Download simple circuit lesson

Electricity and Magnetism Unit
Lesson Plan by: Kelly Harp
Lesson # 8: ___ Electromagnetism & Simple Curcuit_______________Length: ___40min___
Content Focus: P.E. fine motor
Intended Grade: 4th
Reference: My own knowledge and
Ardley, Neil. The Science Book of Electricity. 1st ed. Belguim: Proost, 1991.19.
Cavendish, Marshall. Electricity and Magnetism. New York: Marshall Cavendish, 1989. 30.
Academic Standard:
Science
4.3.16 Investigate and describe that without touching them, material that has been electrically
charged pulls all other materials and may either push or pull other charged material.
Performance Objectives:
Given a set of directions for making a simple circuit, the student will follow the directions and
complete the checklist and answer 3 of the 3 questions correct.
Given a set of directions for creating a magnetic current, the student will follow the directions
and complete the checklist and answer 3 of the 3 questions correct.
Assessment:
The students will individually be assessed based on following directions. It will be obvious to
the teacher if the students followed directions based on the result of their experiment. The
students will be asked to complete a checklist and answer a few questions at the end of the
experiment. The answers to the questions will make it clear as to whether the student followed
the directions or not. The teacher, for assessment, will collect these.
Advanced Preparation by Teacher:
Experiment on page 19 The Science Book of Electricity and project 6, found on page 30
Electricity and Magnetism should be photocopied for each student. Checklists for students to
follow with follow up questions.
Materials for experiments: Each student will need 1 C or D battery, 1.5-volt bulb in bulb
holder, 2 pieces of wire with bare ends, and electrical tape. Also, a few screwdrivers for class to
share, and a strand of Christmas lights will be needed. For the second experiment, you need an 8
in. piece of copper wire, 4 ½ volt battery, and a small pocket compass, for each student.
Procedure:
Introduction/ Motivation:
“So far we have talked a lot about characteristics of electricity and different terminology
related to electricity. What are some things you have already learned about electricity? What is
an atom, electron, and circuit?” (Bloom’s knowledge) (Gardener’s linguistic intelligences)
Review with the class these terms “Excellent! Now that you have all have some background
knowledge of electricity, we are going to do a couple of experiments with electricity!”
Step-by-Step Plan:
1. “First we are going to make a simple circuit also know as a series circuit. Take a look at
this strand of Christmas lights. What happens if I take one of the light bulbs out? They
all go out.” Tell the class that this is an example of a series or simple circuit. Explain
that a simple circuit is made by wires connecting directly from a cell or battery to a light
and then back to the battery. Like one complete circle.
2. “Now it is your chance to make a simple circuit.” This is a good time to review the
procedures for the activity with your class.
3. Explain the task to the students. They will be following the directions individually to
help them make a circuit. Once they have followed the directions they will need to fill
out the checklist and answer the questions on the handout.
4. Pass out the materials to the students and get them all off to a great start by doing step
number one together. (Bloom’s application)
5. Once students have finished up with this activity. Begin explaining the next experiment.
Preface the magnetic current experiment by reviewing the term: electromagnet. “When
electricity flows through a conductor wrapped around an iron core, a magnetic field is
created.” Let’s see prove it! (Bloom’s application)
6. Again, explain this task to the students. When they are finished creating the experiment,
they will need to fill out the checklist and answer the questions. This will be done
individually. (The experiment and the questions involving these Gardener’s intelligences:
linguistic, logical-mathematical, spatial, and bodily kinesthetic.)
Closure: Share in a group discussion with the class. (Gardener’s linguistic intelligences) What
makes something a simple circuit? (Bloom’s knowledge) Why is it that when I remove a bulb
from a strand of Christmas lights, that all the lights go out? (Bloom’s comprehension) Where
does a magnetic current come from? (Bloom’s comprehension) If there is a magnetic current,
what do you know must also be present? (Bloom’s analysis)
Adaptations/ Enrichment:
Adaptation: Level of questions can be adapted to level of ability. Also, student could create one
of the experiments and have the other experiment already set up for him/her to use to answer the
questions.
Enrichment: Give the student further directions and materials to make a circuit with a simple
switch. Example found on page 22 of The Science Book of Electricity. Or let the student
practice making circuits found on an interactive kids website (Brain pop- “electricity”). The
level of questions can also be adapted.
Self-Reflection:
Did the students understand how to make a circuit with the directions given? Should I have
given more explanation at the beginning of the lesson? How long did the experiments take? Did
the students enjoy this? What would I do the same and different next time? Did the students
gain a better understanding of electricity based on these activities?
Simple Circuit Experiment
Checklist:
Place a check mark in the blank if you did what the statement says.
______1. I attached one end of each wire to the bulb holder first.
______2. Second, I taped one of the wires to the end of the battery.
______3. Third, I touched the other wire to the side of the battery without tape.
______4. When I touched the wire to the battery, the bulb lit up.
Questions:
Answer the following questions.
1. Did your bulb light up?
2. What made your bulb light up?
3.What makes an electric circuit?
4. What surprised you about the experiment? If nothing did, then what did you find interesting
about the experiment?
Magnetic Current Experiment
Checklist:
Place a check mark in the blank if you did what the statement says.
______1. First, I connected one end of the copper wire to one end of the battery.
______2. I then made sure that the wire was placed over the compass.
______3. Next, I touched the free end of the wire to the other battery.
______4. I then moved the wire off of the compass and noticed which direction the compass
moved.
Questions:
Answer the following questions.
1. When you first put the wire on the compass and the wire was only connected to one end of the
battery, which direction was the compass pointing?
2. What happened to the compass needle as the current flowed through the wire?
3.What happened to the compass needle in the 3rd step? Does the compass turn in the same of
the opposite direction?
4. Why does the compass move?
5. Can an electric current produce a magnetic field? If so, what does in need to be present in
order to do this?