Smart - Electricity and Magnetism ELECTRICITY AND ...circle.adventist.org/files/CD2008/CD2/tb/Electricity_Magnetism.pdf · God is concerned with the whole man. We must pattern our

Smart - Electricity and Magnetism

Atlantic Union Conference Teacher Bulletin www.teacherbulletin.org Page 1 of 95

ELECTRICITY AND MAGNETISM: CROSS CURRICULAR UNIT

MAKING CONNECTIONS!

Rewarding Teaching! Meaningful Learning Experiences!



Table of Content Introduction Bible Activities and Projects Bible Options Power Electrifying Power Magnetic Power Language Arts Activities and Projects Acrostic Poem: Electricity Acrostic Poem: Magnets Word Web Creative Story Writing Alphabetical Ordering/ Coding Picture/ Word Dictionary Read and Answer Worksheet Cloze Passage Word Play Magnetic Speech: Persuasive Speech/Writing Social Studies activities and Projects Sample lessons Research projects/ Electricity Timeline

Conserving Energy Energy and Resources

Important Faces Tracing History Fact and Opinion Bright Sparks Word Search Math Activities Listing of Ideas Venn Diagram Statistics/ graphing Research Project The Ohm’s Law Coulomb’s Law Kirchhoff’s Law



Art Projects and Activities Listing of Ideas Magnet Collage Star Magnet Snowman Magnet Clothespin Magnet P.E. Activities Push and Pull Activities (Repulsion & Attraction) Movement Dynamics Repulsion Live Wire Power Surge Music Listing of Music Activities Brightly Beams Our Father’s Mercy Brighten The Corner Where You Are This Little Light of Mine The Holy Ghost Power is Moving just like a Magnet Resources: Teacher / Students



INTRODUCTION

This cross curricular unit was created to support the Magnets and Electricity Unit for the Science Management and Resource Tool (SMART) which allows teachers the opportunity to provide interactive instructions for specific science topics. It caters to k-8 teachers who want to provide an integrated or thematic approach to teaching science. This unit can be used in a one room classroom, single grade classrooms, as well as with multi-grades. Teachers have the freedom to adapt the material as they see fit. The development of this unit is predicated on the ‘school of thought’ that promotes an integrated approach to teaching. It is incumbent upon educators to make the teaching learning experience meaningful to students. Students learn best when they can relate to the material being taught and when they can make connections. By using this approach, teachers will find that teaching can become much more rewarding and interesting. Teachers are encouraged to use cooperative learning structures with this unit. However, teachers are not restricted to any one approach. As the unit is considered for implementation, it is important to reflect on our Master Teacher (Jesus). God is concerned with the whole man. We must pattern our teaching according to His plan. Taking a wholistic approach to teaching is one way of doing so.



BIBLE PROJECTS AND ACTIVITIES

You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when

you lie down, and when you rise up (Deuteronomy 11:19).

New King James Version



BIBLE OPTIONS

The Bible stories in this section can be used as lessons or as worship ideas. If used as lessons, the following should be useful:

Lesson 1: A Light To Guide My Way

Spiritual Focus: God guides us through His Holy Word. When we obey His word, we will not be deceived by Satan’s temptation.

Object: electricity, bulb Text: Psalm 119: 105

Lesson 2: Shine, Shine, Shine Spiritual focus: God expects us to be witnesses for Him. Object: candle Text: Matthew 5:16

Lesson 3: Magnetic Power Spiritual Focus: The cross of Christ is a symbol of His love. It draws people to

Him. Object: magnets Text: John 12: 32

Lesson 4: Wonder Working Power Spiritual Focus: Jesus has power to raise the dead and to give eternal life. Object: a dead leaf/ a dead plant/ a dead bug Text: John 11: 43, 44

Additional Activities - Find the key word or phrase in Bible Text - Role-play stories or scenes from the stories - Write a summary of the Bible stories - Write poems relating to the story focus - Draw, create posters, create a simple book NB: The spiritual focus is the concept that the teacher should emphasize. Students should be encouraged to memorize Bible texts. The teacher can substitute other objects for the ones mentioned/ recommended.



A LIGHT TO GUIDE MY WAY Developed by Pauline Evans

Bible Text

Thy word is a lamp unto my

feet, and a light unto my path. Psalm 119:105

Have you ever experience a blackout? Were you scared? Is light an important amenity? As a little girl, I was afraid of the dark. I had to have the lights on in order to relax so that I could fall asleep. I remember waking up one night to find the house in total darkness. I needed to use the bathroom but could not find my way. I eventually bumped into a chair and was so scared, I started screaming. I woke everyone up. My mom told me that there was a blackout. She found a flashlight, and I felt better because I could now find my way. The Bible tells us that God’s word is like a lamp. It provides light for His children who are lost in the darkness of sin. Sin is like a sickness. If it is not treated, it gets worse and may even lead to death. However, God loves His children and did not leave them lost in sin. No, even when we were His enemies, He provided a way for us to escape the darkness.

We do not need to be afraid. We can find our way back to God by studying His word. God’s word tells us about His love for everyone, and His plan to save us from sin. Comparing sin to darkness and God’s word to light makes sense. When we sin, we deviate from God’s plan. We engage in activities that are wrong and will eventually lead to destruction. Sin separates us from God, who is the source of all light. On the other hand, studying God’s word can lead us back to God. His word provides advice and counsel. It shows us how to stay away from trouble, how to love each other in the family and in the church. If you want to avoid getting lost in the darkness of sin, join me as I grab a Bible and read a few chapters. Check out the Psalms or Proverbs or begin with the gospels: Matthew, Mark, Luke, John. You will enjoy the lamp that God has provided to light your way.

Search It Out

God created light. (Genesis 1:1-3) We can trust God for light. (Psalm 18: 28) God is light. (Isaiah 60:20)

Brain Game

The first thing God created in our world, as recorded in the Bible, is light. What does this tell us about light?

Create Draw or cut out a picture of a lamp. Paste it onto a poster paper. Decorate it with Bible texts about light.



2. SHINE, SHINE, SHINE! Developed by Pauline Evans

Bible Text Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven. (Matthew 5:16) “No! You won’t,” I laughingly cried as Loren, my playmate, tried to blow out my candle. We had been sitting for a while watching the candles burn, waiting to see which one would go out first. Loren obviously was becoming restless and so he was using foul play to win the competition. The person whose candle burned the longest would earn some form of privilege, such as being the one to choose the next activity, have first go at the next game, be first to eat, etc. None of us liked it when our candle was the first to go out. Our lifestyle is comparable to light. God wants our lives to be a reflection of His character. The world should be able to look at us and see Jesus portrayed in our actions and in our speech/ words. When we are kind to others, or help someone who is in need, we are letting our light shine. Serving others, being compassionate, encouraging people are some ways in which we can keep our lights burning.

God gives to His children talents and gifts which should be used to glorify Him. If we do not use them, we will lose them. When others see God’s light reflected in us, they will be drawn to Him. They will want to know more about this God whom to know is life eternal.

However, if we choose to be mean-spirited and selfish, we dishonor God and our light will go out. If we refuse to use the talents and gifts that God gives us, we will lose them and our light will stop burning. Others will not want to learn about the God whom we are misrepresenting. The devil wants our lights to go out. He will try his best to blow them out. But God has given us the Holy Spirit to teach us and guide us so that our lights will continue to burn. The Bible tells us that we are the light of the world. It is our responsibility to keep our lights burning bright.



Search It Out

We are the light of the world (Matthew 5: 13 -16). Jesus is the light of the world (John 8:12) The Bible is the light that guides the Christian’s way (Psalm 119:105).

Brain Game Find five Bible texts which speak about light. The Bible concordance can help you. If you are the light of the world, how can you ensure that your light continues to shine?

Create Write a poem about our lives as light. Share it with your classmates.



3. MAGNETIC POWER Developed by Pauline Evans

Bible Text

“And I, if I am lifted up from the earth, will draw all people o Myself.” (John 12:32). Magnets! As a child, I loved playing with magnets. I was fascinated with the way certain things were attracted to magnets. I would spend hours going from room to room, trying to find various items that were drawn to the power in the magnet. I just could not understand the dynamics of it all. What was it about magnets that drew things to them? How could such awesome power exist in something that seemed so insignificant? It was a mystery to me! Jesus Christ, our Savior is like a magnet, a really super magnet! The Bible tells us that when He was on earth, people were attracted to Him. And after he died and was resurrected, many more were drawn and are still being drawn to Him. Jesus Himself said that His death would serve as a means of drawing people to Him. Sounds strange? Doesn’t it? What exactly was Jesus saying? Well, Jesus loves us so much that He died for our sins. When Adam and Eve sinned in the Garden of Eden, mankind was doomed to die an eternal death. We read in the Bible that the wages of sin is death. Sin separates us from a Holy God who is the source of life. Jesus became our substitute and died in our place. He was crucified on a cross-lifted up high so that you and I could be saved. He loved us with a cross. Doesn’t such love draw you to him?

Jesus is extending an open invitation to all, and His Holy Spirit is drawing both young and old to Him. There is no hope for mankind without the cross of Christ. Because of the cross, sinful man can be reunited with a Holy God. The light of the Savior’s love shines brightly from the cross. As we kneel in faith at the foot of the cross, we can rest assured of God’s love and forgiveness.

We too can lift up Christ by preaching about Him and His love for mankind. When He is thus preached, the effect will draw people unto Him. We can, like John, declare “Behold the Lamb of God, which takes away the sins of the world.” As followers of Christ, we have a responsibility to tell others about the gift of God which is eternal life through Christ Jesus. Let us lift up on high the man Christ Jesus and rejoice as His Magnetic Power draws all people unto Him.

Search It Out Jesus died on the cross so in our place (Romans 3:25, John 3:16).



Christ delivered us from eternal death (2 Corinthians 1:10). We should glory in the cross of Christ (Gal. 6:14).

Brain Game

How can you help to lift up Christ at school and at home?

Create Write a story about the day you witnessed Christ being crucified by wicked men. Write a letter to a friend or family member, telling the person about the magnetic power of Christ.



4. WONDER-WORKING POWER! Developed by Pauline Evans

Bible Text Now when He had said these things, He cried with a loud voice, “Lazarus, come forth!” And he who had died came out bound hand and foot with grave clothes, and his face was wrapped with a cloth. Jesus said to them, “Loose him, and let him go. (John 11:43, 44) As a child, I hated going to funerals. I always asked to be excused from going whenever my family had to attend one. This aversion to funerals began after my older sister and I went to the burial of her friend’s relative. It was such a mournful scene that it left a negative impression on my young mind. I did not know the person who died, but it must have been someone who was well loved. I have never seen or heard such weeping and wailing before. I found myself crying so hard that people started offering me words of condolence. This only made me feel worse! I literally felt their pain, and it made me feel so sad. I avoided funerals like the plague for a while, but as I grew older, I got over the fear and have attended several since. However, they still make me feel sad. They forcefully remind us that life as we know it is temporal and that life on earth is tempered with pain and sadness.

There is a story in the Bible that gives me hope and brings joy to my heart. It is the story of Lazarus. Did you ever hear of a “dead man walking”? Can you imagine dying and then living again? Unbelievable! But that’s exactly what happened to Lazarus! Jesus was a friend of Lazarus and his sisters, Mary and Martha. He usually stayed at their house when He was in the town of Bethany. Lazarus and his sisters had seen and heard of the miraculous power of Jesus. Mary herself had experienced such power on more than one occasion. Jesus had power over death, sickness and pain. He even had power over nature! So when Lazarus took ill, it was only natural that they would send for Jesus. They waited and watched for His coming, but Jesus did not come, and Lazarus, their beloved brother, died. You can imagine the weeping and wailing that took place. It was such a sad occasion! But what made it worse was the fact that Jesus, their friend who could have healed their brother, did not come when they needed Him most. They were gravely disappointed. Finally, after Lazarus had been buried for four days, Jesus turned up and asked to be shown the grave. Martha said to Him, Lord, if you



were here, you could have healed him and my brother would still be alive. Jesus told her, “I am the resurrection and the life: He that believes in Me, though he may die, he shall live.” (John 11:21-23) Then He commanded them to roll the stone away, and with a loud voice He called forth Lazarus. And he, who had died, rose and came forth. Dead man walking! Oh, how the sisters must have rejoiced! What utter amazement the people who witnessed it must have felt! Sadness and mourning had been turned into joy. The Bible tells us that Jesus is all powerful. When He was on earth, he went about healing the sick, raising the dead, giving sight to the blind, making the lame to walk and the deaf to hear. He cast out demons out of many, cured the leper, and forgave sins. Even the wind and the waves became calm when He told them to! Such power! Wonder-working power! Such power is still available to us today. This same Jesus who raised Lazarus from the dead is only a prayer away.

Today, He is offering you and me His friendship and His love. After all, He died so that we may live. All we have to do is accept this wonderful gift. One day He will return to this earth, and our loved ones who have died in Him will be resurrected. Oh, what rejoicing that will be as all God’s children will be reunited with loved ones and with our loving Savior! Isn’t it exciting to think about meeting Jesus face to face for the first time? Are you looking forward to that day? I am! Can you visualize a time when there will be no more sickness, no more death, no more pain, and no more crying? Yes, you heard me correctly: “No More Crying! What a day that

will be! We shall indeed behold the full effects of Jesus’ Wonder-Working Power!

Search It Out!

Those who died and were children of God will rise again (1 Thessalonians 4:16, 17). Jesus has power over evil (Luke 4:33-36). Jesus has power to forgive sins (Mark 2:1-12).

Brain Game

What would you say to comfort a friend or classmate who had lost a loved one and is having a hard time dealing with it? Those who died in Christ will be resurrected when Jesus comes again. What will happen to those who died without accepting Jesus?

Create Create a sympathy card for someone who is ill or for a family who have lost a loved one. Be sure to provide words of encouragement and hope. Write a song or poem about resurrection day when all God’s children will be united with Him and with loved ones.



THE SECRET MESSAGE ACTIVITY

Name ____________________ Date_________________ Use the alphabet code to find the text below: A = 1 F = 6 K = 11 P = 16 U = 21 B = 2 G = 7 L = 12 Q = 17 V = 22 C = 3 H = 8 M = 13 R = 18 W = 23 D = 4 I = 9 N = 14 S = 19 X = 24 E = 5 J = 10 O = 15 T = 20 Y = 25

Z = 26

Message ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 20 8 25 23 15 18 4 9 19 1 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 12 1 13 16 21 14 20 15 13 25 ___ ___ ___ ___ ___ ___ ___ ___ 6 5 5 20 1 14 4 1

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 12 9 7 8 20 21 14 20 15 13 25 ___ ___ ___ ___ (___ ___ ___ ___ ___ 119:105) 16 1 20 8 16 19 1 12 13



THE SECRET MESSAGE ACTIVITY

Key Use the alphabet code to find the text below: A = 1 F = 6 K = 11 P = 16 U = 21 B = 2 G = 7 L = 12 Q = 17 V = 22 C = 3 H = 8 M = 13 R = 18 W = 23 D = 4 I = 9 N = 14 S = 19 X = 24 E = 5 J = 10 O = 15 T = 20 Y = 25

Z = 26

Message T H Y W O R D I S A 20 8 25 23 15 18 4 9 19 1 L A M P U N T O M Y 12 1 13 16 21 14 20 15 13 25

F E E T A N D A 6 5 5 20 1 14 4 1 L I G H T U N T O M Y 12 9 7 8 20 21 14 20 15 13 25 P A T H (P S A L M 119: 105). 16 1 20 8 16 19 1 12 13



CAN YOU FIND THE MATCH? Name: ____________________________ Date:_______________________ _________ Jesus 1. The cost of a cross _________ Darkness 2. He wants our light to go out _________ Lazarus 3. The light of the world _________Death 4. The gift of God _________ Devil 5. Comparable to sin _________ Cross 6. Dead man walking _________ Love 7. Wages of sin _________ Eternal Life 8. Symbol of love



CAN YOU FIND THE MATCH? Name: Key Date: ________________________ 3. Jesus 1. The cost of a cross. 5. Darkness 2. He wants our light to go out. 6. Lazarus 3. The light of the world. 7. Death 4. The gift of God 2. Devil 5. Comparable to sin. 8. Cross 6. Dead man walking. 1. Love 7. The Wages of sin 4. Eternal Life 8. Symbol of love.



BIBLE MANIA Name: _______________________ Date: ____________ Match the text with the words: Let your light so shine before men, Psalm 119: 105 That they may see your good works, And glorify your Father which is in heaven. For the Lord Himself shall descend John 12: 32 From heaven with a shout, with the Voice of the archangel, and with the Trump of God: and the dead in Christ shall rise first. Thy word is a lamp unto my feet John 11: 43 and a light unto my path. And God said, Let there be light: Matthew 5: 16 and there was light. And I, if I be lifted up from the 1 Thess. 4: 16 earth, will draw all men unto me. Now when He had said these Genesis 1: 3 things, He cried with a loud voice, “Lazarus, come forth!”



BIBLE MANIA

Name: Key Date: ______________

Match the text with the words: Let your light so shine before men, Psalm 119: 105 that they may see your good works, and glorify your Father which is in Heaven. For the Lord Himself shall descend John 12: 32 from Heaven with a shout, with the voice of the archangel, and with the Trump of God: and the dead in Christ shall rise first. Thy word is a lamp unto my feet John 11: 43 and a light unto my path. And God said, Let there be light: Matthew 5: 16 and there was light. And I, if I be lifted up from the 1 Thess. 4: 16 earth, will draw all men unto me. Now when He had said these Genesis 1: 3 things, He cried with a loud voice, “Lazarus, come forth!”



BIBLE WORD SEARCH

Name: __________________ Date: _______________ Find the words below. Be sure to check the words you find! N E E Q Q M J S S E F Q L H P D O Y R A M U K S S M M I T D P W I R I R Z N E O V X F A U L M T T A K I Y N W O N T E G P H A Z C S H Q K L O R E D F A L A L I E G D R H E N D O Y Z L B M U P R X A D J T D S D N G R E W O P U D E A V S E V D E V I L S F S S O I O X L R W O R K I N G S L C E D O J N S X W D K G B D E T L R V B C F F R S G I H I C J G O E L B F A H Z Z K W T J P L W F F V W U M Y D N M I F E G H U C W CROSS LAMP MARY LAZARUS DARKNESS POWER LIFTED DEATH SIN LIGHT DEVIL WONDER LOVE DRAW WORD MARTHA JESUS WORKING RESSURECTION



BIBLE WORD SEARCH

Name: Key Date: ___________________

Find the words below. Be sure to check the words you find! N + + + + M + S S + + + L H + + O Y R A M U + S + + + I T + P + I R + R + N E + + + F A + + M T T A + I + N W + + T E + + H A Z C S + + K + O + E D + A + A L + E + + R + + N D + + + L + + + + R + A + + + D S + + + R E W O P U D + + + S E + D E V I L S + + S + + O + + R + + + L + + U + + S R + L + + W O R K I N G S + C E D O + + + + + D + G + + E + + R V + + + + R + + + H + + J + O E + + + A + + + + + T + + + W + + + W + + + + + + + + + + + + + + (Over,Down,Direction) CROSS(10,11,NE DARKNESS(9,8,N) DEATH(14,5,N) JESUS(10,13,NW) DEVIL(1,9,E) LAMP(4,6,NW) DRAW(4,12,SW) RESSURECTION(12,12,NW) SIN(6,5,NE) LAZARUS(2,7,NE) WONDER(10,4,SE) LIFTED(13,1,S) WORD(12,14,N) LIGHT(4,10,SE) WORKING(1,11,E) LOVE(13,10,S) MARTHA(6,1,SW) POWER(7,8,W) MARY(6,2,W)



LANGUAGE ARTS PROJECTS AND ACTIVITIES

Poetry Spelling Grammar Reading Punctuation Creative Writing



MAGNETIC POETRY

Name____________________________ Date________________ Create an acrostic poem about magnets. Use each letter of the word to begin your poem: M __________________________________________________________________________ A __________________________________________________________________________ G ___________________________________________________________________________ N ___________________________________________________________________________ E ___________________________________________________________________________ T ___________________________________________________________________________ S _________________________________________________________________________



MAGNETIC POETRY Sample

Name____________________________ Date________________ Create an acrostic poem about magnets. Use each letter of the word to begin your poem: M Magnetic power is an awesome thing. A Attracting special objects in its path. G Gaining respect due to its power. N Natural magnets versus manufactured magnets. E Electrifying power within a magnet. T Temporary magnets lose their magnetism. S Similar poles repel each other.



MAGNETIC WEB Name_______________________________ Date________________________

Write eight words related to magnets, then write a sentence for each word:

Magnets



MAGNETIC WEB Name________________________ Date_______________

Sentences 1.___________________________________________________________________ 2.___________________________________________________________________ 3.____________________________________________________________________ _____________________________________________________________________ 4.____________________________________________________________________

5.___________________________________________________________________ 6.____________________________________________________________________ 7.____________________________________________________________________ _____________________________________________________________________ 8.___________________________________________________________________ _____________________________________________________________________



MAGNETIC WEB Sample

Name_______________________________ Date________________________

Write eight words related to magnets, then, write a sentence for each word:

Attract Repel

Magnets

Iron Force

Electromagnet Lodestones

Poles

Magnetic field



MAGNETIC WEB

Name: Sample Sentences Date_______________ 1. The opposite poles of two magnets attract each other. 2. Every magnet has two poles: a north pole and a south pole. 3. Like poles of two magnets repel each other. 4. Magnets strongly attract metals such as iron. 5. The force of a magnet is greatest at its poles. 6. Electromagnets are good for picking up and dropping things. 7. A magnetic field is the area around a magnet where its magnetic force can be felt. 8. Lodestone is a naturally magnetic rock found at or near Earth’s surface.



ELECTRICITY WEB

Name_______________________________ Date________________________

Write eight words related to electricity; then write a sentence for each word:

Electricity



ELECTRICITY WEB Name________________________ Date_______________

Sentences 1.___________________________________________________________________ 2.___________________________________________________________________ 3.____________________________________________________________________ _____________________________________________________________________ 4.____________________________________________________________________

5.___________________________________________________________________ 6.____________________________________________________________________ 7.____________________________________________________________________ _____________________________________________________________________ 8.___________________________________________________________________ _____________________________________________________________________



ELECTRICITY WEB Sample

Name_______________________________ Date________________________

Write eight words related to electricity; then write a sentence for each word:

Conductor Circuit

Electricity

Conserve Current

Shock Switch

Bulb/s

Static



ELECTRICITY WEB Name: Sample Sentences Date_______________ 1. Metal is a good conductor of electricity. 2. The light bulb in my bedroom is burned out. 3. There are two types of circuits: series circuits and parallel circuits. 4. Electricity is an important commodity; we should do our best to conserve it. 5. The electricity that flows through a circuit is called current electricity. 6. When I touched the doorknob, I felt an electric shock. 7. Static electricity is the imbalance of positive and negative charges. 8. A switch is a device that opens and closes a circuit.



ACROSTIC POEM Name_________________________ Date____________________

Create an acrostic poem. Start each line of the poem using a letter in the word electricity.

E ________________________________________ L ________________________________________ E ________________________________________ C ________________________________________ T ________________________________________ R ________________________________________ I ________________________________________ C ________________________________________ I ________________________________________ T ________________________________________ Y ________________________________________



ACROSTIC POEM

Name: Key – answers will vary Date______________ Create an acrostic poem. Start each line of the poem using a letter in the word electricity. E= earnestly working for our best L= loving us with a cross E= ever faithful, ever true C= carrying our burdens and our fears T= truthful and trustworthy be R= reaching out to those who are lost I= igniting the flame of hope in our hearts C= Christ, our Savior and our Lord I= imagine a life without this friend T= take Him at his word, Dear One Y= you will learn to love Him too



CRÉATIVE WRITING Name_______________________________ Date______________________

Use the words in the box a box to create a story. Be sure to make your story interesting and entertaining:

scared electricity screamed girl





BLACKOUT FIASCO

Name_________________________________ Date___________________

You are having a sleepover. Your friends are glued to the movie they are watching and happily munching on snacks. All of a sudden, there’s a clash of thunder and a flash of lightning. The lights go off. What happens at your house when the electricity goes off?





ABC ORDER Name_______________________________ Date________________________ Put these words in alphabetical order: Lightning

1.

Electricity

2.

Circuit

3.

Energy

4.

Voltage

5.

Battery

6.

Brightness

7.

Static

8.



ABC ORDER Name: Key Date________________________ Put these words in alphabetical order: Lightning

1. Battery

Electricity

2. Brightness

Circuit

3. Circuit

Energy

4. Electricity

Voltage

5. Energy

Battery

6. Lightning

Brightness

7. Static

Static

8. Voltage



WHO AM I?

Name_____________________ Date______________ Use the list of spelling words to answer the questions: insulators conductors switch battery bulb lightening energy circuit current electricity

1. A word that rhymes with ditch: ______________________________

2. Electricity can pass easily through these: ___________________________

3. The opposite of conductors: _____________________________________

4. The flashlight did not light because it has no: _____________________

5. I am the path through which electricity flows. _______________________

6. A flash of light that rhymes with tightening: _________________________

7. This word is close to synergy in spelling. ___________________________

8. An electric __________________ is a moving electric charge.

9. I am a valuable resource, but I can also be dangerous. ____________________

10. When electric current passes through me, I give off light. __________________



WHO AM I?

Name: Key Date______________ Use the list of spelling words to answer the questions: insulators conductors switch battery bulb lightening energy circuit current electricity

11. A word that rhymes with ditch. - switch

12. Electricity can pass easily through these - conductors

13. The opposite of conductors - insulators

14. The flashlight did not light because it has no - batteries

15. I am the path through which electricity flows - circuit

16. A flash of light that rhymes with tightening - lightning

17. This word is close to synergy in spelling - energy

18. An electric current is a moving electric charge.

19. I am a valuable resource but I can be dangerous. electricity

20. When electric current passes through me I give off light. - bulb



READING CLOZE PASSAGE

Name____________________________ Date______________ Use the words in the box to complete this passage about Static Electricity. A word may be used more than once.

Everything around you is made up of ___________. Atoms are made up of smaller parts called

___________, ___________ and neutrons. Protons, electrons and neutrons are different from each

other. One way in which they are __________ is their charge. Protons have ___________ charge

while ____________have negative charge. Neutrons have no ________. An atom usually has an

equal number of protons and electrons. However, if you rub things together, electrons can transfer

from one atom to another. If an atom gets extra electrons, it has a ___________charge. When an

atom _________ electrons, it has a positive charge. This creates what is known as static __________.

The imbalance of ______________ and ______________ charges is called Static Electricity. When

two things have different charges, they ___________ each other. If things have the same charges,

they __________ each other.

electricity protons electrons static charge positive

negative atoms different attract loses repel



READING CLOZE PASSAGE

Name: Key Date______________ Use the words in the box to complete this passage about Static Electricity. A word may be used more than once.

Everything around you is made up of atoms. Atoms are made up of smaller parts called protons,

electrons and neutrons. Proton, electrons and neutrons are different from each other. One way in

which they are different is their charge. Protons have positive charge while electrons have negative

charge. Neutrons have no charge. An atom usually has an equal number of protons and electrons.

However, if you rub things together, electrons can transfer from one atom to another. If an atom gets

extra electrons, it has a negative charge. When an atom loses electrons, it has a positive charge. This

creates what is known as static electricity. The imbalance of protons and electrons charges is called

Static Electricity. When two things have different charges, they attract each other. If two things have

the same charges, they repel each other.

electricity protons electrons static charge positive

negative atoms different attract repel loses



MY VERY OWN DICTIONARY

Name________________________ Date_________________ Create a dictionary of electricity/ magnetism words. The words should be arranged in alphabetical order. Your dictionary should include pictures of the words entered. The first two are done for you:

Bulb (noun) – glass sphere Battery (noun) – a power source with a filament producing light.



MY BOOK OF ELECTRICITY AND MAGNETISM

Name________________________ Date__________________ Create a book about electricity and magnets. Include pictures/ drawing. This project could be done using power point or writing. Make your book as interesting and creative as possible.





ARE YOU CONVINCED YET ?

Name ________________________________ Date ______________________ Follow the link below to find out more about debates and persuasive arguments. Then write your arguments for and against your class or school obtaining an electrical equipment. You have the choice of deciding what electrical equipment your class or school should get.

OR

Think of three strong arguments for and against the resolution: “Writing by hand is better than writing by computer”. Write your points in the chart below. Remember, you goal is to convince others that your point of view is the right way to go. Write strong arguments. Click on the words below to be linked to a power-point presentation Are You Convinced Yet?.ed.pdf

Pro (for) Con (against)



SOCIAL STUDIES RESEARCH PROJECT

Several people have been involved in the history of electricity. Some are listed below. For this project, you will research one person, document your findings and make a presentation before the class. Be sure to include the major contribution this person has made to the development of electricity. You can use the links below to help with your research. You can use Microsoft Word, PowerPoint or any other appropriate tool to enhance your presentation. You should also create a timeline to trace the discovery of electricity using the information found in the links below. Frederick Jones http://blackhistorypages.net/pages/fjones.php Benjamin Franklin http://sln.fi.edu/franklin/scientst/electric.html Thomas Edison http://www.eia.doe.gov/kids/history/people/pioneers.html#Edison Michael Faraday http://www.phy.hr/~dpaar/fizicari/xfaraday.html Alessandro Volta http://www.italian-american.com/volta.htm Georg Simon Ohm http://www.corrosion-doctors.org/Biographies/OhmBio.htm Lewis Latimer http://www.eia.doe.gov/kids/history/people/pioneers.html#Latimer



Subject: Social Studies Grade: 4 - 8 Topic: Power!!! Power!!! Objectives: Students will Investigate alternative fuels to make electricity Differentiate between renewable and non-renewable resources Design a plan of action for a community dealing with a blackout Vocabulary: nuclear, hydro, fossil, biomass, renewable, non-renewable, geothermal Motivation: Four Corners exercise – Students will choose the one of the four alternative fuels they think is the best (water, sun, wood, oil). They will move to the corner that hosts the name of the fuel they selected. Students will then tell their neighbor why they chose that fuel. Strategies/ Procedures/ Activities

-Brainstorm alternative fuels that can be used to help generate electricity (windmills, water, solar, wood, oil, coal, geothermal, natural gas, atom, tidal waves)

-Categorize the fuels as renewable and non-renewable -Group jigsaw: Place students in groups. Each group will research a specific fuel source that is used to produce the heat that is needed to produce electricity. They will take notes and

teach the information to the class. -Research should include the pros and cons of the particular fuel and note whether it is renewable or nonrenewable. -Discuss the causes and effects of a blackout on everyday life.

-Review what happened on September 11 and how New Yorkers were affected. -You are the leaders for a community experiencing blackout. Design a plan for dealing

with the blackout. Summary of Learning Sources of fuel to produce electricity

Renewable and non-renewable resources Effects of a blackout

Evaluation of Learning Group research and presentation Plan for dealing with a blackout Homework

Write an essay on the environmental implication of overusing natural resources to make electricity.

Field trip: Electric plant NB: The teacher will adapt to meet grade level and academic standard/s



Subject: Social Studies Grade: 2-3 Objectives: Students will Investigate how a magnetic compass works

Compare the poles of a magnet to the needle of a compass Find directions using a magnetic compass

Construct a compass Motivation: Think-pair-share: If you were lost in the forest and had the choice of obtaining a map or a compass, which would you choose? Why? Strategies/ Procedures/ Activities

Work in groups to complete the first two columns of a KWL chart: what you know about the magnetic compass and what you want to learn. Share your ideas with the class. Brainstorm uses of a compass. Research to find out how a compass works, then discuss findings. Follow the link to find out more about magnetic compass. (http:www.learn-orienteering.org/old/lesson1.html) Complete the third column of the KWL chart (What did I learn)? Practice using the compass in the classroom. Identify the four cardinal points, the compass needle and the compass housing. Create your own compass. Practice finding direction on a map using their created compass. Summarize and review

Summary of Learning Magnetic Compass The cardinal point

Using a compass Evaluation of Learning Write a summary of what you have learned about the magnetic compass. Demonstrate the correct use of the compass to find direction. Homework Draw a picture of a person at sea trying to find his way. Then write a paragraph describing what the drawing shows.



CONSERVING ENERGY

Name____________________________ Date______________ There are different ways of conserving energy, including electricity. Read each statement below. If the statement describes how to conserve energy, write savers on the line provided. If the statement describes how to waste energy, write wasters on the line provided. 1.______________ Turn off the lights when you’re not using them. 2. ______________Use a hand-operated can opener, not an electric one. 3. ______________ Use an electric toothbrush. 4. ______________ Turn off the television when not in use. 5. ______________ Use a battery-powered calculator instead of a solar-powered one. 6. _______________ Use an incandescent bulb instead of a fluorescent one. 7. _______________ Use another sweater to stay warm in the winter instead of turning up the thermostat. 8. _______________ Leave the computer on and running at all times. 9. ________________ Stand in front of an open refrigerator while you decide what to eat. 10. _______________ Take a bath instead of a shower.



CONSERVING ENERGY

Name: Key Date______________ There are different ways of conserving energy, including electricity. Read each statement below. If the statement describes how to conserve energy, write savers on the line provided. If the statement describes how to waste energy, write wasters on the line provided. 1. savers -Turn off the lights when you’re not using them. 2. savers -Use a hand-operated can opener, not an electric one. 3. wasters -Use an electric toothbrush. 4. savers -Turn off the television when not in use. 5. wasters -Use a battery-powered calculator instead of a solar-powered one. 6. wasters -Use an incandescent bulb instead of a fluorescent one. 7. savers -Use another sweater to stay warm in the winter instead of turning up the thermostat. 8. wasters -Leave the computer on and running at all times. 9. wasters -Stand in front of an open refrigerator while you decide what to eat. 10. savers -Take a bath instead of a shower.



ENERGY AND RESOURCES Name______________________ Date______________ Directions: Write a definition for each underlined word or phrase. Then fill in the lists on the line provided. List three renewable energy sources that can be used generate electricity. Definition: ____________________________________________________________ _____________________________________________________________________ A. ___________________________________ B. ____________________________________ C. _____________________________________ List three nonrenewable energy sources that can be used to generate electricity. Definition: ____________________________________________________________ _____________________________________________________________________ A. ____________________________________ B. _____________________________________ C. _____________________________________



ENERGY AND RESOURCES Name: Sample Date______________ Directions: Write a definition for each underlined word or phrase. Then fill in the lists on the line provided. 1. List three renewable energy sources that can be used generate electricity. Definition: Renewable energy is energy that can be used over and over again. It is recyclable. A. Sun B. Wind C. Water 2. List three nonrenewable energy sources that can be used to generate electricity. Definition: Nonrenewable energy is energy that takes a very long time to form, when it is used up, it is gone. A. Coal B. Oil C. Natural gas



FACT AND OPINION Name___________________________ Date_____________ For each pair of sentences, decide which is a fact and which is an opinion. On the line provided, write F for fact and O for opinion.

1. _________ Ohm’s Law was named after the scientist George Simon Ohm. _________ George S. Ohm was the most talented scientist.

2. _________ Fossil fuels can be used to generate electricity.

_________ Coal is a more interesting fuel than oil.

3. _________ Everyone should use television less. _________ Conserving energy is important.

4. _________ Nonrenewable resources are more important than renewable resources.

_________ Nonrenewable energy sources supply the majority of our energy needs.

5. _________ The microwave is a better electrical tool than the toaster oven.

_________ There are certain risks in using electricity.

Directions: Write one fact and one opinion about electricity.

Fact: ______________________________________________________________________

Opinion: ___________________________________________________________________



FACT AND OPINION Name: Key Date_____________ For each pair of sentences, decide which is a fact and which is an opinion. On the line provided, write F for fact and O for opinion.

1. F Ohm’s Law was named after the scientist George Simon Ohm. O George S. Ohm was the most talented scientist.

2. F Fossil fuels can be used to generate electricity.

O Coal is a more interesting fuel than oil.

3. O Everyone should use television less. F Conserving energy is important.

4. O Nonrenewable resources are more important than renewable resources.

F Nonrenewable energy sources supply the majority of our energy needs.

5. O The microwave is a better electrical tool than the toaster oven.

F There are certain risks in using electricity.

Directions: Write one fact and one opinion about electricity. (Answers will vary).

Fact: ____________________________________________________________

Opinion: ________________________________________________________



IMPORTANT FACES Name: ___________________________ Date: ________________ Directions: These people have left their marks on the electricity industry. Match the names with the correct pictures of these great men with bright ideas.

_________________ ___________________ ____________________

_____________________ _____ ______________ ____________________

Name Bank

Benjamin Franklin, Lewis Latimer, Frederick Jones, Alessandro Volta, Thomas Edison, Michael Faraday



IMPORTANT FACES Name: Key Date: _____________ Directions: These people have left their marks on the electricity industry. Match the names with the correct pictures of these great men with bright ideas.

Thomas Edison Benjamin Franklin Lewis Latimer _________________ ___________________ ____________________

Michael Faraday Frederick Jones Alessandro Volta __________________ _____ ______________ ____________________

Name Bank

Benjamin Franklin, Lewis Latimer, Frederick Jones, Alessandro Volta, Thomas Edison, Michael Faraday



TRACING HISTORY

Name_____________________________ Date_______________________ Directions: Complete the table with the information required. Use information from your research and class discussion to help you. The first one has been done for you.

Inventor

Contribution

Years

Thomas Edison

-Invented the light bulb -Built the first power plant -Invented the movie camera

Born – 1847

Benjamin Franklin

Lewis Latimer

Frederick Jones

Michael Faraday



TRACING HISTORY

Name: Sample Date: ______________________ Directions: Complete the table with the information required. Use information from your research and class discussion to help you. The first one has been done for you.

Inventor

Contribution

Years (lifespan)

Thomas Edison

-Invented the light bulb -Built the first power plant -Invented the movie camera

Born – 1847

Benjamin Franklin

-Invented a stove -Used rods to redirect electricity

Born – 1706 Died – 1790

Lewis Latimer

-Helped develop electric lamp -Supervised installation of electric street lights in N.Y.

Born - 1848

Frederick Jones

-Received over 60 patents -Worked in movie industry -Developed the first automatic refrigerator -Developed air conditioning unit for the military

Born – 1892

Michael Faraday

-Discovered laws of electrolysis -Conducted experiments in electricity and magnetism

Born – 1791 Died – 1867



BRIGHT SPARKS Name___________________________ Date____________________

Tracing Electricity

L O Y Z W Q L B X E O N R G V A I S G E V I A L K O O A E K M L Q Y R O X B T N K S D F X R U Q C M E A Q R I L I F O A E F L A Y W N E I E M D E S T H H S T E T N E U D D E G S O T Z F N P E I F F E G Y R I E O O E P W T K C H M Z G I L X E R S A M O H T I D Q X B S H G C B N O I T A V R E S N O C N L O J S T J G N A T U R A L E Y Q A F Q J V Q T E C F H S U C M R L P A B C W O P E M F L E W I S O S X X T S L T L E Q E D K F B D O G N G X K R E BIOMAS ELECTRICITY COAL CONSERVATION ENERGY EDISON FOSSILS THOMAS FUELS GEOTHERMAL GAS NATURAL LATIMER RENEWABLE LEWIS OIL NONRENEWABLE Created by puzzlemaker at Discoveryschool.com



BRIGHT SPARKS Name: Key Date____________________

Tracing Electricity L O Y + + + L B + E + N + G + A I + G + + I A L + O O A + + M L + + R O + B T N + S + F + R + + + M E A + R I L I + O + E + + A Y W N E + E M D + S + H + S + E T N E U + + E + S + T + + N + E I F + + + + R I + O + E + W + + C + + + + + L + E R S A M O H T I + + + + S + G C B N O I T A V R E S N O C + L O + + + + + N A T U R A L E + + A + + + + + + + C + + + + + + + L + + + + + + + E + + L E W I S + + + + + + + + L + + + + + + + + + + + + + + + E

(Over,Down,Direction) BIOMAS(8,1,SW) ELECTRICITY(15,15,NW) COAL(2,10,SE) CONSERVATION(15,10,W) ENERGY(8,6,NW) EDISON(12,6,N) FOSSILS(14,3,S) THOMAS(8,9,W) FUELS(8,7,NE) GEOTHERMAL(1,10,N) GAS(14,1,SW) NATURAL(9,11,E) LATIMER(7,1,SE) NONRENEWABLE(12,1,SW) LEWIS(1,14,E) RENEWABLE(2,9,NE) OIL(2,1,S)

Created by puzzlemaker at Discoveryschool.com



MATH ACTIVITIES AND PROJECTS

There are several activities that can be incorporated into the theme “electricity and magnetism.” Here are some sample ideas:

• Addition & Subtraction Activities: Incorporate magnets and electricity terms or words into addition and subtraction problems.

Sample 1: There are two shelves stacked with bulbs. One shelf contains 213 bulbs, the other contains 378 bulbs. What is the total number of bulbs on the shelves? 213 +378 591 Sample 2: Mom bought a case of magnet strips for James. The case holds 55 magnet strips. James decided to give 33 magnet strips to his class. How many magnet strips was James left with? 55 - 33 22

• Multiplication & Division Activities: Create mathematical problems using terms or words related to electricity.

Sample 3: A store keeper bought seven boxes of bulbs. Each box contains 128 bulbs. How many bulbs are in the seven boxes? 128 X 7 896 Sample 4: The fourth grade class is doing a project with magnets. The teacher gave a box of 27 magnets to each group. Each group has 3 students. How many magnets will each student get? 27 / 3 = 9

• Statistics • Ask students to get an electricity bill or to copy the relevant information off their bill. They

should obtain the following information: Month KWH used



Ask students to use the information to plot a graph showing the amount of electricity that was used in their home. Remind students to give their graphs titles and label their axis. Post or print questions for students to answer using their graphs. Sample questions: 1. In which month was the most electricity used? 2. Can you think of a possible reason for this? 3. What is the difference between the highest and lowest reading? 4. Calculate the total electricity used in your home for the five months shown. Students can also each create a bar graph to show the number of hours per week they or a classmate spends on electronic activities such as watching TV, playing computer games, playing video games, surfing the internet.

• Venn Diagrams: Have students create Venn Diagrams to show a comparison between the earth and a magnet. Then ask students to identify and write the members of each individual set; the union of both sets; the intersection of each set.

Sample: Earth = set E, Magnet = set M Write the members of each set: E = ( ) M = ( ) E U M = ( ) E n M = ( )

• Smaller kids can do counting exercises. They can count the items in the classroom that are electrically powered/ operated.

• Have students research to find out more about the tools that are used for measuring

electricity.

• Research Ohm’s Law, Coulomb’s Law and Kirchhoff’s Law.



VENN DIAGRAM

Name ___________________________________ Date: ________________ Direction: Construct a Venn diagram comparing the earth to a magnet. You can use the link below to help you. The Earth, a magnet http://www.worsleyschool.net/science/files/mafnet/earth/asamagnet.html Earth similar Magnet

Complete the following: E = M = AUM = A n M =



VENN DIAGRAM

Name: Sample Date_____________ Direction: Construct a Venn diagram comparing the earth to a magnet. You can use the links below to help you. The Earth, a magnet http://www.worsleyschool.net/science/files/magnet/earth/asamagnet.html Earth Similar Magnet Hot liquid Iron Different sizes Always the same size Magnetic field Different shapes Always the same shape North Pole South Pole Attract things E = (hot liquid, same size, same shape) M = (different sizes, different shapes) E U M = (hot liquid, same size, same shape, iron, magnetic field, North Pole, South Pole, attract things, different sizes, different shapes) E n M = iron, magnetic field, North Pole, South Pole, attract things)



CREATING GRAPHS

Name ______________________________________ Date_________________ Create a bar graph showing the number of hours spent each week on the electronic activities listed below:

Watching TV Playing Video games Surfing the Internet Playing games on the computer

Be sure to correctly label the X and Y axis. Give your graph a title. NB: You will collect the information for your graph from your classmates. You can partner with another student and find out how many hours per week your partner spends on each activity. Then use the information you collect to create your graph. You can also write questions about your graph for other students to answer.



CREATING GRAPHS

Name: Sample Date_________________ Create a bar graph showing the number of hours spent each week on the electronic activities listed below:

Watching TV Playing Video games Surfing the Internet Playing games on the computer

Be sure to correctly label the x and y axis. Give your graph a title. NB: You will collect the information for your graph from your classmates. You can partner with another student and find out how many hours per week your partner spends on each activity. Then use the information you collect to create your graph.

Grade 4 Electronic Activities

0

2

4

6

8

10

12

TV Internet Computergames

VideoGames

Activities

Num

ber o

f Hou

rs

Series1



MATH RESEARCH PROJECT

Follow the links below to research 4 great mathematicians/scientists who developed the following laws. Work in groups to create a report to share with the rest of the class. Make your presentation as interesting and creative as possible. Your project should include a timeline tracing the development of these laws. 1. Ohm’s Law http://www.csgnetwork.com/ohmslaw More Ohm’s Law http://www.kpsec.freeuk.com/ohmslaw 2. Coulomb’s Law http://www.glenbrook.k12.il.us/gbssci/phys/Class/estatics/u813b.html More Coulomb’s law http://www.pa.msu.edu/courses/1997spring/PHY232lectures/coulomslaw/ 4. Kirchhoff’s Law http://www.tpub.com/neets/book1/chapter3/1-15.htm



ELECTRIFYING /MAGNETIC ARTS AND CRAFTS

Listed below are some ideas that students can be involved in for arts and crafts:

Draw and color different sizes and shapes of magnets

Draw and color various objects/ equipment found in the house or in the classroom that use

electricity.

Create decorations for refrigerators using magnets

Make ribbon magnets

Create magnetic calendars

Make a paper mache` model of the earth

Create a collage of things that use magnets

Create a collage of things that use electricity

Design a compass face

Construct a magnetic sailboat

Sketch magnetic fields of different magnets



MAGNETIC COLLAGE Below are some ideas for creating a magnetic collage:

1. Classroom Collage

Materials: magazines, scissors, glue, magnets, magnetic strips, poster paper.

Collect pictures of or words about things that use magnets – fax machines, clothes dyers, cutters, computers, cranes, vacuums, CD players, washing machines, VCRs, subways, trolleys, escalators, cable cars, etc.,

Instructions:

1. Paste the pictures to a poster paper. Make the arrangement as creative and interesting as possible.

2. Attach magnetic strips of tape/ magnets to the back of the poster and hang on any metallic surface.

3. The collage can be hung in the classroom without the magnetic strips/magnets.

2. Refrigerator Collage

Materials: photo corners, magnetic strip, scissors

Instructions:

1. Stick the photo corners on the magnet strip.

2. Cut them out.

3. Slip them unto the photos you would like to exhibit.

4. Place the pictures in a nice arrangement on your refrigerator.

Adapted from http://www.curbly.com



3. Picture-Locker Collage

Materials: collage of pictures of family, friends, classmates, etc.; scissors, glue, color scanner/ copier, color printer.

Instructions

1. Put together a picture collage of special family members, friends, classmates.

2. Copy it as one image using a computer scanner/ copier.

3. Resize it to your liking, and print.

4. A good idea is to frame it and place magnets on the back.

5. It is now ready to hang in your locker, on your refrigerator, or any place you like.

Alternate uses:

Make a smaller copy of the collage; cut and fold it around a plastic juice can for a pencil or pen holder.

Use to decorate your book, or cover a pencil box, etc.

Adapted from http://crafts.kaboose.com/picture -collage-ideas.html



MAGNETIC ART AND CRAFT

Grades: K-2

Project: Star Magnets

Materials: small self-adhesive magnet, 3” flat wooden star (5” x 1”), decorative ribbon, scissors, craft paint, washable school glue, washable paint pens.

Instructions

1. Choose a color you like and paint the wooden star. Allow to dry.

2. Create colorful designs with the washable paint pens; then write a personal message on the star.

3. Fold the piece of ribbon in half, matching the ends and cut a “V” shape so that both ends of the piece of ribbon have a “V”.

4. Fold the ribbon in half at an angle so that both ends can be seen hanging down.

5. Put the glue onto the magnet; then paste the magnet onto the star. Allow to dry.

6. Your magnet is now ready to hang on any metallic surface.

Adapted from http://www.elmers.com



SNOWMAN MAGNET

Grades: 3-5

Project: Snowman Magnet

Materials: Frozen juice can lid, cotton balls, magnet, glue, craft foam or felt, orange chenille bump stem.

Instructions:

1. Freeze a juice-can lid.

2. Cover the indented side of the frozen juice can lid with glue. (If there is no indented side, cover one side of the lid with glue).

3. Cover the side of the lid that has the glue with cotton balls.

4. From the craft foam or felt, cut a mouth, eyes, and a hat; and glue in place.

5. Cut off half a bump from the chenille stem for the nose. Glue the thicker part of the bump to the snowman’s face to look like a carrot nose.

6. The final step is to glue the magnet to the back of the lid. You can now hang your craft on the refrigerator.

Adapted from http://familycrafts.about.com



CLOTHESPIN MAGNETS

Grades: 3 - 8

Project: Refrigerator magnet

Materials: clothespins – wooden or plastic, magnet strips (self-adhesive), white poster board, buttons, hot glue (with teacher’s guidance), small silk flowers, baubles and other items you like.

Instructions:

1. Glue two clothespins together in a crisscrossed way. They should both open at the same end (bottom).

2. On a piece of poster board, draw the first letter of the name of each family member. The letters should be about 3 inches high.

3. Place the letters onto the crisscross clothespins to ensure that they fit comfortably.

4. Place the posterboard letter on a flat work surface.

5. Choose your decorations for each letter–a variety of beads, buttons, flowers- whatever items you like.

6. Arrange your selected items on the letters (on top of the work surface) in the way you would like them to be on your magnets.

7. The teacher will need to help students work the glue gun. Apply glue to selected items, and place them one by one onto the posterboard letter. Allow to dry.

8. Place a long magnet strip on the back of the crisscross clothespin.

9. Glue the letters to the clothespin.

10. Your magnet is now ready to be hung on the refrigerator.

Adapted from http://www.thefamilycorner.com



MAGNET FUN Grade: K-3

Project: Making magnets

Materials: magnetic tape, markers, crayons, card stock or any other heavy paper

Instructions

1. Cut a preferred shape out of the card stock.

2. Color the shape with crayons or markers.

3. Pull the backing from a small piece of the magnetic tape and put on the back of the magnet.

4. They can then be used to hold papers on any metal surface, including the refrigerator.

Adapted from: http://www.squiglysplayhouse.com



PHYSICAL EDUCATION ACTIVITIES



P.E. ACTIVITIES

Physical education is all about movement and the dynamics of movement. Music can be used to

enhance these suggested activities. Have students perform several activities demonstrating

movement dynamics:

1. Push and Pull Activities

Standing

Sitting

2. Dance Movements representing attraction and repulsion

Dancing toward and away from

3. Chasing, fleeing and dodging exercises

4. Put students in groups. Tell them that each group has the task of creating and presenting their

own movements in relation to magnetism or electricity. Their presentation must show

creativity and must demonstrate aspects of either electricity or magnetism or both. Each

presentation must include elements of:

Speed

Direction

Stopping



REPULSION Activity: Skunk Tag Activity Focus: Repulsion Skills: chasing, dogging, fleeing Materials: hula hoops (5), balls Grades: 1-3 (varies)

Before the game begins, review with students how like poles of a magnet react to each other. Let students know that this game is intended to reinforce the idea of repulsion.

Procedure: Place 4 hula hoops in each corner of the gym ("safety zones") with the 5th hula hoop in the middle (the "skunk house").

Choose 4 students to be skunks. Each skunk has a nerf ball which is called a stink bomb. On your "go" signal the game will begin. The skunks chase the other students and try to tag them with their "stink bombs"; the skunks must touch students with -- not throw -- the stink bomb. A tagged student must take the stink bomb away from the skunk who tagged him/her, go to the skunk house, and announce "I'm a new skunk" before he/she can leave the skunk house and tag anyone. (The old skunk now tries not to get tagged again.)

Students being chased may enter a safety zone at any time to avoid being tagged, although only two students can be in a safety zone at a time. Students may stay in a safety zone only for a count of five. The skunk is allowed to wait until students are finished counting, so students must be smart on how they leave the safety zone.

Start a new game after a few minutes. You may wish to discuss the strategies which students use to keep from getting tagged (fleeing using fast speed, changing pathways, etc.) as well as those they use to safely exit the safety zone (wait until a skunk is distracted by another student who may be leaving the zone, changing levels as they exit the safety zone, faking exiting one direction and leaving by another).

NB: Skunks may not tag students who have fallen on the ground.

You may decide that your students may not guard the safety zones.

At the end of the game, discuss with students how the idea of repulsion was brought out in the game.

Adapted from: www.pecentral.org



LIVE WIRE Activity: Electricity Live Wire

Focus: Power Safety

Skills: Throwing, catching, teamwork

Materials: Cones, jump ropes, bean bags, hula hoops (as many as possible)

Grades: 3-5 (varies)

Before the game begins, discuss with students some dangers of electricity. Tell students that in this game they will try to remain safe in an electricity danger zone.

Procedure: Set up the playing area by forming a rectangular space with the cones (approximately 30 feet X 20 feet depending on equipment availability). Fill in your rectangle with hula hoops. Leave some space between the hoops. We call this area "live wire alley". The hoops represent areas of live wires.

Ask students to select a partner. One partner will be the travel expert, and the other group will be the rescue expert. The travel expert will start at one end of the rectangular area, and the rescue expert will stand around the sides of your rectangular area with a good supply of beanbags available.

On signal, the travel experts will attempt to leap across the live wire alley (to the other end), attempting to leap over the hoops. If they land in or on any of the hoops, they are shocked by the live wire. The only way they can continue their journey is to successfully catch a beanbag, which is to be underhandedly tossed to them by their partners, the rescue experts.

The objective of the activity is to help your partner get through "live wire alley" and to the other side of the rectangle. If a travel expert fails to catch a beanbag after being been trapped in the live wire, he/she may toss it back to a rescue expert and attempt again.

Once the traveler has proceeded through "live wire alley," he/she switches places with his/her partner.

NB: At the end of the game, review with students safety measures when using electricity.




POWER SURGE Activity: Power Surge

Focus: Useful Power

Skills: shooting, eye-hand coordination, hands and feet coordination

Materials: basket balls (1 per student if possible), 4 goals, cardboard stars (different colors), 4 star collector boxes

Grade: 6-8 (varies)

Before the game begins, have students discuss the usefulness of electricity and magnets. Tell them that in this game they will test how useful their shooting skills are in gaining them rewards.

Procedure: Assign point values to each star:

10 points for lay-ups 20 points for mid-range 30 points for long-range

Each star is placed on the floor. Label each basket with a color, and place the corresponding colored stars around that hoop. Place Star Collector boxes in each corner of the gym. Divide class into 4 groups and assign them to each of these corners.

The idea is for each team to collect as many points as possible in a given time limit. The student may choose any star, any color. The student then stands over or on the star he/she chose and shoots the ball. If they make the basket, they place their stars in their team's Star Collector box. If they miss, they simply move on to another star.

Alternatives

If a student makes a shot, he/she may choose to leave the star there for others to try, then pick another star of equal point value somewhere else to place in their box. This way all students have all the shooting spots to choose from all the time. To reduce the competition aspect, give the students a fixed number of shots allowed to take.

Instead of teams, have students keep track on their own of how many points they get.

Use cones with a sheet of paper and pencil instead of stars. Students sign the paper when they make the shot, then move on. Score cards could be used as well for students to mark which shots they've made.



Use a variety of balls or other objects for shooting. Use lower baskets where appropriate.

Assessment:

Assess proper shooting technique.

Upon completing this game several times, have the students play an actual game of basketball and assess whether their shooting accuracy has increased.




MUSIC The songs in this section were selected specifically with the theme ‘Electricity and Magnetism’ in mind. The teacher is encouraged to have students make the connections; discuss how each song relates to the theme. Students can create a new verse or create their own songs in relation to the theme.

MUSIC: THE UNIVERSAL LANGUAGE



MUSIC ACTIVITIES

The teacher can have students doing several musical activities with the songs included in this

section. Some ideas are listed below:

The songs can be incorporated into the other subject areas as an introductory or culminating activity.

Students could be engaged in a sing along. It would be nice to get the music to each song and

play it while students sing along.

Have students analyze and discuss the verses of the song and make connections as they relate to electricity or magnetism.

The students could be engaged in clapping the rhythm or beats of the songs.

If recorders are available, students could learn to play the music to the songs.

Students could carry out research to find out more about the authors of the songs. Have them

share their findings with the class. They could do it as a project: get a picture of the author, paste it to a poster board, then attach their written or typed information to the poster board.

Have students write another verse to a song/songs.

Students could choose their favorite song from the list and write what the song means to

them.

Ask students to create lyrics to one of the tunes in this section.

Have students create a new tune to one of the songs.



TURN YOUR EYES UPON JESUS

Words and music: Helen Howarth Lemmel

O soul, are you weary and troubled? No light in the darkness you see? There’s light for a look at the Savior, And life more abundant and free: Chorus: Turn your eyes upon Jesus, Look full in His wonderful face; And the things of earth will grow strangely dim In the light of His glory and grace. Through death into life everlasting He passed, and we follow Him there; Over us sin no more hath dominion For more than conqu’rors we are! His word shall not fail you He promised; Believe Him and all will be well. Then go to a world that is dying, His perfect salvation to tell! http://www.cyberhymnal.org/htm/t/u/turnyour.htm



LET THE LOWER LIGHTS BE BURNING

Words & Music: Philip P Bliss, 1871

Brightly beams our Father's mercy From His lighthouse evermore, But to us He gives the keeping Of the lights along the shore. Let the lower lights be burning! Send a gleam across the wave! Some poor struggling, sinking sailor You may rescue, you may save. Dark the night of sin has settled, Loud the angry billows roar; Eager eyes are watching, longing, For the lights, along the shore. Let the lower lights be burning! Send a gleam across the wave! Eager eyes are watching, longing, For the lights along the shore. Trim your feeble lamp, my brother, Some poor sailor tempest tossed, Trying now to make the harbor, In the darkness may be lost. Let the lower lights be burning! Send a gleam across the wave! Trying now to make the harbor, Some poor sailor may be lost.

http://www.cyberhymnal.org/htm/l/l/llowerlb.htm



BRIGHTEN THE CORNER WHERE YOU ARE

Words and music: Ina Duley Ogden and Charles H Gabriel

Do not wait until some deed of greatness you may do, Do not wait to shed your light afar, To the many duties ever near you now be true, Brighten the corner where you are. Chorus Brighten the corner where you are! Brighten the corner where you are! Someone far from harbor you may guide across the bar; Brighten the corner where you are! Just above are clouded skies that you may help to clear, Let not narrow self your way debar; Though into one heart alone may fall your song of cheer, Brighten the corner where you are. Here for all your talent you may surely find a need, Here reflect the bright and Morning Star; Even from your humble hand the Bread of Life may feed, Brighten the corner where you are. http://www.cyberhymnal.org.htm/b/r/brighten.htm Brighten the Corner Where You Are



JESUS BIDS US SHINE WORDS: Susan Bogert Warner(1819-1885) MUSIC: Edwin Othello Oxcell(1851-1921)

Jesus bids us shine, with a clear, pure light, Like a little candle burning in the night; In this world of darkness we must shine, You in your small corner, and I in mine. Jesus bids us shine, first of all for Him; Well He sees and knows it if our light is dim; He looks down from heaven, to see us shine, You in your small corner, and I in mine. Jesus bids us shine, then, for all around Many kinds of darkness in this world abound- Sin, and want, and sorrow: so we must shine, You in your small corner, and I in mine. Jesus bids us shine, as we work for Him Bringing those that wander from the paths of sin; He will ever help us if we shine, You in your small corner, and I in mine. http://www.cyberhymnal.org/htm/j/b/jbushine.htm



THIS LITTLE LIGHT OF MINE

Words and music by Harry Dixon Loes

This little light of mine, I'm gonna let it shine. This little light of mine, I'm gonna let it shine. This little light of mine, I'm gonna let it shine, Let it shine, let it shine, let it shine. Hide it under a bushel, NO! I'm gonna let it shine... (rept., 2) Won't let Satan blow it out, I'm gonna let it shine... (rept., 2) This little light of mine, I'm gonna let it shine...



THERE IS POWER IN THE BLOOD

Words and music: L.E.Jones (1865-1936)

Would you be free from you burden of sin? There’s pow’r in the blood, pow’r in the blood. Would you o’er evil a victory win? There’s wonderful power in the blood. Chorus: There is power, power, Wonder-working power in the blood of the Lamb; There is power, power, Wonder-working power in the precious blood of the Lamb. Would you be free from your passion and pride? Come for a cleansing to Calvary’s tide, Would you be whiter, much whiter than snow? Sin stains are lost in its life-giving flow, Would you do service for Jesus your King? Would you live daily His praises to sing? Open your heart and His spirit will flow in In all its power, in all its power. Open your heart and His spirit will flow in In all its wonderful power. http://www.cyberhymnal.org/htm/t/h/therepow.htm



MOVING JUST LIKE A MAGNET

The Holy Ghost Power is moving just like a magnet The Holy Ghost Power is moving just like a magnet It’s moving here, it’s moving there, Just like the day of Pentecost The Holy Ghost Power is moving just like a magnet



Resources Ardley, Neil. The Science Book of Magnets. Harcourt Brace Jovanovich, publishers, 1991.

Branley, Franklin. What makes a magnet? Harper Collins, 1996.

Challand, Helen. Experiments with Magnets. Children Press, 1998.

Daniel, L., Hackett, J., Moyer, R., & Vasquez, J. JoAnne. Macmillan, McGraw-Hill Science. New York: Macmillan/McGraw-Hill Publishers, 2005.

Feigen, Mel. Hands-On-Minds-On-Science: Magnetism and Electricity – Primary Teacher Materials, Inc., 1994.

Foresman Scott. Science. Pearson Education, Inc. U.S.A.

Whalley, Margsret. Experiment with Magnets and Electricity. Lerner Publications Company, 1992.

Children’s Literature Adamczyk, Peter & Law, Paul-Francis. Electricity and Magnetism. Usborne Publishing Ltd. London, 1993.

Berger, Melvin. Illustrated by Marsha Winborn. All About Electricity. Scholastic Inc. New York, 1995.

Berger, Melvin. Illustrated by Carolyn Croll. Switch On, Switch Off. Harper & Row Publiishers Inc. New York, 1989.

Cole, Joanna. Illustrated by Bruce Deigen. The Magic School Bus and The Electric Field Trip. Scholastic INC. New York, 1997.

De Pinna, Simon. Photography by Chris Fairclough. Electricity. Raintree Steck-Vaughn Publisher. Austin, 1998.

Roberts, Hayes. The Wiener Dog Magnet. Children’s Online Storybook.

Berg, P., Garfield, S., & Schlichting, R. Devoured By The Dark. California Energy Commission. 2004. http://www.energyquest.cagov/devoured/index.html



Websites http://www.energyquest.cagov/devoured/index.html

http://www.energyquest.ca.gov/story/index.html

Energy Quest/Energy Story

http://www.eere.energy.gov/education/science_projects.html

http://www.magickeys.com/books/wienerdog/index.html

http://www.bestteachersites.com/themes/science/magnets/

http://www.eia.doe.gov/kids/energyfacts/sources/electricity.html

http://edteach.kennesaw.edu/web/electric.html

http://www.sciencemadesimple.com/static.html

Hymns http://www.my.homewithgod.com/heavenlymidis/hymns.html

http://www.cyberhymnal.org

http://www.cyberhymnal.com



Resource People

Electrical engineers

Geologists

Technicians

Health professionals

Field Trips Electrical plant

Museum of Science

Garages

SMART – Magnetism & Electricity


Lesson Plans Day 1 Objectives Grades 1-4: Describe properties of magnets. Grades 5-8: Describe the historical use of magnets; describe the characteristics of magnets; distinguish between magnets and magnetic fields. Materials Needed Grades 1-4: collection of odds and ends, some of which are attracted to magnets and some which are not; magnets; copies of recording sheet, one per group; Grades 5-8: bar magnet, sewing needle, Styrofoam cube, Styrofoam cup, water; copies of homework sheet, one per student Both: sticky notes, large K/W/L chart (what we think we Know/what we Want to know/ and what we Learned); Canadian and U.S. nickel. Introduction Reveal the following riddle clues, one at a time, to students in cooperative groups.

� This is an item people often take with them when they go camping or hiking in wilderness areas.

� It has moving parts. � It might get lost but you won’t if you know where it is.

The answer is a compass. Ask if students know why a compass works. The answer is that the needle in a compass is actually a magnet. Explain that we will be learning about magnets and their characteristics. Procedure In heterogeneous cooperative groups, have students brainstorm and record on sticky notes individual bits of information they think they know about magnets. As the ideas are recorded, have the reporter in each cooperative group place the sticky note in the “K” section of the KWL chart, checking to see if the idea is already listed. If it is, place the idea on top of the one like it. When students have had enough time to brainstorm what they know, have them follow the same procedure to identify some things that they want to know.



Have upper grade students read the first four paragraphs on page 444 in Discover God’s Creation to lower grade students. Then have upper grade students read through page 445 and conduct the experimentTry This 23-1 on page 446, recording what happens. Have students quiz each other on the Review It questions and informally research how sailors navigated before the invention of the compass. Meanwhile, provide lower grade students a collection of odds and ends, some of which are attracted by magnets and some which are not. Have them experiment to see which are attracted by magnets and record their findings on the accompanying sheet (students with emergent writing skills may draw the items in the correct column). Encourage students to try various other items around the room. Have students summarize what they learned about magnets in terms of their properties. Bring students back together and show them a Canadian nickel and a U.S. nickel. Ask them to predict if they will be attracted by the magnet (the Canadian nickel will but the U.S. nickel will have a weak or non-existent attraction). Ask them why they think this is so (the element nickel is attracted to a magnet but U.S. nickel does not contain enough while the Canadian does). Assessment Grades 1-4: Have students in first and second grades work with students in third and fourth grades to complete the accompanying Venn diagram which shows the relationship between various materials and magnets. Grades 5-8: Assess upper grade students based on their completed assignments. Homework Grades 1-4: Assign students to generate a list of ways in which magnets are used at home or in an office. Grades 5-8: Assign upper grade students to research the meanings of the terms on the accompanying worksheet.



Names ___________________________ D1, gr 1-4

Attracted to Magnets Not Attracted to Magnets

From this activity, we learned that ________________

___________________________________________

___________________________________________

___________________________________________



Place the following words in the correct spaces on the Venn diagram: Aluminum Carbon (pencil lead) Copper (penny) Cotton Iron (paper clip) Paper Plastic Rubber (eraser) Steel (pin)

Names __________________ D1, Gr 1-4

Metals

Magnetic

Non-metals



Name _____________________ D1, Gr 5-8

Homework

Use reference materials including the internet to define the following terms. Include illustrations, if appropriate, to increase your understanding. true north:

magnetic north:

declination:

isogonic maps:



Name _____________________ D1, Gr 5-8 Homework

Use reference materials including the internet to define the following terms. Include illustrations, if appropriate, to increase your understanding.

true north: The direction of the north pole relative to a navigator’s position. It is marked in the skies by the celestial north pole which, for practical purposes, is the position of the star Polaris. The difference between true north and magnetic north occurs because the magnetic poles and axis of rotation do not exactly match up.

magnetic north: Earth's magnetic field is shaped somewhat like that of a bar magnet and, like a magnet, it has two magnetic poles, one in the Canadian arctic. This is the North Magnetic Pole, and the location to which a compass needle points. The other pole is off the coast of Antarctica, south of Australia, and is referred to as the South Magnetic Pole.

declination: the angle formed between magnetic north and true north. It is described as positive when magnetic north is east of true north. A synonym used more often in navigation is “magnetic variation”.

isogonic map: a map with lines showing the declination for a region.



Day 2 Objectives Grades 1-4: Compare the force of various magnets Grades 5-8: Explain what causes magnetism; distinguish between permanent and temporary magnets; identify substances from which magnets are made. Materials Needed Grades 1-4: copies of blackline master, one or two per pair (see second paragraph under Procedures), magnets, pencil, ruler, paper clips; copies of homework record sheet, one per student. Grades 5-8: paper, pencil, rulers, scissors; set of 5 magnets of varying strengths, approximately 50 metal paper clips; Both: bar magnet, nail, tape, 5 paper clips; Review/Introduction With students in groups, use a cooperative structure to review terms and concepts. Conduct the demonstration on page 447 of the TE for Discover God’s Creation following the procedure described there and being sure to include the questions. Procedure Have upper grade students partner read pages 447-449 and in small groups conduct Try This 23-2:Magnetic Domains and Class Activity 23-2: How Strong Is It?. Have at least one group save their materials from Try This 23-2 for Day 3 lesson plans. Meanwhile have lower grade students test the strength of various magnets by following the directions and recording results on the accompanying worksheets. Two options are being provided. Choose one, let students choose one, have different groups use different methods or, if time permits, have students use both. Assessment Informally assess students by bringing them back together to review the KWL chart and add new knowledge to the “What We Have Learned” section. Formally assess students based on their completed tasks.



Homework Grades 1-4: Have students explain to parents or another family member what they have learned about magnets thus far. (see accompanying homework form which could be kept in a folder for on-going use) Grades 5-8: Have students write their answers to the “Review It” questions on pages 446 and 449 of Discover God’s Creation.



Strong Magnet/Weak Magnet grades 1-2

_____________________________________________________________________

Place a magnet at the 1 cm mark and a paper clip at the zero mark. See if the magnet can attract the paper clip from this distance. Keep moving the magnet 1 cm at a time to see how strong it is. Graph your results. Try another magnet. Are some magnets stronger than others? Be ready to tell why or why not?



Strong Magnet/Weak Magnet D2 , Gr 3-4

Working with a partner, mark and label the horizontal line below in centimeters. Choose a magnet and place its left edge at the 1 cm mark. Place a paper clip at the zero mark to see if the magnet is strong enough to attract the paper clip. Continue moving the magnet further out until you discover the greatest distance at which it was able to attract the paper clip. Record this data on the bar graph your teacher will provide. Repeat with other magnets. Does the size or shape of the magnet affect it’s strength? Be ready to explain your answer. _____________________________________________________________________________________________



Names ___________________________________ D2 , Gr 1-4

Title the graph and label the vertical axis. _____________________________________

(title)

Magnet A Magnet B Magnet C Magnet D Magnet E



Names ________________________________ D2 , Gr 1-4

Just How Strong?

Test various magnets to see how many paper clips they can hold. Tape a bar magnet over the edge of a table like a diving board. Place one paper clip on the underside of the “diving board”. If it holds, hook another one on, continuing until the magnet can no longer hold the chain of paper clips. On the form provided, graph the maximum number of paper clips the magnet could hold. Repeat with other magnets.



Names ___________________________________ D2 , Gr 1-4

Title the graph and label the vertical axis.

_____________________________________ (title)

Magnet A Magnet B Magnet C Magnet D Magnet E



Name _______________ D2 , Gr 1-4

Magnets and Electricity Homework Sign-Off Sheet

Date______________________ My child share the following information with me about � magnets � electricity. ___________________________________ (signature) Date______________________ My child share the following information with me about � magnets � electricity. ___________________________________ (signature) Date______________________ My child share the following information with me about � magnets � electricity. ___________________________________ (signature) Date______________________ My child share the following information with me about � magnets � electricity. ___________________________________ (signature)



Day 3 Objectives Grades 1-4: Investigate how magnets interact with each other. Grades 5-8: Describe the relationship between magnetism and electricity; identify uses of electromagnets; distinguish between the function of an electric motor and an electric generator. Materials Needed Grades 1-4: 1 8 ½ x 11 inch sheet of white paper, bar magnet, iron filings, small spray bottle, white vinegar, pencil; pairs of bar and/or horseshoe shaped magnets with the poles labeled, one set per pair of students; copies of blackline master, one per student (provided in two levels) Grades 5-8: set of 5 different magnets, labeled A-E, one set per cooperative group, paper clips; a large iron nail (about 3 inches), about 3 feet of thin coated copper wire, a fresh D size battery, paper clips. Both: Advance Preparation At least one hour prior to science class, with students watching/participating, set up the project entitled Magnetic Field so that it will be ready for students to discuss at science time. Ask students to predict what will happen. Review/Introduction Using a cooperative structure, review previously taught terms and concepts. Have upper grade students explain to lower grade students what they learned about how a magnet works, using the materials they created for yesterday’s activity, Try This 23-2. Procedure Ask students what words they hear in the word “electromagnet” (electric and magnet). Explain that an electromagnet is a type of magnet in which the magnetic field is produced by the flow of an electric current. Have upper grade students read pages 451-455. Ask students to watch the video found at http://www.sciencebob.com/experiments/electromagnet.html. Provide them with the materials to make an electromagnet and have them experiment with the process.



Meanwhile, have lower grade students shake the filings off the paper in the Magnetic Field activity. The filings should have formed curved lines around the magnet which are revealed by the rusty spots caused by the vinegar’s interaction with the iron. Explain that every magnet has a “magnetic field” around it. The field is the area affected by the force of the magnet but rather than blanketing an area, the magnetic force is in curved lines. Explain that both the sun and the earth have magnetic fields which, if made visible, would have a pattern similar to the one produced by the bar magnet, though obviously, much larger. Give pairs of students pairs of bar or horseshoe shaped magnets which have been labeled to indicate their north and south poles. Have students experiment with them and in cooperative groups share their observations. Based on their observations, have students complete the accompanying worksheets. Assessment Have upper grade students show lower grade students the electromagnets they created and how they work. Have lower grade students show and explain to upper grade students the results of the Magnetic Field activity. Further assess students understanding based on their completed assignments. If time permits, have students add to the KWL chart.



Magnetic Field

Directions:

1. Lay a bar magnet on a table or other flat surface where it will not be disturbed.

2. Cover the magnet with the sheet of paper. 3. Sprinkle the iron filings across the surface of the

paper. 4. Tap the paper gently with your finger until the filings

settle into a pattern. 5. Pour some of the white vinegar into the spray bottle

and spray a fine mist over the iron filings. 6. Allow the paper to remain undisturbed for an hour. 7. Carefully lift the paper and shake the filings into the

trash. Draw a circle in the center of the pattern created by the rusty filings and label it “sun”.

Explanation: Every magnet has an area of force around it known as the magnetic field. The lines of force have the power to attract magnetic material such as iron. The sun has a magnetic field similar to that of the magnet, even having a north and a south pole. It is thought that the sun’s magnetic field reaches out from its north pole to the outer limits of our solar system where it bends around and returns to its magnetic south pole.



Name ____________________ D3, Gr 1-2

Attract or Repel? Every magnet has a north pole and a south pole. A north pole is always pulled (attracted) to a south pole when they are close.

Two north or two south poles will push away from (repel) each other.

Write what each pair of magnets below will do. Write attract or repel.

____ ____ ____

____ ____ ____

S N N S

S N S N

S N

S N

N S

S N

S N

N

S

S N

N

S

N S

S N

S N

SN

NS



Name _______________________ D3, Gr 3-4

Attract or Repel?

The ends of a magnet are called its __________. One is called the __________ pole and the other is called the ___________ pole. When the ends of the magnets are placed near each other they will either be drawn together or pushed away. The scientific name for being drawn together is ____________ and the name for being pushed away is _____________. Poles that are the same will ______________ while those that are opposite will ______________. The push and pull force of a magnet is called _________________. If the magnets below are brought near each other, will they attract or repel? ________________ ________________ ________________

Did you know? If a magnet is broken into pieces, each piece will have a north and a south pole.

Word Bank south attract poles north magnetism repel

S N

SN

NS

S N

S N

N S

S N



Day 4 Objectives Grades 1-4: Describe properties of magnets. Grades 5-8: Describe Earth’s magnetic field; explain how Earth’s magnetic field helps us; explain what causes auroras. Materials Needed Grades 1-4: Magnets, sheets of paper, piece of cloth, sheet of plastic (plexiglass or flexible types of plastic such as a trash bag), glass casserole or pie plate, plywood, sheet metal or metal spatula; magnets, cardstock paper, acetate sheets (used for overhead transparencies) and colored pencils/crayons/markers. Grades 5-8: samples of various brochures for students who will be designing brochures about the uses of magnets; copies of brochure rubric. Both: video of auroras Review/Introduction Use a cooperative structure to review previously taught terms and concepts. Ask students if they have ever seen the aurora borealis and if any have let them share their experiences. Allow students to view a video of auroras. Procedure Have upper grade students read pages 456-457 of Discover God’s Creation. Then, in pairs or alone, have them write in their own words a brief explanation of what causes auroras. Have students complete whatever sections of the chapter 23 Wrap-Up is deemed appropriate OR have them create a brochure for a company which produces magnets, illustrating the many products which utilize magnets. Meanwhile, show lower grade students that magnetic pull can be exerted through paper. Lay a sheet of cardstock over a bar magnet and place a paper clip on top of the paper. Show students that by moving the magnet around the paper the paperclip can be moved as well. In cooperative groups, provide students with various other materials asking them to experiment to determine whether magnets can pull through them. When this task is completed, ask students if they can think of any toys that use magnets. If they don’t think of it, explain that a Magna-doodle or Etch-a-Sketch are examples which use magnets and iron filings. Ask if they have ever played a “fishing” game using a pole with a magnet on the end of it to pick up paper fish with a paperclip attached. Ask students to brainstorm different kinds of toys which could be made



using magnets. Provide them with materials such as those listed above so that they can create some of the toys they thought of. Assessment Have lower grade students summarize their findings on materials through which a magnet can act and show their created magnetic toys. Have upper grade students explain to lower grade students what causes auroras. Further evaluate them based on their completed assignments. See the accompanying rubric for evaluating the brochure created by upper grade students on the uses of magnets.



Name ______________________________ Brochure Rubric Rating Key:

4= outstanding performance, 3= satisfactory performance, 2= below expectations, 1= minimal effort invested, 0= no attempt or does not understand, comments on back,

CRITERIA Planning:

Scores

1. Student researched uses of magnets. 2. Information contained in brochure is factual and accurate. 3. Student planned brochure and created a rough draft. 4. At least 4 uses of magnets are included. Designing: 1. Brochure lay-out is organized, uncluttered, and easy to read. 2. Brochure contains illustrations which are interesting and appealing. 3. Brochure is edited for writing conventions. Collaboration (if done with a partner or team): 1. The student did his/her fair share of the work. 2. The student encouraged and supported a partner or team members. 3. The student was good steward of time.

Name ______________________________ Brochure Rubric Rating Key:

4= outstanding performance, 3= satisfactory performance, 2= below expectations, 1= minimal effort invested, 0= no attempt or does not understand, comments on back

CRITERIA Planning:

Scores

1. Student researched uses of magnets. 2. Information contained in brochure is factual and accurate. 3. Student planned brochure and created a rough draft. 4. At least 4 uses of magnets are included. Designing: 1. Brochure lay-out is organized, uncluttered, and easy to read. 2. Brochure contains illustrations which are interesting and appealing. 3. Brochure is edited for writing conventions. Collaboration (if done with a partner or team): 1. The student did his/her fair share of the work. 2. The student encouraged and supported a partner or team members. 3. The student was good steward of time.



Day 5 Objectives Grades 1-4: Define electricity; describe electrical fields of force; define static charge; understand the basic nature of static electricity. Grades 5-8: Identify the cause of electrical force; describe ways static charge is produced; explain how an electroscope measures static electricity; describe the interaction of charged objects. Materials Needed Grades 1-4: materials for creating object lessons or bulletin boards, copies of rubric. Grades 5-8: for each cooperative group or pair of students- a sheet of paper, pepper, salt, comb, eraser, pencil, plastic bag, plastic cup, plastic pen, toothpick, water; materials for creating object lessons or bulletin boards, copies of rubric Both: 2 inflated balloons, lightweight string, piece of wool (optional), a way to suspend the balloons side by side; 2 hula hoops or 2 large circles of string, index cards equal to the number of students in the class, approximately one third of which have been labeled with a large “+” sign and one third with a large “-“ sign, Review/Introduction Review previously taught skills and concepts using a cooperative structure. Conduct the demonstration in Discover God’s Creation, page 398, TE. Ask students to relate their observations of the balloons to their knowledge of magnetic attraction. Help them to understand that the balloons were attracted to one another because one is charged and the other is not, just as opposite poles of the magnets were attracted to each other. Involve older students in explaining the concept of atoms to younger students, correcting any misconceptions. The explanation of page 398-399 of Discover God’s Creation is quite helpful. Procedure (Whole group activity) Place a hula hoop or circle of rope in the center of an open area and explain that it will represent the nucleus of an atom. Give approximately one third of the students an index card with a “+” sign representing protons and place them in one hula hoop or circle of string along with another third of the students who have no index cards as they represent neutrons which have no charge. Give the remaining one third of the students the index cards with the “-“ sign to represent electrons and have them walk around the nucleus in a circle (be sure that the protons and electrons are equal in numbers. Review with students their “names”. Explain that now you will represent two atoms and how they interact. Recreate the same scene dividing students between two hula hoops or circles of rope, keeping equal numbers of



electrons and protons in each “atom”. Have an electron from one “atom” move to the other atom and explain that now the atom with the greater number of electrons is negatively charged (has more electrons) while the other is positively charged (has more protons) so both are charged. Ask students to show what happens when atoms have opposite charges (they should move closer together because they are attracted). Demonstrate and discuss static electricity by having students shuffle across the carpet and then touch a metal object such as the door knob. Have upper grade students read the balance of pages 400-402 in Discover God’s Creation and conduct Try This 21:1 found on page 402. Meanwhile with lower grade students, brainstorm similarities between electricity and the spiritual life. With lower grade students in mixed age groups, have them plan and begin to create an object lesson to be used in a children’s story for church or school worship or a bulletin board which represents a spiritual lesson. Homework As homework over the next several days, have upper grade students complete the same task assigned to lower grade students. Schedule students to present projects as they are completed. Evaluation Use the accompanying rubric to evaluate the object lessons/bulletin boards designed by students.



Name ________________________________ grades 1-8

Object Lesson Rubric Rating Key:


CRITERIA Preparation:

SCORE

1. The object lesson accurately teaches a significant spiritual truth. 2. Manipulatives are used to increase interest in the object lesson. Presentation: 1. The student understands and clearly communicates the object lesson. 2. The materials are well organized to increase presentation effectiveness. 3. The student speaks with appropriate volume and speed. 4. The student makes appropriate eye contact with his/her listeners. Collaboration: (if working with peers) 1. The student did his/her fair share of the work. 2. The student appropriately encouraged/supported peers. 3. The student was a good steward of time. Name ________________________________ grades 1-8

Object Lesson Rubric Rating Key:



SCORE

1. The object lesson accurately teaches a significant spiritual truth. 2. Manipulatives are used to increase interest in the object lesson. Presentation: 1. The student understands and clearly communicates the object lesson. 2. The materials are well organized to increase presentation effectiveness. 3. The student speaks with appropriate volume and speed. 4. The student makes appropriate eye contact with his/her listeners. Collaboration: (if working with peers) 1. The student did his/her fair share of the work. 2. The student appropriately encouraged/supported peers. 3. The student was a good steward of time.



Name ________________________________ grades 1-8

Bulletin Board Rubric Rating Key:



SCORE

1. Bulletin board preparation included a well planned draft. 2. The bulletin board accurately teaches a significant spiritual truth. Presentation: 1. The bulletin board clearly communicates the object lesson. 2. The bulletin board is visually balanced and appealing. 3. The bulletin board incorporates proper writing conventions (spelling, punctuation, grammar, etc).

Collaboration: 1. The student did his/her fair share of the work. 2. The student appropriately encouraged and supported peers. 3. The student was a good steward of time. Name ________________________________ grades 1-8

Bulletin Board Rubric

Rating Key: 4= outstanding performance, 3= satisfactory performance, 2= below expectations,

1= minimal effort invested, 0= no attempt or does not understand, comments on back, CRITERIA

Preparation: SCORE

1. Bulletin board preparation included a well planned draft. 2. The bulletin board accurately teaches a significant spiritual truth. Presentation: 1. The bulletin board clearly communicates the object lesson. 2. The bulletin board is visually balanced and appealing. 3. The bulletin board incorporates proper writing conventions (spelling, punctuation, grammar, etc).

Collaboration: 1. The student did his/her fair share of the work. 2. The student appropriately encouraged and supported peers. 3. The student was a good steward of time.



Day 6 Objectives Grades 1-4: Define electricity; describe electrical fields of force; define static charge; understand the basic nature of static electricity. Grades 5-8: Describe electric current; distinguish between alternating and direct current; distinguish between insulators and conductors; explain the effect of resistance on current. Materials Needed Grades 1-4: materials for object lessons or bulletin boards Grades 5-8: aluminum foil, D cell, flashlight bulb, transparent tape, foil, glass, paper, paper clip, penny, rubber band, Styrofoam. Both: Review/Introduction Give students commands to recreate the simulation of atoms they did on day 5. Require them to get the correct index cards to represent their part of the atom and have them demonstrate their roles. Explain that electricity power created by the flow of electrons. Ask them what type of electricity they learned about yesterday when they shuffled across the floor (static electricity). Explain that today they will learn about two other types of electricity. Conduct the demonstration described on page 403 of Discover God’s Creation, TE. Procedure Have upper grade students “partner read” pages 403-406 of Discover God’s Creation and do Try This 21-3. Near the end of class, have upper grade students present what they learned from their experiment to lower grade students. Meanwhile, have lower grade students work on or complete their object lessons or bulletin board projects. Evaluation Evaluate upper grade students based on their presentation to lower grade students. Evaluate completed projects and presentations with the rubric provided on day 5.



Day 7 Objectives Grades 1-4: Define electricity; describe electrical fields of force; define static charge; understand the basic nature of static electricity; understand the basic nature of current electricity. Grades 5-8: distinguish between voltage and amperage; distinguish between electrical cells and batteries; distinguish between dry and wet electrical cells; compare and contrast rechargeable and non-rechargeable dry cells. Materials Needed Grades 1-4: disassembled flashlights, one per cooperative group; copies of blackline master Grades 5-8: for each small group- bell wire (approx. 30 cm), two D cells, flashlight bulb, tape; copies of blackline master Both: Review/Introduction Use a cooperative structure to review previously taught terms and concepts. Take students outside to the nearest electrical pole on the school’s property. Trace the wire to the point where it enters the building. Next, take students inside to the place where the wires enter the building and lead them to understand that electricity is constantly flowing into the building through the wires. Ask them to identify the type of electricity (current electricity) and then, what type of current electricity (alternating current). Have upper grade students explain the difference. Procedure Return to the classroom and have upper grade students “partner read” pages 407-411 of Discover God’s Creation. Provide them with the accompanying directions for the experiment, which is a modification of the demonstration found on page 409 of the TE. In cooperative groups have them complete the experiment and answer the related questions. The have students complete the Venn diagram comparing and contrasting cells and batteries (see accompanying blackline master).



Meanwhile, give lower grades students in cooperative groups a flashlight which has been taken apart. Ask them to choose cooperative roles and work together to assemble the flashlight so that it will work. Bring them together as a group and ask them to describe what did and didn’t work. Ask them to explain what powers the flashlight (electricity in the battery) and further explain what this kind of electricity is called (direct current or DC). Using the accompanying blackline master, in cooperative groups have students list as many things as they can think of which are powered by the two different forms of electricity, direct and alternating current. Evaluation Evaluate students based on their completed assignment and through informal observations.



Names ___________________________ grades 5-8

Experiment Directions

Materials: bell wire (approximately 30 cm), two D cells, flashlight bulb, tape Procedure: 1. Tape the wire to the top of the D cell and to the base of the light bulb as shown in A. Set the D cell on the foil. Touch the base of the light bulb to the foil. Using complete sentences, describe what happened.



2. Add another battery as shown in B. Touch the base of the bulb to the foil. Using complete sentences, describe how the results compare and contrast with the results from number 1 above. 3. What do you think caused the difference? 4. Relate it to what you learned from the reading assignment.



Name ______________________ grades 5-8

CELL BATTERY Both



Name _____________________ grades 1-4

Direct Current

Alternating Current



Day 8 Objectives Grades 1-4: Understand that current electricity must flow through a circuit (supplementary objective) Grades 5-8: Define a circuit; distinguish between series and parallel circuits; explain the purpose of fuses and circuit breakers. Materials Needed Grades 1-4: for each cooperative group, aluminum foil, one piece of bell wire (approx. 30 cm), 1 D cell and 1 flashlight bulb; copies of blackline masters and rubrics Grades 5-8: for each cooperative group, aluminum foil, two pieces of bell wire (approx. 30 cm each), 1 D cell and 2 flashlight bulbs; sheet of paper for recording answers. Both: bell wire (approx. 30 cm), D cell, flashlight bulb Review/Introduction Using a cooperative structure, review previously taught terms and concepts. Recreate the demonstration from page 407 of Discover God’s Creation TE but initially do not touch the light bulb to the foil and ask, “Why doesn’t the bulb light up?” Then touch the bulb to the foil so that students can see that the bulb does light when touched to the foil. Explain to students that electricity must flow through a circular path called a circuit. Procedure Have upper grade students “partner read” pages 412-416 and then in pairs or cooperative groups conduct Try This 21-6 from page 415 in the TE. On a separate piece of paper have them answer the questions posed under the “procedure section of the experiment. Meanwhile, provide lower grade student in cooperative groups aluminum foil, one piece of bell wire (approx. 30 cm), 1 D cell and 1 flashlight bulb. Have each group experiment with different sequences until they create a circuit which will light the bulb. Ask them to discuss and explain how this differs from a store bought flashlight (the battery and bulb are in a case to keep them together, they have a switch to turn the light on and off). Have students describe a circuit on the accompanying forms. Evaluation Evaluate students based upon their completed assignments. See the accompanying rubrics for lower grade students.



Name _______________________ grades 1-2

Draw and label the parts of the circuit you created to light the bulb. Write at least two sentences to tell what you learned.

________________________________________________________



Name ____________________________ grades 3-4

Write a paragraph telling what you have learned about electricity. Think about atoms, different kinds of electricity and circuits. Be sure your paragraph includes a topic sentence, at least three supporting sentences and a concluding sentence.

_____________________________________________________________________________________________________________________________________________________________________________________________



Name ____________________________ grades 1-2

Electricity Rubric

Rating Key: 4= outstanding performance, 3= satisfactory performance, 2= below expectations, 1= minimal effort invested, 0= no attempt or does not understand, comments on back,

Criteria Score 1. The drawing accurately shows a circuit with all the necessary parts. 2. The parts of the circuit are labeled (invented spelling acceptable but students should circle those words they were unsure how to spell)

3. The student wrote at least two sentences. 4. The sentences begin with a capital and end with a period. 5. The information contained in the sentences is accurate. 6. The completed paper is neat and clean. 7. The student was a good steward of time.

Name ____________________________ grades 1-2

Electricity Rubric


Criteria Score 1. The drawing accurately shows a circuit with all the necessary parts. 2. The parts of the circuit are labeled (invented spelling acceptable but students should circle those words they were unsure how to spell)

3. The student wrote at least two sentences. 4. The sentences begin with a capital and end with a period. 5. The information contained in the sentences is accurate. 6. The completed paper is neat and clean. 7. The student was a good steward of time.



Name ____________________________ grades 3-4

Electricity Rubric


Criteria Score 1. The student brainstormed and recorded ideas on a separate sheet of paper before beginning the final paragraph.

2. The information contained in the paragraph is accurate. 3. The student wrote at least five sentences. 4. The paragraph contains a topic sentence and a concluding sentence. 5. All sentences begin with a capital and end with a period. 6. The completed paper is neat and clean. 7. The student was a good steward of time. Name ____________________________ grades 3-4

Electricity Rubric


Criteria Score 1. The student brainstormed and recorded ideas on a separate sheet of paper before beginning the final paragraph.

2. The information contained in the paragraph is accurate. 3. The student wrote at least five sentences. 4. The paragraph contains a topic sentence and a concluding sentence. 5. All sentences begin with a capital and end with a period. 6. The completed paper is neat and clean. 7. The student was a good steward of time.



Day 9 Objectives Grades 1-4: Demonstrate knowledge of electricity safety rules. Grades 5-8: Review and research Materials Needed Grades 1-4: Grades 5-8: Both: chart paper and marker; Review/Introduction Use a cooperative structure to review previously taught terms and concepts. Ask students to brainstorm a list of safety rules related to electricity. Record their ideas on chart paper. Correct any misconceptions they have. See accompanying list of safety do’s and don’ts. Procedure Have upper grade students do portions of the Chapter 21 Wrap-Up including at least one of the research projects listed on page 419. Meanwhile, have lower grade students create a safety book or series of safety posters to be displayed in the school or in a preschool or day care. If possible have the students use the book or posters to teach younger children these principles after having practiced in school. Be sure to clearly define the steps in the process and teach them to children before giving the assignment. Evaluation Evaluate students based on their completed projects. Create a rubric based on the steps you have articulated to students.



Electricity Safety Do’s and Don’ts Do: Don’t Keep away from outdoor areas marked with signs that say "Danger" or "Danger High Voltage."

Don't play near electrical stations, equipment, wires, hydro towers or utility poles.

Look up for hydro wires running through or beside trees before you climb.

Don't climb or play in trees where there are overhead wires nearby.

Stay clear of overhead power lines and wires. Don't touch an overhead wire with a pole, stick or other object. Electricity could travel down that object and cause a shock that could kill you.

Respect utility electrical equipment.

Don't throw anything at wires or electrical equipment, and don't fasten things to utility poles. Damaged equipment can be very dangerous.

Fly kites, balloons and model airplanes in wide-open spaces, away from power lines.

Don't fly kites or other toys near overhead power lines or substations. A string or line that contacts electrical equipment or a power line can cause a shock that could kill you.

Always try to get inside a building or a car during a lightning storm.

Don't stay outside when there's lightning. Avoid wide open spaces and tall trees. If you're swimming, get out of the water.

When disconnecting appliances from electrical outlets, use the plug when you pull it out.

Don't pull on the cord when you unplug an electrical appliance. Use the plug.

Remind your parents to replace electrical cords that have cut, broken or cracked insulation.

Don't use appliances that have damaged electrical cords — there's a risk of shock.

Keep electrical cords away from sources of heat. Don't run cords under carpets. Keep electrical cords and appliances away from water. Plug cords into GFCI protected outlets when you're working near a sink or other water source.

Don't mix water and electricity. If an electrical cord or appliance is faulty, water will conduct the electricity and increase the risk of shock.

When you're changing a light bulb, be sure to turn off the switch or circuit.

Don't work on light fixtures or appliances without unplugging them or switching off the power. Never put your finger in a light bulb socket.

Put safety caps on any unused electrical outlets, especially if there are young children in the house.

Don't poke anything into an electrical outlet.

If there's an electrical fire, call the fire department. Use a dry chemical fire extinguisher or baking soda to douse an electrical fire. If it's safe to do so, unplug the appliance first.

Don't use water to put out an electrical fire.

Call 911 or your local emergency number if you see a person who is receiving an electrical shock and is seized on an appliance or a wire.

Don't touch someone that is being shocked until the electricity has been turned off.

Documents

Smart - Electricity and Magnetism ELECTRICITY AND ...circle.adventist.org/files/CD2008/CD2/tb/Electricity_Magnetism.pdf · God is concerned with the whole man. We must pattern our