Magnets and Electricity - Creating Magnetism with Electricity
Initial Publication Date: September 8, 2008
Summary
In this lesson, students will work cooperatively to discover three concepts:
1. Design at least one complete circuit using multiple materials available to them in the activity area.
2. Record observations of how they created an electrical circuit using diagrams and notes in their journals.
3.Using a compass, students will record the directionality of electricity in their circuit.
CollapseLearning Goals
1. Knowledge/Comprehension of materials that are magnetic and conduct electricity.
2. Prediction skills will be practiced in choosing materials to create an electrical circuit.
3. Application of students' comprehension of the relationship between electricity and magnetism will be modeled by using a compass to design at least one electrical circuit.
4. Observation and journal writing skills are needed to record the group's design and label directionality of the electrical current.
2. Prediction skills will be practiced in choosing materials to create an electrical circuit.
3. Application of students' comprehension of the relationship between electricity and magnetism will be modeled by using a compass to design at least one electrical circuit.
4. Observation and journal writing skills are needed to record the group's design and label directionality of the electrical current.
Context for Use
This classroom activity is designed for cooperative groups of two or three students. Time allowed is 30-40 minutes. Concepts students should have prior knowledge of include magnetism, batteries, compass use, and materials that react to magnets. There are many materials needed to complete this activity that are not commonly found outside of a science kit.
Description and Teaching Materials
Materials:
-1 D Battery
-1 Metal Switch
-1 Flashlight Bulb
-1 Battery Holder
-1 Bolt
-1 Bulb Socket
-1 Compass
-1 Collection Tray
-1 Display Board / Paper
-Pieces of pre-cut #22 coated wire of varying lengths
**Several materials that do NOT conduct electricity should be made available (example: string, plastic wire, styrofoam, cloth, etc.)
Procedure:
1.Display a tray of materials at each table. Have students visually observe the materials and predict which materials will be the most useful in creating an electric circuit that can light a light bulb. Record predictions in journals.
2. Using the materials offered on the tray, design as many circuits that the team can create that will successfully light the flashlight bulb. Record at least one design in their journals.
3.Using a compass to confirm electrical activity, have students record directionality along the circuits design using arrows.
4. Record their final design on a whiteboard or large piece of paper to be shared with the rest of the class, and in their journals.
-1 D Battery
-1 Metal Switch
-1 Flashlight Bulb
-1 Battery Holder
-1 Bolt
-1 Bulb Socket
-1 Compass
-1 Collection Tray
-1 Display Board / Paper
-Pieces of pre-cut #22 coated wire of varying lengths
**Several materials that do NOT conduct electricity should be made available (example: string, plastic wire, styrofoam, cloth, etc.)
Procedure:
1.Display a tray of materials at each table. Have students visually observe the materials and predict which materials will be the most useful in creating an electric circuit that can light a light bulb. Record predictions in journals.
2. Using the materials offered on the tray, design as many circuits that the team can create that will successfully light the flashlight bulb. Record at least one design in their journals.
3.Using a compass to confirm electrical activity, have students record directionality along the circuits design using arrows.
4. Record their final design on a whiteboard or large piece of paper to be shared with the rest of the class, and in their journals.
Teaching Notes and Tips
Special Notes:
* Students will be convinced that their battery does not work. Have a battery tester available for students to check their batteries.
* If you teach this unit several times in one day, be prepared to have fresh batteries as they may wear down.
This lesson is different from the manner is which is was delivered in the past because I am allowing the students to piece together the circuit themselves. The previous lesson called for students to follow a step-by-step design in their student handbook to create a specific circuit. Everybody's circuit looked exactly the same. I have redesigned the lesson to allow the students to apply the knowledge gained from the first seven lessons to design a circuit with their own creativity.
* Students will be convinced that their battery does not work. Have a battery tester available for students to check their batteries.
* If you teach this unit several times in one day, be prepared to have fresh batteries as they may wear down.
This lesson is different from the manner is which is was delivered in the past because I am allowing the students to piece together the circuit themselves. The previous lesson called for students to follow a step-by-step design in their student handbook to create a specific circuit. Everybody's circuit looked exactly the same. I have redesigned the lesson to allow the students to apply the knowledge gained from the first seven lessons to design a circuit with their own creativity.
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Assessment
Student work will be assessed through journal entries showing three important points:
1. Recording of predictions of material needed to create a circuit.
2. A successful circuit design recorded in journal
3. Labels of directionality found on circuit design
1. Recording of predictions of material needed to create a circuit.
2. A successful circuit design recorded in journal
3. Labels of directionality found on circuit design
Standards
Grade 6, II Physical Science, Sub Strand - Forces of Nature