HAIR RAISING IDEAS
Grade Level: 4
Presented by: Chad Morris, Linda Ramsey, Robin Townsend, and Kendal Montgomery
William Jefferson Clinton Primary, Hope, AR
Length of Unit: 8 lessons
I.
ABSTRACT
This unit is intended to provide fourth graders with a basic overview of electricity. Through
reading, observing, and experimenting, students will understand the complex nature of electricity.
Students will be making batteries, circuits, and switches. As a final assessment, the students will
make a class robot. These activities are hands-on; therefore all children can have success. The
objectives in this unit are evaluated by the results of the student’s experiments and activities.
II.
OVERVIEW
A.
Concept Objectives
1.
Students will understand that energy is the most important theme to the physical
sciences because all physical phenomena and interactions involve energy.
2.
Students will observe and understand the properties of electricity.
3.
Students will understand the importance of electrical safety.
B.
Content from the Core Knowledge Sequence
1.
Electricity as the flow of electrons
2.
Static electricity
3.
Electric current
4.
Electric circuit, and experiments with simple circuit (battery, wire, light bulb,
filament, switch, fuse)
5.
Conductors and insulators
6.
Electromagnets: how they work and common uses
7.
Using electricity safely
C.
Skill Objectives
1.
The student will use the skill of observation in conducting scientific experiments.
2.
The student will predict the outcome of a scientific experiment.
3.
The student will draw conclusions from scientific experiences.
3.
The student will be able to summarize the events of an experience.
4.
The student will be able to follow a set of simple instructions.
5.
The student will be able to sequence events in a scientific experiment.
6.
The student will express understanding through the graphing of information.
7.
The student will describe the three basic parts of an atom and describe how they
interact with one another.
8.
The student will construct a circuit.
9.
The student will make a switch.
10.
The student will make an electromagnet
11.
The student will summarize, in written form, a taught concept.
III.
BACKGROUND KNOWLEDGE
A.
For Teachers
1.
Hirsch, Jr. E. D., What Your 4th Grader Needs to Know, Doubleday: New York,
1992. ISBN 0-385-31260-1
2.
Brant, Keith. Electricity, Troll Assoc., 1985. ISBN 1-55734-236-9
3.
Bains, Ray. Discovering Electricity. Troll, 1992. ISBN 0-89375-565-6
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B.
For Students
1.
Introduction to electricity (first grade)
2.
Magnetism (K and second grade)
IV.
RESOURCES
A.
Bains, Ray. Discovering Electricity. Troll, 1992. ISBN 0-89375-565-6.
B.
Berger, Melvin. Switch On, Switch Off. Harper Collins Publishing, 1989. ISBN 006445-097-X.
C.
Brandt, Keith. Electricity. Troll, 1985. ISBN 0-8176-0198-9.
D.
Challand, Helen. Experimenting with Electricity. Regiensteiner Publishing Enterprising,
Inc., 1986. ISBN 0-51601-276-2.
E.
Cooper, Jason. Science Secrets. Rouke Corp., Inc., 1992. ISBN 0-86593-169-0.
F.
Electric Current-Science Court. Frank Schaffer Publications, 1998. ISBN 0-87287-6675.
G.
Electricity, Teacher Created Materials, 1994. ISBN 55734-236-9.
H.
Feravolo, Rocco. Junior Science Book of Electricity. Garrard Publishing Co., IL, 1960.
I.
Hirsch, Jr. E.D. What Your 4th Grader Needs to Know. Doubleday, 1992. ISBN 0-38531260-1.
J.
Inventions. Teacher Created Materials, 1993. ISBN 1-55734-232-6.
K.
Jennings, Terri. Junior Science-Electricity. Mirabel Publishing, 1990. ISBN 0-53117210-4.
L.
Magnets & Electricity. Carson-Dellosa Publishing Co., Inc., 1995.
M.
Science Through Children’s Literature. Teacher’s Idea Press. ISBN 0-87287-667-5.
N.
Shaw, Arthur. What Happens When You Turn On the Light. Henry Regnery Co., 1972.
ISBN 0-80928-596-7.
O.
Shepherd, Walter. Finding Out About Science – Electricity. Golden Press Inc., New
York: 1964.
P.
Handouts
Q.
Appendices
V.
LESSONS
Lesson One: Electrify Your Brain
A.
Daily Objectives:
1.
Concept Objective(s)
a.
Students will understand that energy is the most important theme to the
physical sciences because all physical phenomena and interactions
involve energy.
2.
Lesson Content
a.
Introduction to electricity
3.
Skill Objective(s)
a.
The student will express understanding through the graphing of
information.
b.
The student will be able to follow a set of simple instructions.
B.
Materials
1.
butcher paper cut in the shape of a light bulb to place on the chalkboard
2.
a copy of Appendix A for each cooperative group
3.
a copy of Appendix B for each student
4.
a copy of Appendix C for each student
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C.
D.
E.
Key Vocabulary
1.
electricity- a form of energy caused by the motion of electrons and protons.
Procedures/Activities
1.
Read Electricity by Keith Brandt to the class.
2.
Distribute Appendix A to each group containing four or five students.
3.
In cooperative groups, students will brainstorm uses of electricity.
4.
After a considerable amount of time, students will discuss their findings with the
class.
5.
Teacher should place the uses of ele ctricity on the butcher paper. (light bulb)
6.
At the conclusion of the lesson, distribute Appendix B to each student.
7.
Students will complete Appendix B as a home project. Directions are on
Appendix B.
8.
The next day, students will identify the result of Appendix B by graphing the
information onto Appendix C.
Evaluation/Assessment
1.
Students will be evaluated by their ability to interpret information, which is
documented on Appendices B & C..
Lesson Two: A Hair Raising Experience
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students will understand that energy is the most important theme to the
physical sciences because all physical phenomena and interactions
involve energy.
b.
Students will observe and understand the properties of electricity.
2.
Lesson Content
a.
Static electricity
3.
Skill Objective(s)
a.
Students will describe the three basic parts of an atom and describe how
they interact with one another.
b.
The student will be able to follow a set of simple instructions.
c.
The student will use the skill of observation in conducting scientific
experiments.
B.
Materials (for each student)
1.
2 balloons
2.
piece of nylon and felt cloth
3.
2 30cm pieces of thread
4.
small bits of paper
5.
pencil and pencil shavings
6.
piece of plastic wrap ( use wrap labeled “best cling”)
7.
plastic ruler
8.
Appendix D
9.
Appendix E
10.
a variety of objects to be charged
C.
Key Vocabulary
1.
proton-one of the very small parts in the nucleus of an atom. It has a positive
charge.
2.
neutron- one of the very small parts in the nucleus of an atom. It has no electrical
charge.
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3.
D.
E.
electron- a tiny particle that moves around the nucleus of an atom. It has a
negative charge.
4.
charges (positive and negative)-kinds of electrical charges
5.
static - electricity that builds up in an object and stays there
6.
friction- rubbing
Procedures/Activities
1.
The static electricity activities are best performed on cool, dry days. Warm moist
air will conduct electric charges away from an object as soon as they are formed.
An invisible coat of moisture on materials permits the electric charges to run off
into the area surrounding the object.
2.
Gather all materials for the activity and place them in a basket or box for each
group.
3.
Students can use their hair or a piece of felt to charge the balloons. Do this by
rubbing (friction) the balloon on the hair or cloth.
4.
Discuss what the students predict about what will happen.
5.
Rub a balloon with a piece of nylon and touch the balloon to a wall or a desk.
Discuss what happens and why it happened.
6.
Introduce the following vocabulary terms: proton, electron, and neutron.
7.
Explain to the students that they will observe the effects that a charge has on
other objects.
8.
Students will complete Appendix D.
9.
Have students blow up their other balloon. Tie each balloon to a 30cm piece of
thread. Students will tape the balloons to the edge of their desks leaving a 3 to 5
cm space between each balloon.
10.
Students will charge one balloon by rubbing it with a piece of plastic wrap. This
gives the balloon a positive charge. Rub the other balloon with a piece of nylon,
giving it a negative charge.
11.
Observe the results.
Evaluation/Assessment
1.
Students will observe the effects of the unlike charges and record the results on
Appendix E.
2.
Complete Appendix E, doing all listed activities.
3.
Discuss results and findings.
Lesson Three: The Circle of Light
A.
Daily Objectives:
1.
Concept Objective(s)
a.
Students will understand that energy is the most important theme to the
physical sciences because all physical phenomena and interactions
involve energy.
b.
Students will observe and understand the properties of electricity.
2.
Lesson Content
a.
Electric circuits and experiments with simple circuits
3.
Skill Objective(s)
a.
The student will construct a circuit.
b.
The student will be able to follow a set of simple instructions.
c.
The student will draw conclusions from scientific experiences.
d.
The student will use the skill of observation in conducting scientific
experiments.
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B.
C.
D.
E.
Materials (for each student)
1.
lemon
2.
12” piece of copper wire cut into two equal parts
3.
nail
4.
metal thumbtack
5.
small flashlight bulb
6.
scissors
Key Vocabulary
1.
circuit- the complete path that an electrical current can flow around
2.
flow- to move along slowly
3.
battery- a container filled with chemicals that produces electrical power
Procedures/Activities
1.
Read Discovering Electricity by Ray Bains to the class.
2.
Stop at page 16 and make a circle with the students to show how electricity flows
through a circuit.
3.
Have two students break hands (they represent the switch). This shows how the
flow of electricity is broken if the switch is open.
4.
Hand out materials to groups or individuals ( depending on your class).
5.
Push the nail in near one end of the lemon.
6.
Push the thumbtack in near the other end of the lemon.
7.
Twist one piece of wire around the nail and the other piece around the
thumbtack.
8.
Touch the two free ends to the bulbs on the bottom of the flashlight bulb.
9.
Watch in amazement!
Evaluation/Assessment
1.
Students will be assessed by their ability to follow the directions in order to make
a battery.
Lesson Four: Circuit, Circuit
A.
Daily Objective(s)
1.
Concept Objective(s)
a.
Students will understand that energy is the most important theme to the
physical sciences because all physical phenomena and interactions
involve energy.
b.
Students will observe and understand the properties of electricity.
2.
Lesson Content
a.
Electric circuit, and experiments with simple circuit
3.
Skill Objective(s)
a.
The student will use the skill of observation in conducting scientific
experiments.
b.
The student will predict the outcome of a scientific experiment.
c.
The student will draw conclusions from scientific experiences.
d.
The student will be able to follow a simple set of directions.
e.
The student will conduct a circuit.
B.
Materials (for each circuit)
1.
2 insulated copper wires
2.
bulb in a bulb holder (6-volt flashlight bulbs are preferred)
3.
2 alligator clips (optional)
4.
battery (6-volt lantern battery is preferred)
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C.
D.
E.
Key Vocabulary
1.
insulated- covered with material in order to stop electricity from escaping
Procedures/Activities
1.
Instruct the students to strip the ends of the wire and to twist an alligator clip onto
the end of each wire. (Although these clips are not required, they make the wires
easier to handle in these activities.)
2.
Show the students how to connect the wire ends to the battery terminals. (For D
size batteries, the ends will have to be taped to the battery. For 4,5 or 6-volt
batteries with post type terminals, the wire ends can be twisted to the posts.)
3.
Tell the students to make several different battery, wire, and bulb holder
connections which do not complete the circuit.
4.
Have students predict which examples they believe will light the bulb.
5.
Test student predictions. Use these predictions:
a.
Connect only one wire between a battery terminal and one side of the
bulb holder.
b.
Connect both wires between one battery terminal and one side of the
bulb holder.
c.
Connect both wires to one battery and attach each end to a different side
of the bulb holder.
d.
Connect each wire to a different battery terminal and connect both ends
to one side of the bulb holder.
e.
Connect one wire between the battery terminals and connect the other
wire between one of the terminals and the bulb holder.
6.
Also provide students with several non-circuit examples so students can test each
one and compare the results.
7.
Let students make a complete circuit. Have them clip one wire to the bulb
holder. Students will predict what will happen. Nothing will happen until a
student clips the second wire to the terminal of the bulb holder, then the bulb will
glow.
8.
Tell students to trace the path from the battery to the bulb holder and back to the
battery. They should see that the path is unbroken. This means the circuit is
complete.
9.
Have students remove one wire from the battery; the light goes out because the
circuit is broken.
10.
Tell students to disconnect the battery when they are finished experimenting.
This will make the battery and bulb last longer.
Evaluation/Assessment
1.
Students will be evaluated by teacher observation while students are
experimenting with circuits.
Lesson Five: Short Cuts
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students will understand that energy is the most important theme to the
physical sciences because all physical phenomena and interactions
involve energy.
b.
Students will observe and understand the properties of electricity.
2.
Lesson Content
a.
Electric current
b.
Electric circuit, and experiments with simple current
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c.
B.
C.
D.
Conductors and insulators
3.
Skill Objective(s)
a.
The student will make a switch.
b.
The student will predict the outcome of a scientific experiment.
c.
The student will use the skill of observation in conducting scientific
experiments.
d.
The student will draw conclusions form scientific experiences.
e.
The student will be able to summarize the events of an experience.
f.
The student will be able to follow a simple set of instructions.
g.
The student will be able to sequence events in a scientific experiment.
h.
The student will express understanding through the graphing of
information.
Materials (for each cooperative group)
1.
8cm x 8cm tag board
2.
3 15cm pieces of electric wire
3.
2 brass paper fasteners
4.
1 D-cell battery
5.
1.5-volt bulb and holder
6.
paper clip
7.
masking tape
8.
Appendix F
9.
Switch On, Switch Off by Melvin Berger
10.
materials to be tested as conductors or insulators (examples)
a.
coins
b.
bobby pins
c.
buttons
d.
pencils
e.
pens
f.
erasers
g.
keys
h.
glass
i.
marbles
j.
screws
k.
bar magnet
l.
balloons
Key Vocabulary
1.
switch- a device that interrupts the flow of electricity in a circuit
2.
short circuit- an electric circuit that bypasses a device that was designed to be
included in the circuit
3.
insulator- a substance that does not easily carry electricity or heat
4.
conductor- a substance that easily carries electricity or heat
Procedures/Activities
1.
Read Switch On, Switch Off to the class.
2.
Put a brass fastener through one end of the paper clip and then through the tag
board.
3.
Put the brass fastener through the tag board so the paper clip can touch it.
4.
Tape the ends of the brass fasteners under the tag board so they do not touch each
other.
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5.
E.
Connect the wires as shown on Appendix F, winding them around the brass
fasteners once or twice.
6.
Close the switch by pressing the paper clip on the brass fastener.
7.
Have students record what they observe, explain how this related to a light
switch at home.
8.
Remove the paper clip from the circuit.
9.
Students will touch one of the test materials to the two brass fasteners,
completing the circuit.
10.
If the bulb burns, the object is a conductor.
11.
If it does not burn, the object is an insulator.
Evaluation/Assessment
1.
Students will devise a method of recording and reporting data.
2.
Students’ understanding of switches, conductors, and insulators will be assessed
by students’ participation in class discussion.
Lesson Six: Magnetic Attraction
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students will understand that energy is the most important theme to the
physical sciences because all physical phenomena and interactions
involve energy.
b.
Students will observe and understand the properties of electricity.
2.
Lesson Content
a.
Electromagnets: how they work and common uses
3.
Skill Objective(s)
a.
The students will make an electromagnet.
b.
The student will use the skill of observation in conducting scientific
experiments.
c.
The student will predict the outcome of a scientific experiment.
d.
The student will draw conclusions from scientific experiences.
e.
The student will be able to summarize the events of an experience.
f.
The student will be able to follow a set of simple instructions.
g.
The student will be able to sequence events in a scientific experiment.
B.
Materials (for each cooperative group)
1.
3 foot length of wire
2.
large nail
3.
tape
4.
D cell battery
5.
objects able to be picked up by a magnet
C.
Key Vocabulary
1.
magnet- a piece of metal that attracts steel or iron
2.
magnetic field- the area around a magnet that has the power to attract other
metals
D.
Procedures/Activities
1.
Coil a 3-foot length of wire to the nail so that it does not unwind.
2.
Attach the ends of the wire to the battery terminals.
3.
Test the magnetism by trying to pick up paper clips or other magnetic objects.
4.
Ask students if the number of times the wire is wrapped is correlated to the
strength of the electromagnet.
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E.
Evaluation/Assessment
1.
Students are assessed by their ability to follow instructions and show knowledge
of electromagnets by participating in the discussion process.
Lesson Seven: Make It Safe!
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students will understand the importance of electrical safety.
b.
Students will observe and understand the properties of electricity.
2.
Lesson Content
a.
Using electrical safety
3.
Skill Objective(s)
a.
The student will summarize, in written form, a taught concept.
B.
Materials
1.
paper
2.
pencil
3.
Perhaps a representative from the local electric provider in your area
C.
Key Vocabulary
1.
none
D.
Procedures/Activities
1.
As a class, spend some time brainstorming the rules of electricity.
2.
Rules should also include “what to do if…” situations.
3.
After a through discussion, assign a one-page summary on safety rules.
4.
The students could also design their own safety brochure.
5.
Students can read aloud their summaries or they share their knowledge with a
different grade level.
E.
Evaluation/Assessment
1.
Students will be assessed by the content of the summary.
VI.
CULMINATING ACTIVITY
A.
Groups of students will construct Mr. Roboto.
1.
Use two small boxes for the head and body.
2.
Make the arms and legs out of cardboard tubes.
3.
Two small boxes will be used for the feet.
4.
Make two holes in Mr. Roboto’s head. (eyes)
5.
Fix a bulb holder in each hole.
6.
Join the bulb holders to a switch and a small battery.
7.
When the switch is turned on and off, Mr. Roboto will come alive!
8.
Students can bring materials from home to decorate their Mr. Roboto.
VII.
HANDOUTS/WORKSHEETS
See Appendices
VIII. BIBLIOGRAPHY
Bains, Ray. Discovering Electricity. Troll, 1992. ISBN 0-89375-565-6.
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2001 Conference
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Berger, Melvin. Switch On, Switch Off. Harper Collins Publishing, 1989. ISBN 0-06445-097-X.
Brandt, Keith. Electricity. Troll, 1985. ISBN 0-8176-0198-9.
Challand, Helen. Experimenting with Electricity. Regiensteiner Publishing Enterprising, Inc.,
1986. ISBN 0-51601-276-2.
Cooper, Jason. Science Secrets. Rouke Corp., Inc., 1992. ISBN 0-86593-169-0.
Electric Current-Science Court. Frank Schaffer Publications, 1998. ISBN 0-87287-667-5.
Electricity, Teacher Created Materials, 1994. ISBN 55734-236-9.
Feravolo, Rocco. Junior Science Book of Electricity. Garrard Publishing Co., IL, 1960.
Hirsch, Jr. E.D. What Your 4th Grader Needs to Know. Doubleday, 1992. ISBN 0-385-31260-1.
Inventions. Teacher Created Materials, 1993. ISBN 1-55734-232-6.
Jennings, Terri. Junior Science-Electricity. Mirabel Publishing, 1990. ISBN 0-53117-210-4.
Magnets & Electricity. Carson-Dellosa Publishing Co., Inc., 1995.
Science Through Children’s Literature. Teacher’s Idea Press. ISBN 0-87287-667-5.
Shaw, Arthur. What Happens When You Turn On the Light. Henry Regnery Co., 1972. ISBN 080928-596-7.
Shepherd, Walter. Finding Out About Science – Electricity. Golden Press Inc., New York: 1964.
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