`TOPIC: Electricity Circuits Subject: Grade 5 Science Intensions/Objectives/Outcomes: Topic A: Electricity and Magnetism Students learn about electricity by building and testing circuits. Using batteries, bulbs and wires, students construct simple circuits and test the effects of various modifications. Through such tests, they discover that a circuit requires a closed pathway for electricity and that some materials conduct electricity and others do not. S.L.E. 4. Demonstrate that a continuous loop of conducting material is needed for an uninterrupted flow of current in a circuit. 5. Distinguish electrical conductors—materials that allow electricity to flow through them—from insulators—materials that do not allow electricity to flow through them. 7. Predict the effect of placing an electrical resistance in a simple circuit; e.g., in a circuit with a light bulb or electric motor. 10. Draw and interpret, with guidance, circuit diagrams that include symbols for switches, power sources, resistors, lights and motors.
Time:
15min
Date: Assessment Worksheet attached
Teaching Points: Anticipatory set Questions: How do you use electricity in your daily lives? How would it affect you if you could not use these items for a week? 1) Challenge: Allow students to build their circuits in groups of (5) while you walk around the room observing and asking them thought provoking questions. Give subtle suggestions to those groups that are becoming frustrated. Ask questions to those that have successfully constructed their circuits. Can you make the light bulb light a different way? What would happen if you turned the light bulb sideways? How many different ways can you get the light bulb to light? What would happen if the wire were underneath the light bulb? After students have had time to successfully construct their electrical circuits, ask them to compare their results with other students. Have them discuss why the light bulb lit. After a short period of discussion ask a student or a group of students to draw a diagram of their circuit on the board Using the following symbols: • • • •
Notes :
•
Put poster on the white board for students to reference
2) Discuss: The diagram with the rest of the class. Do they agree or disagree with the diagram? What would they change? Have the groups or individuals that disagree draw a diagram of their electrical circuit on the board. Discuss these diagrams. After a classroom consensus has been reached, begin asking discussion question: • • • • • •
What made the light bulb light? What was the power source? What did the wires do? Is this circuit open or closed? Did the electricity flow through the wires when the circuit was open? Did the electricity flow through the wire when the circuit was closed?
Input 10min Open and closed circuits 3) Activity: Use an Energy ball to demonstrate this concept. The children stand in a circle holding hands. One child in the circle puts a finger on one side on the energy ball and another child does the same on the other side of the ball. • Explain this is a closed circuit (energy ball lights up and make sound) • Then display an open circuit by having two students stop holding hands Ask Question • What happened when we broke hands? What kind of circuit was this? • What kind of circuit was it while we were all holding hands? • What kind of circuit did we make today with the circuit kit? Explain Terms • •
10min
Open Circuit: A incomplete electrical circuit in which no electricity flows Closed Circuit: A complete electrical circuit in which electricity flows
Guided Practice Conductors and Insulators Activity: Supply each group of students with a variety of objects (Scrap metal, plastic for, rubber stop, metal spoon, and penny) to test in their circuits previously made. Ask students to divide the objects into groups (ones that light, ones that do not).
• Why did the bulb light with some objects, but not other? Explain terms: Conductors: Materials that will allow electricity to flow through them e.g. Metal Insulators: Objects that will not allow electricity to flow through them e.g. plastic Independent Practice: 10min Assign worksheet (for hand in next day) attached Ask students to visit this interactive circuit activity online for practice. http://www.mysteryproductions.info/hyper/hypermedia_2003/Thelwell/Site / Closure: Summarize the basic concepts, and the objective/ goals that have been taught • Open and closed circuits and conductors/ insulators • Explain they now know how circuits work in such items as a light switch, alarms, and many other everyday items, and reinforce the objective and goal of the lesson.
5min
Evaluation (Students/Self) Were students working cooperatively with their groups?
When asked a question regarding their circuit, were students able to relatively respond to the question?
Did students demonstrate and understanding of electrical circuits on their worksheet References: http://www.rapidonline.com/education/circuit-symbols-wall-chart06-5644 http://www.mysteryproductions.info/hyper/hypermedia_2003/Thel well/Site/
Materials: • Pen or pencil • Paper • Circuit kits (5) • Take home work sheet (25 copies) • Energy ball (science store) This plan meets the requirements of the Alberta education curriculum and the objectives http://education.alberta.ca/media/654825/elemsci.pdf
Electrical Circuits & Conductors 1.)
Draw a simple circuit diagram with proper symbols, and label the five parts of the circuit
2.)
What is the symbol for the following?
3.)
Voltage-
Resistance-
Current-
Power-
Define the following terms: Conductor: Insulator: Open circuit: Closed Circuit: Electrical Circuit: