Brenden is Teaching

f

# Marilyngirl

Name Science - Electricity Unit marilyngirl 5 Science Electricity 109_Science - Electricity Unit.doc

#### Preview

 Subject/ Area of Learning: Science -Electricity LearningObjectives Activityand Organisation PupilOutputs Assessmentof Outcomes SpecialResources Needed Reinforcementof learning in other areas Children willlearn: To identifycomponents of a simple circuit. To make a circuitand use problem solving skills if the circuit does not work. Tounderstand how to use electricity safely.     Children willlearn: How to make bulbsbrighter and dimmer. To problem solveusing electrical components. Introduce electricity - discusshow electricity has made life much easier (relate to use of candlesin the mines and safety)Together make a list of safetyrules when using electricity. Display components used to createsimple circuit on IWB. Ask pupils for the vocabulary for eachcomponent and how they need to be attached to create a workingcircuit. Remind pupils of the word component referring to thedifferent parts of the circuit e.g. bulb.  Explain thatoccasionally a brighter light is needed. Especially when workingdown the mines a bright light is needed to illuminate the area thatis being worked in. Explain that today they are going to beexploring and finding out how to make a bulb brighter. Pupils to make list of safetyissues with electricity and to discuss circuit components.  Pupils to work in pairs to createdifferent circuits using a variety of components and problem solvewhen the circuit does not light up circuit challenges displayedon IWB.     Paired work - investigate how theywill make their bulb brighter using the given set of electricalcomponents. Class discussion - how did they make the bulbbrighter? Set a new problem Whilstworking down the mine your eyes are becoming strained in the brightlight- how can you make the light dimmer? Pupils will be given time toexplore and investigate how to make the light dimmer again usingthe same set of electrical components. Criterion:Can they identifysafety issues concerning electricity using key vocabulary? Canthey create a variety of different circuits?  How:Group discussion,paired practical work, feedback to class. Working with circuitcomponents.    Criterion:Can theyinvestigate making a bulb brighter / dimmer?  How:Group discussion,paired practical work, feedback to class. Working with circuitcomponents. IWB circuitcomponents PowerPoint. Bulbs, batteries,wires, crocodile clips.          Bulbs, batteries,wires, crocodile clips. English: extensionof vocabulary

 Course:PGCE Primary5-11 Subject / Area ofLearning: Science - Electricity Year (Class / Set): 5 LearningObjectives Activityand Organisation PupilOutputs Assessmentof Outcomes SpecialResources Needed Reinforcementof learning in other areas Children willlearn: That a switch canbe used to break a circuit. That somematerials are better electrical conductors than others.             Childrenwill learn: To represent seriescircuits using drawings and conventional symbols. Recap vocab - conductors andinsulators. What do these words mean in relation to electricity?Display a variety of different materials and ask the pupils topredict which material with conduct electricity and which wont andbe insulators. Introduce switches and askquestions such as why they are useful and how do the pupils thinkthey work. Explain that today they will be making 2 switches usingthe given materials - a push/ pressure switch and a turn switchusing a paper clip.   Explain that to reduce the timetaken scientists and electricians use specific symbols to draw theelectrical components in a circuit. Use the IWB to show the symbolsused for the different components e.g. circle with a cross in for alight bulb. Allow pupils time to work ingroups to check their predictions. Ask pupils to conclude the typesof materials that are insulators/ conductors. Discuss theseconclusions together.  Pupils will create 2 kinds ofswitches using the conducting materials supplied. Extension ask pupils torecord why the given material to make the switch was used e.gpaperclip, tinfoil, drawing pin all metal.    Tell pupilsthe specific rules when drawing circuits in this way e.g. straightlines, no breaks. Explain how batteries are represented in terms ofcells. Using whiteboardsask pupils to draw a named circuit e.g. a circuit with a 2-cellbattery and 1 bulb. Pupils will then be given out sheets withcircuits drawn in symbolic form for them to explain whichcomponents are in the shown circuits. Pupils will begiven previous Science SATs questions on electricity to work inpairs and answer. Criterion:Do theyunderstand the function and properties of conductors andinsulators? Can they create 2 kinds of switches using theconducting materials supplied?  How:Group discussion,practical work, feedback to class. Working with circuitcomponents, conductors and insulators.      Criterion:Do theyunderstand the function and properties of electricity symbols? Canthey create drawings ofcircuits using the conventional symbols? How:Group discussion,written work, feedback to class. Pencils, foil,paper clips, batteries, bulbs.                  Whiteboards andpens, past SATS questions. English: extensionof vocabulary   Problem solvingskills.