Jeankey electric circuit plan

Electric Circuits Lesson 1
Lesson Plan for
Electric Circuits
Last Updated: 11/6/2009
Updated by: Sci4Kids

Lesson Summary
Lesson name Electric Circuits
Audience Fourth Grade students
Focus Standards
(4th
grade)
Strand 5, Concept 3, PO 1: Demonstrate that electricity flowing in
circuits can produce light, heat, sound and magnetic effects.
Strand 5, Concept 3, PO 2: Construct series and parallel electric
circuits.
Strand 5, Concept 3, PO 3: Explain the purpose of conductors
and insulators in various practical applications.
Strand 5, Concept 3, PO 5: State cause and effect relationships
between magnets and circuitry.
Fourth Grade AZ
standard(s) applied
Strand 1, Concept 1, PO 1: Differentiate inferences from
observations.
Strand 1, Concept 1, PO 3: Formulate predictions in the realm of
science based on observed cause and effect relationships.
Strand 1, Concept 2, PO 1: Demonstrate safe behavior and
appropriate procedures in all science inquiry.
Strand 1, Concept 2, PO 3: Conduct controlled investigations in
physical sciences.
Strand 1, Concept 2, PO 5: Record data in an organized and
appropriate format.
Strand 1, Concept 4, PO 1: Communicate verbally or in writing
the results of an inquiry.
Strand 1, Concept 4, PO 3: Communicate with other groups or
individuals to compare the results of a common investigation.
Strand 2, Concept 1, PO 1: Identify how diverse people and/or
cultures, past and present, have made important contributions to
scientific innovations.
Strand 2, Concept 2, PO 2: Describe the interaction of
components in a system.
Strand 3, Concept 2, PO 1: Describe how science and technology
have improved the lives of many people.
Lesson
objective(s)*
The students will demonstrate knowledge of basic electricity
concepts by discussing the concepts of electricity and by
answering questions at the end of the lesson.
The students will demonstrate application of basic electricity
concepts by conducting inquiry activities.
The students will demonstrate analysis of circuitry by answering
questions about types of circuits and about conductors and
insulators.
Lesson duration 45 minutes
Lesson materials Simple Circuits: (one each for
seven groups)
Series Circuits Center:
center direction card

2 wires
Battery (in battery holder)
Bulb holder
Light bulb
2-battery holder
2 batteries
3 bulb holders
3 bulbs
4 wires
Parallel Circuits Center:
center direction card
2-battery holder
2 batteries
3 bulb holders
3 bulbs
6 wires
Conductors and Insulators
Center:
Center direction card
Battery holder with
batteries
1 card with brads attached
1 bulb holder and bulb
2 alligator clip wires (one
cut in half)
Bag of 5-10 household
items for testing (paper
clip, golf tee, paper, coins,
pen, utensil, etc.)
Group size Recommended 3-4 students
Lesson Information
How will the concepts will be introduced, what information will be presented to the students?
Include an outline of information and a link to any presentations that will be used.
Class Discussion:
Use a short inquiry discussion to see how much the students recall from the introduction to
electricity.
Q: What is electricity?
A: Encourage students to describe any objects in the classroom that use
electricity. The obvious answers will be the lights and any sort of TV or monitor
that may be in the classroom, but encourage them to come up with things they
might not realize use electricity, such as the intercom, clock, bell, exit signs or
possibly a pencil sharpener. See if the students recall the components of
electricity.
1. What is an electron?
One of the components of an atom.
A negatively charged particle.
2. What is electric current?
The flow of electrons in an electrical circuit.
Units are measured in Amperes (amps).
1 Amp = 6.24 million trillion electrons moving
past one point in one second.

3. What is voltage?
An electric potential difference between two points on a conducting wire.
A force that pushes electric current (electrons).
Units are measured in volts and come from sources like batteries and electric
wall outlets.
4. History and Nikola Tesla
Nikola Tesla (1856-1943)
A Serb who was born in what is known today as Croatia. He came to The
United States on June 6, 1884 and on July 30, 1891 became a naturalized
citizen. He was an inventor responsible for many advances in electricity including
the AC motor and the basis for the AC power system that we use today.
5. Safety notes:
NEVER put anything into an electrical outlet that is not meant to go there,
like a plug. Take cover when there is lightning around you. DON’T get under
a tree to avoid the rain. It is better to get wet than to be struck by lightning.
Lightning will strike the tallest object in the area.

Activity Descriptions and Discussions
Activity 1: Simple Circuits
Do this activity with the entire class before beginning the slide presentation.
Materials:
Simple Circuits: (one each for seven groups)
2 wires
Battery (in battery holder)
Bulb holder
Light bulb
Premise:
To review what a circuit is and how electrons flow through wires in a circuit. This
will serve as base-level knowledge for the information presented and other
activities in this lesson.
Steps:
1. Ask student groups to use the materials in their bags to make the light bulb
light. Facilitate as the students try various combinations and ways to try to
connect the wires, battery, and light bulb together. Some students may get
it right away, while others may take more leading.
2. Once students accomplish the task, praise them saying they have made a
circuit. Have them draw a picture and label it “simple circuit” in their lab
journals.
3. Explain to students that a circuit is a source for electricity (battery) and a
load (light bulb) which are connected in a continuous “circle” of wires or
other conductors which electricity can flow through.
4. Movement of electrons: Make the shape of a circuit (battery, wire, and
bulb) on the floor of your classroom with masking tape (or out on the
playground with sidewalk chalk). Have students with proton balls stand in
the positive terminal side of the battery. Have students with electron balls
stand in the negative terminal side of the battery. Demonstrate the flow of
electrons through the circuit by allowing students with electrons to walk
along the “wire” line, through the light bulb, along the other “wire” line, and
finally stabilize by matching with a proton ball. Allow all students with
electron balls to do this until all electrons are matched with protons (dead
battery).
5. Finally explain to students that when electricity if flowing, the circuit is
complete (or “closed”), which means electrons can flow through. When
there is a break somewhere in the circuit (a light is burned out, a wire is not
properly connected), the circuit is called “open” and electricity cannot flow
through.

Activity 2: Circuits Centers
Materials:
Series Circuits Center:
center direction
card
2-battery holder
2 batteries
3 bulb holders
3 bulbs
4 wires
Parallel Circuits Center:
center direction
card
2-battery holder
2 batteries
3 bulb holders
3 bulbs
6 wires
Conductors and
Insulators Center:
Center direction
card
Battery holder
with batteries
1 card with brads
attached
1 bulb holder and
bulb
2 alligator clip
wires (one cut in
half)
Bag of 5-10
household items for
testing (paper clip,
golf tee, paper,
coins, pen, utensil,
etc.)
Steps:
1. Explain to the class that they are going to be learning more about circuits,
including learning about two different types of circuit wiring and about
materials electricity flows easily through.
2. Give students each a worksheet to record their thinking.
3. Split students into teams for working through the centers. Explain each
center using the centers cards (see the following three pages)
4. Debrief after all students have a chance to complete all three centers.
Questions:
What is a series circuit? Parallel circuit?
What path do the electrons take through each type of circuit?
Have you seen any examples of these in real life?
What happened in each example when you took a light bulb out of
the circuit? Why? What made them different?
What is a conductor? Insulator?
Why do you think we use copper for wiring?
Why do you think we use wood poles for electrical lines?
Review new vocabulary:
Simple Circuit

Series Circuit
Parallel Circuit
Open Circuit
Closed Circuit
Conductor
Insulator
Lesson Closure:
Allow students to share their new learning with a partner, or summarize three
things they learned in their science notebook or lab journal.
Extensions:
Literacy Connection: Have students write a story about an electron’s journey
through a circuit. For a challenge, have students specify which type of circuit they
are travelling through.

Circuit Center #1- Series Circuits:
Have one member of your team read this passage aloud to the group:
When we wire the light bulbs in our house, we don’t connect every single light
bulb to the source (generator). Instead, we connect all of our lights and
appliances together and connect one line to the source. When we wire many
different loads together, we can use one of two different ways of doing it. The
first way is in series to make a series circuit. Let’s learn about what a series
circuit is!
Directions:
Make a series circuit with the materials in the bag. You will be stringing
together three light bulbs in one line. Use the picture as a model.
Now, draw a picture of your series circuit and label it on your worksheet.
Another person read aloud to the group:
Congratulations! You have made a series circuit! In a series circuit, the
electrons all flow through all three light bulbs. Trace the path the electrons will
take as they move from the negative terminal of the battery through the series
circuit to the positive terminal of the battery.
*If your group has time:
Predict what you think will happen if you unscrew one of the light bulbs. Then
try it to see if your prediction was right? Why do you think that happened?

Circuit Center #2- Parallel Circuits:
When we wire the light bulbs in our house, we don’t connect every single light
bulb to the source (generator). Instead, we connect all of our lights and
appliances together and connect one line to the source. When we wire many
different loads together, we can use one of two different ways of doing it. The
first way is in parallel to make a parallel circuit. Let’s learn about what a
parallel circuit is!
Directions:
Make a parallel circuit with the materials in the bag. You will be stringing
together three light bulbs in three different circles. Use the picture as a model.
Now, draw a picture of your parallel circuit and label it on your worksheet.
Another person read aloud to the group:
Congratulations! You have made a parallel circuit! In a parallel circuit, the
electrons do NOT all flow through all light bulbs. Instead, the electrons flow
through the wires to one of the three light bulbs. Trace the path the electrons
will take as they move from the negative terminal of the battery through the
parallel circuit to the positive terminal of the battery.
*If your group has time:
Predict what you think will happen if you unscrew one of the light bulbs. Then
try it to see if your prediction was right? Why do you think that happened?

Circuit Center #3- Conductors and Insulators:
Why can electrons flow through a wire? What material CAN electrons flow
through? Are there any materials that electrons cannot move through? In this
center, we will be learning about conductors (materials electricity CAN flow
through) and insulators (materials electricity CANNOT flow through).
Directions:
Make a circuit with the materials in the bag (see the picture below).
Your mission is to test various items to see if they will complete (close) the
circuit (like the picture below).
If the object makes the light bulb light up that means it completed (or closed)
the circuit. This must mean that electrons can flow through it! If electrons can
move easily through the materials, it is called a conductor.
For the experiment, first write the names of your objects on your worksheet.
Then predict (before you test) whether or not you think the item will be a
conductor (complete the circuit). Then test your predictions by placing the item
across the two brass fasteners. Record if the light bulb lights up. If it does, it
is a conductor! Check if your predictions were right.

Directions: Follow the directions on the card found with the materials at this
center. Draw a picture of the series circuit you build. Then draw arrows to show
the path of the electrons through your series circuit.
Parallel Circuits Center
Directions: Follow the directions on the card found with the materials at this
center. Draw a picture of the parallel circuit you build. Then draw arrows to show
the path of the electrons through your parallel circuit.
Student Names:
________________________
________________________
________________________
________________________
Series Circuits Center
Circuits Centers

Conductors and Insulators Center:
Directions: Follow the directions on the card found with
the materials at this center. Predict which objects will
conduct electricity. Then place the object
between the fasteners and record which objects lit up the
light bulb. HINT: Remember that if the object is a
conductor, electricity CAN easily flow through it so the light
bulb will light. If an object is an insulator, electricity
CANNOT easily flow through it so the light bulb will not
light.
Name of Object Material of
Object
Prediction:
Conductor Insulator
Actual:
Conductor Insulator
What did this investigation tell you about conductors?
_________________________________________________________________
_________________________________________________________________
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