Physical Science: Year 6 Year 6

ELECTRICAL CIRCUITS
BEN DANIELS: 20162618

Strand: Science Understanding

Sub Strand: Physical Science
Elaboration: Electrical energy can be transferred and
transformed in electrical circuits and can be generated
from a range of sources (ACSSU097)

Elaborations
• recognising the need for a complete circuit to allow
the flow of electricity
• investigating different electrical conductors and
insulators
• exploring the features of electrical devices such as
switches and light globes

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8
 SCIENCE FORWARD PLANNING DOCUMENT (Engage)
5E’s- ENGAGE (1-2 lessons)
TERM / WEEKS: • To capture student interest and find out what they know about XXXXX TOPIC: Physical science
• To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already Electrical Circuits
know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Endeavour Inquiry Skills
ACSSU097 ACSHE100 ACSIS232 - Students seated quietly Video Link: Samurai
- Blank A4 pages handed out power- life without
LESSON OBJECTIVES
electricity
As a result of this lesson, students will be able to: Lesson Introduction: Video – Life without electricity https://www.youtube.
• Produce a drawing of displaying their - Viewing the video (Life without electricity) com/watch?v=9Zf_fdh
current knowledge about electrical circuits - Focus Question: While watching what is something different N7do
that you noticed?
Discussion Questions (after film)
• (focus question)
• What are these machines usually powered by?
ASSESSMENT (DIAGNOSTIC) Electricity
• What are some other examples of objects powered
by electricity? …
This lesson students will produce a drawing from • What is an example that we use as a source of
their prior knowledge on how electricity works. energy if the object is not plugged into a wall?
Students will also be guided by questions to Battery
explain their creations.
For the next five lesson we will be looking into the physical science
behind electrical circuit. By the end of these lessons you will be
able to identify and construct your own electrical circuits.
Lesson Body: Draw Me
On the A4 page in front of you I would like you to draw a picture of
your idea of an electrical circuit. The aim of this activity is to see
what you already know about electricity.
1. Choose something in the classroom power by
electricity.
2. Draw a circuit demonstrating how the object operates
(important to let encourage students to give it a go and not to
worry about making mistakes).

Lesson Conclusion: share and discuss

- Teacher asks students to share their work and their idea with a
partner
- Teacher selects a few students to show their picture to the rest
of the class.

LEARNER DIVERSITY
Easier = item suggestion choice, prompting questions (what helps
the battery?)
Harder = item suggestion choice, ask for more detail on the
functions without giving answers.
 SCIENCE FORWARD PLANNING DOCUMENT (Explore)
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of XXXXX TOPIC: Physical science
• To support students to investigate and explore ideas about XXXXX
Formative assessment Electrical Circuits
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU097 ACSHE100 ACSIS232 Lesson Introduction: Battery powered or not?
Grouping activity to help divide the class into groups
LESSON OBJECTIVES
- Given a cut out picture of a n item: Battery powered, Non-
As a result of this lesson, students will be able to: battery powered and Non-electrical.
• perform a circuit during the role play human
circuit activity. Lesson Body: The Human Circuit
- Each group will be given a set of roles including, battery,
• come to the realisation through guided
switch, light and engineer.
questions that a circuit must be connected - The students will then create a theoretical* circuit using their
for it to operate. bodies
- Rules: all students must take part, when final presentation of
ASSESSMENT (FORMATIVE) role play only the engineer from each team should be
speaking
- At the end the engineer must explain their circuit and how the
Students will perform a role play that demonstrates electricity powers our lights
the activation and deactivation of a circuit from a
given scenario. Item 1: Torch (1 globe, 2 batteries, 1 switch)
Item 2: Light globe chain (2 globes, 1 battery, 1 switch)
Item 3: duel speaker (2 speakers, 1 battery, 1 switch)
Further questioning prior to the activity will
specifically prompt thought on the importance of (notice the missing? wires; people are used first, if run out use
the circuit being connected. string/wool).
Lesson Conclusion: Discussion
Each group:
- demonstrates their circuit with the engineer explaining.
- Ask what some of the components they have in their circuit?
(globe, battery, switch…)
Whole class:
- What made the circuits different? Different components
- What made the circuit work/ not work? Connected = work

LEARNER DIVERSITY
Easier = item 1 (more simple circuit)
Harder = item 2, how can you make this circuit have one light
always running and the other can be switched off? Also, can
make them the engineer in the activity.
 SCIENCE FORWARD PLANNING DOCUMENT (Explain)
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: • To support students to develop explanations for experiences and TOPIC: Physical science
make representations of developing conceptual understandings
Formative assessment Electrical Circuits
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU097 ACSHE098 ACSIS103 Lesson Introduction: I have … who has?
Focus on this card game is that it is an enjoyable way to get use to https://www.teachers
LESSON OBJECTIVES electrical terminology and items. payteachers.com/Product/
Electricity-and-Circuits-
As a result of this lesson, students will be able to:
Lesson Body: Blueprint Game-4603259
• design their own ideas of circuit blueprints 1. Student will all have their whiteboards.
throughout the whiteboard activity. 2. The teacher will draw symbol on the board.
• match common components of a circuit to 3. Student write down what they think it is.
their purpose and symbol. 4. Teacher asks students to hold up their whiteboards, not
revealing answers but asking for understanding.
(also do reverse, e.g. what is the symbol for globe?)
ASSESSMENT (FORMATIVE)
Describe that there are not necessarily incorrect answers because the
blueprint drawing is a representation.
In this lesson students will demonstrate their
understanding with white boards. The second part
 (Activity ideas)
of the lesson students knowledge will be tested by
grouping the components, examples, symbols and
purpose together from the matching circuit
handout.
Lesson Conclusion: circuit matching handout
1. Cut out squares
2. Match 6 groups together
3. Teacher check and then glue in lesson 3 circuit
matching worksheet.pdf
The idea of this activity is not to give the answers, but allow students to
collaborate with each other.

LEARNER DIVERSITY
Easier =
A1- hand out item to look at to give an idea what to draw/ write.
A2- use guided questions
Harder =
A1- ask for more detail, or reasoning behind why that is what they have
decided to draw
 SCIENCE FORWARD PLANNING DOCUMENT (Elaborate)
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: • To challenge and extend students’ understandings in a new context TOPIC: Physical science
or make connections to additional concepts through a student
planned investigation Electrical Circuits
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU097 ACSHE098 ACSIS103 Lesson Introduction: Circuit Game
ACSHE100 ACSIS104 Teacher will task some students with circuit game.
- How does this game work?
ACSIS221 - (take of clip switch) why does it no longer work? (revision)
ACSIS232
LESSON OBJECTIVES Lesson Body: Investigation – lightbulb and battery investigation
As a result of this lesson, students will be able to: (working in groups, directed by teacher)
- Students are to be in groups of 3-4
• Create their own working circuit using
1. Draw blueprint of a circuit that allows 1 globe to operate
concrete materials a. Equipment needed? Battery, wires, globe, switch
• Explain why the light globe dims when an 2. Assemble their circuit using concrete materials from the box
additional globe is added to their circuit located at the front of class. (must use a switch).
a. Did you have all the materials needed?
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) b. If you were to add a globe to the circuit predict what
would happen?
3. Assemble circuit with additional globe
In this lesson student will hand in a completed work a. What did you notice change? Globe dimmed
document which contains their experiences and b. What would happen if you continued to add globes?
answers to the questions discussed in the Why? Globe will continue to dim because there is a
greater load for the electricity to divide into.
investigation.
c. If there was only 1 globe, what could you change in the
circuit to create to opposite affect on the globe? Add
battery.
 4. What is the result of this investigation? Compare your
prediction.
5. With the learnt understanding of what happens to the globe
discuss what might happen to a buzzer and why is it similar to
this investigation.

Lesson Conclusion: Create your own circuit

With the time remaining students are given some free time to
investigate and construct some of their own circuits.

LEARNER DIVERSITY
Easier= prepare answers and guided questions
Harder= choose student to describe the difference and similarities
and differences form Q5 to share with the class.
 SCIENCE FORWARD PLANNING DOCUMENT (Evaluate)
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: • To provide opportunities to review and reflect on their learning about TOPIC: Physical science
XXXXX and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas Electrical Circuits
when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU097 ACSHE098 ACSIS103 Lesson Introduction:
ACSHE100 ACSIS104 Todays lesson we are going to test what you have learnt over the last 4
weeks about electrical circuits in physical science.
ACSIS108
LESSON OBJECTIVES Lesson Body: Circuit Test
As a result of this lesson, students will be able to: - There will be 6 displays of work sample that students will view and
• demonstrate drawing blueprints answer questions
• The display will be a mixture of set up circuits, blueprints, and
• explain circuits conditions by viewing
symbols.
• Each table will be numbered, which will correspond to the
question sheet.
• Students will be given 30 minutes to complete the test.
ASSESSMENT (SUMMATIVE – Science Understanding) The test will focus on 3 areas
1. Drawing blueprint
2. Circuit knowledge
In this lesson students will be situated in a test 3. Explanations
condition. The test will be recorded by the record http://www.learni
sheets provided. Lesson Conclusion: Online quiz game or I have … who has? ngcircuits.co.uk/
LEARNER DIVERSITY index.html
- During the test their will be no diversity, unless a student is unable to
record their data on their sheet. https://thatafter
- Lesson closure, guide higher archiving students to attempt the online schoollife.com/circuit
quiz game. All other students will be able to play the card game ‘I have _game.html
… who has?’ because of learning it previously in class.