Plans

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Plans

Area of Science: Electricity Cycle B – Upper Key Stage 2 (Revised 2009)



Learning Intentions Key Questions Tasks Resources Outcomes Notes





Preparation

Check all batteries, bulbs and other components

are working.

Some teachers and children like to work with

components that clip into a circuit – e.g. Cambridge

electricity packs.

Children might explore using bulbs designed for

different voltages (e.g. 2.5V, 3.5V and 6V). So

make sure that each of these types of bulbs have

been marked with a particular colour around their

metal collars.

If we are not careful, children can spend time just

revisiting what they already know. As well as

developing the children’s skills and processes plan

carefully how you will allow them to develop their

conceptual understanding of electricity. This could

involve brilliant activities like making model

generators! Obviously, make sure that you

purchase all these additional resources.





Elicitation task  Key words from

the ASK

Video starter - www.bbc.co.uk/learningzone/clips/

website

‘Circuit, batteries and power sources

(compilation)’

It is very important to find out what children

already know about electricity because we can

often cover the same learning and activities

which they have done in previous years.

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Learning Intentions Key Questions Tasks Resources Outcomes Notes





During this unit of work the children could: find

out more about what electricity is, where it comes

from, how it can be used, how it can be changed

and how circuits can be represented with

symbols.

Provide the children with the list of key words

from the ASK website which they can use when

making their own concept map.





 AF1 – Can use

 To know how to  What do we Exploring static electricity – What actually is  Equipment to

simple models to

make a bulb light need to make electricity? make circuits.

describe scientific

up. the bulb light up?

Balloons to illustrate negative charge  Balloons ideas. (level 4)

 To be able to  What is the job  AF1 -Can use

explain (using of the battery?

This is an opportunity to engage the children with  String/rope abstract ideas or

the smaller and more abstract aspects of

simple models) models when

what is happening  What do you electricity. For many of the children it may help

describing

think is when they are trying to understand how a circuit

in an electrical phenomena. (level

happening inside works.

circuit. 5)

the wires and the Each atom has equal number of electrons and  Can recognise that

components? protons. Electrons have a negative charge; for a circuit to work

protons have a positive charge. When you rub a it must be

balloon on your jumper it makes electrons rub off complete. (level 3)

from your jumper and onto the balloon. This  Can describe the

charges the balloon with static electricity. It now completeness of

has more electrons than protons. So it is the path taken by

negatively charged. Your jumper is now positively the current in a

charged. series circuit (level

Attraction – Now place the balloon near some 4)

bits of tissue paper (you might choose to blow  Can explain the

the pieces of paper with a straw). The parts of current in circuits

the paper closest to the balloon become using simple

positively charged. They stick to the negatively models. (level 5)

charged balloon because opposite charges

attract.

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Learning Intentions Key Questions Tasks Resources Outcomes Notes





Repulsion – Hang by thread two charged

balloons next to each other. They repel each

other because they are both negatively charged.

Separating salt and pepper. Place a mixture of

slat and pepper on a surface. Rub the balloon on

your head and slowly place it near to the balloon.

The pepper (being lighter) should be the first of

the two to be attracted to the balloon.

Video - www.bbc.co.uk/learningzone/clips/ ‘The

power of batteries in a circuit’





Make circuits

The children should have a good understanding

about how to make a simple circuit. Begin by

allowing them to show this by making a range of

circuits from a large supply of resources.





Drama – being electricity

1. The rope analogy. Join 2 ends of a rope to

make a loop large enough for your class to hold

while standing a in a circle. This represents the

‘electricity’ (strictly speaking the electric charge

carried be electrons) that is already present

within the wire, and that starts to flow once

the circuit is connected up to a source of

energy. One child represents the cell that moves

the rope along while other children let it run over

their hands. This makes the point that the

cell/battery give the ‘electricity that’s already

there’ a ‘push/pull’ to get it moving around

the circuit (strictly speaking it gives energy to

the electric charge to produce a current or

flow). One or more of the children represent

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Learning Intentions Key Questions Tasks Resources Outcomes Notes



components that place a ‘load’ on the circuit by

gripping the rope lightly. They DO NOT use up

the electric current – there’s still as much rope

after it has passed through their fingers as there

was before. – But they DO take ENERGY from it

(represented by the warming of their hands)

because they ‘resist’ the flow.

The children could have an opportunity to draw

the drama and then give an explanation as to

what this represents.

 AF2 – Can

 To know where  Which things use Research - Where does electricity come  A model

describe some

electricity comes electricity? from? generator kit

simple positive and

from.

 Where does this Interactive whiteboard starter – negative

 To know the electricity come http://www.eon-

consequences of

different ways in from? scientific and

uk.com/EnergyExperience/164.htm and

which electricity technological

can be generated.  How do you http://www.eon-

developments.

think this uk.com/EnergyExperience/137.htm

(level 4)

electricity is Video starter -  AF2 – Can

generated? www.bbc.co.uk/learningzone/clips/ ‘Where does recognise

electricity come from?’ 

 What do you applications of

think is the effect The above websites and videos will give children  Solar and wind- specific scientific

on the powered ideas. (level 4)

more of an idea about where electricity comes

environment of models – to  AF2 – Can

from.

generating Research – How many ways can electricity be generate describe different

electricity in this created? electricity viewpoints a range

way? of people may have

Video starter - about scientific or

www.bbc.co.uk/learningzone/clips/ ‘Electricity in technological

remote places’ and ‘Electricity in rural Zambia – developments.

solar panels’ and ‘Electricity produced by (level 5)

generators  Can understand

Use solar powered and wind powered models to that there are both

help to explain to children the different ways in battery and mains

which electricity can be generated. supplies of

electricity.

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Learning Intentions Key Questions Tasks Resources Outcomes Notes



The children can try to find out more about: fossil  Can understand

fuel power stations, nuclear, solar generated, that the way in

wind powered and wave/tidal powered. which electricity is

generated can have

They could begin to discuss the pros and cons of different impacts on

each of the different methods. the environment.





Making a model generator

It may be worth the children spending a little time

looking at a model hand-powered generator

which could be used to do a small amount of

work; e.g. lighting an LED or ringing a bell.

Essentially, the more able children could

understand that the generator doesn’t make

electricity, but it creates the voltage difference

that causes the charge that is already in the

wires to flow. The generator can be powered by

hand, gas, nuclear, wind and the force of water.

All of these turn the copper armature inside the

generator and thus generate an electric current.

Electric generators are essentially very large

quantities of copper wire spinning around inside

very large magnets, at very high speeds.





The children can then look at the wind and solar

powered generate in order to see how they are

similar/different to the hand-powered one.





 To be able to plan  Can construct POS Sc4 1b

 What do you Fair test investigation – How does the number  Equipment to When we add

a fair test. circuits with more

think will happen of bulbs affect the brightness of a bulb in a make an

 To be able to series circuit?

than one bulb. bulbs to a series

to the brightness electrical circuit each

construct circuits (level 3)

of the bulb when circuit.

with more than Now that children have a better idea about what  AF4 – Can identify electron still gets

we add more

one bulb.

bulbs? Why

electricity is, they can try altering the electrical  Data-loggers or one or more control the same amount

current. The children can record their results after of energy from the

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Learning Intentions Key Questions Tasks Resources Outcomes Notes



 To knows the does this measuring the brightness of the bulbs with a light sensors. variables in battery, but shares

effect on the happen? data-logger. The children must try first to identify investigations from it between all the

any patterns and then try to explain the science  Graphite from those provided. bulbs throughout

brightness of

 How can we find behind these. pencils (level 3) the circuit. Also,

bulbs of

out if the bulbs

connecting them  AF4 – Can decide adding more bulbs

will continue to makes the charge

in series. when it is

become duller as circulate more

Challenge (broadening the curriculum)– appropriate to carry

 To explain what more bulbs are

Making parallel circuits out fair tests in an slowly so energy is

is happening added? delivered at a

investigation. (level

when a circuit is The children can try adding more than one bulb

 Is there a way of to a circuit but this time in such a way that are a

4) reduced rate

changed.

connecting the  Can, with help, plan overall. Having a

variety of ways for the current to move around

wires in a circuit a fair-test. (level 3) bulb in a circuit

the circuit. Children can measure how bright the

so that the bulbs are and compare this to the brightness of  As above, but makes it more

‘electricity’ does the same amount of bulbs in a series circuit. independently. difficult for the

not flow through (level 4) charge to circulate.

one bulb and Challenge (broadening the curriculum)–  AF3 – Can use We say that the

then the next? Making a variable resistor appropriate bulb ‘resists’ the

scientific forms of current, or that the

 How can change Some children will now have an understanding bulb has electrical

that there is a resistance to the flow of an language to

the amount of resistance.

electrical current. Can they think of ways to communicate

resistance that Resistance is thus

increase and decrease this resistance? scientific

the current the measure of

Unfortunately a very long piece of wire is needed phenomena. (level

experiences? difficulty of the flow

to make much difference in resistance that will be 4)

 Knows the effect of electrons in a

noticeable in terms of the brightness of the bulb. material.

However, the children could attach one wire to a on the brightness of

bulbs of connecting Increasing the

length of pencil graphite and vary where they battery voltage

place the other wire along the length. them in series

(level 4) does two things; it

 Can use ideas to increases the

explain how to energy supplied to

make a range of each coulomb of

changes (e.g. charge, and it also

altering the current drives the charge

in a circuit) (level 5) around the circuit

at a greater rate.

EXPLAIN about

resistance, etc

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Learning Intentions Key Questions Tasks Resources Outcomes Notes



POS Sc4 1b

 To be able to use  How do you Exploring – How does the number of batteries  Equipment to

 AF4- Can make

a data-logger to think the number affect the brightness of the bulbs? make a circuit.

some accurate

measure the of batteries will

brightness of affect the

An investigation like the one above, but this time  Data-logger whole number

the children are adding more batteries. This will measurements

light. brightness of the

increase the flow of the current as well as provide relevant to

bulbs?

 To know what the more energy to the charge as it moves round. investigation. (level

effect is of adding  What do you It will probably be best to use 1.5V batteries for this

3)

more batteries to think is  AF4 -Can make

investigation. If possible use bulbs that have been

a circuit. happening to the sets of

designed for 3.5V – this way the children will be

little particles measurements,

 To be able to able to bulb up the voltage without ‘blowing’ the

(electrons)? identifying the

explain what is bulb right at the start! They will probably be able to

ranges and

happening within connect up to 4 or 5 batteries.

intervals used.

a circuit when (level 4)

more batteries

Video - www.bbc.co.uk/learningzone/clips/ ‘How  Know that the

are added.

‘amount’ of

voltage affects the lamination of bulbs.’

electricity depends

on the number of

batteries. (level 3)

The children could possible represent their

understanding of what has happened using their  Knows how more

own drama – this may involve of the use of than one battery in

drawings and key words. a circuit needs to

be connected.

(level 4)

 Use ideas to

explain how to

make a range of

changes (e.g.

altering the current

in a circuit)

(level 5)

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Learning Intentions Key Questions Tasks Resources Outcomes Notes





 To know that  Play ‘What is the Representing electrical components - Using  Symbols on  AF3 - Can use

there are Question?’ symbols for electricity card to hold up scientific

conventional for ‘What’s the conventions when

symbols for  A bulb. Question?’ communicating

components. Video starter: www.bbc.co.uk/learningzone/clips/ information. (level

 Flat battery. ‘Circuit diagrams’ 4)

 To be able to use

Play ‘What is the Question?’ around symbols and  Can draw diagrams

conventional

words – hold up symbol cards (i.e. show a using standard

symbols to create

symbol for a bulb and ask the children what the symbols of the

circuit diagrams.

question could have been in order for that symbol series circuits they

to be the correct answer.) have constructed

(level 4)

Play matching game - match the symbol with the

word.  Can construct a

series circuit from a

Ask children to create circuit diagram that they diagram which uses

know will work or not (working in pairs). They can standard symbols

label some their symbols to show that they (level 5)

understand what they are.

 AF1 – Can use

Dancing science – Being a circuit simple models to

In groups children can invent movements for describe scientific

being a flow of particles, being converted to ideas. (level 4)

light/heat (at a bulb), motion (at a motor), and  AF1 -Can use

sound (at a buzzer). They can then be given a abstract ideas or

circuit diagram which they must interpret in terms models when

of a dance; moving around as particles in one describing

direction and dancing the correct movements for phenomena. (level

the components. 5)



Challenge the children by adding more batteries

and bulbs – how will their dance change?

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Learning Intentions Key Questions Tasks Resources Outcomes Notes





 To know what is  What other than Experiment - Make a potato powered clock  2 potatoes (or  Can describe the A potato battery is

need for a circuit a battery could (broadening the curriculum) cut one potato completeness of a a type of

to work. be used to push in half) path in a series electrochemical

the small circuit. (level 4) cell. An

 To explain what is particles  2 short lengths electrochemical cell

happening within (electrons) of copper wire  Can explain the converts chemical

a circuit. around the current in circuits energy into

circuit?  2 galvanized using simple electrical energy. In

nails (not all models. (level 5) the potato battery,

nails are there is a transfer

1. If there is a battery already in the clock, galvanized or of electrons

remove it. zinc-coated) between the zinc

coating the

2. Insert a galvanized nail into each potato.  3 alligator clip galvanized nail that

wire units will be inserted into

3. Insert a short piece of copper wire into (alligator clips the potato and the

each potato. Put the wire as far as possible connected to copper wire that

from the nail. each other with will be inserted

wire) another part of the

4. Use an alligator clip to connect the copper potato. The potato

wire of one potato to the positive (+) terminal  1 low-voltage conducts electricity,

of the clock's battery compartment. LED clock yet keeps the zinc

(type that takes ions and copper

5. Use another alligator clip to connect the a 1-2 volt ions separate, so

nail in the other potato to the negative (-) button battery) that the electrons in

terminal in the clock's battery compartment.

the copper wire are

 Lemons forced to move

6. Use the third alligator clip to connect the

nail in potato one to the copper wire in potato  Bananas (generate current).

two. It's not enough

 Coke power to shock

7. Set your clock. you, but the potato

can run a small

digital clock.

There are variations on the potato clock and other

things you can try.

 See what else your potato battery can

power. It should be able to run a computer

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Learning Intentions Key Questions Tasks Resources Outcomes Notes



fan. Can it light a light bulb?



 Try substituting copper pennies for the

copper wire.



 Potatoes are not the only foods that can

act as electrochemical cells. Experiment with

lemons, bananas, pickles, or cola as a power

source.



 .To  The outcomes

 How many lights Child reflection - Problem solving – A model  Show boxes .

communicates could be many –

what has been

do you want to room  Components refer to those

work from each This problem will give the children an opportunity to for making a

learnt about above.

of your communicate what they know about electricity. circuit

electrical circuits  AF1 – Can respond

and the way in

switches? Thus, it is a great form of assessment.  Foil to ideas given to

which they work.  Pencils them to suggest

 How could you Challenge the children to make a model room: e.g.  Light sensor solutions to

make some of lights (some can be dimmed) (some could be in  Tracing paper problems. (level 3)

your lights a series circuit whilst others are in a parallel

 AF1 – Can suggest

brighter/duller? one), a door bell and a fan. They could include

solutions to

other models in their model to show the

problems by

appliances that use mains or batteries, how the drawing on abstract

building is protected from lightning strikes, how ideas or models.

carpet can create static electricity, etc. They (level 5)

could even show how the mains electricity

reaches their room.

 

 Design and technology  Nuffield –

Children could use their understanding of both Buggy

battery and solar power to design and make one of

the following products: http://www.primary

1. A light sabre dandt.org/data//file

2. A car that is powered by a motor. s/buggy_col-

3. A revolving tray in which seedlings 1840.pdf

can be placed. A solar powered

motor could ensure that the tray

turns in the direction of the Sun.

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Learning Intentions Key Questions Tasks Resources Outcomes Notes









