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Really Good Stuff® Activity GuideReady-To-Go Science Kit – Electricity

Helping Teachers Make A Difference® ©2006 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com #155611

Congratulations on your purchase of this Really Good Stuff® Ready-To-Go ScienceKit – Electricity—a complete classroom resource to get your students inquiringabout, experimenting with, and applying knowledge for electricity concepts.

This Really Good Stuff® product includes:• 12 electricity materials packets, each including:

• 6 insulated 6" wires with stripped ends • 1 battery holder with easy-to-use clips• 1 D-cell battery• 1 bulb holder with easy-to-use clips• 1 bulb• 1 knife switch• 4 balloons• 1 bag of confetti• 4 brads

• This Really Good Stuff® Activity Guide

Table of Contents

Using the Electricity Kit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Six Good Questions to Ask About Electricity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..1Introducing the Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1Electricity Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Electricity Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Introducing Static Electricity

• Opposite Charges Attract ActivitiesSticky Balloons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Making Predictions and Waiting for Electrons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

• Like Charges Repel ActivitiesA Hair-Raising Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Balloon Wars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

• A Simple Triboelectric Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Static Electricity Projects

• The Static Airplane Takeoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4• Making an Electroscope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introducing Current Electricity• The Energy Source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5• Building Simple Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6• Looking At an Incandescant Light Bulb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6• Testing Conductors and Nonconductors with a Simple Circuit . . . . . . . . . . . . . . . . . . .. 6• Adding a Knife Switch to a Simple Circuit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7• Building a Series Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7• Building a Parallel Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Current Electricity Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Making a Circuit Board Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Reproducibles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 - 1 2Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover

Electricity Words Glossary Reproducible

Electricity Words Glossaryatoms – tiny bits of matter that make up everythingattract – to pull togetherbattery – an energy source that creates electricity with a chemical reactioncharge – an amount of electrical energycircuit – the path that electricity takes from an electricity source, along a wire,

through electronic components, and back to the electricity source conductor – a material that allows electricity to travel through it easilycurrent electricity – electricity that is directed through a pathway such as a wireelectricity – a form of energy that has no weight, size, form, or colorelectronic component – electrical devices found along a circuit such as a light bulbelectron – a particle in an atom that has a negative charge electroscope – a device to detect static electricityenergy source – a way to generate electricityinsulation – a nonconductive material that covers a conductive materialknife switch – a movable bar that completes a circuit with contactneutron – a particle in an atom that has no charge nonconductor – a material that does not allow electricity to travel through it parallel circuit – a circuit that requires more than one path for the current to reach

all of the electronic componentspath – the way electricity travelsprediction – a thought as to what will happen in the futureproton – a particle in an atom that has a positive chargerepel – to push apartseries circuit – a circuit that goes through more than one electronic component along

a single pathsimple circuit – a circuit created with an energy source, one electronic component,

and two wires static electricity – electricity produced by friction and occurs when electrons jump

from one object to anotherstripped wire – wire that has the plastic insulation removed from the endsTriboelectic Series – a list created by scientists to rank materials as to how well they

give up their electrons


Using the Ready-To-Go Science Kit – ElectricityThis kit includes materials packets designed to accommodate1 to 4 children for basic electricity activities and reproduciblesto help them through the lessons. To make the students’packets ready-to-use, place the batteries in the batteryholders before giving the packets to student groups, orstudents can place the batteries in the holders upon first use.Be sure to instruct the students to place the – (negative)side of the battery against the spring in the battery holder.The batteries can be stored in the holders and do not need tobe removed. Choose an appropriate activity below, duplicateany needed reproducibles, and distribute a packet to eachgroup of students. Remind students that the materials in thepackets need to be taken care of, used safely, and returned tothe bags when the activities are completed. Store the packetsand this Activity Guide in the sturdy storage box.

Six Good Questions to Ask About Electricity Before working with the activities in the kit, take a few minutesto see what your students already know about electricity.Ask them these six easy questions:

• Who discovered electricity? After hearing several answers, explain to students that in1752, Ben Franklin conducted an experiment with lightning tolearn about electricity. He stood soaking-wet in an open fieldduring a thunderstorm and flew a kite with a piece of ironattached to the end of the string. When lightning hit the kite,electricity traveled down the wet string and caused a tinyspark to jump from the piece of iron to his wrist. This was avery dangerous thing to do, but it started Franklin thinkingabout how to use this new discovery.

• What is electricity?After listening to several ideas, explain to students thatelectricity is a form of energy that has no weight, size, form, orcolor. There are two kinds of electricity: static electricity isproduced by friction and occurs when electrons jump from oneobject to another, and current electricity is the directed flowof electrons through a pathway such as a wire. Tell studentsthat they will be learning more about these two types ofelectricity as they complete activities from this kit.

• When do we use electricity?After several students have shared, divide the class into smallgroups and have them make lists of ways they use electricity.Once the groups are finished, have them share their lists withthe class.

• Where is electricity produced?After hearing some responses, explain that electricity is foundnaturally in lightning, but is also produced by generatorspowered by steam, water, solar power, wind power, orgeothermal power. A generator converts the energy of arotating turbine shaft into electrical energy through the use ofmagnetic fields. Another way electricity can be produced is in abattery, where a chemical reaction between metal andchemicals causes electrons to move, producing electricity.

• Why do we need electricity?Let several students share their ideas, then have studentswrite stories about what life might be like without electricity.When finished, have students share their writing with the class.Display the stories on a bulletin board titled, Our LivesWithout Electricity.

• How does electricity work?Make copies of the Diagram of an Atom Reproducible (pg.9)and give one to each student. Explain to students thateverything is made up of tiny bits of matter called “atoms.” Youcan’t see atoms because they are so tiny that millions of themwould fit on the tip of a pencil. These atoms have even smallerparticles called protons, neutrons, and electrons. Protons havea positive charge, neutrons have no charge, and electrons havea negative charge. The positively charged protons and thenegatively charged electrons in atoms are attracted to eachother. Sometimes, the electrons move from one atom toanother. This movement of electrons is called “electricity.” Havestudents store their d i a g rams in their science folders forf u t u re re f e re n c e.

After discussing each of the questions, explain to studentsthat they are going to learn more about electricity as theycomplete activities in the Electricity Kit.

Introducing the MaterialsGet your students using the correct vocabulary for theelectricity materials found in the packets. Make a copy of theElectricity Materials Reproducible (pg.10) for every student.Divide your class into appropriate-sized groups. Depending onthe size of your class, this could be groups of two, three, orfour students. Give each group a packet of materials and eachstudent an Electricity Materials Reproducible. Begin by havingeach group open the packet and lay all of the materials out ona desk or table. Hold up a sample of the battery holder andexplain that this piece is called a battery holder. Have amember of each group hold up the battery holder. Next, have


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students refer to the battery holder image on the reproducibleand write the name battery holder on the line. Review the partsof the battery holder and share their use with the explanationsbelow:

• battery holderwire clips: these clips are used to attach wires to the

battery holderbattery compartment: a holder for a D-cell battery

Continue holding up each item and introducing students to theappropriate vocabulary. Have students write each materialname on the line below the image.

• insulated wireinsulating plastic sheath: a nonconductive covering thatinsulates the wirestripped wire: the ends of the wire that have the plasticinsulation removed

• D-cell battery+ side: the positive terminal on the battery - side: the negative terminal on the battery

• bulb holderwire clips: these clips are used to attach wires to the bulbholdersocket: the place to screw in the bulb1.5-volt bulb: small bulb with filament

• knife switchwire terminals: screw-down knobs to attach wires to theknife switchswitch: movable bar that completes a circuit with contact

• brads: small metal fasteners that can conduct electricity

• balloons: used to demonstrate static electricity (instructstudents not to blow up the balloons until they are told todo so)

• confetti: small pieces of paper used to demonstrate staticelectricity (instruct students not to open bags until they aretold to do so)

Have students place their Electricity Materials Reproducible intheir science notebooks for quick reference when working withthe Electricity Kit materials.

Electricity SafetyBefore beginning your electricity unit, take a few minutes totalk about electricity safety with students. Remind them thatelectricity is not something to play around with and that itcan be dangerous at times. Ask students if they know anysafety rules about electricity, and write them on the board asstudents share. You can use the suggestions below to getstudents started discussing electrical safety.

• Good Inside Rules for Electricity Safety1. Never put anything into an electrical outlet that isn’t a plug.2. Never touch an electrical appliance or electrical switch when

you hands are wet.3. Never plug in electrical appliances near a bathtub.4. Never put your finger in an open light socket.5. Never use appliances or lamps with frayed or exposed wires.6. Never run wires under a rug or across open areas where you

might trip over them.7. Never leave heat-generating appliances (irons, hairdryers,

curling irons, etc.) plugged in when not in use.8. Never overload electrical outlets with too many plugs.9. Always make sure electrical outlets have safety covers if

there are small children in the house.

• Good Outside Rules for Electricity Safety1. Always go inside during a thunderstorm that produces

lightning. If that is not possible, make sure you are not thetallest thing in an area (crouch down if necessary).

2. Never stand under a tree during a storm.3. Never touch anything made of metal while in a storm.4. Never stand in water during a storm.5. Never touch a downed wire.6. Always try to find shelter during storms with lightning.

Electricity Words GlossaryMake copies of the Electricity Words Glossary Reproducible(inside back cover) and give one to each student. Tell studentsthat as they work on activities in the Electricity Kit they willbe learning lots of new words. Explain that the glossary will helpthem as they work on activities and as they read and writeabout electricity. Have students place the glossaries in theirscience notebooks for easy reference.

Introducing Static Electricity You can introduce your students to static electricity withseveral activities. Gather students together and remind themthat all matter is composed of atoms containing protons,neutrons, and electrons. Sometimes, when one object is rubbed


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Making Predictions and Waiting for Electrons Reproducible

against another object, an electric charge is produced byelectrons being transferred from one object to the other. Oneexample would be rubbing your feet along a carpet and thentouching a doorknob. Have several students tell what theyexperienced when this was done. Explain that when they rubbedtheir feet on the carpet they picked up extra electrons andproduced a charge. When they touched the doorknob, a streamof electrons jumped from one object to the other. This is called“static electricity.” (Note: These static electricity activitieswork best when the air is dry. Water in the air on humid daysmakes the electrons move off more quickly and it may bedifficult to create a charged object.)

• Opposite Charges Attract Activities1. Sticky BalloonsDivide students into working groups and have each group takea materials packet from the Electricity Kit. Have each studentremove a balloon from the materials packet, blow it up toabout 5 inches in diameter, and tie it off. Give markers to thegroups so students can write their names on their balloons.(This helps to avoid students using each other’s balloonsduring these activities.) For young children, inflate the balloonsahead of time, label them with student names, and place themin a large plastic bag until ready to use. Next, have studentsremove the confetti bag from the kit and sprinkle about half ofthe confetti on a desk. Instruct students to rub the balloonsagainst their hair, a sweater, or a small piece of wool cloth tocreate a charge. Tell them to place the balloons over theconfetti but not touching it. Allow students to observe theconfetti being attracted to the balloons for a few minutes andthen ask students to explain what they think happened.

Why the confetti jumped to the balloons…When the balloon was rubbed on the hair, it collected extraelectrons, which made it negatively charged. The protons(positive charges) in the confetti were attracted to extraelectrons (negative charges) in the balloons causing confettito jump up and stick to the balloon.

Have the students continue to observe their balloons to seewhat happens after some time has gone by. After a while, theconfetti will begin to fall off of the balloons. Discuss with thestudents why this happens.

Why the confetti falls off of the balloons…The extra electrons attracting the confetti to the balloonslowly leak off and the attraction ends.

Challenge students to find other objects in the classroom thatwill attract or be attracted by the balloon, such as pencilshavings, small pieces of foil, or larger pieces of paper. Whenthey are finished experimenting, have students return theconfetti to the bags and zip them closed. Store the inflatedballoons in a plastic garbage bag for future activities.

2. Making Predictions and Waiting for ElectronsMake copies of the Making Predictions and Waiting forElectrons Reproducible (pg.11) and give one to each student.Once students have been divided into working groups, pass outthe electricity material packets and distribute the storedballoons. After a quick review of static electricity, explain tostudents that they are going to predict how long it will take aballoon to give up its electrons after it is charged. Remindstudents to think about how long it took for the confetti tofall off of the balloons. Have students fill in their predictions onthe reproducible. Instruct students to rub their balloons ontheir hair or sweaters 15 times and then place them against awall in the classroom. (Try this ahead of time to make surethis activity will work on your walls.) If possible, supplystudents with stopwatches or direct them to watch thesecond hand on the classroom clock to time how long it takestheir balloons to leak the electrons and fall off the wall. Thismay take some time, depending on the amount of humidity inyour room. Have students record their times on their sheets.When the groups are finished with the activity, have studentsshare their times and write them on the board. You can usethe list as a discussion starter for why some balloons lastedlonger than others.

Why do the balloons stick to the wall?When the balloon was rubbed on the hair, it collected extraelectrons, which caused it to become negatively charged. Whenplaced against the wall, it gives off the extra electrons to thepositive charged wall causing it to stick.

Why do the balloons fall off of the wall?The extra electrons attracting the balloon to the wall slowlyleak off, the attraction ends, and the balloon falls off.

Why do some balloons last longer than others…The amount of electrons that are collected on the balloons willvary with how much friction is produced by rubbing, how manytimes the balloon is rubbed against the hair, how clean the hairis, and how quickly the balloon is placed on the wall after beingrubbed against the hair.




Electricity Materials Reproducible

Challenge students to predict and experiment with differentrubbing times and to record their predictions and actual timeson their sheets. Be sure to remind students to think abouthow long it took a balloon rubbed 15 times to fall off the walland make their new predictions accordingly. Expand thisactivity by having students try to stick their balloons todifferent surfaces in the classroom, such as a blackboard, afiling cabinet, or each other, and record their findings onadditional copies of the Making Predictions and Waiting forElectrons Reproducible.

• Like Charges Repel Activities1. A Hair-Raising ActivityHave students think back to the wintertime and ask if anyonewore a knit hat or sweater. When students answer “yes,” askthem what they experienced when they pulled off the hats ortook the sweaters off over their heads. The students mayrespond that their hair stood straight up. Ask students ifthere are any other times when their hair seems to stand upon its own. If students have trouble relating times, you canmention brushing their hair, taking off a scarf, or removing asweatshirt. Students can simulate the static electricity byrubbing their balloons on their hair and then slowly moving itaway. Have students in each group observe each other’s hairand describe what they see. If possible, allow students to dothis activity where they have access to a mirror.

Why does students’ hair stand up?As the balloons are rubbed against the hair, electrons movefrom the students’ hair to the balloons, leaving each hair witha positive charge. Since positive charges repel each other,each hair tries to stand apart from the others, making themall stand up. At the same time, each hair is attracted to the balloon.

2. Balloon WarsHave one member of the group rub a balloon against their hairor sweater and then place the balloon on a desk or table. Havethe remaining members of the group rub their balloons againsttheir hair or sweaters, gently try to touch the balloon on thetable with their balloons, and observe what happens.

Why do the balloons repel each other?As the balloons are rubbed against the hair, electrons movefrom the hair to the balloons, leaving each balloon with a likecharge. Since like charges repel each other, the balloons moveaway fro m each other.

You can demonstrate this concept another way by tying apiece of thread to each balloon, having the students rub theballoons against their hair, and then holding the balloons nextto each other by the strings. The balloons will repel each otherand move sideways until the electrons leak off.

• A Simple Triboelectric SeriesMake copies of the Triboelectric Series Reproducible (pg.11)and give one to each student. Explain to students that whentwo different objects are rubbed together, one will usually giveup its electrons and one will usually hold its electrons,producing positive and negative charges. Scientists havecreated the Triboelectric Series to rank materials as to howwell they give up their electrons. Tell students that thisTriboelectric Series is a partial listing of some materials theyare familiar with. Go through the list together and explain thatthe materials toward the top of the list will usually give uptheir electrons (creating a positive charge) and the materialstoward the bottom of the list will usually hold their electrons(creating a negative charge). Explain that since oppositecharges attract, rubbing an item from the top of the listagainst an item from the bottom of the list is going toproduce the most attraction. Have students store theirTriboelectric Series Reproducibles in their science folders forfuture reference.

Static Electricity Projects• The Static Airplane Takeoff and LandingLet your students have some fun making foil and paperairplanes takeoff with static electricity. For this project eachstudent will need:

• a pencil• a pair of scissors• a 4" by 4" piece of aluminum foil• an inflated balloon• a copy of the Airplane Pattern Reproducible (pg.11)

Have each student smooth out the foil square and lay theairplane pattern on top. Have them heavily trace along thepattern outline while holding the pattern and foil tightly withthe other hand. Once they have finished tracing, have them cutout their foil and paper airplanes long the traced lines.Challenge students to place the airplanes on their desks andtry to make their airplanes takeoff by using static electricity.Have the students rub the balloons along their hair orsweaters and try to pick up the airplanes. Have studentsexperiment with which airplane (foil or paper) is picked up bythe balloon quicker, and which airplane stays on the balloon

Have groups test their game boards to see if the bulb lights upwhen the brads with the correct answers are touched with theends of the wires. Once they are sure their game boards areworking correctly, have the groups exchange game boards andtest their knowledge. Place the games at a center along with a

materials pack and allow students to build a circuit tester andtry all of the games. You can extend this activity by providingpaper, markers, brads, foil strips, and tape in the center forstudents to make additional game boards that reinforceclassroom lessons.

The Hands-On, Minds-On ChallengeThe activities included in this guide are designed to give yourstudents a basic understanding of static and currentelectricity. You can take it a step further and challenge yourstudents to try additional experiments and activities usingthe materials in the kit. Be sure to recommend the schoollibrary and the Internet as good sources for hands-onactivities and then sit back and watch as students put theirhands on and minds on science!





Diagram of an Atom Reproducible

Distribute the adjusted materials packets to each group.Tell students that they are going to build a parallel circuit.Explain that a parallel circuit is one that requires more thanone path for the current to reach all of the electroniccomponents.Help students create a parallel circuit by completing thesteps below:

1. Stick a brad through each small square of paper and openthe securing flaps.

2. Bend two wires into an S shape.3. Bend four wires into an L shape.4. Make a loop on one end of the four L-shaped wires.5. Make a loop on one end of the two S-shaped wires.6. Attach the straight side of two L-shaped wires to one

bulb holder.7. Attach the looped end of the L-shaped wires around

the brads.8. Attach the looped end of the S-shaped wires around

the brads.9. Attach the straight sides of the S shaped wires to the

second bulb holder.10. Attach the looped end of the remaining two L-shaped wires

around the brads.11. Attach the straight sides of the remaining L- shaped wires

to the battery holder.

Explain to students that the electricity travels in more thanone path to light both of the bulbs because there is no break inthe paths. Have students release one of the S-shaped wiresfrom the brad and see what happens. The middle bulb will goout because the path has been broken, but the first bulb willstay lit because the path has not been broken. Have studentstrace the paths with their fingers to follow the flow ofelectricity and then experiment by unclipping wires at certain points to see what happens. Encourage them to make predictions before removing the wire connections.

• Circuit Reference ReproducibleGive your students a handy reference to distinguish betweenthe different types of circuits. Make copies of the CircuitReference Reproducible (pg.12) and give one to each student.Have students store the sheets in their science folder for easyreference.

Current Electricity Project• Make A Circuit Board GameGive your students a chance to make their own circuit boardgames. For this project each group will need:

• 1 81⁄2" by 11" piece of paper• markers• 10 brads• 5 1⁄2" by 10" strips of foil• masking or cellophane tape• a simple circuit

Have each group place the brads in the paper and spread thebacks apart (figure 1). Next, have them title their games andlabel brads with matching answers, being sure to mix them upso they are not across from each other (figure 2). Then, haveeach group turn the paper over and place a foil strip so ittouches the brads of only one set of matching answers. Havethem place a piece of masking or cellophane tape completelyover the foil and brads so no part of the foil is exposed (figure3). Have the group connect the next set of matching answerswith another foil strip and cover it with tape. Continue witheach set until all of the correct answers are connected andcovered. Remind students that the tape over each foil stripacts as an insulator so no foil strips will touch each othersending the electricity along the wrong path.

Have each group build a simple circuit game tester using threewires, a battery holder with battery, and a bulb holder with bulbas shown on the next page.

longer, and then refer back to their Triboelectric SeriesReproducible to help explain their findings.

• Making an ElectroscopeHave each group of students make their own electroscopeto detect static electricity, or you can make a large version forclassroom demonstration. For this project each groupwill need:

• a large paper clip• a pair of scissors• a 2" by 1" piece of aluminum foil• an index card• a glass jar• a piece of masking tape large enough to go around the

mouth of the jar• an inflated balloon

Have a student from each group fold the foil in half lengthwise.Have another student unfold it and cut along the fold line sothere are two pieces of foil 2" long 1⁄2" wide. Instruct studentsto put the jars upside down on top of the index cards and drawaround the openings and then cut out the circles. Tell studentsto unbend the small loop of the paper clips (figure 1). Then,have them place the foil strips on the bottom loop of thepaperclip (figure 2). Next, have students unbend the top loop ofthe paper clip, push it through the center of the index cardcircle (figure 3). Then, bend the loop to its original position(figure 4). Instruct students to lower the foil pieces into thejar and center the index card circle on the top (figure 5).

To finish, have students completely seal the index card circle tothe jar with the masking tape (figure 6). Now theelectroscopes are complete and ready for testing. Have

students rub the inflated balloons on their hair or pieces ofwool material and move them near the paper clip stickingthrough the top of the jars, but not to touch them (figure 7).As a balloon nears the paper clip, the electrons move from theballoon to the paper clip and into the foil causing the twopieces to repel each other. Students should see the foil piecesmove apart and may even hear a snap as the electrons moveand static electricity is detected. Have them test theirelectroscopes by rubbing additional items together and placingone near the paper clip.

Introducing Current ElectricityRemind students that static electricity is an electric chargecaused by friction that moves from one object to another.Current electricity, however, differs from static electricitybecause the electrons move along a pathway such as a wire.These pathways are made up of materials that allow electricityto travel through them easily and are called conductors.Materials that do not allow electricity to travel through themare called nonconductors. When electricity moves from anelectricity source, along a pathway, through electroniccomponents such as bulbs and switches, and back to theelectricity source, it is called a circuit. Explain to studentsthat they are going to create different kinds of circuits usingan energy source, a pathway, and electronic components.

• The Energy Source Make copies of the Parts of a Battery Reproducible (pg.11) andgive one to each student. Divide students into working groupsand have each group take a materials packet from theElectricity Kit. Begin by reintroducing your students to the D-cell battery in the materials packet. Explain to students thatthe battery is going to be the energy source as they learn tocreate electrical circuits. Have them remove the batteries fromthe materials packets and observe the characteristics. Whilestudents are referring to the Parts of a Battery Reproducible,explain that batteries have chemicals inside of them. When thenegative terminal and the positive terminal are connected by apathway, a chemical reaction takes place that produceselectrons. These electrons collect at the negative terminal butwill only move when there is a connection to the positiveterminal. That’s why a battery can sit on the shelf for a longperiod of time and not lose its ability to produce electricity.Once the positive and negative terminals are connected in ac i rcuit, the battery will continue to produce electrons untilthe chemicals are exhausted. Have students store theirParts of a Battery R e p roducible in their science folders forfuture reference.





• Building Simple CircuitsHave each group remove two wires, the battery holder, the bulb,and the bulb holder from the materials packet. Instruct themto place the battery into the battery holder and to screw thebulb into the bulb holder. For students who have not workedwith these types of materials, demonstrate how to attachwires by using the wire clips. Begin by reminding students thatthe electrons inside the battery will not start moving untilthere is a path created that goes from the negative terminalto the positive terminal. Challenge each group to build a circuitthat will light the bulb. Allow students some time to completetheir circuits, then draw the following diagram on the board:

Have a student come up to the board and trace the completepath from one end of the battery to the other. Explain thatthe bulb is lit because the electrons (electricity) are beingcreated by the chemical reaction in the battery, travelingthrough the wire to metal socket, up through the bulb causingit to light, and back to the battery though the second wire.Ask students what they think will happen if they unclip a wire.Have students try it to test their hypotheses.

What Happened?The bulb will not light because there is a break in the circuit,which causes the electrons to stop flowing.

• Looking at an Incandescent Light BulbMake copies of the Light Bulb Diagram Reproducible (pg.12). Asstudents observe the light bulb in the activity above, ask themif they know how a light bulb works. After listening to severalideas, give each student a copy of the Light Bulb Diagram. Asstudents refer to the diagram, have them follow along withtheir fingers while you explain that the electricity goes upthrough the contact at the bottom of the light bulb and intothe connecting wire. It travels up the connecting wire andthrough the thin tungsten filament. As the electricity goesthrough the tungsten filament, it causes it to heat up, which

produces the light. The electricity continues down theconnecting wire on the other side and back out the contactinto the socket and on through the wire back to the energysource. Remind students never to touch a lit light bulb becausethe heated filament causes the outside glass to become hot.Have your students do some hypothesizing, thinking, andresearching to find out the answers to the following questions:

1. Why do you think light bulbs burn out?2. How would bumping or dropping a light bulb cause it not to

work?3. What other types of light bulbs are available besides

incandescent bulbs?4. How does a three-way light bulb work?

You can expand this activity by bringing in a clear glassincandescent light bulb so students can see the workings of alarger light bulb.

• Testing Conductors and Nonconductors with a SimpleCircuitLet students use simple circuits to learn about conductive andnonconductive materials. Collect different materials forstudents to test, such as craft sticks, strips of foil, pieces ofyarn, pencils, nails, and paper clips. Be sure to have severalconductors and several nonconductors for testing. Makecopies of the Conductor/Nonconductor Reproducible and giveone to each student. Divide students into working groups andhave each group remove three wires, the battery holder, andthe bulb holder from the materials packet. Begin by havingeach group build a simple circuit using the battery holder, twoof the wires, and the bulb holder. Check to make sure eachgroup has a complete circuit and the bulb is lit. Next, havethem remove the wire from the clip on one side of the bulbholder and attach the third wire in its place as shown.

Instruct students to place the materials being tested on thedesk and touch the two wires to the ends. If the bulb lights,

the electricity has traveled through the material and it is aconductor. If the bulb does not light, the electricity was unableto travel though the material and the bulb will not light. Havestudents record their findings on their copies of theConductor/Nonconductor Reproducible and share theirinformation with the class.

• Adding a Knife Switch to a Simple CircuitGive students some hands-on experience with how switcheswork. Have each group remove three wires, the battery holder,the knife switch, and the bulb holder from the materialspacket. Demonstrate how to use the screw-down terminals onthe knife switch by showing students how to make small loopsat the ends of two wires, placing them around the terminals,and screwing them down as shown below.

Have students attach two wires to the terminals of their knifeswitches. Challenge students to use the third wire to completea circuit with the battery holder, the light bulb, and the knifeswitch. Once they have all three components wired together ina circuit, have them interrupt the flow of electricity by liftingup on the handle of the switch. Explain to students that oncecontact is broken between the metal bar and the metal handle(which are both conductors), the electrons can no longer flow,causing the bulb to go out.

• Building a Series CircuitOnce students have done some experimenting with simplecircuits, introduce them to building a series circuit. Beforeintroducing the activity, remove the bulb holders from six of thematerials packets and place them in the remaining packets soeach packet has two bulb holders. Begin by dividing the classinto six groups. Distribute the adjusted materials packets andhave each group build a simple circuit. Next, tell students thatthey are going to build a series circuit. Explain that a seriescircuit has a single path for the flow of electricity just like asimple circuit but the path goes through more than onecomponent. Challenge students to use the materials to placetwo bulb holders in the path and make them light as shownbelow.

After each group has completed a series circuit, have themget together with another other group and place a third bulbholder in one of the series circuits. To further expand thisactivity, have the groups place knife switches in the seriescircuits. When the activity is complete, choose a student toreturn the extra bulb holders to their original packets. You cancreate a fun center to reinforce building series circuits byplacing eight wires, one battery holder with battery, six bulbholders with bulbs, and one knife switch in a zippered plasticbag at a science center. Label an index card with Build a SeriesCircuit, place it in the bag, and watch your students have funusing their electricity knowledge.

• Building a Parallel CircuitYou can challenge your students further by having them buildparallel circuits. Before introducing the activity, remove thebulb holders from six of the materials packets and place themin the remaining packets so each packet has two bulb holders.Cut 12, 1" by 1" squares of paper and place two in each packet.Begin by dividing the class into six groups.





Distribute the adjusted materials packets to each group.Tell students that they are going to build a parallel circuit.Explain that a parallel circuit is one that requires more thanone path for the current to reach all of the electroniccomponents.Help students create a parallel circuit by completing thesteps below:

1. Stick a brad through each small square of paper and openthe securing flaps.

2. Bend two wires into an S shape.3. Bend four wires into an L shape.4. Make a loop on one end of the four L-shaped wires.5. Make a loop on one end of the two S-shaped wires.6. Attach the straight side of two L-shaped wires to one

bulb holder.7. Attach the looped end of the L-shaped wires around

the brads.8. Attach the looped end of the S-shaped wires around

the brads.9. Attach the straight sides of the S shaped wires to the

second bulb holder.10. Attach the looped end of the remaining two L-shaped wires

around the brads.11. Attach the straight sides of the remaining L- shaped wires

to the battery holder.

Explain to students that the electricity travels in more thanone path to light both of the bulbs because there is no break inthe paths. Have students release one of the S-shaped wiresfrom the brad and see what happens. The middle bulb will goout because the path has been broken, but the first bulb willstay lit because the path has not been broken. Have studentstrace the paths with their fingers to follow the flow ofelectricity and then experiment by unclipping wires at certain points to see what happens. Encourage them to make predictions before removing the wire connections.

• Circuit Reference ReproducibleGive your students a handy reference to distinguish betweenthe different types of circuits. Make copies of the CircuitReference Reproducible (pg.12) and give one to each student.Have students store the sheets in their science folder for easyreference.

Current Electricity Project• Make A Circuit Board GameGive your students a chance to make their own circuit boardgames. For this project each group will need:

• 1 81⁄2" by 11" piece of paper• markers• 10 brads• 5 1⁄2" by 10" strips of foil• masking or cellophane tape• a simple circuit

Have each group place the brads in the paper and spread thebacks apart (figure 1). Next, have them title their games andlabel brads with matching answers, being sure to mix them upso they are not across from each other (figure 2). Then, haveeach group turn the paper over and place a foil strip so ittouches the brads of only one set of matching answers. Havethem place a piece of masking or cellophane tape completelyover the foil and brads so no part of the foil is exposed (figure3). Have the group connect the next set of matching answerswith another foil strip and cover it with tape. Continue witheach set until all of the correct answers are connected andcovered. Remind students that the tape over each foil stripacts as an insulator so no foil strips will touch each othersending the electricity along the wrong path.

Have each group build a simple circuit game tester using threewires, a battery holder with battery, and a bulb holder with bulbas shown on the next page.

longer, and then refer back to their Triboelectric SeriesReproducible to help explain their findings.

• Making an ElectroscopeHave each group of students make their own electroscopeto detect static electricity, or you can make a large version forclassroom demonstration. For this project each groupwill need:

• a large paper clip• a pair of scissors• a 2" by 1" piece of aluminum foil• an index card• a glass jar• a piece of masking tape large enough to go around the

mouth of the jar• an inflated balloon

Have a student from each group fold the foil in half lengthwise.Have another student unfold it and cut along the fold line sothere are two pieces of foil 2" long 1⁄2" wide. Instruct studentsto put the jars upside down on top of the index cards and drawaround the openings and then cut out the circles. Tell studentsto unbend the small loop of the paper clips (figure 1). Then,have them place the foil strips on the bottom loop of thepaperclip (figure 2). Next, have students unbend the top loop ofthe paper clip, push it through the center of the index cardcircle (figure 3). Then, bend the loop to its original position(figure 4). Instruct students to lower the foil pieces into thejar and center the index card circle on the top (figure 5).

To finish, have students completely seal the index card circle tothe jar with the masking tape (figure 6). Now theelectroscopes are complete and ready for testing. Have

students rub the inflated balloons on their hair or pieces ofwool material and move them near the paper clip stickingthrough the top of the jars, but not to touch them (figure 7).As a balloon nears the paper clip, the electrons move from theballoon to the paper clip and into the foil causing the twopieces to repel each other. Students should see the foil piecesmove apart and may even hear a snap as the electrons moveand static electricity is detected. Have them test theirelectroscopes by rubbing additional items together and placingone near the paper clip.

Introducing Current ElectricityRemind students that static electricity is an electric chargecaused by friction that moves from one object to another.Current electricity, however, differs from static electricitybecause the electrons move along a pathway such as a wire.These pathways are made up of materials that allow electricityto travel through them easily and are called conductors.Materials that do not allow electricity to travel through themare called nonconductors. When electricity moves from anelectricity source, along a pathway, through electroniccomponents such as bulbs and switches, and back to theelectricity source, it is called a circuit. Explain to studentsthat they are going to create different kinds of circuits usingan energy source, a pathway, and electronic components.

• The Energy Source Make copies of the Parts of a Battery Reproducible (pg.11) andgive one to each student. Divide students into working groupsand have each group take a materials packet from theElectricity Kit. Begin by reintroducing your students to the D-cell battery in the materials packet. Explain to students thatthe battery is going to be the energy source as they learn tocreate electrical circuits. Have them remove the batteries fromthe materials packets and observe the characteristics. Whilestudents are referring to the Parts of a Battery Reproducible,explain that batteries have chemicals inside of them. When thenegative terminal and the positive terminal are connected by apathway, a chemical reaction takes place that produceselectrons. These electrons collect at the negative terminal butwill only move when there is a connection to the positiveterminal. That’s why a battery can sit on the shelf for a longperiod of time and not lose its ability to produce electricity.Once the positive and negative terminals are connected in ac i rcuit, the battery will continue to produce electrons untilthe chemicals are exhausted. Have students store theirParts of a Battery R e p roducible in their science folders forfuture reference.





Challenge students to predict and experiment with differentrubbing times and to record their predictions and actual timeson their sheets. Be sure to remind students to think abouthow long it took a balloon rubbed 15 times to fall off the walland make their new predictions accordingly. Expand thisactivity by having students try to stick their balloons todifferent surfaces in the classroom, such as a blackboard, afiling cabinet, or each other, and record their findings onadditional copies of the Making Predictions and Waiting forElectrons Reproducible.

• Like Charges Repel Activities1. A Hair-Raising ActivityHave students think back to the wintertime and ask if anyonewore a knit hat or sweater. When students answer “yes,” askthem what they experienced when they pulled off the hats ortook the sweaters off over their heads. The students mayrespond that their hair stood straight up. Ask students ifthere are any other times when their hair seems to stand upon its own. If students have trouble relating times, you canmention brushing their hair, taking off a scarf, or removing asweatshirt. Students can simulate the static electricity byrubbing their balloons on their hair and then slowly moving itaway. Have students in each group observe each other’s hairand describe what they see. If possible, allow students to dothis activity where they have access to a mirror.

Why does students’ hair stand up?As the balloons are rubbed against the hair, electrons movefrom the students’ hair to the balloons, leaving each hair witha positive charge. Since positive charges repel each other,each hair tries to stand apart from the others, making themall stand up. At the same time, each hair is attracted to the balloon.

2. Balloon WarsHave one member of the group rub a balloon against their hairor sweater and then place the balloon on a desk or table. Havethe remaining members of the group rub their balloons againsttheir hair or sweaters, gently try to touch the balloon on thetable with their balloons, and observe what happens.

Why do the balloons repel each other?As the balloons are rubbed against the hair, electrons movefrom the hair to the balloons, leaving each balloon with a likecharge. Since like charges repel each other, the balloons moveaway fro m each other.

You can demonstrate this concept another way by tying apiece of thread to each balloon, having the students rub theballoons against their hair, and then holding the balloons nextto each other by the strings. The balloons will repel each otherand move sideways until the electrons leak off.

• A Simple Triboelectric SeriesMake copies of the Triboelectric Series Reproducible (pg.11)and give one to each student. Explain to students that whentwo different objects are rubbed together, one will usually giveup its electrons and one will usually hold its electrons,producing positive and negative charges. Scientists havecreated the Triboelectric Series to rank materials as to howwell they give up their electrons. Tell students that thisTriboelectric Series is a partial listing of some materials theyare familiar with. Go through the list together and explain thatthe materials toward the top of the list will usually give uptheir electrons (creating a positive charge) and the materialstoward the bottom of the list will usually hold their electrons(creating a negative charge). Explain that since oppositecharges attract, rubbing an item from the top of the listagainst an item from the bottom of the list is going toproduce the most attraction. Have students store theirTriboelectric Series Reproducibles in their science folders forfuture reference.

Static Electricity Projects• The Static Airplane Takeoff and LandingLet your students have some fun making foil and paperairplanes takeoff with static electricity. For this project eachstudent will need:

• a pencil• a pair of scissors• a 4" by 4" piece of aluminum foil• an inflated balloon• a copy of the Airplane Pattern Reproducible (pg.11)

Have each student smooth out the foil square and lay theairplane pattern on top. Have them heavily trace along thepattern outline while holding the pattern and foil tightly withthe other hand. Once they have finished tracing, have them cutout their foil and paper airplanes long the traced lines.Challenge students to place the airplanes on their desks andtry to make their airplanes takeoff by using static electricity.Have the students rub the balloons along their hair orsweaters and try to pick up the airplanes. Have studentsexperiment with which airplane (foil or paper) is picked up bythe balloon quicker, and which airplane stays on the balloon

Have groups test their game boards to see if the bulb lights upwhen the brads with the correct answers are touched with theends of the wires. Once they are sure their game boards areworking correctly, have the groups exchange game boards andtest their knowledge. Place the games at a center along with a

materials pack and allow students to build a circuit tester andtry all of the games. You can extend this activity by providingpaper, markers, brads, foil strips, and tape in the center forstudents to make additional game boards that reinforceclassroom lessons.

The Hands-On, Minds-On ChallengeThe activities included in this guide are designed to give yourstudents a basic understanding of static and currentelectricity. You can take it a step further and challenge yourstudents to try additional experiments and activities usingthe materials in the kit. Be sure to recommend the schoollibrary and the Internet as good sources for hands-onactivities and then sit back and watch as students put theirhands on and minds on science!





Diagram of an Atom Reproducible

against another object, an electric charge is produced byelectrons being transferred from one object to the other. Oneexample would be rubbing your feet along a carpet and thentouching a doorknob. Have several students tell what theyexperienced when this was done. Explain that when they rubbedtheir feet on the carpet they picked up extra electrons andproduced a charge. When they touched the doorknob, a streamof electrons jumped from one object to the other. This is called“static electricity.” (Note: These static electricity activitieswork best when the air is dry. Water in the air on humid daysmakes the electrons move off more quickly and it may bedifficult to create a charged object.)

• Opposite Charges Attract Activities1. Sticky BalloonsDivide students into working groups and have each group takea materials packet from the Electricity Kit. Have each studentremove a balloon from the materials packet, blow it up toabout 5 inches in diameter, and tie it off. Give markers to thegroups so students can write their names on their balloons.(This helps to avoid students using each other’s balloonsduring these activities.) For young children, inflate the balloonsahead of time, label them with student names, and place themin a large plastic bag until ready to use. Next, have studentsremove the confetti bag from the kit and sprinkle about half ofthe confetti on a desk. Instruct students to rub the balloonsagainst their hair, a sweater, or a small piece of wool cloth tocreate a charge. Tell them to place the balloons over theconfetti but not touching it. Allow students to observe theconfetti being attracted to the balloons for a few minutes andthen ask students to explain what they think happened.

Why the confetti jumped to the balloons…When the balloon was rubbed on the hair, it collected extraelectrons, which made it negatively charged. The protons(positive charges) in the confetti were attracted to extraelectrons (negative charges) in the balloons causing confettito jump up and stick to the balloon.

Have the students continue to observe their balloons to seewhat happens after some time has gone by. After a while, theconfetti will begin to fall off of the balloons. Discuss with thestudents why this happens.

Why the confetti falls off of the balloons…The extra electrons attracting the confetti to the balloonslowly leak off and the attraction ends.

Challenge students to find other objects in the classroom thatwill attract or be attracted by the balloon, such as pencilshavings, small pieces of foil, or larger pieces of paper. Whenthey are finished experimenting, have students return theconfetti to the bags and zip them closed. Store the inflatedballoons in a plastic garbage bag for future activities.

2. Making Predictions and Waiting for ElectronsMake copies of the Making Predictions and Waiting forElectrons Reproducible (pg.11) and give one to each student.Once students have been divided into working groups, pass outthe electricity material packets and distribute the storedballoons. After a quick review of static electricity, explain tostudents that they are going to predict how long it will take aballoon to give up its electrons after it is charged. Remindstudents to think about how long it took for the confetti tofall off of the balloons. Have students fill in their predictions onthe reproducible. Instruct students to rub their balloons ontheir hair or sweaters 15 times and then place them against awall in the classroom. (Try this ahead of time to make surethis activity will work on your walls.) If possible, supplystudents with stopwatches or direct them to watch thesecond hand on the classroom clock to time how long it takestheir balloons to leak the electrons and fall off the wall. Thismay take some time, depending on the amount of humidity inyour room. Have students record their times on their sheets.When the groups are finished with the activity, have studentsshare their times and write them on the board. You can usethe list as a discussion starter for why some balloons lastedlonger than others.

Why do the balloons stick to the wall?When the balloon was rubbed on the hair, it collected extraelectrons, which caused it to become negatively charged. Whenplaced against the wall, it gives off the extra electrons to thepositive charged wall causing it to stick.

Why do the balloons fall off of the wall?The extra electrons attracting the balloon to the wall slowlyleak off, the attraction ends, and the balloon falls off.

Why do some balloons last longer than others…The amount of electrons that are collected on the balloons willvary with how much friction is produced by rubbing, how manytimes the balloon is rubbed against the hair, how clean the hairis, and how quickly the balloon is placed on the wall after beingrubbed against the hair.




Electricity Materials Reproducible

students refer to the battery holder image on the reproducibleand write the name battery holder on the line. Review the partsof the battery holder and share their use with the explanationsbelow:

• battery holderwire clips: these clips are used to attach wires to the

battery holderbattery compartment: a holder for a D-cell battery

Continue holding up each item and introducing students to theappropriate vocabulary. Have students write each materialname on the line below the image.

• insulated wireinsulating plastic sheath: a nonconductive covering thatinsulates the wirestripped wire: the ends of the wire that have the plasticinsulation removed

• D-cell battery+ side: the positive terminal on the battery - side: the negative terminal on the battery

• bulb holderwire clips: these clips are used to attach wires to the bulbholdersocket: the place to screw in the bulb1.5-volt bulb: small bulb with filament

• knife switchwire terminals: screw-down knobs to attach wires to theknife switchswitch: movable bar that completes a circuit with contact

• brads: small metal fasteners that can conduct electricity

• balloons: used to demonstrate static electricity (instructstudents not to blow up the balloons until they are told todo so)

• confetti: small pieces of paper used to demonstrate staticelectricity (instruct students not to open bags until they aretold to do so)

Have students place their Electricity Materials Reproducible intheir science notebooks for quick reference when working withthe Electricity Kit materials.

Electricity SafetyBefore beginning your electricity unit, take a few minutes totalk about electricity safety with students. Remind them thatelectricity is not something to play around with and that itcan be dangerous at times. Ask students if they know anysafety rules about electricity, and write them on the board asstudents share. You can use the suggestions below to getstudents started discussing electrical safety.

• Good Inside Rules for Electricity Safety1. Never put anything into an electrical outlet that isn’t a plug.2. Never touch an electrical appliance or electrical switch when

you hands are wet.3. Never plug in electrical appliances near a bathtub.4. Never put your finger in an open light socket.5. Never use appliances or lamps with frayed or exposed wires.6. Never run wires under a rug or across open areas where you

might trip over them.7. Never leave heat-generating appliances (irons, hairdryers,

curling irons, etc.) plugged in when not in use.8. Never overload electrical outlets with too many plugs.9. Always make sure electrical outlets have safety covers if

there are small children in the house.

• Good Outside Rules for Electricity Safety1. Always go inside during a thunderstorm that produces

lightning. If that is not possible, make sure you are not thetallest thing in an area (crouch down if necessary).

2. Never stand under a tree during a storm.3. Never touch anything made of metal while in a storm.4. Never stand in water during a storm.5. Never touch a downed wire.6. Always try to find shelter during storms with lightning.

Electricity Words GlossaryMake copies of the Electricity Words Glossary Reproducible(inside back cover) and give one to each student. Tell studentsthat as they work on activities in the Electricity Kit they willbe learning lots of new words. Explain that the glossary will helpthem as they work on activities and as they read and writeabout electricity. Have students place the glossaries in theirscience notebooks for easy reference.

Introducing Static Electricity You can introduce your students to static electricity withseveral activities. Gather students together and remind themthat all matter is composed of atoms containing protons,neutrons, and electrons. Sometimes, when one object is rubbed


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Making Predictions and Waiting for Electrons Reproducible

Using the Ready-To-Go Science Kit – ElectricityThis kit includes materials packets designed to accommodate1 to 4 children for basic electricity activities and reproduciblesto help them through the lessons. To make the students’packets ready-to-use, place the batteries in the batteryholders before giving the packets to student groups, orstudents can place the batteries in the holders upon first use.Be sure to instruct the students to place the – (negative)side of the battery against the spring in the battery holder.The batteries can be stored in the holders and do not need tobe removed. Choose an appropriate activity below, duplicateany needed reproducibles, and distribute a packet to eachgroup of students. Remind students that the materials in thepackets need to be taken care of, used safely, and returned tothe bags when the activities are completed. Store the packetsand this Activity Guide in the sturdy storage box.

Six Good Questions to Ask About Electricity Before working with the activities in the kit, take a few minutesto see what your students already know about electricity.Ask them these six easy questions:

• Who discovered electricity? After hearing several answers, explain to students that in1752, Ben Franklin conducted an experiment with lightning tolearn about electricity. He stood soaking-wet in an open fieldduring a thunderstorm and flew a kite with a piece of ironattached to the end of the string. When lightning hit the kite,electricity traveled down the wet string and caused a tinyspark to jump from the piece of iron to his wrist. This was avery dangerous thing to do, but it started Franklin thinkingabout how to use this new discovery.

• What is electricity?After listening to several ideas, explain to students thatelectricity is a form of energy that has no weight, size, form, orcolor. There are two kinds of electricity: static electricity isproduced by friction and occurs when electrons jump from oneobject to another, and current electricity is the directed flowof electrons through a pathway such as a wire. Tell studentsthat they will be learning more about these two types ofelectricity as they complete activities from this kit.

• When do we use electricity?After several students have shared, divide the class into smallgroups and have them make lists of ways they use electricity.Once the groups are finished, have them share their lists withthe class.

• Where is electricity produced?After hearing some responses, explain that electricity is foundnaturally in lightning, but is also produced by generatorspowered by steam, water, solar power, wind power, orgeothermal power. A generator converts the energy of arotating turbine shaft into electrical energy through the use ofmagnetic fields. Another way electricity can be produced is in abattery, where a chemical reaction between metal andchemicals causes electrons to move, producing electricity.

• Why do we need electricity?Let several students share their ideas, then have studentswrite stories about what life might be like without electricity.When finished, have students share their writing with the class.Display the stories on a bulletin board titled, Our LivesWithout Electricity.

• How does electricity work?Make copies of the Diagram of an Atom Reproducible (pg.9)and give one to each student. Explain to students thateverything is made up of tiny bits of matter called “atoms.” Youcan’t see atoms because they are so tiny that millions of themwould fit on the tip of a pencil. These atoms have even smallerparticles called protons, neutrons, and electrons. Protons havea positive charge, neutrons have no charge, and electrons havea negative charge. The positively charged protons and thenegatively charged electrons in atoms are attracted to eachother. Sometimes, the electrons move from one atom toanother. This movement of electrons is called “electricity.” Havestudents store their d i a g rams in their science folders forf u t u re re f e re n c e.

After discussing each of the questions, explain to studentsthat they are going to learn more about electricity as theycomplete activities in the Electricity Kit.

Introducing the MaterialsGet your students using the correct vocabulary for theelectricity materials found in the packets. Make a copy of theElectricity Materials Reproducible (pg.10) for every student.Divide your class into appropriate-sized groups. Depending onthe size of your class, this could be groups of two, three, orfour students. Give each group a packet of materials and eachstudent an Electricity Materials Reproducible. Begin by havingeach group open the packet and lay all of the materials out ona desk or table. Hold up a sample of the battery holder andexplain that this piece is called a battery holder. Have amember of each group hold up the battery holder. Next, have


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Congratulations on your purchase of this Really Good Stuff® Ready-To-Go ScienceKit – Electricity—a complete classroom resource to get your students inquiringabout, experimenting with, and applying knowledge for electricity concepts.

This Really Good Stuff® product includes:• 12 electricity materials packets, each including:

• 6 insulated 6" wires with stripped ends • 1 battery holder with easy-to-use clips• 1 D-cell battery• 1 bulb holder with easy-to-use clips• 1 bulb• 1 knife switch• 4 balloons• 1 bag of confetti• 4 brads

• This Really Good Stuff® Activity Guide

Table of Contents

Using the Electricity Kit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Six Good Questions to Ask About Electricity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..1Introducing the Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1Electricity Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Electricity Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Introducing Static Electricity

• Opposite Charges Attract ActivitiesSticky Balloons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Making Predictions and Waiting for Electrons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

• Like Charges Repel ActivitiesA Hair-Raising Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Balloon Wars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

• A Simple Triboelectric Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Static Electricity Projects

• The Static Airplane Takeoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4• Making an Electroscope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introducing Current Electricity• The Energy Source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5• Building Simple Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6• Looking At an Incandescant Light Bulb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6• Testing Conductors and Nonconductors with a Simple Circuit . . . . . . . . . . . . . . . . . . .. 6• Adding a Knife Switch to a Simple Circuit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7• Building a Series Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7• Building a Parallel Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Current Electricity Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Making a Circuit Board Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Reproducibles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 - 1 2Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover

Electricity Words Glossary Reproducible

Electricity Words Glossaryatoms – tiny bits of matter that make up everythingattract – to pull togetherbattery – an energy source that creates electricity with a chemical reactioncharge – an amount of electrical energycircuit – the path that electricity takes from an electricity source, along a wire,

through electronic components, and back to the electricity source conductor – a material that allows electricity to travel through it easilycurrent electricity – electricity that is directed through a pathway such as a wireelectricity – a form of energy that has no weight, size, form, or colorelectronic component – electrical devices found along a circuit such as a light bulbelectron – a particle in an atom that has a negative charge electroscope – a device to detect static electricityenergy source – a way to generate electricityinsulation – a nonconductive material that covers a conductive materialknife switch – a movable bar that completes a circuit with contactneutron – a particle in an atom that has no charge nonconductor – a material that does not allow electricity to travel through it parallel circuit – a circuit that requires more than one path for the current to reach

all of the electronic componentspath – the way electricity travelsprediction – a thought as to what will happen in the futureproton – a particle in an atom that has a positive chargerepel – to push apartseries circuit – a circuit that goes through more than one electronic component along

a single pathsimple circuit – a circuit created with an energy source, one electronic component,

and two wires static electricity – electricity produced by friction and occurs when electrons jump

from one object to anotherstripped wire – wire that has the plastic insulation removed from the endsTriboelectic Series – a list created by scientists to rank materials as to how well they

give up their electrons


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