Electrical
Circuits
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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
www.sciencecompanion.com
2009 Edition
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
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
Materials
Classroom Supplies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
ExploraGear Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
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.
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.
W elcome 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.
Lesson
7 Recognizing
Electrical Hazards in
Everyday Life
A Quick Look
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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.
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.
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.)
Ongoing Learning
Science Center Materials: Poster board,
Place a variety of materials in the Science Center for students to markers, colored pencils,
rulers
create Electrical Safety posters to display in either the classroom
or around their school.
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.
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:
A. For an electric B. The flow of C. Some materials D. It is important
current to flow, electric current allow electric to avoid electrical
there must be a can produce current to flow hazards by using
complete path light, heat, more easily than electricity safely.
or loop for it to sound, motion, or others.
follow around a magnetic effects.
circuit and return
Students’ Names to its source.
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.
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27.
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30.
31.
32.
Assessment 2: Current Electricity Electrical Circuits Teacher Master
Name: Date:
Electrical outlets are not overloaded with lots of True or Needs Fixing
plugs.
Electric cords do not run under rugs or furniture True or Needs Fixing
legs or near hot appliances.
Electric appliances are used away from water. True or Needs Fixing
People carry appliances by the handle, not the True or Needs Fixing
cord.
All danger and warning signs are read and True or Needs Fixing
carefully followed.
Safety caps are inserted in outlets when small True or Needs Fixing
children are around.
Small appliances are turned off and/or unplugged True or Needs Fixing
when people leave home.
All extension cords, lights, and appliances used True or Needs Fixing
outdoors are labeled for outdoor use.
Family Link: Is Your Home Safe? (Lesson 7) Electrical Circuits Teacher Master
Find the Electrical Hazards—Indoor
Overhead Transparency: Find the Electrical Hazards—Indoor (Lesson 7) Electrical Circuits Visual 12
Find the Electrical Hazards—Outdoor
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
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:
Evaluation Guidelines:
When evaluating student answers, consider whether they include the following
elements in their written explanations:
• It is an electrical hazard for a child to put an object such as a metal spoon into an
electric outlet.
• 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.
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?
Identify as many electrical hazards as you can on the picture below. Then complete the table on
the following page.
Using the hairdryer in the Since water and humans are Never use electrical appliances
bathtub conductors of electricity, where they could fall into water.
accidentally dropping the
hairdryer in the bathtub
could cause the child to be
electrocuted.
Baby putting fingers into Electrical outlets carry very Make sure all electrical outlets
electrical outlet strong and dangerous amounts have baby-proof covers or
of electric current. safety caps on them.
Using a fork to pry something A metal fork is a conductor of Never put any type of object
out of the toaster electric current, so using one in (especially metal) into an electric
an electrical appliance might appliance. Always unplug
hurt the man. toasters before trying to get
anything out of them.
Pulling on the extension cord If the boy pulls on middle of the Always grasp the plug, not the
cord rather than the solid plug, cord, to unplug an appliance
he might damage the wires cord from an outlet.
inside and make them break,
causing a short circuit and
perhaps a fire.
Identify as many electrical hazards as you can on the picture below. Then complete the table on
the following page.
Flying the kite near a power line If the kite gets tangled in the Never fly kites near power lines.
power line, the electricity
from the power line could
travel down the kite string and
electrocute the girl.
Electrical cord resting in the Water is an excellent conductor Keep extension cords away from
pool of water 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 Any type of electric unit might Never play near or on electrical
substation carry dangerous amounts of units.
electricity, especially if there is a
warning about “high voltage”.
Boy standing on top of the Any type of electric unit might Never play near or on electrical
utility box carry dangerous amounts of units.
electricity.
Identify as many electrical hazards as you can on the picture below. Then complete the table on
the following page.
Identify as many electrical hazards as you can on the picture below. Then complete the table on
the following page.