Electric Gameboards

Designed by: Ann Edwards, Brennen Elementary

1) Core Curriculum Objective(s): Design and construct a model of an object using electricity (toy that moves, lights up, or makes a sound).

Grade Level: Fourth      Subject(s): Science

2) Overview: A student will plan the wiring of an electric game board, will demonstrate a functioning game board, explain the properties of electricity and how it moves through an electric circuit.

3) Focus/Essential Questions: How does electricity flow through an electric circuit? What is essential in order for a light bulb to glow when using an electric gameboard?

4) Time Frame: Three or four fifty minute periods

5) Resources/Materials:

Fourth Grade Science text: Science Place, Scholastic, 1995, pp.F18-25

Materials for each game board:
1/4 inch pegboard cut into 1 foot squares
16 screws and bolts
Insulated copper electrical wire (18 gauge)
Electric bulb socket
Light bulb that glows on a 6-volt dry cell battery
16 one-inch index card strips
Adhesive tape
6-volt dry cell battery
11 x 14 inch drawing paper
Small screwdriver
Wire cutters and wire stripper
Glue gun and sticks

6) CULMINATING ASSESSMENT: Students will wire and connect an electric game board circuit that will light when a correct answer is chosen to a given question on the game board. Students will be able to explain orally to fellow classmates what conditions allow the light to glow and what conditions keep the light from glowing. Students will explain in a paragraph what causes their game board to function.

ELECTRIC GAMEBOARDS RUBRIC

7) INSTRUCTIONAL ACTIVITIES:

This activity comes as a culminating activity which allows a student to apply their understanding of a series electrical circuit.

Use pages F18-F25 in the fourth grade science text, Science Place, to review: a. how electrons flow through a conductor b. what are insulators c. how a series circuit works d. what causes a battery to work

Day 1: Show a model of an electric game board. Demonstrate how the game board will light when a correct answer is connected to a given question and how the light bulb doesn't glow if an incorrect answer is connected. Explain why the game board works.

Pass out to each student a 1 foot square pegboard and a sheet of drawing paper (11 x 14). Students should mark on the drawing paper the location of where 16 screws will be screwed into 16 holes in the pegboard. Students will then plan how to wire their game boards. Using a ruler, the student will connect a pair of points that are on the drawing paper with each other. This will create 8 pairs for the game board (8 questions/8 answers).

Between Day 1 and Day 2: Using the circuit drawings on the drawing paper, the teacher will need to cut 8 wires that will match the length of each pair. The ends of each wire will need to be stripped.

Day 2: Pass out to the students their pegboard squares, the 8 cut wires, and 16 screws and bolts. Using their plans that are on the drawing paper, the students will put the 16 screws in the identified pegboard holes. They will then connect the wires to the screws on the back side of the pegboard. Encourage the students to wrap the wires tightly around the screws and then secure the wire to the screw with the bolts.

As the students complete this activity, pass out 16 one-inch index card strips. On 8 of the cards a student should write a question. On the other 8 strips a student should write the answers to each of the questions. Using adhesive tape, a student should attach above or under each screw a question or answer to the front side of the game board. A student should pair questions with their answers in the manner that the screws have been paired on the back side of the game board.

Between Day 2 and Day 3: The teacher needs to attach the light socket to the front of the game board. This can be done with a glue gun. In addition, the teacher should cut 3 wires that are about 12 to 15 inches in length. The ends of each wire need to be stripped. Students will work in groups to assist each other.

Day 3: Pass out to the students the light bulbs, the dry cell batteries, and 3 wires. Explain to the students that one wire is to be attached to a pole of the dry cell battery and will hang loose. Another wire is to be connected to one side (screw) on the light socket and the other pole of the dry cell battery. The third wire is to be connected to the side of the light socket and will hang loose. Have the students screw the light bulbs into the light sockets.

Students can then test out their game boards. Adjustments may need to be made if the bulbs do not glow.

Students should get into groups and work each other's game boards. Then students should explain to each other how the game board functions. Finally each student is to write a paragraph explaining why the game board works.

(Typically, I have my fourth grade initially create a game board that involves the multiplication facts. When they have worked together and can successfully explain to each other how and why the game boards work, we then invite a third grade class to come play with the game boards at the fourth graders' desks. This allows the third graders an opportunity to practice their multiplication-fact knowledge and it allows another opportunity for my fourth graders to explain how the game board works with other students. The teacher will assist with modifications as needed.)