3rd Grade exploring energy transfer: Magnetism and Electricity

Scope and sequence

Suggested Time Frame: 3rd Grade Science Curriculum Map

• 4th Nine Weeks- Consult the 3rd Grade Science Curriculum Map for specific details.

The 3rd Grade Science Curriculum Map outlines the following information:

• 1. Recommended pacing, scope, and sequence for each unit.

  2. Alignment with standards, conceptual understandings, and performance indicators

  3. Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides

  4. Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements

  5. Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations

Learning goals, skills, and concepts

Learning Goals

• Students will gather information from various sources, including direct investigations using circuits, to develop models that illustrate how electrical energy can be transformed into other forms of energy. Models can include but are not limited to:

  • 3-D models

  • Drawings

  • Illustrations

  • Diagrams

  • Charts

• Students will engage in investigations using wires, batteries, switches, and light bulbs to figure out for themselves how to create a complete simple circuit that lights the bulb.

  • Follow up investigations will involve other energy transformations beyond the bulb

• Students will use their simple circuits to test different materials and analyze and interpret their data to classify materials as electrical insulators or conductors.

• Students will apply their knowledge of simple circuits to create a simple electromagnet and use their magnet to investigate the properties of magnets.

• Students will test different variables that affect the strength of an electromagnet.

  • Teacher’s Note: Basic properties of magnets were investigated by students in 2nd grade. Teachers should not spend more than a day or two reviewing properties of simple, non-electro-magnets and should move quickly into electromagnets.

Skills and Concepts

• Analyze and Interpret Data- SEP Support Document

• Develop and Use Models- SEP Support Document

• Obtain and Communicate Information- SEP Support Document

• Plan and Carry Out Investigations- SEP Support Document

• Electrical Energy Transformations- Essential Knowledge Support Document

• Simple Circuits- Essential Knowledge Support Document

• Insulators and Conductors- Essential Knowledge Support Document

• Properties of Magnets and Electromagnets- Essential Knowledge Support Document

• Factors that Determine the Strength of Electromagnets- Essential Knowledge Support Document

Science Concept Storyboard

This link will take you to a print-friendly version of the science concept storyboard.

Lessons and activities

Electricity and Magnetism Unit Plan Support Doc

Potential Instructional Strategies/Lessons/Examples

• Energy and Electromagnetism (FOSS Kit) All Investigations

• Pearson SC Interactive Science Textbook:

  • Chapter 2, Electricity and Magnetism (lesson 1-4)

    • Lesson 1 (3.P.3A.1)

      • Quick Lab pg. 57- Not directly tied to any indicators in 3.P.3A, but it is a good activity to help students make connections between previous unit on matter and the this unit

      • This lesson gives students a further understanding of the basics of energy and as the indicator states and allows opportunities for students to obtain and communicate that information (pg. 58-59). It then introduces the idea that electrical energy can be transformed into other forms of energy(pg. 60-61), but students will need further experiences with this idea through hands on activities.

    • Lesson 2 (3.P.3A.3, 3.P.3A.2)

      • Quick Lab pg. 65- Gives opportunity for students to experience building a simple circuit, but this is a model that students should be developing themselves through the process of trial and error.

      • This lesson addresses the content required by both of these indicators, but is presented in a way that inhibits the students from gaining the depth of knowledge necessary of these indicators.

    • Lesson 3 (3.P.3B.1)

      • Quick Lab pg. 73- This is a fun introduction to magnets, but it does not meet the needs of this indicator. It would be best to introduce magnets by pulling in another hands-on activity where students will have the opportunity to explore all properties of a magnet.

      • This lesson lacks most of the necessary information required by this indicator(the main properties of magnets and electromagnets). It only discusses magnetic field and attraction and repulsion between magnetic poles. Experiences with all properties of magnets should be supplemented through another activity.

    • Lesson 4 (3.P.3B.2)

      • The first section of this lesson pg.82-83 is a great intro to the history of electromagnets. On page 84 information pertaining to the factors that affect the strength of electromagnets is given in the text. This is information that students should be planning and conducting scientific investigations in order to figure out. Teachers may want to have students reference this information after they plan and conduct their investigations on the factors that affect the strength of electromagnets.

    • Lab Investigation, after lesson 4, p. 88(3.P.3A.1 and 3.P.3B.2) -- students should be instigating more than the number of coils affect an electromagnet’s strength.

• AIMS Activities: 2005 SC Science AIMS 4th Grade Physical Science

  • Circuit Quiz Boards (3.P.3A.2)

  • Put Your Name in Lights (3.P.3A.1)

  • Sparky’s Light Kit (3.P.3A.2)

  • Path Finders (3.P.3A.2)

  • Make a Switch (3.P.3A.2, 3.P.3A3)

  • Electric Circuits(3.P.3A.2)

  • In The Scheme of Things

  • Conductor or Insulator? (3.P.3A.3)

  • Floating Magnets (3.P3.B.1)

  • Magnets and Metal (3.P3.B.1)

  • Paper Clip Hangers (3.P3.B.1)

  • The Electromagnetic Connection (3.P3.B.1, 3.P3.B.2)

  • Electromagnetic Explorations (3.P3.B.1, 3.P3.B.2)

  • Electromagnets (3.P3.B.1, 3.P3.B.2)

• Creating an Electromagnet (3.P.3B.1 and 2)

  • This activity, from the TeachEngineering website, details an investigation where students create electromagnets and test how they work and how changing different variables affect the strength of the magnets

• Bulbs and Batteries in a Row (3.P.3A.1 and 2)

  • This activity, from the TeachEngineering website, details an investigation where students create a simple, series circuit. This can be extended with the follow-up activity Bulbs and Batteries Side by Side which explores parallel circuits.

    • Note- This is similar to activities in the Electricity and Magnetism FOSS kit.

• Conductivity (3.P.3A.3)

  • This activity, from the TeachEngineering website, details an investigation where students test different materials to see which ones act as electrical insulators or conductors.

• Expedition of Electrical Energy - Interactive google presentation of which students will need to make a personal copy. Students will need a bag of circuit supplies (battery, battery holder, light bulb and light bulb socket, switch, 3 wires) and a given teacher resource (ex: DSM - Electrical Circuits). They should work in pairs to complete each phase.

  • Phase 1 (3.P.3A.2)

  • Phase 2 (3.P.3A.2)

  • Phase 3 (3.P.3A.1) Additional Materials- motor

  • Phase 4 (3.P.3A.3) Additional Materials- random bag of items that can be tested as conductors or insulators (ex:sponge, foil, nail, paperclip, paper, rock, penny, nickel, rubberband, pencil, eraser, popscicle stick)

Additional Resources

• RSD2 Literacy Connections website

• DSM Book -Electrical Circuits

• Discovery Education Video clips ‘Conductors and Insulators’, ‘Source of Life: Water in our Environment’

• National Geographic Video Resource:

  • As with any video resource, teachers should carefully preview and vet any videos before showing them to students.