Grade 4 Science
Optional Unit: Electricity and Magnetism

Unit overview:

This unit examines electricity as a form of energy. It also examines how that energy is used. Attention should be paid to developing the idea that the wise use of energy is an important way to conserve precious resources and to help protect the environment. Some of the ways in which electricity is used should be considered. Provide students with opportunities to identify examples of the unnecessary use of energy.

Students also investigate static and current electricity in this unit. They investigate the relationship between electricity and magnetism. The approach used should provide students with many opportunities to experiment and to manipulate materials and equipment. Theoretical, abstract material should be avoided.

Related units:

The grade 4 Core Unit, Forms of Energy, is closely related, as is the Optional Unit on Light. To enhance, reinforce, and extend the Core Unit on Forms of Energy, the Optional Units dealing with Light, and Electricity and Magnetism could be integrated at the time the Core Unit is being presented.
The unit on Fossils and Rocks is somewhat related, since electricity can be produced from fossil fuels. Those fossil fuels are a limited, nonrenewable supply of energy.

Suggested themes:

conservation, electricity, energy, environment, magnetism, natural resources, safety

Factors of scientific literacy which should be emphasized:

Common Essential Learnings foundational objectives which should be emphasized:

To enable students to use language (listening, speaking, reading, and writing) to communicate to each other and to others outside the class what they have observed. (COM)
To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects in meaningful contexts. (CCT)
To develop a contemporary view of technology. (TL)

Science foundational and learning objectives:

Recognize that electricity is a form of energy.
1. Understand the potential hazards when working with electricity.
2. Explain some ways that conversions between electricity and other forms of energy can be accomplished.
3. Identify ways in which electricity is used.
4. Explain that energy use causes demands on resources and on the environment.
5. Suggest ways in which energy can be conserved.
Investigate static and current electricity.
1. Distinguish between conductors and insulators.
2. Show how an object can acquire a static charge.
3. Explain that like charges repel and unlike charges attract.
4. Recognize some necessary components in an electric circuit.
5. Demonstrate an ability to connect a simple electric circuit.
Explore the relationship between electricity and magnetism.
1. Experiment with electromagnets.
2. Compare electromagnets to permanent magnets.
3. Discover how an electric motor works.

Suggested Activities:

Begin with a review of students' present knowledge of magnetism and electricity. They may have knowledge in the area of magnetism, but not in electricity. This provides a starting point for the unit. Familiarize students with the objectives of the unit in chart or web form. Ask for input into activities the students might wish to undertake. They may also have input into how work throughout the unit is to be assessed. This might be an appropriate time to discuss safety in the use of electricity.

Factors: B2, B11, C2, C4, F1, G1
Objectives: 1.1
Assessment Techniques: 1

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social Values and Skills. Students become involved in learning through input into activities and experiences they will participate in during the unit or theme.
Discuss electricity as a class. What is it? Who uses it? In what ways? Record in chart form. Have students record their uses of electricity for a one-week period; and/or uses by their family of different devices that use electricity. Don't forget the simple devices like the flashlight, walkman, etc. Have students see how long they are able to work and play at home or at school without the use of electricity. Share. (No lights, audiovisuals, electric stoves, microwaves, etc.) Have students ask parents or grandparents (or others from that generation) what it was like to live without electricity as we know it today in our homes. How did they preserve foods without a refrigerator or freezer? entertain themselves before television? This discussion integrates well with a unit on pioneers. Have students present or share their findings. A "pioneer" could be invited to share his/her knowledge as a start to this unit.
Factors: A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, F1, G1, G2
Objectives: 1.3
Assessment Techniques: 1, 4

Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills. Students become involved in learning through input into discussions and sharing their experiences.
After reviewing basic information about magnets, leave a centre with different kinds of magnets available for students to work with. Task cards may also be included using compasses and making magnets are worth revisiting before moving into this unit on permanent magnets, electromagnets and electricity. Have materials and directions for making an electromagnet available at a centre. To make an electromagnet, wrap insulated copper wire around a large nail about 20 to 30 times. Remove a little of the insulation from the wire at both ends. Attach these ends to the two poles of a drycell (battery). Will your electromagnet pick up pins? tacks? paper clips? You can make your electromagnet stronger in two ways:
1. increase the number of turns of wire around the nail.
2. attach a second drycell by connecting the negative terminal of one battery to the positive of the second with a short piece of wire, and connecting your electromagnet wire ends to the remaining terminals on the batteries. Will your electromagnet pick up more than a regular bar magnet? ... horseshoe magnet? ... a temporary magnet you might have made through stroking with a magnet? How are electromagnets and permanent magnets the same? different? Discuss and record in chart form.
Factors:
A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 3.1, 3.2
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Personal and Social Values and Skills. Students become involved in learning through hands-on experiences and drawing their own conclusions.
Experiment with static electricity. These experiments may be set up as centres, done as demonstrations, or involve performance assessments.
1. Rub a comb with a woolen cloth. Tear up bits of paper into small pieces. Hold the comb near the bits of paper. Will the comb pick them up? Why? Discuss. Record observations.
2. Place a sheet of glass on two fairly large books so that there is space between the books and below the sheet of glass. Put some small pieces of paper below the glass. Rub the glass with various materials (wool, silk, cotton, synthetic, etc.) What happens? Why? Discuss.
3. Suspend a styrofoam ball (packing material works) on a string. Hold a plastic rod near it. Does it attract? Rub the plastic rod with a cloth. Hold it near the ball again. What happens? Let it touch the ball. Now what happens? Discuss. Try different materials to rub the rod. Do they all work the same?
4. Suspend a balloon on a string about head height for most students. Rub the balloon with a cloth. Have a student slowly approach the balloon. What happens? Try rubbing your hands together. Approach the balloon with your hand. Do you get the same result as rubbing the balloon creates?
5. Rub a balloon with a cloth or against your clothing. Hold the balloon near a wall. Release it. What happens? Why? Discuss. Repeat by rubbing the balloon against different surfaces. Is the result the same? Will the balloon pick up bits of paper?
6. Rub your feet on a carpet. Touch a doorknob or another person's finger. What happens? Why? Discuss. [Lightning is an example of the discharge of electrons just as in static electricity.] Darken the room. What do you see?
7. Inflate two balloons. On each make a line to divide the balloon in half. Put an X on one half. Rub the X side of each balloon on your hair. Lay the balloons on the table near each other with X sides facing one another. What happens? Repeat but lay them with an X and an unmarked side facing one another. What occurs? Discuss. (Students may work in pairs or small groups to do this activity.)
Factors:
A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 2.2, 2.3
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning, Personal and Social Values and Skills. Students become involved in learning through experimenting, discussing experiences, and drawing conclusions.
Experiment to find out about conductors and insulators. Create electric circuits.
1. Create an electromagnet (as in #3 Activity above). Attach more than one battery to make a strong electromagnet and/or increase the number of coils of wire around the nail. Using known items that are attracted to the electromagnet (nails, pins, paper clips, tacks, etc.), experiment with materials to be placed between the electromagnet and the attracted items. Materials such as paper, cardboard, metals, plastic, glass, rubber should be tried. Will the electromagnet attract through these? Are they conductors? ... insulators?
2. Create an electric circuit with a battery, three pieces of insulated copper wire, and a small light bulb in a holder.
  Attach the light bulb holder to one terminal of the battery with the first piece of wire. Attach the other wires to the second terminal of the battery and the other terminal of the light bulb holder, leaving two free ends to use for experimentation. Stress safety and have adult supervision for these activities. Experiment with different kinds of metal-- rolled foil, a nail, a spoon, a screw, paper clip; a piece of rubber, glass, cloth, crayon, plastic, etc. Which are insulators? Which are conductors of electricity (the bulb lights up)? Discuss what is necessary to complete an electric circuit.
3. If a small bell is available, create an electric circuit with a bell attached where the light bulb was in (b) above. Again experiment with different materials to complete the circuit. Record which materials are the best conductors of electricity. [Generally metals are good conductors--copper is good, so are gold and silver; iron is not as good.]
4. Discuss the words conductors and insulators. Define them. List examples of each. Why do we use conductors? ... insulators?
5. Attach a length of wire to a battery to observe the effect of an electric current on a compass. Place a compass near and under the wire. What happens? Rotate the compass a few degrees. What happens? Can you get an accurate reading on the compass? Is the covering on the wire sufficient to eliminate the electrical current's effect on the compass? Discuss.
6. Coil a piece of insulated wire about a metre long around a toilet paper tube (large enough to be able to insert a magnet or compass inside the coil). Remove the coil from the tube. Repeat with a second length of wire. Attach the uncovered ends of the wires to complete the circuit. Insert a magnet into one coil and move it in and out, while a compass is placed in the second coil. What happens to the compass?
7. If your science room has strips of zinc, a small light bulb in a holder, and copper wires, you can create an electrical circuit with carbon (from a pencil lead or science supplies) and a lemon. Push the strip of zinc into the lemon. Attach the uncovered end of your wire to the zinc strip and the other end to one post of the light holder. Push the carbon rod into the lemon away from the zinc strip. Attach a second wire to it. What happens when the other end of the wire is touched to the other post of the light holder? If necessary add a second lemon with a short piece of wire and another set of zinc and carbon. Discuss.
Factors:
A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 2.1, 2.4, 2.5, 3.1
Assessment Techniques: 1, 4, 5, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning, Technological Literacy, Personal and Social Values and Skills. Students become involved in learning through experimenting, discussing, and drawing conclusions. Charting and recording of information helps consolidate learning.
Have students try creating their own electric circuit boards. They may use matching items from this unit or any other theme. Punch a row of matching holes along opposite sides of a sheet of light cardboard. (Limit the number to eight or less on each side.) Beside each hole in random order place the names, descriptions, or pictures to be matched. (This is an excellent opportunity for vocabulary reinforcement by using words like insulator, conductor, magnetism, electricity, circuit, energy, static, repel, attract, electromagnet, etc.) On the back, use strips of foil to connect matching items being sure to place masking tape between strips of foil where they cross one another. Fasten ends of each piece of foil securely beneath the punched holes. To use your circuit boards, hook up a battery and light with three pieces of wire (see 5b above) and try matching items with their definition or description by touching the ends of the wires to the foil showing through the punch holes. Have fun! Try another student's board. Have students write about what they did and reflect on the results. This could be used as a performance assessment.

Factors: A4, B2, B11, C2, C4, C9, D1, E3, E7, F1, G1, G2
Objectives: 2.1, 2.4, 2.5
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students become involved in learning through creating, reviewing, experimenting, and having fun. Recording of information helps consolidate learning.
As an extension, have students experiment with connecting batteries in various ways--in series and parallel.
1. Connect two or more batteries by joining negative to positive terminals of the batteries with short pieces of copper wire. Leave one positive on the first battery and one negative on the last battery to connect to a light bulb holder, buzzer or bell. Does connecting more batteries affect the amount of light or the sound produced by the buzzer, or bell? Why? Is this a series or are the batteries connected in parallel? (This is a series. Batteries connected in series produce higher voltage, but the batteries will not last as long.) Have students explore the connection between this experiment and mini-Christmas lights (some are in series and need all bulbs working to complete the connections) and/or outdoor lights which are usually in parallel. Ask students to expand their knowledge about series and parallel circuits by finding out about other things which use circuits. If students have electric train sets, they provide an opportunity to examine circuit completion.
2. Use two or three batteries (same number as in Activity 7a). Connect all the positive terminals to each other and to one post of a light bulb holder, bell, or buzzer. Using a second set of copper wires, connect all the negative posts to each other and to the final post on the light bulb holder, bell, or buzzer. Is the light as strong, or the bell or buzzer as loud as when using the series circuit? (The light or sound when using a parallel circuit is the same as with a single battery. Parallel connections extend the life of the batteries but maintain the voltage of a single battery while increasing the current generating capacity.)
3. Repeat (a) and (b) but this time use a single battery in each case while increasing the number of lights, bells, or buzzers. Hook them up as you would have to create both series and parallel circuits. What happens in each case if one of the lights (unscrew one), bells, or buzzers is not working? Discuss. Record observations and reflections on the activity.
Factors:
A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 2.4, 2.5
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students become involved in learning through creating different circuits, experimenting, and comparing. Discussing and recording of information helps consolidate learning.
Have students examine small motors if possible. [Perhaps a parent can lend one not in use for students to take apart and examine. Often old fans have small motors which can be taken apart and which can become a part of science equipment for future use.] Small aquarium pumps are easy to examine and allow students hands-on experience. Stress safety as students work with motors and tools. They should not be plugged in or used without supervision. What is in a motor? Record findings as motors are taken apart and examined.

Factors: A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 2.4, 3.3
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students become involved in learning through examining motors and identifying parts. Recording of information helps consolidate learning.
Arrange a class field trip to a garage so that students may see first-hand uses of electricity and motors. They should be prepared to ask questions to increase understanding of electricity and motors. Have the attendant demonstrate jumper cables and explain and/or have students explain what is happening. If convenient, have them look at motors of different sizes. Do they all have similar parts? After the trip have students discuss and reflect on the learning experience. Record.
Factors: A4, B2, B11, B17, C2, C3, C6, C9, D1, F1, G1, G2
Objectives: 1.3, 3.3
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Personal and Social Values and Skills. Students become involved in learning through examining uses for motors and electricity. Recording of information and questioning helps student learning.
Have students, in small groups or as a whole class activity, discuss and chart information on the following topics:
1. Conservation of Energy
2. Energy Demands on Resources and the Environment
3. Uses of Electricity
4. Sources of Electricity
5. Electrical Hazards and Safety
6. Converting Other Forms of Energy to Electricity
Topics may be chosen (or assigned) for each working group. With student input, have each group discuss and decide on ways to obtain further information on their topic. They may also at this time assign tasks within their group. If it is preferred by students and/or teacher, each student might choose one of the topics for research and reporting. Keep the options for attaining information broad: print resources, audiovisual materials, speakers, businesses, interviews, etc. Also keep the ways of presenting the material to the class as open as possible: written reports, charts, oral and/or audiovisual presentations, speakers invited to class, field trip arranged, etc. Any combination of these might be worthwhile. As independent or small group tasks, initiative will surface. These projects could be on-going throughout the unit with sharing of material closer to the end of the study.
Factors: A4, B2, B11, C2, C3, C4, C6, C9, D1, F1, G1, G2
Objectives: 1.1, 1.2, 1.3, 1.4, 1.5
Assessment Techniques: 1, 4, 6, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students become involved in learning through hands-on experiences and are provided with the opportunity to choose activities for their own learning.
Have students create their own simple motor which will convert one form of energy into another and make use of an electromagnet. Stress safety in creating electrical energy. Supervision and adult help will be required. Perhaps a parent could create the required frame with an extra extended piece of narrow wood at the top from which to hang a coil of copper wire. Create a wooden frame with four pieces of wood about 40 to 50 cm long and 10 cm wide (no top or bottom required). Join the short ends to create a large square. Set it up on one end so that the holes to be drilled will be opposite one another on the sides. On opposite sides of your box about midway from the top and bottom, drill two holes in the wood large enough to allow a piece of doweling (about 60 cm long) to slide through easily. Create a water wheel by using a foil pie plate with cuts equally spaced around the edge (about eight of these) and the resulting blades bent to catch a stream of water. Punch a hole in the centre of the pie plate and place on the doweling about equidistant between the sides of the square. Secure firmly to the doweling. On one extension of the doweling beyond the box secure a horseshoe magnet so that its prongs extend sideways beyond the doweling. A notch in the doweling at the end will help hold the magnet firmly in place. Create a coil of copper wire and suspend it so that it forms a circle around the ends of the horseshoe magnet but not touching the magnet. Join the ends of the wire to the posts of a light. Set your "generator" in the sink so that the water from the tap will turn your "water turbine" when the tap is on. Keep the generator formed by the magnet and copper wire, and the light away from the water. What happens when the foil pie plate turbine turns? How is one form of energy converted to another? What kinds of energy do you have?

Factors: A4, B2, B11, B17, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 1.1, 1.2, 2.4, 2.5, 3.1, 3.3
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students become involved in learning through hands-on experiences, and the opportunity to create their own technology.
Have students examine light bulbs with the use of magnifying glasses. Have them identify the parts of the bulb and explain how electrical energy is transformed into light. Have students take apart an old flashlight. Examine its parts. How does energy from the batteries produce light? What forms of energy are involved? Discuss. Draw and explain how light bulbs and flashlights work.
If an old phone is available, take it apart. What parts are used in it? Is an electromagnet used? Discuss and record findings. These activities may be done as a class and/or used as a centre activity.

Factors: A4, B2, B11, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives: 1.2, 2.4, 3.1
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students learn through hands-on experiences and are provided with the opportunity to discuss and record their findings.
As this unit progresses, the teacher and/or students may wish to access fiction and non-fiction books on magnets, electricity, and motors from both the school and/or public libraries. This provides an opportunity for assigned research, reading, and/or exploring because of student interest.
Who was Alessandro Volta? What did he invent? What is Benjamin Franklin's claim to fame? Who were early pioneers in the discovery of electricity? (Names like William Gilbert, Thales, Charles du Fay, Thomas Edison, Joseph Swan, Samuel Morse, Alexander Graham Bell, Michael Faraday, William Crookes, Guglielmo Marconi, Charles Babbage, etc. may be investigated.)

Factors: B2, C2, C4, C6, D1, F1, G1, G2
Objectives: 2.4
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Independent Learning, Personal and Social Values and Skills. Students learn through experiences provided as they discuss, research, and share findings.
As the unit concludes, have students create their own word searches on grid paper using key vocabulary from the unit. You might have the class work together or in small groups to recall key words before the word searches are created. Students may wish to exchange and do someone else's puzzle. This is also an opportunity for students to create their own riddles, board games, matching cards for vocabulary and meanings, or questions and answers for a game of Trivial Pursuit. Any of these could be independent or small group tasks.

Factors: A4, B2, B11, C2, C3, C4, C6, C9, D1, E3, E7, F1, G1, G2
Objectives:
Assessment Techniques: 1, 4, 8, 9

Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Independent Learning, Personal and Social Values and Skills. Students learn through interesting experiences and interactions. Learning is consolidated as they complete tasks. It is fun as well!

Grade 4 Science Optional Unit: Electricity and Magnetism