Lesson By Lesson Guide
Magnetism & Electricity
(FOSS Kit)
Magnetism & Electricity
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Table of Contents
NC Essential Standards and Clarifying Objectives ........................................................................ 3
Essential Question for Unit ............................................................................................................. 3
Unit Pre-Assessment ....................................................................................................................... 3
Preparing for the Unit ..................................................................................................................... 3
Lesson 1 - Investigation 1, Part 1: Investigating Magnets and Materials ....................................... 5
Lesson 2 - Investigation 1, Part 2: Investigating More Magnetic Properties................................. 7
Lesson 3 - Investigation 1 Part 3: Breaking the Force ................................................................... 9
Lesson 4 - Investigation 1, Part 4: Detecting the Force of Magnetism......................................... 11
Lesson 5 - Investigation 2, Part 1: Lighting a Bulb ..................................................................... 13
Lesson 6 - Investigation 2 Part 2: Making A Motor Run ............................................................. 15
Lesson 7 - Investigation 2, Part 3: Finding Insulators and Conductors ........................................ 17
Lesson 8 - Investigation 2, Part 4: Investigating Mystery Circuits............................................... 19
Lesson 9 - Investigation 3, Part 1: Building Series and Parallel Circuits ..................................... 21
Lesson 10 - Investigation 3, Part 2: Building Parallel Circuits..................................................... 23
Lesson 11 - Investigation 3, Part 3: Solving the String of Lights Problem .................................. 25
Lesson 12 - Investigation 4, Part 1: Building an Electromagnet .................................................. 27
Lesson 13 - Investigation 4, Part 2: Changing Number of Winds ................................................ 29
Lesson 14 - Investigation 4, Part 3: Investigating More Electromagnets ..................................... 32
Lesson 15 - Investigation 5, Part 1: Reinventing the Telegraph ................................................... 34
Lesson 16 - Investigation 5, Part 2: Sending Messages Long Distance ....................................... 36
Magnetism & Electricity
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NC Essential Standards and Clarifying Objectives
4.P.1 Explain how various forces affect the motion of an object.
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2 Understand the composition and properties of matter before and after they undergo a
change or interaction.
4.P.2.1 Compare the physical properties of samples of matter: strength, hardness, flexibility,
ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions
to water and fire.*
4.P.3 Recognize that energy takes various forms that may be grouped based on their
interaction with matter.
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change.
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one
medium to another, and that light can be reflected, refracted, and absorbed.
*In this unit, the emphasis is on conductors, nonconductors (insulators), and the ability to be
attracted by magnets.
Essential Question for Unit
How do electricity and magnetism work, and how can they work together?
Unit Pre-Assessment
Two formative assessment probes are available for this unit. “Magnets in Water” can be found
on page 67 of Uncovering Student Ideas in Science, 25 Formative Assessment Probes Volume 4
(Green Cover), by Page Keeley et al. This probe elicits students’ ideas about magnetism,
specifically if students think air is required for magnets to work. Another probe called “Batteries,
Bulbs, and Wires” is available on page 57 of Uncovering Student Ideas in Science Volume 3
(Green Cover), by Page Keeley et al. This probe reveals whether students recognize the pathway
of electricity in a complete circuit. “Magnets in Water” can be administered at the beginning of
the unit because Investigation 1 is an exploration of magnets and magnetism. “Batteries, Bulbs,
and Wires” can be administered at the beginning of Lesson 5 (Investigation 2, part 1- Lighting a
Bulb).
Preparing for the Unit
 Make sure the D-cells and bulbs in the kit are fresh; may need to replace mid-unit
 Make copies of assessment charts in teacher guide
Magnetism & Electricity
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Make copies of duplication masters needed for investigations
Collect books related to topic
Copy the activity one handouts for students and decide how you will use them with
science notebooks
Check the wires in the kit to see if cutting and stripping ends of insulated wire is needed
Magnetism & Electricity
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Lesson 1 - Investigation 1, Part 1: Investigating Magnets and Materials
Students find objects that contain iron stick to permanent magnets while other objects do not.
They discover that two magnets will either attract or repel one another, depending on the
orientation of their poles. The agent responsible for this behavior is the magnetic force.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
Focus Question(s)
How do magnets interact with each other and other objects?
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Activity
Administer the “Magnets in Water”
formative assessment probe.
Following the formative assessment
probe, engage students in a game called
“Describe the Object.” Place an object
in a bag and invite a student to reach in
the bag to describe the characteristics
(size, shape, feel, etc) of the object
while the rest of the class is challenged
to draw what they think the object
looks like.
Ask students to describe other magnets
they have seen or played with.
Invite students to experiment with
magnets at their seats, around the
classroom, and in groups. (Discuss
areas that students should avoid such
as where you have audio or videotapes,
calculators, or computers as the
magnets can "erase" the information.)
Lead a discussion so students share the
results of things-that-stick.
Introduce the bag of test objects.
Lead a discussion of the results of the
things-that-stick and things-that-don't
stick sort.
Introduce attract and repel.
Discuss magnets on a pencil to
introduce force.
Begin a word wall of key vocabulary
Magnetism & Electricity
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Guiding Questions
Is there something that is the same
about all the objects that the magnet
sticks to?
Were you surprised by any of the
objects you tested?
Is there anything you notice that is the
same about all of the things listed in the
column for things-that-stick?
Are any metals in the things-that-don'tstick column?
What do you think is different about the
metal items in the first column
compared to those in the second
column?
How could you use a magnet as an iron
and steel detector?
Were there any objects you thought
might be iron, but were not?
Did you find any steel that was hidden
by paint or something else? How do
you know?
What did it feel like to push repelling
magnets together?
What do you think is causing the
magnets to push apart/repel?
Can you think of a general rule about
what magnets stick to?
What happens when two magnets come
together?
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and a content/inquiry chart.
Schedule a time to share Magnus Gets
Stuck from the FOSS Science Stories see the Science Stories folio in the
Teacher Guide for more information.
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What is a force?
Science Content Words
Use these terms when teaching the lesson:
To pull toward one another, as opposite poles of two magnets pull toward one
attract
another
A push or a pull
force
The influence of a permanent magnet's magnetic field on a piece of iron,
induced
which makes the iron act like a magnet
magnetism
A form of the mineral magnetite that is naturally magnetic or has become
lodestone
magnetized (from FOSS Science Stories)
An object that sticks to iron
magnet
A property of certain kinds of materials that causes them to attract iron or
magnetism
steel
To push away, as similar poles of two magnets push away from one another
repel
A piece of iron that behaves like a magnet when it is touching a permanent
temporary
magnet
magnet
Integration Hints
- PE/Dance: Demonstrate attract (get close to each other) and repel (run far from each other).
- Provide magnets and test items for students to explore in a center; students should record their
findings on a graphic organizer, such as a T-chart
- Math: Graph or tally the number of objects that were attracted to the magnet or repelled by it.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and conclusions
in their science notebooks.
Assessment Opportunities
The formative assessment probe is an assessment opportunity.
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Lesson 2 - Investigation 1, Part 2: Investigating More Magnetic Properties
Students observe that steel objects in contact with a magnet become a temporarily magnetic
themselves. This induced magnetism disappears when the steel object separates from the magnet.
Students find out that the magnetic force acts right through materials, with the exception of iron.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
Focus Question(s)
How do magnets interact with each other and other objects?
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Activity
Invite students to recall what they
learned about magnets in part 1 and
propose more exploration of
magnetism.
Visit student groups as they explore
how magnets and iron objects work
together and investigate the force of
magnetism through various objects.
Lead a brief discussion for students to
share their discoveries. As students
continue to explore, use guiding
questions to take the investigation
further.
Discuss magnetism through materials;
introduce induced
magnetism and temporary magnet.
Continue to make word wall and
content/inquiry entries.
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Guiding Questions
Can you "chain" objects from the
magnet?
Can a steel nail stuck to a magnet pick
up a paper clip?
Can a magnet attract a paper clip
through a piece of paper or through a
piece of foil?
Does an iron object have to touch a
magnet to become a temporary magnet?
What happens when you touch a piece
of iron to a permanent magnet?
Is the force of magnetism stopped by
any materials? How do you know?
How does distance affect the ability of
a magnet to attract a piece of iron?
Science Content Words
Use these terms when teaching the lesson:
To pull toward one another, as opposite poles of two magnets pull toward one
attract
another
A push or a pull
force
The influence of a permanent magnet's magnetic field on a piece of iron,
induced
which makes the iron act like a magnet
magnetism
A form of the mineral magnetite that is naturally magnetic or has become
lodestone
Magnetism & Electricity
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magnet
magnetism
repel
temporary
magnet
magnetized (from FOSS Science Stories)
An object that sticks to iron
A property of certain kinds of materials that causes them to attract iron or
steel
To push away, as similar poles of two magnets push away from one another
A piece of iron that behaves like a magnet when it is touching a permanent
magnet
Integration Hints
- Math: Graph or tally the number of items that were attracted or repelled by the magnet.
- PE/Dance: Demonstrate attract (get close to each other) and repel (run far from each other)
Science Notebook Helper
- Duplication master can easily be adapted to the observations section of your science notebooks.
Students list items under headings “stick” and “does not stick”
Assessment Opportunities
- A performance assessment is provided in the FOSS assessment section of the teacher guide.
Just do part one.
- Pictorial assessment for students to write about how magnets can attract or repel.
Magnetism & Electricity
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Lesson 3 - Investigation 1 Part 3: Breaking the Force
Students use a balance and large washers to measure the force of attraction between two
magnets. They systematically investigate what happens to the force of attraction as the distance
between the two magnets increases. Students graph their results and participate in a teacher-led
discussion to make sense of the data.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
Focus Question(s)
How much force does it take to pull to magnets apart?
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Activity
Tell students that asking questions
about things they have seen or
experienced and trying to set up
investigations to answer those
questions are both important aspects of
science. Introduce the equipment for
the investigation.
Once materials are distributed, visit the
groups to monitor progress.
Offer hints if a group is stalled or ask a
successful group to share its method for
determining how much force is needed
to pull the magnets apart.
Propose a standard investigation and
refine the technique so everyone can
work on the problem the same way.
After sharing group results, discuss the
importance of all groups following a
standard procedure when conducting a
scientific investigation.
Introduce and distribute spacers.
Model the creation of a graphic
organizer for students to track the
number of spacers and the number of
washers.
Prepare students to make a prediction
by omitting the test with two spacers.
Guide students to record data on a
graph and make predictions using the
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Guiding Questions
How can the strength of the force of
attraction between two magnets be
measured?
From earlier observations, we thought
that the force of attraction didn't work if
the magnets were too far apart. How
could we be sure that that observation
is true?
Does it make a difference where you
place the washers in a cup?
Does it make a difference how you
place the washers in a cup? At random
or stacked?
Does it matter if you drop the washers
into the cup?
What do you think will happen to the
force of attraction between two
magnets if you put a plastic spacer
between two attracting magnets? Do
you think the force will get stronger,
weaker, or stay the same?
How many washers did it take to break
the force with two spacers?
How many spacers were used when it
took four washers to break the force?
How can you use a graph to predict?
What happens to the strength of
attraction between two magnets as the
distance between them increases?
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graph.
Make new word wall and
content/inquiry entries.
Science Content Words
Use these terms when teaching the lesson:
An instrument that uses a freely moving magnetic needle to indicate
compass
direction (from FOSS Science Stories)
Something that helps you identify or locate something
detector
Something that organizes data visually to show a relationship between two things
graph
intersection The point at which two lines cross
Either of two opposing forces or parts, such as the poles of a magnet (from FOSS
pole
Science Stories)
prediction An educated guess based on data or previous experience
Integration Hints
- Math: Find ranges for the data, graphing
- Science Center: Make a compass (details in teacher guide)
- Art: Magnetic art with iron filings in a closed zip bag (details in teacher guide)
Science Notebook Helper
Staple or paste “The Force” worksheet into science notebook. Students should record how the
magnetic force was decreasing as spacers were added. Encourage students to use the vocabulary
attract, force, iron, magnet and repel in their notebooks for activity one.
Assessment Opportunities
- Performance assessment in the assessment section of the teacher guide; do part two.
- Students should be able to explain that the force of attraction between two magnets decreased
as the distance between the two magnets increased.
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Lesson 4 - Investigation 1, Part 4: Detecting the Force of Magnetism
Students explore ways to detect the magnetic force. They find several ways to detect the force
and to make it visible, using items such as compasses and iron fillings.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
Focus Question(s)
How can we detect magnetic fields?
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Activity
Refer to the content/inquiry chart to
review concepts students have learned
about magnets. Introduce one of the
magnet boxes, telling students that a
magnet is taped somewhere inside and
prompt students to think of a way to
find the magnet without looking inside.
Describe the preparation of the magnet
boxes and allow groups to practice the
detecting process.
Collect the magnet boxes, seal them
with transparent tape, and redistribute
the magnet boxes so teams get one that
is not their own.
Visit groups as they detect and pose
questions to check student
understanding.
Lead a discussion for students to share
which material was the best detector
and why.
Schedule a time to share How Magnets
Interact and Make a Compass from
the FOSS Science Stories -see the
Science Stories folio in the Teacher
Guide for more information.
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Guiding Questions
Can you figure out where two magnets
are taped in a box without looking
inside?
Why do you think the filings work like
this?
Do you think the compass has iron in
it? Why do you think so?
How did the compass help you locate
the magnet in the box?
How did you record your observations?
How did you use the information you
collected with the compass?
Since you can't see the force of a
magnet, how can you tell there is one
present?
Science Content Words
Use these terms when teaching the lesson:
An instrument that uses a freely moving magnetic needle to indicate
compass
direction (from FOSS Science Stories)
Something that helps you identify or locate something
detector
Magnetism & Electricity
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Something that organizes data visually to show a relationship between two things
graph
intersection The point at which two lines cross
Either of two opposing forces or parts, such as the poles of a magnet (from FOSS
pole
Science Stories)
prediction An educated guess based on data or previous experience
Integration Hints
- Use the science stories from the kit “How Magnets Interact” and “Make a Compass?” in
science or literacy centers.
- Have students write a “how-to” piece on how to find magnets using the magnet detector of their
choice.
- Place hidden magnet boxes and magnet detectors in a center for further exploration.
Science Notebook Helper
- Have students record drawings of their predictions of magnet placement in the magnet boxes. - After the class discussion, have students write about what they observed from their magnet
detectors (ex: compass spinning, iron filings standing up on end) and how their observations
helped them find the hidden magnets.
Assessment Opportunities
- Informal notes from group visits/ class discussion
- Science Notebook paragraphs about their observations of magnet detectors to find the location
of hidden magnets.
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Lesson 5 - Investigation 2, Part 1: Lighting a Bulb
Students explore simple electric circuits. They use trial and error to build a circuit that lights a
bulb. They begin developing concepts about how connections must be made and how electricity
flows through a circuit. *NOTE: Be sure to share with students that wall sockets/outlets have
dangerous levels of electric energy and nothing will be placed into wall sockets/outlets at
anytime!
Clarifying Objectives
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change.
Focus Question(s)
Using a bulb, wire and battery, how can we turn on a light bulb?
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Activity
Hold up a D-cell and ask students if
they recognize it and know what it's
used for. Then introduce the light bulb
and propose making it light.
Administer the “Batteries, Bulbs, and
Wires” formative assessment probe.
Introduce the focus question and have
students predict using prior knowledge.
Let students explore ways of lighting
the bulb with the materials.
Have students record their attempts in
their science notebook.
Discuss methods of lighting the bulb
with the group. Label the parts of
circuit components using science
content words.
Introduce the bulb and cell holders.
Point out the filament and give students
the opportunity to identify and study it.
Lead a discussion for students to share
their ways to light the bulb.
Make entries to the word wall and
content/inquiry chart.
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Guiding Questions
Can you use a battery to turn on the
light bulb?
Where did you connect the wires to the
battery?
Where did you connect the wires to the
light bulb?
What happens when you touch the wire
to the glass part of the bulb?
Can you light a light bulb with just one
wire and a battery?
You can't see electricity. How do you
know when it is flowing in a bulb
circuit?
How many wires connect to the
battery/light bulb, and where do they
connect to make a complete circuit?
How did you get the bulb to light with
only one wire?
What components are needed to make a
complete circuit?
What is important to remember about
making a complete circuit?
Science Content Words:
Magnetism & Electricity
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Use these terms when teaching the lesson:
A source of electricity with more than one cell
battery
A pathway for the flow of electricity
circuit
Something that holds many components needed to build a circuit
circuit base
A complete circuit through which electricity flows
closed circuit
An individual item in a circuit
component
A source of electricity; also known as a battery
D-cell
A component that uses the electricity from a source to make something
electricity
happen
receiver
electricity source Something that provides electric energy to make something happen
A metal clip that connects wires in a circuit
Fahnstock clip
The material in a light bulb (usually a thin wire) that glows when heated by
filament
an electric current
An incomplete circuit through which electricity will not flow
open circuit
A way to represent a circuit on a piece of paper
schematic
diagram
A device used to open and close circuits
switch
Integration Hint
- Science Center: Have the materials available for students to investigate lighting the bulb on
their own.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and conclusions
in their science notebooks.
- Students should draw and label a diagram of what worked and what did not work.
Assessment Opportunities
- Students draw a diagram and write an explanation of how electricity flows from a D-cell to a
light bulb. (see duplication masters in Teacher Guide)
- Students analyze another student's drawing of a battery and bulb circuit to explain why it will
or will not light. (see duplication masters in Teacher Guide)
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Lesson 6 - Investigation 2 Part 2: Making A Motor Run
Students use a circuit base to build a circuit with a D-cell and a motor. They add a switch to the
circuit to control the flow of electricity. Students learn the conventions for drawing schematic
diagrams of circuits.
Clarifying Objectives
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change
Focus Question(s)
How can we make a motor run with a D-Cell?
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Activity
Review the work with lightbulbs and
call on a few students to give examples
of an electricity source, electricity
receiver, and circuit. Introduce the
motor as another example of an
electricity receiver. Present the
challenge of getting electricity from a
battery to this receiver.
After the materials have been
distributed, visit each group.
Ask a successful group to share their
solution to the problem of running the
motor.
Introduce the circuit base and reinforce
the concept of circuit.
Demonstrate a switch and distribute
materials.
Guide students to explore closed and
open circuits with switches and bulbs.
Direct students to draw the bulb circuit.
Introduce schematic drawings and
challenge students to make a schematic
drawing of the same battery-switchlamp circuit they drew earlier.
Make entries of essential vocabulary to
the word wall and add to the
content/inquiry chart.
Magnetism & Electricity
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Guiding Questions
How can you get electricity from a
battery to this reciever (motor)?
What does a switch do in a circuit?
How is the motor circuit similar to the
bulb circuit? How is it different?
Which part of the circuit was the
receiver in this part?
How do people use schematic
drawings?
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Science Content Words
Use these terms when teaching the lesson:
A source of electricity with more than one cell
battery
A pathway for the flow of electricity
circuit
Something that holds many components needed to build a circuit
circuit base
A complete circuit through which electricity flows
closed circuit
An individual item in a circuit
component
A source of electricity; also known as a battery
D-cell
A component that uses the electricity from a source to make something
electricity
happen
receiver
electricity source Something that provides electric energy to make something happen
A metal clip that connects wires in a circuit
Fahnstock clip
The material in a light bulb (usually a thin wire) that glows when heated by
filament
an electric current
An incomplete circuit through which electricity will not flow
open circuit
A way to represent a circuit on a piece of paper
schematic
diagram
A device used to open and close circuits
switch
Integration Hints
- Science Center: Build a flashlight, or burglar alarm (details in extensions section of teacher
guide)
- FOSS Website www.fossweb.com click on Magnetism and Electricity for interactive
simulations
Science Notebook Helper
Students should draw and label a diagram of what worked and what did not work. It is helpful to
model connections with the D-Cell and motor for students.
Assessment Opportunities
- Students draw a diagram and write an explanation of how electricity flows from a D-cell to a
light bulb. (see duplication masters in Teacher Guide)
- Students analyze another student's drawing of a battery and bulb circuit to explain why it will
or will not light. (see duplication masters in Teacher Guide)
Magnetism & Electricity
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Lesson 7 - Investigation 2, Part 3: Finding Insulators and Conductors
Students build a circuit to test whether objects are conductors or insulators. They search the
classroom for insulators and conductors.
Clarifying Objectives
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
Focus Question(s)
Which materials can be used to complete an electric circuit?
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Activity
Hold up a bag of test objects and
propose an investigation to determine if
any of the test objects can be used to
complete a circuit.
Invite students to work with their
groups to figure out a way to make a
tester to find out which objects can
complete a circuit.
After materials have been distributed,
you may need to suggest a test circuit
through the set up of a battery-motorswitch circuit and opening the switch.
Objects can be tested by bridging the
space between the switch handle and
the switch contact with the object.
Guide groups to test a nail and a straw
and
introduce conductor and insulator; dire
ct students to test and sort conductors
and insulators.
Propose that students find out which
objects in the classroom are conductors
and insulators - Remind students not to
insert probes into wall sockets/outlets!
Lead a discussion for students to share
their findings.
Add essential vocabulary to the word
wall and make entries on the
content/inquiry chart.
Share Making Static and A Fictional
Interview with Benjamin
Franklin available in the FOSS Science
Stories -see the Science Stories folio in
Magnetism & Electricity
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Guiding Questions
Can any of the test objects be used to
complete a circuit?
How do you know if a material is a
conductor or an insulator?
Do you notice anything similar among all
the materials that are conductors?
Were there any metals that weren't
conductors? Why do you think they
weren't?
Page 17
the Teacher Guide for more
information.
Science Content Words
Use these terms when teaching the lesson:
A substance, commonly a metal such as copper or aluminum, through which
conductor
electricity will flow
A material that prevents the flow of electricity, commonly plastic, rubber, glass,
insulator
or air
A flash of light caused by a discharge of static electricity between two clouds or
lightning
from a cloud to the Earth (from FOSS Science Stories)
Positive and negative electric charges that are separated from each other and are
static
not moving (from FOSS Science Stories)
electricity
Integration Hints
- Science: Introduce symbols for cell, switch, wire and bulb and have students make drawings to
test.
- Writing: Write a story about a day without electricity.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and conclusions
in their science notebooks.
Students could keep a glossary in their notebook where they can add words. Encourage students
to use the words in their notebook entries. Definitions can be in student’s own words and/or
pictures (nonlinguistic representations).
Assessment Opportunities
-Students should be able to provide examples of insulators and conductors and why they are
classified as insulators or conductors.
Magnetism & Electricity
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Lesson 8 - Investigation 2, Part 4: Investigating Mystery Circuits
Students work with mystery boards to reinforce the concept of conductor and check their
understanding of how electricity flows through a circuit.
Clarifying Objectives
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change
Focus Question(s)
What classroom materials are conductors and insulators?
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Activity
Tell students they will be investigating
mystery circuits as part of this
performance assessment.
Students assemble their circuit boards
and add two long probe wires so that
they may test classroom items to
determine if they are either insulators or
conductors. CAUTION: Students may
NOT test any wall sockets.
Students make a table to sort
conductors and insulators in their
notebook.
Discuss results of the investigation as a
group. Ask students, “What questions
do you have now?”
Following the performance assessment,
share Two Reference Sources About
Edison found in the FOSS Science
Stories.
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Guiding Questions
See the Science Stories folio in the
Teacher Guide for information and
guiding questions to accompany Two
Reference Sources About Edison.
Science Content Words
Use terms introduced in previous investigations.
Integration Hints
- Literacy: Share Two Reference Sources About Edison from FOSS Science Stories. Students can
research more of Edison’s inventions that involved electricity.
Science Notebook Helper
Magnetism & Electricity
Page 19
- Student record data collected from experiment in notebook. Draw a picture of a conductor and
an insulator.
Assessment Opportunities
- The teacher guide designates this investigation as a performance assessment. In addition to a
performance task, students also complete a narrative about it.
Magnetism & Electricity
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Lesson 9 - Investigation 3, Part 1: Building Series and Parallel Circuits
Students find ways to operate more than one component in a circuit. They invent a series circuit
and discover it takes two D-cells to make two bulbs shine brightly.
Clarifying Objectives
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change.
Focus Question(s)
How can you get a series of bulbs to light at the same time?
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Activity
Draw/Refer to a schematic of a circuit
that includes a bulb, battery, and a
switch. After reviewing what students
have learned about circuits so far,
propose that groups work on lighting
two bulbs.
Prompt students to draw a schematic of
a circuit they think will light two bulbs.
Once students report their bulbs are
glowing (dimly), introduce series
circuit and generate student
explanations for the dim lights.
Propose that students solve the low
light problem by distributing an
additional D-cell, cell holder, and wire.
Let students explore two D-cells in
series - depending on orientation of the
D-cells the lights can be very bright or
there may be no light at all.
Remind students to record schematics
of a series circuit that successfully lit
the bulbs; the diagrams should be
labeled.
Generate student questions, add
essential vocabulary to word wall, and
make entries to the content/inquiry
chart.
Schedule a time to share Illumiating
Teamwork from FOSS Science Stories see the Science Stories folio in the
Teacher Guide.
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Guiding Questions
How can you get two bulbs to light at
the same time?
Why do you think the lamps are dim in
a series circuit?
Can you make the two lights bright in
your series circuit?
Could you build a circuit that runs a
motor and a light?
Can you build a circuit that runs a
motor and two lights?
What do we call a circuit in which all
the components are connected in one
big circle so there is only one pathway
for electricity to flow?
Why do you think the lights are dim
when only one battery is used?
Is the orientation/direction of the
batteries important when you use two
in a series circuit?
Is there any way that we could get two
lights to shine brightly using only one
D-cell?
Page 21
Science Content Words
Use these terms when teaching the lesson:
series circuit A circuit with only one pathway for current flow
Integration Hints
- Science: Following the investigation, keep the materials available for further student
exploration.
- Language Arts: Read the Science Story “The Story of the Edison Pioneers.”
Science Notebook Helper
- Students could have labeled diagrams in the science notebook showing the different pathways
that electricity travels in a series circuit.
Assessment Opportunities
- Students complete the portion of the Reflective Questions Assessment that relates to material
taught so far.
- Students can complete a quick write to explain what they have learned about series circuits.
Magnetism & Electricity
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Lesson 10 - Investigation 3, Part 2: Building Parallel Circuits
Students learn another way to operate two components. They construct a parallel circuit and
find that many bulbs can operate on a single D-cell. There are six ways students can wire their
circuits in parallel using two bulbs.
Clarifying Objectives
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change.
Focus Question(s)
How are parallel and series circuits similar and different?
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Activity
Following a review of what students
learned about series circuits, introduce
a new two-bulb challenge: lighting two
bulbs brightly using just one battery.
After materials have been distributed
give students some time to build
circuits; prompt students to record their
circuit in their science notebooks with a
labeled schematic diagram.
Pause for students to share results then
introduce parallel circuit.
Prompt students to draw a schematic of
another parallel circuit.
Generate student questions or ideas for
further circuit investigation.
You might consider creating
posters/charts of the several ways
students may solve the challenge of
lighting two bulbs with one battery.
Sketches are labeled A-F in
Investigation 3, part 2 of the Teacher
guide; design C will be important in
the investigation if a student group
did not discover it on their own.
Depending on interest, student groups
may choose a different question to
answer and report to the whole class, or
the whole class may work together to
answer one question. (Design C is the
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Guiding Questions
Can you light two bulbs brightly with
just one battery?
What could you do with a switch?
What could you do with another Dcell?
In a circuit with two bulbs in parallel,
where would you place a switch to turn
off one bulb?
Where would you place a switch to turn
off both bulbs?
If you are using design _ (A-F), what
would you do to add a third bulb?
Would another D-cell affect the
brightness of two bulbs connected in
parallel?
Compare the two circuits - series and
parallel. How are they alike? How are
they different?
Can you say when a series circuit might
be the best design?
When might a parallel circuit be the
best design?
How does electricity flow through a
parallel circuit?
Which circuit can run more
components from one D-cell? What is
that so?
Page 23
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best design of the class wants to work
together to see how many bulbs they
can light using one D-cell.)
Prompt students to record their
observations as they work.
Add essential vocabulary to word wall
and make entries to the content/inquiry
chart.
Schedule time to share A True
Pioneer from FOSS Science Stories see the Science Stories folio for more
information.
Science Content Words
Use these terms when teaching the lesson:
A circuit with only one pathway for current flow
series circuit
parallel
circuit
A circuit that splits into two or more pathways before coming together at the
battery
Integration Hints
- Science: Following the investigation, keep the investigation materials for further student
exploration.
- Language Arts: Research how houses are wired or Thomas Edison’s life and accomplishments.
Science Notebook Helper
- Students could have labeled diagrams in the science notebook showing the different pathways
that electricity travels in a parallel circuit.
Assessment Opportunities
- Circuit Design Response Sheet - Students write a critique of another students' series-circuit
design with a focus on battery orientation and the flow of electricity.
Magnetism & Electricity
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Lesson 11 - Investigation 3, Part 3: Solving the String of Lights Problem
Students simulate the research and development of a decorative/holiday light manufacturer.
They put their knowledge of series and parallel circuits to work and solve customer complaints,
making recommendations for manufacturing guidelines.
Clarifying Objectives
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change.
Focus Question(s)
What happens when a light bulb burns out?
Activity
Read the scenario at the beginning of
Investigation 3, part 3 to set the scene
about the holiday light sets and the
problem of one light burns out, they all
go out.
 Simulate a burnt-out bulb by placing a
piece off index card between the base
of the bulb and the metal contact in the
bulb holder. Relate a burnt-out bulb to
acting like an open switch.
 Prompt students to set up series and
parallel circuits then simulate a bulb
burning out to see what happens.
 Observe each group and check to see if
they have set up series and parallel
circuits properly.
 Allow students to share their
observations and propose students put
eight bulbs in a row - one team will
make a series circuit and the other a
parallel circuit.
 Visit teams as they work; invite
students to drift between both groups to
listen to discussion and observe circuit
construction.
 Invite a few representatives from each
group demonstrate a burnt-out bulb
simulation.
 Distribute a copy of
the Recommendation to the Board sheet
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Guiding Questions
What happens when a light bulb burns
out?
Do you think it would make a
difference of there were more bulbs in
the string of lights?
What would happen if you had eight
bulbs in a row?
Page 25
to each student to complete
independently.
Science Content Words
Review vocabulary introduced in previous investigations.
Integration Hints
-Writing: Students can write a persuasive letter to convince Light-Weight Enterprises which
design is best for holiday lights.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and
conclusions in their science notebooks.
Assessment Opportunities
- The teacher guide identifies this investigation as a performance assessment.
- Teacher observation of students' understanding of concepts.
- Students provide a written explanation on the Recommendation to the Board handout.
Magnetism & Electricity
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Lesson 12 - Investigation 4, Part 1: Building an Electromagnet
Students discover that, when current flows through an insulated wire wound around a steel core,
the steel core becomes a magnet. They find out where to wind the wire on the core to produce the
strongest magnet.
* Wire needs to be cut into 150 cm long strips and the ends need to be stripped. A wire cutter is
included in the kit to do this.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
Focus Question(s)
How can we make an electromagnet?
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Activity
Propose making a magnet that turns on
and off by reading the scenario about
the junkyard crane at the beginning of
Investigation 4, part 1.
Review magnetic interactions through a
series of brief demonstrations (found in
the Teacher Guide at the beginning of
Investigation 4, part 1).
Challenge students to make a magnet
that will turn on and off - this
investigation can be open-ended or
guided (see Teacher Guide for details)
Once students have successfully
constructed electromagnets, invite
students to share their discoveries.
Introduce the word electromagnet.
Challenge students to find the best
location to wrap the wire on the rivet to
make the rounded head of the
electromagnet as strong as possible.
Set standards: use the same number of
winds (30-40 works best), pick up
washers on the rounded head of the
rivet, and count the number of washers
to determine the strength of the magnet.
Note: Electromagnets consume a lot
of energy from the D-Cell. Make sure
the students have the switch in the
Magnetism & Electricity
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Guiding Questions
Can you make a miniature junkyard
crane with a magnet that turns on and
off?
Can you make a rivet into a magnet that
will turn on and off?
How did you make a magnet that could
turn on and off?
What placement of the wire on the rivet
made the strongest electromagnet?
How else can you change the strength
of an electromagnet?
Page 27
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open position unless they are actually
testing to conserve your D-Cell
energy.
Lead a discussion for students to share
results with the class.
Add essential vocabulary to the word
wall and add to the content/inquiry
chart.
Schedule a time to share From Rags to
Science from the FOSS Science Stories
- see Science Stories folio in the
Teacher Guide for more information.
Science Content Words
Use these terms when teaching the lesson:
Wire wound repeatedly around a central core
coil
core
The material around which a coil is wound
electromagnet A piece of iron that becomes a temporary magnet when electricity flows
through an insulated wire wrapped around it (also in FOSS Science Stories)
Integration Hints
- Visit the Electromagnet Simulator at www.fossweb.com, Magnetism & Electricity module.
- Writing: Write a short story describing real or imaginary encounters with electromagnets.
- Math: Measurement of wire, graphing number of washers picked up by the electromagnet,
weighing the washers that were picked up and recording results, averaging two or more group’s
results and graphing the data.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and
conclusions in their science notebooks.
Assessment Opportunities
- Students should explain what an electromagnet is and how to make it stronger. They should use
their data to back up their conclusions.
Magnetism & Electricity
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Lesson 13 - Investigation 4, Part 2: Changing Number of Winds
Students experiment to find out how the number of winds of wire affects the strength of
magnetism. After collecting data for a 20-wind, 30-wind, and 40-wind electromagnet, students
graph their results. They predict the strength of magnetism based on the graph during a teacherled discussion.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
Focus Question(s)
How does the number of winds affect an electromagnet?
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Activity
Recap the previous investigation and
allow students to share their
suggestions to change the strength of an
electromagnet.
Invite students to work in groups to
decide how they might find out how the
number of winds affects the strength of
magnetism of an electromagnet.
Circulate and visit each group to check
on their plans. If a group is stalled,
suggest they investigate how many
little washers can be lifted with an
electromagnet made with 20 winds of
wire.
Distribute materials for student groups
to begin their investigations.
Distribute the student recording
sheet Winding Electromagnets ordered pairs of data can be recorded;
number of winds in the left column and
number of washers lifted in the right
column.
Students may need guidance in
designing their investigations, so
suggest they:
- Find out how many washers a 20wind electromagnet can lift.
- Find out how many washers a 40wind electromagnet can lift.
- Predict how many washers a 30-wind
Magnetism & Electricity
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Guiding Questions
How could you find out if the number
of winds might make a difference in the
strength of an electromagnet?
How many washers can a 20-wind
electromagnet lift? A 40-wind
electromagnet?
What was the general pattern you saw
in the way the number of winds affects
the strength of an electromagnet?
Page 29
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electromagnet can lift.
- Find out how many washers a 30wind electromagnet can lift.
Call students together to share results
with the class.
Graph the results on a transparency or
under a document camera to orient
students to the graph on the Winding
Electromagnets recording sheet. Point
out:
- numbers along the x-axis represent
the number of winds(each line
represents two winds)
- numbers along the y-axis represent
the number of washers lifted(each line
represents two washers)
- how to locate and plot a hypothetical
point on the graph
Have students graph their data.
Guide students to use their graphs to
make predictions. If time, let student
groups test their predictions.
Add essential vocabulary to word wall
and new concepts or questions to the
content/inquiry chart.
Schedule a time to share How
Electromagnetism Stopped a
War from FOSS Science Stories - see
Science Stories folio in the Teacher
Guide for more information.
Science Content Words
Use these terms when teaching the lesson:
Something that organizes data visually to show a relationship between two
graph
things (review)
prediction An educated guess based on data or previous experience (review)
Integration Hints
- Language Arts: Students research how electromagnets are used in common devices such as
doorbells, pencil sharpeners, and household appliances.
- Math: Measurement of wire, graphing number of washers picked up by the electromagnet,
weighing the washers that were picked up and recording results, averaging two or more group’s
results and graphing the data.
- Language Arts: Read the Science Story: “How Electromagnetism Stopped a War.”
Magnetism & Electricity
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Science Notebook Helper
Students should explain what an electromagnet is and how you make it stronger. They should use
their data to back up their conclusions.
Assessment Opportunities
- Student progress can be assessed on the response sheet Reverse Switch, available in the Teacher
Guide or through Teacher observation, anecdotal notes, review of science notebook entries.
Magnetism & Electricity
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Lesson 14 - Investigation 4, Part 3: Investigating More Electromagnets
Students propose other ways to change the strength of the electromagnet. After listing a set of
variables, students plan and conduct an experiment.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
Focus Question(s)
What other ideas can we investigate about electromagnets?
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Activity
Recap previous electromagnet
investigations and invite students to
share how the number of winds of wire
affects the strength of magnetism.
Generate and record student ideas and
questions.
Invite groups to begin planning their
investigation so that all questions are
being addressed. For example, one
group may investigate the tightness of
coils, while another investigates the
direction of wraps, etc.
Distribute Electromagnet
Investigation record sheets, or prompt
students to record in their science
notebooks.
Visit students as they work to see if
they are completing a reasonable
investigation that will answer they
question they have chosen.
Invite each group to share a brief
presentation of their investigation and
its results.
Following each presentation, allow
students to ask questions that focus on
the procedures and results, or on items
that need clarification.
Add new concepts/results of the
investigations to the content/inquiry
chart:
- Tighter coils produce a stronger
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Guiding Questions
How else can you change the strength
of an electromagnet?
Do you have any more ideas you think
you could investigate?
Does it matter how tight the coils are?
What would happen is you wound half
the coils one way and half the coils the
other way?
What would happen if you added
another D-cell to the circuit in series?
In parallel?
What happens if thinner or thicker wire
were used?
What are the results of your
investigation?
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electromagnet.
- All coils need to be wound in the
same direction.
- A D-cell added in series makes a
stronger electromagnet; added in
parallel, does not strengthen the
electromagnet.
- Thicker wire makes a stronger
electromagnet.
Schedule a time to share Magnets and
Electricity in Your Life, from FOSS
Science Stories - see Science Stories
folio in Teacher Guide for more
information.
Science Content Words
Review terms introduced in previous investigations.
Integration Hints
- Language Arts: Students write a "How to" piece to explain various ways to strengthen an
electromagnet.
- See Mathematics Extension Problem of the Week at the end of the Investigation 4 folio in the
Teachers Guide.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and conclusions
in their science notebooks.
- Students plan and carry out an investigation, changing one variable in the electromagnetic
system to find out what happens.
Assessment Opportunities
- This lesson is a performance assessment. Teacher observation; Student response
sheet Electromagnetic Investigation, available in the Teacher Guide.
Magnetism & Electricity
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Lesson 15 - Investigation 5, Part 1: Reinventing the Telegraph
Students apply their knowledge of circuitry and electromagnetism to build a telegraph. They
invent a code and use their telegraphs to send messages to each other.
Clarifying Objectives
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change
Focus Question(s)
How can we use what we’ve learned to build a telegraph?
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Activity
Invite students to share and discuss
communication devices they know
about and use (telephone, cellphone,
radio, TV, computer, newspaper,
magazines, etc.) Follow up by telling
students they will build a special
communication device using their
knowledge of circuits and
electromagnets.
Share the story at the beginning of
Investigation 5, part 1 in the Teacher
Guide to set the historical scene.
Propose a telegraph challenge by
asking students if they can make a
telegraph.
Demonstrate how the rivet can be
pressed into the indentations on the
circuit base to hold the electromagnet
securely in place; demonstrate how to
insert the steel strip between the plastic
arches on the circuit base. (See Teacher
Guide for diagrams)
Circulate the classroom to monitor
telegraph assembly; the circuit should
be set up just like it was in the last
investigation.
The gap is a crucial design feature - the
gap cannot be too big or too small.
Allow successful groups to share their
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Guiding Questions
Can you make a telegraph?
How can you use your telegraph to
send a message to another person?
What is the difference between science
and technology?
What is a telegraph?
How does a telegraph send messages?
What is a code?
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design or make suggestions to other
groups.
Once all groups have a working
telegraph, propose a group discussion
about sending messages to another
person.
Propose and display the STREAM
code: S=1, T=2, R=3, E=4, A=5, M=6;
2 clicks followed by 5 clicks then 3
clicks would spell TAR.
Once the code is established, invite
students to take turns sending singleword messages to their groups.
Follow up with a class discussion; add
essential vocabulary to the word wall
and new concepts to the content/inquiry
chart. Note: Have students remove Dcells before putting telegraphs away;
the telegraphs can remain assembled.
Science Content Words
Use these terms when teaching the lesson:
A set of signals that represents letters or words for sending messages
code
gap
The space between a steel strip and an electromagnet
key
A switch that completes the circuit in a telegraph system
technology Applying the results of scientific research
telegraph A device for sending coded messages by signals produced by closing and opening
an electric circuit
Integration Hints
- Language Arts/Social Studies: Research the telegraph and how people used it to communicate.
- Science: Build a cardboard telegraph (details in guide)
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and conclusions
in their science notebooks.
Assessment Opportunities
- Informal observations: Are students trying to make a complete circuit that includes the power
source, switch, and electromagnet? Can students explain (operational level) how an
electromagnet works?
Magnetism & Electricity
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Lesson 16 - Investigation 5, Part 2: Sending Messages Long Distance
Students hook up two telegraphs so they can send messages from one group to another. In
meeting the challenge, students have to solve a number of problems, including circuit design,
resistance imposed by the long lines, and long distance procedural signals.
Clarifying Objectives
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change
Focus Question(s)
Can we make a telegraph that will send a message over a long distance?
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Activity
Ask students what they would need in
order to send messages over the
telegraph if groups were in different
rooms or if one group was inside the
classroom and another group was
outside.
Introduce the lengths of telegraph wires
and point out that each wire is actually
two wires stuck together. (This will be
important as students trace the flow of
electricity from one circuit base to
another.)
Pair up groups to set up two-way
communication and explain when one
group presses its key, the electromagnet
on the other circuit base produces a
click.
As students begin, point out Fahnstock
clips on the circuit base near the arches;
these clips are helpful if students need
to connect wires to wires as twisting
wires may cause the wire ends to break
off.
Visit student groups and provide hints
or troubleshooting tips (available in
Investigation 5, part 2 of the Teacher
Guide).
Prompt students to record how to
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Guiding Questions
What if two groups were in different
rooms, or one group was outside the
classroom with its telegraph and the
other group was inside with its
telegraph? What would they need in
order to send messages back and forth?
Can you explain how the telegraph
works?
What were some problems you
encountered in telegraph
communication and how might you
improve the system?
How is a telegraph like a telephone or a
walkie-talkie? How is it different?
Building a telegraph requires using
your knowledge of science to make
something useful. We call
this technology. What kinds of
technology are important to you in your
everyday life?
How do you connect two telegraphs?
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connect a long-distance telegraph on
recording sheet Long-Distance
Telegraph or in their science
notebooks.
As students discover that long distance
communication provides a new level of
challenge, propose procedural signals
in addition to the click code - signals
such as "start of message," "end of
message," or "repeat" are often needed
and can be generated from a series of
double clicks.
Invite students to share their
experiences with the telegraphs; add
essential vocabulary to the word wall
and make entries to the content/inquiry
chart.
Schedule time to share Morse Gets
Clicking: A Story of Samuel
Morse from FOSS Science Stories - see
the Science Stories folio in the Teacher
guide for more information.
Science Content Words
In addition to terms introduced in previous investigations, use these terms when teaching the
lesson:
long distance far away
Integration Hints
- Language Arts: Read the Science Story: “Morse Gets Clicking.”
- Science: Students build a cardboard telegraph - directions available on a blackline master in the
Teacher Guide.
- Language Arts/Social Studies: Student research other codes such as sign language,
hieroglyphs, Morse code, or braille. Investigate emergency codes such as 911 or universal
distress calls such as SOS or Mayday.
Science Notebook Helper
- Students record the focus question, prediction, data related to the investigation, and
conclusions in their science notebooks.
Assessment Opportunities
- Teacher observation, anecdotal notes, review science notebook entries.
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