Science Companion Electrical Circuits Field Trip
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Science Field Trip
Electrical Circuits A Virtual Tour of Winter Festival of Lights Celebrations A Lesson on Recognizing Electrical Hazards in Everyday Life from the Electrical Circuits Module
www.sciencecompanion.com
Science Companion Field Trips A “Science in Real Life” Series
Come on a virtual field trip matching module sample lessons with current events!
Lights, Lights, Bring on the Lights!
Decem
9 0 0 2 , ber21
The Winter Solstice comes every December 21st or 22nd. It occurs when the Earth’s northern hemisphere is tilted on its axis farthest away from the sun. (This tilt is what causes days to get shorter; the Earth actually closer to the sun in the winter.) The actual Solstice lasts only an instant!
Right after the Solstice, the days begin to get longer again. But because the days are still so short, we have to make our own light this time of the year. And for thousands of years, people have celebrated light during this darkest part of the year.
A few celebrations... A marvelous dragon of light in a Chinese New Year Festival parade.
a n i h C Lamps from a Diwali Festival of Light
India
Christmas lights on a house in Pennsylvania.
Do you have lights at your house this winter? Turn the page to for a great lesson on electricity and safety!
Levels 3-5
Science Companion
®
Electrical Circuits Teacher Lesson Manual
Developers Belinda Basca, Colleen Bell, Diane Bell, Annie Holdren, and Lauren Satterly
Editors Wanda Gayle and David Sherman
Art, Graphics, and Production Lineworks, Inc.; Picas & Points, Plus (Carolyn Loxton)
Pedagogy and Content Advisors Jean Bell, Max Bell, Kim Copeland*, Cindy Buchenroth-Martin, Fabian Pease*, David Sherman, and Robert Ward * Indicates a scientist or science educator who contributed advice or expertise, but who is not part of the Chicago Science Group. Ultimately, responsibility for what is included or omitted from our material rests with the Chicago Science Group.
www.sciencecompanion.com
2009 Edition Copyright © 2006 Chicago Science Group. All Rights Reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system without prior written permission of the publisher. SCIENCE COMPANION®, EXPLORAGEAR®, the CROSSHATCH Design™, and the WHEEL Design® are trademarks of Chicago Science Group and Chicago Educational Publishing. ISBN 1-59192-305-0 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
Table of Contents Welcome to Science Companion Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Cross-Curricular Integration and Flexible Scheduling . . . . . . . . . . . . . 8 Differentiating Instruction for Diverse Learners. . . . . . . . . . . . . . . . . . 10
Unit Overview Lessons at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Unit Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Preparing for the Unit Electrical Circuits Science Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Science Library and Web Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Before You Begin Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lessons 1 Discovering What Happens When Something Is Electrically Charged. . . . . . . . . . . . . . . . . . . . . 34 2 Exploring Static Electricity Further. . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3 Discovering How to Light a Bulb* . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 4 Making More Light Connections* . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 5 Making More Effects with Electric Current*. . . . . . . . . . . . . . . . . . 76 6 Identifying Conductors and Insulators*. . . . . . . . . . . . . . . . . . . . . . 90 7 Recognizing Electrical Hazards in Everyday Life. . . . . . . . . . . . . 102 * Indicates a core lesson
Teacher Background Information. . . . . . . . . . . . . . . . . . . . 114 Standards and Benchmarks Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Benchmarks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Materials Classroom Supplies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 ExploraGear Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Teacher Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 ELECTRICAL CIRCUITS
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Table of Contents
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W elcome to Scie nce C ompa nio n
Philosophy Almost anyone who has spent time with children is struck by the tremendous energy they expend exploring their world. They ask “why” and “how.” They want to see and touch. They use their minds and senses to explore the things they encounter and wonder about. In other words, children are already equipped with the basic qualities that make a good scientist. The goal of the Science Companion curriculum is to respond to and nourish children’s scientific dispositions by actively engaging their interests and enhancing their powers of inquiry, observation, and reflection. Learning by doing is central to this program. Each Science Companion lesson incorporates interesting and relevant scientific content, as well as science values, attitudes, and skills that children in the elementary grades should begin to develop. These “habits of mind,” along with science content knowledge, are crucial for building science literacy and they are an integral part of the Science Companion program. Be aware of them and reinforce them as you work with children. With experience, children will develop the ways they demonstrate and use the following scientific habits of mind.
Habits of Mind Wondering and thinking about the natural and physical world Children’s curiosity is valued, respected, and nurtured. Their questions and theories about the world around them are important in setting direction and pace for the curriculum. Children are encouraged to revise and refine their questions and ideas as they gain additional information through a variety of sources and experiences. Seeking answers through exploration and investigation Children actively seek information and answers to their questions by trying things out and making observations. They continually revise their understanding based on their experiences. Through these investigations, children learn firsthand about the “scientific method.” They also see that taking risks and making mistakes are an important part of science and of learning in general. Pursuing ideas in depth Children have the opportunity to pursue ideas and topics fully, revisiting them and making connections to other subjects and other areas in their lives.
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ELECTRICAL CIRCUITS
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Philosophy
W elcome to Scie nce C ompa nio n
Observing carefully Children are encouraged to attend to details. They are taught to observe with multiple senses and from a variety of perspectives. They use tools, such as magnifying lenses, balance scales, rulers, and clocks, to enhance their observations. Children use their developing mathematics and literacy skills to describe, communicate, and record their observations in age-appropriate ways. Communicating clearly Children are asked to describe their observations and articulate their thinking and ideas using a variety of communication tools, including speaking, writing, and drawing. They learn that record keeping is a valuable form of communication for oneself and others. Children experience how working carefully improves one’s ability to use one’s work as a tool for communication. Collaborating and sharing Children come to know that their ideas, questions, observations, and work have value. At the same time, they learn that listening is vitally important, and that exchanging ideas with one another builds knowledge and enhances understanding. Children discover that they can gain more knowledge as a group than as individuals, and that detailed observations and good ideas emerge from collaboration. Developing critical response skills Children ask, “How do you know?” when appropriate, and are encouraged to attempt to answer when this question is asked of them. This habit helps develop the critical response skills needed by every scientist.
ELECTRICAL CIRCUITS
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Philosophy
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E L E C T R I C al circuits C luster 2 C u rre n t E lectricity
Lesson
7
Recognizing Electrical Hazards in Everyday Life A Quick Look
Big Idea
Overview
Some materials allow electrical current to flow more easily than others. It is important to avoid electrical hazards by using electricity safely.
In this final lesson of the Electrical Circuits Unit, students extend their understanding of conductors and insulators by identifying potential electrical hazards, discussing what makes the illustrated situations hazardous, and thinking about what precautions they can take to prevent electrical hazards.
Process Skills
Key Note
• Communicating
• For more information about the science content in this lesson, see the “Putting Current Electricity to Work” section of the Teacher Background Information on page 122.
• Observing • Explaining
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Electrical Hazards in Everyday Life
Lesson Standards and Benchmarks
7
Notes
By examining illustrations of electrical hazards, students consider materials that conduct electric current. This furthers their understanding of Physical Science Standard B (Light, Heat, Electricity, and Magnetism): “Electrical circuits require a complete loop through which an electrical current can pass.” The students’ experiences in this lesson also provide exposure to Science in Personal and Social Perspectives Standard F (Personal Health, Grades 5-8): “The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal decisions.”
Lesson Goals • Recognize the applications of conductors and insulators in everyday life.
• Identify electrical hazards in everyday life. • Strategize ways to prevent electrical hazards.
Assessment Options • Throughout this lesson, listen to students’ ideas and questions about electrical safety in relation to conductors and insulators. Their ideas and questions can be used as an assessment of their understanding of criteria C-D on Assessment 2.
• This is the last lesson of the Electrical Circuits Unit, so it is a good opportunity to assess the children’s understanding of electricity. See the Electrical Circuits Assessment Book for summative assessments of the concepts and skills presented in this unit.
Teacher Master 3, Assessment 2
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Electrical Hazards in Everyday Life
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103
Materials Item
Quantity
Notes
1
To display overhead transparencies.
Classroom Supplies Overhead projector Curriculum Items Overhead Transparency “Find the Electrical Hazards—Indoor” Overhead Transparency “Find the Electrical Hazards—Outdoor” Electrical Circuits Science Notebook, pages 20-23 Electrical Circuits Assessment 2 “Current Electricity” (optional) Family Link Home Activity “Is Your Home Safe?” (optional)
Preparation
Notes
q Set up the overhead projector. q Copy the Family Link Home Activity “Is Your Home Safe?” for each child to take home.
Vocabulary electrocute. . . . . . . . . To be seriously injured or killed by electric current. hazard . . . . . . . . . . . . . A possible source of danger. short circuit. . . . . . . . A circuit with an easy path for the current that bypasses the rest of the circuit. This allows too much current to flow and produces so much heat that it may cause a fire.
Teaching the Lesson Engage Introductory Discussion 1. Review which materials made the best conductors and insulators. Some of these questions could help students remember what they learned in Lesson 6 and introduce today’s topic: • Which materials made the best conductors? (Metals. Students may also mention liquids such as salt water or lemon juice.)
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• Which materials made the best insulators? (Glass, rubber, wood, or plastic) • Are some objects made of both conductors and insulators? Give some examples. (Light bulbs and extension cords) • Are humans conductors or insulators of electric current? (Answers may vary. In general, humans are poor conductors.) Why? (Humans contain lots of water and salt, which conduct electric current, but humans only conduct strong electricity, like current from the power outlets in a house or power lines.) 2. Introduce the concept of electrical hazards to the students. Remind students that a hazard is a possible source of danger. Solicit additional ideas from the following questions:
Notes
Use the students’ responses to these questions as an assessment of how well they understand conductors and insulators.
• How dangerous do they think the electricity they used in their battery and bulbs circuits was? (In general, not very dangerous because the electric current was not very strong.) • How dangerous do they think the electricity in power lines, outlets inside of buildings, and other sources of high electric current are? (Very dangerous, because the electric current in them is extremely strong.) 3. Discuss conductors and insulators in relation to electrical hazards: • Why do they need to be careful when using electricity? (Humans are made up of water, which is a conductor of electricity. If a strong electric current flows through them, they could get seriously hurt.) Introduce the term electrocute as being seriously injured or killed by electric current. • What precautions do they think utility workers take when they work on power lines? (They wear insulators such as special insulated boots, hardhats, and gloves to protect themselves.) 4. Point out that there are two different types of dangers associated with electricity: (1) electricity flowing through a person, and (2) having so much electric current that things heat up and cause fires (often caused by a short circuit). 5. Explain that today they will be using their knowledge of conductors and insulators to identify indoor and outdoor electrical hazards.
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Explore
Notes
Recognizing Electrical Hazards Working in pairs, students identify and describe indoor and outdoor electrical hazards from two illustrations in their science notebooks. 1. Partner the students with one another. 2. Instruct the students to open their science notebooks to pages 20 and 22. 3. Tell the class that while working with their partner, they need to identify as many electrical hazards as they can from the two illustrations. As they do so, they should explain why they think the scene is hazardous and what can be done to prevent the hazard by completing science notebook pages 21 and 23.
Science Notebook pages 20-23
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Electrical Hazards in Everyday Life
Reflect and Discuss
Notes
Sharing Display the Overhead Transparencies “Find the Electrical Hazards—Indoor” and “Find the Electrical Hazards—Outdoor.” Have the class share which electrical hazards they identified in the illustrations, why they think they are hazardous, and what could prevent those types of hazards. See the table below for possible discussion items: Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard? Do not plug too many things into one extension cord, especially items that require a lot of electricity such as a hair dryer or an electric heater.
Extension cord has too many cords plugged into it
Plugging too many things into one extension cord is dangerous. This could make the electric appliances or the extension cord overheat, and possibly start a fire.
Using the hairdryer in the bathtub
Since water and humans are conductors of electricity, accidentally dropping the hairdryer in the bathtub could cause the child to be electrocuted.
Never use electrical appliances where they could fall into water.
Baby putting fingers into electrical outlet
Electrical outlets carry very strong and dangerous amounts of electric current.
Make sure all electrical outlets have babyproof covers or safety caps on them.
Using a fork to pry something out of the toaster
A metal fork is a conductor of electric current, so using one in an electrical appliance might hurt the man.
Never put any type of object (especially metal) into an electric appliance. Always unplug toasters before trying to get anything out of them.
Pulling on the extension cord
If the boy pulls on the middle of the cord rather than the solid plug, he might damage the wires inside and make them break, causing a short circuit and perhaps a fire.
Always grasp the plug, not the cord, to unplug an appliance cord from an outlet.
Big Idea Some materials allow electrical current to flow more easily than others. It is important to avoid electrical hazards by using electricity safely.
Overhead Transparency: “Find the Electrical Hazards—Indoor”
(continued on next page)
Electrical Circuits
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Lesson 7
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Electrical Hazards in Everyday Life
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107
(continued from previous page)
Notes
Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard? Never climb trees that have power lines running through them. Never fly kites near power lines.
Playing in the tree with a power line running through it
The electricity from the power line is very dangerous.
Flying the kite near a power line
If the kite gets tangled in the power line, the electricity from the power line could travel down the kite string and electrocute the girl.
Electrical cord resting in the pool of water
Water is an excellent conductor of electricity. The electricity from the cord may travel through the water, making it dangerous for anyone who touches the water. It may also cause a short circuit and possibly a fire.
Keep extension cords away from water.
Girl climbing the fence near substation
Any type of electric unit might carry dangerous amounts of electricity, especially if there is a warning about “high voltage”.
Never play near or on electrical units.
Boy standing on top of the utility box
Any type of electric unit might carry dangerous amounts of electricity.
Never play near or on electrical units.
Overhead Transparency: “Find the Electrical Hazards—Outdoor”
Synthesizing 1. Review again the two different types of dangers associated with electricity: (1) electricity flowing through a person, and (2) having so much electric current that electrical appliances or extension cords heat up and cause fires (often caused by a short circuit). Display the overhead transparencies again and have the class differentiate which type of danger each electrical hazard was associated with. (In general, all of the hazards in the illustrations deal with electricity flowing through a person, except for the example of too many cords in one extension cord and the dangers of a short circuit.)
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Electrical Hazards in Everyday Life
2. Point out that seeing the words “High Voltage” near anything is an indication of great danger, so they should stay away from it. The girl in the illustration should not be climbing or playing anywhere near a sign that warns of high voltage; she is putting herself in a life-threatening situation.
Notes
3. Generate a list of precautions the class should follow to prevent electrical hazards. Preventive rules might include: • Never use electrical appliances near water. • Never play near power lines or other electrical units. • Never plug too many cords into one extension cord. • Do not pull on cords. • Always unplug electrical appliances (such as a toaster) if something gets stuck in them and you are going to try to remove it. • Always stay away from areas with signs warning of high voltage.
Ongoing Learning Science Center Place a variety of materials in the Science Center for students to create Electrical Safety posters to display in either the classroom or around their school.
Materials: Poster board, markers, colored pencils, rulers
Family Link Distribute the Family Link Home Activity “Is Your Home Safe?” In this link the children do a home inspection with a parent or another adult to look for possible electrical hazards.
Teacher Master 7, Family Link
Electrical Circuits
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Lesson 7
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Electrical Hazards in Everyday Life
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109
Extending the Lesson
Notes
Language Arts Extension The Shocking Truth Have the students query friends and family to find whether anyone they know has ever had a shock from electric current. Interview the person as a journalist would and have the student tell the story to the class. Possible questions might include:
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•
Who was involved?
•
What happened?
•
Where did the incident happen?
•
When did it happen?
•
How could it have been avoided?
•
How has the person’s behavior around electricity changed since the incident?
Lesson 7
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Electrical Hazards in Everyday Life
Overhead Transparency: “Find the Electrical Hazards—Indoor”
Overhead Transparency: “Find the Electrical Hazards—Outdoor”
Science Notebook page 20
Science Notebook page 21
Electrical Circuits
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Lesson 7
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Electrical Hazards in Everyday Life
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Science Notebook page 22
Science Notebook page 23
Teacher Master 3, Assessment 2
Teacher Master 7, Family Link
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Electrical Hazards in Everyday Life
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Electrical Circuits Unit Teacher Masters/Visual Pack: Table of Contents Introductory Letter to Families Welcome to the Electrical Circuits Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Assessments Electrical Circuits Assessment 1: Static Electricity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Electrical Circuits Assessment 2: Current Electricity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Electrical Circuits Assessment 3: Observing and Describing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Electrical Circuits Assessment 4: Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Family Links Batteries (Lessons 3, 4, and 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Is Your Home Safe? (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Overhead Transparencies Bulb and Battery Circuit (Lesson 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Inside a Light Bulb (Lessons 4 and 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Inside an Extension Cord (Lessons 4 and 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Identifying Conductors and Insulators (Lesson 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Find the Electrical Hazards—Indoor (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Find the Electrical Hazards—Outdoor (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
ISBN: 1-59192-307-7 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
2009 Edition. Copyright © 2006 Chicago Science Group. All Rights Reserved.
Electrical Circuits Assessment 2: Current Electricity As you evaluate students’ discussions and work, determine how well they understand the following: Assessment Criteria:
Students’ Names
A. For an electric current to flow, there must be a complete path or loop for it to follow around a circuit and return to its source.
B. The flow of electric current can produce light, heat, sound, motion, or magnetic effects.
C. Some materials allow electric current to flow more easily than others.
D. It is important to avoid electrical hazards by using electricity safely.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Assessment 2: Current Electricity
Electrical Circuits Teacher Master
Name:
Date:
Family Link with Science—Home Activity
Is Your Home Safe? You have been studying how to avoid electrical hazards by using electricity safely. With a parent or another adult, use the checklist below to survey your own home. If you find any hazards, circle, “needs fixing” and then ask an adult to have them fixed. Electrical outlets are not overloaded with lots of plugs.
True
or
Needs Fixing
Electric cords are in good condition.
True
or
Needs Fixing
Electric cords do not run under rugs or furniture legs or near hot appliances.
True
or
Needs Fixing
Electric appliances are used away from water.
True
or
Needs Fixing
People carry appliances by the handle, not the cord.
True
or
Needs Fixing
A multipurpose fire extinguisher is kept in the house.
True
or
Needs Fixing
All danger and warning signs are read and carefully followed.
True
or
Needs Fixing
Electric appliances that can get hot—such as heaters, toasters, and light bulbs—are kept away from things that can burn.
True
or
Needs Fixing
Safety caps are inserted in outlets when small children are around.
True
or
Needs Fixing
Small appliances are turned off and/or unplugged when people leave home.
True
or
Needs Fixing
All extension cords, lights, and appliances used outdoors are labeled for outdoor use.
True
or
Needs Fixing
This activity is optional. Family Link: Is Your Home Safe? (Lesson 7)
Electrical Circuits Teacher Master
Find the Electrical Hazards—Indoor
Used with the permission of Alliant Energy® Overhead Transparency: Find the Electrical Hazards—Indoor (Lesson 7)
Electrical Circuits Visual 12
Find the Electrical Hazards—Outdoor
Used with the permission of Alliant Energy® Overhead Transparency: Find the Electrical Hazards—Outdoor (Lesson 7)
Electrical Circuits Visual 13
Table of Contents SECTION ONE: ASSESSMENT BOOK Introduction to Assessments Assessment Philosophy.........................................................................5 Assessment Materials............................................................................9
Content Rubrics and Opportunities Overviews Static Electricity Rubric 1.....................................................................18 Static Electricity Opportunities Overview.............................................19 Current Electricity Rubric 2..................................................................20 Current Electricity Opportunities Overview..........................................21
Skills and Attitudes Checklists and Self-Assessments Observing and Describing: Checklist...................................................24 Observing and Describing: Self-Assessment.......................................25 Predicting: Checklist............................................................................26
Performance Tasks and Evaluation Guidelines Static Electricity Cluster (Lessons 1-2): The Hat and the Hair...................................................................28 Current Electricity Cluster (Lessons 3-7): Light a Bulb..................................................................................29 Trace the Electric Current............................................................30 What Use is Electricity?...............................................................31 Conductors and Insulators..........................................................32 Design Safe Gloves for an Electrician.........................................33 Electrical Safety...........................................................................34
Quick Check Items and Answer Keys Static Electricity Cluster (Lessons 1-2)................................................36 Current Electricity Cluster (Lessons 3-7).............................................38
Electrical Circuits
| TABLE OF CONTENTS |
Rubric 2: Current Electricity
4 - Exceeds Expectations Explores content beyond the level presented in the lessons.
3 - Secure (Meets Expectations) Understands content at the level presented in the lessons.
Criterion A (Lessons 3—5)
Criterion B (Lessons 3—5)
Criterion C (Lessons 6, 7)
Criterion D (Lesson 7)
For an electric current to flow, there must be a complete path or loop for it to follow around a circuit and return to its source.
The flow of electric current can produce light, heat, sound, motion, or magnetic effects.
Some materials allow electric current to flow more easily than others.
It is important to avoid electrical hazards by using electricity safely.
Understands at a secure level (see box below) and shows interest in exploring different circuit configurations.
Understands at a secure level (see box below) and recognizes that they are energy transfers.
Understands at a secure level (see box below) and applies knowledge to situations involving electrical safety.
Understands at a secure level (see box below) and applies knowledge of electrical hazards in their own environment.
Recognizes that electric current travels only through a complete loop and returns to its source.
Understands that the flow of electric current can produce light, heat, sound, motion, or magnetic effects.
Understands that some materials conduct electric current more easily than others.
Recognizes electrical hazards and can articulate the reasons why they are hazards in terms of safe electricity usage.
Has an incomplete understanding that electric current can produce light, heat, sound, motion, or magnetic effects. For example, might recognize that electric current can produce light, but does not realize that it can produce sound.
Understands that wires conduct electric current, but might be skeptical of energy transfer through common objects, or might not understand that some materials are insulators.
Recognizes a few electrical hazards, but does not recognize most of them.
Does not recognize that electrical energy can produce light, heat, sound, motion, or magnetic effects.
Does not understand that some materials conduct electric current more easily than others.
Does not recognize electrical hazards.
2 - Developing Has an incomplete (Approaches Expectations) understanding Shows an increasing competency with lesson content.
1 - Beginning Has no previous knowledge of lesson content.
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of how electric current travels. For example, might recognize that there is a loop, but might believe that electricity flows out two ways from the source and not back to it.
Does not understand how an electric current travels. For example, might believe that electricity flows one way from a battery to a bulb to make the bulb light up.
Electrical Circuits
| CONTENT RUBRICS OPPORTUNITIES OVERVIEWS
Opportunities Overview: Current Electricity
Pre and Formative Opportunities
This table highlights opportunities to assess the criteria on Rubric 2: Current Electricity. It does not include every assessment opportunity; feel free to select or devise other ways to assess various criteria. Criterion A (Lessons 3-5)
Criterion B (Lessons 3-5)
Criterion C (Lessons 6, 7)
Criterion D (Lesson 7)
Lesson 3: - Introductory discussion - Exploration - Reflective discussion - Science notebook pages 6-9 Lesson 4: - Exploration - Reflective discussion - Science notebook pages 10-11 Lesson 5: - Introductory discussion - Exploration
Lesson 3: - Exploration Lesson 4: - Exploration Lesson 5: - Reflective discussion - Science notebook pages 12-14
Lesson 6: - Reflective discussion - Science notebook pages 15-19 Lesson 7: - Introductory discussion
Lesson 7: - Reflective discussion - Science notebook pages 20-23
Summative Opportunities
Performance Tasks Current Electricity Cluster Light a Bulb, page 29 Trace the Electric Current, page 30
Current Electricity Cluster Light a Bulb, page 29 What Use is Electricity, page 31
Current Electricity Cluster Conductors and Insulators, page 32 Design Safe Gloves for an Electrician, page 33 Electrical Safety, page 34
Current Electricity Cluster Electrical Safety, page 34
Quick Check Items Current Electricity Cluster Page 38, items 1-4
Current Electricity Cluster Page 39, item 5
Electrical Circuits
Current Electricity Cluster Page 39, item 6
Current Electricity Cluster Page 39, items 7-8
| CONTENT RUBRICS OPPORTUNITIES OVERVIEWS | 21
Electrical Safety Current Electricity Cluster (Lessons 6-7) You’re playing a game with your friend Dev when you notice your young sister Amy crawling towards an electric outlet. She has a metal spoon in her hand. Your friend Dev tells you not to worry. He tells you that it is safe for Amy to put the spoon in the outlet. Do you agree or disagree? Why?
Teacher Note: Use this assessment after teaching Lesson 7.
Evaluation Guidelines: When evaluating student answers, consider whether they include the following elements in their written explanations: • A metal spoon is a conductor of electric current. • It is an electrical hazard for a child to put an object such as a metal spoon into an electric outlet. • Electric outlets carry large amounts of electric current. • Amy is a conductor of electric current. • Advanced responses might note that the metal spoon should be taken away from Amy immediately and an adult should cover all electric outlets with baby-proof covers.
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Electrical Circuits
| Performance Task Evaluation Guidelines
5. (Lesson 5) Put an X next to any effect that electric current can produce. _____X____ sound _____X____ motion _____X____ light _____X____ heat _____X____ magnetism 6. (Lesson 6) Which of the following objects would make a good conductor of electric current? a. copper wire b. silver spoon c. iron nail d. all of the above 7. (Lesson 7) Which of the following statements about electrical safety is FALSE? a. Never set a radio on the edge of a bathtub while you are taking a bath. b. Use baby-proof covers on electrical outlets if you have young children at home. c. Use a metal fork if a bagel gets stuck in your toaster. d. Never fly a kite near a power line. 8. (Lesson 7) True or False? If false, rewrite the statement to make it true. Human beings can conduct electric current. ___________ True
Electrical Circuits
| QUICK CHECK ANSWER KEYS | 39
Name _________________________________ Date____________________________
Electrical Safety You’re playing a game with your friend Dev when you notice your young sister Amy crawling towards an electric outlet. She has a metal spoon in her hand. Your friend Dev tells you not to worry. He tells you that it is safe for Amy to put the spoon in the outlet. Do you agree or disagree? Why?
Electrical Circuits
| ASSESSMENT MASTERS | 49
5. Put an X next to any effect that electric current can produce. __________ sound __________ motion __________ light __________ heat __________ magnetism 6. Which of the following objects would make a good conductor of electric current? a. copper wire b. silver spoon c. iron nail d. all of the above 7. Which of the following statements about electrical safety is FALSE? a. Never set a radio on the edge of a bathtub while you are taking a bath. b. Use baby-proof covers on electrical outlets if you have young children at home. c. Use a metal fork if a bagel gets stuck in your toaster. d. Never fly a kite near a power line. 8. True or False? If false, rewrite the statement to make it true. Human beings can conduct electric current. ___________
Electrical Circuits
| ASSESSMENT MASTERS | 51
Date:
Find the Electrical Hazards—Indoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
20
Find the Electrical Hazards—Indoor (Lesson 7)
Date:
Find the Electrical Hazards—Indoor Possible responses include:
Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard?
Extension cord has too many cords plugged into it
Plugging too many things into one extension cord could make the electric appliances or the extension cord overheat, and possibly start a fire.
Do not plug too many things into one extension cord, especially items that require a lot of electricity such as a hair dryer or an electric heater.
Using the hairdryer in the bathtub
Since water and humans are conductors of electricity, accidentally dropping the hairdryer in the bathtub could cause the child to be electrocuted.
Never use electrical appliances where they could fall into water.
Baby putting fingers into electrical outlet
Electrical outlets carry very strong and dangerous amounts of electric current.
Make sure all electrical outlets have baby-proof covers or safety caps on them.
Using a fork to pry something out of the toaster
A metal fork is a conductor of electric current, so using one in an electrical appliance might hurt the man.
Never put any type of object (especially metal) into an electric appliance. Always unplug toasters before trying to get anything out of them.
Pulling on the extension cord
If the boy pulls on middle of the cord rather than the solid plug, he might damage the wires inside and make them break, causing a short circuit and perhaps a fire.
Always grasp the plug, not the cord, to unplug an appliance cord from an outlet.
Find the Electrical Hazards—Indoor (Lesson 7)
21
Date:
Find the Electrical Hazards—Outdoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
22
Find the Electrical Hazards—Outdoor (Lesson 7)
Date:
Find the Electrical Hazards—Outdoor Possible responses include:
Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard?
Playing in the tree with a power line running through it
The electricity from the power line is very dangerous.
Never climb trees that have power lines running through them.
Flying the kite near a power line
If the kite gets tangled in the power line, the electricity from the power line could travel down the kite string and electrocute the girl.
Never fly kites near power lines.
Electrical cord resting in the pool of water
Water is an excellent conductor Keep extension cords away from of electricity. The electricity from water. the cord may travel through the water, making it dangerous for anyone who touches the water. It may also cause a short circuit and possibly a fire.
Girl climbing the fence near substation
Any type of electric unit might carry dangerous amounts of electricity, especially if there is a warning about “high voltage”.
Never play near or on electrical units.
Boy standing on top of the utility box
Any type of electric unit might carry dangerous amounts of electricity.
Never play near or on electrical units.
Find the Electrical Hazards—Outdoor (Lesson 7)
23
Date:
Find the Electrical Hazards—Indoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
20
Find the Electrical Hazards—Indoor (Lesson 7)
Date:
Find the Electrical Hazards—Indoor
Electrical Hazard
Why do you think it is hazardous?
Find the Electrical Hazards—Indoor (Lesson 7)
What do you think can be done to prevent the hazard?
21
Date:
Find the Electrical Hazards—Outdoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
22
Find the Electrical Hazards—Outdoor (Lesson 7)
Date:
Find the Electrical Hazards—Outdoor
Electrical Hazard
Why do you think it is hazardous?
Find the Electrical Hazards—Outdoor (Lesson 7)
What do you think can be done to prevent the hazard?
23
Science Companion 2009 Edition. Copyright © 2004 Chicago Science Group. All Rights Reserved. www.sciencecompanion.com
Electrical Circuits A Virtual Tour of Winter Festival of Lights Celebrations A Lesson on Recognizing Electrical Hazards in Everyday Life from the Electrical Circuits Module
www.sciencecompanion.com
Science Companion Field Trips A “Science in Real Life” Series
Come on a virtual field trip matching module sample lessons with current events!
Lights, Lights, Bring on the Lights!
Decem
9 0 0 2 , ber21
The Winter Solstice comes every December 21st or 22nd. It occurs when the Earth’s northern hemisphere is tilted on its axis farthest away from the sun. (This tilt is what causes days to get shorter; the Earth actually closer to the sun in the winter.) The actual Solstice lasts only an instant!
Right after the Solstice, the days begin to get longer again. But because the days are still so short, we have to make our own light this time of the year. And for thousands of years, people have celebrated light during this darkest part of the year.
A few celebrations... A marvelous dragon of light in a Chinese New Year Festival parade.
a n i h C Lamps from a Diwali Festival of Light
India
Christmas lights on a house in Pennsylvania.
Do you have lights at your house this winter? Turn the page to for a great lesson on electricity and safety!
Levels 3-5
Science Companion
®
Electrical Circuits Teacher Lesson Manual
Developers Belinda Basca, Colleen Bell, Diane Bell, Annie Holdren, and Lauren Satterly
Editors Wanda Gayle and David Sherman
Art, Graphics, and Production Lineworks, Inc.; Picas & Points, Plus (Carolyn Loxton)
Pedagogy and Content Advisors Jean Bell, Max Bell, Kim Copeland*, Cindy Buchenroth-Martin, Fabian Pease*, David Sherman, and Robert Ward * Indicates a scientist or science educator who contributed advice or expertise, but who is not part of the Chicago Science Group. Ultimately, responsibility for what is included or omitted from our material rests with the Chicago Science Group.
www.sciencecompanion.com
2009 Edition Copyright © 2006 Chicago Science Group. All Rights Reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system without prior written permission of the publisher. SCIENCE COMPANION®, EXPLORAGEAR®, the CROSSHATCH Design™, and the WHEEL Design® are trademarks of Chicago Science Group and Chicago Educational Publishing. ISBN 1-59192-305-0 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
Table of Contents Welcome to Science Companion Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Cross-Curricular Integration and Flexible Scheduling . . . . . . . . . . . . . 8 Differentiating Instruction for Diverse Learners. . . . . . . . . . . . . . . . . . 10
Unit Overview Lessons at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Unit Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Preparing for the Unit Electrical Circuits Science Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Science Library and Web Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Before You Begin Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lessons 1 Discovering What Happens When Something Is Electrically Charged. . . . . . . . . . . . . . . . . . . . . 34 2 Exploring Static Electricity Further. . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3 Discovering How to Light a Bulb* . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 4 Making More Light Connections* . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 5 Making More Effects with Electric Current*. . . . . . . . . . . . . . . . . . 76 6 Identifying Conductors and Insulators*. . . . . . . . . . . . . . . . . . . . . . 90 7 Recognizing Electrical Hazards in Everyday Life. . . . . . . . . . . . . 102 * Indicates a core lesson
Teacher Background Information. . . . . . . . . . . . . . . . . . . . 114 Standards and Benchmarks Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Benchmarks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Materials Classroom Supplies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 ExploraGear Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Teacher Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 ELECTRICAL CIRCUITS
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Table of Contents
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W elcome to Scie nce C ompa nio n
Philosophy Almost anyone who has spent time with children is struck by the tremendous energy they expend exploring their world. They ask “why” and “how.” They want to see and touch. They use their minds and senses to explore the things they encounter and wonder about. In other words, children are already equipped with the basic qualities that make a good scientist. The goal of the Science Companion curriculum is to respond to and nourish children’s scientific dispositions by actively engaging their interests and enhancing their powers of inquiry, observation, and reflection. Learning by doing is central to this program. Each Science Companion lesson incorporates interesting and relevant scientific content, as well as science values, attitudes, and skills that children in the elementary grades should begin to develop. These “habits of mind,” along with science content knowledge, are crucial for building science literacy and they are an integral part of the Science Companion program. Be aware of them and reinforce them as you work with children. With experience, children will develop the ways they demonstrate and use the following scientific habits of mind.
Habits of Mind Wondering and thinking about the natural and physical world Children’s curiosity is valued, respected, and nurtured. Their questions and theories about the world around them are important in setting direction and pace for the curriculum. Children are encouraged to revise and refine their questions and ideas as they gain additional information through a variety of sources and experiences. Seeking answers through exploration and investigation Children actively seek information and answers to their questions by trying things out and making observations. They continually revise their understanding based on their experiences. Through these investigations, children learn firsthand about the “scientific method.” They also see that taking risks and making mistakes are an important part of science and of learning in general. Pursuing ideas in depth Children have the opportunity to pursue ideas and topics fully, revisiting them and making connections to other subjects and other areas in their lives.
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Philosophy
W elcome to Scie nce C ompa nio n
Observing carefully Children are encouraged to attend to details. They are taught to observe with multiple senses and from a variety of perspectives. They use tools, such as magnifying lenses, balance scales, rulers, and clocks, to enhance their observations. Children use their developing mathematics and literacy skills to describe, communicate, and record their observations in age-appropriate ways. Communicating clearly Children are asked to describe their observations and articulate their thinking and ideas using a variety of communication tools, including speaking, writing, and drawing. They learn that record keeping is a valuable form of communication for oneself and others. Children experience how working carefully improves one’s ability to use one’s work as a tool for communication. Collaborating and sharing Children come to know that their ideas, questions, observations, and work have value. At the same time, they learn that listening is vitally important, and that exchanging ideas with one another builds knowledge and enhances understanding. Children discover that they can gain more knowledge as a group than as individuals, and that detailed observations and good ideas emerge from collaboration. Developing critical response skills Children ask, “How do you know?” when appropriate, and are encouraged to attempt to answer when this question is asked of them. This habit helps develop the critical response skills needed by every scientist.
ELECTRICAL CIRCUITS
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Philosophy
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E L E C T R I C al circuits C luster 2 C u rre n t E lectricity
Lesson
7
Recognizing Electrical Hazards in Everyday Life A Quick Look
Big Idea
Overview
Some materials allow electrical current to flow more easily than others. It is important to avoid electrical hazards by using electricity safely.
In this final lesson of the Electrical Circuits Unit, students extend their understanding of conductors and insulators by identifying potential electrical hazards, discussing what makes the illustrated situations hazardous, and thinking about what precautions they can take to prevent electrical hazards.
Process Skills
Key Note
• Communicating
• For more information about the science content in this lesson, see the “Putting Current Electricity to Work” section of the Teacher Background Information on page 122.
• Observing • Explaining
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Lesson Standards and Benchmarks
7
Notes
By examining illustrations of electrical hazards, students consider materials that conduct electric current. This furthers their understanding of Physical Science Standard B (Light, Heat, Electricity, and Magnetism): “Electrical circuits require a complete loop through which an electrical current can pass.” The students’ experiences in this lesson also provide exposure to Science in Personal and Social Perspectives Standard F (Personal Health, Grades 5-8): “The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal decisions.”
Lesson Goals • Recognize the applications of conductors and insulators in everyday life.
• Identify electrical hazards in everyday life. • Strategize ways to prevent electrical hazards.
Assessment Options • Throughout this lesson, listen to students’ ideas and questions about electrical safety in relation to conductors and insulators. Their ideas and questions can be used as an assessment of their understanding of criteria C-D on Assessment 2.
• This is the last lesson of the Electrical Circuits Unit, so it is a good opportunity to assess the children’s understanding of electricity. See the Electrical Circuits Assessment Book for summative assessments of the concepts and skills presented in this unit.
Teacher Master 3, Assessment 2
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Materials Item
Quantity
Notes
1
To display overhead transparencies.
Classroom Supplies Overhead projector Curriculum Items Overhead Transparency “Find the Electrical Hazards—Indoor” Overhead Transparency “Find the Electrical Hazards—Outdoor” Electrical Circuits Science Notebook, pages 20-23 Electrical Circuits Assessment 2 “Current Electricity” (optional) Family Link Home Activity “Is Your Home Safe?” (optional)
Preparation
Notes
q Set up the overhead projector. q Copy the Family Link Home Activity “Is Your Home Safe?” for each child to take home.
Vocabulary electrocute. . . . . . . . . To be seriously injured or killed by electric current. hazard . . . . . . . . . . . . . A possible source of danger. short circuit. . . . . . . . A circuit with an easy path for the current that bypasses the rest of the circuit. This allows too much current to flow and produces so much heat that it may cause a fire.
Teaching the Lesson Engage Introductory Discussion 1. Review which materials made the best conductors and insulators. Some of these questions could help students remember what they learned in Lesson 6 and introduce today’s topic: • Which materials made the best conductors? (Metals. Students may also mention liquids such as salt water or lemon juice.)
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• Which materials made the best insulators? (Glass, rubber, wood, or plastic) • Are some objects made of both conductors and insulators? Give some examples. (Light bulbs and extension cords) • Are humans conductors or insulators of electric current? (Answers may vary. In general, humans are poor conductors.) Why? (Humans contain lots of water and salt, which conduct electric current, but humans only conduct strong electricity, like current from the power outlets in a house or power lines.) 2. Introduce the concept of electrical hazards to the students. Remind students that a hazard is a possible source of danger. Solicit additional ideas from the following questions:
Notes
Use the students’ responses to these questions as an assessment of how well they understand conductors and insulators.
• How dangerous do they think the electricity they used in their battery and bulbs circuits was? (In general, not very dangerous because the electric current was not very strong.) • How dangerous do they think the electricity in power lines, outlets inside of buildings, and other sources of high electric current are? (Very dangerous, because the electric current in them is extremely strong.) 3. Discuss conductors and insulators in relation to electrical hazards: • Why do they need to be careful when using electricity? (Humans are made up of water, which is a conductor of electricity. If a strong electric current flows through them, they could get seriously hurt.) Introduce the term electrocute as being seriously injured or killed by electric current. • What precautions do they think utility workers take when they work on power lines? (They wear insulators such as special insulated boots, hardhats, and gloves to protect themselves.) 4. Point out that there are two different types of dangers associated with electricity: (1) electricity flowing through a person, and (2) having so much electric current that things heat up and cause fires (often caused by a short circuit). 5. Explain that today they will be using their knowledge of conductors and insulators to identify indoor and outdoor electrical hazards.
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Explore
Notes
Recognizing Electrical Hazards Working in pairs, students identify and describe indoor and outdoor electrical hazards from two illustrations in their science notebooks. 1. Partner the students with one another. 2. Instruct the students to open their science notebooks to pages 20 and 22. 3. Tell the class that while working with their partner, they need to identify as many electrical hazards as they can from the two illustrations. As they do so, they should explain why they think the scene is hazardous and what can be done to prevent the hazard by completing science notebook pages 21 and 23.
Science Notebook pages 20-23
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Electrical Hazards in Everyday Life
Reflect and Discuss
Notes
Sharing Display the Overhead Transparencies “Find the Electrical Hazards—Indoor” and “Find the Electrical Hazards—Outdoor.” Have the class share which electrical hazards they identified in the illustrations, why they think they are hazardous, and what could prevent those types of hazards. See the table below for possible discussion items: Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard? Do not plug too many things into one extension cord, especially items that require a lot of electricity such as a hair dryer or an electric heater.
Extension cord has too many cords plugged into it
Plugging too many things into one extension cord is dangerous. This could make the electric appliances or the extension cord overheat, and possibly start a fire.
Using the hairdryer in the bathtub
Since water and humans are conductors of electricity, accidentally dropping the hairdryer in the bathtub could cause the child to be electrocuted.
Never use electrical appliances where they could fall into water.
Baby putting fingers into electrical outlet
Electrical outlets carry very strong and dangerous amounts of electric current.
Make sure all electrical outlets have babyproof covers or safety caps on them.
Using a fork to pry something out of the toaster
A metal fork is a conductor of electric current, so using one in an electrical appliance might hurt the man.
Never put any type of object (especially metal) into an electric appliance. Always unplug toasters before trying to get anything out of them.
Pulling on the extension cord
If the boy pulls on the middle of the cord rather than the solid plug, he might damage the wires inside and make them break, causing a short circuit and perhaps a fire.
Always grasp the plug, not the cord, to unplug an appliance cord from an outlet.
Big Idea Some materials allow electrical current to flow more easily than others. It is important to avoid electrical hazards by using electricity safely.
Overhead Transparency: “Find the Electrical Hazards—Indoor”
(continued on next page)
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Lesson 7
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Electrical Hazards in Everyday Life
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107
(continued from previous page)
Notes
Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard? Never climb trees that have power lines running through them. Never fly kites near power lines.
Playing in the tree with a power line running through it
The electricity from the power line is very dangerous.
Flying the kite near a power line
If the kite gets tangled in the power line, the electricity from the power line could travel down the kite string and electrocute the girl.
Electrical cord resting in the pool of water
Water is an excellent conductor of electricity. The electricity from the cord may travel through the water, making it dangerous for anyone who touches the water. It may also cause a short circuit and possibly a fire.
Keep extension cords away from water.
Girl climbing the fence near substation
Any type of electric unit might carry dangerous amounts of electricity, especially if there is a warning about “high voltage”.
Never play near or on electrical units.
Boy standing on top of the utility box
Any type of electric unit might carry dangerous amounts of electricity.
Never play near or on electrical units.
Overhead Transparency: “Find the Electrical Hazards—Outdoor”
Synthesizing 1. Review again the two different types of dangers associated with electricity: (1) electricity flowing through a person, and (2) having so much electric current that electrical appliances or extension cords heat up and cause fires (often caused by a short circuit). Display the overhead transparencies again and have the class differentiate which type of danger each electrical hazard was associated with. (In general, all of the hazards in the illustrations deal with electricity flowing through a person, except for the example of too many cords in one extension cord and the dangers of a short circuit.)
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2. Point out that seeing the words “High Voltage” near anything is an indication of great danger, so they should stay away from it. The girl in the illustration should not be climbing or playing anywhere near a sign that warns of high voltage; she is putting herself in a life-threatening situation.
Notes
3. Generate a list of precautions the class should follow to prevent electrical hazards. Preventive rules might include: • Never use electrical appliances near water. • Never play near power lines or other electrical units. • Never plug too many cords into one extension cord. • Do not pull on cords. • Always unplug electrical appliances (such as a toaster) if something gets stuck in them and you are going to try to remove it. • Always stay away from areas with signs warning of high voltage.
Ongoing Learning Science Center Place a variety of materials in the Science Center for students to create Electrical Safety posters to display in either the classroom or around their school.
Materials: Poster board, markers, colored pencils, rulers
Family Link Distribute the Family Link Home Activity “Is Your Home Safe?” In this link the children do a home inspection with a parent or another adult to look for possible electrical hazards.
Teacher Master 7, Family Link
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Extending the Lesson
Notes
Language Arts Extension The Shocking Truth Have the students query friends and family to find whether anyone they know has ever had a shock from electric current. Interview the person as a journalist would and have the student tell the story to the class. Possible questions might include:
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•
Who was involved?
•
What happened?
•
Where did the incident happen?
•
When did it happen?
•
How could it have been avoided?
•
How has the person’s behavior around electricity changed since the incident?
Lesson 7
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Electrical Hazards in Everyday Life
Overhead Transparency: “Find the Electrical Hazards—Indoor”
Overhead Transparency: “Find the Electrical Hazards—Outdoor”
Science Notebook page 20
Science Notebook page 21
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Science Notebook page 22
Science Notebook page 23
Teacher Master 3, Assessment 2
Teacher Master 7, Family Link
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Electrical Circuits
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Electrical Circuits Unit Teacher Masters/Visual Pack: Table of Contents Introductory Letter to Families Welcome to the Electrical Circuits Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Assessments Electrical Circuits Assessment 1: Static Electricity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Electrical Circuits Assessment 2: Current Electricity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Electrical Circuits Assessment 3: Observing and Describing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Electrical Circuits Assessment 4: Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Family Links Batteries (Lessons 3, 4, and 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Is Your Home Safe? (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Overhead Transparencies Bulb and Battery Circuit (Lesson 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Inside a Light Bulb (Lessons 4 and 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Inside an Extension Cord (Lessons 4 and 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Identifying Conductors and Insulators (Lesson 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Find the Electrical Hazards—Indoor (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Find the Electrical Hazards—Outdoor (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
ISBN: 1-59192-307-7 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
2009 Edition. Copyright © 2006 Chicago Science Group. All Rights Reserved.
Electrical Circuits Assessment 2: Current Electricity As you evaluate students’ discussions and work, determine how well they understand the following: Assessment Criteria:
Students’ Names
A. For an electric current to flow, there must be a complete path or loop for it to follow around a circuit and return to its source.
B. The flow of electric current can produce light, heat, sound, motion, or magnetic effects.
C. Some materials allow electric current to flow more easily than others.
D. It is important to avoid electrical hazards by using electricity safely.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Assessment 2: Current Electricity
Electrical Circuits Teacher Master
Name:
Date:
Family Link with Science—Home Activity
Is Your Home Safe? You have been studying how to avoid electrical hazards by using electricity safely. With a parent or another adult, use the checklist below to survey your own home. If you find any hazards, circle, “needs fixing” and then ask an adult to have them fixed. Electrical outlets are not overloaded with lots of plugs.
True
or
Needs Fixing
Electric cords are in good condition.
True
or
Needs Fixing
Electric cords do not run under rugs or furniture legs or near hot appliances.
True
or
Needs Fixing
Electric appliances are used away from water.
True
or
Needs Fixing
People carry appliances by the handle, not the cord.
True
or
Needs Fixing
A multipurpose fire extinguisher is kept in the house.
True
or
Needs Fixing
All danger and warning signs are read and carefully followed.
True
or
Needs Fixing
Electric appliances that can get hot—such as heaters, toasters, and light bulbs—are kept away from things that can burn.
True
or
Needs Fixing
Safety caps are inserted in outlets when small children are around.
True
or
Needs Fixing
Small appliances are turned off and/or unplugged when people leave home.
True
or
Needs Fixing
All extension cords, lights, and appliances used outdoors are labeled for outdoor use.
True
or
Needs Fixing
This activity is optional. Family Link: Is Your Home Safe? (Lesson 7)
Electrical Circuits Teacher Master
Find the Electrical Hazards—Indoor
Used with the permission of Alliant Energy® Overhead Transparency: Find the Electrical Hazards—Indoor (Lesson 7)
Electrical Circuits Visual 12
Find the Electrical Hazards—Outdoor
Used with the permission of Alliant Energy® Overhead Transparency: Find the Electrical Hazards—Outdoor (Lesson 7)
Electrical Circuits Visual 13
Table of Contents SECTION ONE: ASSESSMENT BOOK Introduction to Assessments Assessment Philosophy.........................................................................5 Assessment Materials............................................................................9
Content Rubrics and Opportunities Overviews Static Electricity Rubric 1.....................................................................18 Static Electricity Opportunities Overview.............................................19 Current Electricity Rubric 2..................................................................20 Current Electricity Opportunities Overview..........................................21
Skills and Attitudes Checklists and Self-Assessments Observing and Describing: Checklist...................................................24 Observing and Describing: Self-Assessment.......................................25 Predicting: Checklist............................................................................26
Performance Tasks and Evaluation Guidelines Static Electricity Cluster (Lessons 1-2): The Hat and the Hair...................................................................28 Current Electricity Cluster (Lessons 3-7): Light a Bulb..................................................................................29 Trace the Electric Current............................................................30 What Use is Electricity?...............................................................31 Conductors and Insulators..........................................................32 Design Safe Gloves for an Electrician.........................................33 Electrical Safety...........................................................................34
Quick Check Items and Answer Keys Static Electricity Cluster (Lessons 1-2)................................................36 Current Electricity Cluster (Lessons 3-7).............................................38
Electrical Circuits
| TABLE OF CONTENTS |
Rubric 2: Current Electricity
4 - Exceeds Expectations Explores content beyond the level presented in the lessons.
3 - Secure (Meets Expectations) Understands content at the level presented in the lessons.
Criterion A (Lessons 3—5)
Criterion B (Lessons 3—5)
Criterion C (Lessons 6, 7)
Criterion D (Lesson 7)
For an electric current to flow, there must be a complete path or loop for it to follow around a circuit and return to its source.
The flow of electric current can produce light, heat, sound, motion, or magnetic effects.
Some materials allow electric current to flow more easily than others.
It is important to avoid electrical hazards by using electricity safely.
Understands at a secure level (see box below) and shows interest in exploring different circuit configurations.
Understands at a secure level (see box below) and recognizes that they are energy transfers.
Understands at a secure level (see box below) and applies knowledge to situations involving electrical safety.
Understands at a secure level (see box below) and applies knowledge of electrical hazards in their own environment.
Recognizes that electric current travels only through a complete loop and returns to its source.
Understands that the flow of electric current can produce light, heat, sound, motion, or magnetic effects.
Understands that some materials conduct electric current more easily than others.
Recognizes electrical hazards and can articulate the reasons why they are hazards in terms of safe electricity usage.
Has an incomplete understanding that electric current can produce light, heat, sound, motion, or magnetic effects. For example, might recognize that electric current can produce light, but does not realize that it can produce sound.
Understands that wires conduct electric current, but might be skeptical of energy transfer through common objects, or might not understand that some materials are insulators.
Recognizes a few electrical hazards, but does not recognize most of them.
Does not recognize that electrical energy can produce light, heat, sound, motion, or magnetic effects.
Does not understand that some materials conduct electric current more easily than others.
Does not recognize electrical hazards.
2 - Developing Has an incomplete (Approaches Expectations) understanding Shows an increasing competency with lesson content.
1 - Beginning Has no previous knowledge of lesson content.
20
|
of how electric current travels. For example, might recognize that there is a loop, but might believe that electricity flows out two ways from the source and not back to it.
Does not understand how an electric current travels. For example, might believe that electricity flows one way from a battery to a bulb to make the bulb light up.
Electrical Circuits
| CONTENT RUBRICS OPPORTUNITIES OVERVIEWS
Opportunities Overview: Current Electricity
Pre and Formative Opportunities
This table highlights opportunities to assess the criteria on Rubric 2: Current Electricity. It does not include every assessment opportunity; feel free to select or devise other ways to assess various criteria. Criterion A (Lessons 3-5)
Criterion B (Lessons 3-5)
Criterion C (Lessons 6, 7)
Criterion D (Lesson 7)
Lesson 3: - Introductory discussion - Exploration - Reflective discussion - Science notebook pages 6-9 Lesson 4: - Exploration - Reflective discussion - Science notebook pages 10-11 Lesson 5: - Introductory discussion - Exploration
Lesson 3: - Exploration Lesson 4: - Exploration Lesson 5: - Reflective discussion - Science notebook pages 12-14
Lesson 6: - Reflective discussion - Science notebook pages 15-19 Lesson 7: - Introductory discussion
Lesson 7: - Reflective discussion - Science notebook pages 20-23
Summative Opportunities
Performance Tasks Current Electricity Cluster Light a Bulb, page 29 Trace the Electric Current, page 30
Current Electricity Cluster Light a Bulb, page 29 What Use is Electricity, page 31
Current Electricity Cluster Conductors and Insulators, page 32 Design Safe Gloves for an Electrician, page 33 Electrical Safety, page 34
Current Electricity Cluster Electrical Safety, page 34
Quick Check Items Current Electricity Cluster Page 38, items 1-4
Current Electricity Cluster Page 39, item 5
Electrical Circuits
Current Electricity Cluster Page 39, item 6
Current Electricity Cluster Page 39, items 7-8
| CONTENT RUBRICS OPPORTUNITIES OVERVIEWS | 21
Electrical Safety Current Electricity Cluster (Lessons 6-7) You’re playing a game with your friend Dev when you notice your young sister Amy crawling towards an electric outlet. She has a metal spoon in her hand. Your friend Dev tells you not to worry. He tells you that it is safe for Amy to put the spoon in the outlet. Do you agree or disagree? Why?
Teacher Note: Use this assessment after teaching Lesson 7.
Evaluation Guidelines: When evaluating student answers, consider whether they include the following elements in their written explanations: • A metal spoon is a conductor of electric current. • It is an electrical hazard for a child to put an object such as a metal spoon into an electric outlet. • Electric outlets carry large amounts of electric current. • Amy is a conductor of electric current. • Advanced responses might note that the metal spoon should be taken away from Amy immediately and an adult should cover all electric outlets with baby-proof covers.
34
|
Electrical Circuits
| Performance Task Evaluation Guidelines
5. (Lesson 5) Put an X next to any effect that electric current can produce. _____X____ sound _____X____ motion _____X____ light _____X____ heat _____X____ magnetism 6. (Lesson 6) Which of the following objects would make a good conductor of electric current? a. copper wire b. silver spoon c. iron nail d. all of the above 7. (Lesson 7) Which of the following statements about electrical safety is FALSE? a. Never set a radio on the edge of a bathtub while you are taking a bath. b. Use baby-proof covers on electrical outlets if you have young children at home. c. Use a metal fork if a bagel gets stuck in your toaster. d. Never fly a kite near a power line. 8. (Lesson 7) True or False? If false, rewrite the statement to make it true. Human beings can conduct electric current. ___________ True
Electrical Circuits
| QUICK CHECK ANSWER KEYS | 39
Name _________________________________ Date____________________________
Electrical Safety You’re playing a game with your friend Dev when you notice your young sister Amy crawling towards an electric outlet. She has a metal spoon in her hand. Your friend Dev tells you not to worry. He tells you that it is safe for Amy to put the spoon in the outlet. Do you agree or disagree? Why?
Electrical Circuits
| ASSESSMENT MASTERS | 49
5. Put an X next to any effect that electric current can produce. __________ sound __________ motion __________ light __________ heat __________ magnetism 6. Which of the following objects would make a good conductor of electric current? a. copper wire b. silver spoon c. iron nail d. all of the above 7. Which of the following statements about electrical safety is FALSE? a. Never set a radio on the edge of a bathtub while you are taking a bath. b. Use baby-proof covers on electrical outlets if you have young children at home. c. Use a metal fork if a bagel gets stuck in your toaster. d. Never fly a kite near a power line. 8. True or False? If false, rewrite the statement to make it true. Human beings can conduct electric current. ___________
Electrical Circuits
| ASSESSMENT MASTERS | 51
Date:
Find the Electrical Hazards—Indoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
20
Find the Electrical Hazards—Indoor (Lesson 7)
Date:
Find the Electrical Hazards—Indoor Possible responses include:
Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard?
Extension cord has too many cords plugged into it
Plugging too many things into one extension cord could make the electric appliances or the extension cord overheat, and possibly start a fire.
Do not plug too many things into one extension cord, especially items that require a lot of electricity such as a hair dryer or an electric heater.
Using the hairdryer in the bathtub
Since water and humans are conductors of electricity, accidentally dropping the hairdryer in the bathtub could cause the child to be electrocuted.
Never use electrical appliances where they could fall into water.
Baby putting fingers into electrical outlet
Electrical outlets carry very strong and dangerous amounts of electric current.
Make sure all electrical outlets have baby-proof covers or safety caps on them.
Using a fork to pry something out of the toaster
A metal fork is a conductor of electric current, so using one in an electrical appliance might hurt the man.
Never put any type of object (especially metal) into an electric appliance. Always unplug toasters before trying to get anything out of them.
Pulling on the extension cord
If the boy pulls on middle of the cord rather than the solid plug, he might damage the wires inside and make them break, causing a short circuit and perhaps a fire.
Always grasp the plug, not the cord, to unplug an appliance cord from an outlet.
Find the Electrical Hazards—Indoor (Lesson 7)
21
Date:
Find the Electrical Hazards—Outdoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
22
Find the Electrical Hazards—Outdoor (Lesson 7)
Date:
Find the Electrical Hazards—Outdoor Possible responses include:
Electrical Hazard
Why do you think it is hazardous?
What do you think can be done to prevent the hazard?
Playing in the tree with a power line running through it
The electricity from the power line is very dangerous.
Never climb trees that have power lines running through them.
Flying the kite near a power line
If the kite gets tangled in the power line, the electricity from the power line could travel down the kite string and electrocute the girl.
Never fly kites near power lines.
Electrical cord resting in the pool of water
Water is an excellent conductor Keep extension cords away from of electricity. The electricity from water. the cord may travel through the water, making it dangerous for anyone who touches the water. It may also cause a short circuit and possibly a fire.
Girl climbing the fence near substation
Any type of electric unit might carry dangerous amounts of electricity, especially if there is a warning about “high voltage”.
Never play near or on electrical units.
Boy standing on top of the utility box
Any type of electric unit might carry dangerous amounts of electricity.
Never play near or on electrical units.
Find the Electrical Hazards—Outdoor (Lesson 7)
23
Date:
Find the Electrical Hazards—Indoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
20
Find the Electrical Hazards—Indoor (Lesson 7)
Date:
Find the Electrical Hazards—Indoor
Electrical Hazard
Why do you think it is hazardous?
Find the Electrical Hazards—Indoor (Lesson 7)
What do you think can be done to prevent the hazard?
21
Date:
Find the Electrical Hazards—Outdoor Identify as many electrical hazards as you can on the picture below. Then complete the table on the following page.
Used with the permission of Alliant Energy®
22
Find the Electrical Hazards—Outdoor (Lesson 7)
Date:
Find the Electrical Hazards—Outdoor
Electrical Hazard
Why do you think it is hazardous?
Find the Electrical Hazards—Outdoor (Lesson 7)
What do you think can be done to prevent the hazard?
23
Science Companion 2009 Edition. Copyright © 2004 Chicago Science Group. All Rights Reserved. www.sciencecompanion.com
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