Program Title:
Energetic Electrons
Audience: 6th-8th grade students
Program Theme: What is electricity and how can we effectively harness it to do work?
Program Goals: Students will understand electricity at the atomic level and how it flows naturally
through the environment and through manufactured circuits. Students will explore the woods to
identify different examples of electricity found in Nature and then head to the “lab” where they will use
Ohm’s law to calculate voltage, current, and resistance, in order to build a functioning circuit.
Next Generation Standards:
MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and
magnetic forces.
MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that
fields exist between objects exerting forces on each other even though the objects are not in contact.
Common Core Connection:
ELA-Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Program Outline:
Activity 1: WHAT IS ELECTRICITY? (40 min.) – This activity introduces the atomic structure of electricity
and the two forms it is expressed in—static and current. Using visual aids, we will discuss the movement
and flow of electrons from atom to atom and identify some of the circumstances that stimulate this
flow. Then we will take a brief woods walk and explore a few examples of how electricity behaves in
Nature.
Objectives: Students will be able to explain clearly what electricity is and how it behaves in different
scenarios. Students will understand the differences between the static and current forms of electrical
energy.
Measure: Students will be asked to explain the above scenarios in their own words through pair share
and other methods. Students will engage in activities that illustrate the concepts kinesthetically,
including using a UFO ball to create a human circuit and rubbing two pieces of quartz together to
observe a small electrical charge.
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Teachers and chaperones will be helpful in working directly with students to help them carry out
the different steps of the investigations. Teachers are always welcome to add any connections
to the classroom and previous learning experiences.
Activity 2: GO WITH THE FLOW (30 min.) – This activity marks the transition from studying naturallyoccurring electricity to the manipulation of electrical current by humans. We will begin with a group
activity that simulates the flow of electrons through a circuit. Acting as individual electrons moving along
a wire, students will kinesthetically explore voltage, current, work, and resistance.
Objectives: Students will engage in physical activities that mimic the flow of electrons through a circuit.
Students will understand the difference between voltage, current, work, and resistance, and how they
interrelate throughout a circuit.
Measure: Students will be asked to verbally describe what is happening at each level of the game and
explain the role and function of each new “obstacle” as it is being introduced. Each obstacle will
represent a component of electricity.
Teachers and chaperones are asked to participate in the game and make any connections with
classroom learning.
Activity 3: LIGHT IT UP (50 min.) – Next, students will engage in a hands-on experiment in which they
use wires, batteries, and LED lights, to construct a simple circuit. Their first attempt is designed to fail,
due to high current and voltage overload. Through troubleshooting and scientific inquiry, we will
introduce Ohm’s Law and its corresponding equations. This will help students figure out how to regulate
current through resistance and make corrections to their circuits.
Objectives: Students will understand the importance of voltage and current in relation to work.
Students will also understand the role of resistance and how to use Ohm’s Law to calculate the correct
voltage and resistance necessary for a working circuit.
Measure: Students will physically construct a circuit designed to fail. Success of their second circuit
relies on their correct calculation of resistance and voltage using Ohm’s Law.
Teachers will need to divide students into smaller sub-teams for the experiment (three to four
students per team). Teachers and chaperones will work directly with sub-teams to help guide
the inquiry process.
Conclusion/Wrap-up: The LED circuit activity is a culminating experience that will lead into a final group
discussion connecting all of the important concepts explored throughout the lesson. Students are
encouraged to take notes and will be asked to show their understanding in relation to their team’s
circuit and its component parts.
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