Topic Planning 2011 : Key subject area Science - What is a circuit?

Beg:Date Objectives for week (Cross Curricular Objectives/ links identified need to be stated): To make a simple series circuit and recognise when/why a circuit will
not work. To know that a circuit needs a source of power and a devise that uses that power to make it work. To know that symbols can be used to represent the components of an electrical circuit in drawings. Sc4 1a Construct a circuit, incorporating a battery or power supply. 1c Know how to represent series circuits by drawings and conventional symbols, and how to construct series circuits on the basis of drawings and diagrams using conventional symbols. Breadth of study: 1d Carry out a range of scientific investigations. Sc1 2f Make systematic observations and measurements. 2e Use simple equipment and materials appropriately and take action to control risks.

Next steps (objectives):

To know that batteries and the mains are the most widely used sources of electricity. To know that electricity can be dangerous and that care needs to be taken using electrical appliances. Breadth of study: 2b Recognise that there are hazards in physical processes, and assess risks and take action to reduce risks to themselves and others. Sc1 1a Establish links between causes and effects.

Reason why (how does this fit with wider learning / real life) Differentiated SC LI: I can understand that a circuit needs a power source and needs to be complete I must recognise and make a complete circuit. I should identify why a circuit does not work. I could recognise circuit diagram symbols.

Key vocab See sheet

Introduction Recap on the learning that has been undertaken by the chn in KS1, by asking the chn to work in mixed ability pairs to complete a Thought Shower of all that they think of when given the words: electricity and circuits. Use this as a starter activity, to gather-up what the chn already know about the topic. At the end of this activity give each chd post it on which they write down a question that they would most like to find the answer to by the end of the topic. Keep the class concept map and the chns questions Ask children to look at drawings of circuits and decide and explain which will work and which will not. Show chn some circuit components and check they can name them (vocabulary for the Strand available in resources). Ch to complete concept cartoons stick in books)

Main activity Investigation: Ask children to make a circuit that will work, record it by drawing, and to annotate their drawings to indicate the purpose of each part e.g. the battery provides the power/electricity Use Bulging batteries chapter from Shocking Electricity Review vocabulary associated with circuits and conductors. Match drawings to electrical symbols Circuit, wires, battery, bulb, buzzer, electricity, switch. Incomplete circuits: Display a circuit for the chn to see, using batteries in a holder, connected to a bulb using wires and crocodile clips. This circuit should work i.e. the bulb will light up! Show the chn 3 circuits that dont work e.g. the batteries arent in the holder, the bulb is not in its holder, one of the crocodile clips isnt connected to the bulb or the batteries, none of the components are linked together. The chn draw each circuit and list the reasons why it does not work properly. This would benefit from TA support (see session resources). Independent activities: Working circuits: The chn have a range of components e.g. bulbs, bulb holders, batteries, battery holders, wires and crocodile clips, buzzers, motors. The chn build a working circuit i.e. the bulb lights up, the motor turns or the buzzer sounds! The chn then draw their circuit and label the parts. The chn give the purpose of each component in the circuit (see session resources).

Resou rces On cupbo ard at back!

Differentiation Mixed ability topic groups Working circuits: The chn have a range of components e.g. bulbs, bulb holders, batteries, battery holders, wires and crocodile clips, buzzers, motors. The chn build a working circuit i.e. the bulb lights up or the buzzer sounds! The chn then draw their circuit and label the parts. The chn give the purpose of each component in the circuit (see session resources).

Plenary / Key Questions explain why devices in some circuits shown in drawings will work but devices in other circuits will not eg the switch is open so there is a break in the circuit and the bulb wont light identify the purpose of components in a circuit Revise the basic understanding of a circuit: it needs to have a source of power, in the case of today this was provided using batteries, it needs to have a selectionof components, and these include wires and at least one# main component that uses the electrical energy to make something happen e.g. bulb light up, motor move, buzzer sound. Ask the chn: When I have a working, complete circuit, why is it a good idea to draw it? Why do you think symbols are used instead of drawing what the components really looks like? If the chn find this difficult, guide them i nto thinking that it makes the drawing simple to look at, easy to remake the circuit and that it is easily understood by everyone who also uses the same symbols. Next steps for children
:

Date:

1 table buzzer circui 1table light bulb circuit 1 table plug and play electronice 1 table electronics lab

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ICT

Any Health and Safety issues to address

Notes/ feedback about session/ next steps:

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