Lesson By Lesson Guide - PBworkswakek5science.pbworks.com/w/file/fetch/68234802/NCES_Magnetis… · Unit Pre-Assessment Two formative assessment probes are available for this unit

Magnetism & Electricity Page 1

Lesson By Lesson Guide

Magnetism & Electricity

(FOSS Kit)


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


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


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


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.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?

Activity Guiding Questions

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

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't-

stick 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?


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.

What is a force?

Science Content Words

Use these terms when teaching the lesson:

attract To pull toward one another, as opposite poles of two magnets pull toward one

another

force A push or a pull

induced

magnetism

The influence of a permanent magnet's magnetic field on a piece of iron,

which makes the iron act like a magnet

lodestone A form of the mineral magnetite that is naturally magnetic or has become

magnetized (from FOSS Science Stories)

magnet An object that sticks to iron

magnetism A property of certain kinds of materials that causes them to attract iron or

steel

repel To push away, as similar poles of two magnets push away from one another

temporary

magnet

A piece of iron that behaves like a magnet when it is touching a permanent

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.


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




water and fire.)

Focus Question(s)

How do magnets interact with each other and other objects?


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.

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?



attract To pull toward one another, as opposite poles of two magnets pull toward one

another

force A push or a pull

induced

magnetism

The influence of a permanent magnet's magnetic field on a piece of iron,

which makes the iron act like a magnet

lodestone A form of the mineral magnetite that is naturally magnetic or has become


magnetized (from FOSS Science Stories)

magnet An object that sticks to iron

magnetism A property of certain kinds of materials that causes them to attract iron or

steel

repel To push away, as similar poles of two magnets push away from one another

temporary

magnet

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)


- Duplication master can easily be adapted to the observations section of your science notebooks.

Students list items under headings “stick” and “does not stick”


- 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.


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.





water and fire.)

Focus Question(s)

How much force does it take to pull to magnets apart?


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

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?


graph.

Make new word wall and

content/inquiry entries.



compass An instrument that uses a freely moving magnetic needle to indicate

direction (from FOSS Science Stories)

detector Something that helps you identify or locate something

graph Something that organizes data visually to show a relationship between two things

intersection The point at which two lines cross

pole Either of two opposing forces or parts, such as the poles of a magnet (from FOSS

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)


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.


- 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.


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.





water and fire.)

Focus Question(s)

How can we detect magnetic fields?


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.

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?



compass An instrument that uses a freely moving magnetic needle to indicate

direction (from FOSS Science Stories)

detector Something that helps you identify or locate something


graph Something that organizes data visually to show a relationship between two things

intersection The point at which two lines cross

pole Either of two opposing forces or parts, such as the poles of a magnet (from FOSS

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.


- 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.


- Informal notes from group visits/ class discussion

- Science Notebook paragraphs about their observations of magnet detectors to find the location

of hidden magnets.


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!






water and fire.)



Focus Question(s)

Using a bulb, wire and battery, how can we turn on a light bulb?


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.


their ways to light the bulb.

Make entries to the word wall and

content/inquiry chart.

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:



battery A source of electricity with more than one cell

circuit A pathway for the flow of electricity

circuit base Something that holds many components needed to build a circuit

closed circuit A complete circuit through which electricity flows

component An individual item in a circuit

D-cell A source of electricity; also known as a battery

electricity

receiver

A component that uses the electricity from a source to make something

happen

electricity source Something that provides electric energy to make something happen

Fahnstock clip A metal clip that connects wires in a circuit

filament The material in a light bulb (usually a thin wire) that glows when heated by

an electric current

open circuit An incomplete circuit through which electricity will not flow

schematic

diagram

A way to represent a circuit on a piece of paper

switch A device used to open and close circuits

Integration Hint

- Science Center: Have the materials available for students to investigate lighting the bulb on

their own.




- Students should draw and label a diagram of what worked and what did not work.


- 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)


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




water and fire.)


ability to cause motion or create change

Focus Question(s)

How can we make a motor run with a D-Cell?


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-switch-

lamp circuit they drew earlier.

Make entries of essential vocabulary to

the word wall and add to the


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?




battery A source of electricity with more than one cell

circuit A pathway for the flow of electricity

circuit base Something that holds many components needed to build a circuit

closed circuit A complete circuit through which electricity flows

component An individual item in a circuit

D-cell A source of electricity; also known as a battery

electricity

receiver

A component that uses the electricity from a source to make something

happen

electricity source Something that provides electric energy to make something happen

Fahnstock clip A metal clip that connects wires in a circuit

filament The material in a light bulb (usually a thin wire) that glows when heated by

an electric current

open circuit An incomplete circuit through which electricity will not flow

schematic

diagram

A way to represent a circuit on a piece of paper

switch A device used to open and close circuits

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


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.


- 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)

http://www.fossweb.com/


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.




water and fire.)

Focus Question(s)

Which materials can be used to complete an electric circuit?


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-motor-

switch 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!


their findings.

Add essential vocabulary to the word

wall and make entries on the


Share Making Static and A Fictional

Interview with Benjamin

Franklin available in the FOSS Science

Stories -see the Science Stories folio in

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?


the Teacher Guide for more

information.



conductor A substance, commonly a metal such as copper or aluminum, through which

electricity will flow

insulator A material that prevents the flow of electricity, commonly plastic, rubber, glass,

or air

lightning A flash of light caused by a discharge of static electricity between two clouds or

from a cloud to the Earth (from FOSS Science Stories)

static

electricity

Positive and negative electric charges that are separated from each other and are

not moving (from FOSS Science Stories)

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.




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).


-Students should be able to provide examples of insulators and conductors and why they are

classified as insulators or conductors.


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.






water and fire.)



Focus Question(s)

What classroom materials are conductors and insulators?


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.

See the Science Stories folio in the

Teacher Guide for information and

guiding questions to accompany Two

Reference Sources About Edison.


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.



- Student record data collected from experiment in notebook. Draw a picture of a conductor and

an insulator.


- The teacher guide designates this investigation as a performance assessment. In addition to a

performance task, students also complete a narrative about it.


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


water and fire.)



Focus Question(s)

How can you get a series of bulbs to light at the same time?


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.

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?




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.”


- Students could have labeled diagrams in the science notebook showing the different pathways

that electricity travels in a series circuit.


- 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.


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.



water and fire.)



Focus Question(s)

How are parallel and series circuits similar and different?


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

Can you light two bulbs brightly with

just one battery?

What could you do with a switch?

What could you do with another D-

cell?

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?


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.



series circuit A circuit with only one pathway for current flow

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.


- Students could have labeled diagrams in the science notebook showing the different pathways

that electricity travels in a parallel circuit.


- 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.


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.



water and fire.)



Focus Question(s)

What happens when a light bulb burns out?


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

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?


to each student to complete

independently.


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.


- Students record the focus question, prediction, data related to the investigation, and

conclusions in their science notebooks.


- 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.


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.






Focus Question(s)

How can we make an electromagnet?


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

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?


open position unless they are actually

testing to conserve your D-Cell

energy.


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.



coil Wire wound repeatedly around a central core

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.





- Students should explain what an electromagnet is and how to make it stronger. They should use

their data to back up their conclusions.

http://www.fossweb.com/


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 teacher-

led discussion.





Focus Question(s)

How does the number of winds affect an electromagnet?


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 20-

wind electromagnet can lift.



- Predict how many washers a 30-wind

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?


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


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.



graph Something that organizes data visually to show a relationship between two

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.”



Students should explain what an electromagnet is and how you make it stronger. They should use

their data to back up their conclusions.


- 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.


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.





Focus Question(s)

What other ideas can we investigate about electromagnets?


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

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?


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.


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.




- Students plan and carry out an investigation, changing one variable in the electromagnetic

system to find out what happens.


- This lesson is a performance assessment. Teacher observation; Student response

sheet Electromagnetic Investigation, available in the Teacher Guide.


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.





water and fire.)



Focus Question(s)

How can we use what we’ve learned to build a telegraph?


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

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?


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 single-

word 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 D-

cells before putting telegraphs away;

the telegraphs can remain assembled.



code A set of signals that represents letters or words for sending messages

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)





- 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?


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.





water and fire.)



Focus Question(s)

Can we make a telegraph that will send a message over a long distance?


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

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?


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.


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.





- Teacher observation, anecdotal notes, review science notebook entries.

Documents

Lesson By Lesson Guide - PBworkswakek5science.pbworks.com/w/file/fetch/68234802/NCES_Magnetis… · Unit Pre-Assessment Two formative assessment probes are available for this unit