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Smart - Electricity and Magnetism
ELECTRICITY AND
MAGNETISM: CROSS
CURRICULAR UNIT
MAKING CONNECTIONS!
Rewarding Teaching! Meaningful Learning Experiences!
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Smart - Electricity and Magnetism
Introduction
Table of Content
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
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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
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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 k8 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.
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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
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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:
Text:
electricity, bulb
Psalm 119: 105
Lesson 2: Shine, Shine, Shine
Spiritual focus:
Object:
Text:
God expects us to be witnesses for Him.
candle
Matthew 5:16
Lesson 3: Magnetic Power
Spiritual Focus:
Object:
Text:
The cross of Christ is a symbol of His love. It draws people to
Him.
magnets
John 12: 32
Lesson 4: Wonder Working Power
Spiritual Focus:
Object:
Text:
Jesus has power to raise the dead and to give eternal life.
a dead leaf/ a dead plant/ a dead bug
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.
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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?
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
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.
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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.
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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)
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.
“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.
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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.
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Search It Out
Brain Game
We are the light of the world (Matthew 5: 13 16).
Find five Bible texts which speak about light.
The Bible concordance can help you.
Jesus is the light of the world (John 8:12)
If you are the light of the world, how can you
ensure that your light continues to shine?
The Bible is the light that guides the
Christian’s way (Psalm 119:105).
Create
Write a poem about our lives as light. Share it
with your classmates.
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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).
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.
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?
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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).
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Christ delivered us from eternal death (2
Corinthians 1:10).
We should glory in the cross of Christ (Gal.
6:14).
Brain Game
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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.
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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.
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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
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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.
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.
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
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THE SECRET MESSAGE
ACTIVITY
Name ____________________
Date_________________
Use the alphabet code to find the text below:
A=1
B=2
C=3
D=4
E=5
F=6
G=7
H=8
I= 9
J = 10
K = 11
L = 12
M = 13
N = 14
O = 15
P = 16
Q = 17
R = 18
S = 19
T = 20
U = 21
V = 22
W = 23
X = 24
Y = 25
Z = 26
Message
___ ___ ___
___ ___ ___ ___
___ ___
___
20
23 15
9 19
1
8
25
18 4
___ ___ ___ ___
___ ___ ___ ___
12 1
21
13
16
___ ___
14 20 15
13
___ ___ ___ ___
___ ___ ___
___
6
1
1
5
5 20
14
4
25
___ ___ ___ ___ ___
___ ___ ___ ___
___ ___
12 9
21 14
13 25
7
8
20
20
15
___ ___ ___ ___
(___ ___ ___ ___ ___ 119:105)
16
16
1
20
8
19
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1
12
13
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THE SECRET MESSAGE
ACTIVITY
Key
Use the alphabet code to find the text below:
A=1
B=2
C=3
D=4
E=5
F=6
G=7
H=8
I= 9
J = 10
K = 11
L = 12
M = 13
N = 14
O = 15
P = 16
Q = 17
R = 18
S = 19
T = 20
U = 21
V = 22
W = 23
X = 24
Y = 25
Z = 26
Message
T
H
Y
W O
R D
I S
20
8
25
23 15
18 4
9 19
L
A
M
P
U
13
16
21
12 1
N
T
O
A
1
M Y
14 20 15
13
25
F
E
E T
A N
D
A
6
5
5 20
1
4
1
L
I
G H
T
U N
T
O
M Y
7
20
21 14
20
15
13 25
12 9
P
16
A
1
T
20
8
H
8
14
(P
16
S
19
Atlantic Union Conference Teacher Bulletin
A
1
L M 119: 105).
12 13
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Smart - Electricity and Magnetism
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
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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.
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BIBLE MANIA
Name: _______________________
Date: ____________
Match the text with the words:
Let your light so shine before men,
That they may see your good works,
And glorify your Father which is in
heaven.
Psalm 119: 105
For the Lord Himself shall descend
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.
John 12: 32
Thy word is a lamp unto my feet
and a light unto my path.
John 11: 43
And God said, Let there be light:
and there was light.
Matthew 5: 16
And I, if I be lifted up from the
earth, will draw all men unto me.
1 Thess. 4: 16
Now when He had said these
things, He cried with a loud voice,
“Lazarus, come forth!”
Genesis 1: 3
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BIBLE MANIA
Name: Key
Date: ______________
Match the text with the words:
Let your light so shine before men,
that they may see your good works,
and glorify your Father which is in
Heaven.
Psalm 119: 105
For the Lord Himself shall descend
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.
John 12: 32
Thy word is a lamp unto my feet
and a light unto my path.
John 11: 43
And God said, Let there be light:
and there was light.
Matthew 5: 16
And I, if I be lifted up from the
earth, will draw all men unto me.
1 Thess. 4: 16
Now when He had said these
things, He cried with a loud voice,
“Lazarus, come forth!”
Genesis 1: 3
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Smart - Electricity and Magnetism
BIBLE WORD SEARCH
Name: __________________
Date: _______________
Find the words below. Be sure to check the words you find!
N
D
P
L
P
A
Z
N
D
W
S
F
F
W
E
O
W
M
H
L
L
G
E
O
X
F
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A
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F
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B
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CROSS
LAZARUS
LIFTED
LIGHT
LOVE
MARTHA
RESSURECTION
S
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D
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J
B
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F
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LAMP
DARKNESS
DEATH
DEVIL
DRAW
JESUS
Atlantic Union Conference Teacher Bulletin
P
D
U
G
F
Y
D
V
R
N
C
B
V
W
MARY
POWER
SIN
WONDER
WORD
WORKING
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BIBLE WORD SEARCH
Name: Key
Date: ___________________
Find the words below. Be sure to check the words you find!
N
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C
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J
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+
+
+
+
+
O
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R
E
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+
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N
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D
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L
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F
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D
D
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L
O
V
E
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+
(Over,Down,Direction)
CROSS(10,11,NE
DEATH(14,5,N)
DEVIL(1,9,E)
DRAW(4,12,SW)
SIN(6,5,NE)
WONDER(10,4,SE)
WORD(12,14,N)
WORKING(1,11,E)
MARTHA(6,1,SW)
MARY(6,2,W)
Atlantic Union Conference Teacher Bulletin
H
T
A
E
D
+
S
E
+
+
+
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+
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+
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R
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DARKNESS(9,8,N)
JESUS(10,13,NW)
LAMP(4,6,NW)
RESSURECTION(12,12,NW)
LAZARUS(2,7,NE)
LIFTED(13,1,S)
LIGHT(4,10,SE)
LOVE(13,10,S)
POWER(7,8,W)
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LANGUAGE ARTS PROJECTS
AND ACTIVITIES
Poetry
Grammar
Punctuation
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Spelling
Reading
Creative Writing
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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
_________________________________________________________________________
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Smart - Electricity and Magnetism
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.
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MAGNETIC WEB
Name_______________________________
Date________________________
Write eight words related to magnets, then write a sentence for each word:
Magnets
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Smart - Electricity and Magnetism
MAGNETIC WEB
Name________________________
Date_______________
Sentences
1.___________________________________________________________________
2.___________________________________________________________________
3.____________________________________________________________________
_____________________________________________________________________
4.____________________________________________________________________
5.___________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
_____________________________________________________________________
8.___________________________________________________________________
_____________________________________________________________________
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Smart - Electricity and Magnetism
MAGNETIC WEB
Sample
Name_______________________________
Date________________________
Write eight words related to magnets, then, write a sentence for each word:
Repel
Attract
Poles
Iron
Force
Magnets
Lodestones
Electromagnet
Magnetic field
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Smart - Electricity and Magnetism
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.
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ELECTRICITY WEB
Name_______________________________
Date________________________
Write eight words related to electricity; then write a sentence for each word:
Electricity
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Smart - Electricity and Magnetism
ELECTRICITY WEB
Name________________________
Date_______________
Sentences
1.___________________________________________________________________
2.___________________________________________________________________
3.____________________________________________________________________
_____________________________________________________________________
4.____________________________________________________________________
5.___________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
_____________________________________________________________________
8.___________________________________________________________________
_____________________________________________________________________
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Smart - Electricity and Magnetism
ELECTRICITY WEB
Sample
Name_______________________________
Date________________________
Write eight words related to electricity; then write a sentence for each word:
Conductor
Circuit
Bulb/s
Conserve
Current
Electricity
Switch
Shock
Static
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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.
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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 ________________________________________
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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
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CRÉATIVE WRITING
Name_______________________________
scared
electricity
Date______________________
screamed
girl
Use the words in the box a box to create a story. Be sure to make your story interesting and
entertaining:
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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?
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ABC ORDER
Name_______________________________
Date________________________
Put these words in alphabetical order:
1.
Lightning
2.
Electricity
3.
Circuit
4.
Energy
5.
Voltage
6.
Battery
7.
Brightness
8.
Static
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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
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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. __________________
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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
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Smart - Electricity and Magnetism
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.
electricity
protons
electrons
static
charge positive
negative
atoms
different
attract
loses
repel
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.
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Smart - Electricity and Magnetism
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.
electricity
protons
electrons
static
charge positive
negative
atoms
different
attract
repel
loses
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.
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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
with a filament producing
light.
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Battery (noun) – a power source
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Smart - Electricity and Magnetism
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.
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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)
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Con (against)
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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.
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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.
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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.
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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. _____________________________________
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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: ___________________________________________________________________
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Smart - Electricity and Magnetism
FACT AND OPINION
Date_____________
Name: Key
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
O
2. F
O
3. O
F
Ohm’s Law was named after the scientist George Simon Ohm.
George S. Ohm was the most talented scientist.
Fossil fuels can be used to generate electricity.
Coal is a more interesting fuel than oil.
Everyone should use television less.
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
F
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. (Answers will vary).
Fact: ____________________________________________________________
Opinion: ________________________________________________________
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Smart - Electricity and Magnetism
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
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IMPORTANT FACES
Date: _____________
Name: Key
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
___________________
Michael Faraday
__________________
Frederick Jones
___________________
Lewis Latimer
____________________
Alessandro Volta
____________________
Name Bank
Benjamin Franklin, Lewis Latimer, Frederick Jones,
Alessandro Volta, Thomas Edison, Michael Faraday
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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
Thomas Edison
Contribution
Years
-Invented the light bulb
Born – 1847
-Built the first power plant
-Invented the movie camera
Benjamin Franklin
Lewis Latimer
Frederick Jones
Michael Faraday
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TRACING HISTORY
Date: ______________________
Name: Sample
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
Thomas Edison
Contribution
Years
(lifespan)
-Invented the light bulb
Born – 1847
-Built the first power plant
-Invented the movie camera
-Used rods to redirect electricity
Born – 1706
Died – 1790
-Helped develop electric lamp
Born - 1848
-Invented a stove
Benjamin Franklin
Lewis Latimer
-Supervised installation of electric
street lights in N.Y.
-Received over 60 patents
Frederick Jones
Michael Faraday
Born – 1892
-Worked in movie industry
-Developed the first automatic
refrigerator
-Developed air conditioning unit
for the military
-Discovered laws of electrolysis
-Conducted experiments in
electricity and magnetism
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Born – 1791
Died – 1867
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BRIGHT SPARKS
Name___________________________
Date____________________
Tracing Electricity
L
A
M
R
E
H
T
O
E
G
N
E
U
L
Q
O
I
L
U
F
H
Z
O
R
C
L
Y
C
E
E
Y
S
Q
Q
L
S
F
E
S
B
O
Q
M
W
D
Z
G
Y
C
A
T
N
P
A
N
J
A
R
I
K
W
E
R
M
Y
E
P
W
M
O
S
F
L
S
F
Q
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BIOMAS
COAL
ENERGY
FOSSILS
FUELS
GAS
LATIMER
LEWIS
NONRENEWABLE
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ELECTRICITY
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EDISON
THOMAS
GEOTHERMAL
NATURAL
RENEWABLE
OIL
Created by puzzlemaker at Discoveryschool.com
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Page 62 of 95
Smart - Electricity and Magnetism
BRIGHT SPARKS
Name: Key
Date____________________
Tracing Electricity
L
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(Over,Down,Direction)
BIOMAS(8,1,SW)
COAL(2,10,SE)
ENERGY(8,6,NW)
FOSSILS(14,3,S)
FUELS(8,7,NE)
GAS(14,1,SW)
LATIMER(7,1,SE)
LEWIS(1,14,E)
OIL(2,1,S)
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ELECTRICITY(15,15,NW)
CONSERVATION(15,10,W)
EDISON(12,6,N)
THOMAS(8,9,W)
GEOTHERMAL(1,10,N)
NATURAL(9,11,E)
NONRENEWABLE(12,1,SW)
RENEWABLE(2,9,NE)
Created by puzzlemaker at Discoveryschool.com
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Page 63 of 95
Smart - Electricity and Magnetism
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
X7
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
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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=(
)
EUM=(
)
EnM=(
)
•
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.
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Smart - Electricity and Magnetism
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 =
AnM=
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Smart - Electricity and Magnetism
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
Hot liquid
Always the same size
Always the same shape
Similar
Magnet
Iron
Magnetic field
North Pole
South Pole
Attract things
Different sizes
Different shapes
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)
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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.
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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
Number of Hours
12
10
8
6
Series1
4
2
0
TV
Internet
Computer
games
Video
Games
Activities
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Page 69 of 95
Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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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
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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
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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
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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
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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
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Smart - Electricity and Magnetism
PHYSICAL EDUCATION
ACTIVITIES
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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
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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.
Adapted from: www.pecentral.org
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Smart - Electricity and Magnetism
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.
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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.
Adapted from: www.pecentral.org
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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.
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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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
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Smart - Electricity and Magnetism
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 aboundSin, 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
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Smart - Electricity and Magnetism
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...
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
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
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Smart - Electricity and Magnetism
Resource People
Electrical engineers
Geologists
Technicians
Health professionals
Field Trips
Electrical plant
Museum of Science
Garages
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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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
Names ___________________________
Attracted to Magnets
D1, gr 1-4
Not Attracted to Magnets
From this activity, we learned that ________________
___________________________________________
___________________________________________
___________________________________________
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SMART – Magnetism & Electricity
Names __________________
D1, Gr 1-4
Magnetic
Metals
Non-metals
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)
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SMART – Magnetism & Electricity
Name _____________________
Homework
D1, Gr 5-8
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:
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SMART – Magnetism & Electricity
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 map:
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.
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.
the angle formed between magnetic north a map with lines showing the declination for
and true north. It is described as
a region.
positive when magnetic north is east of
true north. A synonym used more often
in navigation is “magnetic variation”.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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?
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SMART – Magnetism & Electricity
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.
_____________________________________________________________________________________________
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SMART – Magnetism & Electricity
Names ___________________________________
Title the graph and label the vertical axis.
_____________________________________
(title)
D2 , Gr 1-4
Magnet A Magnet B Magnet C Magnet D Magnet E
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
Names ___________________________________
D2 , Gr 1-4
Title the graph and label the vertical axis.
_____________________________________
(title)
Magnet A Magnet B Magnet C Magnet D Magnet E
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SMART – Magnetism & Electricity
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.
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______________________
___________________________________
(signature)
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SMART – Magnetism & Electricity
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 232.
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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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.
S
N
S
N
Two north or two south poles will push away from (repel) each other.
S
N
N
S
Write what each pair of magnets below will do. Write attract or repel.
N
S
S
N
N
N
S
S
N
S
N
S
____
____ ____
N
N
S
N
S
S
S
S
N
N
____
N
S
N
S
____ ____
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SMART – Magnetism & Electricity
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 _________________.
south
attract
poles
Word Bank
north
magnetism
repel
If the magnets below are brought near each other, will they attract or repel?
S
S
N
S
N
N
S
N
________________
N
S
S
S
N
N
________________
________________
Did you know?
If a magnet is broken into pieces, each piece will have a north
and a south pole.
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SMART – Magnetism & Electricity
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
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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
Scores
Planning:
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
Scores
Planning:
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.
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SMART – Magnetism & Electricity
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
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
Name ________________________________
grades 1-8
Object Lesson 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
Preparation:
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:
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
Preparation:
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.
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SMART – Magnetism & Electricity
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
SCORE
Preparation:
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
SCORE
Preparation:
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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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).
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
Name ______________________
grades 5-8
CELL
BATTERY
Both
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SMART – Magnetism & Electricity
Name _____________________
Direct Current
Alternating Current
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grades 1-4
Page 33 of 40
SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
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.
______________
______________
______________
______________
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SMART – Magnetism & Electricity
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.
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
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SMART – Magnetism & Electricity
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
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.
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SMART – Magnetism & Electricity
Name ____________________________
grades 3-4
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 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
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 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.
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SMART – Magnetism & Electricity
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.
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SMART – Magnetism & Electricity
Electricity Safety Do’s and Don’ts
Do:
Don’t
Keep away from outdoor areas marked with signs Don't play near electrical stations, equipment,
that say "Danger" or "Danger High Voltage."
wires, hydro towers or utility poles.
Look up for hydro wires running through or
Don't climb or play in trees where there are
beside trees before you climb.
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.
Don't throw anything at wires or electrical
Respect utility electrical equipment.
equipment, and don't fasten things to utility
poles. Damaged equipment can be very
dangerous.
Fly kites, balloons and model airplanes in wideDon't fly kites or other toys near overhead power
open spaces, away from power lines.
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 Don't stay outside when there's lightning. Avoid
a lightning storm.
wide open spaces and tall trees. If you're
swimming, get out of the water.
When disconnecting appliances from electrical
Don't pull on the cord when you unplug an
outlets, use the plug when you pull it out.
electrical appliance. Use the plug.
Remind your parents to replace electrical cords
Don't use appliances that have damaged electrical
that have cut, broken or cracked insulation.
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
Don't mix water and electricity. If an electrical
water. Plug cords into GFCI protected outlets
cord or appliance is faulty, water will conduct the
when you're working near a sink or other water
electricity and increase the risk of shock.
source.
When you're changing a light bulb, be sure to
Don't work on light fixtures or appliances
without unplugging them or switching off the
turn off the switch or circuit.
power. Never put your finger in a light bulb
socket.
Put safety caps on any unused electrical outlets,
Don't poke anything into an electrical outlet.
especially if there are young children in the
house.
If there's an electrical fire, call the fire
Don't use water to put out an electrical 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.
Call 911 or your local emergency number if you
Don't touch someone that is being shocked until
see a person who is receiving an electrical shock the electricity has been turned off.
and is seized on an appliance or a wire.
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