Grade 4
Goal 3
MAGNETISM AND
ELECTRICITY
Writers:
Catherine Alligood
Francine Bock
Judy Campbell
I. Grade Level: 4
II. Unit Title: Magnetism and Electricity
III. Unit Length: 4-5 Weeks
IV. Major Unit Goal/Learning Outcome:
The learner will be able to:
 Conduct an investigation of the forces of magnets
 Conduct an investigation observing the parts needs for a closed
electrical circuit
 Identify the connection between electricity and magnetism
 Explain the parts of the light bulb
 Compare and contract conductors and insulators of electricity
 Show how magnetism can be used to generate electricity
 Note the differences on parallel and series circuits
 Investigate how electrical circuits can produce different effects
such as light, heat, sound, and magnetism
 Identify lightning as electrical discharge
 Explain and demonstrate proper safety behavior if lightning
occurs
V. Objectives in RBT Tag Chart
Unit Title: Electricity and Magnetism
Number of Weeks: 9
Number Competency or Objective
RBT Tag
3.01
Observe and investigate the pull of magnets on
B2
all materials made of iron and the pushes or
pulls on other magnets.
3.03
Design and test an electric circuit as a closed
C6
pathway including an energy source, energy
conductor, and an energy receiver.
3.04
Explain how magnetism is related to electricity.
B2
3.05
Describe and explain the parts of a light bulb.
C3
3.06
Describe and identify materials that are
B2
conductors and non-conductors of electricity.
3.02
Describe and demonstrate how magnetism can
C2
be used to generate electricity
3.07
Observe and investigate that parallel and series B4
circuits have different characteristics.
1
3.08
3.09
Observe and investigate the ability of electric
circuits to produce light, heat, sound, and
magnetic effects.
Recognize lightning as an electrical discharge
and show proper safety behavior when lightning
occurs.
B3
A2
VI. ELD/EC
VII. Materials and Equipment:
Lessons One and Two
 Doughnut magnets (one per student)
 Inexpensive circle magnets (one per student) – These are available
at any home improvement store.
 Test objects (one set per two students)
Assemble objects that work for your situation and place them in small
resealable bags. Be sure to include similar amounts of objects that a
magnet is attracted to and not attracted to. Some examples include:
paper, paper clips, fabric, nail, craft stick, penny, rock, screw, rubber
band, marble, steel washer, Aluminum foil, nickel, magnetite (a
mineral rich in iron that attracts magnets - optional). Save these
materials for use in Lesson 5, “Ouch, Doc, That Hurt!”
 10squares of construction paper (per group of students) Each square
should be approximately 2”x2”.
 Science notebook
 One Magna Doodle™
 Variety of different types of magnets (horseshoe, bar, wand,
refrigerator)
 Paperclips (10 per two students)
 Thread
 Needle
 Tape
 Magnetic decorative pin
 Total cereal(with iron)
 A copy of the nutrition facts of Total cereal for each child.
 Classroom set of data collection sheet labeled “Object Testing”
 Classroom set of data collection sheet labeled, “Magnet
Attraction”
2
Lesson Three
 Flashlight
 Materials need for each group
 Optional Items
 1 D-cell
 2 wires about 10 cm long with both ends stripped of
plastic coating about two centimeters on each side
 one light bulb
 Science Notebook
 Optional Items
 one light bulb holder
 1 D-cell holder
Lesson Four
 Clear light bulb
 Clear light bulb with the filament broken
 Socket to screw light bulb into
 Drawing paper and crayons or markers
 Science Notebook
 paper and pencils
Lesson Five
For each group of students
 Iron nails (15 cm. long)
 22 gauge copper wire (2 m. long)
 D-cell batteries
 Small penny nails
 Magnets
 20 to 30 small paper clips
Optional Items
 Switch
 D-cell holder
 One wire (10 cm. long)
Lesson Six
 Object Testing Sheet
 One Board Game- Operation™ (one game is needed for the class.
The teacher holds onto this for the entire class period. Before class
begins carefully pull back the card board and metal at one corner.
This will expose the different parts of the board. For the beginning of
the lesson do not show students this. They only need to see the
3
actual game board. See explanation of the Operation™ game in the
extension section.)
 Materials needed for each group of students
o 1 D-cell
o 3 wires about 10 cm long
o a motor
o science notebook
o ink pen
o test objects from lesson “Stuck on You”
 Optional items for each group of students
o 1 D-cell holder
o circuit board
Lesson Seven
 Hand crank flashlight (1 per group)Available at the following sites
for $10.00 - $15.00 http://www.21st-centurygoods.com/page/21st/CTGY/HCKP or
http://www.ambientweather.com/emkiharahafl.html
 Science notebook
Lesson Eight
 one strand of decorative tree lights
 science notebook
 Materials needed for each group of students
o 1 D-cell
o 4 wires about 10 cm long
o two flash light bulbs
 optional items for each group of students
o two light bulb holders
o 1 D-cell holder
Lesson Nine
 Florescent tube
 Balloons
 Wool and silk material
 One sheet of newspaper for each group
 Plastic pens for each student
 Poster paper
 Crayons or markers
 One Balloon per student
 Lightning Ball
 Ben and Me by Robert Lawson
4
 Styrofoam pellets Styrofoam pellets
 Wint-O-Green or Pep-O-Mint lifesavers
VIII. Big Ideas:
In North Carolina fourth grade students are required to observe and
investigate the properties of magnetism and electricity. When they study
this objective it is learned as a whole system.
The National Science Standards explains SYSTEMS, ORDER, AND
ORGANIZATION in Content Standards for unifying concepts and
processes. The natural and designed world is complex; it is too large and
complicated to investigate and comprehend all at once. Scientists and
students learn to define small portions for the convenience of investigation.
The units of investigation can be referred to as "systems." A system is an
organized group of related objects or components that form a whole.
Systems can consist, for example, of organisms, machines, fundamental
particles, galaxies, ideas, numbers, transportation, and education. Systems
have boundaries, components, resources flow (input and output), and
feedback.
The goal of this standard is to think and analyze in terms of systems.
Thinking and analyzing in terms of systems will help students keep track of
mass, energy, objects, organisms, and events referred to in the other
content standards.
Electricity and magnetism make up different systems. The main idea to
convey here is that forces can act at a distance. Students should carry out
investigations to become familiar with the pushes and pulls of magnets.
Students should also investigate to gain an understanding of electrically
charged objects exert a push or a pull on other objects. Electricity is also
related to other systems such as magnetism and weather.
IX. Unit Notes:
By the end of the 4th grade, students should know that:
 Without touching them, a magnet pulls on all things made of iron and
either pushes or pulls on other magnets.
 Without touching them, an object that has been electrically charged
pulls on all other uncharged objects and may either push or pull other
charged objects.
These Benchmarks were found under “The Physical Setting” for Science
Benchmarks 2061 www.project2061.org/publications/bsl/online/bolintro.htm
5
The National Science Standards tell us that when students describe and
manipulate objects they do so using several motions. These motions
include pushing, pulling, throwing, dropping, and rolling. Students also
begin to focus on the position and movement of objects. They describe
these motions and locations as up, down, in front, or behind. These
discoveries allow students to understand the various kinds of motions and
forces required to control an object. Experimenting with electricity and
magnetism allows students to understand that phenomena can be
observed, measured, and controlled in various ways.
http://www.nap.edu/readingroom/books/nses/html/6a.html#pslsesss
X. Global Content
NC SCOS Grade 4 21st Century Skills
3.01, 3.03, 3.06
3.01, 3.02, 3.03,
3.05, 3.06, 3.08
3.09
3.01, 3.09
3.03
3.03, 3.07
3.05, 3.06, 3.08,
3.09
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others
Interviewing others or being interviewed
Computer Knowledge
Using word-processing and database
programs
Developing visual aides for
presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
6
Lesson
2, 3, 6
2, 3, 4, 7
9
2, 9
3
3, 8
4, 9
3.05, 3.06, 3.08,
3.09
3.05, 3.06, 3.08
3.03
3.09
3.02, 3.09
3.01, 3.02, 3.03,
3.05, 3.06, 3.07,
3.08, 3.09
3.03, 3.05, 3.06,
3.08
3.01, 3.03, 3.06,
3.07
3.05, 3.06, 3.08
Searching for print information
Searching for information using
community members
Language Skills – Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Synthesizing information from several
sources
Documenting sources
Developing an outline
Writing to persuade or justify a position
Creating memos, letters, other forms of
correspondence
Teamwork
Taking initiative
Working on a team
4, 9
4
3
9
7, 9
1, 2, 3, 4, 5,
6, 7, 8, 9
Thinking/Problem-Solving Skills
Identifying key problems or questions
3, 4
Evaluating results
1, 4, 5, 8
Developing strategies to address
problems
Developing an action plan or timeline
4
XI. Vocabulary:
7
Attract - when two objects are pulled together
Circuit - a complete path that electricity can move through
Closed circuit - a clear and complete path that electricity can flow through
Conductor - a material through which heat or electricity flows easily
Current electricity - a moving electrical charge
Discharge - when a buildup of electrical charge empties into something
D-cell - a battery that changes chemical energy into electrical energy
Electrical charge - the positive or negative property of particles
Electricity - the energy caused by the flow electrical charges
Electromagnet - a temporary magnet created when current flows through
wire wrapped in coils
Force – a push or pull by one object to move another
Grounded – when an electrical charge that flows into the ground, or surface
of the earth
Insulator – a material through which heat or electricity does not flow very
well
Lightning –a discharge of static electricity from a thundercloud
Magnetic field – a region of magnetic force around a magnet
Open circuit – a broken or incomplete path that electricity cannot flow
through
Parallel circuit – a circuit in which each electrical device is independently
connected to the electrical source
8
Resistor – property of a material through which electricity has difficulty
flowing
Series circuit – a circuit in which the current must flow through each
electrical device in order to complete the circuit
Static electricity – a build up of an electrical charge
Switch – a device that can open or close a an electrical circuit
9
Lessons and Objectives:
Lesson 1: “Stuck on You!” (What Do Magnets Do?)
3.01
Lesson 2: “Push!! Pull!!” (What Can Affect the Push or
Pull Exhibited by a Magnet?)
3.01
Lesson 3: “Get Wired!” (Design a Complete Circuit)
3.03
Lesson 4: “You Light Up My World!” (Parts of a light
bulb)
3.05, 3.06, 3.08
Lesson 5: Electromagnets
3.04, 3.08
Lesson 6: “Ouch, Doc, That Hurt!” (Complete circuits,
testing conductors/non-conductors)
3.03, 3.06
Lesson 7: “Let’s Crank it Up!” (Understanding how
magnetism can be used to generate
electricity)
3.02
Lesson 8: “Get Series about Parallel!” (Parallel
and Series Circuits)
3.03, 3.07
Lesson 9: “ZAP! Got Ya!” (What causes lightning?
Safety to be observed during a Lightning)
3.09
10
Lesson 1: “Stuck on You!” (What Do Magnets Do?)
Objective:
3.01 Observe and investigate the pull of magnets on all materials
made of iron and the pushes and pulls on other magnets.
Time: 7 class periods
Lesson Introduction: Magnets are either attracted to or repelled by other
magnets and some metals. In the next two lessons the students will learn
that magnets are attracted to objects that are made of or contain iron.
Students will also learn that magnets can be permanent or temporary. A
permanent magnet is always magnetized. A magnet is a permanent
magnet.
A temporary magnet is an object that contains iron which will hold a
magnetic charge for a short amount of time. For example, when a magnet
touches a large paper clip, the large paper clip can temporarily take on
magnetic properties. This allows the large paper clip to “pick up” a smaller
paper clip. Thus, the large paper clip acts as a magnet without being in
contact with the magnet.
Finally the students will learn that the attractive force of a magnet can travel
through some objects but is lessoned as the magnet gets farther away from
the object to which it is attracted.
One thing to be aware of is that computers, credit cards, videotapes,
radios, cameras, cell phones, and any other object that stores information
can be damaged when it comes in contact with the force of a magnet.
When students are taking notes in science or coming up with predictions
have them write the information in ink. This will prevent students from
erasing various guesses they have made which will allow their findings to
be more valid. Scientists learn from the results of their experiment whether
their hypothesis was proven or disproved. Emphasize to the students that
they will learn just as all scientists learn.
Materials for Lessons 1-3:
 Doughnut magnets (one per student)
 Inexpensive circle magnets (one per student) – These are
available at any home improvement store.
 Test objects (one set per two students)
Assemble objects that work for your situation and
place them in small resealable bags. Be sure to
11













include similar amounts of objects that a magnet is
attracted to and not attracted to. Some examples
include: paper, paper clips, fabric, nail, craft stick,
penny, rock, screw, rubber band, marble, steel washer,
Aluminum foil, nickel, magnetite (a mineral rich in iron
that attracts magnets - optional). Save these materials
for use in Lesson 5, “Ouch, Doc, That Hurt!”
10 squares of construction paper (per group of students)
Each square should be approximately 2”x2”.
Science notebook
One Magna Doodle™
Variety of different types of magnets (horseshoe, bar, wand,
refrigerator)
Paperclips (10 per two students)
Thread
Needle
Tape
Magnetic decorative pin
Total cereal(with iron)
A copy of the nutrition facts of Total cereal for each child.
Classroom set of data collection sheet labeled “Object
Testing”
Classroom set of data collection sheet labeled, “Magnet
Attraction”
Engage:
Process Skills: Observe, Classify
Display many different types of magnets for the students to observe.
Hold up each magnet making sure that it does not touch another magnet or
anything else. Help the students notice different observable properties.
Some of these properties include shape, size, color, etc. As you hold them
up tell students the name of each type of magnet. Magnet types include
donut, bar, circle, horseshoe, wand, refrigerator, etc.)
Ask the students to name places that they have seen magnets. They will
say things such as refrigerators, classroom whiteboards and games.
Explore:
Process Skills: Observe, Communicate, Predict, Experiment
Give each student a doughnut magnet and ask the students
12
 What are some things that you can do with this magnet?
Encourage them to touch anything in and around their desk but not to
leave their desk. [If computers are easily accessible from the desks
explain to the students that the computers are off limits for this exploration.]
Circulate as the students explore. If they ask direct questions try to answer
with questions that will lead the students toward their own answers.
 What did you find happened when you put 2 magnets together?
 What causes magnets to not stick together?
After several minutes have students share something that was attracted to
magnets that surprised them. Next, have them share things that were not
attracted to the magnet that surprised them.
Explain:
Process Skills: Predict, Classify, Communicate, Experiment, Interpret Data
Collect the magnets. Put students into pairs and give each pair of students
a set of test objects. Ask the students to predict which of the objects the
magnet will stick to and record their observations on the data sheet Object
Testing or make data sheets for their science notebooks. Often the
predictions will be that the magnet will stick to all of the metal objects. Be
sure the students do not change their predictions as they investigate. One
way to do this is to have the students write their predictions in ink. As the
students investigate have them record their findings on their data chart.
Also, have a class/group data chart on the board or on a computer
projected onto the board. Have one person from each group record the
group data. This way you will be able to quickly evaluate whether the
students have an understanding that items stick to metal, but specifically
iron. A discussion of why items did not stick to all metal is important here
so students see that aluminum and copper to do not attract magnets. This
will lead into a discussion as to what do the metals that do attract items
have in common.
When the students have completed their investigation ask them if they
found anything that surprised them. The students may bring up that the
magnet did not stick to the aluminum foil or that it did stick to the magnetite.
Ask students why they think some items were attracted to each other and
some were not. Try to lead the students to the understanding that magnetic
properties are linked to what the object is made of.
Ask questions such as:
 Did the shape of an object effect whether or not the magnet
stuck to it?
13
 Did the color of an object effect whether or not the magnet
stuck to it?
At this point take out a box of Total cereal. Place a cup of the cereal in a
plastic bag and crush the cereal. Pour the cereal out onto a paper plate
and slowly pass a bar magnet closely over it. The magnet will pick up
pieces of the iron in the cereal. Ask the students why this is occurring.
 What is in this cereal that would stick to a magnet?
Give each student a copy of the nutrition facts from Total cereal. The
students may conclude immediately that the cereal contains iron. The
students should recognize iron as a metal and make the connection
between the cereal with iron and its ability to stick to a magnet. The
students should be able to explain that the magnets stick to objects that
have iron in them. Discuss the mineral magnetite which contains a lot of
iron. Introduce the vocabulary word attract as when something pulls
toward another object. The students may have observed that some objects
will be attracted to each other when one of them is touching the magnet.
Explain to the students that this is one example of a temporary magnet and
that the effect wears off when the magnet is removed. If a group did not
observe this, give them time to create a temporary magnet. Have students
try several different objects to see which ones work the best as temporary
magnets.
Elaborate:
Process Skills: Classify, Predict, Communicate
Assign the students the task of testing their homes for objects that attract
magnets. Allow each student to “check out” a small magnet that can be
returned the next day. Place each magnet into a separate plastic bag with
a slip of paper explaining that magnets should not be used near computers.
These are available inexpensively at home improvement stores. It works
best to have them in sandwich bags when sending them home with the
students. Challenge the students to find at least ten things in their homes
that attract a magnet. Have the students use the data collection sheet at
the end of the lesson Magnet Attraction.
Review with the class the materials that attracted the magnets. Ask them
what happens when two magnets are near each other. Many of the
students will say that the magnets will attract each other. Hold up several
doughnut magnets that are stuck together, and explain to the students that
they are correct. Then, carefully place the magnets onto a pencil one by
one so that they repel each other. Ask the students to explain what is
happening. The students may struggle to find appropriate terminology.
14
Explain that a force is any push or pull. At this point also introduce the
vocabulary word repel as a force that pushes away. If you have large
horseshoe magnets available allow the students to practice using them to
test attract and repel. If you do not have horseshoe magnets available
have the students use the doughnut magnets for this. Show the students a
Magna Doodle™ and ask them to think about how it works. Either explain
to the students that there are tiny magnetic particles behind the screen of it,
or let the students read about it on the internet at
http://www.howstuffworks.com/magna-doodle.htm
Evaluate:
Process Skills: Communicate
After they have completed the extension assignment above have the
students explain in their science notebooks why they chose the objects that
they tested at home. Have the students also list two other objects that they
think would attract a magnet, but they have not yet tested. The students
should explain why these objects would attract a magnet.
15
Lesson 2: “Push!! Pull!!” (What Can Affect the Push or Pull Exhibited
by a Magnet?)
Objective:
3.01 Observe and investigate the pull of magnets on all materials
made of iron and the pushes and pulls on other magnets.
Time: 5 class periods
Materials for Lessons 1-3:
o Doughnut magnets (one per student)
o Inexpensive circle magnets (one per student) – These are
available at any home improvement store.
o Test objects (one set per two students)
 Assemble objects that work for your situation and
place them in small resealable bags. Be sure to
include similar amounts of objects that a
magnet is attracted to and not attracted to.
Some examples include: paper, paper clips, fabric,
nail, craft stick, penny, rock, screw, rubber band,
marble, steel washer, Aluminum foil, nickel,
magnetite (a mineral rich in iron that attracts
magnets - optional). Save these materials for use in
Lesson 5, “Ouch, Doc, That Hurt!”
o 10 squares of construction paper (per group of students) Each
square should be approximately 2”x2”.
o Science notebook
o One Magna Doodle™
o Variety of different types of magnets (horseshoe, bar, wand,
refrigerator)
o Paperclips (10 per two students)
o Thread
o Needle
o Tape
o Magnetic decorative pin
o Total cereal(with iron)
o A copy of the nutrition facts of Total cereal for each child.
o Classroom set of data collection sheet labeled “Object Testing”
o Classroom set of data collection sheet labeled, “Magnet
Attraction”
16
Engage:
Process Skills: Observe, Infer
Ask the class if magnets always have the same amount of pull or push.
Since they do not always have the same push or pull have the students
come up with reasons why. Attach a needle to an 18 inch piece of thread
and tie it off so that the needle will not come off of the thread. Tape the
end without the needle to the table. Lift the needle using the magnet to
show the attraction between the needle and magnet. With the thread fully
extended gently separate the needle from the magnet, but keep the magnet
very close to the needle. The students will be astounded to see the needle
“floating” in the air. Try not to let the needle drop. When you are done
simply catch the needle in your free hand. Offer no explanations.
Explore:
Process Skill: Formulate a Model, Experiment
Give pairs of students a magnet, paperclips, and many squares of paper.
Ask the groups to design an experiment to test the pull of a magnet through
paper. The students will begin to realize that the paper can separate the
magnet from the paperclips and still work, but as they add more and more
paper between the paperclips and the magnet the strength is reduced.
Explain:
Process Skills: Communicate, Interpret
Have the students record their designs from the explore activity in their
science notebooks and share their investigation with the class. Ask each
group to draw their design on the board and then have a spokes person
from each group explain that group’s design to the class. This will allow
you to check for understanding and address any misconceptions. Ask the
class how their investigation with the magnet, paper, and paperclips was
similar to the needle demonstration at the beginning of class. They should
be able to conclude as the distance between an object and a magnet
increases the magnetic force between the objects decreases.
Elaborate:
Process Skills: Observing, Interpreting
Repeat the needle demonstration. This time allow the needle to “float” for a
short time and then slowly pull the magnet away. The needle will fall.
Repeat the process. Remind the class that when we did this before we
17
saw the needle “float” in the air. Have the students discuss in their groups
why this occurred. Some questions that can be used include:
 Why did the needle float in the air?
 Why did the needle fall this time?
Evaluate:
Process Skills: Observe, Interpret, Communicate
Show the students a magnetic decorative pin. (These pins are readily
available most places that you find costume jewelry. Some permanent
name tags now use magnets as opposed to pins.) Explain that this
decorative pin is something that you really like to wear, but you have a hard
time wearing it with certain clothes. Tell the students that you can wear it
with knit shirts or blouses (you may need to show them an example of
these) but you can’t wear it with sweaters. Ask the students why this is so
and have them record it in their science notebooks. Make sure that you
check the science notebook so that you will know whether the students
have gained an understanding about the pull of magnets on all materials
made of iron, and how the force can travel through other things – even air.
Check, also, that the students understand that the strength of the force
dissipates as the object moves away from the magnet. Depending on the
strength of the magnet it will attach easily to thin clothes, but may not work
with thick ones.
Resources:
Source for doughnut magnets ($3.95 for 12)
http://scientificsonline.com/product.asp_Q_pn_E_3052375
Great explanation about magnets
http://www.coolmagnetman.com/magtypes.htm
Explains how a Magna Doodle™ works
How Stuff Works
http://www.howstuffworks.com/magna-doodle.htm
18
Name_____________
Object Testing
(3.01)
Object
I think that the magnet
will stick YES/NO
Why?
19
The magnet did
not stick
YES/NO
Name_____________
Magnet Attraction
(3.01)
Find many objects in your home that a magnet is attracted to and list them below. Explain
why you chose each object.
Object
Why I Chose the Object
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Be careful not to put a magnet near a computer – it may wipe out the hard
drive.
20
Lesson 3: “Get Wired!” (Design a Complete Circuit)
Time: 7Class Periods
Objective:
3.03 Design and test an electric circuit as a closed pathway including
an energy source, energy conductor and energy receiver.
Teacher Notes:
In this lesson students will be creating a complete circuit. Students need to
be given an energy source, an energy conductor, and an energy receiver.
An energy source is an object that provides energy. Some examples
include batteries, electrical outlets, generators, etc. In this case the energy
source is the D-cell. A cell is another word for a battery. The letter comes
from the size of the battery. The batteries that are used for this lesson are
size D.
The energy receiver is an object that must receive the energy in order for it
to work. In this lesson the energy receiver is the flash light bulb. There are
many different objects that are energy receivers. Some examples of
energy receivers include computers, over head projectors, classroom
lights, etc.
An energy conductor is an object that allows electricity to flow through it.
The wires in this lesson are energy conductors. There are many objects
that can act as energy conductors. Students will learn more about
conductors and nonconductors when completing lesson 5.
To begin the lesson students will be making a circuit with one wire, a D-cell
and a light bulb. The students need to see how a light bulb and D-cell are
connected in order for them to work. Students will not be using holders at
first because using them will prevent a complete understanding of how a
circuit works. A circuit is a pathway in which electricity flows.
One way for this particular circuit to work is for students to use the wire to
touch the negative side of the battery and connect it to the bottom of the
light bulb. Simultaneously they must hold the side of the light bulb to the
positive side of the D-cell.
www.hasdeu.bz.edu.ro
21
After students have gained an understanding of how a circuit works they
will observe how the holders work. They should be able to explain the
metal of the holders is connected to all the necessary parts of both the
flash light bulb and the D-cell.
This lesson begins with a working flash light. This has all the same parts
as the circuit students are going to make. It is important to take the
batteries and light bulb out of the flash light so students can see that they
are using the same parts that a flash light already has.
Materials:
o Working Flashlight
o Graphic Organizer
o Materials needed for each group
 1 D-cell
 2 wires about 10 cm long with both ends stripped of
plastic coating about two centimeters on each side
 one light bulb
 Science Notebook
o Optional Items
 one light bulb holder
 1 D-cell holder
Light bulb holder
D-cell holder
www.deltaeducation.com
www.deltaeducation.com
Engage:
Process Skills: Communicate, Classify
Draw the graphic organizer on the overhead or on the board so that all
students can see it. (See example below.) Place the word electricity in the
center as shown on the example. Have the students write the word
electricity in ink in their Science notebooks. Have students place words
around the word electricity that they think of when encountering the word
electricity.
22
Electricity
Electricity
If students are having difficulty coming up with words here are some to get
them started: lightning, lights, radio, etc. Do not give them these words
unless they do not have any ideas. This activity is to help students begin to
think about electricity.
After giving students several minutes to write down items select students to
come up to the board to fill in the chart. Students need to make sure and
list items that have not already been listed.
Hold up a flashlight and turn it on for the students. Ask students engaging
questions so that they can begin to think about how the flash light works.
Some examples include:
 Have you ever wondered how a flashlight works?
 Do you know the parts of a flash light?
 Have you ever turned on a flash light and it didn’t work?
 Why didn’t the flash light work?
Take apart the flashlight. Show students the D-cells, the light bulb and the
connecting wires. You do not want to give students the flashlight at this
point.
Explore:
Process Skill: Experiment
Students should work in groups of no more than five people. Give each
group of students two wires, a D-cell, and a light bulb. Their task is to
make the light bulb come on. Allow students time to explore on their own
until they can make their light bulb light by themselves. This can be done
in several ways.
One way to make a working circuit is by taking one wire and touching the
positive side of the D-cell. Next connect the other end of this wire to the
side of the light bulb. The second wire must touch the bottom of the light
bulb and connect to the negative side of the D-cell. This is similar to the
circuit created with one wire.
23
The most important thing to remember is that both the positive and
negative sides of the battery are connected and both the bottom and side
of the light bulb are connected. See diagram below. Let students know
that if the circuit gets hot at anytime they are creating a short circuit which
is incorrect.
www.4physics.com
If a group cannot make their light bulb work here are some examples of
questions to ask which will engage the students.
 What have you tried so far?
 What do you notice about the D-cell? Students should notice
the positive and negative sides of the D-cell.
 What do you notice about the light bulb? Students should notice
that the bottom and the sides of the base are both metal.
 If students notice that the light bulb has a bottom metal part and
the metal sides ask them: Why does the light bulb have both
these parts?
Common problems that students will run into while completing a circuit
include, not connecting the bottom of the light bulb in the circuit, not using
both the positive and negative side of the D-cell, or putting both wires on
the same side of the D-cell. Students who have the connection incorrect
may tell you their battery or light bulb does not work. In these situations
have a completed circuit hidden from the students to check their D-cells
and light bulbs just in case they have faulty materials.
Explain:
Process Skill: Communicate
After succeeding at the task listed above, students need to draw a picture
in their Science Notebooks and explain how they made the light bulb come
on. After students have recorded their information they can try to make
another successful circuit different from the one they made the first time.
24
Once each group has finished one student from each group will come up
to the board and draw a picture of one of their successful circuit. In
cooperative groups students will come up with an explanation how the
circuit must be set up in order for the light bulb to work.
Write the following words on the board: energy source, energy conductor,
and energy receiver. Have students discuss in their groups which part of
the circuit should be labeled with these words.
Some leading questions include:
 What do you think was the source of energy?
 Which item received the energy?
 What could be the energy conductor?
Elaborate:
Process Skills: Experiment, Communicate, Interpret
The students will be given a D-cell, D-cell holder, light bulb, light bulb
holder, and two wires. Again they need to make the light bulb come on.
In order for students to make this type of circuit work they must first place
the light bulb and D-cell in the appropriate holders. These holders have
two clips that allow for the electricity to flow through them and connect the
appropriate parts of the bulb and D-cell. Have students push the clips
down with their pencil erasers so that they do not pinch their fingers in the
clips.
Once they have completed this task they will draw a picture of the circuit
they created.
Ask students the following question:
 Was the task easier with the use of the holders?
 Why?
After students have accomplished this and drawn their picture, introduce
the term Series Circuit and explain to them this is the type of circuit they
have been creating. A series circuit is a circuit where all of the objects are
connected in one continuous path. Series circuits are like circles.
Add a switch, if a switch is available. In order to do this the students must
be given another wire the same size as the ones listed above. Students
now have 3 wires, a D-cell, a D-cell holder, a flash light bulb, a bulb holder,
and a switch. Do not tell students that the new object is a switch. Have
students create a working series circuit with the switch.
Ask the following question:
 What do you think this new object is?
25
 Does the object do anything? (Students should notice that
when the switch is closed the light bulb is on and when the
switch is open the light is off.)
 Why does the object cause the lights to go on and off?
Allow the students to discuss this and then introduce the words open and
closed circuit. An open circuit is a broken circuit because the switch is
open, the lights will be off. A closed circuit is completed, the lights will
come on.
Evaluate:
Process Skills: Interpret
Get out the flash light that was taken apart at the beginning of the lesson.
Students will need to write a detailed explanation answering the following
question:
 How does a flash light work?
Explain, using the terms open and closed circuit. Have the flashlight
available for students that may want to take a closer look on how the
different parts connect together to make it work. The teacher will evaluate
student progress based on the student explanation and the accuracy of it.
Class Reflection Questions for Closure:
 How a series circuit works?
 Tell the difference between a closed circuit and an open circuit.
 Name the energy source, energy conductor, and energy
receiver, used in the series circuit made.
Resources:
Science Lesson Supplies:
http://www.deltaeducation.com/productsearch.aspx?search=electricity
Light bulb Image:
www.4physics.com/.../lightbulbs-1.html
26
Lesson 4: “You Light Up My World!” (Parts of a Light Bulb)
Time: 5 Class periods
Objectives:
3.05 Describe and explain the parts of a light bulb.
3.06 Describe and identify materials that are conductors and nonconductors of electricity.
3.08 Observe and investigate the ability of electric circuits to produce
light, heat, sound, and magnetic effects.
Materials






Clear light bulb
Clear light bulb with the filament broken
Socket to screw light bulb into
Drawing paper and crayons or markers
Science Notebook
paper and pencils
Engage:
Process Skill: Observe
SAFETY NOTE: Please use caution when handling light bulbs.
Begin the lesson with a discussion of what the students know about light
bulbs. Lead into the lesson with questions like:
 Do you know the names of the parts of a light bulb?
 Have you ever wondered why a light bulb stops burning?
 Why should you be careful when you handle a light bulb?
Give each group of students a full size clear light bulb. Let the students
use magnifying glasses to examine it on the inside and the outside. After
the groups have had ample time to study the light bulb take them up so that
they do not get broken.
Explore:
Process Skills: Observe, Communicate
Place a new light bulb in a socket so the students can see the filament light
up. Take this time to guide a discussion about the parts of the light bulb
and the function of each part.
In your groups, list the different parts of the light bulb that you observe.
27
Draw a diagram of your light bulb. Students will label the following parts
during the explain section of this lesson.
 Bulb-a ball of glass. Inside the bulb most of the air has been
removed.
 Metal base - The base can be screwed into a socket. It is a
good conductor.
 Filament - a thin coiled wire. It is a poor conductor. It is a
resistor. Current does not flow easily through a resistor. The
resistance causes the filament to glow and give off light and
heat. Air in the light bulb is removed to keep the filament from
burning up.
 Two wires - connectors to the filament. These wires connect
the filament to the base of the light bulb and the electrical
current.
Have the students remove the light bulb from the socket and replace it with
a bulb that has burned out. Caution! The bulb will be hot! Don’t tell them
the bulb is burned out! When this light bulb will not come on, lead a
discussion about why it did not burn. Ask the students how this bulb is
different from the first bulb they observed.
Explain:
Process Skill: Communicate
Have the students label the parts of their light bulb that they drew during
the explore portion of the lesson. At the bottom of the drawing have the
students explain the function of each part of the bulb. Ask students the
following questions:
 What made the light bulb come on?
 Why didn’t the last bulb work?
Students should conclude that because the filament is broken the electrical
circuit could not be completed.
Elaborate:
Process Skills: Infer, Use Numbers, Communicate
1. Electric eels function very much like a light bulb. Let the students
research electric eels either using the Internet or books. Allow time for
the students to share what they discovered about the similarities of the
light bulb and the electric eel.
2. Light bulbs are ranked by their power – the amount of light they put out
in a certain period of time. This power is measured in watts. Higher
28
watt bulbs have a bigger filament. They produce more light and heat,
but they don’t last as long as smaller watt bulbs. You may have them
research to find this information or simply provide it for them. Make a
bar graph of the estimated life of a light bulb. Use the following data :
25 watt bulb – 2,500 hours
60 watt bulb – 1,000 hours
100 watt bulb – 750 hours
(Note that these figures are for incandescent lights and not compact
fluorescent lights or CFLs.)
Use the information and the bar graph the students made to discuss these
questions.
1. How many hours will the 100watt bulb light bulb burn?
2. Which bulb has the smallest filament?
3. Which bulb will burn the longest? Why?
4. How many hours will a 60watt bulb burn?
5. Which bulb has the largest filament?
6. About how many times longer will a 25watt bulb burn than a
100watt bulb?
7. If you let a 25watt bulb burn day and night, how many days will the
light burn before it burns out?
8. If you want a very bright light, which watt bulb should you
choose?
3. Make a time line showing these events in the development if the light
bulb:
1854 Henric Globel invented the first true light bulb.
1855 Thomas Alva Edison invented a carbon filament that burned for
40 hours.
1903 Willis Whitney invented a metal-coated carbon filament
1910 William David Coolidge invented an improved method of making
tungsten filaments.
1925 The first frosted light bulbs were produced.
1991 Phillips invented a light bulb that lasted 60,000 hours. The bulb
used magnetic induction.
Have the students decorate the time line. To reinforce this objective, you
can let your students draw a small light bulb and label the parts for extra
credit
Evaluate:
29
Process Skill: Communicate,
Have the students use the diagram of the parts of a light bulb that they
drew in the original activity. They should then write a paragraph that
explains how electrical current flows through a bulb to produce light and
heat. Include in the paragraph how each part of the light bulb functions.
Rubric for scoring:
Function of the glass bulb
20 points ________
Function of the metal base
20 points ________
Function of the filament
20 points ________
Function of the connectors or two wires
20 points ________
Conventions (Spelling, Punctuation, Capitalization)
20 points ________
Total Score
100 points ________
30
Lesson 5: Electromagnets
Time: 3 class periods
Objectives:
3.04 Explain how magnetism is related to electricity.
3.08 Observe and investigate the ability of electric circuits to produce
light, heat, sound, and magnetic effects.
Lesson Introduction:
In this lesson students will be creating an electromagnet. Electromagnets
are useful because they are magnets which can be switched off and on.
One of the most common uses for an electromagnet is at the junk yard.
Junk yards use electromagnets to move large pieces of metal such as cars
or trucks. The junk yards can turn on the magnet to pick up the large items
and then turn it off to drop the items where they would like to place them.
(Do not explain this to students. They need to try and figure out how to
make the electromagnet work on their own. )
This is one way to make an electromagnet. Students must have an iron
nail about 6 in. long and 10 ft. of 22 gauge insulated, stranded copper wire,
and one or more D-cell batteries. Both ends of the wire need to be stripped
of their wire about ¼ inches. The ends of the wire will touch both sides of
the D-cell. The wire must be wrapped around the nail in order to make the
electromagnet work. After wrapping the wire around the nail, students can
use the nail to pick up metal objects. The nail has become electrically
charged. It can be switched on and off by disconnecting the D-cell.
Materials:
For each group of students
 Iron nails (15 cm. long)
 22 gauge copper wire (2 m. long)
 D-cell batteries
 Small penny nails
 Magnets
 20 to 30 small paper clips
Optional Items
 Switch
 D-cell holder
 One wire (10 cm. long)
31
Engage:
Process Skill: Experiment
Give students a magnet, a small nail and some paperclips. Tell them to try
to pick up the paperclips with the small nail. After they have struggled for a
few minutes, have the students pick up the magnet and show them how to
rub the small nail in one direction. After they have rubbed the small nail
several times, let them try to pick up the paper clips again. They should be
able to see that the small nail is beginning to pick up the paper clips. Ask
them what they think will happen if they rub the nail for a longer period?
Give them time to work in their groups. They should discover that the more
they rub the small nail the stronger it becomes. Tell them that they have
just turned the nail into a temporary magnet.
Explore:
Process Skills: Experiment, Infer, Use Numbers
Give each group of students an iron nail, a 22 gauge wire, D-cell, D-cell
holder, 10 cm long wire, and switch. Tell the students you would like them
to make a circuit with the supplies you gave them. (Do not tell them how to
connect the wires, D-cell and holder or nail.) It will take students a few
minutes to realize how to connect the longer wire. Ask students how a
circuit is normally connected. They should recall from previous lessons
that the circuit should be connected in a circular fashion. Next ask students
why they think that one of their wires is so long. At this point they should
begin to wonder about the long wire and nail.
In order to make this circuit work students must wrap the long wire around
the nail and then connect one of the two ends of the wire to one side of the
D-cell holder, and the other side of the long wire to the switch. The smaller
wire must be connected from the other side of the D-cell holder to the
switch. (If students are not using the optional items they will wrap the long
wire around the nail and connect one end of the wire to the positive side of
the D-cell and the other side of the wire to the negative side of the D-cell)
After students have created their electromagnet, give each group 20 to 30
small paper clips. Have students try to pick up as many paper clips as
possible. Have students determine the best way to wrap the wire so that
they can pick up the most paper clips. (Students should find that the more
wire that is tightly and neatly wrapped around the nail, the stronger the
electromagnet will be.)
Have students create a graph using the number of winds of the wire and
how many paper clips were picked up by that number of winds.
32
Explain:
Process Skills: Communicate
Have the students draw a picture of the electromagnet they made. Below
the picture have the students write a summary of how they turned the nail
into an electromagnet.
Elaborate:
Process Skills: Communicate, Classify
Have the students research five places where electromagnets are used.
They can use the internet and other sources that are available to you. In a
whole group activity make a combined list of places electromagnets are
used. Students may also like to bring in pictures of the examples of where
electromagnets are used. This can be made into a poster or even used as
a bulletin board. Students may be very surprised at what they discover.
Evaluate:
Process Skills: Communicate
Have the students work with a partner to share their drawings and
summaries from Explain and Elaborate. Working together they can
evaluate what they wrote and make corrections or additions as needed.
When they have finished evaluating their work, they can turn this in to the
teacher.
33
Lesson 6: “Ouch, Doc, That Hurt!”
Time: 3 class periods
Objectives:
3.03 Design and test an electric circuit as a closed pathway including
an energy source, energy conductor and energy receiver.
3.06 Describe and identify materials that are conductors and
nonconductors of electricity.
Teacher Notes:
For this activity students will be working with various objects to determine if
they are conductors or nonconductors. A conductor is an object that
allows electricity to pass through it. These objects have some type of metal
in them. Unlike in magnets, the metal does not have to be iron. It is
important to use the same objects that were tested during the magnetism
unit. This allows students to see that an object may be a conductor, but it
isn’t necessarily magnetic.
A nonconductor (also known as an insulator) is an object that does not
allow electricity to pass through it. These are objects that are not metallic.
One important thing for students to realize at the end of the lesson is that
even though the wires they are using are conductors they have been
wrapped in a nonconductor (the plastic).
Using the game Operation™ at the beginning of the lesson allows the
students to see both conductors and nonconductors which will spark their
interest. It also allows the teacher to introduce the lesson without giving
away too much information at the beginning of the lesson. This is important
when teaching students to discover things on their own.
Materials:
 Object Testing Sheet
 One Board Game- Operation™ (only one game is needed for
the class. The teacher holds onto this for the entire class
period. Before class begins carefully pull back the card board
and metal at one corner. This will expose the different parts of
the board. For the beginning of the lesson do not show
students this. They only need to see the actual game board.
See explanation of the Operation™ game in the extension
section.)
 Materials needed for each group of students
34
o 1 D-cell
o 3 wires about 10 cm long
o a motor
o science notebook
o pen
o test objects from lesson “Stuck on You”
 Optional items for each group of students
o 1 D-cell holder
o circuit board
Engage:
Process Skills: Observe, Infer
To begin this lesson hold up the game Operation™, ask students if they
recognize the game. Use the game tool to touch different parts of the
game board. Parts should include the cardboard, the plastic pieces, the
nose, and the different metal parts. Each time have students tell you
whether or not the buzzer will go off.
Explore:
Process Skills: Predict, Experiment, Classify
Student will need a copy of the Object Testing Sheet for testing conductors
and nonconductors. If you prefer, students can copy this sheet in their
Science Notebooks. Give students the following parts: a motor, two wires,
and a D-cell. If available have students connect this circuit on a circuit
board.
Some motors come with wires already attached to them. If this is the case
you only need to give students the motor and the D-cell. This circuit is
connected in a similar fashion to the light bulb. Their circuit should make a
complete circle as before. Once students have made their motor run, hand
groups a third wire.
Students need to try and connect this third wire so that they can turn the
motor on and off by simply touching two wires together. Separating the two
wires will turn the circuit off. This separation of the two wires acts as a
switch. When the motor is running the circuit is considered closed, when
the motor is not running the circuit is open. Introduce the term, closed
circuit. Students need to explain in their journal why they feel that a circuit
must be closed in order for the motor to run.
Using the items in your test bag, try to make a circuit to make the motor
run. Give students the test bag items. Have them try to connect their
circuit using the items in the bag. While they are testing the different items
35
they need to write down their findings on the Object Testing Sheet or in
their notebooks.
While observing students make sure that while they are testing their items
that they do not touch the two ends of the wires together. Touching the two
wires together could cause a false positive.
Explain:
Process Skills: Communicate, Interpret
Students will notice that most metal objects will cause the motor to run.
The most surprising thing that students should note during this time is that
even if an object is not magnetic it may still be a conductor. Another word
for nonconductor is insulator.
Students will explain what they have learned from making a circuit and
share the findings. Discuss the similarities of materials that worked and did
not work in making a circuit. Which items would be considered conductors
and which ones would be considered non-conductors?
Using the Operation™ game, review what caused the grinding sound when
the students were not accurate in manipulating the tweezers to remove the
parts of the body. Now, remove the cardboard and unscrew the plastic
cover over the motor so that students can observe the motor working when
a circuit is formed from the tweezers touching the metal.
 What happens when the tweezers touch the plastic?
 What causes the motor to work on not work?
Elaborate:
Process Skills: Communicate, Classify
As an extension have students make up a list of things they think could
also be conductors or nonconductors around the classroom. Just be sure
students stay away from computers, radios, outlets, or other electronic
devices. Have students go around the classroom and test the various
items. As they are testing different objects students need to add them to
their list of conductors/nonconductors.
Evaluate:
Process Skills: Communicate, Classify
Place ten objects in a paper bag. Have the students number their papers
from 1 to 10. Tell them based on what they observed during the activity
they will determine whether the object that is held up is a conductor or a
nonconductor. Take the object out of the bag and have each student write
down what the object is. Then have them write down whether the object is
36
a conductor or a nonconductor. After they have completed this part, have
them tell what criteria they used to determine their answers.
Name_____________
Testing Conductors and Nonconductors
(3.03, 3.06)
Object
I think that it will
make the motor work.
(conductor)
YES/NO
Why?
37
The motor did work
YES/NO
Lesson 7: Let’s Crank it Up!” (Understanding how magnetism
can be used to generate electricity)
Time: 4 Class Periods
Objective:
3.02 Describe and demonstrate how magnetism can be used to
generate electricity
Teacher Notes:
By turning the handle of a hand crank generator (crank flashlight), you are
turning a shaft that rotates magnets in the wires, thereby creating an
electric current. When the light bulb is hooked up to a power supply (the
generator), the electric current flows from one contact to the other through
the wires and through the filament of the light bulb.
Materials:
 How Power Plants Make Electricity – student sheet
 Hand crank flashlight (1 per group)
Available at the following sites for $10.00 - $15.00
http://www.21st-century-goods.com/page/21st/CTGY/HCKP
http://www.ambientweather.com/emkiharahafl.html
 Science Notebook
Engage:
Process Skills: Communicate
The following explanation is from the website Alliant Energy Kids. Begin
the discussion by asking your students:
 Have you ever wondered where electricity comes from?
Explain to the students that they might be surprised to learn that it can be
generated from magnets!
In the early 1800s, Michael Faraday discovered “electromagnetic
induction” – the scientific way of saying that if he moved a magnet through
a loop of wire, the wire would become electrified.
In 1882, Thomas Edison opened the first full-scale power plant in New
York City. Edison’s electric generator was a bigger version of Faraday’s
basic experiment – a big magnet rotates around a wire to produce an
electric current.
38
Today’s power plants are bigger and controlled by computers, but the
basic process is still the same as it was nearly 120 years ago.
Give each student a copy of the Power Plant paper. Discuss the pictures
and the explanation.
How Power Plants Make Electricity
Coal is dug up
and sent on
trains and
boats.
The trains and
boats deliver
the coal to the
power plant.
The coal is
burned to heat
water to make
steam.
Inside the
generator, the
steam spins a
big fan called
a turbine.
The spinning turbine rotates a big magnet around a length of wire,
creating a magnetic field that electrifies the wire. The electric current flows
through the wire and is pushed out through high-voltage transformers
Explore:
Process Skills: Experiment, Infer, Communicate
Give each group a hand crank flashlight to use. Do not tell the students
what to do with it. Let them figure out themselves. Some students will
have seen these before and might share with the group what to do. Make
sure each student gets a chance to crank the flashlight and turn it on. Ask
the students to come up with an explanation of how the crank flashlight is
similar to the explanation of how power plants make electricity. Instruct
the students to record their explanations in their science notebooks.
Explain:
Process Skills: Communicate
When all of the students have recorded their explanation lead the class in
a discussion about their explanations. If they are having trouble making
the connection between their crank flashlight and a power plant ask them
what happens in the generator at the power plant. Ask the students what
they think is happening inside the crank flashlight when they turn the
crank. Explain that their crank flashlight is just a small generator. Inside
of the flashlight there are coiled wires that have magnets inside of them.
When the flashlight is cranked it turns a shaft inside of the flashlight that
moves the magnets inside the coiled wires and generates electricity.
39
Elaborate:
Process Skills: Communicate
Within each group of two assign one student to research wind farms and
the other to research hydropower plants. This can be very simply done by
using the Internet to gather the information. Have the students create a
brochure explaining their assigned topic. At the completion of the activity
have each partner teach the other about their assigned topic.
Evaluate:
Process Skills: Communicate
Require each student to create an advertisement that might appear in a
magazine for a crank flashlight. There advertisement should include a
title, picture, and an explanation of how a crank flashlight works by using
magnets to generate electricity.
Resources:
Alliant Energy Kids
http://www.powerhousekids.com/stellent2/groups/public/documents/p
ub/phk_eb_ae_001467.hcsp
40
How Power Plants Make Electricity
Coal is dug up
and sent on
trains and
boats.
The trains and
boats deliver
the coal to the
power plant.
The coal is
burned to heat
water to make
steam.
Inside the
generator, the
steam spins a
big fan called
a turbine.
The spinning turbine rotates a big magnet around a length of wire,
creating a magnetic field that electrifies the wire. The electric current flows
through the wire and is pushed out through high-voltage transformers
41
Lesson 8: “Get Series about Parallel!” (Parallel and Series
Circuits)
Time: 6 class periods
Objective:
3.03 Design and test an electric circuit as a closed pathway including
an energy source, energy conductor and energy receiver.
3.07 Observe and investigate that parallel and series circuits have
different characteristics.
Lesson Introduction:
In this lesson students will be making both a series circuit and a parallel
circuit. A series circuit is a circuit that has one complete path between the
energy source (D-cell) and the energy receivers (light bulbs). A parallel
circuit is a circuit that has more than one path between the energy source
and the energy receivers. This is important because it will allow one
energy receiver to go out without causing the other energy receivers to go
out.
An excellent way to demonstrate this is using the tree lights. Tree lights
made today are wired using both a series and a parallel circuit. If the tree
lights are older, they may be a series circuit. If you take out one bulb all of
the lights will go out. The reason for this is because the lights are on a
series circuit. Most tree lights today have several series circuits. This
means that once you take out one of the lights only a few other lights will
go out. If you take out lights from each series the rest of the lights will go
out as well.
For the first part of this lesson students will be making a series circuit. After
students have added the second light bulb they will notice that the lights
become much dimmer. The reason for this is because the energy from the
D-cell has to be split between both light bulbs. There is nothing wrong with
either the lights or the D-cell.
After students have made the series circuit they must figure out a way to
make the parallel circuit. This circuit was name because both circuits are
parallel to each other. They make a figure eight when created correctly.
Each of the energy receivers along with the energy source is parallel to
each other. This will allow both light bulbs to receive an equal amount of
energy which makes both energy sources light up in the same fashion.
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Materials:
 one strand of decorative tree lights
 science notebook
 Materials needed for each group of students
o 1 D-cell
o 4 wires about 10 cm long
o two flash light bulbs
 optional items for each group of students
o two light bulb holders
o 1 D-cell holder
Engage:
Process Skills: Communicate, Predict
Take the strand of tree lights and ask students what they think would
happen if one of the bulbs were removed. Students should be able to tell
you that some of the lights will go out. It depends on what type of strand
you have. Some of the newer strands have more than one wire connecting
the lights. This will cause only a few lights to go out at a time. You may
want to take out more than one bulb. If you have an older strand of lights
then all of the bulbs may go out when you unscrew the light bulb. If this
happens it is a series circuit. Test your lights before the class.
Explore:
Process Skills: Experiment, Communicate, Observe
Give each group of students the D-cell, 4 wires and two flash light bulbs.
Each group needs to make a closed series circuit in their cooperative
groups using only two of the wires and one flash light bulb. Once they
have completed this they need to write down their observations in their
science notebook.
After they have finished with their notes students need to add the other light
bulb using their other materials. They should now have all of the wires, two
light bulbs, and one D-cell. The student goal is to try and make both bulbs
burn brightly like the tree lights. {They may not need all of the wires.
These are provided to insure student inquiry and creativity when making
both lights burn brightly.} See diagram below on how to create a series
and parallel circuit.
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Series Circuit:
iss.cet.edu
Parallel Circuits:
www.target.raf.mod.uk
www.pzharvard.edu
Explain:
Process Skills: Communicate
Have students draw a picture of their circuit in their notebooks and have
them describe what they did.
 How are the light bulbs in relationship to the D-cell and to each other?
Elaborate:
Process Skills: Experiment, Infer
Place students in two groups, each group will need to have one D-cell, ten
light bulbs, and twenty-two wires. Have them make a series circuit. After
they have made the series circuit have them take out one of the light bulbs.
(What happens to the other lights?)
Next, students will need to make a circuit in which all the lights burn
brightly. Again take out one light bulb. (What happens to the other lights
this time? Which type of circuit is probably used in the classroom?)
As a bonus, see if the students can figure out a way to add the switch to
their “String of Lights”. {In order for this to work the switch must be
between the D-cell and the lights. Students may create a circuit that goes
on when the switch is open; this will cause the switch to heat up. }
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Evaluate:
Process Skill: Communicate
Students need to answer the following questions in their science
notebooks. What are the positive and negative aspects of parallel and
series circuits? How are parallel and series circuits similar? How are they
different? Give some examples of how they are used in our everyday lives.
Check student notebooks to assure that they understand how series and
parallel circuits are used in our everyday lives.
Resources:
Parallel and Series Circuit Pictures:
www.pz.harvard.edu
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/changing_circ
uits_fs.shtml
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Lesson 9: “ZAP! Got Ya!” (What causes lightning? Safety to be
observed during a lightning storm)
Time: 9 class periods
Objective:
3.09 Recognize lightening as an electrical charge and show proper
safety behavior when lightening occurs.
Lesson Introduction::
Weather is extremely important to consider when completing the static
electric activities. Be sure to choose a day that is dry with low humidity. If
it is too humid, the spark will not be as visible.
Lightning is an electrical discharge within a thunderstorm. As the storm
develops, the clouds become charged with electricity. This is very similar to
static electricity that transfers from person to person. As we begin this
lesson students will be making discoveries about Static Electricity before
moving on to Lightning.
Lightening is a discharge of static electricity from a thundercloud. It is
really no different from the shock you get from touching a doorknob after
walking across carpet. Of course the lightening is MUCH MORE
POWERFUL. We need to be very careful and respectful of lightening.
Materials:
 Florescent tube
 Balloons
 Wool and silk material
 One sheet of newspaper for each group
 Plastic pens for each student
 Poster paper
 Crayons or markers
 One Balloon per student
 Ben and Me by Robert Lawson
 Styrofoam pellets Styrofoam pellets
 Wint-O-Green or Pep-O-Mint lifesavers
Engage:
Process Skills: Communicate, Observe, Predict
Ask your students if they have ever unloaded clothes from a dryer.
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 Did you experience a shock?
 Did a loud sound or pop sometimes accompany the shock?
Continue this discussion by letting the students tell of other examples of
being shocked.
Blow up several balloons. Have students rub the balloons against their hair
or a piece of wool material. Students will then try to make the balloons
stick to the wall. Have the students write a prediction of why they think the
balloons stuck to the wall.
Explore:
Process Skills: Observe, Experiment, Communicate
Turn all of the lights off in the room. The darker the better! Rub the balloon
on your hair for several seconds. Then hold the statically charged balloon
near the end of the fluorescent light bulb. This will illuminate the bulb.
Repeat the demonstration as many times as desired.
When you rub the balloon on your hair, the balloon builds up an electrical
charge. The electric charge is static electricity. Touching the charged
balloon to the end of the fluorescent light bulb causes the electrical charge
to jump from the balloon to the bulb. This is what illuminates the light bulb.
Have students look up information about lightning in books or using the
computer.
Give each student a balloon and several Styrofoam pellets. Have the
students tie off the balloons and rub the surface of the balloon with a wool
cloth. Then have the students hold the balloons close to the Styrofoam
pellets and observe what happens. After several minutes, some of the
pellets will fall off the balloon. Discuss why this happens. Then give the
students some salt and pepper. Sample packs like you find in a restaurant
work really well. Have the students rub the balloon again with the wool
cloth. Let them predict what will happen as they move the balloon close to
the salt and pepper. Discuss their findings.
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Explain:
Process Skills: Classify, Communicate
Ask students to make a list of what they found happens when electricity
moves from one place to another. (hair to balloon, balloon to light bulb,
cloud to cloud, cloud to land, balloon to Styrofoam pellet)
Elaborate:
Process Skills: Communicate, Classify
Look around the room and identify things you should not touch during an
electrical storm. Have students write a letter to other students explaining
why it is important to stay away from these things.
Let the students research other activities that use static electricity. Have
students do a presentation for the class to illustrate their understanding of
electrical charges and static electricity.
Using the internet or other resources, research Ben Franklin and his
contributions to the harnessing of electricity. Read the book Ben and Me.
Compare and Contrast the factual account to the fictional account in Ben
and Me.
Have students design a PowerPoint presentation of lightening safety. They
could share the presentation with other classes in your school or at a
Parent – Teacher meeting.
At home during the winter, tell the students to turn off the lights and move
the blankets and sheets on their beds. They should see sparks or static
electricity. Tell the students to comb their hair in the dark. Again, they
should see sparks or static electricity. Go to a really dark room and stand in
front of the mirror. Wait a few minutes until your eyes get accustomed to
the darkness. Put a Wint-O-Green or a Pep-O-Mint lifesaver in your mouth.
While keeping your mouth open, break the lifesaver up with your teeth and
look for sparks. If you do it right, you should see bluish flashes of light. Why
does this happen? When you break the lifesaver apart, you’re breaking
apart sugars inside the candy. The sugars release little electrical charges in
the air. These charges attract the opposite charges in the air. When the two
meet, they react in a tiny spark that you can see.
Evaluate:
Process Skills: Communicate
Have the students design a poster that shows how negative electrical
charges travel to the ground as lightening. Have them include one of the
lightening safety rules on their poster. These posters can be displayed
around the room to reinforce the lightening safety rules.
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XII. Assessment:
4th Grade Electricity
1. (3.01, B2) A magnet is attracted to which of the following?
a. copper penny
b. paper clip
c. piece of cloth
d. drinking straw
2. (3.01, B2) Which of the following would cause magnets to push
away from each other?
a.
S
b.
N
S
N
S
N
N
S
S
N
N
S
c.
N
S
d.
S
N
3. (3.03, C6) Which of the following is a closed pathway and will light a
light bulb?
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a.
www.eia.doe.gov/.../ sources/electricity.html
b.
www.eia.doe.gov/.../ sources/electricity.html
c.
www.eia.doe.gov/.../ sources/electricity.html
d.
www.tasi.ac.uk
4. (3.03, C6) Which of the following is an energy source?
a. light bulb
b. wire
c. motor
d. battery
5. (3.04, B2) Both batteries and magnets have__________
a. wires
b. filaments
c. attractive and repulsive forces
d. receivers
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6. (3.04, B2) An electromagnet is an example of _____________.
a. a permanent magnet
b. a horseshoe magnet
c. a magnet that does not need electricity
d. a temporary magnet
7. (3.05, C3 ) Which part of the light bulb burns to produce light?
c.
a.
b.
d.
8. (3.05, C3) The base of a light bulb is made of metal so that
a. It can conduct an electrical current.
b. It can break a circuit.
c. It can be an insulator.
d. It can be an electric cell.
9. (3.06, B2) The copper wire in an electric cord acts as a conductor.
The plastic coating that covers the copper wire acts as
a. a switch
b. an insulator
c. a current
d. an electric circuit
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10. (3.06, B2) Which of the materials listed below would allow
electricity to move easily through it.
a. plastic straw
b. tooth pick
c. paper clip
d. cardboard strip
11. (3.07, B4) You decided to hang a string of lights to decorate for a
special occasion. When you plugged in the lights, they did not burn.
You noticed that one of the light bulbs had fallen on the floor. When
you replaced the light bulb, the string of lights burned. This is an
example of a
a. parallel circuit
b. static electricity
c. series circuit
d. magnetic field
12. (3.07, B4) In our classroom we can use a computer, the overhead
lights, an electrical pencil sharpener, the overhead projector, and a
CD player all at the same time. If we turn the lights out and
everything else continues to work it shows that our classroom is
wired using a
a. parallel circuit
b. series circuit
c. short circuit
d. long circuit
13. (3.08, B3) Which of the following can an electric circuit produce?
a. iron
b. light
c. wire
d. a switch
14. (3.08, B3) An electric circuit can produce heat, sound, light, and
_________
a. iron
b. wire
c. a switch
d. magnetic effects
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15. (3.09, A2) What is a safe thing to do when there is a lightning
storm?
a. go swimming
b. stand in a field
c. find shelter in a building
d. hold an umbrella
16. (3.02, C2) A crank flashlight is most like a ____________.
a. battery operated flashlight
b. generator in a power plant
c. lamp plugged into an electrical outlet
d. circuit that will never work
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