8th Grade Science

Electricity & Magnetism Unit Information

Milestones Domain/Weight: Force & Motion 30%

Purpose/Goal(s): Within the Force and Motion domain, forces acting in nature such as
electricity, and magnetism are explored. Students investigate and explain the
relationship between electric currents and magnets and demonstrate the advantages
and disadvantages of series and parallel circuits.

Content Map: Electricity & Magnetism Content Map

Content from Frameworks: Electricity & Magnetism Content from the Frameworks

Prerequisites: Elementary Standards for Electricity & Magnetism

Unit Length: Approximately 23 days

Electricity & Magnetism Study Guide | Electricity & Magnetism Study Guide KEY

Click on the links below for resources by Essential Question:

EQ 1: How do electric charges exert force on each other?

EQ 2: How are series and parallel circuits similar and different in how they transfer
energy?

EQ 3: How do the properties of magnets explain why some materials are magnetic and
some are not?

EQ 4: How can currents and magnets exert forces on each other?

 TCSS 8th Electricity & Magnetism Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
The resources below are set up in a model lesson format. The ppt  S8P5c. Sample
Essential*
Standard(s): provides guidance for the entire lesson including activating, teaching Assessment Items
Electric current
and summarizing strategies. The activities listed below the ppt are  S8P5c. GOFAR CR
S8P5c. Investigate and used during the lesson and are identified in the ppt for use where Magnets
Supplemental**
explain that electric they are most likely appropriate. The resources can be used as an  S8P5c. GOFAR CR
Insulator
currents and magnets can entire lesson or pulled out for use separately. Some of the activities Electricity
Conductor
exert force on each other can be used for differentiation.
“Like” charged
 Activator [linked in ppt] Show the video clip
Electric field
1. How do electric charges https://www.youtube.com/watch?v=tuZxFL9cGkI without showing
Static electricity
exert force on each other? the title of the clip if possible. Have students predict what caused
Electric force
the situation. Students may immediately come up with the word
Electric charge
static electricity, but many of them probably do not know what
Electric energy
TEXTBOOK PAGES 584- static electricity actually means. This is not the time to go into the
Negative charges
589 meaning of static electricity. Explain that the class will discover
Positive charges
the meaning of static electricity as well as other concepts over
Non-moving charges
the next few days.
Oppositely charged
 Electric Charge PPT [Includes “I Do”, “You Do”, and “We Do”] –
See “Notes” on ppt slides for suggested instructional approaches
*Essential Vocabulary
where applicable or view the Electric Charge PPT Notes
listed in the Standards
 Electric Charge Notes [“You Do”] – Students use the notes to
record the important information from the lesson
**Supplemental
 Making an Electroscope – this is an optional activity because it is
Vocabulary listed in the
not necessary for students to use an electroscope to determine if
state frameworks and/or
an object is charged.
other state document
o https://www.youtube.com/watch?feature=player_embedded&
v=Zo6I6rvtu2g
o Another version of an electroscope and possible activities
 Attract or Repel Activity
 Electric Charges Formative Assessment Check #1
 Electrical Charges Worksheet
 Activities to demonstrate Electric Charges – only one or two of
the activities are needed OR make stations where small groups
spend a few minutes conducting several of the demonstrations
o Bend Water with Static Electricity or watch the video clip
[linked in ppt as example of induction]
o Electric Gelatin
o Static Roll
o The Invisible Leg
TCSS 12/15/2015 2
 TCSS 8th Electricity & Magnetism Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
o Create Lightning
o Electrical Fleas or Snap Crackle Jump
o Charge and Carry
o Charging Demonstration – watch video and try to replicate in
class instead of showing the video another version of a
similar demonstration:
https://www.youtube.com/watch?v=yaD9oPfq69M
o Magical Balloon Activities that can be done as individual
demonstrations or used together for a larger demonstration of
static electricity and electric charges. Blow up a balloon and
tie the end. Rub the balloon on a student’s hair to “charge it”
(clean and dry hair with no oil). Use the charged balloon for
the following:
 Tape one end of a piece of thread to a table. Bring a
charged balloon near the loose end of the thread and
record what happens.
 Tear tissue paper into tiny pieces. Hold the charged
balloon near the papers. Record what happens.
 Mix a small batch of salt and pepper on the table. Hold
the charged balloon over the mixture. Record what
happens.
 Press a coin into a ball of clay so that the coin stands
upright. Balance a toothpick on the coin. Hold the charged
balloon next to but not touching the coin. Record what
happens. [illustrated in the video linked above]
 Place two small horses on a table. Charge two balloons
and hold the balloons near the horses without touching
them. Record what happens. Try to “race” them.
 Test other materials with your charged balloon and see
which materials are attracted (flour, iron filings, sand,
Styrofoam, etc.)
 Electron Interview
 Electric Illustrations
 Electric Charge Summarizer
 Electric Charge Worksheet from Glencoe
 Videos
o http://studyjams.scholastic.com/studyjams/jams/science/e
nergy-light-sound/electricity.htm [linked in ppt]

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 TCSS 8th Electricity & Magnetism Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
The resources below are set up in a model lesson format. The ppt  S8P5b. Sample
Essential*
Standard(s): provides guidance for the entire lesson including activating, teaching Assessment Items
Series circuit
and summarizing strategies. The activities listed below the ppt are used  S8P5b. GOFAR
Parallel circuit
S8P5b. Demonstrate the during the lesson and are identified in the ppt for use where they are CR Series and
Transfer of energy
advantages and most likely appropriate. The resources can be used as an entire lesson Parallel Circuits
disadvantages of series or pulled out for use separately. Some of the activities can be used for  S8P5b. GOFAR
Supplemental**
and parallel circuits and differentiation. CR Series and
Volt
how they transfer energy  Circuits Activator Parallel Circuits 2
Pole
 Circuits PPT [Includes “I Do”, “You Do”, and “We Do”] – See “Notes”  S8P5b. GOFAR
Path
2. How are series and on ppt slides for suggested instructional approaches where CR Series and
Electrons
parallel circuits similar and applicable or view the Circuits PPT Notes Parallel Circuits 3
Switch
different in how they  Circuit Notes [“You Do”] – Students use the notes to record the  S8P5b. GOFAR
Battery
transfer energy? important information from the lesson CR Series and
Positive pole
 Circuits: What’s Wrong Parallel Circuits 4
Negative pole
 Circuits: Formative Assessment #1  S8P5b. GOFAR
Open circuit
TEXTBOOK PAGES 596-  Circuit Sort Activity CR Series and
Closed (loop) circuit
599  Circuit Activities Parallel Circuits 5
o Design a Circuit Board 
*Essential Vocabulary
o Series and Parallel Circuit Lab – this site provides pictures
listed in the Standards
showing how you can create a circuit with limited resources.
o Video illustrating a simple way to make a circuit
**Supplemental
o Energy Ball
Vocabulary listed in the
o Use the circuits made in class to test whether objects are
state frameworks
insulators or conductors if possible
and/or other state
 Circuits Summarizer
document
 Electricity Project
 Online Resources
o http://www.physics-chemistry-interactive-flash-
animation.com/electricity_electromagnetism_interactive/compone
nts_circuits_association-series_parallel.htm
o http://scienceofeverydaylife.discoveryeducation.com/views/other.
cfm?guidAssetId=D1507F6E-09C3-4E7B-B1E9-16708E402009
o http://oviattfamily.net/electricity/flash/simpleCircuit.swf [linked in
ppt]
o http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/scien
ce/electricity_book1/index.htm
o http://www.classzone.com/books/ml_science_share/vis_sim/em
m05_pg41_circuits/emm05_pg41_circuits.html
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 TCSS 8th Electricity & Magnetism Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
o http://thefusebox.northernpowergrid.com/page/circuitbuilder.cfm
 Videos
o http://www.bbc.co.uk/education/guides/zddp34j/activity
o Bill Nye Electric Circuits [shortened to 6 minutes]
o Pumped Up Circuits Song

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 TCSS 8th Electricity & Magnetism Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question:
The resources below are set up in a model lesson format. The ppt  S8P5c. Sample
Essential*
Standard(s): provides guidance for the entire lesson including activating, Assessment Items
Magnet
teaching and summarizing strategies. The activities listed below  S8P5c. GOFAR CR
S8P5c. Investigate and the ppt are used during the lesson and are identified in the ppt for Magnets
Supplemental**
explain that electric use where they are most likely appropriate. The resources can be  S8P5c. GOFAR CR
Poles
currents and magnets can used as an entire lesson or pulled out for use separately. Some of Electromagnet
Attract
exert force on each other the activities may be used for differentiation. 
Repel
 Magnetism PPT [Includes “I Do”, “You Do”, and “We Do”] –
Magnetic Field
3. How do the properties of See “Notes” on ppt slides for suggested instructional
Magnetic Pole
magnets explain why some approaches where applicable or view the Magnetism PPT
North Pole
materials are magnetic and Notes
South Pole
some are not?  Magnetism Activator
Magnetic Field Line
 Magnetism Notes
Domains
 Properties of Magnets Activity
 Attract or Repel Activity - Each student will be given a paper
*Essential Vocabulary
TEXTBOOK PAGES 615- magnet. When instructed, the student will find a partner based
listed in the Standards
619 on the teacher’s directions of “Attract” or “Repel”. Paper
Magnets
**Supplemental
 Examining the Magnetic Field Activity - In groups, students
Vocabulary listed in the
are given two bar magnets and a tapped petri dish filled with
state frameworks and/or
iron fillings. Students should explore what happens to the iron
other state document
fillings when a bar magnet is placed under the petri dish. If
possible, students should explore how the iron fillings react
when two magnets are placed near each other under the petri
dish.
 Demonstrating a Magnetic Object Activity - Students are put
into groups of 4-6. Each group is going to represent an object.
Give each student in each group one of the Domain
Arrangement pieces. When instructed by the teacher, each
group should arrange or align their domains based on the
teacher stating whether they are a magnetized or
demagnetized object.
 Making a Magnet Activity
 Videos
o Bill Nye: Magnetism [linked in ppt]
 Summarizer: Wanted Mr. Magnet

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 TCSS 8th Electricity & Magnetism Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
The resources below are set up in a model lesson format. The ppt  S8P5c. Sample
Essential*
Standard: provides guidance for the entire lesson including activating, teaching Assessment Items
Exert
and summarizing strategies. The activities listed below the ppt are
Magnet
S8P5c. Investigate and used during the lesson and are identified in the ppt for use where they
Electric current
explain that electric are most likely appropriate. The resources can be used as an entire
currents and magnets can lesson or pulled out for use separately.
Supplemental**
exert force on each other  Activating Strategy: Copper Pipe and Neodymium Video Clip
Motor
[2:17] – You do not have to show students the entire 2 minutes.
Generator
4. How can currents and Have them watch the video and then brainstorm with a partner as
Iron core
magnets exert forces on to what they observe and why. Amazing Magnetic Force -
Electromagnet
each other? Science Experiment! - Longer version [11:06] with an explanation
Magnetic field
of what is happening after about 5 minutes.
 Currents and Magnets Exert Forces PPT [Includes “I Do”, “You
Do”, and “We Do”]
*Essential Vocabulary
TEXTBOOK PAGES 591-  Currents and Magnets Exert Forces Notes
listed in the Standards
595, 621-624, 626  Make an Electromagnet Activity – this activity will vary based on
the resources at your school. Sample Electromagnet Activity |
**Supplemental
Make a Magnet | Sample Electromagnetic with a Switch |
Vocabulary listed in
Homemade Mini Electromagnet video [2:42] Amazing Crane
the state frameworks
video [3:23] if desired. If possible, have students test the
and/or other state
electromagnet with different coiled loops and objects.
document
 Build a Simple Motor – this activity will vary based on the
resources at your school. The following links and videos show
several options for building a simple motor. How to make a
Simple Motor | Stripped Down Motor | Build a Simple Electric
Motor | How to make a Simple Motor video | Build a Simple
Electric Motor in 5 minutes Although building the motor takes
about 5 minutes, the video is 17:27 because it provides a lot of
direction. You may want to watch it for yourself or if you use it with
students, you could pause it and fast forward when needed.
 Currents and Magnets Summarizer
 Videos
o Magnetism: Motors and Generators [1:59; linked in ppt]:

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 TCSS 8th Characteristics of Science
S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works.
 Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.

S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.

S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions,
decimals, and percents.
b. Find the mean, median, and mode and use them to analyze a set of scientific data.
c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters).
d. Decide what degree of precision is adequate, and round off appropriately.
e. Address the relationship between accuracy and precision.
f. Use ratios and proportions, including constant rates, in appropriate problems.

S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific
activities utilizing safe laboratory procedures.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and
create simple files.
b. Use appropriate tools and units for measuring objects and/or substances.
c. Learn and use standard safety practices when conducting scientific investigations.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex
machines.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.

S8CS6. Students will communicate scientific ideas and activities clearly.

a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a
procedure.
b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols.
c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.

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 TCSS 8th Characteristics of Science
S8CS7. Students will question scientific claims and arguments effectively.
a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area
of their particular expertise.
b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion,
conclusions based on insufficient evidence).
c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control.
d. Recognize that there may be more than one way to interpret a given set of findings.

S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.
Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant,
which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times
before accepting the results as meaningful.
b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further
experimentation to determine whether the results are flawed or the theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change.

S8CS9. Students will understand the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing
how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning,
devising hypotheses, and formulating explanations to make sense of collected evidence.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make
sense of collected evidence.
c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.
d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.
e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other
scientists and society.
f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research.
Scientists must adhere to the appropriate rules and guidelines when conducting research.

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