Electricity Games Galore

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

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, 1999-2001, 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

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

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

Curriculum, Science and Technology document. 8. Glossary A glossary of the terms used in this unit is found on BLM 6.UW.1. 9. 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

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 List of Subtasks Subtask List Page 1 1 2 3 4 5 6 7 8 9 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

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 6.1.1 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 6.6.1. 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

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 6.1.1 BLM 6.1.1.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

Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade 6 110 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 6.2.1. 2. Review the information on The Atom - BLM 6.2.2 with the students. You can either distribute this BLM to the students or use it as an overhead. 3. Distribute Atomic Questions - BLM 6.2.3 to the students and have them answer the questions on the worksheet. An answer sheet Atomic Questions - Teacher's Copy - BLM 6.2.4 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

Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade 6 110 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 6.2.3 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

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 6.2.5 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 6.2.6. 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 6.2.1 BLM 6.2.2 BLM 6.2.1.cwk BLM 6.2.2.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

Atoms and Electricity Electricity Games Galore Subtask 2 Energy and Control An Integrated Unit for Grade 6 BLM 6.2.3 BLM 6.2.3.cwk 110 mins BLM 6.2.4 BLM 6.2.5 BLM 6.2.6 BLM 6.2.4.cwk BLM 6.2.5.cwk BLM 6.2.6.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

Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade 6 160 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

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 6.3.1 to each student. Inform students that because My Balloon Pal - BLM 6.3.1 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 6.3.2 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 6.3.1 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 6.3.2 as a guideline. Review the definition of induction in the "Investigate" section of My Balloon Pal - BLM 6.3.1. 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

Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade 6 160 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 6.3.2 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 6.3.1. 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 6.3.2 as a reference. Have students copy the diagram to their copy of page three of My Balloon Pal - BLM 6.3.1. Alternatively, teachers may want to provide students with a copy of page three of My Balloon Pal - Teacher's Copy - BLM 6.3.2. 8. 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 6.3.3 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 6.3.4 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 6.3.3 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 6.3.4 as a guideline. Review the definition of attraction and repulsion in the "Investigate" section of My Pal II - BLM 6.3.3. 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 6.3.4 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

Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade 6 160 mins 7. Make an overhead of page three of My Pal II - BLM 6.3.3. 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 6.3.4 as a reference. Have the students copy the diagram to their copy of page three of My Pal II - BLM 6.3.3. Alternatively, teachers may want to provide students with a copy of page three of My Pal II - Teacher's Copy - BLM 6.3.4. 8. 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 6.3.5 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 6.3.5 for evaluation. Answers to each of the four investigations have been provided for your use on BLM 6.3.6. 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 6.3.1 BLM 6.3.2 BLM 6.3.3 BLM 6.3.4 BLM 6.3.5 BLM 6.3.1.cwk BLM 6.3.2.cwk BLM 6.3.3..cwk BLM 6.3.4.cwk BLM 6.3.5.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

Static Electricity Electricity Games Galore Subtask 3 Energy and Control An Integrated Unit for Grade 6 BLM 6.3.6 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 6.3.6.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

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 370 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 6.4.1 can be used to evaluate students' understanding of current electricity. Part C Use responses to the experiments in Short Circuits - BLM 6.4.4 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 6.4.6 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 6.4.8 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

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 6.4.1. 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

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 370 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 6.4.2 on as an overhead to help them. Use Will The Light Bulb Light - BLM 6.4.2 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

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 370 mins 2. Ask students "What would happen if electrons could find a shorter or easier path to travel in a circuit?" Explain to students that to answer this question they are going to conduct a two-part scientific investigation. 3. Divide the class into pairs or small groups. Provide each pair or group with a battery and a wire with the ends stripped and twisted. Tell the students that in part one of their investigation their task is to create a circuit made up only of a battery and a wire. Each student should complete this investigation. 4. Discuss with students the concept of a short circuit by creating a diagram on the board of a battery and a wire in short circuit. Tell the students that a short circuit will creat a very hot wire as the electrons flow very quickly around the circuit and have on "resistance" from and output device (such as a light bulb). SHORT CIRCUIT - when an electrical circuit travels from the power source through a wire and back to the power source without meeting any resistance or an output device. 5. Explain to the students that short circuits are dangerous and use up electrical energy quickly (quick loss of battery power). Tell students that before attaching the wires to the battery in their activities, they should double-check that they are not creating a short circuit. Caution them that it is always important to check for potential short circuits when creating electrical circuits. Part D (40 mins) Circuit Diagrams 1. Explain to the class that so far we have used sketches to show how electrical circuits are designed. Unfortunately, sketches are hard to draw and with a multitude of components of different sizes and shapes it is even more difficult. To simplify matters, people who work with electricity use circuit diagrams to show how electrical circuits are designed. Circuit diagrams are easy to draw and can be understood by people all over the world. 2. Using Circuit Diagram Symbols - BLM 6.4.3 as an overhead, show students the symbols that are used in circuit diagrams. Review each one of the symbols to make sure the students understand what each one is for. Discuss all of the items that the symbols represent and give examples. Note: Explanations of some of the unknown terms may be found on the Glossary of Terminology blackline master - BLM UW.1. 3. Using their science and technology journals, have the students draw a simple closed circuit, a simple open circuit, and a short circuit using the symbols on the overhead copy of Circuit Diagram Symbols - BLM 6.4.3. Each circuit diagram should include at least one battery, two wires, and an output device (lamp, buzzer, L.E.D., or motor). 4. When the students have completed their circuit diagrams have a number of student volunteers draw one of their circuit diagrams on the board. Briefly discuss each circuit diagram with the class and have the student who drew it explain what is happening in the circuit diagram. 5. Have the students record a definition for the terms closed circuit, open circuit, and short circuit into the glossary of their science and technology journals. Assign some students to fill in cards for the "Verified Facts" chart. 6. Have students respond to the following questions in their science and technology journal: a) What have you learned about current electricity to date? b) How could you apply this knowledge to your everyday experiences with electricity? Part E (40 mins) Conductors and Insulators 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-15

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 370 mins 1. Ask students the following questions: "What materials, other than electrical wires and electrical devices, can electricity travel through?" and "What materials can electricity not travel through?" Explain that, to answers, these question they are going to conduct an investigation. 2. Divide the class so that students are working in pairs or small groups. Provide each pair or group with a battery holder, two batteries, a light bulb, a light bulb holder, and three wires with the ends stripped and twisted. 3. Distribute Conductor or Insulator - BLM 6.4.4 to each student and instruct them to complete the investigation as laid out on Conductor or Insulator - BLM 6.4.4. 4. Have the students submit Conductor or Insulator - BLM 6.4.4 for evaluation. Answers have been provided for your use on Conductor or Insulator - Teacher's Copy - BLM 6.4.5. 5. Discuss the results of the investigation. Ask the students to explain why electrical wire has a plastic coating (the wire inside conducts electricity and the plastic coating is an insulator which prevents the electricity from going where you don't want it to go - this is especially useful for preventing electrical shocks) and why it is never a good idea to leave electrical devices near bath tubs and swimming pools (The electrical device may fall into the water causing a short circuit since water often contains dissolved elements like salt which can act as a conductor of electricity. A person in the water could suffer a fatal electrical shock.). 6. Have the students record a definition for the terms conductor and insulator in the glossary of their science and technology journals. Assign some students to fill in cards for the "Verified Facts" chart. Part F (80 min) Series and Parallel Circuits 1. Ask students, "Is it possible to have more than one output device in a circuit?" Discuss how such circuits might be created. Tell students that they are going to create circuits with more than one output. 2. Divide the class into pairs or small groups. Distribute Series Circuits and Parallel Circuits - BLM 6.4.6 to each pair or group and instruct the students to use BLM 6.4.6 to complete the various circuits and answer the related questions. Make sure the materials students need to complete the circuits are easily accessible (each group will need numerous wires, three light bulbs and light bulb holders, two batteries, and a battery holder). Note that wires can be joined by twisting their ends together. You may need to put a copy of Circuit Diagram Symbols - BLM 6.4.3 on the overhead to help the students read the circuit diagrams on Series Circuits and Parallel Circuits - BLM 6.4.6. 3. When the pairs or groups have completed Series Circuits and Parallel Circuits - BLM 6.4.6, give each student a copy of Series and Parallel Circuits - BLM 6.4.7 and have them complete the questions and the chart on BLM 6.4.7 independently. 4. When the students have completed Series and Parallel Circuits - BLM 6.4.7, have them add the definitions of series circuits and parallel circuits to the glossary section of their science and technology journals. Collect Series and Parallel Circuits - BLM 6.4.7 for evaluation. Refer to Series and Parallel Circuits - Teacher's Copy - BLM 6.4.8 for sample answers. 5. Distribute ten recipe cards to each student. Have them write five questions about circuits on five cards, and the answers to the questions on the remaining five cards. Students need to make sure their cards can be 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-16

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 370 mins easily read. Tell students they are going to use the question and answer cards in the next lesson to make an electronic quiz game. 6. To end the lesson discuss with the students possible uses for series and parallel circuits outside of the classroom. As an example, you may wish to discuss how difficult it is to find a burned out light bulb in old sets of tree lights that use series circuits. Part G (80 minutes) Circuits Quiz Board Design Challenge 1. Tell students their "challenge" is to design and build an electronic quiz board. 2. Arrange the students in groups of four. Distribute copies of Circuits Quiz Board - BLM 6.4.9 and Circuits Quiz Board Design Challenge - BLM 6.4.9. Review sections "S" (Situation) and "P" (Problem) on Circuits Quiz Board Design Challenge - BLM 6.4.10 with the students to ensure they understand the problem, and general requirements of the task. You may have students use their science and technology journals to complete the written components from this blackline master, or have them use separate sheets of paper. 3. Before allowing students to begin the design challenge make them aware of the following: a) Circuits Quiz Board - BLM 6.4.9 is a template to help them design their quiz board. b) The question and answer cards developed in Part F are to be used with the electronic quiz board. c) The questions and answers should not be aligned on the quiz board. d) The quiz board should be designed so that the question and answer cards can be easily removed and replaced. Note: the cards may require modification. e) The base of their quiz board should be made out of cardboard. f) All the circuit wiring should be on the underside of the cardboard. g) The completed quiz board should be appealing to the eye. 4. When completed, the quiz boards should be passed from group to group so they can be evaluated. Each group should include copies of the comment sheet Evaluation of Quiz Board - BLM 6.4.11 with their quiz board. Groups are responsible for checking the questions and answers on the boards they are evaluating, to ensure the circuits function properly. Groups must also complete a comment sheet (Evaluation of Quiz Board - BLM 6.4.11) for each quiz board. Encourage students to make constructive comments on the accuracy and reliability of the circuits, the quality of the questions, and the overall appeal of the quiz board. Note: There may not be enough time for each group to evaluate each quiz board. 5. Collect the boards, Circuits Quiz Board Design Challenge sheets, and the comment sheets Evaluation of Quiz Board for evaluation. *note that a sample Quiz Board is provided as a model in BLM 6.4.12. 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 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-17

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 BLM 6.4.1 BLM 6.4.1.cwk 370 mins BLM 6.4.2 BLM 6.4.3 BLM 6.4.4 BLM 6.4.5 BLM 6.4.6 BLM 6.4.7 BLM 6.4.8 BLM 6.4.9 BLM 6.4.10 BLM 6.4.11 BLM 6.4.12 BLM 6.4.2.pdf BLM 6.4.3.cwk BLM 6.4.4.cwk BLM 6.4.5.cwk BLM 6.4.6.pdf BLM 6.4.7.cwk BLM 6.4.8.cwk BLM 6.4.9.cwk BLM 6.4.10.cwk BLM 6.4.11.cwk BLM 6.4.12.pdf tape recipe cards for game questions cardboard brass fasteners bean bags skipping ropes bulbs (3.5 volts) bulb holders (for bulbs) wire - coated copper with ends stripped batteries (non-rechargeable) battery holders (to match batteries) paper clips nails pennies 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-18

Circuit Crazy Electricity Games Galore Subtask 4 Energy and Control An Integrated Unit for Grade 6 erasers wood glass brick wall paper cotton fabric plastic pens steel sink pencil lead alligator clips 370 mins Notes to Teacher Safety Note: To understand electricity, students will be conducting a series of experiments using electricity from a battery. Do not conduct experiments using rechargeable batteries or the electrical outlets in the classroom. Students should be warned to not conduct experiments using rechargeable batteries or the electrical outlets in their homes. Advise students not to touch bare wires. If students feel a wire getting hot they should take their hands away and disconnect the wire(s) or batteries immediately. They should also avoid connecting the top of a battery to the bottom without an electrical component (such as a light bulb) in between. This is known as a short circuit. Short circuits are a potential hazard for the user of the electrical circuit, the electrical circuit itself, and the power source. Rechargeable batteries can explode when short circuited. 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-19

Control the Flow Electricity Games Galore Subtask 5 Energy and Control An Integrated Unit for Grade 6 120 mins Description 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. Expectations 6s60 6s63 6s66 6s67 6s69 identify different types of switches that are used to control electrical devices (e.g., contact, tilt) and explain the key differences among them (e.g., differences in design, use). 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); 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; design and construct an electrical system that operates a device in a controlled way (e.g., a switch provides a controlled input, and lamps, buzzers, or motors produce the output). Groupings Students Working As A Whole Class Students Working In Small Groups Students Working Individually Teaching / Learning Strategies Direct Teaching Simulation Model Making Discussion Assessment Assessment Strategies Exhibition/demonstration Observation Response Journal Learning Log Assessment Recording Devices Anecdotal Record Rubric Teaching / Learning Part A - Switches (80 mins) 1. Write the guiding question, "What is a switch?" on the board. 2. Discuss the uses of switches (turn things off from a different location, turn off several things at once, conserve energy, etc.) 3. Have students work in groups of two or three to create a simple open circuit using a battery, two wires, and a light or a buzzer. Have them test the circuit to make sure it is set up properly. 4. Using the activity cards Types of Switches - BLM 6.5.1, students should work to create each of the four switches. Once a switch has been completed they should add it to their open circuit and test it. Once all four switches have been constructed and tested, distribute Switches - BLM 6.5.2 to each student. Have the students complete the questions and diagrams on Switches - BLM 6.5.2. on separate sheets of paper or in their science and technology journals. The following are sample answers for situations where these switches might be used: Simple or Toggle - e.g., used when you want something to stay on or off; Double Pole Switch - used when you wish to turn something on or off from different locations (e.g. top & bottom of the stairs); Push Button or Contact - used when you only want something on when it is held (door bell); Pressure - used when you want to control something (sewing machine). 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-20

Control the Flow Electricity Games Galore Subtask 5 Energy and Control An Integrated Unit for Grade 6 120 mins 5. Collect Switches - BLM 6.5.2. Give each student a copy of Circuit Review - BLM 6.5.3 and have them complete it independently. 6. When the students have completed and submitted Circuit Review - BLM 6.5.3, discuss the questions posed on Switches - BLM 6.5.2. 7. Take up Circuit Review - BLM 6.5.3. Circuit Review - Teacher Copy - BLM 6.5.4 has been provided for your use. Part B (40 mins) Circuits and Switches at Work 1. Introduce the game, MORSE CODE CHALLENGE - a game of concentration and skill. 2. Tell the students they will be using the codes on Morse Code - BLM 6.5.5 to create circuits that use switches and either buzzers or lights to send short messages. Inform them that when using light to send a Morse code message, the dots are represented by a white light and the dashes are represented by a dark light (use paint or a marker to colour the bulb). When using sound to send a Morse code message, the dots are represented by a short sound and the dashes are represented by a long sound. There is always a small pause between dots and dashes and a longer pause between each piece of code. All messages must begin with the code for 'start' and end with an 'end of message' code. Have students work in groups to prepare their circuit and to develop coded messages using the codes on Morse Code - BLM 6.5.5. Two sample coded messages have been included on Coded Messages - BLM 6.5.6 to show students how to use Morse code. FOR THOSE TECHIE WIZARDS Make a device which transmits Morse Code in both light and sound at the same time. Design your device so that if one output device is disconnected, the other will work. Note: The device will have to have parallel circuits. 3. Allow the groups to transmit their messages to the class. 4. In their science and technology journals, have students respond to the following questions: a) Describe a situation where Morse Code might be the most effective form of communication. b) Give an example of when you would use sound to deliver a message and a second example of when you would use light. c) List at least three other devices which use electricity to transmit messages. 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 6.5.1 BLM 6.5.1.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-21

Control the Flow Electricity Games Galore Subtask 5 Energy and Control An Integrated Unit for Grade 6 BLM 6.5.2 BLM 6.5.2.cwk 120 mins BLM 6.5.3 BLM 6.5.4 BLM 6.5.5 BLM 6.5.6 BLM 6.5.3.pdf BLM 6.5.4.cwk BLM 6.5.5.pdf BLM 6.5.6.pdf Electricity - Addison Wesley Electricity - GTK Press Electricity - Teacher's Guide - GTK Press cartridge paper - 12 x 18 tag board or lightweight bristol board aluminum foil pencil crayons markers bulbs bulb holders wire battery holders brass fasteners paperclips batteries (non-rechargeable) clothes pegs buzzers printed circuit boards 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-22

Control the Flow Electricity Games Galore Subtask 5 Energy and Control An Integrated Unit for Grade 6 Notes to Teacher Teacher Reflections 120 mins 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-23

Take It To The Source Electricity Games Galore Subtask 6 Energy and Control An Integrated Unit for Grade 6 200 mins Description 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. Expectations 6s54 6s61 6s63 6s64 6s70 6s56 6s72 investigate ways in which electrical energy can be transformed into other forms of energy (e.g., into light, heat, and sound); 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); 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); identify sources of electricity and state whether the sources are renewable or non-renewable; identify, through experimentation, ways in which chemical energy can be transformed into electrical energy (e.g., build a circuit using a lemon or a potato); describe the electrical conversions in everyday devices or systems (e.g., electrical energy to heat energy in a toaster; electrical energy to mechanical energy in an electric mixer); Groupings Students Working In Pairs Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Brainstorming Classifying Research Discussion Direct Teaching Assessment Analyze the information on the student worksheets Sources of Energy - BLM 6.6.2 to: - evaluate student ability to classify energy sources as renewable or non-renewable - assess their skills in determining the advantages and disadvantages of energy sources - determine their ability to explain how a specific source of energy can be transformed into electrical energy A checklist may assist in this evaluation. The I.N.S.I.T.E. checklist (BLM 6.UW.2) may be used to assess student understanding in this subtask. Assessment Strategies Classroom Presentation Learning Log Assessment Recording Devices Anecdotal Record Checklist Rubric Teaching / Learning Part A (120 mins) Sources and Forms of Energy 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-24

Take It To The Source Electricity Games Galore Subtask 6 Energy and Control An Integrated Unit for Grade 6 200 mins 1. Explain to students what biomass batteries are. Divide students into pairs and have them use Biomass Batteries - BLM 6.6.1 to create an alternative source of electricity. Have students connect their biomass batteries to a simple open circuit that includes a light. Separate the projects into two categories: those that will light the light and those that will not light the light. Use a galvanometer or battery tester to determine whether the models that do not light the bulb are producing any electricity. 2. Lead a class discussion on how students could change their biomass batteries to make them work better (i.e., rolling biomass in your hands to make the juices flow more freely, using a larger or fresher piece of biomass). 3. Tell students electricity is only one of many different forms of energy. Brainstorm with the class to create a list of the different forms of energy. You should get as many of the following as possible: nuclear, chemical, mechanical, electrical, heat, light, and sound. 4. Explain that electricity is a form of energy, not a source of energy. Energy cannot be created or destroyed; it can be transformed from one form to another. Sources of energy are used to produce energy. The biomass battery, for example, is a source of energy. Brainstorm to create a list of different sources of electrical energy. Be sure that the following sources of electrical energy have been listed: sun (solar), water (hydro), nuclear fission, wind, fossil fuels, geothermal, biomass, and chemical reactions. 5. Introduce the terms renewable and non-renewable. Brainstorm with the class to develop a suitable definition for renewable and non-renewable resources and write the definitions on the board. RENEWABLE RESOURCE - a resource that can never be used up or that is regenerated within a reasonable time period. NON-RENEWABLE RESOURCE - a resource that can be used up forever or for an extreme amount of time. 6. Explain to students that they will be working in pairs to research energy sources used to produce electricity. Divide the students into pairs. Hand out the student worksheet Sources of Energy - BLM 6.6.2 and have each pair conduct research. Review the instructions on the bottom of page 1 of Sources of Energy - BLM 6.6.2, then have students complete the chart which follows. 7. Assign each pair a specific energy source. You may have more than one group conducting research on each source. Students can use books, encyclopedias, and the Internet to conduct their research. 8. Give students the remaining class time to finish this assignment. While students are working refer to the sample answers provided on Sources of Energy - Teacher's Copy - BLM 6.6.3. Allow an extra day or more before students present their findings. This will allow students who do not complete their work in class to finish it. Have students show you their work to ensure that all information that is to be presented is accurate. Part B (40 mins) Sources of Energy Presentations 1. Have each group present their findings to the class. Allow the class the opportunity to ask questions and comment on the presentation. 2. You may wish to evaluate the projects as they are being presented or collect them for more detailed assessment. 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-25

Take It To The Source Electricity Games Galore Subtask 6 Energy and Control An Integrated Unit for Grade 6 200 mins 3. Make sure that all students get a copy of the information for each source. Teachers may wish to collect the worksheets and compile a master to photocopy, or give them a copy of Sources of Energy - Teacher's Copy - BLM 6.6.3. Part C (40 mins) Energy Transformations 1. Write the guiding questions on the board: "What would it be like if there was no electricity?" and "What things do you and your family use everyday that depend on electricity?" Allow students 10 to 15 minutes to respond to these questions in their science journals. You may choose to evaluate the student's understanding of how dependent they are on this form of energy. 2. Have students share their stories and keep a list of the items that depend on electricity. 3. Lead a discussion to explain that while we use electricity a lot, we usually change or transform it into other forms of energy. Heat energy is often created as a by-product of these energy transformations. Write the following example on the board. Example: electricity => light bulb (device) => light & heat energy. Another example is the use of a battery. Through question and answer, develop an understanding that the battery contains chemicals that are reacting with one another and transforming chemical energy into electrical energy. Have students give other examples of chemical energy transformations (chemical => sound, heat, etc). 4. Have students work in teams of two or three to complete Energy Transformations - BLM 6.6.4 to identify the energy transformations for the devices listed in Step # 2 above. 5. Discuss and review what students have learned about energy sources and energy transformations. Have students record what they have learned in their science and technology journals. Assign a student to update the verified facts chart. 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 6.6.1 BLM 6.6.2 BLM 6.6.3 BLM 6.6.4 BLM 6.6.1.cwk BLM 6.6.2.cwk BLM 6.6.3.cwk BLM 6.6.4.cwk biomass (lemons, grapefruit, potato) 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-26

Take It To The Source Electricity Games Galore Subtask 6 Energy and Control An Integrated Unit for Grade 6 galvanometer (battery tester) chart paper or large art paper light bulbs and bulb holders copper rods or strips zinc rods or strips alligator clips Internet Books CD-ROMs (e.g., EnCarta, World Book, etc.) 200 mins Notes to Teacher 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-27

Electrifying Information Electricity Games Galore Subtask 7 Energy and Control An Integrated Unit for Grade 6 120 mins Description Students investigate electrical consumption, how it is controlled in familiar environments, and the effects of over-consumption. Expectations 6s61 6s63 6s65 6s74 6s77 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); communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw a diagram of an electrical circuit using appropriate symbols; create a brochure outlining safe and unsafe uses of electricity; create a table showing different factors that could lead to a decrease in consumption of electrical energy in the home and at school); describe conditions that could affect the consumption of electrical energy in the home and at school (e.g., seasonal variations in heat and light requirements); develop a plan for reducing electricity consumption at home or at school, and assess how this change could affect the economy (e.g., jobs) and our use of natural resources. Groupings Students Working As A Whole Class Students Working In Small Groups Students Working In Pairs Students Working Individually Teaching / Learning Strategies Brainstorming Discussion Homework Interview Problem-solving Strategies Research Assessment The teacher may evaluate the plan produced by each pair for the school and by each individual for the home to determine how well students understand the efficient use of electricity, and to assess their ability to develop a plan based on their observations. Assessment Strategies Interview Questions And Answers (oral) Learning Log Assessment Recording Devices Anecdotal Record Rubric Teaching / Learning Part A (40 mins) Investigating Electrical Energy Use at School 1. Lead the class in a discussion about energy conservation and the wise use of electrical energy. Ask the class to identify examples of energy efficiency and energy inefficiency in the school. 2. Using BLM 6.7.1, Effective Use of Electricity (School), have pairs of students walk through the school to search for examples of energy efficiency and inefficiency (10 minutes). When they return they should share their findings. As an alternative, give the class some scenarios involving energy inefficiencies at a fictional school (e.g., Mrs. X's class left the classroom lights on when they went out to the gym, Mr. Z left the class radio on at lunch time, Miss H always uses an electronic pencil sharpener, computers were left on 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-28

Electrifying Information Electricity Games Galore Subtask 7 Energy and Control An Integrated Unit for Grade 6 120 mins overnight, hand-dryer in girls bathroom left running all day long, etc.). Have the students complete a plan to improve the effective use of electricity in the school. 3. Working in small groups, the students will use Electricity Detectives - BLM 6.7.3 to develop interview questions to evaluate the effective use of electricity in the school. Students will interview the custodian and/or principal. Remind them to develop questions which ask about energy use practices in the school, outside of the regular school day (e.g., Are lights on timers? Are fans turned off?, Is there an energy "set-back" for the furnace to automatically reduce the heat in the building at night?). 4. Invite the custodian and/or principal to the classroom for an interview session. As part of the session, students might want to discuss with their guest(s) ideas for improving the use of electricity in the school. As an alternative a videotaped interview may be used as a substitute for the live interview. 5. Give students the opportunity to revise their plan using new information gathered during the interview. Part B (40 mins) Investigating Electrical Energy Use at Home 1. Provide the students with BLM 6.7.2, Effective Use of Electricity (Home) so they can carry out the same investigation at home. 2. Instead of interviewing the custodian/principal, they should interview their parent(s)/guardian(s). 3. The next period, as a class, discuss the findings. 4. Discuss and review what students have learned about using electricity wisely. Have students record what they learned in their science and technology journals. Assign a student to update the "Verified Facts" chart. Part C (40 mins) What If There Was No Electricity? 1. Have the class imagine the following scenario: It is a cold January day. It has been raining all day and everything is covered in ice. All around the city, electric power lines are down. A critical failure at the local power plant has left the city without any electricity for at least a week. 2. Divide the class into eight groups. Assign a "recorder" for each group and give them markers and chart paper. Assign each of the groups a familiar location. Tell each group to brainstorm and web all the effects that this crisis (see Step # 1 above) would have on the situation it is investigating. Locations could include: a) A house b) An apartment c) A hospital d) A school e) A business office f) A shopping mall g) A radio station h) A sports complex i) A local store 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-29

Electrifying Information Electricity Games Galore Subtask 7 Energy and Control An Integrated Unit for Grade 6 120 mins 3. Choose a presenter for each group and have that student read the group's chart to the class. Discuss the crisis to identify the critical services which might be affected, and to determine how seriously the disruption of these services might affect the whole community (police, fire, ambulance, medical, retail, social, etc.). 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 6.7.1 BLM 6.7.2 BLM 6.7.3 BLM 6.7.1.cwk BLM 6.7.2.cwk BLM 6.7.3.cwk Videotaped Interview markers chart paper Notes to Teacher 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-30

The Magnetic Attraction Electricity Games Galore Subtask 8 Energy and Control An Integrated Unit for Grade 6 160 mins Description Students examine the relationship between electricity and magnetism, and investigate how electromagnetic devices work. Expectations 6s54 6s58 6s59 6s63 investigate ways in which electrical energy can be transformed into other forms of energy (e.g., into light, heat, and sound); describe the relationship between electricity and magnetism in an electromagnetic device; identify, through observation, the effects of using different types of core materials in building an electromagnet; 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 In Small Groups Students Working Individually Teaching / Learning Strategies Graphing Model Making Oral Explanation Demonstration Discussion Assessment Part A & B Use the students' responses to Connecting Electricity and Magnetism - BLM 6.8.1 and their investigations about electromagnets to determine their understanding of electromagnets and the connection between electricity and magnetism. The I.N.S.I.T.E. checklist (BLM 6.UW.2) may be used to assess student understanding in this subtask. Assessment Strategies Classroom Presentation Exhibition/demonstration Learning Log Observation Assessment Recording Devices Anecdotal Record Checklist Rubric Teaching / Learning Part A (40 mins) Electricity and Magnetism? 1. Students will work in groups to complete Connecting Electricity and Magnetism - BLM 6.8.1 to investigate the connection between electricity and magnetism. 2. Have students present and discuss the results of their investigations, then allow them time to revise their responses. 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-31

The Magnetic Attraction Electricity Games Galore Subtask 8 Energy and Control An Integrated Unit for Grade 6 160 mins Part B (80 mins) What is an electromagnet? 1. Have students work in groups of two or three to create an open circuit using three 1.5 volt batteries. Hand out Electromagnetism - BLM 6.8.2 to each group and have the students read the information at the top of page one. Tell students to construct and test a simple electromagnet by following the instructions provided on Electromagnetism - BLM 6.8.2. Warn students that the wires will get hot during the operation of the electromagnet so they need to exercise caution. If the wires get too hot, they should disconnect them. 2. Provide time for students to share the results of their investigation, and to discuss their conclusions. Focus the discussion on how the use of different core materials affected the quality of the electromagnets they developed. Conclude the lesson by having the class identify, by consensus, the core material that makes the most powerful electromagnet. 3. Challenge students to think of ways in which electromagnets could be made more powerful (i.e., a stronger magnet). Lead the class to conclude that electromagnets could be made stronger by wrapping more wire (creating more coils) around the core or by increasing the voltage of the current running through the electromagnet. 4. Have each group conduct an investigation into how to test the ideas discussed in Step #3. Encourage students to create tables, charts, and/or graphs to record and present their results. 5. Each group should present its conclusions and demonstrate its electromagnet to the class. 6. Discuss the results of the investigations and review what the students learned about electromagnets. Have students record what they learned in their science and technology journals. Assign a student to update the "Verified Facts" chart. Part C (40 mins) Using Electromagnets 1. In order to provide students with an opportunity to understand how electromagnets are used, teachers may do one of the following: a) Bring in devices such as doorbells, buzzers, motors, telephones, audio speakers, etc. to demonstrate how they use electromagnets. b) Show designs for and/or pictures of devices that use electromagnets and explain how they use electromagnets. 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 6.8.1 BLM 6.8.1.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-32

The Magnetic Attraction Electricity Games Galore Subtask 8 Energy and Control An Integrated Unit for Grade 6 BLM 6.8.2 chart paper markers magnetic compasses batteries (non-rechargeable) bar magnets wire nails paperclips (metal) iron rods battery holders copper rods brass screws electrical tape BLM 6.8.2.cwk 160 mins 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-33

The Magnetic Attraction Electricity Games Galore Subtask 8 Energy and Control An Integrated Unit for Grade 6 Notes to Teacher Safety Note: 160 mins To understand electricity, students will be conducting a series of experiments using electricity from a battery. Do not conduct experiments using rechargeable batteries or the electrical outlets in the classroom. Students should be warned to not conduct experiments using rechargeable batteries or the electrical outlets in their homes. Advise students not to touch bare wires. If students feel a wire getting hot they should take their hands away and disconnect the wire(s) or batteries immediately. They should also avoid connecting the top of a battery to the bottom without an electrical component (such as a light bulb) in between. This is known as a short circuit. Short circuits are a potential hazard for the user of the electrical circuit, the electrical circuit itself, and the power source. 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-34

Board Game Bonanza Electricity Games Galore Subtask 9 Energy and Control An Integrated Unit for Grade 6 400 mins Description 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. Expectations 6s51 6s52 6s53 demonstrate understanding that electrical energy can be transformed into other forms of energy; design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy; identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment. Groupings Students Working As A Whole Class Students Working In Small Groups Teaching / Learning Strategies Collaborative/cooperative Learning Model Making Open-ended Questions Oral Explanation Assessment The teacher may make use of observations and make anecdotal records based on the work completed during this subtask. An opportunity should be found to conference with individual students to assess their understanding of the project. The rubric should be used to assist in the overall evaluation of this task and should be ongoing throughout the task. The teacher may also consider the peer evaluation in the overall assessment. Assessment Strategies Classroom Presentation Exhibition/demonstration Performance Task Quizzes, Tests, Examinations Assessment Recording Devices Rubric Teaching / Learning Part A (280 mins) 1. Review the Board Game Bonanza project as laid out on Board Game Bonanza - BLM 6.9.1. 2. Answer questions about the process and give students a projected timeline for completing the project (200 minutes). Show students what materials are available (all the materials from the previous subtasks) and let them know they are responsible for gathering anything else they may need. 3. Students to work independently on projects and complete the booklet Board Game Bonanza - BLM 6.9.1 and Board Game Bonanza - Project Summary - BLM 6.9.2. 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-35

Board Game Bonanza Electricity Games Galore Subtask 9 Energy and Control An Integrated Unit for Grade 6 400 mins Part B (60 mins) 1. When projects are completed have students present their projects to the class. Have students follow the presentation guideline from Board Game Bonanza - BLM 6.9.1. Part C (60 mins) 1. Have groups of three or four students rotate through and play each game. After playing each game, give the groups time to complete the evaluation sheet Peer Evaluation of Electronic Board Game - BLM 6.9.3. 2. Evaluate the students' projects. Use Board Game Bonanza - Assessment Rubric - BLM 6.9.4 to help you assess the projects and the presentations. Assess the construction under the following headings: durability (doesn't break easily), reliability (everything works the way it is supposed to all the time), precision (the care and detail in the model construction), uses 2 switches (2 different types), uses at least one parallel and one series circuits and does not contain any short circuits, transfers electrical energy into at least two other forms of energy. 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 6.9.1 BLM 6.9.2 BLM 6.9.3 BLM 6.9.4 BLM 6.9.1.cwk BLM 6.9.2.cwk BLM 6.9.3.cwk BLM 6.9.4.cwk batteries battery holders wire light bulbs (3.5v) light bulb holders buzzers motors brass fasteners paper clips 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-36

Board Game Bonanza Electricity Games Galore Subtask 9 Energy and Control An Integrated Unit for Grade 6 bristol board cardboard alligator clips plastic containers and lids 400 mins Notes to Teacher It is recommended that at least 240 minutes is devoted to the design and construction phase of this task. The project is not intended as a home assignment as this does not allow for evaluation of the process. It is helpful if you have designated space for groups to store their projects in between work sessions. A bin for each group to store small pieces is also very useful. Use the work periods and the Board Game Bonanza - Assessment Rubric - BLM 6.9.4 to evaluate students understanding of concepts. It is better to make more evaluations near the end of the project since students will gain much knowledge as they work through this process. 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-37

Appendices Electricity Games Galore Energy and Control Resource List: Black Line Masters: Rubrics: Unit Expectation List and Expectation Summary: Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:11:58 PM

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Resource List Page 1 Blackline Master / File BLM 6.UW.1 BLM 6.U.W.1.cwk BLM 6.UW.2 BLM 6.UW.2.cwk BLM 6.UW.3 BLM 6.UW.3.cwk Unit Unit Unit BLM 6.UW.4 Unit BLM 6.UW.4.cwk This file was not available when the unit was prepared for redistribution BLM 6.UW.5 Unit BLM 6.UW.5.cwk This file was not available when the unit was prepared for redistribution BLM 6.UW.6 Unit BLM 6.UW.6.cwk This file was not available when the unit was prepared for redistribution BLM 6.1.1 BLM 6.1.1.cwk BLM 6.2.1 BLM 6.2.1.cwk BLM 6.2.2 BLM 6.2.2.cwk BLM 6.2.3 BLM 6.2.3.cwk BLM 6.2.4 BLM 6.2.4.cwk BLM 6.2.5 BLM 6.2.5.cwk BLM 6.2.6 BLM 6.2.6.cwk BLM 6.3.1 BLM 6.3.1.cwk BLM 6.3.2 BLM 6.3.2.cwk BLM 6.3.3 BLM 6.3.3..cwk BLM 6.3.4 BLM 6.3.4.cwk BLM 6.3.5 BLM 6.3.5.cwk BLM 6.3.6 BLM 6.3.6.cwk BLM 6.4.1 BLM 6.4.1.cwk BLM 6.4.10 BLM 6.4.10.cwk ST 1 ST 2 ST 2 ST 2 ST 2 ST 2 ST 2 ST 3 ST 3 ST 3 ST 3 ST 3 ST 3 ST 4 ST 4 BLM 6.4.11 BLM 6.4.11.cwk BLM 6.4.12 BLM 6.4.12.pdf BLM 6.4.2 BLM 6.4.2.pdf BLM 6.4.3 BLM 6.4.3.cwk BLM 6.4.4 BLM 6.4.4.cwk BLM 6.4.5 BLM 6.4.5.cwk BLM 6.4.6 BLM 6.4.6.pdf BLM 6.4.7 BLM 6.4.7.cwk BLM 6.4.8 BLM 6.4.8.cwk BLM 6.4.9 BLM 6.4.9.cwk BLM 6.5.1 BLM 6.5.1.cwk BLM 6.5.2 BLM 6.5.2.cwk BLM 6.5.3 BLM 6.5.3.pdf BLM 6.5.4 BLM 6.5.4.cwk BLM 6.5.5 BLM 6.5.5.pdf BLM 6.5.6 BLM 6.5.6.pdf BLM 6.6.1 BLM 6.6.1.cwk BLM 6.6.2 BLM 6.6.2.cwk BLM 6.6.3 BLM 6.6.3.cwk BLM 6.6.4 BLM 6.6.4.cwk BLM 6.7.1 BLM 6.7.1.cwk BLM 6.7.2 BLM 6.7.2.cwk BLM 6.7.3 BLM 6.7.3.cwk BLM 6.8.1 BLM 6.8.1.cwk BLM 6.8.2 BLM 6.8.2.cwk BLM 6.9.1 BLM 6.9.1.cwk ST 4 ST 4 ST 4 ST 4 ST 4 ST 4 ST 4 ST 4 ST 4 ST 4 ST 5 ST 5 ST 5 ST 5 ST 5 ST 5 ST 6 ST 6 ST 6 ST 6 ST 7 ST 7 ST 7 ST 8 ST 8 ST 9 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:12:02 PM Page D-1

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Resource List Page 2 BLM 6.9.2 BLM 6.9.2.cwk BLM 6.9.3 BLM 6.9.3.cwk BLM 6.9.4 BLM 6.9.4.cwk Print Electricity - Addison Wesley ISBN 0-201-61404-9 Electricity - GTK Press ISBN 1-894318-24-2 Electricity - Teacher's Guide - GTK Press ISBN 1-894318-23-4 Media Videotaped Interview kit ST 9 ST 9 ST 9 ST 5 ST 5 ST 5 ST 7 markers ST 7 markers ST 8 motors ST 9 paper ST 2 paper clips ST 9 plastic containers and lids ST 9 plastic wrap ST 3 recipe cards for game questions ST 4 recipe cards for game show questions ST 2 scraps of paper ST 3 skipping ropes ST 4 string or thread per class ST 3 Students' names in a bin or jar ST 1 tag board or lightweight bristol board ST 5 tape ST 4 wire ST 9 Equipment / Manipulative Material alligator clips ST 9 aluminum foil ST 5 batteries ST 9 battery holders ST 9 bean bags ST 4 biomass (lemons, grapefruit, potato) ST 6 brass fasteners ST 4 brass fasteners ST 9 bristol board ST 9 buzzers ST 9 cardboard ST 4 cardboard ST 9 cartridge paper - 12 x 18 ST 5 chart paper ST 7 chart paper per group cloth (wool, nylon, polyester) per class curved plastic lid like salad container top from Wendy's ST 8 ST 3 ST 3 headbands or cards for atomic symbols ST 2 light bulb holders ST 9 light bulbs (3.5v) ST 9 alligator clips ST 4 alligator clips ST 6 bar magnets per class batteries (non-rechargeable) per class ST 8 ST 4 batteries (non-rechargeable) ST 5 batteries (non-rechargeable) per class ST 8 battery holders ST 5 battery holders per group battery holders (to match batteries) per class ST 8 ST 4 brass fasteners ST 5 brass screws per class ST 8 brick wall ST 4 bulb holders ST 5 bulb holders (for bulbs) per class ST 4 bulbs ST 5 bulbs (3.5 volts) per class ST 4 buzzers ST 5 chart paper or large art paper ST 6 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:12:02 PM Page D-2

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Resource List Page 3 clothes pegs ST 5 copper rods per class ST 8 copper rods or strips ST 6 cotton fabric ST 4 electrical tape per group ST 8 erasers ST 4 galvanometer (battery tester) ST 6 glass ST 4 iron rods ST 8 light bulbs and bulb holders ST 6 magnetic compasses per class ST 8 markers ST 5 nails ST 4 nails per class non-latex balloons per class ST 8 ST 3 paper ST 4 paper clips ST 4 paperclips ST 5 paperclips (metal) per group must be metal ST 8 pencil crayons ST 5 pencil lead ST 4 pencils ST 2 pennies ST 4 permanent felt-tip markers per person ST 3 plastic pens ST 4 printed circuit boards ST 5 rulers ST 2 rulers ST 3 skipping ropes ST 2 steel sink ST 4 tape per class ST 3 wire ST 5 wire per class wire - coated copper with ends stripped per class ST 8 ST 4 wood ST 4 zinc rods or strips ST 6 Other Books ST 6 Bulletin Board With Lettering ST 1 CD-ROMs (e.g., EnCarta, World Book, etc.) ST 6 Internet ST 6 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:12:02 PM Page D-3

ATOM BATTERY CIRCUIT CONDUCTOR CURRENT DIRECT CURRENT DRY CELL ELECTRIC CIRCUIT ELECTRONS ELECTRONICS ELECTRO-MAGNET ENERGY ELECTRO-STATIC CHARGE ENERGY TRANSFORMATION FILAMENT GENERATOR INSULATOR NEUTRON BLM 6.1.1

NON-RENEWABLE ENERGY SOURCE PARALLEL CIRCUIT PROTONS RENEWABLE RESOURCE REPEL RESISTANCE RESISTOR SERIES CIRCUIT SHORT CIRCUIT STATIC STATIC ELECTRICITY SWITCH VOLT ELECTRICITY MATTER PHYSICS SILICON CHIP BLM 6.1.1 TERMINALS

ATOMS Helium Atom Hydrogen Atom Carbon Atom Proton Neutron Electron BLM 6.2.1

THE ATOM The smallest component of matter is the atom. All matter is made up of atoms. Atoms are made up of three components, two of which possess electrical charges: neutrons are always found in the nucleus (centre) of the atom and have no charge, protons are also always found in the nucleus (centre) and are positively charged, electrons are found orbiting the nucleus and are negatively charged. Electrons are always moving. They orbit the nucleus in layers called shells just like little satellites or moons. Electrons can break away from the atom. Electrons can move from atom to atom. Diagram of The Atom Helium Atom The charge of an electron and a proton are opposite, but equal in size. Like charges repel and opposite charges attract just like in magnets. Protons repel protons and electrons repel electrons, but electrons are attracted to protons. The attraction of electrons to protons aids in the movement of electrons from atom to atom. The movement of electrons causes electricity. BLM 6.2.2

Date: Name: ATOMIC QUESTION 1. What are the 3 parts that make up the atom? 2. Based on the sample atoms, do all atoms contain 3 parts? Explain. 3. What parts of the atom are always found in the centre? 4. What part of the atom do you think is related to electricity? Why? BLM 6.2.3

Date: Teacher s Copy ATOMIC QUESTIONS 1. What are the 3 parts that make up the atom? The atom is made up of protons, neutrons, and electrons. 2. Based on the sample atoms, do all atoms contain all 3 parts? No, atoms do not always have neutrons. 3. What parts of the atom are always found in the centre? Neutrons and protons are always found in the centre. 4. What part of the atom do you think is related to electricity? Why? The electron is related to electricity because it is the part of the atom that moves. BLM 6.2.4

HISTORY OF ELECTRICITY - FACT SHEET People used natural forms of electricity long before they knew exactly what it was. In ancient Greece, people found that if they rubbed amber with a piece of cloth, it would attract and move light objects. The form of electricity used here is static electricity and the Greeks used it two thousand years before it was ever studied. William Gilbert was an English physicist. In the 1600s, he was the first to use scientific methods to study static electricity. It is believed that Gilbert gave this electricity its name which comes from the Greek word for amber. In 1752, Benjamin Franklin used a kite and a key to prove that lightning was electricity in action. That same year, Franklin made a lightning rod and placed it on top of a house. Lightning, striking the rod, was short circuited to the ground leaving the house untouched. In 1786, Guigi Galvani made a connection between electricity and the movement of muscles. By accident, he noticed that a spark could make a dead frog's leg move. Galvani experimented further by attaching a brass hook to the frog's muscle and attaching the hook to a iron railing. He placed the whole setup in a lightning storm. He noted that the frog's leg moved whenever the brass rail was hit by lightning. His conclusion was that the muscle moved because of electricity. The first wet-cell battery was made in 1800 by Alessandro Volta. Volta's battery produced an electrical current. It was made of zinc and silver discs immersed in a solution of acid. The current flowed through a wire connecting the two discs. There is a connection between electricity and magnetism. Hans Oersted first discovered this in 1820. He found that if an electric current flowed through a wire, it created a magnetic field. This discovery led to the invention of the galvanometer by John Schweigger in 1821. A galvanometer is a device designed to detect electric currents. The connection between magnetism and electricity had a great impact on the uses of electricity. In 1821, a British inventor named Michael Faraday designed the first electric motor. In 1823, the first electromagnet was made by W. Sturgeon. A transformer is a device used to change the voltage of an electric current. It was invented in 1831 by Michael Faraday. Yet another use for electricity was discovered by Samuel Morse. In 1844, he was able to transmit a message by magnetic telegraph allowing people to send signals over great distances. Dry cell batteries were invented in 1866 by G. Leclanche from France. The dry cell battery is convenient and easy to use as a source of power. As electricity was refined and explored, many inventors made use of this power source to produce machines to make life easier or better. One of the most famous of these was Thomas Edison. Some of his famous inventions included the phonograph in 1877 and the electric light bulb in 1879. Today, there are many inventions that depend on electricity as a source of power. In fact, it is hard to imagine life without electricity. BLM 6.2.5

INVENTION CARDS FOR TIMELINE ELECTRICAL INVENTION INVENTED BY ELECTRICAL INVENTION INVENTED BY DATE DATE ELECTRICAL INVENTION INVENTED BY ELECTRICAL INVENTION INVENTED BY DATE DATE BLM 6.2.6

Date: Name: MY BALLOON PAL Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how the static charge of one object effects another object. I - IDENTIFY THE PROBLEM How will a negatively charged object (balloon) react when it is placed near an object that has no charge? N - NARROW THE PROBLEM How will I give the balloon a negative charge? What can I use as a neutral (uncharged) object? How will I know that the balloon has a negative charge? What kind of a reaction will there be? S - STATE THE HYPOTHESIS Make a scientific guess as to what you think will be a solution to the problem above. I hypothesize that I - INVESTIGATE AND GATHER INFORMATION STATIC ELECTRICITY - is a charge that remains stationary or does not move. It is caused by a build-up of one charge, positive (+) or negative (-), on a material. The build-up is caused by rubbing one material against another, causing electrons to be rearranged. One material will gain electrons and be negatively charged and the other will lose electrons and be positively charged. 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). MATERIALS: - balloon - permanent felt-tip markers - string or thread - wool or felt cloth (any fabric that easily gives up electrons) - tape VARIABLES:

Date: Name: CONSTANTS: PROCEDURE: 1. Inflate a balloon. With the tied end at the top, draw a face on it. Use string and tape to hang the balloon from the ceiling so it is about the same level as your head. 2. Slowly bring your face close to the face on the balloon and observe what happens. Record your observations below. 3. Gently rub the face on the balloon with fabric. 4. Slowly bring your own face close to the face on the balloon. Observe what happens. Record your observations below. T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS When I brought my face close to a balloon that had not been rubbed with fabric When I brought my face close to a balloon that had been rubbed with fabric E - EXAMINE THE RESULTS AND WRITE A CONCLUSION How does your face get a positive charge?

Date: Name: E x p l a n a t i o n :

MY BALLOON PAL Teacher s Copy Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how the static charge of one object effects another object. I - IDENTIFY THE PROBLEM How will a negatively charged object (balloon) react when it is placed near an object that has no charge? N - NARROW THE PROBLEM How will I give the balloon a negative charge? What can I use as a neutral (uncharged) object? How will I know that the balloon has a negative charge? What kind of a reaction will there be? S - STATE THE HYPOTHESIS Responses may vary, but should refer to how the balloon moves before and after it is rubbed. I - INVESTIGATE AND GATHER INFORMATION STATIC ELECTRICITY - is a charge that remains stationary or does not move. It is caused by a build-up of one charge, positive (+) or negative (-), on a material. The build-up is caused by rubbing one material against another, causing electrons to be rearranged. One material will gain electrons and be negatively charged and the other will lose electrons and be positively charged. 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). MATERIALS: - balloon - permanent felt-tip markers - string or thread - wool or felt cloth (any fabric that easily gives up electrons) - tape VARIABLES: amount of rubbing the balloon receives CONSTANTS: type of balloon and distance of balloon from your face PROCEDURE: 1. Inflate a balloon. With the tied end at the top, draw a face on it. Use string and tape to hang the balloon from the ceiling so it is about the same level as your head. 2. Slowly bring your face close to the face on the balloon and observe what happens. Record your observations below. 3. Gently rub the face on the balloon with fabric. 4. Slowly bring your own face close to the face on the balloon. Observe what happens. Record your observations below. BLM 6.3.2

T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS When I brought my face close to a balloon that had not been rubbed with fabric the balloon did not move When I brought my face close to a balloon that had been rubbed with fabric the face of the balloon moved to touch my face. I felt tingling on my face (hairs moving) and I think I heard a slight crackling sound. E - EXAMINE THE RESULTS AND WRITE A CONCLUSION: The balloon face gained electrons and was attracted to the positive charge of my face. Since opposite charges attract the balloon face was drawn to my face. How does your face get a positive charge? When the negatively charged balloon came close to my face, the electrons in the atoms of my face were repelled and moved to the back of the atom. This caused a positive charge (by induction) on my face. MY BALLOON PAL DIAGRAM Explanation: When the face on the balloon is rubbed with the cloth, electrons move from the cloth to the balloon which now has a negative charge. As the balloon is moved toward our face, which has a neutral charge, the electrons on our face are repelled. Our face now has a positive charge.the negatively charged balloon is attracted to our positively charged face. BLM 6.3.2

Date: Name: MY PAL II Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how statically charged objects effect one another. I - IDENTIFY THE PROBLEM What will happen when two objects with the same charge come close together? N - NARROW THE PROBLEM How do objects become negatively charged? What objects will be used? How will I know that the objects have a negative charge? What kind of a reaction will there be? S - STATE THE HYPOTHESIS Make a scientific guess as to what you think will be a solution to the problem above. I hypothesize that: I - INVESTIGATE AND GATHER INFORMATION ATTRACTION occurs where oppositely charged materials come together. REPULSION occurs where similarly charged materials pull apart. MATERIALS: - string or thread - two balloons (same size and shape when inflated) - tape - permanent felt-tip markers - ruler - wool or felt cloth (any fabric that easily gives up electrons) VARIABLES: amount of rubbing the balloon receives CONSTANTS: type of balloon and distance between balloons PROCEDURE: 1. Inflate a balloon. With the tied end at the top, draw a face on it. Use string and tape to hang the balloon from the ceiling so it is at about the same level as your head. 2. Inflate a second balloon to approximately the same size as the first balloon. Draw a face on this balloon with the felt tip marker. Use string and tape to hang the balloon from the ceiling so that the two balloons are about 5 cm to 10 cm apart and hang at the same level. 3. Set the balloons up so they are facing each other. 4. Rub the faces on both balloons with a cloth. BLM 6.3.3.

Date: Name: 5. Slowly bring one balloon toward the other. Observe what happens. Record your observations below. 6. Gently rub your face with fabric. 7. Slowly bring your own face close to one of the balloons. Observe whathappens. Record your observations below. T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS When I brought a statically charged balloon close to a balloon that also had a static charge When I rubbed my face with the fabric and brought it close to one of the balloons that had also been rubbed with fabric E - EXAMINE THE RESULTS AND WRITE A CONCLUSION: How does your face get a negative charge? BLM 6.3.3.

Date: Name: MY PAL II DIAGRAM Explanation: BLM 6.3.3.

Teacher s Copy MY PAL II Use the I.N.S.I.T.E. method, as laid out below, to develop and test a hypothesis that examines how statically charged objects effect one another. I - IDENTIFY THE PROBLEM What will happen when two negatively charged items come close together? N - NARROW THE PROBLEM How do objects become negatively charged? What objects will be used? How will I know that the objects have a negative charge? What kind of a reaction will there be? S - STATE THE HYPOTHESIS Responses will vary, but should say that the balloons will move apart. I - INVESTIGATE AND GATHER INFORMATION ATTRACTION occurs where oppositely charged materials come together. REPULSION occurs where similarly charged materials pull apart. MATERIALS: - string or thread - two balloons (same size and shape when inflated) - tape - permanent felt-tip marks - ruler - wool or felt cloth (any fabric that easily gives up electrons) VARIABLES: amount of rubbing the balloon receives CONSTANTS: type of balloon and distance between balloons PROCEDURE: 1. Inflate a balloon. With the tied end at the top, draw a face on it. Use string and tape to hang the balloon from the ceiling so it is at about the same level as your head. 2. Inflate a second balloon to approximately the same size as the first balloon. Draw a face on this balloon with the felt tip marker. Use string and tape to hang the balloon from the ceiling so that the two balloons are about 5 cm to 10 cm apart and hang at the same level. 3. Set the balloons up so they are facing each other. 4. Rub the faces on both balloons with a cloth. 5. Slowly bring one balloon toward the other. Observe what happens. Record your observations below. 6. Gently rub your face with fabric. 7. Slowly bring your own face close to one of the balloons. Observe whathappens. Record your observations below. T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS BLM 6.3.4.

When I brought a statically charged balloon close to a balloon that also had a static charge the two balloons moved apart. When I rubbed my face with the fabric and brought it close to one of the balloons that had also been rubbed with fabric the balloon moved away from my face. E - EXAMINE THE RESULTS AND WRITE A CONCLUSION: The balloon faces repel each other because they both have a negative charge and repel each other. How does your face get a negative charge? When I rubbed the fabric on my face I created a negative static charge on my face. MY PAL II DIAGRAM Teacher s Copy Explanation: Both balloons become negatively charged when rubbed with the cloth, because electroncs are lost from the cloth and move to the faces of the balloons. Because both balloons now have a negative charge, (the same charge) they repel each other. BLM 6.3.4.

Date: Name: MY PAL III Use the I.N.S.I.T.E. method to develop and test a hypothesis that examines how the static charge of objects effect one another. I - IDENTIFY THE PROBLEM What will happen when a charged material is placed in contact with a material with an opposite charge? N - NARROW THE PROBLEM How do materials become statically charged? How will I know that the objects have an opposite charge? What materials will be tested? What materials will carry the positive charge? What materials will carry the negative charge? What kind of a reaction will there be? How will the materials be tested? S - STATE THE HYPOTHESIS Make a scientific guess as to what you think will be a solution to the problem above. I hypothesize that I - INVESTIGATE AND GATHER INFORMATION MATERIALS: VARIABLES: CONSTANTS: PROCEDURE: 1. Rub the balloon with the piece of cloth. 2. Let the piece of cloth hang from one hand and hold the balloon from the top with the other hand. 3. Slowly bring them closer together. 4. Record observations. BLM 6.3.5 Page 1

Date: Name: T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS E - EXAMINE THE RESULTS AND WRITE A CONCLUSION DRAW AND LABEL A DIAGRAM BLM 6.3.5 Page 2

MY PAL III Teacher's Copy Use the I.N.S.I.T.E. method to develop and test a hypothesis that examines how the static charge of objects effect one another. I - IDENTIFY THE PROBLEM What will happen when a charged material is placed in contact with a material with an opposite charge? N - NARROW THE PROBLEM How do materials become statically charged? How will I know that the objects have an opposite charge? What materials will be tested? What materials will carry the positive charge? What materials will carry the negative charge? What kind of a reaction will there be? How will the materials be tested? S - STATE THE HYPOTHESIS Responses will vary, but should say that the materials should come together. I - INVESTIGATE AND GATHER INFORMATION MATERIALS: 1. a balloon 2. a cloth that easily loses electrons (wool, felt or a paper napkin) VARIABLES: whether or not the balloon is rubbed CONSTANTS: cloth, distance from balloon to cloth PROCEDURE: 1. Rub the balloon with the piece of cloth. 2. Let the piece of cloth hang from one hand and hold the balloon from the top with the other hand. 3. Slowly bring them closer together. 4. Record observations. T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS BLM 6.3.6

The materials did not come together the first time, but after the balloon was rubbed by the cloth the materials did come together. E - EXAMINE THE RESULTS AND WRITE A CONCLUSION Teacher's Copy Materials with opposite charges are attracted. The cloth gave up electrons to the balloon so the cloth had a positive charge and the balloon had a negative charge. Opposite charges attract so the materials came together. DRAW AND LABEL A DIAGRAM BLM 6.3.6

CURRENT ELECTRICITY SIMULATIONS Have two student volunteers at the front of the class. Label one student as the source of electrons (the input) and the other as the output (light, heat, sound). Give the source student three beanbags. Tell this student that he/she will slowly toss the beanbags to the output student. In the simulation, students must adhere to the following rules: - beanbags can be tossed only along a given path represented by a skipping rope - the output can work for one second for each beanbag it receives (unless there is more energy given from the source to the output). Simulation 1 Give the source student three beanbags. Lay a skipping rope from the source student in a direction away from the output student. Run the simulation. WHAT HAPPENS - The source student should toss the beanbags away from the output student and there should be no output (current electricity can only run along a path). Simulation 2 Give the source student three beanbags. Lay a skipping rope so it forms a path between the source student and the output student. Run the simulation. WHAT HAPPENS - The beanbags are tossed to the output student who is able to work for about three seconds. Since a path is in place the electrons can flow, however, the source student quickly runs out of energy. Simulation 3 Give the source student 10 beanbags. Lay a skipping rope so it forms a path between the source student and the output student. Run the simulation WHAT HAPPENS - The output student is able to work longer, however, the source student still runs out of energy. Simulation 4 Give the source student 10 beanbags. Lay a skipping rope so it forms a path between the source student and the output student. The source student should toss each beanbag to the output student with greater force, to show that there is now more energy in each electron. WHAT HAPPENS - The output student receives more power (energy) with each beanbag. This is a representation of voltage or how much energy each electron has. Simulation 5 Give the source student ten beanbags. Lay a skipping rope so it forms a path between the source student and the output student. The source student should toss the beanbags to the output student at a faster rate to show that the rate of flow of electrons has increased. WHAT HAPPENS - The duration of the output is shorter, but the rate at which the energy moves from source to output is greater. This represents the current or rate of flow of electricity. The measurement of electric current is in amperes. Simulation 6 Give the source student two beanbags. Lay a skipping rope so it forms a path between the source student and the output student. Have the source student toss the beanbags to the output student at a normal rate and have the output student toss the beanbags back to the source student so they can be reused. Have them repeat this back and forth movement for twenty seconds. Run the simulation. WHAT HAPPENS - The output student can run continuously as long as the source student is able to supply energy. If the power source runs out of energy the output stops. This is what happens, for example, when a battery runs out of power (energy). Simulation 7 Have the class imagine tossing the beanbags through water instead of air. WHAT WOULD HAPPEN - The beanbags would move slower and it would take greater effort to move them from the source student to the output student. This represents resistance.

Will the Light Bulb Light? BLM 6.4.2

CIRCUIT DIAGRAM SYMBOLS BLM 6.4.3

Date: Name: CONDUCTOR OR INSULATOR Use the I.N.S.I.T.E. method to develop and test a hypothesis that examines what materials electricity will travel through and what materials electricity will not travel through. I - IDENTIFY THE PROBLEM N - NARROW THE PROBLEM S - STATE THE HYPOTHESIS I hypothesize that I - INVESTIGATE AND GATHER INFORMATION If electricity travels through a material, we say that it is a conductor. If electricity will not travel through a material, we say that it is an insulator. MATERIALS:. two batteries. a battery holder. a light bulb. a light bulb holder. three pieces of wire with the ends stripped and twisted. test materials (wood, a pencil lead, a penny, glass, cotton fabric, a plastic pen case, a paperclip, a nail, brick wall, an eraser, paper, and a steel sink) VARIABLES: the test materials CONSTANTS: the circuit BLM 6.4.4

Date: Name: PROCEDURE: T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS Material Did light Did not light wood pencil lead penny glass plastic pen case paper clip nail eraser cotton fabric brick wall steel sink paper E - EXAMINE THE RESULTS AND WRITE A CONCLUSION Examine the results of your test and write a conclusion that outlines what you have learned about conductors and insulators in this investigation. BLM 6.4.4

Date: Name: BLM 6.4.4

CONDUCTOR OR INSULATOR Teacher's Copy Use the I.N.S.I.T.E. method to develop and test a hypothesis that examines what materials will electricity travel through and what materials will electricity not travel through. I - IDENTIFY THE PROBLEM What materials will electricity travel through? What materials will electricity not travel through? N - NARROW THE PROBLEM How will I know whether or not electricity is traveling through a material? What materials should I test? How will I conduct the test? S - STATE THE HYPOTHESIS I hypothesize that electricity will only travel through materials that are made from metal. T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS Material Did light Did not light wood x pencil lead x penny x glass plastic pen case x x paper clip nail x x eraser x cotton fabric brick wall x x steel sink x paper x E - EXAMINE THE RESULTS AND WRITE A CONCLUSION The pencil lead, paper clip, nail, steel sink, and penny were conductors of electricity. The plastic, paper, brick, cotton, glass, wood, and eraser were insulators. It seems that metallic items are more likely to be conductors and that non-metallic items are more likely to be insulators.

Date: Name: SERIES CIRCUITS SERIES CIRCUIT - an electrical circuit that has more than one output device and where the current flows from the power source to one output device then another, etc. and finally back to the power source. 1. Set up a closed circuit as shown below. 2. Add a second light to the closed circuit as shown below. 3. Did you observe any difference in the intensity (brightness) of the light when there were two lights as compared to when there was only one? Explain what you observed. 4. Take light bulb one out of its holder. What happens? 5. Replace light bulb one and take light bulb two out of its holder. What happens? 6. Replace light bulb two and add a third light to the closed circuit as shown below.

Date: Name: 7. Did you observe any difference in the intensity (brightness) of the light when there were three lights as compared to when there were two and when there was only one? Explain what you observed. 8. Take light bulb one out of its holder. What happens? 9. Replace light bulb one and take light bulb two out of its holder. What happens? 10. Replace light bulb two and take light bulb three out of its holder. What happens? 11. Replace light bulb three. What happens?

Date: Name: PARALLEL CIRCUITS PARALLEL CIRCUIT - is a circuit where there is more than one path both to and from the power source, where output devices can be placed. 1. Set up a closed circuit as shown below. 2. Add a second light to the closed circuit as shown below. 3. Did you observe any difference in the intensity (brightness) of the light when there were two lights as compared to when there was only one? Explain what you observed. 4. Take light bulb one out of its holder. What happens? 5. Replace light bulb one and take light bulb two out of its holder. What happens? 6. Replace light bulb one and add a third light to the closed circuit as shown below. 7. Did you observe any difference in the intensity (brightness) of the light when there were three lights as compared to when there were two and when there was only one? Explain what you observed.

Date: Name: 8. Take light bulb one out of its holder. What happens? 9. Replace light bulb one and take light bulb two out of its holder. What happens? 10. Replace light bulb two and take light bulb three out of its holder. What happens? 11. Replace light bulb three. What happens?

Date: Name: SERIES AND PARALLEL CIRCUITS 1. What will happen when two or more output devices are placed in a row within a closed circuit? What kind of a circuit is this? 2. Will there be a change in the intensity of the light when two or more output devices are placed in a row within a closed circuit? Explain. 3. What will happen if one of the output devices fails when two or more output devices are placed in a row within a closed circuit? 4. What will happen if more than one output device is connected separately to the same power source within a closed circuit? What kind of a circuit is this? BLM 6.4.7

Date: Name: 5. Will there be a change in the intensity of the light if more than one output device is connected separately to the same power source within a closed circuit? Explain. 6. What will happen if one of the output devices fails when more than one output device is connected separately to the same power source within a closed circuit? 7. How is a series circuit different from a parallel circuit? 8. Fill in the chart below: TYPE OF CIRCUIT ADVANTAGES DISADVANTAGES SERIES PARALLEL BLM 6.4.7

SERIES AND PARALLEL CIRCUITS Teacher s Copy 1. What will happen when two or more output devices are placed in a row within a closed circuit? What kind of a circuit is this? All the output devices will run. This is called a series circuit. 2. Will there be a change in the intensity of the light when two or more output devices are placed in a row within a closed circuit? Explain. Yes. All of the lights will be dimmer as compared to when there was just one light in the circuit. 3. What will happen if one of the output devices fails when two or more output devices are placed in a row within a closed circuit? If one output device fails then all output devices cease because the circuit is now an open circuit and electricity cannot flow. 4. What will happen if more than one output device is connected separately to the same power source within a closed circuit? What kind of a circuit is this? All the output devices will run. This is called a parallel circuit. 5. Will there be a change in the intensity of the light if more than one output device is connected separately to the same power source within a closed circuit? Explain. No. All of the lights will shine with the same intensity as compared to when there was just one light in the circuit. 6. What will happen if one of the output devices fails when more than one output device is connected separately to the same power source within a closed circuit? The other output devices will continue to run because they all run independent of each other. 7. How is a series circuit different from a parallel circuit? In a parallel circuit, each output device has its own circuit or path to and from the power source. As a result they are not dependent on each other. Output devices in a series circuit, however, are all part of one continuous circuit and are dependent on each other. 8. Fill in the chart below: TYPE OF CIRCUIT ADVANTAGES DISADVANTAGES SERIES - easy to construct - uses less wire - can easily run more than one output device from one power source - needs a lot of power to run multiple output devices - if one output device fails, none will work - power decreases as it travels down the line PARALLEL - if one bulb is out, the rest will continue to work. - can run more than one output device from one power source - power is the same for all output devices - more complicated to construct - uses more wire

CIRCUITS QUIZ BOARD Question Answer 1 a 2 b 3 c 4 d 5 e BLM 6.4.9

CIRCUITS QUIZ BOARD DESIGN CHALLENGE Use the S.P.I.C.E. method, as laid out below, to design and construct an electronic quiz board. S - Situation You and your class are looking for creative ways to test your knowledge of circuits. P - Problem You need to design and build a game where a bulb will light when a question is linked with a correct answer. Your game must include question and answer cards that can be easily removed and replaced and have a way of lighting a light when a question is linked with a correct answer. Your device can only make use of the following materials: questions and answer cards, wires (as many as needed), ten brass fasteners, masking tape, five light bulbs and holders, cardboard, two batteries, a battery holder, and two wires with alligator clip ends. I - Ideas Create a solution to the problem of designing and building a game where a bulb will light when a question is linked with a correct answer. Write down your ideas and draw a sketch of what your game will look like. Label your sketch, to describe how your game works and to identify the materials you intend to use.(label this Solution A) Create another possible solution to the problem of designing and building a game where a bulb will light when a question is linked with a correct answer. Write down your ideas and draw a sketch of what your game will look like. Label your sketch, to describe how your game works and to identify the materials you intend to use.(label this Solution B) C - Choose and Construct a) Choose the solution that you think will be the most successful (Solution A or Solution B). Explain why you think it will work better than the other solution. b) Create a step-by-step plan for how you will construct your game. c) Construct your game and test it. Record any revisions (changes) that you have made to your design. d) Explain precisely how your game works. Use science terms and language in your explanation. e) Draw an accurate and detailed picture of your final solution. Label your drawing, to describe how your game works and to identify the materials you used. E - Evaluate a) Examine your game and write what you like about it. b) Think about your game and write about the most challenging thing you tried during its design and/or construction. c) Examine your game and write about what didn t work so well. Write about both the design and construction of the game. Try to explain why it didn t work. d) Examine your game and write about what you would do differently if you built it again. BLM 6.4.10

Date: Name: EVALUATION OF QUIZ BOARD Title of Game: This game was created by: Please give your comments on the game under the following headings: ACCURACY - Questions were arranged so the correct answer lit the bulb. RELIABILITY OF CIRCUITS -Wires were constructed so that they worked all the time. VALUE OF QUESTIONS - Questions were a good review of the material and ranged in difficulty from easy to hard. EDITING AND OVERALL APPEAL - Writing was error-free and the game was neatly put together and attractive. BLM 6.4.11

Sample Quiz Board - Teacher Resource Example Resources corrugated plastic sheet glue paper for questions and answers 10 gauge copper wire (insultated) paper fasteners BLM 6.4.12

TYPES OF SWITCHES SWITCH - a device that controls the flow of electricity through a circuit by completing or breaking the circuit. Construct and test each of the following switches. A SIMPLE OR TOGGLE SWITCH Materials: a light bulb and bulb holder a 1.5 V battery 2 brass fasteners 3 pieces of wire with the ends bared 1 paper clip 8 cm x 8 cm cardboard masking tape Building Instructions: 1. Connect two wires, one to each end of the battery 2. Connect one of these wires to one end of the bulb. 3. Put one of the brass fasteners through the paper clip and then through the cardboard. The clip should touch the fastener but move easily. 4. Put the second brass fastener through the cardboard so that the paper clip can touch it. 5. Tape the ends of the fasteners on the bottom of the card. Be sure that they are not touching each other. 6. Attach the second wire coming from the battery to the second brass fastener. Be sure the paper clip is not touching the fastener. 7. To close the circuit or turn on the light, move the paper clip so that it touches the second brass fastener. A DOUBLE POLE SWITCH Materials: a light bulb and bulb holder a 1.5 V battery 6 brass fasteners 5 pieces of wire with the ends bared 2 paper clips 2 pieces of 8 cm x 8 cm cardboard masking tape Building Instructions: 1. Set up the circuit as shown in the diagram. Be sure to tape the ends of the brass fasteners so that they are not touching each other. 2. Try the switch in various positions to find different ways to make the bulb light. 3. Try to turn the light off at switch A and then turn it on at switch B. 4. Try to turn the light on at switch A and then turn it off at switch B. A PUSH BUTTON SWITCH BLM 6.5.1

Materials: a clothespin a light bulb and bulb holder a 1.5 V battery 3 pieces of wire with the ends bared (2 with one end stripped of covering for about 10 cm) Building Instructions: 1. Using the two wires with long, stripped ends, wrap the 10 cm stripped end of one wire several times around one side of the open end of the clothespin and wrap the 10 cm stripped end of the other wire around the other open end of the clothespin. 2. Connect one wire to the bulb and the other wire to one end of the battery. 3. Use a third piece of wire to connect the unattached end of the battery to the unattached end of the bulb. 4. Try closing the circuit by pressing the ends of the clothespin together. PRESSURE SWITCH Materials: a light bulb and bulb holder a 1.5 V battery 3 pieces of wire with the ends stripped pieces of tin foil masking tape piece of cardboard Building Instructions: 1. Fold the piece of cardboard in half. 2. Wrap the foil around the middle of the top and bottom half of the card. The pieces must touch when you press down on the top of the folded cardboard. 3. Tape one end of one wire to the piece of foil on the top piece of cardboard and tape a second wire to the underside of the bottom piece of cardboard. 4. Connect the top wire to one side of the battery and the bottom wire to one side of the bulb. 5. Use the third piece of wire to join the free end of the battery to the free end of the bulb. 6. Try to complete the circuit by pressing down on the folded cardboard. BLM 6.5.1

Switches For each of the following examples of switches: 1. Explain in words how the switch works (include labels on the diagrams). 2. List any examples of this type of switch that you have seen. 3. Explain any situations where this type of switch would be particularly useful. A SIMPLE OR TOGGLE SWITCH A DOUBLE POLE SWITCH BLM 6.5.2

A PUSH BUTTON SWITCH PRESSURE SWITCH 4. Draw a circuit diagram showing a complete circuit with a simple switch. 5. Draw a circuit diagram showing a complete circuit with a double pole switch. BLM 6.5.2

CIRCUIT REVIEW Look at the diagrams on this sheet and write in each box whether the light(s) will light up or not. Tell what kind of a circuit it is and explain why the light(s) light up or not. BLM 6.5.3

BLM 6.5.3

Teacher Copy CIRCUIT REVIEW Look at the diagrams on this sheet and write in each box whether the light(s) will light up or not. Tell what kind of a circuit it is and explain why the light(s) light up or not. A This is a parallel circuit. The lights will light. The switch is closed so the circuit is complete. B This is a short circuit. The light will not light. The wires both connect to the side of the bulb instead of one on the side and one on the bottom. The circuit is not complete. C This is a series circuit. The lights will light. The switch is closed so the circuit is complete. D This is a parallel circuit. The switch for the inner light is open, causing an open circuit, so this light will not light. The path for the outer light forms a complete circuit so the outer light will light. E This is a parallel circuit. The lights will not light because the switch is open. The circuit for all three lights is incomplete. F This is a simple closed circuit. The light will light. G This is a parallel circuit. LIghts 1 and 2 will light because the switch along their path in the circuit is closed. Light 3 will not light because the switch along its path to the power source is open, making the circuit incomplete. H This is an open circuit. The light will not light because there is no connection from the negative terminal of the battery to the bottom of the light bulb. I This is a series circuit. The lights will not light. While one switch is closed, the other is open so the circuit is incomplete. J This is a series circuit. The lights will light. The circuit is complete. K This is a parallel circuit. Lights 1 and 3 will light because the switch along their path in the circuit is closed. Light 2 will not light because the switch along its path to the power source is open, making the circuit incomplete. L This is a short circuit. The light will not light. While the wires are connected to the light bulb properly, the electrons would rather take the easy route through the wire connecting the positive and negative terminals of the battery.

MORSE CODE ALPHABET A - B - C - - D - E F - G - - H I J - - - K - - L - M - - N - O - - - P - - Q - - - R - S T - U - V W - - X - - Y- - - Z - - NUMBERS 1 - - - - 2 - - - 3 - - 4-5 6-7- - 8 - - - 9 - - - - 0 - - - - - OTHER PERIOD - - - SOS - - - END OF MESSAGE - - START - - UNDERSTAND - QUESTION MARK - - ERROR BLM 6.5.5

Message 1 CODED MESSAGES Message 2 BLM 6.5.6

BIOMASS BATTERIES MATERIALS: - one of the following: lemon, grapefruit, potato - two wires with alligator clips on the ends - light bulb in a bulb holder - a battery tester (galvanometer) - strip or rod of zinc or aluminum - strip or rod of copper BUILDING INSTRUCTIONS: 1. Select a biomass source from the materials list. Push a zinc or aluminum rod or strip into one section of the biomass and a copper rod or strip into another. 2. Connect one end of one wire to the zinc or aluminum strip using the alligator clip. Connect the other end of the wire to one terminal of the bulb holder with the alligator clip. 3. Connect one end of a second wire to the copper strip using the alligator clip. Connect the other end of this wire to the other terminal of the bulb holder. 4. You should be able to get a low voltage light bulb to light, but even if you don t, you may be generating electricity. Test your biomass battery with the galvanometer. BLM 6.6.1

SOURCES OF ENERGY SOURCES OF ENERGY: There are many sources of energy including: the sun, water, nuclear fission, wind, fossil fuels, geothermal and bio-mass, and chemical reactions. RENEWABLE RESOURCE: A resource that can never be used up or that is regenerated within a reasonable time period. NON-RENEWABLE RESOURCE: A resource that can be used up forever or cannot be regenerated within a reasonable time period (1000s of years). Categorize and list the energy sources listed above as either renewable or non-renewable. RENEWABLE ENERGY SOURCES- NON-RENEWABLE ENERGY SOURCES- Use the chart that follows to record information as you conduct your research. Under the heading Description discuss how this source of energy is converted into electricity. Under the headings Advantages and Disadvantages discuss all of the advantages and disadvantage of producing electrical energy in this manner (i.e., the manner discussed in your description). Include in your discussion how easy is it to produce electrical energy in this manner, and how the production of electrical energy in this manner affects the environment. Follow these rules when completing your chart: use point form, be sure you understand what you write down, write points in your own words, write or print neatly. Names: BLM 6.6.2

Source of Energy: Description Advantages Disadvantages BLM 6.6.2

Sources of Energy Teacher s Copy RENEWABLE ENERGY SOURCES NON-RENEWABLE ENERGY SOURCES SOURCE DESCRIPTION ADVANTAGES DISADVANTAGES Solar - nuclear fusion ocurs in sun when the nuclei of atoms join to make a heavier atom giving off large amounts of energy (the sun is really an example of a nuclear reactor) - sunlight is directed to a vat of oil by concentrating solar collectors. The oil is heated and the heat is transferred to water which causes steam which turns a trubine to produce electricity - solar energy can be converted into electricity using photovoltaic cells - sunlight is a renewable resource - it is free - is not harmful to the environment - it is plentiful and available almost everywhere - efficient solar collectors are very expensive - plants to convert solar energy to electrical energy are costly and take up a lot of space = solar plants are best located in desert areas - solar energy does not come in a steady flow so it has to be stored when it is available for times when it is not Wind - windmills or windturbines turn in the wind, spinning a shaft that turns metal wires between magnets and this produces electricity - wind collectors do not - is a renewable resource work when the wind is - it is very costly to convert win low so energy must be denergy into stored electricity - requries a location - is friendly to the where the wind is environment strong and steady - the wind collectors must be able to be turned to collect the wind when it comes from different directions - strong winds could tear off the arms of the wind collector if the speed of the collect is not limited - the collectors can be noisy BLM 6.6.3

SOURCE DESCRIPTION ADVANTAGES DISADVANTAGES Water - moving or falling water turns turbines which drive electricity generators - is a renewable resource - does not pollute the air as much as a source such as fossil fuels - is dependent on finding and harnessing a moving or falling stream of water - can increase the water temperature in the rea surrounding a plant and kill off some varieties of fish Nuclear Fission - the nuclei of atoms are split which releases large amounts of energy in the form of heat which is used to heat low pressure water - the heated water produces steam which turns a turbine which drives electricity generators - is a renewable resource - does not cause air pollution - nuclear plants can produce a nuclear fuel called plutonium - the technology to produce electricity from nuclear reactions is costly and complicated - the waste from nuclear plants is radioactive and must be stored - leaks in nuclear plants are very dangerous to people and the environment - plutonium is highly radioactive and explosive - transporting plutonium is very dangerous Fossil Fuels - fuels such as coal, oil and gas are burned and the heat is used to produce steam which turns turbines which drive electricity generators - it is portable (i.e. a lot of gas can be pressed into a small tank) - a non-renewable energy source - burning fossil fuels causes air pollution - deposits of fossil fuels must be found and mined - transportation of fossil fuels through pipelines and tanker ships can be dangerous to the environment if there is a spill BLM 6.6.3

SOURCE DESCRIPTION ADVANTAGE S Chemical - change caused by the interaction of molecules when two or more chemicals are combined. This change releases energy which causes electrons to flow (example: a battery or mxing vinegar and baking soda) - can be controlled and stored in a small container like a battery - many of the chemicals used are easily found such as vinegar and water or basic foods that we eat to fuel our bodies DISADVANTAGES -is a non-renewable resource - containers such as batteries fill land sites Geo-thermal - heat from the earth s core is tapped to heat water to steam which drives electricity generators or water from the ground passes over rocks that are heated by geothermal energy and the steam from this water is directly used to turn turbines and make electricity - plentiful - a renewable resource - can be converted into liquid fuels - converting geothermal energy into electricity is more environmentally friendly than some other sources - difficult to tap unless found in a naturaloccurring phenomenon like a geyser - you take water from the ground so you must replace it to maintain the water table - underground gases are allowed to escape into the air and they Biomass - is energy produced from plants and animals. Biomass material can be burned to make heat to drive electricity generators - plentiful (like seaweed) - can use unwanted plans and animal material - is considered a renewable resource - heat can sometimes be used directly to turn turbines and produce electricity - not easily converted into electricity - burning pollutes the air - not available where plants and animals don t grow such as a polar region - most plants have to use underground water to create the steam -waste from burning biomass fills landfill sites BLM 6.6.3

Date: Name: ENERGY TRANSFORMATIONS TYPE OF ENERGY PUT INTO DEVICE ELECTRICAL DEVICE TYPE(S) OF ENERGY OUT OF DEVICE Electricity => Light Bulb => Light & Heat Energy BLM 6.6.4

Date: Name: Effective Use of Electricity Examples of Wasting Electricity in Our School Examples of the Efficient Use of Electricity in Our School How can we use electricity more efficiently in our school? BLM 6.7.1

Date: Name: Effective Use of Electricity Examples of Wasting Electricity in Our Home Examples of the Efficient Use of Electricity in Our Home How can we use electricity more efficiently in our home? BLM 6.7.2

Date: Name: Electricity Detectives Group Members: Time and Date of Interview: Questions to Ask: Plan for more efficient use of electricity: Method of Making Suggestions: Way to Thank The Custodian/Principal For His/Her Involvement: BLM 6.7.3

Date: Name: CONNECTING ELECTRICITY AND MAGNETISM Use the I.N.S.I.T.E. method to develop and test a hypothesis that examines the relationship between electricity and magnetism. I - IDENTIFY THE PROBLEM Is there a connection between electricity and magnetism? N - NARROW THE PROBLEM How can I test the connection between electricity and magnetism? What objects will I test? How will I know that an object is magnetic? What kind of a reaction will there be between magnetic and electrical objects? S - STATE THE HYPOTHESIS Make a scientific guess as to whether or not you think there is a connection between electricity and magnetism. I hypothesize that I - INVESTIGATE AND GATHER INFORMATION Conduct some research to find information about magnets and magnetism. MATERIALS:. a magnetic compass. a battery. a bar magnet. 20 cm of wire with the ends stripped and twisted VARIABLES: CONSTANTS: PROCEDURE: 1. Make sure that the compass is working. The north hand should always point to the north even when you move the compass. 2. Bring both the North and South ends of a magnet close to the compass. Record your observations.

Date: Name: T - TEST THE HYPOTHESIS AND RECORD OBSERVATIONS Diagram and Description of Results North end of magnet is brought close to the compass South end of the magnet is brought close to the compass. E - EXAMINE THE RESULTS AND WRITE CONCLUSIONS

ELECTROMAGNETISM There is a relationship between electricity and magnetism. A current going through a wire causes a magnetic field to be created around the wire. An electric current produces a magnetic field, and changing the magnetic field can produce an electric current. This relationship was discovered in 1820, by Hans Christian Oersted; a Danish teacher. He noticed that a compass needle moved when it was brought close to an electric circuit and went on to prove his theory that electricity causes a magnetic field by designing an experiment similar to the one seen on the worksheet Connecting Electricity and Magnetism. A current traveling through a coiled wire also causes an increase in the magnetic field because each coil acts like a separate magnet. Wrapping or coiling a wire around a rod in this manner creates what is known as an electromagnet. Follow the instructions below to make an electromagnet using different core materials. Examine the effects of using different types of core materials to build an electromagnet. MATERIALS: - core materials (nail, iron rod, copper rod, brass screw, pencil, jumbo plastic straw) - 100 cm of thin wire with the ends stripped to wrap around core - two wires for the circuit - three 1.5 volt batteries - metal paper clips - electrical tape - two alligator clips BUILDING INSTRUCTIONS: 1. Create an open circuit with the three batteries. 2. Wrap (coil) the 100 cm long wire tightly around one of the core materials as many times as you can leaving both ends loose. If needed secure the wire with electrical tape. Leave a good portion of the end or tip of the core material uncovered. 3. Attach the two exposed ends of the wire wrapped around the core to the two alligator clips. 4. Attach the other end of each of the alligator clips to the two ends in the open circuit you created. 5. Position the tip of the core material over the paper clips. 6. It may take a moment, but you should be able to lift up one or more paper clips. 7. Repeat steps two - six above using a different core material. * Safety note: Be aware that the wires in the electromagnet may get hot. If you feel that they are getting too hot, disconnect the wires immediately. BLM 6.8.2

Board Game Bonanza! THE SITUATION Bored with the same old games? This is your chance to design and build the ultimate educational BOARD GAME. THE PROBLEM You are to design and build an electronic board game that has at least one light and one sound element and will challenge the electrical knowledge of grade six students. REQUIREMENTS Your game board must meet the following criteria: - it must capture the attention of grade six students - it must demonstrate and reinforce concepts of electricity - it must include at least two switches - it must include at least one series and one parallel circuit that produce a predictable outcome - it must include at least one light and once sound output - the game board must be made of light, but durable material - associated game questions must be printed on thing, but sturdy cardboard - all circuits and electrical components must be securely fastened - all circuit wires must be out of sight - the game board should be neat and attractive - it must include a set of clear instructions that explain the rules and how the game will be played. RESTRICTIONS In the design of your game board, you will be limited in the following ways: - the game board cannot be larger than the surface of your desk - the game board cannot exceed a height of 15cm from bottom to top Board games are varied in their design. A trip to a local toy store might give you some design ideas. In your design, you can borrow ideas from any existing board games. Your design must be creative, but could be a creative update to an existing game. Any questions that are asked within your game should be about electricity. Your board game may be flat or three-dimensional, and may include the use of electromagnets. BLM 6.9.1

IDEAS -Create a solution to the problem of designing and building an electronic board game that has at least one light and one sound element and will challenge the electrical knowledge of grade six students. What can you create to reach your goal? Write down your ideas and draw a sketch of what your board game will look like. Label your sketch, to describe the circuit layout and identify the materials you intend to use. Label this Solution A. - Create another possible solution to the problem of designing and building an electronic board game that has at least one light and one sound element and will challenge the electrical knowledge of grade six students. What can you create to reach your goal? Write down your ideas and draw a sketch of what your board game will look like. Label your sketch, to describe the circuit layout and identify the materials you intend to use. Label this Solution B. CHOOSE Choose the solution that you think will be most successful, Solution A or Solution B. a) Explain why you think it will work better than the other solution. b) Create a step-by-step plan for how you will construct your board game. c) Draw a circuit diagram that illustrates the layout of the electrical circuits in your game board. CONSTRUCT a) Construct your device and test it. Record any revisions (changes) that you have made to your design. b) Explain precisely how to play your board game. c) Draw an accurate and detailed picture of your board game. Label your drawing, to describe the layout/setup of your board game. d) Draw a neat circuit diagram that illustrates the layout of the electrical circuits in your game board and explain how they work. Use science terms and language in your explanation. EVALUATE a) Examine your board game and describe what you like about it. b) Think about your board game and write about the most challenging thing you tried during its design and/or construction. c) Examine your board game and write about what didn t work so well. Write about both the design and construction of the board game, and explain why it didn t work. d) Examine your board game and write about what you would do differently if you were to create another one like it. e) Are the sources of energy used in your game renewable or non-renewable? If you had an unlimited supply of materials, how would you adapt your game to be more environmentally friendly? f) Where and how has your board game made use of insulators and conductors? g) Illustrate at least two of the transformations of energy forms in your board game from the energy source to the output. Don t forget to include energy by-products such as heat from a light bulb. h) List five ways in which electronic devices, such as your game, have changed the way we live. i) If your game became the next rage and was sold to millions of buyers, what would be the impact on the environment and community? BLM 6.9.1

PRESENTATION You will present your finished game to the class. As you prepare your presentation, use this outline to help organize your ideas. - How do you play the game? - How is your game supposed to work? - How does the electrical system within the game work? - Where on your device has electrical energy been transformed into other forms of energy? - Identify the types of circuits used and the types of switches used. - Explain why you chose parallel or series circuits in your game. - Explain why you chose the types os switches you used. - If you used one, identify the electromagnet and its purpose in your game. - In order to improve the design, what modifications or additions were made. - What further modifications would you recommend? - How did the limited access to materials affect the quality of your project? - What did you do to make your game attractive to customers? - What design features did you use to ensure safety? BLM 6.9.1

Date: Name: BOARD GAME BONANZA - PROJECT SUMMARY Name of the Electronic Game Sources of Energy (i.e. chemical from a battery, sun using a solar cell) Desired Output (i.e. light from a bulb, sound from a buzzer) Types of Circuits Used Types of Switches Used Description of game (in words) BLM 6.9.2

PEER EVALUATION OF ELECTRONIC BOARD GAME After playing the game, evaluate it using point form comments under the listed headings. Place a check mark in the appropriate box. Each group may place one checkmark for each section. Use an ascending scale: Durability - the project does not break easily with 1 2 3 4 normal use Comments Presentation - the game is attractive and 1 2 3 4 appeals to the players Comments Reliability - things always work the way 1 2 3 4 they-re supposed to work Comments Precision - the board is carefully constructed 1 2 3 4 - written work is neat and accurate Comments BLM 6.9.3

UNDERSTANDING OF BASIC CONCEPTS Can identify and define: - energy transformations form electrical to other forms - electromagnets - various kinds of cirucits (parallel, series and short) - various switches - conductor and insulator BOARD GAME BONANZA - ASSESSMENT RUBRIC KNOWLEDGE/SKILLS LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 demonstrates a limited understanding of a few of the concepts demonstrates some understanding of some of concepts demonstrates general understanding of most concepts demonstrates comprehensive understanding of all or almost all concepts DEVELOPING SKILLS OF INQUIRY, DESIGN, AND COMMUNICATION - identifies needs and problems related to the properties or uses of electrical energy and explores solutions - uses the design process to make and modify a device - designs and constructs a variety of electrical circuits including series and parallel - uses switches to control electrical devices - shows how the availability of materials affected the product - makes choices that show an understanding of the conducting and insulating properties of various materials - makes use of physical and aesthetic properties of materials when designing a product - build and test an electrical circuit that performs a useful function, and draw a diagram of it using appropriate electrical symbols makes limited use of the design process makes some use of the design process makes considerable use of the design process makes extensive use of the design process COMMUNICATION OF REQUIRED KNOWLEDGE - uses appropriate technical vocabulary - design process sheets are complete and accurate - describe the electrical conversions in a device or system - evaluates the process and product - oral presentation of the product is clear, concise and detailed - responds accurately to questions about the device communicates ideas and concepts with limited clarity and accuracy communicates ideas and concepts with some clarity and accuracy communicates ideas and concepts with considerable clarity and accuracy communicates ideas and concepts clearly, accurately and insightfully RELATING SCIENCE AND TECHNOLOGY TO THE WORLD OUTSIDE THE SCHOOL -identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment - observe safety procedures in the disign and construction of an electrical device makes limited connections between new learning and the world outside the school makes some connections between new learning and the world outside the school generally makes connections between new learning and the world outside the school refers to and explains connections between new learning and the world outside the school comprehensively BLM 6.9.4

Glossary of Terminology ATOM is the smallest component of matter. Atoms are made up of protons, neutrons, and electrons. ATTRACTION occurs where oppositely charged materials come together. BATTERY is a unit made up of two or more cells that is used to store electricity. CELL is a unit that produces electricity from a chemical source. CIRCUIT is the circular path along which electricity flows. CONDUCTOR is a material, like metal, that allows electricity to flow easily through it. CURRENT refers to how many groups of electrons pass by each second. CURRENT ELECTRICITY is electrical power caused by the flow of electrons. DIRECT CURRENT is electricity that flows in only one direction. ELECTRIC CIRCUIT is the path taken by electricity traveling from a power source, through connections or output devices and back to the power source. ELECTRICITY is a form of energy caused by the movement of electrons from one atom to another. ELECTRONS are particles of an atom that hold a negative charge. ELECTRONICS is the use of electrical devices to control the way electricity flows around circuits. ELECTROMAGNET is a magnet that is created by electricity passing through a coiled wire ELECTROSTATIC CHARGE is the static electricity in an object. ENERGY is the ability to do work (work results when there is motion against resistance or force). ENERGY TRANSFORMATION is the change of energy from one form to another (e.g., electrical to heat). FILAMENT is a piece of metal (usually tungsten) that glows when heated inside a light bulb. GENERATOR is a mechanism that turns heat or movement into electrical energy. INDUCTION happens when a negatively charged item approaches a neutrally charged item, the electrons (-) on the neutral surface are repelled and move away. This causes a positive charge on the surface which attracts the negative charge of the other item. INSULATOR is a material that does not allow electricity to pass through it. LED is an abbreviation of Light Emitting Diode, an electronic device that lights up when electricity is passed through it. LEDs are usually red. MATTER is anything that has mass and occupies space. NEUTRON is a part of the atom with no charge (found in the centre or nucleus of the atom). NON-RENEWABLE RESOURCE is a resource that can be used up forever or cannot be regenerated in a reasonable time period (thousands of years). PARALLEL CIRCUIT is a circuit where there is more than one path both to and from the power source, where electrical components can be placed. PROTONS are a part of the atom with a positive charge (found in the nucleus of the atom). RENEWABLE RESOURCE is a resource that can never be used up or that is regenerated within a reasonable time period. REPEL is a force that pushes one object away from another. REPULSION occurs where similarly charged materials pull apart. RESISTANCE is a measure of how hard it is to get the electrons to move through a particular electrical component or material. RESISTOR is a substance which works to slow down or stop the flow of motion. It is used in electronics to reduce the voltage of the electrical current. SERIES CIRCUIT is an electrical circuit where the current flows from the power source to an electrical component and then to another, etc. and then back to the power source. A SHORT CIRCUIT happens when an electrical circuit travels from the power source through a wire and back to the power source without meeting an electrical component. SILICON CHIP is a wafer-thin piece of silicon that is used to hold miniature electric circuits. STATIC is not moving; staying in the same place. STATIC ELECTRICITY is an electrical charge that builds up on an object. SWITCH is a device that controls the flow of electricity through a circuit by completing or breaking the circuit. TERMINAL is a device attached to the end of an electrical device or power source like a battery to allow for easy connection. VOLT is a unit that tells how much energy each electron carries. VOLTAGE is a measure of how much energy each electron is given by the power source. BLM 6.UW.1

I.N.S.I.T.E. CHECKLIST 1 with assistance, frequently 2 developing partially 3 consistently, successfully 4 outstanding, thoroughly MC most consistent level Does the student... 1. Identify the problem? 2. Narrow the problem? 3. State the hypothesis? 4. Investigate and gather information? 5. Test the hypothesis and record observations? 6. Examine the results and write conclusions? STUDENT NAME 1 2 3 4 5 6 MC BLM 6.UW.2

S.P.I.C.E. Model S = Situation Observe the scene. Think about what has happened to create the problem. P = Problems or Possibilities Tell what the problem is, what you are required to do, what your restrictions are, and what the possible solutions to the problem might be. I = Investigate / Ideas Brainstorm as many solutions to the problem as possible. Think about materials, tools, people. C = Choose / Construct Choose the best idea. Plan your design and build it. Test your design to make sure it works. E = Evaluate Look back at the problem and think about how well you solved the problem. * adapted from the SPICE model created by Geoff Day, University of Toronto, 1989 BLM 6.UW.3

BLM 6.UW.4.cwk Electricity Games Galore This file was not available when the unit was prepared for redistribution

BLM 6.UW.5.cwk Electricity Games Galore This file was not available when the unit was prepared for redistribution.

BLM 6.UW.6.cwk Electricity Games Galore This file was not available when the unit was prepared for redistribution

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Expectation List Page 1 Selected Assessed Science and Technology---Energy and Control 6s51 6s52 6s53 6s54 6s55 6s56 6s57 6s58 6s59 6s60 6s61 6s62 6s63 6s64 6s65 6s66 6s67 6s68 6s69 6s70 6s72 6s74 6s76 6s77 demonstrate understanding that electrical energy can be transformed into other forms of energy; 1 design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other 1 forms of energy; identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the 1 environment. investigate ways in which electrical energy can be transformed into other forms of energy (e.g., into light, heat, and sound); 4 compare the conductivity of a variety of solids and liquids; 1 identify, through experimentation, ways in which chemical energy can be transformed into electrical energy (e.g., build a 1 circuit using a lemon or a potato); compare the characteristics of current and static electricity; 1 describe the relationship between electricity and magnetism in an electromagnetic device; 1 identify, through observation, the effects of using different types of core materials in building an electromagnet; 1 identify different types of switches that are used to control electrical devices (e.g., contact, tilt) and explain the key differences 1 among them (e.g., differences in design, use). formulate questions about and identify needs and problems related to the properties or uses of electrical energy, and explore 3 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); plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair 1 test and identifying criteria for assessing solutions; use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and 8 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, 3 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); communicate the procedures and results of investigations for specific purposes and to specific audiences, using media 1 works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw a diagram of an electrical circuit using appropriate symbols; create a brochure outlining safe and unsafe uses of electricity; create a table showing different factors that could lead to a decrease in consumption of electrical energy in the home and at school); design and build electrical circuits (e.g., series circuits and parallel circuits) and describe the function of their component 2 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 2 symbols; construct series circuits (e.g., logical AND) and parallel circuits (e.g., logical OR) to control a device, and compare their 1 characteristics; design and construct an electrical system that operates a device in a controlled way (e.g., a switch provides a controlled 1 input, and lamps, buzzers, or motors produce the output). identify sources of electricity and state whether the sources are renewable or non-renewable; 1 describe the electrical conversions in everyday devices or systems (e.g., electrical energy to heat energy in a toaster; 1 electrical energy to mechanical energy in an electric mixer); describe conditions that could affect the consumption of electrical energy in the home and at school (e.g., seasonal variations 1 in heat and light requirements); describe how electricity was discovered and harnessed for use (e.g., name some inventions) and discuss whether we are 2 more or less dependent on electricity than people in the past; develop a plan for reducing electricity consumption at home or at school, and assess how this change could affect the 1 economy (e.g., jobs) and our use of natural resources. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:12:08 PM Page F-1

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Expectation Summary Selected Assessed English Language 6e1 6e2 6e3 6e4 6e5 6e6 6e7 6e8 6e9 6e10 6e11 6e12 6e13 6e14 6e15 6e16 6e17 6e18 6e19 6e20 6e21 6e22 6e23 6e24 6e25 6e26 6e27 6e28 6e29 6e30 6e31 6e32 6e33 6e34 6e35 6e36 6e37 6e38 6e39 6e40 6e41 6e42 6e43 6e44 6e45 6e46 6e47 6e48 6e49 6e50 6e51 6e52 6e53 6e54 6e55 6e56 6e57 6e58 6e59 6e60 6e61 6e62 6e63 6e64 6e65 6e66 French as a Second Language 6f1 6f2 6f3 6f4 6f5 6f6 6f7 6f8 6f9 6f10 6f11 6f12 6f13 6f14 6f15 6f16 6f17 6f18 Mathematics 6m1 6m2 6m3 6m4 6m5 6m6 6m7 6m8 6m9 6m10 6m11 6m12 6m13 6m14 6m15 6m16 6m17 6m18 6m19 6m20 6m21 6m22 6m23 6m24 6m25 6m26 6m27 6m28 6m29 6m30 6m31 6m32 6m33 6m34 6m35 6m36 6m37 6m38 6m39 6m40 6m41 6m42 6m43 6m44 6m45 6m46 6m47 6m48 6m49 6m50 6m51 6m52 6m53 6m54 6m55 6m56 6m57 6m58 6m59 6m60 6m61 6m62 6m63 6m64 6m65 6m66 6m67 6m68 6m69 6m70 6m71 6m72 6m73 6m74 6m75 6m76 6m77 6m78 6m79 6m80 6m81 6m82 6m83 6m84 6m85 6m86 6m87 6m88 6m89 6m90 6m91 6m92 6m93 6m94 6m95 6m96 6m97 6m98 6m99 6m100 6m101 6m102 6m103 6m104 6m105 6m106 6m107 6m108 6m109 6m110 6m111 6m112 6m113 6m114 6m115 6m116 6m117 6m118 6m119 6m120 6m121 6m122 6m123 6m124 6m125 Science and Technology 6s1 6s2 6s3 6s4 6s5 6s6 6s7 6s8 6s9 6s10 6s11 6s12 6s13 6s14 6s15 6s16 6s17 6s18 6s19 6s20 6s21 6s22 6s23 6s24 6s25 6s26 6s27 6s28 6s29 6s30 6s31 6s32 6s33 6s34 6s35 6s36 6s37 6s38 6s39 6s40 6s41 6s42 6s43 6s44 6s45 6s46 6s47 6s48 6s49 6s50 6s51 1 6s52 1 6s53 1 6s54 4 6s55 1 6s56 1 6s57 1 6s58 1 6s59 1 6s60 1 6s61 3 6s62 1 6s63 8 6s64 3 6s65 1 6s66 2 6s67 2 6s68 1 6s69 1 6s70 1 6s71 6s72 1 6s73 6s74 1 6s75 6s76 2 6s77 1 6s78 6s79 6s80 6s81 6s82 6s83 6s84 6s85 6s86 6s87 6s88 6s89 6s90 6s91 6s92 6s93 6s94 6s95 6s96 6s97 6s98 6s99 6s100 6s101 6s102 6s103 6s104 6s105 6s106 6s107 6s108 6s109 6s110 6s111 6s112 6s113 6s114 6s115 6s116 6s117 6s118 6s119 6s120 6s121 6s122 6s123 6s124 Social Studies 6z1 6z2 6z3 6z4 6z5 6z6 6z7 6z8 6z9 6z10 6z11 6z12 6z13 6z14 6z15 6z16 6z17 6z18 6z19 6z20 6z21 6z22 6z23 6z24 6z25 6z26 6z27 6z28 6z29 6z30 6z31 6z32 6z33 6z34 6z35 6z36 6z37 6z38 6z39 6z40 6z41 6z42 6z43 6z44 6z45 6z46 6z47 6z48 Health & Physical Education 6p1 6p2 6p3 6p4 6p5 6p6 6p7 6p8 6p9 6p10 6p11 6p12 6p13 6p14 6p15 6p16 6p17 6p18 6p19 6p20 6p21 6p22 6p23 6p24 6p25 6p26 6p27 6p28 6p29 6p30 6p31 6p32 6p33 6p34 The Arts 6a1 6a2 6a3 6a4 6a5 6a6 6a7 6a8 6a9 6a10 6a11 6a12 6a13 6a14 6a15 6a16 6a17 6a18 6a19 6a20 6a21 6a22 6a23 6a24 6a25 6a26 6a27 6a28 6a29 6a30 6a31 6a32 6a33 6a34 6a35 6a36 6a37 6a38 6a39 6a40 6a41 6a42 6a43 6a44 6a45 6a46 6a47 6a48 6a49 6a50 6a51 6a52 6a53 6a54 6a55 6a56 6a57 6a58 6a59 6a60 6a61 6a62 6a63 6a64 6a65 6a66 6a67 6a68 6a69 6a70 6a71 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:12:11 PM Page G-1

Electricity Games Galore Energy and Control An Integrated Unit for Grade 6 Unit Analysis Page 1 Analysis Of Unit Components 9 Subtasks 41 Expectations 148 Resources 121 Strategies & Groupings -- Unique Expectations -- 24 Science And Tech Expectations Resource Types 0 Rubrics 50 Blackline Masters 0 Licensed Software 3 Print Resources 1 Media Resources 0 Websites 36 Material Resources 54 Equipment / Manipulatives 0 Sample Graphics 4 Other Resources 0 Parent / Community 0 Companion Bookmarks Groupings 9 Students Working As A Whole Class 3 Students Working In Pairs 7 Students Working In Small Groups 8 Students Working Individually Assessment Recording Devices 8 Anecdotal Record 4 Checklist 1 Rating Scale 8 Rubric Teaching / Learning Strategies 2 Brainstorming 1 Classifying 1 Collaborative/cooperative Learning 3 Demonstration 4 Direct Teaching 1 Directed Reading-thinking Activity 7 Discussion 1 Experimenting 2 Fair Test 1 Graphing 1 Homework 1 Inquiry 1 Interview 4 Model Making 1 Open-ended Questions 3 Oral Explanation 1 Problem-solving Strategies 3 Research 3 Simulation 1 Sketching To Learn 1 Word Wall Assessment Strategies 3 Classroom Presentation 5 Exhibition/demonstration 1 Interview 8 Learning Log 5 Observation 2 Performance Task 3 Questions And Answers (oral) 1 Quizzes, Tests, Examinations 1 Response Journal 1 Self Assessment Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:12:19 PM Page H-1