Electricity Games Galore

Transcription

1 Electricity Games Galore Energy and Control Including: Connections Atoms and Electricity Static Electricity Circuit Crazy Control the Flow Take It To The Source Electrifying Information The Magnetic Attraction Board Game Bonanza An Integrated Unit for Grade 6 Written by: Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner,... Length of Unit: approximately: 28 hours October 2001 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:30 PM

2 Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Acknowledgements The developers are appreciative of the suggestions and comments from colleagues involved through the internal and external review process. Participating Lead Public School Boards: Mathematics, Grades 1-8 Grand Erie District School Board Kawartha Pine Ridge District School Board Renfrew District School Board Science and Technology, Grades 1-8 Lakehead District School Board Thames Valley District School Board York Region District School Board Social Studies, History and Geography, Grade 1-8 Renfrew District School Board Thames Valley District School Board York Region District School Board The following organizations have supported the elementary curriculum unit project through team building and leadership: The Council of Ontario Directors of Education The Ontario Curriculum Centre The Ministry of Education, Curriculum and Assessment Policy Branch An Integrated Unit for Grade 6 Written by: Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner,... Thames Valley District School Board Based on a unit by: Duff, Atkinson, Bishop, Beckett, Desmond, Kristoff, Moore, Tonner,... Thames Valley District School Board This unit was written using the Curriculum Unit Planner, , which Planner was developed in the province of Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:30 PM

3 Unit Overview Electricity Games Galore Page 1 Energy and Control An Integrated Unit for Grade 6 Task Context You are part of an elite team that has been asked to develop a new educational electronic game. In order to prepare for the task, you and your team must acquire a greater understanding of electricity, circuits, sources of energy, electronics, and more. Your prototype will be evaluated and tested by a sample group of students before mass production begins. Electronic game fans are anxiously awaiting the development of a new, fun, and challenging test of their game-playing abilities. Task Summary In this unit, students explore how electricity is produced, transformed, manipulated, and refined for use in their community. They use scientific experiments, simulations, research, and model-making to explore and answer questions related to electricity. With this knowledge, students work to design and construct an electronic game. Culminating Task Assessment Students design and construct an electronic board game that demonstrates their knowledge of electricity and their understanding of electrical circuits, switches, and the transformation of energy from one form to another. They consider durability, aesthetics, reliability, and precision when constructing their board game, and modify their design as needed to improve these factors. Links to Prior Knowledge - Students should have an understanding of energy and its sources. - They should have experience with the inquiry and design process. - Students should have basic skills in safely using cutting tools and power tools such as saws, drills, and sanders. - An understanding of the basic concepts of magnetism is needed. Considerations Notes to Teacher UNIT PLANNING CONSIDERATIONS 1. Curriculum This unit has been designed to cover all expectations in the ENERGY AND CONTROL strand in the Ontario Curriculum, Science and Technology document. The culminating task for this unit requires the knowledge and skills from both the light and sound sections of the unit. 2. Integration Each activity is designed to build skills and concepts which will be demonstrated in the summative task. Although these lessons may be taught independently, integrated learning opportunities in other subject areas may be addressed simultaneously. Science is a form of knowledge that seeks to describe and explain the natural and physical world and its place in our universe. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an individual need or specific problem. Inherent in these studies is the need to both research and communicate ideas and findings, whether through specific use of scientific and technical vocabulary, or through the use of diagrams or illustrations. The study of science and technology is an opportunity for students to reinforce and extend expectations in other subject areas. When unit or term planning, teachers may wish to take advantage of Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:32 PM Page A-1

4 opportunities to address and assess expectations from other curricula. 3. Timeframe As science is a hands-on, resource-dependent core subject, timetabling in all grades must address the necessity of block timetabling of up to 60 minutes to thoroughly complete the lessons in this unit. Although some lessons may be covered in a shorter period of time, many of the activities and follow-ups would benefit from a longer block of time. Teachers should also be prepared to timetable at least a month to complete the unit. 4. Inquiry and Design Models The performance tasks in this unit use the SPICE Model as the method of design (BLM 6.UW.3) or the INSITE Method for scientific inquiry (BLM 6.UW.4). Teachers should ensure that students are familiar with these models as a framework for approaching design or inquiry challenges. 5. Assessment In this unit, a variety of assessment strategies and recording devices have been included. The assessments provide the teacher with information on the development of students' skills in all areas of the achievement scale as outlined on page 13 in the Ontario Curriculum, Science and Technology document. An INSITE checklist (BLM 6.UW.2) and a SPICE rating scale (BLM 6.UW.5) have also been provided to assist teachers in tracking student progress. Assessment Accommodation Strategies 1. Consult Individual Education Plans and adapt the assessment format (e.g., oral, practical demonstration, interview, construction, tape-recorded test) to suit the needs of the students. 2. Allow the student to write the main points and expand verbally. 3. Allow additional time, when required, for completion. 4. Read or clarify questions for students and encourage students to rephrase questions, in their own words. 5. Provide highlighting of key words or instructions for emphasis. 6. Use several assessments to establish ability. 6. Science and Technology Journals Science and Technology journals give students the opportunity to construct their own understanding; to put into their own words what they are learning. They can link the observations that they make with the knowledge that they bring with them. Verbalizing ideas, both orally and in writing, is an important step in internalizing new information. Explaining and describing experiences helps learners to make connections between concepts and ideas. It also allows the teacher to track and assess the student's understanding and it provides an opportunity to correct any misunderstandings that the student may have. In order to assist students to be successful communicators in science and technology, students will need to see models of good journals and will need lessons on journal writing. Suggested strategies are: a) Explaining Criteria - The teacher explains the criteria for writing a journal entry by demonstrating each statement using examples from class journal entries (e.g., find all the science and technology words used and circle these). Next, students can use the criteria to assess a piece of scientific writing. The teacher displays the writing on an overhead or on chart paper and, as a class, students discuss the piece of writing. The same procedure can be done in small groups where students find "three stars" (good things) and "a wish" (things to improve next time) in a piece of writing. b) Independent Writing - When students have had many experiences in shared writing, then they can record their ideas independently. The teacher can use the rubric on BLM 6.UW.6 to assess the first entry and provide feedback to individual students in order to improve science and technology writing skills. The information from this assessment could also be used for the development of class demonstrations in a specific area. 7. Safety Safety is an important aspect of any science and technology program. Teachers should use non-latex balloons. For more information on safety considerations, please see page eight and nine of the Ontario Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:32 PM Page A-2

5 Curriculum, Science and Technology document. 8. Glossary A glossary of the terms used in this unit is found on BLM 6.UW Use of Black-Line Masters Included in this unit is a large number of black-line masters. Due to the sophisticated scientific material covered in the unit and in order to meet the needs of teachers with various backgrounds, it was decided to include a broad range of black-line masters. Instead of photocopying all black-line masters the following strategies could be used: - Have students recreate the BLM as a science journal activity or in a group assignment. - Recreate BLM on a bulletin board (e.g., vocabulary/definition and fact bulletin board). - Recreate BLM as a wallchart or on chart paper. - Copy BLM on acetate and use it on an overhead projector. 10. Classroom Accommodations All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities are designed to accommodate the needs of students at different levels of abilities. Many of the activities include pictures and/or examples of a step-by-step process. These may be used at the discretion of the teacher for some or all students. As well, teachers can easily adapt the activities to allow for open-ended, student-directed tasks. Teachers are encouraged to: - involve the student in setting goals for work completion; - encourage risk taking; - provide varied opportunities for peer and/or group interactions (e.g., cooperative learning, sharing); - teach visual strategies for journal writing and/or note making (e.g., use of diagram/picture to represent content); - provide advance organizers to structure content (e.g., outlines, subtitles, paragraph frames); - encourage the use of lists, advance organizers, personal planner for personal organization; - allow opportunities for alternatives to writing (e.g., graphic representations, drama, media presentations, timelines, collages). Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:32 PM Page A-3

6 Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 List of Subtasks Subtask List Page Connections Students participate in a game quiz using vocabulary related to electricity to access prior knowledge. Atoms and Electricity Students explore the relationship between electricity and the movement of atoms. This activity leads the students to answer the question "What is electricity?" Static Electricity Students work through a series of investigations and simulations to explore the characteristics of static electricity. Circuit Crazy Students work through a variety of investigations to develop an understanding of current electricity and electrical circuits. They examine materials which are good conductors and materials which are good insulators. Control the Flow Students learn about and construct a variety of switches. They use Morse Code to explore the idea of using ON/OFF switches to send messages. Take It To The Source Students research and sort information about a variety of energy sources used to produce electricity. They evaluate the sources, listing advantages and disadvantages of each. They also write personal descriptions of life without electricity and list items they use everyday that are dependent on electrical energy. Electrifying Information Students investigate electrical consumption, how it is controlled in familiar environments, and the effects of over-consumption. The Magnetic Attraction Students examine the relationship between electricity and magnetism, and investigate how electromagnetic devices work. Board Game Bonanza Students design and construct an electronic board game that demonstrates their knowledge of electricity and their understanding of electrical circuits, switches, and the transformation of energy from one form to another. They consider durability, aesthetics, reliability, and precision when constructing their board game, and modify their design as needed to improve these factors. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:35 PM Page B-1

7 Connections Electricity Games Galore Subtask 1 Energy and Control An Integrated Unit for Grade 6 60 mins Description Students participate in a game quiz using vocabulary related to electricity to access prior knowledge. Expectations 6s63 use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as current, battery, circuit, conductor, insulator; positive (plus) and negative (minus) charges for electrically charged materials; north pole and south pole for magnetic materials); Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Discussion Word Wall Assessment As students play the "Definition" word game, the teacher may wish to make observations and anecdotal comments about their understanding of the terminology related to this unit. Assessment Strategies Learning Log Observation Assessment Recording Devices Anecdotal Record Teaching / Learning Electricity Vocabulary 1. Prior to the lesson: - Enlarge and photocopy the word cards on BLM and have them ready to distribute to the class. - Arrange a bulletin board with three headings: We Need to Find, We Think, Verified Facts. - Write each student's name on a piece of paper. Place the names in a jar or bin. 2. Tell students they will be playing the game "Definition". The object of the game is to create definitions for the words from the cards on BLM The teacher is the game show host; the students are the contestants. 3. Explain to the students that the game is a type of pre-test to determine their current knowledge, so they are not expected to know the definitions for all the words on the word cards. Tell students to "bluff" if they do not know the correct definition. Explain that their goal is to get the majority of the class to believe that the definition is correct, so they will vote for the definition. 4. Provide each student a word card. Give the students a few minutes to write their definitions on the word card. Select a student by drawing a name from the jar or bin. Ask the student to read their word and the definition. 5. When the student has given the definition, the class votes on whether they think the definition is correct. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-1

8 Connections Electricity Games Galore Subtask 1 Energy and Control An Integrated Unit for Grade 6 60 mins 6. If the class votes for the definition, post the word card on the "We Think" section of the bulletin board. If the class votes against the definition, post the word card on the "We Need to Find" section of the bulletin board. 7. Continue until all the word cards have been placed on the bulletin board. 8. At the end of the game, use an overhead of the culminating task to let students know what they will be expected to do at the end of the unit. Use the culminating task rubric to outline criteria (BLM 6.9.4). Note: "Verified Facts" Have blank word cards available in the classroom (use blank recipe cards). Throughout the unit, as they acquire new knowledge, students can select a blank card on which they can write a new definition for any of the words posted on the bulletin board. On the card, students should write where they found the information (include the title and page number where appropriate). Discuss these new definitions and add the new word card(s) to the "Verified Facts" section of the bulletin board. Take time throughout the unit to discuss and confirm the correct definition for the words posted on the bulletin board. See BLM 6.UW.1. Once a definition has been confirmed, move the word card to the "Verified Facts" section of the bulletin board. Allow students the time to record the confirmed definitions in the glossary section of their science and technology journals. Adaptations All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see number 9 in the Notes to Teacher section of the Unit Overview. Resources BLM BLM cwk Students' names in a bin or jar Bulletin Board With Lettering Notes to Teacher This task is important in that it establishes both prior knowledge and the theme of games which leads to the summative task of building an electronic game. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-2

9 Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade mins Description Students explore the relationship between electricity and the movement of atoms. This activity leads the students to answer the question "What is electricity?" Expectations 6s61 6s63 6s76 formulate questions about and identify needs and problems related to the properties or uses of electrical energy, and explore possible answers and solutions (e.g., compare some sources of electrical energy used in the past, such as coal, with sources used today, such as uranium and moving water, and evaluate the advantages and disadvantages of each); use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as current, battery, circuit, conductor, insulator; positive (plus) and negative (minus) charges for electrically charged materials; north pole and south pole for magnetic materials); describe how electricity was discovered and harnessed for use (e.g., name some inventions) and discuss whether we are more or less dependent on electricity than people in the past; Groupings Students Working In Small Groups Students Working Individually Students Working As A Whole Class Teaching / Learning Strategies Oral Explanation Research Simulation Model Making Direct Teaching Demonstration Discussion Assessment Evaluate student reponses on Atomic Questions (BLM 6.2.3). Assessment Strategies Learning Log Exhibition/demonstration Assessment Recording Devices Anecdotal Record Rubric Teaching / Learning Part A (30 mins) The Structure of Matter 1. Explain that all matter is made up of atoms. The difference between one type of matter and another is the number of protons, electrons, and neutrons in the atoms which make up that matter. Demonstrate the difference between different types of matter by showing the students an overhead copy of Atoms - BLM Review the information on The Atom - BLM with the students. You can either distribute this BLM to the students or use it as an overhead. 3. Distribute Atomic Questions - BLM to the students and have them answer the questions on the worksheet. An answer sheet Atomic Questions - Teacher's Copy - BLM has been provided for teacher reference. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-3

10 Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade mins 4. You should collect and evaluate these sheets, and, at the beginning of the next lesson, discuss the answers. Part B (40 mins.) What Is Electricity? 1. Discuss the answers to Atomic Questions - BLM and allow students the opportunity to revise their responses. 2. Tell students that, in order to understand electricity, it is important to review the definition of energy, because electricity is a form of energy. Review the definition of energy. ENERGY is the ability to do work. 3. Explain that everything we do, all the processes that enable our bodies to move and function, and all the devices we use, require energy. 4. Ask the question "What Causes Electricity?" Record student responses on the board. 5. After discussing the responses, review with the students that electricity is caused by the movement of electrons. Since electrons are one of the particles which make up atoms, it is important to discover how the movement of electrons produces electricity. 6. Tell the students that they are going to take part in a simulation to show how electrons move. 7. Set up and run the following simulation to demonstrate that electricity is a form of energy caused by the movement of electrons. The simulation as outlined below, can be run in a number of ways. In its present form, it is set up to run in a large area like a gym or a field. However, the activities in the simulation could be done on a smaller scale in a classroom. Alternatively, teachers may wish to present the information using diagrams drawn on the chalkboard or on an overhead. a) Divide the class into groups of six. Each group represents a helium atom. Give two students a "+" sign representing protons, two students a "0" sign representing neutrons and give two students a "-" sign representing electrons. b) Tell the neutrons and protons that they are rather shy, stay-at-home kind of people who stick together within their own "family". (The group of two protons and two neutrons should stand close together). Give each proton a skipping rope. Have them grasp the ropes by one end and hold them over their heads, so the ropes dangle down in front of them. c) Tell the electrons that they are very energetic people who like to travel. In order to keep track of them, the rest of the "atom family" keeps them on a leash. Have the electrons each grab the loose end of one skipping rope and then circle around the protons and neutrons. d) Each "atom family" is happy and balanced, with an equal number of protons and electrons. Explain to the students that inputting energy into an atom (in the form of heat, light, etc.) excites the atom and makes the electrons move faster and faster. The electrons move so fast that they break away from the "atom family". Instruct the electrons to let go of the skipping rope and move away from their group. e) Now the protons are unhappy because they do not have electrons on the end of their leash. Explain to the students that the "atom family" is now known as an ION - that is, an atom with an imbalance of protons and electrons. This helium ion is positively charged because it has more positives than negatives. The "atom Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-4

11 Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade 6 family" now has a positive charge because it has two protons and no electrons. 110 mins f) The electrons are unhappy too because they are lonely. Remind the students that the negatively charged electrons are attracted to the positively charged protons. The lonely electrons start looking for a new "family" with a positive charge to adopt them. Instruct the loose electrons to move toward another group, and grab the loose end of a skipping rope held by one of the protons. Remind the students that an electron can only be linked to one proton. Once the atom is balanced with an equal number of protons and electrons no other electrons can join the "family". g) Tell students that it is this flow, or movement of electrons, from family to family which causes electricity. 8. Ask the question "What Causes Electricity?" again. Lead students to the conclusion that ELECTRICITY is a form of energy caused by the movement of electrons. 9. Have the students include the definition for atom, neutron, electron, proton, ion, electricity and energy in the glossary section of their science and technology journals. Ask for some student volunteers to update the definitions of these terms on the bulletin board (see Subtask 1) and move the words to the "Verified Facts" section. Have the students record what they have learned about atoms and electricity in their science and technology journals. Part C (40 mins) How Was Electricity Discovered? 1. Divide the students into groups of three or four and distribute History of Electricity - Fact Sheet - BLM to each group. Have students read the article noting the key events in the discovery and use of electricity. This information should be recorded on Invention Cards for the Timeline - BLM Have students create their own timeline using the "Invention Cards". 2. Discuss this information with the students and create a master timeline on the board. It would best if this were done on a bulletin board that could be kept on display throughout the unit. 3. Invite students to complete additional cards by doing research on their own. A diagram or a picture from a magazine could be included on each card. Add these cards to the board in chronological order. 4. Have the students use recipe cards to create a collection of questions based on the information from their timeline. One question per card. The students will be adding to this collection of questions later and using them in Subtask 4. Adaptations All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see number 9 in the Notes to Teacher section of the Unit Overview. Resources BLM BLM BLM cwk BLM cwk Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-5

12 Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade 6 BLM BLM cwk 110 mins BLM BLM BLM BLM cwk BLM cwk BLM cwk headbands or cards for atomic symbols paper recipe cards for game show questions pencils rulers skipping ropes Notes to Teacher The construction of a timeline could be evaluated as a Math - Data Management activity. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-6

13 Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade mins Description Students work through a series of investigations and simulations to explore the characteristics of static electricity. Expectations 6s54 6s62 6s63 6s64 6s76 investigate ways in which electrical energy can be transformed into other forms of energy (e.g., into light, heat, and sound); plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as current, battery, circuit, conductor, insulator; positive (plus) and negative (minus) charges for electrically charged materials; north pole and south pole for magnetic materials); compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (e.g., record in a journal all daily uses of electrical energy for a week, classify the various uses, and present the findings using tables and graphs); describe how electricity was discovered and harnessed for use (e.g., name some inventions) and discuss whether we are more or less dependent on electricity than people in the past; Groupings Students Working As A Whole Class Students Working In Small Groups Students Working Individually Teaching / Learning Strategies Direct Teaching Fair Test Simulation Demonstration Inquiry Discussion Assessment Part A, B, and C Use experiment results to evaluate students' acquired understanding of static electricity and their skills in using the I.N.S.I.T.E. method. Make notes on the improvement in hypotheses as students gain information and experience, and on the accuracy in their responses. Evaluate their ability to differentiate between observations and conclusions and assess the completeness of their explanations as to what happened in the investigation. The I.N.S.I.T.E. checklist (BLM 6.uw.2) may be used to assess student understanding in this subtask. Assessment Strategies Learning Log Observation Questions And Answers (oral) Assessment Recording Devices Checklist Anecdotal Record Rubric Teaching / Learning Part A (80 min) Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-7

14 Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade 6 Introducing Static Electricity 160 mins 1. Note: Before you begin, you may want to familiarize yourself with the I.N.S.I.T.E. method as outlined on BLM 6.UW.5. Prior to the investigations in Part A and Part B; pre-hang two strings for each group as a safety factor to avoid having students climb on chairs and desks to hang their balloon pal. Be sure to use indelible markers and to check them by writing on an inflated balloon. 2. Tell the students they are going to investigate static electricity. Share the following background information. Static electricity, which was the first type of electricity that scientists studied, is a build-up of electrons which give off a charge. The Greeks first discovered static electricity over 2000 years ago, and in the 1700s Benjamin Franklin experimented with static electricity in the form of lightning. Discuss with students their personal experiences with static electricity. After the discussion, tell students that they are going to conduct an investigation of static electricity. My Balloon Pal Investigation 1. Divide students into groups of three or four. Distribute the materials to each group and the worksheet My Balloon Pal - BLM to each student. Inform students that because My Balloon Pal - BLM will serve as a model for future investigations, some sections have been completed for them. Have the groups read sections "I" (Identify the problem) and "N" (Narrow the problem). Point out that the questions in the "N" (Narrow the problem) section are designed to stimulate thinking about and discussion of the problem, so it is not necessary to provide answers to the questions. After the groups have read "I" (Identify the problem) and "N" (Narrow the problem), have them complete section "S" (State the hypothesis). 2. Using the information provided on My Balloon Pal - Teacher's Copy - BLM as a guideline, discuss the students' hypotheses to determine a reasonable hypothesis that the class agrees on. After the students have had an opportunity to revise their hypotheses, have them read the "I" (Investigate and gather information) section. Before beginning the experiment, a review of the concept of a fair test must be discussed. Explain the concept of a "fair test". In a fair test, only one thing (variable) is tested at a time. All other things remain the same (constant). Have the students read the procedure and, through question and answer, generate what variables there are in the test (the number of times the balloon is rubbed) and the constants that are necessary in order to insure that the test is "fair" (type of balloons, type of material, distance from balloon to face). Have students fill in the variables and constants section. 3. Review sections "I" (Investigate and gather information) and "T" (Test the hypothesis and record observations) of My Balloon Pal - BLM with the students to ensure they know how to complete the investigation. Pay particular attention to the explanations of static electricity and induction. This is an excellent opportunity to review the definition for electricity. Electricity is a form of energy caused by the movement of electrons from one atom to another. Remind students they are investigating one way static electricity works, then have them conduct the investigation completing sections "I" (Investigate and gather information) and "T" (Test the hypothesis and record observations). 4. When the groups are finished lead a whole class discussion based on their observations. Use the answers provided on My Balloon Pal - Teacher's Copy - BLM as a guideline. Review the definition of induction in the "Investigate" section of My Balloon Pal - BLM INDUCTION - is the production of an electric charge in an uncharged material by bringing a charged material close to it. For example, when a negatively charged item (A) approaches a neutrally charged item (B), the electrons on the surface of (B) are repelled and move away. This causes a positive charge on the surface of (B). Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-8

15 Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade mins 5. The students are now ready to complete section "E" (Examine the results and write conclusions) by examining the results of their investigation, then formulating and writing a conclusion. 6. Using the answer provided on My Balloon Pal - Teacher's Copy - BLM as a guide, discuss the conclusions developed by the students. Allow time for students to revise their conclusions. 7. Make an overhead of page three of My Balloon Pal - BLM To consolidate learning, with the help of the students, complete the diagram using the symbols provided. Label the illustrations and develop a brief explanation, to describe what happened in the investigation. Use page three of My Balloon Pal - Teacher's Copy - BLM as a reference. Have students copy the diagram to their copy of page three of My Balloon Pal - BLM Alternatively, teachers may want to provide students with a copy of page three of My Balloon Pal - Teacher's Copy - BLM Have students copy the definitions of static electricity and induction into their glossary and record what they have learned in their science and technology journals. Part B (40 min) My Pal II Investigation 1. Divide students into groups of three or four. For convenience, teachers may wish to maintain the same groupings used in the previous investigation. Distribute the materials to each group and the worksheet My Pal II - BLM to each student. Have the groups read sections "I" (Identify the problem) and "N" (Narrow the problem). Point out that the questions in the "N" (Narrow the problem) section are designed to stimulate thinking about and discussion of the problem, so it is not necessary to provide answers to the questions. After the groups have read "I" (Identify the problem) and "N" (Narrow the problem) have them complete section "S" (State the hypothesis). 2. Using the information provided on My Pal II - Teacher's Copy - BLM as a guideline, discuss the students' hypotheses to determine a reasonable hypothesis that the class agrees on. After the students have had an opportunity to revise their hypotheses, have them read the "I" (Investigate and gather information) section. You may want to take a moment and review the concept of a "fair test". In a fair test, only one thing (variable) is tested at a time. All other things remain the same (constant). 3. Review sections "I" (Investigate and gather information) and "T" (Test the hypothesis and record observations) of My Pal II - BLM with the students to ensure they know how to complete the investigation. Pay particular attention to the explanations of attraction and repulsion. Remind students they are investigating another way static electricity works; then have them conduct the investigation, completing sections "I" (Investigate and gather information) and "T" (Test the hypothesis and record observations). 4. When the groups are finished, lead a whole class discussion based on their observations. Use the answers provided on My Pal II - Teacher's Copy - BLM as a guideline. Review the definition of attraction and repulsion in the "Investigate" section of My Pal II - BLM ATTRACTION occurs where oppositely charged materials come together. REPULSION occurs where similarly charged materials pull apart. 5. The students are now ready to complete section "E" (Examine the results and write conclusions) by examining the results of their investigation, then formulating and writing a conclusion. 6. Using the answer provided on My Pal II - Teacher's Copy - BLM as a guide, discuss the conclusions developed by the students. Allow time for students to revise their conclusions. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-9

16 Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade mins 7. Make an overhead of page three of My Pal II - BLM To consolidate learning, with the help of students, complete the diagram using the symbols provided. Label the illustrations and develop a brief explanation, to describe what happened in the investigation. Use page three of My Pal II - Teacher's Copy - BLM as a reference. Have the students copy the diagram to their copy of page three of My Pal II - BLM Alternatively, teachers may want to provide students with a copy of page three of My Pal II - Teacher's Copy - BLM Have students copy the definitions of repulsion and attraction into their glossary and record what they have learned in their science and technology journals. Part C (40 min) How Static Electricity Works 1. Before you begin the lesson, test the surface the students are going to work on, because some surfaces work better than others. Sheets of cardboard work well. You may also want to have the materials (see Notes to Teachers) for all investigations organized into centres and ready for each group. You will need at least four centres for the students to complete the four investigations, but you may wish to double or triple the number of centres to accommodate the size of your class or the students' learning styles. 2. Tell the students that they will be using the format of the investigations completed in Part A and Part B to help them complete a series of investigations to learn how static electricity works. Divide the students into groups of three or four students and distribute the investigation worksheets BLM to each student. Each group must complete all four investigations. Tell students that although they are working in groups, they must complete the written sections of each investigation sheet independently. 3. Make students aware that to complete section "E" (Examine the results and write conclusions), in addition to writing a conclusion, they must draw and label a diagram which explains what happened in the investigation. 4. Collect the investigation worksheets BLM for evaluation. Answers to each of the four investigations have been provided for your use on BLM Use the I.N.S.I.T.E. Checklist - BLM 6.UW.2 to aid in the evaluation of the students work. Adaptations All accommodations must take into account the student's Individual Education Plan. All of the tasks and activities are designed to accommodate the needs of students at different levels of abilities. For detailed strategies see number 9 in the Notes to Teacher section of the Unit Overview. Resources BLM BLM BLM BLM BLM BLM cwk BLM cwk BLM cwk BLM cwk BLM cwk Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-10

17 Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade 6 BLM string or thread cloth (wool, nylon, polyester) plastic wrap curved plastic lid scraps of paper permanent felt-tip markers tape non-latex balloons rulers BLM cwk 160 mins Notes to Teacher Teachers may choose to demonstrate some of the activities to reduce the time required to complete the subtask. You will need to gather materials for each group or each centre for the following investigations: MY BALLOON PAL - materials: non-latex balloon, permanent felt-tip markers, string or thread, wool or felt cloth (any fabric that easily gives up electrons), and tape. MY PAL II - materials: non-latex balloon, permanent felt-tip markers, string or thread, wool or felt cloth (any fabric that easily gives up electrons), tape, and rulers. MY PAL III - a non-latex balloon and a piece of cloth that easily loses electrons (paper napkins, felt or wool work well). Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-11

18 Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade mins Description Students work through a variety of investigations to develop an understanding of current electricity and electrical circuits. They examine materials which are good conductors and materials which are good insulators. Expectations 6s54 6s55 6s63 6s64 6s66 6s67 6s68 6s57 investigate ways in which electrical energy can be transformed into other forms of energy (e.g., into light, heat, and sound); compare the conductivity of a variety of solids and liquids; use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as current, battery, circuit, conductor, insulator; positive (plus) and negative (minus) charges for electrically charged materials; north pole and south pole for magnetic materials); compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (e.g., record in a journal all daily uses of electrical energy for a week, classify the various uses, and present the findings using tables and graphs); design and build electrical circuits (e.g., series circuits and parallel circuits) and describe the function of their component parts (e.g., switches, power source); build and test an electrical circuit that performs a useful function, and draw a diagram of it using appropriate electrical symbols; construct series circuits (e.g., logical AND) and parallel circuits (e.g., logical OR) to control a device, and compare their characteristics; compare the characteristics of current and static electricity; Groupings Students Working In Small Groups Students Working Individually Students Working In Pairs Students Working As A Whole Class Teaching / Learning Strategies Experimenting Fair Test Sketching To Learn Directed Reading-thinking Activity Assessment Part A Assessment of the responses to the simulations activity - BLM can be used to evaluate students' understanding of current electricity. Part C Use responses to the experiments in Short Circuits - BLM to assess their understanding of concepts related to circuits and students' ability to use the I.N.S.I.T.E. Method. You may wish to use the I.N.S.I.T.E. Checklist - BLM 6.UW.2 to evaluate student understanding of the inquiry process. Part E Use responses to the experiments in Conductor or Insulator - BLM to assess their understanding of concepts related to the conductivity of materials. Part F Use responses to the experiments in Series and Parallel Circuits - BLM to assess their understanding of concepts related to the series and parallel circuits. Part F Evaluate the quiz boards, Circuit Quiz Board Design Challenge sheets, and the comment sheets Evaluation of Quiz Board. Assessment Strategies Exhibition/demonstration Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-12

19 Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 Teaching / Learning Part A (40 mins) What Is Current Electricity? 370 mins Learning Log Observation Self Assessment Performance Task Questions And Answers (oral) Assessment Recording Devices Checklist Anecdotal Record Rating Scale Rubric 1. Review with the class that static electricity is a build up of electrons that do not move. Explain that electrons on the move form a type of electricity called current electricity. It is this kind of electricity that is found in offices, schools, homes, malls, etc. and in batteries. It is the most widely used form of electricity. CURRENT ELECTRICITY - electrical power caused by the flow of electrons. 2. Tell students they will be participating in a simulation that demonstrates current electricity. Through the simulation, they will define the components of current electricity (voltage, current, resistance, etc.). Read each simulation using Current Electricity Simulations - BLM Work through the simulations as demonstrations and discuss observations, make analogies, and draw conclusions with the students about what is happening. 3. Use the board or an overhead to present definitions of current electricity, voltage, current, and resistance. See Glossary of Terminology - BLM 6.UW.1 for definitions. Have students copy the definitions into the glossary section of their science and technology journals. Check the "We know" vocabulary board and assign students to update any words covered in this subtask. 4. Have students respond to the following questions in their science and technology journal: a) What have you learned about current electricity from each simulation? b) How could you apply this knowledge to everyday life? c) Compare static electricity to current electricity. How are they the same? How are they different? Part B (40 mins) Introduction to Circuits 1. Teachers: Please read the safety note in the Notes to Teacher section. It is important that students receive instruction in the safe use of batteries for these experiments. 2. Tell the class they are going to begin a simple investigation about current electricity. Review with students the idea that electricity must flow along a path (as shown in Simulations 1 and 2 from Part A). Explain that this path is called a circuit. In general, when we use electricity we want the flow of electrons to be continuous (as shown in Simulation 6 from Part A). In order for the flow of electrons to be continuous, the electrical circuit must be complete. Otherwise, the flow of electrons will cease and there will be no electrical energy. ELECTRICAL CIRCUIT - the path taken by electricity travelling from a power source, through connections or output devices and back to the power source. 3. Divide students into pairs or small groups and distribute the following materials to each group or pair: a battery (non-rechargeable), a light bulb, a light bulb holder, and two wires with the ends stripped and twisted. Instruct the students to do the following: a) Screw the light bulb into the bulb holder. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-13

20 Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade mins b) Hold one wire on the left terminal of the light bulb holder and on the top terminal of the battery. c) Hold the other wire on the right terminal of the light bulb holder to the bottom terminal of the battery. d) Hold the wires in place for ten seconds and then stop. If done correctly, the light should light. If the light does not light try a different bulb or a different battery. The students have just completed a simple electrical circuit. Note: It doesn't matter which wire goes to which terminal as long as the students complete a circuit that goes from battery to light and back. 4. Discuss why the light bulb lit, relating it to what students have already been introduced to in Part A. Explain that the electrical energy in the battery flowed from the battery through the wire to the light and back to the battery. The light stayed on; that is, the flow of electrons was continuous, as long as they kept the circuit together. 5. Have the students re-create their circuits (as above). Ask students to explore what happens when they disconnect one of the wires from one of the terminals. Have students disconnect and reconnect both wires (one at a time). Discuss with the students why the light went out when they disconnected the wire. Explain that since the flow of electrons was not continuous, the circuit was broken, and the light could not light. 6. On the board, write the questions "What is a closed circuit?" and "What is an open circuit?". Ask students to suggest a definition for each type of circuit based upon the investigations they just completed. Explain that a closed circuit is a complete circuit that allows the electrons to flow continuously from the power source through an output device and back to the power source, and an open circuit is a broken circuit where the electrons cannot flow continuously and the energy comes to a stop. 7. Distribute to each group or pair an additional battery and a battery holder (battery holder size must be the same as the size of the two batteries). Have students re-create their circuits (as above) with the wires connected to the terminal ends of the battery holder. Ask students to explore what happens to the intensity of the light when there are two batteries as opposed to one. Discuss with students why the light appeared to be brighter (more intense) when there were two batteries in the circuit. Explain that the electrons that flowed from the batteries to light and back now had more energy, that is to say that the voltage was increased, and that made the light shine with more intensity (as shown in Simulation 4 from Part A). 8. Have students return all of the equipment, except one wire, one battery, and the light bulb. Challenge students to work with their partner(s) to find as many ways as possible to get the light bulb to light with just one wire and one battery. Allow students about five minutes to complete this challenge. If students experience difficulty you may want to put Will The Light Bulb Light - BLM on as an overhead to help them. Use Will The Light Bulb Light - BLM as an overhead to discuss the students findings. The answers are as follows: 1.Y 2.Y 3.N 4. N 5. N 6. Y 7. Y 8. N 9. Y 10. N 11. Y 12. N 9. Have students create questions cards about current electricity to add to their collection questions. Have students hand in all their question cards and let them know they will be using these questions in the next lesson. You should read through the cards and pick out the best 45 (you'll need 45 for the game you are going to play in the next lesson). Part C (10 mins) Short Circuits 1. Teachers: Re-read the safety note in the Notes to Teacher section. Review the terms electrical circuit, closed circuit, and open circuit. With input from students, draw a sketch of a closed and an open circuit on the chalkboard. Each sketch should include a battery, two wires, and a light (with or without the bulb holder). Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:38 PM Page C-14