Magnetism & Electricity Lesson Guide

Lesson By Lesson Guide
Magnetism & Electricity

(FOSS Kit)
Magnetism & Electricity Page 1

Table of Contents
NC Essential Standards and Clarifying Objectives ........................................................................ 3
Essential Question for Unit ............................................................................................................. 3
Unit Pre-Assessment ....................................................................................................................... 3
Preparing for the Unit ..................................................................................................................... 3
Lesson 1 - Investigation 1, Part 1: Investigating Magnets and Materials ....................................... 5
Lesson 2 - Investigation 1, Part 2: Investigating More Magnetic Properties................................. 7
Lesson 3 - Investigation 1 Part 3: Breaking the Force ................................................................... 9
Lesson 4 - Investigation 1, Part 4: Detecting the Force of Magnetism......................................... 11
Lesson 5 - Investigation 2, Part 1: Lighting a Bulb ..................................................................... 13
Lesson 6 - Investigation 2 Part 2: Making A Motor Run ............................................................. 15
Lesson 7 - Investigation 2, Part 3: Finding Insulators and Conductors ........................................ 17
Lesson 8 - Investigation 2, Part 4: Investigating Mystery Circuits............................................... 19
Lesson 9 - Investigation 3, Part 1: Building Series and Parallel Circuits ..................................... 21
Lesson 10 - Investigation 3, Part 2: Building Parallel Circuits..................................................... 23
Lesson 11 - Investigation 3, Part 3: Solving the String of Lights Problem .................................. 25
Lesson 12 - Investigation 4, Part 1: Building an Electromagnet .................................................. 27
Lesson 13 - Investigation 4, Part 2: Changing Number of Winds ................................................ 29
Lesson 14 - Investigation 4, Part 3: Investigating More Electromagnets ..................................... 32
Lesson 15 - Investigation 5, Part 1: Reinventing the Telegraph ................................................... 34
Lesson 16 - Investigation 5, Part 2: Sending Messages Long Distance ....................................... 36

NC Essential Standards and Clarifying Objectives
4.P.1 Explain how various forces affect the motion of an object.
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged
objects and produce motion.
4.P.2 Understand the composition and properties of matter before and after they undergo a
change or interaction.
4.P.2.1 Compare the physical properties of samples of matter: strength, hardness, flexibility,
ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions
to water and fire.*
4.P.3 Recognize that energy takes various forms that may be grouped based on their
interaction with matter.
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the
ability to cause motion or create change.
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one
medium to another, and that light can be reflected, refracted, and absorbed.
*In this unit, the emphasis is on conductors, nonconductors (insulators), and the ability to be
attracted by magnets.
Essential Question for Unit

How do electricity and magnetism work, and how can they work together?
Unit Pre-Assessment
Two formative assessment probes are available for this unit. “Magnets in Water” can be found
on page 67 of Uncovering Student Ideas in Science, 25 Formative Assessment Probes Volume 4
(Green Cover), by Page Keeley et al. This probe elicits students’ ideas about magnetism,
specifically if students think air is required for magnets to work. Another probe called “Batteries,
Bulbs, and Wires” is available on page 57 of Uncovering Student Ideas in Science Volume 3
(Green Cover), by Page Keeley et al. This probe reveals whether students recognize the pathway
of electricity in a complete circuit. “Magnets in Water” can be administered at the beginning of
the unit because Investigation 1 is an exploration of magnets and magnetism. “Batteries, Bulbs,
and Wires” can be administered at the beginning of Lesson 5 (Investigation 2, part 1- Lighting a
Bulb).
Preparing for the Unit

 Make sure the D-cells and bulbs in the kit are fresh; may need to replace mid-unit
 Make copies of assessment charts in teacher guide

 Make copies of duplication masters needed for investigations
 Collect books related to topic
 Copy the activity one handouts for students and decide how you will use them with
science notebooks
 Check the wires in the kit to see if cutting and stripping ends of insulated wire is needed

Lesson 1 - Investigation 1, Part 1: Investigating Magnets and Materials
Students find objects that contain iron stick to permanent magnets while other objects do not.
They discover that two magnets will either attract or repel one another, depending on the
orientation of their poles. The agent responsible for this behavior is the magnetic force.
Clarifying Objectives
4.P.2.1 Compare physical properties of samples of matter: (strength, hardness, flexibility, ability
to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to
water and fire.)
Focus Question(s)
How do magnets interact with each other and other objects?
Activity Guiding Questions

 Administer the “Magnets in Water”  Is there something that is the same
formative assessment probe. about all the objects that the magnet
 Following the formative assessment sticks to?
probe, engage students in a game called  Were you surprised by any of the
“Describe the Object.” Place an object objects you tested?
in a bag and invite a student to reach in  Is there anything you notice that is the
the bag to describe the characteristics same about all of the things listed in the
(size, shape, feel, etc) of the object column for things-that-stick?
while the rest of the class is challenged  Are any metals in the things-that-don't-
to draw what they think the object stick column?
looks like.  What do you think is different about the
 Ask students to describe other magnets metal items in the first column
they have seen or played with. compared to those in the second
 Invite students to experiment with column?
magnets at their seats, around the  How could you use a magnet as an iron
classroom, and in groups. (Discuss and steel detector?
areas that students should avoid such  Were there any objects you thought
as where you have audio or videotapes, might be iron, but were not?
calculators, or computers as the
magnets can "erase" the information.)  Did you find any steel that was hidden
 Lead a discussion so students share the by paint or something else? How do
results of things-that-stick. you know?
 Introduce the bag of test objects.  What did it feel like to push repelling
 Lead a discussion of the results of the magnets together?
things-that-stick and things-that-don't  What do you think is causing the
stick sort. magnets to push apart/repel?
 Introduce attract and repel.  Can you think of a general rule about
 Discuss magnets on a pencil to what magnets stick to?
introduce force.  What happens when two magnets come
 Begin a word wall of key vocabulary together?
and a content/inquiry chart.  What is a force?
 Schedule a time to share Magnus Gets
Stuck from the FOSS Science Stories -
see the Science Stories folio in the
Teacher Guide for more information.
Science Content Words

Use these terms when teaching the lesson:
attract To pull toward one another, as opposite poles of two magnets pull toward one
another
force A push or a pull
induced The influence of a permanent magnet's magnetic field on a piece of iron,
magnetism which makes the iron act like a magnet
lodestone A form of the mineral magnetite that is naturally magnetic or has become
magnetized (from FOSS Science Stories)
magnet An object that sticks to iron
magnetism A property of certain kinds of materials that causes them to attract iron or
steel
repel To push away, as similar poles of two magnets push away from one another
temporary A piece of iron that behaves like a magnet when it is touching a permanent
magnet magnet
Integration Hints
- PE/Dance: Demonstrate attract (get close to each other) and repel (run far from each other).
- Provide magnets and test items for students to explore in a center; students should record their
findings on a graphic organizer, such as a T-chart
- Math: Graph or tally the number of objects that were attracted to the magnet or repelled by it.
Science Notebook Helper

- Students record the focus question, prediction, data related to the investigation, and conclusions
in their science notebooks.
Assessment Opportunities
The formative assessment probe is an assessment opportunity.

Lesson 2 - Investigation 1, Part 2: Investigating More Magnetic Properties
Students observe that steel objects in contact with a magnet become a temporarily magnetic
themselves. This induced magnetism disappears when the steel object separates from the magnet.
Students find out that the magnetic force acts right through materials, with the exception of iron.
water and fire.)
Focus Question(s)
How do magnets interact with each other and other objects?

 Invite students to recall what they  Can you "chain" objects from the
learned about magnets in part 1 and magnet?
propose more exploration of  Can a steel nail stuck to a magnet pick
magnetism. up a paper clip?
 Visit student groups as they explore  Can a magnet attract a paper clip
how magnets and iron objects work through a piece of paper or through a
together and investigate the force of piece of foil?
magnetism through various objects.  Does an iron object have to touch a
magnet to become a temporary magnet?
 Lead a brief discussion for students to
 What happens when you touch a piece
share their discoveries. As students
of iron to a permanent magnet?
continue to explore, use guiding  Is the force of magnetism stopped by
questions to take the investigation any materials? How do you know?
further.  How does distance affect the ability of
 Discuss magnetism through materials; a magnet to attract a piece of iron?
introduce induced
magnetism and temporary magnet.
 Continue to make word wall and
content/inquiry entries.

attract To pull toward one another, as opposite poles of two magnets pull toward one
another
force A push or a pull
induced The influence of a permanent magnet's magnetic field on a piece of iron,
magnetism which makes the iron act like a magnet
lodestone A form of the mineral magnetite that is naturally magnetic or has become

magnetized (from FOSS Science Stories)
magnet An object that sticks to iron
magnetism A property of certain kinds of materials that causes them to attract iron or
steel
repel To push away, as similar poles of two magnets push away from one another
temporary A piece of iron that behaves like a magnet when it is touching a permanent
magnet magnet
Integration Hints
- Math: Graph or tally the number of items that were attracted or repelled by the magnet.
- PE/Dance: Demonstrate attract (get close to each other) and repel (run far from each other)

- Duplication master can easily be adapted to the observations section of your science notebooks.
Students list items under headings “stick” and “does not stick”
- A performance assessment is provided in the FOSS assessment section of the teacher guide.
Just do part one.
- Pictorial assessment for students to write about how magnets can attract or repel.

Lesson 3 - Investigation 1 Part 3: Breaking the Force
Students use a balance and large washers to measure the force of attraction between two
magnets. They systematically investigate what happens to the force of attraction as the distance
between the two magnets increases. Students graph their results and participate in a teacher-led
discussion to make sense of the data.
water and fire.)
Focus Question(s)
How much force does it take to pull to magnets apart?

 Tell students that asking questions  How can the strength of the force of
about things they have seen or attraction between two magnets be
experienced and trying to set up measured?
investigations to answer those  From earlier observations, we thought
questions are both important aspects of that the force of attraction didn't work if
science. Introduce the equipment for the magnets were too far apart. How
the investigation. could we be sure that that observation
 Once materials are distributed, visit the is true?
groups to monitor progress.  Does it make a difference where you
 Offer hints if a group is stalled or ask a place the washers in a cup?
successful group to share its method for  Does it make a difference how you
determining how much force is needed place the washers in a cup? At random
to pull the magnets apart. or stacked?
 Propose a standard investigation and  Does it matter if you drop the washers
refine the technique so everyone can into the cup?
work on the problem the same way.  What do you think will happen to the
 After sharing group results, discuss the force of attraction between two
importance of all groups following a magnets if you put a plastic spacer
standard procedure when conducting a between two attracting magnets? Do
scientific investigation. you think the force will get stronger,
 Introduce and distribute spacers. weaker, or stay the same?
 How many washers did it take to break
 Model the creation of a graphic
the force with two spacers?
organizer for students to track the
 How many spacers were used when it
number of spacers and the number of
took four washers to break the force?
washers.
 How can you use a graph to predict?
 Prepare students to make a prediction
 What happens to the strength of
by omitting the test with two spacers.
attraction between two magnets as the
 Guide students to record data on a distance between them increases?
graph and make predictions using the

graph.
 Make new word wall and
content/inquiry entries.

compass An instrument that uses a freely moving magnetic needle to indicate
direction (from FOSS Science Stories)
detector Something that helps you identify or locate something
graph Something that organizes data visually to show a relationship between two things
intersection The point at which two lines cross
pole Either of two opposing forces or parts, such as the poles of a magnet (from FOSS
Science Stories)
prediction An educated guess based on data or previous experience
Integration Hints
- Math: Find ranges for the data, graphing
- Science Center: Make a compass (details in teacher guide)
- Art: Magnetic art with iron filings in a closed zip bag (details in teacher guide)

Staple or paste “The Force” worksheet into science notebook. Students should record how the
magnetic force was decreasing as spacers were added. Encourage students to use the vocabulary
attract, force, iron, magnet and repel in their notebooks for activity one.
- Performance assessment in the assessment section of the teacher guide; do part two.
- Students should be able to explain that the force of attraction between two magnets decreased
as the distance between the two magnets increased.

Lesson 4 - Investigation 1, Part 4: Detecting the Force of Magnetism
Students explore ways to detect the magnetic force. They find several ways to detect the force
and to make it visible, using items such as compasses and iron fillings.
water and fire.)
Focus Question(s)
How can we detect magnetic fields?

 Refer to the content/inquiry chart to  Can you figure out where two magnets
review concepts students have learned are taped in a box without looking
about magnets. Introduce one of the inside?
magnet boxes, telling students that a  Why do you think the filings work like
magnet is taped somewhere inside and this?
prompt students to think of a way to  Do you think the compass has iron in
find the magnet without looking inside. it? Why do you think so?
 Describe the preparation of the magnet  How did the compass help you locate
boxes and allow groups to practice the the magnet in the box?
detecting process.  How did you record your observations?
 Collect the magnet boxes, seal them  How did you use the information you
with transparent tape, and redistribute collected with the compass?
the magnet boxes so teams get one that  Since you can't see the force of a
is not their own. magnet, how can you tell there is one
 Visit groups as they detect and pose present?
questions to check student
understanding.
 Lead a discussion for students to share
which material was the best detector
and why.
 Schedule a time to share How Magnets
Interact and Make a Compass from
the FOSS Science Stories -see the
Science Stories folio in the Teacher
Guide for more information.

compass An instrument that uses a freely moving magnetic needle to indicate
direction (from FOSS Science Stories)
detector Something that helps you identify or locate something
graph Something that organizes data visually to show a relationship between two things
intersection The point at which two lines cross
pole Either of two opposing forces or parts, such as the poles of a magnet (from FOSS
Science Stories)
prediction An educated guess based on data or previous experience
Integration Hints
- Use the science stories from the kit “How Magnets Interact” and “Make a Compass?” in
science or literacy centers.
- Have students write a “how-to” piece on how to find magnets using the magnet detector of their
choice.
- Place hidden magnet boxes and magnet detectors in a center for further exploration.

- Have students record drawings of their predictions of magnet placement in the magnet boxes. -
- After the class discussion, have students write about what they observed from their magnet
detectors (ex: compass spinning, iron filings standing up on end) and how their observations
helped them find the hidden magnets.
- Informal notes from group visits/ class discussion
- Science Notebook paragraphs about their observations of magnet detectors to find the location
of hidden magnets.

Lesson 5 - Investigation 2, Part 1: Lighting a Bulb
Students explore simple electric circuits. They use trial and error to build a circuit that lights a
bulb. They begin developing concepts about how connections must be made and how electricity
flows through a circuit. *NOTE: Be sure to share with students that wall sockets/outlets have
dangerous levels of electric energy and nothing will be placed into wall sockets/outlets at
anytime!
water and fire.)
Focus Question(s)
Using a bulb, wire and battery, how can we turn on a light bulb?

 Hold up a D-cell and ask students if  Can you use a battery to turn on the
they recognize it and know what it's light bulb?
used for. Then introduce the light bulb  Where did you connect the wires to the
and propose making it light. battery?
 Administer the “Batteries, Bulbs, and  Where did you connect the wires to the
Wires” formative assessment probe. light bulb?
 Introduce the focus question and have  What happens when you touch the wire
students predict using prior knowledge. to the glass part of the bulb?
 Let students explore ways of lighting  Can you light a light bulb with just one
the bulb with the materials. wire and a battery?
 Have students record their attempts in  You can't see electricity. How do you
their science notebook. know when it is flowing in a bulb
 Discuss methods of lighting the bulb circuit?
 How many wires connect to the
with the group. Label the parts of
circuit components using science battery/light bulb, and where do they
content words. connect to make a complete circuit?
 How did you get the bulb to light with
 Introduce the bulb and cell holders.
only one wire?
 Point out the filament and give students
 What components are needed to make a
the opportunity to identify and study it.
complete circuit?
 Lead a discussion for students to share  What is important to remember about
their ways to light the bulb. making a complete circuit?
 Make entries to the word wall and
content/inquiry chart.
Science Content Words:

battery A source of electricity with more than one cell
circuit A pathway for the flow of electricity
circuit base Something that holds many components needed to build a circuit
closed circuit A complete circuit through which electricity flows
component An individual item in a circuit
D-cell A source of electricity; also known as a battery
electricity A component that uses the electricity from a source to make something
receiver happen
electricity source Something that provides electric energy to make something happen
Fahnstock clip A metal clip that connects wires in a circuit
filament The material in a light bulb (usually a thin wire) that glows when heated by
an electric current
open circuit An incomplete circuit through which electricity will not flow
schematic A way to represent a circuit on a piece of paper
diagram
switch A device used to open and close circuits
Integration Hint
- Science Center: Have the materials available for students to investigate lighting the bulb on
their own.

- Students should draw and label a diagram of what worked and what did not work.
- Students draw a diagram and write an explanation of how electricity flows from a D-cell to a
light bulb. (see duplication masters in Teacher Guide)
- Students analyze another student's drawing of a battery and bulb circuit to explain why it will
or will not light. (see duplication masters in Teacher Guide)

Lesson 6 - Investigation 2 Part 2: Making A Motor Run
Students use a circuit base to build a circuit with a D-cell and a motor. They add a switch to the
circuit to control the flow of electricity. Students learn the conventions for drawing schematic
diagrams of circuits.
water and fire.)
ability to cause motion or create change
Focus Question(s)
How can we make a motor run with a D-Cell?

 Review the work with lightbulbs and  How can you get electricity from a
call on a few students to give examples battery to this reciever (motor)?
of an electricity source, electricity  What does a switch do in a circuit?
receiver, and circuit. Introduce the  How is the motor circuit similar to the
motor as another example of an bulb circuit? How is it different?
electricity receiver. Present the  Which part of the circuit was the
challenge of getting electricity from a receiver in this part?
battery to this receiver.  How do people use schematic
 After the materials have been drawings?
distributed, visit each group.
 Ask a successful group to share their
solution to the problem of running the
motor.
 Introduce the circuit base and reinforce
the concept of circuit.
 Demonstrate a switch and distribute
materials.
 Guide students to explore closed and
open circuits with switches and bulbs.
 Direct students to draw the bulb circuit.
 Introduce schematic drawings and
challenge students to make a schematic
drawing of the same battery-switch-
lamp circuit they drew earlier.
 Make entries of essential vocabulary to
the word wall and add to the

battery A source of electricity with more than one cell
circuit A pathway for the flow of electricity
circuit base Something that holds many components needed to build a circuit
closed circuit A complete circuit through which electricity flows
component An individual item in a circuit
D-cell A source of electricity; also known as a battery
electricity A component that uses the electricity from a source to make something
receiver happen
electricity source Something that provides electric energy to make something happen
Fahnstock clip A metal clip that connects wires in a circuit
filament The material in a light bulb (usually a thin wire) that glows when heated by
an electric current
open circuit An incomplete circuit through which electricity will not flow
schematic A way to represent a circuit on a piece of paper
diagram
switch A device used to open and close circuits
Integration Hints
- Science Center: Build a flashlight, or burglar alarm (details in extensions section of teacher
guide)
- FOSS Website www.fossweb.com click on Magnetism and Electricity for interactive
simulations

Students should draw and label a diagram of what worked and what did not work. It is helpful to
model connections with the D-Cell and motor for students.
- Students draw a diagram and write an explanation of how electricity flows from a D-cell to a
light bulb. (see duplication masters in Teacher Guide)
- Students analyze another student's drawing of a battery and bulb circuit to explain why it will
or will not light. (see duplication masters in Teacher Guide)

Lesson 7 - Investigation 2, Part 3: Finding Insulators and Conductors
Students build a circuit to test whether objects are conductors or insulators. They search the
classroom for insulators and conductors.
water and fire.)
Focus Question(s)
Which materials can be used to complete an electric circuit?

 Hold up a bag of test objects and  Can any of the test objects be used to
propose an investigation to determine if complete a circuit?
any of the test objects can be used to  How do you know if a material is a
complete a circuit. conductor or an insulator?
 Invite students to work with their  Do you notice anything similar among all
groups to figure out a way to make a the materials that are conductors?
tester to find out which objects can  Were there any metals that weren't
complete a circuit. conductors? Why do you think they
 After materials have been distributed, weren't?
you may need to suggest a test circuit
through the set up of a battery-motor-
switch circuit and opening the switch.
Objects can be tested by bridging the
space between the switch handle and
the switch contact with the object.
 Guide groups to test a nail and a straw
and
introduce conductor and insulator; dire
ct students to test and sort conductors
and insulators.
 Propose that students find out which
objects in the classroom are conductors
and insulators - Remind students not to
insert probes into wall sockets/outlets!
their findings.
 Add essential vocabulary to the word
wall and make entries on the
 Share Making Static and A Fictional
Interview with Benjamin
Franklin available in the FOSS Science
Stories -see the Science Stories folio in

the Teacher Guide for more
information.

conductor A substance, commonly a metal such as copper or aluminum, through which
electricity will flow
insulator A material that prevents the flow of electricity, commonly plastic, rubber, glass,
or air
lightning A flash of light caused by a discharge of static electricity between two clouds or
from a cloud to the Earth (from FOSS Science Stories)
static Positive and negative electric charges that are separated from each other and are
electricity not moving (from FOSS Science Stories)
Integration Hints
- Science: Introduce symbols for cell, switch, wire and bulb and have students make drawings to
test.
- Writing: Write a story about a day without electricity.

Students could keep a glossary in their notebook where they can add words. Encourage students
to use the words in their notebook entries. Definitions can be in student’s own words and/or
pictures (nonlinguistic representations).
-Students should be able to provide examples of insulators and conductors and why they are
classified as insulators or conductors.

Lesson 8 - Investigation 2, Part 4: Investigating Mystery Circuits
Students work with mystery boards to reinforce the concept of conductor and check their
understanding of how electricity flows through a circuit.
water and fire.)
Focus Question(s)
What classroom materials are conductors and insulators?

 Tell students they will be investigating  See the Science Stories folio in the
mystery circuits as part of this Teacher Guide for information and
performance assessment. guiding questions to accompany Two
 Students assemble their circuit boards Reference Sources About Edison.
and add two long probe wires so that
they may test classroom items to
determine if they are either insulators or
conductors. CAUTION: Students may
NOT test any wall sockets.
 Students make a table to sort
conductors and insulators in their
notebook.
 Discuss results of the investigation as a
group. Ask students, “What questions
do you have now?”
 Following the performance assessment,
share Two Reference Sources About
Edison found in the FOSS Science
Stories.

Use terms introduced in previous investigations.
Integration Hints
- Literacy: Share Two Reference Sources About Edison from FOSS Science Stories. Students can
research more of Edison’s inventions that involved electricity.

- Student record data collected from experiment in notebook. Draw a picture of a conductor and
an insulator.
- The teacher guide designates this investigation as a performance assessment. In addition to a
performance task, students also complete a narrative about it.

Lesson 9 - Investigation 3, Part 1: Building Series and Parallel Circuits
Students find ways to operate more than one component in a circuit. They invent a series circuit
and discover it takes two D-cells to make two bulbs shine brightly.
water and fire.)
Focus Question(s)
How can you get a series of bulbs to light at the same time?

 Draw/Refer to a schematic of a circuit  How can you get two bulbs to light at
that includes a bulb, battery, and a the same time?
switch. After reviewing what students  Why do you think the lamps are dim in
have learned about circuits so far, a series circuit?
propose that groups work on lighting  Can you make the two lights bright in
two bulbs. your series circuit?
 Prompt students to draw a schematic of  Could you build a circuit that runs a
a circuit they think will light two bulbs. motor and a light?
 Once students report their bulbs are  Can you build a circuit that runs a
glowing (dimly), introduce series motor and two lights?
circuit and generate student  What do we call a circuit in which all
explanations for the dim lights. the components are connected in one
 Propose that students solve the low big circle so there is only one pathway
light problem by distributing an for electricity to flow?
additional D-cell, cell holder, and wire.  Why do you think the lights are dim
 Let students explore two D-cells in when only one battery is used?
series - depending on orientation of the  Is the orientation/direction of the
D-cells the lights can be very bright or batteries important when you use two
there may be no light at all. in a series circuit?
 Is there any way that we could get two
 Remind students to record schematics
of a series circuit that successfully lit lights to shine brightly using only one
the bulbs; the diagrams should be D-cell?
labeled.
 Generate student questions, add
essential vocabulary to word wall, and
make entries to the content/inquiry
chart.
 Schedule a time to share Illumiating
Teamwork from FOSS Science Stories -
see the Science Stories folio in the
Teacher Guide.

series circuit A circuit with only one pathway for current flow
Integration Hints
- Science: Following the investigation, keep the materials available for further student
exploration.
- Language Arts: Read the Science Story “The Story of the Edison Pioneers.”

- Students could have labeled diagrams in the science notebook showing the different pathways
that electricity travels in a series circuit.
- Students complete the portion of the Reflective Questions Assessment that relates to material
taught so far.
- Students can complete a quick write to explain what they have learned about series circuits.

Lesson 10 - Investigation 3, Part 2: Building Parallel Circuits
Students learn another way to operate two components. They construct a parallel circuit and
find that many bulbs can operate on a single D-cell. There are six ways students can wire their
circuits in parallel using two bulbs.
water and fire.)
Focus Question(s)
How are parallel and series circuits similar and different?

 Following a review of what students  Can you light two bulbs brightly with
learned about series circuits, introduce just one battery?
a new two-bulb challenge: lighting two  What could you do with a switch?
bulbs brightly using just one battery.  What could you do with another D-
 After materials have been distributed cell?
give students some time to build  In a circuit with two bulbs in parallel,
circuits; prompt students to record their where would you place a switch to turn
circuit in their science notebooks with a off one bulb?
labeled schematic diagram.  Where would you place a switch to turn
 Pause for students to share results then off both bulbs?
introduce parallel circuit.  If you are using design _ (A-F), what
 Prompt students to draw a schematic of would you do to add a third bulb?
another parallel circuit.  Would another D-cell affect the
 Generate student questions or ideas for brightness of two bulbs connected in
further circuit investigation. parallel?
 You might consider creating  Compare the two circuits - series and
posters/charts of the several ways parallel. How are they alike? How are
students may solve the challenge of they different?
lighting two bulbs with one battery.  Can you say when a series circuit might
Sketches are labeled A-F in be the best design?
Investigation 3, part 2 of the Teacher  When might a parallel circuit be the
guide; design C will be important in best design?
the investigation if a student group  How does electricity flow through a
did not discover it on their own. parallel circuit?
 Depending on interest, student groups  Which circuit can run more
may choose a different question to components from one D-cell? What is
answer and report to the whole class, or that so?
the whole class may work together to
answer one question. (Design C is the

best design of the class wants to work
together to see how many bulbs they
can light using one D-cell.)
 Prompt students to record their
observations as they work.
 Add essential vocabulary to word wall
and make entries to the content/inquiry
chart.
 Schedule time to share A True
Pioneer from FOSS Science Stories -
see the Science Stories folio for more
information.

series circuit A circuit with only one pathway for current flow
parallel A circuit that splits into two or more pathways before coming together at the
circuit battery
Integration Hints
- Science: Following the investigation, keep the investigation materials for further student
exploration.
- Language Arts: Research how houses are wired or Thomas Edison’s life and accomplishments.

- Students could have labeled diagrams in the science notebook showing the different pathways
that electricity travels in a parallel circuit.
- Circuit Design Response Sheet - Students write a critique of another students' series-circuit
design with a focus on battery orientation and the flow of electricity.

Lesson 11 - Investigation 3, Part 3: Solving the String of Lights Problem
Students simulate the research and development of a decorative/holiday light manufacturer.
They put their knowledge of series and parallel circuits to work and solve customer complaints,
making recommendations for manufacturing guidelines.
water and fire.)
Focus Question(s)
What happens when a light bulb burns out?

 Read the scenario at the beginning of  What happens when a light bulb burns
Investigation 3, part 3 to set the scene out?
about the holiday light sets and the  Do you think it would make a
problem of one light burns out, they all difference of there were more bulbs in
go out. the string of lights?
 Simulate a burnt-out bulb by placing a  What would happen if you had eight
piece off index card between the base bulbs in a row?
of the bulb and the metal contact in the
bulb holder. Relate a burnt-out bulb to
acting like an open switch.
 Prompt students to set up series and
parallel circuits then simulate a bulb
burning out to see what happens.
 Observe each group and check to see if
they have set up series and parallel
circuits properly.
 Allow students to share their
observations and propose students put
eight bulbs in a row - one team will
make a series circuit and the other a
parallel circuit.
 Visit teams as they work; invite
students to drift between both groups to
listen to discussion and observe circuit
construction.
 Invite a few representatives from each
group demonstrate a burnt-out bulb
simulation.
 Distribute a copy of
the Recommendation to the Board sheet
to each student to complete
independently.

Review vocabulary introduced in previous investigations.
Integration Hints
-Writing: Students can write a persuasive letter to convince Light-Weight Enterprises which
design is best for holiday lights.

- Students record the focus question, prediction, data related to the investigation, and
conclusions in their science notebooks.
- The teacher guide identifies this investigation as a performance assessment.
- Teacher observation of students' understanding of concepts.
- Students provide a written explanation on the Recommendation to the Board handout.

Lesson 12 - Investigation 4, Part 1: Building an Electromagnet
Students discover that, when current flows through an insulated wire wound around a steel core,
the steel core becomes a magnet. They find out where to wind the wire on the core to produce the
strongest magnet.
* Wire needs to be cut into 150 cm long strips and the ends need to be stripped. A wire cutter is
included in the kit to do this.
Focus Question(s)
How can we make an electromagnet?

 Propose making a magnet that turns on  Can you make a miniature junkyard
and off by reading the scenario about crane with a magnet that turns on and
the junkyard crane at the beginning of off?
Investigation 4, part 1.  Can you make a rivet into a magnet that
 Review magnetic interactions through a will turn on and off?
series of brief demonstrations (found in  How did you make a magnet that could
the Teacher Guide at the beginning of turn on and off?
Investigation 4, part 1).  What placement of the wire on the rivet
 Challenge students to make a magnet made the strongest electromagnet?
that will turn on and off - this  How else can you change the strength
investigation can be open-ended or of an electromagnet?
guided (see Teacher Guide for details)
 Once students have successfully
constructed electromagnets, invite
students to share their discoveries.
 Introduce the word electromagnet.
 Challenge students to find the best
location to wrap the wire on the rivet to
make the rounded head of the
electromagnet as strong as possible.
 Set standards: use the same number of
winds (30-40 works best), pick up
washers on the rounded head of the
rivet, and count the number of washers
to determine the strength of the magnet.
Note: Electromagnets consume a lot
of energy from the D-Cell. Make sure
the students have the switch in the

open position unless they are actually
testing to conserve your D-Cell
energy.
results with the class.
 Add essential vocabulary to the word
wall and add to the content/inquiry
chart.
 Schedule a time to share From Rags to
Science from the FOSS Science Stories
- see Science Stories folio in the
Teacher Guide for more information.

coil Wire wound repeatedly around a central core
core The material around which a coil is wound
electromagnet A piece of iron that becomes a temporary magnet when electricity flows
through an insulated wire wrapped around it (also in FOSS Science Stories)
Integration Hints
- Visit the Electromagnet Simulator at www.fossweb.com, Magnetism & Electricity module.
- Writing: Write a short story describing real or imaginary encounters with electromagnets.
- Math: Measurement of wire, graphing number of washers picked up by the electromagnet,
weighing the washers that were picked up and recording results, averaging two or more group’s
results and graphing the data.

- Students should explain what an electromagnet is and how to make it stronger. They should use
their data to back up their conclusions.

Lesson 13 - Investigation 4, Part 2: Changing Number of Winds
Students experiment to find out how the number of winds of wire affects the strength of
magnetism. After collecting data for a 20-wind, 30-wind, and 40-wind electromagnet, students
graph their results. They predict the strength of magnetism based on the graph during a teacher-
led discussion.
Focus Question(s)
How does the number of winds affect an electromagnet?

 Recap the previous investigation and  How could you find out if the number
allow students to share their of winds might make a difference in the
suggestions to change the strength of an strength of an electromagnet?
electromagnet.  How many washers can a 20-wind
 Invite students to work in groups to electromagnet lift? A 40-wind
decide how they might find out how the electromagnet?
number of winds affects the strength of  What was the general pattern you saw
magnetism of an electromagnet. in the way the number of winds affects
 Circulate and visit each group to check the strength of an electromagnet?
on their plans. If a group is stalled,
suggest they investigate how many
little washers can be lifted with an
electromagnet made with 20 winds of
wire.
 Distribute materials for student groups
to begin their investigations.
 Distribute the student recording
sheet Winding Electromagnets -
ordered pairs of data can be recorded;
number of winds in the left column and
number of washers lifted in the right
column.
 Students may need guidance in
designing their investigations, so
suggest they:
- Find out how many washers a 20-
wind electromagnet can lift.
- Predict how many washers a 30-wind

electromagnet can lift.
 Call students together to share results
with the class.
 Graph the results on a transparency or
under a document camera to orient
students to the graph on the Winding
Electromagnets recording sheet. Point
out:
- numbers along the x-axis represent
the number of winds(each line
represents two winds)
- numbers along the y-axis represent
the number of washers lifted(each line
represents two washers)
- how to locate and plot a hypothetical
point on the graph
 Have students graph their data.
 Guide students to use their graphs to
make predictions. If time, let student
groups test their predictions.
 Add essential vocabulary to word wall
and new concepts or questions to the
 Schedule a time to share How
Electromagnetism Stopped a
War from FOSS Science Stories - see
Science Stories folio in the Teacher
Guide for more information.

graph Something that organizes data visually to show a relationship between two
things (review)
prediction An educated guess based on data or previous experience (review)
Integration Hints
- Language Arts: Students research how electromagnets are used in common devices such as
doorbells, pencil sharpeners, and household appliances.
- Math: Measurement of wire, graphing number of washers picked up by the electromagnet,
weighing the washers that were picked up and recording results, averaging two or more group’s
results and graphing the data.
- Language Arts: Read the Science Story: “How Electromagnetism Stopped a War.”

Students should explain what an electromagnet is and how you make it stronger. They should use
their data to back up their conclusions.
- Student progress can be assessed on the response sheet Reverse Switch, available in the Teacher
Guide or through Teacher observation, anecdotal notes, review of science notebook entries.

Lesson 14 - Investigation 4, Part 3: Investigating More Electromagnets
Students propose other ways to change the strength of the electromagnet. After listing a set of
variables, students plan and conduct an experiment.
Focus Question(s)
What other ideas can we investigate about electromagnets?

 Recap previous electromagnet  How else can you change the strength
investigations and invite students to of an electromagnet?
share how the number of winds of wire  Do you have any more ideas you think
affects the strength of magnetism. you could investigate?
Generate and record student ideas and  Does it matter how tight the coils are?
questions.  What would happen is you wound half
 Invite groups to begin planning their the coils one way and half the coils the
investigation so that all questions are other way?
being addressed. For example, one  What would happen if you added
group may investigate the tightness of another D-cell to the circuit in series?
coils, while another investigates the In parallel?
direction of wraps, etc.  What happens if thinner or thicker wire
 Distribute Electromagnet were used?
Investigation record sheets, or prompt  What are the results of your
students to record in their science investigation?
notebooks.
 Visit students as they work to see if
they are completing a reasonable
investigation that will answer they
question they have chosen.
 Invite each group to share a brief
presentation of their investigation and
its results.
 Following each presentation, allow
students to ask questions that focus on
the procedures and results, or on items
that need clarification.
 Add new concepts/results of the
investigations to the content/inquiry
chart:
- Tighter coils produce a stronger
electromagnet.
- All coils need to be wound in the
same direction.
- A D-cell added in series makes a
stronger electromagnet; added in
parallel, does not strengthen the
electromagnet.
- Thicker wire makes a stronger
electromagnet.
 Schedule a time to share Magnets and
Electricity in Your Life, from FOSS
Science Stories - see Science Stories
folio in Teacher Guide for more
information.

Review terms introduced in previous investigations.
Integration Hints
- Language Arts: Students write a "How to" piece to explain various ways to strengthen an
electromagnet.
- See Mathematics Extension Problem of the Week at the end of the Investigation 4 folio in the
Teachers Guide.

- Students plan and carry out an investigation, changing one variable in the electromagnetic
system to find out what happens.
- This lesson is a performance assessment. Teacher observation; Student response
sheet Electromagnetic Investigation, available in the Teacher Guide.

Lesson 15 - Investigation 5, Part 1: Reinventing the Telegraph
Students apply their knowledge of circuitry and electromagnetism to build a telegraph. They
invent a code and use their telegraphs to send messages to each other.
water and fire.)
Focus Question(s)
How can we use what we’ve learned to build a telegraph?

 Invite students to share and discuss  Can you make a telegraph?
communication devices they know  How can you use your telegraph to
about and use (telephone, cellphone, send a message to another person?
radio, TV, computer, newspaper,  What is the difference between science
magazines, etc.) Follow up by telling and technology?
students they will build a special  What is a telegraph?
communication device using their  How does a telegraph send messages?
knowledge of circuits and  What is a code?
electromagnets.
 Share the story at the beginning of
Investigation 5, part 1 in the Teacher
Guide to set the historical scene.
 Propose a telegraph challenge by
asking students if they can make a
telegraph.
 Demonstrate how the rivet can be
pressed into the indentations on the
circuit base to hold the electromagnet
securely in place; demonstrate how to
insert the steel strip between the plastic
arches on the circuit base. (See Teacher
Guide for diagrams)
 Circulate the classroom to monitor
telegraph assembly; the circuit should
be set up just like it was in the last
investigation.
 The gap is a crucial design feature - the
gap cannot be too big or too small.
 Allow successful groups to share their

design or make suggestions to other
groups.
 Once all groups have a working
telegraph, propose a group discussion
about sending messages to another
person.
 Propose and display the STREAM
code: S=1, T=2, R=3, E=4, A=5, M=6;
2 clicks followed by 5 clicks then 3
clicks would spell TAR.
 Once the code is established, invite
students to take turns sending single-
word messages to their groups.
 Follow up with a class discussion; add
essential vocabulary to the word wall
and new concepts to the content/inquiry
chart. Note: Have students remove D-
cells before putting telegraphs away;
the telegraphs can remain assembled.

code A set of signals that represents letters or words for sending messages
gap The space between a steel strip and an electromagnet
key A switch that completes the circuit in a telegraph system
technology Applying the results of scientific research
telegraph A device for sending coded messages by signals produced by closing and opening
an electric circuit
Integration Hints
- Language Arts/Social Studies: Research the telegraph and how people used it to communicate.
- Science: Build a cardboard telegraph (details in guide)

- Informal observations: Are students trying to make a complete circuit that includes the power
source, switch, and electromagnet? Can students explain (operational level) how an
electromagnet works?

Lesson 16 - Investigation 5, Part 2: Sending Messages Long Distance
Students hook up two telegraphs so they can send messages from one group to another. In
meeting the challenge, students have to solve a number of problems, including circuit design,
resistance imposed by the long lines, and long distance procedural signals.
water and fire.)
Focus Question(s)
Can we make a telegraph that will send a message over a long distance?

 Ask students what they would need in  What if two groups were in different
order to send messages over the rooms, or one group was outside the
telegraph if groups were in different classroom with its telegraph and the
rooms or if one group was inside the other group was inside with its
classroom and another group was telegraph? What would they need in
outside. order to send messages back and forth?
 Introduce the lengths of telegraph wires  Can you explain how the telegraph
and point out that each wire is actually works?
two wires stuck together. (This will be  What were some problems you
important as students trace the flow of encountered in telegraph
electricity from one circuit base to communication and how might you
another.) improve the system?
 Pair up groups to set up two-way  How is a telegraph like a telephone or a
communication and explain when one walkie-talkie? How is it different?
group presses its key, the electromagnet  Building a telegraph requires using
on the other circuit base produces a your knowledge of science to make
click. something useful. We call
 As students begin, point out Fahnstock this technology. What kinds of
clips on the circuit base near the arches; technology are important to you in your
these clips are helpful if students need everyday life?
to connect wires to wires as twisting  How do you connect two telegraphs?
wires may cause the wire ends to break
off.
 Visit student groups and provide hints
or troubleshooting tips (available in
Investigation 5, part 2 of the Teacher
Guide).
 Prompt students to record how to

connect a long-distance telegraph on
recording sheet Long-Distance
Telegraph or in their science
notebooks.
 As students discover that long distance
communication provides a new level of
challenge, propose procedural signals
in addition to the click code - signals
such as "start of message," "end of
message," or "repeat" are often needed
and can be generated from a series of
double clicks.
 Invite students to share their
experiences with the telegraphs; add
essential vocabulary to the word wall
and make entries to the content/inquiry
chart.
 Schedule time to share Morse Gets
Clicking: A Story of Samuel
Morse from FOSS Science Stories - see
the Science Stories folio in the Teacher
guide for more information.

In addition to terms introduced in previous investigations, use these terms when teaching the
lesson:
long distance far away
Integration Hints
- Language Arts: Read the Science Story: “Morse Gets Clicking.”
- Science: Students build a cardboard telegraph - directions available on a blackline master in the
Teacher Guide.
- Language Arts/Social Studies: Student research other codes such as sign language,
hieroglyphs, Morse code, or braille. Investigate emergency codes such as 911 or universal
distress calls such as SOS or Mayday.

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

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Magnetism & Electricity Page 1

Essential Question for Unit ............................................................................................................. 3

Unit Pre-Assessment ....................................................................................................................... 3

Preparing for the Unit ..................................................................................................................... 3

Lesson 1 - Investigation 1, Part 1: Investigating Magnets and Materials ....................................... 5

Lesson 2 - Investigation 1, Part 2: Investigating More Magnetic Properties................................. 7

Lesson 3 - Investigation 1 Part 3: Breaking the Force ................................................................... 9

Lesson 4 - Investigation 1, Part 4: Detecting the Force of Magnetism......................................... 11

Lesson 5 - Investigation 2, Part 1: Lighting a Bulb ..................................................................... 13

Lesson 6 - Investigation 2 Part 2: Making A Motor Run ............................................................. 15

Lesson 7 - Investigation 2, Part 3: Finding Insulators and Conductors ........................................ 17

Lesson 8 - Investigation 2, Part 4: Investigating Mystery Circuits............................................... 19

Lesson 9 - Investigation 3, Part 1: Building Series and Parallel Circuits ..................................... 21

Lesson 10 - Investigation 3, Part 2: Building Parallel Circuits..................................................... 23

Lesson 11 - Investigation 3, Part 3: Solving the String of Lights Problem .................................. 25

Lesson 12 - Investigation 4, Part 1: Building an Electromagnet .................................................. 27

Lesson 13 - Investigation 4, Part 2: Changing Number of Winds ................................................ 29

Lesson 14 - Investigation 4, Part 3: Investigating More Electromagnets ..................................... 32

Lesson 15 - Investigation 5, Part 1: Reinventing the Telegraph ................................................... 34

Lesson 16 - Investigation 5, Part 2: Sending Messages Long Distance ....................................... 36

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Essential Question for Unit

Preparing for the Unit

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Activity Guiding Questions

Science Content Words

Science Notebook Helper

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Activity Guiding Questions

Science Content Words

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Activity Guiding Questions

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Science Content Words

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Activity Guiding Questions

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Activity Guiding Questions

Science Content Words:

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Science Notebook Helper

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Activity Guiding Questions

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Science Notebook Helper

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Activity Guiding Questions

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Science Content Words

Science Notebook Helper

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Activity Guiding Questions

Science Content Words

Science Notebook Helper

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