Subject: Science (4)
Title: Harnessing Solar Energy
URL: http://sciencenetlinks.com/lessons/harnessing-solar-energy/
Description:

In this lesson, students discover the properties of light (radiant) energy from the sun by experimenting with solar collectors, cookers, and calculators. To accomplish this goal, students will use some commonly available materials and work together in teams to construct a solar cooker and a solar grill. At the end of the lesson, they have the opportunity to observe a solar calculator in action.



ALEX Classroom Resources: 10

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