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3-5-ETS1-1 Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time or cost.

3-5-ETS1-2 Generate and compare multiple  possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.

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electricity
attract
positive and negative
static

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Lesson 1: Forces Around Us - Introducing Electricity

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Lesson 1: Forces Around Us - Introducing Electricity

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Revise what we already know about forces
- push & pull
- it causes motion
- gravity

Show video of motorized toy car. Discuss how it is moving as we did not use push or pull force.

Introduce Electricity as a type of force.

Brainstorm examples of electricity and what we use it for.

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Discuss the picture below. Demonstrate using a balloon.

'What does electricity have to do with a balloon attracting hair?'

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Lesson 2: Static Charge Inquiry Activity

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Lesson 2: Static Charge Inquiry Activity

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https://auth.edmentum.com/ez/SMSD/175

https://app.studyisland.com/cfw/loginp/

https://levelupreader.com/

https://connected.mcgraw-hill.com/connected/pictorialLoginSchool.do?code=gi5k

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How and where to find your child’s “learning path”. 

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How and where to find your child’s “learning path”. 

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Please watch this video to learn where to find the learning path and how to change the subjects.

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L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

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1-  Revisit the essential question
How can you use what you         know to help others?
2 - Vocabulary
embarrassed - confidence - talents apologized - audience - realized - achievement - attention
3 - The Genre: 'Realistic Fiction'

4- Reading: 'The Talent Show' (180L)
'The talented Clementime' - Unit 4 Week 2
5- Grammar : contractions with not

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Vocabulary
embarrassed - confidence - talents apologized - audience - realized - achievement - attention

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Discuss features of realistic fiction:

has characters with believable human characteristics

includes a realistic setting and story events that could happen in real life

has dialogue and illustrations

may be part of a longer book or series

shows life as it could be lived today

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Contraction Activity on Wonders (Unit 4 Week 2) 

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Contraction Activity on Wonders (Unit 4 Week 2) 

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A contraction is a shortened form of two words.

An apostraphe ( ' ) takes the place of one or more letters in a contraction.

Example: Is not - isn't

was not - wasn't

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3.OA.2 | Interpret whole-number quotients of whole numbers
e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

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This week we will be relating division and subtraction using the skills we have learned over the last two weeks.

With the guidance of the teacher we will by looking through examples on pages 257-259.

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Complete the lesson check on McGraw Hill for Chapter 5 Lesson 3

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Practice math activities on Edmentum in preparation for your MAP exam.

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Introduce the topic: Magnetic Field

Complete the next activity on page 70 and 71 on the same day as introducing the Magnetic Field.

Have students demonstrate the magnetic field using the magnets.

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The magnetic field is the area around a magnet in which there is magnetic force. Moving electric charges can make magnetic fields. Magnetic fields can usually be seen by magnetic flux lines. At all times the direction of the magnetic field is shown by the direction of the magnetic flux lines. The strength of a magnet has to do with the spaces between the magnetic flux lines. The closer the flux lines are to each other, the stronger the magnet is. The farther away they are, the weaker. The flux lines can be seen by placing iron filings over a magnet. The iron filings move and arrange into the lines. Magnetic fields give power to other particles that are touching the magnetic field.

In physics, the magnetic field is a field that passes through space and which makes a magnetic force move electric charges and magnetic dipoles. Magnetic fields are around electric currents, magnetic dipoles, and changing electric fields.

When placed in a magnetic field, magnetic dipoles are in one line with their axes to be parallel with the field lines, as can be seen when iron filings are in the presence of a magnet. Magnetic fields also have their own energy and momentum, with an energy density proportional to the square of the field intensity. The magnetic field is measured in the units of teslas ( SI units) or gauss (cgs units).

There are some notable specific kinds of the magnetic field. For the physics of magnetic materials, see magnetism and magnet, and more specifically diamagnetism. For magnetic fields made by changing electric fields, see electromagnetism.

The electric field and the magnetic field are components of the electromagnetic field.

The law of electromagnetism was founded by Michael Faraday.

Physicists can say that the force and torques between two magnets are caused by magnetic poles repelling or attracting each other. This is like the Coulomb force repelling the same electric charges or attracting opposite electric charges. In this model, a magnetic H-field is produced by magnetic charges that are 'smeared' around each pole. So, the H-field is like the electric field E which starts at a positive electric charge and ends at a negative electric charge. Near the north pole, all H-field lines point away from the north pole (whether inside the magnet or out) while near the south pole (whether inside the magnet or out) all H-field lines point toward the south pole. A north pole, then, feels a force in the direction of the H-field while the force on the south pole is opposite to the H-field.

In the magnetic pole model, the elementary magnetic dipole m is formed by two opposite magnetic poles of pole strength q m separated by a very small distance d, such that m = q m d.

Unfortunately, magnetic poles cannot exist apart from each other. All magnets have north/south pairs which cannot be separated without creating two magnets each having a north/south pair. Also, magnetic poles do not account for magnetism that is produced by electric currents nor the force that a magnetic field applies to moving electric charges.

Related pages

Images for kids

One of the first drawings of a magnetic field, by René Descartes, 1644, showing the Earth attracting lodestones. It illustrated his theory that magnetism was caused by the circulation of tiny helical particles, "threaded parts", through threaded pores in magnets.

The direction of magnetic field lines represented by the alignment of iron filings sprinkled on paper placed above a bar magnet.

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The magnetic field is the area around a magnet in which there is magnetic force. Moving electric charges can make magnetic fields. Magnetic fields can usually be seen by magnetic flux lines. At all times the direction of the magnetic field is shown by the direction of the magnetic flux lines.

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You will need the following items.
Complete the activity on page 70 and 71.

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Yousef Ahli

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Yousef Ahli

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Sultan Alblooki

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Shamsa A

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Aisha 🏳️‍🌈