type of data gloves, plastic handled screwdrivers etc. collection. Computer suite Catch: Have a number of simple circuits set up, each with a Simple circuits, cells Construct simple series circuits different reason why it is not working e.g. wire not properly (batteries) insulated wires, using components, connected, the cell the wrong way round, the filament in the crocodile clips, bulbs such as switches, bulbs and cells, for bulb is blown, the cell has no energy etc. (preferably in bulb holders), example, light a switches (optional), bulb using two voltmeters wires and a battery Students work in groups to problem solve the issues. This can Students can These will be setup as Key Vocabulary: be run as a carousel activity, with each group getting a set work as part of stations that can be tested in Circuits, amount of time on each of the circuits. This will allow students a team to find advance. components, to explore some of the common problems when setting up and switches, bulbs, practical cells, batteries, using circuits. solutions to wires, energy, common circuit voltmeter, The teacher will need to circulate and ask key questions to terminals, problems. help some groups with deciphering the problems. complete, Use one of the circuits from incomplete the catch to demonstrate Students can Students can then their own quick check guide that they then construct a can refer to when they are working with/constructing their own set of simple circuits, E.g. the circuit does not seem to be working, “If guidelines to then make sure that the cell has sufficient stored energy by identify circuit testing the terminals with a voltmeter.” related Masking tape, sticky Teacher explains the key elements of constructing simple problems. label/name tags, candies, circuits, that all circuits require a completed/closed loop. sticky notes labelled light. Students can Components transform energy, and will often have to be explain difficult connected to the correct terminals to work. This can be
gloves, plastic handled screwdrivers etc. Computer suite type of data collection. Construct simple series circuits using components, such as switches, bulbs and cells, for example, light a bulb using two wires and a battery Key Vocabulary: Circuits, components, switches, bulbs, cells, batteries, wires, energy, voltmeter, terminals, complete, incomplete Catch: Have a number of simple circuits set up, each with a different reason why it is not working e.g. wire not properly connected, the cell the wrong way round, the filament in the bulb is blown, the cell has no energy etc. Students work in groups to problem solve the issues. This can be run as a carousel activity, with each group getting a set amount of time on each of the circuits. This will allow students to explore some of the common problems when setting up and using circuits. The teacher will need to circulate and ask key questions to help some groups with deciphering the problems. Students can then their own quick check guide that they can refer to when they are working with/constructing their own simple circuits, E.g. “If the circuit does not seem to be working, then make sure that the cell has sufficient stored energy by testing the terminals with a voltmeter.” Teacher explains the key elements of constructing simple circuits, that all circuits require a completed/closed loop. Components transform energy, and will often have to be connected to the correct terminals to work. This can be Simple circuits, cells (batteries) insulated wires, crocodile clips, bulbs (preferably in bulb holders), switches (optional), voltmeters These will be setup as stations that can be tested in advance. Use one of the circuits from the catch to demonstrate Masking tape, sticky label/name tags, candies, sticky notes labelled light. Students can work as part of a team to find practical solutions to common circuit problems. Students can then construct a set of guidelines to identify circuit related problems. Students can explain difficult
Year%204%20Draft%20Science%20guidance.docx