Unit 2F Usingelectricity

ScienceYear 2

ABOUT THEUNIT

This unitintroduces children to the concept of electricity and the essentialrole it plays in everyday life. It introduces children to thehazards associated with mains electricity.

Experimental andinvestigative work focuses on:

  thinking about whatis expected to happen and whether results support theprediction

  exploring andtesting circuits

  makingobservations and explaining what has been found out.

The unit linkschildrens everyday experiences of electricity to scientific ideasand the importance of following instructions to control risks tothemselves.

This unit takesapproximately 8 hours.

WHERE THE UNIT FITSIN

VOCABULARY

RESOURCES

Builds on Unit 1CSorting and using materials and Unit 1D Light and dark

Linkswith Unit 2D and design and technology.

In this unitchildren will have opportunities to use:

  wordsrelating to electrical circuits e.g. bulb, bulb holders,buzzer, battery, switch, circuit, connection, mains, wire, break ,motor, break, electrical conductor/insulator, series, positive andnegative poles

  namesof materials, e.g. Plastic, metal

  comparativeexpressions e.g. brighter, less bright

  expressions ofreason using because, if, might

  wordswhich have a different meaning in other contextse.g. circuit, break, bulb.

  batteries, bulbs,bulb holders, buzzers and insulated wires

  crocodile clips,battery holders

  torches, electricaldevices which use batteries

  drawings of simplecircuits which do not work

  incompletecircuits

EXPECTATIONS atthe end of this unit

mostchildren will:

identify commonappliances which use electricity; describe the dangers associatedwith mains electricity; construct and make drawings of simpleworking circuits and explain why some circuits work and others donot

Represent workingcircuits clearly in drawings and make circuits from drawingsprovided. (level 3)

somechildren will not have
made so much progress and will:

identify commonappliances which use electricity; describe the dangers associatedwith mains electricity; construct and make drawings of simpleworking circuits and explain why some circuits work and others donot (level 2)

somechildren will have
progressed further and will also:

Functions ofcomponents in a circuit.

More than one devicein a series circuit.

Use of switches forconnecting/disconnecting components

Represent circuitsdiagrammatically. (level 4)

WEEKLYCURRICULUM PLANNER

YEARGROUP: 2 TEACHER: Miss Griffiths DATE:8.1.2008 SPRING 1

Lesson1

LEARNINGOBJECTIVE

LESSONSTRUCTURE - ACTVITIES

GROUP

DIFF

GROUPTASKS -DIFFERENTIATED

RESOURCES

SCIENCE 1

UNIT 2FElectricity

1^stlesson mind map

Assess priorknowledge

INTRODUCTION

WALT: understandelectricity

WHOLE CLASSACTIVITY

Discuss whatelectricity is, how used..

http://www.primaryresources.co.uk/science/powerpoint/batteries.ppt

http://www.ictgames.com/electricity.html

http://www.ngfl-cymru.org.uk/vtc/using_electricity/eng/Introduction/default.htm

PLENARY Justifychoices light, sound. Movt and heat.

Next session(homework)

Sorting/groupingelectrical/non-electrical items.

MA

OT

O

Mind map to assessprior knowledge.

IWB pages

TG

O

Mind map to assessprior knowledge.

IWB pages

LA

O

Mind map to assessprior knowledge.

IWB pages

Extension activityfor all groups n/a

Lesson2

LEARNINGOBJECTIVE

LESSONSTRUCTURE - ACTVITIES

GROUP

DIFF

GROUPTASKS -DIFFERENTIATED

RESOURCES

SCIENCE 2

WALT: sort itemswhich use electricity.

SC1

Organisinginformation into categories.

Using electricityL1

Find the thingsthat use electricity L2

INTRODUCTION

Does ituse electricity?Explore the classroom and identifyappliances, which use mains electricity and those which donot

WHOLE CLASSACTIVITY

Talk aboutelectricity and its potential dangers with children. Group theappliances into categories depending on what they do. Talk withchildren about those that are difficult to group. record theappliances in categories and justify the groupings e.g. say that the tape recorder and the radio both makesounds

PLENARY Justifychoices light, sound. Movt and heat.

Next session(homework) Electrical safety

MA

T

MA group intolight/sound/heat using a carroll diagram.

OT

TSR

Classify electricalitems in a Venn diagram light/sound

TG

TSR

identify objects inclassroom that use elec, draw and label

LA

TSR

use pics and sortinto those that use elec and those that dont.

Pictures

Extension activityfor all groups MA task (no red gp) also formovt/heat.

WEEKLYCURRICULUM PLANNER

YEARGROUP: 2 TEACHER: Miss Griffiths DATE:14.01.2008 SPRING 1

Lesson3

LEARNINGOBJECTIVE

LESSONSTRUCTURE -ACTVITIES

GROUP

DIFF

GROUPTASKS -DIFFERENTIATED

RESOURCES

Thursday17.01.2008

Warm-up

Electrical safety chn playing near pylon pics:

http://www.eskom.co.za/live/content.php?Category_ID=570

electricshocks

LITERACYLINK TO DIALOGUE

To understand thedangers of electricity.Outcomes:

LAI can say how toswitch things on and off.

TGI can tellsomeone how to use electricity safely

OTI candescribe how to use elec safely
MAI can describe the dangers ofelectric shocks.
VOCAB-Electrocute, shock,safety, dangerous.

LESSON STRUCTURE-ACTVITIES

INTRODUCTION

Elec uses but can bedangerous if not used correctly. What dangers do chn alreadyknow?.Eskom website to go through.WHOLE CLASSACTIVITY

Making a safetydisplay for science. Choose a Frankensteins monster going totell us how to stay safe.

PLENARYFrankensteinshouse:

http://www.miamisci.org/af/sln/frankenstein/safety.htmlspotting the dangers

GROUP

DIFF

GPTASKS-DIFFERENTIATED

RESOURCES

MA

T

Speech marks andcharacter

Pictures

OT

OR

Said words andcharacter

TG

ORS

Speech bubbles andcharacter

Speechbubbles

EVALUATION

Lessons4 and 5

LEARNINGOBJECTIVE

LESSONSTRUCTURE - ACTVITIES

GROUP

DIFF

GROUPTASKS -DIFFERENTIATED

RESOURCES

Chn to havebatteries one between two.

Paired talk whatcan they see? What can battery devices do that mains elec cannot?Toys w. batteries?

SC1 predicting,observing

WALT: make a workingcircuit.

Outcomes:

LAI can name 2 thingsneeded to light a bulb.

TGI can make aworking circuit with support.

OTI can make aworking circuit.

MAI can make aworking circuit and predict what happens when more batteries/bulbsare added.

VOCAB Cell, circuit,positive, negative, poles, connection, flow.

INTRODUCTIONIdea of circuit.Must be complete to work. Show: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity_fs.shtml

Go throughinteractive circuits chn to work out how to complete. Quizafter.WHOLE CLASS ACTIVITYGive out wires, batteries, bulbs.Chn to complete the circuit. Also use motors and buzzers. WILFlist for a complete circuit.PLENARY-Vocab,WILF list (add todisplay)

MA

T

Make a workingcircuit and predict what happens when other components areadded.

Crocodileclips

bulbs

batteries

OT

O

Make a workingcircuit, with support..

TG

S

Make a workingcircuit, independently

LA

T

Identify what isneeded to complete the circuit.

Lessons 6 and 7

LEARNINGOBJECTIVE

LESSONSTRUCTURE - ACTVITIES

GROUP

DIFF

GROUPTASKS -DIFFERENTIATED

RESOURCES

Will this work?Circuit flipchart check understanding of complete. Recap vocab introduce conductor. Add switch.? Paired talk what job does theswitch do? Where do we find switches? Talk in terms of breakingcircuit etc.

SC1 observing,concluding

WALT: make aswitch.

Outcomes:

LAI can complete acircuit with a switch, with support.

TGI can say whichswitches will complete a circuit.

OTI can say whichswitches will complete a circuit can make a working circuit.

MAI can namematerials that electricity can travel through.

VOCAB Conductor,insulator

INTRODUCTIONRecap completecircuits. Show circuit diagram with a switch

Talk aboutmaterials/conductors. Why arent switches plastic etc?

WHOLE CLASSACTIVITY

Demo making a switch give chn materials cardboard, paper clips, ribbon etc. Designand make a switch that will work. Challenge: make switch withconducting materials, make one with insulating

PLENARY-humancircuit.

Assessedinvestigation make predictions, design a simple test, recordfindings, relate to predictions, write a simple conclusion.

MA

T

Make a workingswitch and explain why it works.

Crocodileclips

bulbs

batteries

Range of materialsto make switches. paper card foil paper clips, ribbons

OT

O

Identify conductorsand make a working switch

TG

S

Use switches incircuit and say which will work (no explaining)

LA

T

Identify conductorsand use to make a working switch.

EVALUATION

Lessons 8 and9

LEARNINGOBJECTIVE

LESSONSTRUCTURE - ACTVITIES

GROUP

DIFF

GROUPTASKS -DIFFERENTIATED

RESOURCES

D&T link

Design and makeeither: clown face with eyes that light up or a bow tie that turnsround.

WALT: complete aclown project with a working circuit.

Outcomes:

LAI can complete acircuit and use in my design, with support.

TG I cancomplete a circuit and use in my design,

OTI can design andmake a circuit project.

MAAs OT but withexplanations of materials used etc.

VOCAB Conductor,insulator

INTRODUCTIONShow eg of clownproject. Stages of design etc.

WHOLE CLASSACTIVITY

Use sketchbooks todesign and list materials needed etc.

PLENARY-Look at workcompleted..

LA

Crocodileclips

bulbs

batteries

Range of materialsto make switches. paper card foil paper clips, ribbons

TG(TW)

TSR

Complete a circuitand put in design, with support

OT

TR

Design and makeproject independently

MA

TR

As above, explainingconductors

Design, make, testand demonstrate their device and explain the importance of acomplete circuit in it

Literacy links wb04.02.08 Electricity poetry, songs and stories.