Lesson Plans Chapter 4: Electricity

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Nov 14, 2013 (3 years and 9 months ago)

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© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


1


Lesson Plan
s

Chapter 4: Electricity

Total
number of periods
:

25

periods



Overview

of Lesson Plans


What Is
Electricity
?

(3 periods)

Lesson

Specific Instructional Objectives

Cambridge Learning Scientific Enquiry
Skills

Process Skills

21
st

Century Skills

Number of
Periods

4
.1

Pupils should:

-

know
how the electrical current flows

Make predictions using scientific
knowledge and understanding.
(Ep4)


Observing

Predicting

Communicating


Communicate clearly

Use systems thinking

Be self
-
directed learners


3


Wh
at Is an Electric Circuit
?

(7 periods)

Lesson

Specific Instructional Objectives

Cambridge Learning Scientific Enquiry
Skills

Process Skills

21
st

Century Skills

Number of
Periods

4
.2

Pupils should:

-

know how to construct a complete circuit and represent it

using symbols

-

know that
an electrical device will not work if there is a
break in the circuit

Collect evidence and data to test ideas
including predictions.

(Ep2)


Discuss how to turn ideas into a form
that can be tested.
(Ep3)

Choose which equipment to u
se.
(Ep7)


Analysing

Observing

Inferring

Comparing

Communicating

Organising

Reason effectively

Use systems thinking

Communicate clearly

Collaborate with others

Interact effectively with
others

Think creatively

Be self
-
directed learners

Apply technology
ef
fectively

7


What Happens When Parts of a Circuit Are Changed
?

(7 periods)

Lesson

Specific Instructional Objectives

Cambridge Learning Scientific Enquiry
Skills

Process Skills

21
st

Century Skills

Number of
Periods

4
.3

Pupils should:

-

know
the effects of
making changes to circuits, including
changing the length or thickness of wire and the number
Collect evidence and data to test ideas
including predictions.

(Ep2)


Analysing


Organising

Observing

Be self
-
directed learners

Reason effectively

Collaborate with others

7

© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


2


and type of components

Make a variety of relevant observations
and measurements using simple

apparatus correctly.
(Eo1)


Communicating

Comparing

Inferring

Interact effectively with
others

Apply technology
effectively


What Are Conductors and I
nsulators of Electricity
?

(5 periods)

Lesson

Specific Instructional Objectives

Cambridge Learning Scientific Enquiry
Skills

Process Skills

21
st

Century Skills

Number of
Periods

4
.
4

Pupils should:

-

know that
metals are conductors of electricity while most
other materials are not

-

know
why metals are used for cables and wires while
plastics are used to cover wires and as covers for plugs
and switches

Make comparisons.
(Eo4)

Use results to draw conclusions and to
make further predictions.
(Eo7)

Say if and how
evidence supports any
prediction made.
(Eo9)



Organising

Observing

Communicating

Comparing

Measuring

Inferring

Be self
-
directed learners

Reason effectively

Collaborate with others

Apply technology
effectively

5


How Can We Use Electricity Safely
?

(3 per
iods)

Lesson

Specific Instructional Objectives

Cambridge Learning Scientific Enquiry
Skills

Process Skills

21
st

Century Skills

Number of
Periods

4
.
5

Pupils should:

-

know
how to use electricity safely

Make comparisons.
(Eo4)

Suggest and evaluate explanatio
ns for
predictions using scientific knowledge
and understanding and communicate
these clearly to others.
(Eo8)


Organising

Observing

Communicating

Comparing

Measuring

Inferring

Global awareness

Be self
-
directed learners

Use systems thinking

Reason effecti
vely

Collaborate with others

Communicate clearly

Think creatively

3


© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


3


Main
Lesson Plan
s


Lesson
4
.1

BSCS 5E

Lesson Notes

Resources







Engage:

Questions are
raised to
generate
pupils’
curiosity















Explore:

Pupils identify the
importance
o
f the

new idea

through
the activity


Background:

With the rapid development of technology, electricity and our life have become inseparable. The use of
electricity

creates a convenient, fantastic and beautiful world. Electricity is a form of energy. In this chapter, pupils will learn
how electrical current flows in a circuit. Pupils will also learn how to construct a complete circuit and present it using sy
mbols,

le
arn about the

properties of conductors and insulators and how to handle electricity safely.


Chapter opener

Use the scene in the
opener to ask pupils:



What
do
we eat when we are hungry
?
(Answer:
Food
.
)



W
hat would

happen if we cannot eat?

(Answer:
We
woul
d

become weak

and
would

not be able to

work
. Accept all
possible answers.
)


Teaching Tip:

Tell pupils

that like humans, robots
and other

machines
need

energy
to work
. W
hile humans get their energy
from
food, r
obots and other machines get their energy
from
electricity or batteries.


Ask pupils:



W
hat would

happen if
robots

cannot eat?

(Answer:
They cannot work.
)


Explain that:



Electricity is a form of energy and it is one of our most
widely used forms of energy.



It is used to produce

light and

heat and to r
un motors.



There

are many things
that

we use

that depend on electricity.



Electricity lights up our homes, cooks our food and provide
s

power to our computers, television
s

and other electronic
devices. Electricity is used all the time.


Activity:

Get
pupils
in

groups and quiz them on

how much they know about electricity.
Allow pupils to respond freely.

Ask pupils
:



Wh
en do

we need electricity?



What can electricity do?



W
here does electricity

come from?



Can we live without electricity
?






Textbook page
61

























© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


4






































Process Skill
:

Communica
ting


21
st

Century Skill:

Communicate clearly


What’s In This Chapter? What Will I Learn?

Emphasise to pupils what their learning journey will be like for this chapter.



Electricity can flow in a circuit.



An electric circuit can either be opened or closed
.



An electric circuit has electrical components such as wires, an electric source
and switches.



An electric circuit can be represented by a circuit diagram.



Electricity can flow through conductors but not insulators.


Teaching Tip:

Trace the path of th
e mind map by reading out loud.


What Is
Electricity
?

Activity:

Ask

pupils
to identify

the

different

types of electrical appliances that they use in their daily life
.
Discuss
the following
questions:



What is the

function of the electrical appliance you
ha
ve
identified
?

(
Answer: Accept
all possible answers.
)



What
does the appliance need
in order to
w
ork
?

(Answer:
It needs

electricity

in order to work
.)



Wh
at would

happen if
there is no electrical supply in the room

where
this

object

is

found
?

(Answer:

T
he
el
ectrical
appliance will not work
.)


Explain that:



Electricity is important

in our daily life
.



Electrical appliances work when electric current flows through them
.


Process Skills:

Observing,
P
redicting


21
st

Century Skill:

Use systems thinking


Teaching Ti
p:

Bring a battery

to show pupils
the two
ends

of a battery


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pos
楴楶e⁴erm楮慬a慮T
ne条g楶e⁴e牭楮慬a

E硰污楮
瑨慴⁴hese⁴wo⁴erm楮慬a

慬汯w⁥汥捴物捩瑹⁴o⁦汯 ⁴h牯u杨,⁴hus

慬汯w
楮g

瑨e⁥ e捴物捡氠慰p汩慮捥⁴o⁷潲 ⸠






Textbook page
62










Textbook page
63




















© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


5


Explain:

An e
xplanation is
given to avoid
misconception

Common Misconception:

Most pupi
ls think that electric particles flow from

the positive terminal to the negative terminal of
a

battery. In fact, e
lectric particles flow from the negative terminal to the positive terminal of
a

battery
.


Project Idea:

Ask pupils to research on the importa
nce

of

electricity
in

our life and predict what would happen i
f
there is no
electricity
for
one day.
Ask pupils to
explore

the history of the development of electricity.


21
st

Century Skill:

Be self
-
directed learners


Teaching Tip:

You can find case studie
s of cities aroun
d the world
that ex
perienc
ed

power outages.
Use these examples to
explain to pupils how important electricity is and the negative eff
ects
experienced
from such blackouts.









Consolidation
Worksheet 1


























© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


6


Lesson
4
.2

BSCS 5E

Lesson Notes

Resources

















Explore
:

A f
un activity is
conducted

for
pupils to establish
new knowledge













Wh
at Is an Electric Circuit
?

Background:

An
electric circuit connects all the components together to form a path for electricity to flow.

For any appliance
to work, an electric circuit must be present. The circuit links together the individual parts that make up an electrical syst
em.
A
simple electr
ic circuit consists of
:



A
n electrical source
,

e.g. a battery. When we connect the two terminals with
a
wire, a circuit is formed.



Wires. These insulated conductors
are used to carry electricity f
r
o
m one part of a circuit to another. They link all the part
s
of a circuit together to form an electrical system. Wires are usually made of copper
.
The rubbery coating on wires is an
insulating material that shields our bodies from electricity.




A

switch
. In a circuit, a switch
is a gap that can be opened or closed
. When the gap is closed (the switch is on)
,

the circuit

is
broken and no electricity can flow. Switches are found in a lot of things t
hat use electricity so that they

can be controlled
when not in use.



An electrical load,
e.g
a lightbul
b.


Teaching Tip:

I
n the following lessons, many different types of circuit
s

will be introduced. Bring the

components of an

electrical circuit to show pupils

and build the circuit shown in the
T
extbook with pupils
as a
demonstration
.


Activity:

A

simple electric circuit can
be used for demonstration. Remove the components one by one and a
sk pupils to
observe
what happens to

the lightbulb
.

E
xplain the function of each component in a simple electric circuit.


Explain that:



A simple electrical circuit consists of a battery, wire
s, an electrical load and a switch.



T
h
e

various

components in

an

electric circuit

have different functions.


Process Skill
s
:

Observing
, Comparing


21
st

Century Skill
s
:

Use systems thinking
;

Reason effectively


Activity:

P
repare cards

and write down

on eac
h card

one of
the components

used

in a simple circuit
,
e.g. battery, wires,
switch, lightbulb, digital clock, etc. Distribute the cards to pupils. Each pupil should get only one card. Start the game by

playing

some

music. When the music stops, pupils have
to
match or group

their cards to form a simple electric circuit.


Teaching Strategy:

Relating

to real life

Textbook page
64

































© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


7








Explain:

New concept i
s
introduced through
asking inquiry
questions

and
explanation



















Evaluate:

Pupils develop a
deeper
understanding and
demonstrate their

Process Skill
s
:

Observing
, Comparing


21
st

Century Skill
s
:

Use systems thinking
;

Communicate clearly
;

C
ollaborate with others


Circuit symbols and
diagrams

Activity:

Get

pupils in groups. Show them an electrical circuit and ask them to draw it on paper. Ask pupils:



Is it difficult to draw the electrical circuit on paper?

(Answer:
Yes
.)




Is it time consuming?

(Answer:
Yes
.)



Are there any differences i
n the drawings from different
groups?

(
Answer: Accept all possible answers.
)


Tell pupils that circuit symbols are used for easy and standardi
s
ed drawing of circuit diagrams.

Then, p
repare cards on which
circuit symbols are drawn
.

Ask

pupils

to guess
what
the symbols represent
and pair up the circuit symbols with the
components in an electrical circuit.

Explain that c
ircuit symbols are used in circuit diagrams

and explain the meaning of these
circuit symbols.


Teaching Strategy:

Memory aids


Process Skill
s
:

Observing,
Analysing
,
Inferring


21
st

Century Skill
s
:

Use systems thinking;

Think creatively



Teaching Tip:

G
ive pupils some guidelines for drawing a cir
cuit diagram:



Make sure pupils use the correct symbol for each component
.



Draw connecting wires as s
traight lines (use a ruler)
.



Draw

a dot at each junction between the wires
.



Ensure that drawing is neat
, clear
and tidy
.


Closed circuit

Teaching Tip:

You can carry out the following steps to introduce a closed circuit to pupils.

1.
B
ring the components
found
in electric

circuits to
class and cons
truct the circuit shown in the T
extbook as a

demonstration.

2.

You may explain that electricity flowing through a circuit is like a train running on

a

railway. The train can

only

run if the
railway is intact.








Textbook page
65

















Textbook page 66


Workbook page
49

Activity
1
:
Making the
Switch
!


Workbook page
50

Activity
2
:
Make Your
Own Circuit





© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


8


knowledge through
activity









A
ctivity:

Get

pupils in groups. Show only one of the groups an electrical circuit. Ask the group to draw a circuit diagram of the
circuit and show it to the rest of the class. Then, ask the rest of the class to build the original

electric

circuit.
There sho
uld be
no discussion

between groups

during the activity.

Explain to pupils h
ow to r
ead and draw a circuit diagram
.



Process Skill
s
:

Observing,
Analysing
, Inferring


21
st

Century Skill
s
:

Use systems thinking
;

Reason effectively
;

Interact effectively with o
thers



Activity:

Carry out
the
Discover More! and h
ave pupils do an Internet search using the key words ‘tungsten’ and ‘lightbulb’.
䙩湤u琠瑨e⁲e污l楯ish楰⁢e瑷ten⁴un杳瑥t⁡nT楧 瑢u汢.


21
st

Century Skill:

Be self
-
directed learners


Open circuit

Acti
vity:

Get pupils in groups. Ask them to build the circuit accordi
ng to the diagram shown in the T
extbook and observe the
lightbulb before and after the switch is closed.



Ask pupils:



Why is it called

an
‘open

circuit’
?

(
Answer: One of the components of th
e electric circuit is not properly connected
, not
allowing electricity to have a continuous flow.
)



What
happens to the electricity in

an open circuit

as compared to

a closed circuit?

(
Answer: In an open circuit, electricity
cannot flow
continuously. In a c
lose
d

circuit
, electricity can flow continuously and al
l electrical components are properly
connected.)



What is the use of an open circuit?

(Answer: An open circuit protects the appliance when
it is
not in use. )



What is the function of the switch in an el
ectrical circuit?
(Answer:
To open and close an electrical circuit
.)


Explain to pupils
:



Ele
ctricity can flow through a closed circuit but not an open circuit.



A l
ightbulb

only lights up

when a closed circuit is formed.


Process Skill
s
:

Observing
,
Analysi
ng
, Communicating


21
st

Century Skill
s
:

Collaborate with others
;

Interact

effectively with others;
Apply technology effectively










Textbook page
67


Workbook page
s

51

52

Activity
3
:
Where Are the
Wires?


Workbook page
53

Activity
4
:
A Comple
x
Circuit



















© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


9


Activity:

Get

pupils in groups. Ask them to build a simple circuit

which contains at least one lightbulb
.
Then,
come up with
a

passage which contains the words ‘open’ and ‘close’. Pupils have to close the circuit when they hear the word ‘close’
H 慮T
open the circuit when they hear the word ’open’



Process Skill:

Communicating


21
st

Century Skill
s
:

Communicate clearly
;

Collabora
te with others
;

Interact effectively with others


Series circuit

Activit
ies
:


1.

Get pupils in groups. Ask them to build the circuit according to the diagram shown in the

T
extbook.

2.

Us
e

the circuit component cards prepared

from

before

and
distribute the cards

to pupils
. Each

pupil should get only one
card. A
sk the
class to
fo
rm a big series
circuit according to what is shown on the card.
You may help to arrange the
components in
the

correct order.


Process Skill:

Communicating


21
st

Century Skill
s
:

Communicate

clearly
;

Collaborate with others
;

Interact effectively with others


Parallel circuit

Background:

All wires found in lights and sockets in homes are connected in parallel circuits.


Activity:

Get pupils in groups. Ask them to build the circuit accordi
ng t
o the diagram shown in the T
extbook.

Then ask them to
design a parallel circuit with two switches.


21
st

Century Skill:

Apply technology effectively


Activity:

Us
e

the circuit component cards prepared

from

before

and

distribute the cards to pupils
. Each

pu
pil should get only
one card.
Ask the class to form a big parallel circuit according to what is shown on the card.
You may hel
p to arrange the
components in the

correct order.


Process Skill:

Communicating


21
st

Century Skill
s
:

Communicate clearly;
Collabo
rate with others
;

Interact effectively with others





















Textbook page
68
















© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


10


Activity:

Ask pupils to make their own torches
.


Prepare
the following materials for the pupils:



L
ightbulbs



S
witches



W
ires



Cardboards

Then, have pupils follow the instructions

on how to make a

torch
:

1.

M
ake a

hole through the

centre of a

cardboard
. This cardboard

will be

the working surfaces and bases of the circuit
. The
hole should be slightly smaller than the base of

the

lightbulb.

2.

Push the lightbulb into

hole in

the cardboard
so that it is fits

snugly.

Only the glass part of the

light
bulb
should be

raised
above the cardboard.

3.

Turn over the cardboard and position the battery
and switch
on the cardboard.

4.

Use wires to connect all the components in a circuit so that a complete electrical circuit is formed.

5.

Roll

the cardboard into
a
cone

shape so that it looks like a torch.

6.

Ask pupils to decorate their own torches and try to turn it on.


Teaching Strategy:

Relating

to real life


21
st

Century Skill:

Apply technology effectively


Activity:

Carry out Discover Mo
re! and have pupils do
an I
nternet search
on

a

l
emon battery. Try to make a simple lemon
battery together with the class. Then, replace the lemon with
other

fruits, e
.g. apple, orange, etc and ask pupils to observe the
effect
s

of the battery
on

the digital

clock.



Process Skil
ls:

Observing, Comparing
,
Analysing
,
Inferring


21
st

Century Skill
s
:

Be self
-
directed learners
;

Apply technology effectively


Activity:

Carry out Build Your Skills! with the class.


Ask pupils:




Which switch should be closed in order

to turn on the green light?

(Answer: Switch A)



Which switch should be closed in order to turn on the red light?

(Answer: Switch B)



Is this a series circuit or a parallel circuit?

(Answer: A series circuit
)






















URL
4
.
1














© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


11



Internet link for Lesson
4
.
2


URL
4.1
:


Making a

lemon battery

(corresp
onds with

Internet Lin
k 4.1 in

Textbook)

http://pbskids.org/zoom/activities/sci/lemonbattery.html

















Then, ask pupils to think about others ways to
connect the two lightbulbs to the battery

and the switch,
e.g.

in a
parallel

order
. Observe the difference in the brightness of the lightbulbs in the circuits.


Process Skill
s
:

Observing, Comparing,
Analysing
, Inferring


21
st

Century Skill:

Apply technolo
gy effectively


Project Idea:

Have pu
pils do an Internet search on

the invention and the working principle of the lightbulb. Then, ask pupils to

research on the applications of
the
series

and parallel circuit
s

in daily life.
Lastly, have pupils i
dentify th
e type of circuit
,
e.g
.
series or parallel

they can find
at home.


Process Skill:

Organising


21
st

Century Skill
s
:

Use systems thinking
;

Reason effectively
;

Be self
-
directed learners















Consolidation

Worksheet
2

© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


12


Lesson
4
.3

BSCS 5E

Lesson Notes

Resources









Engage:

A f
un activity is
conducted

for

pupils to establish
new knowledge









Evaluate:

Pupils analyse data
and apply th
eir
knowledge to
answer inquiry
questions







What H
appens When Parts of a Circuit Are Changed
?

Background:

An electrical circuit links all the components together
.

Changes in the components

such as the way a component
is connected

can change the performance of the

circuit, e.g. brightness of

the

lightbulb
.


Teaching Tip:

You can bring the components in
an
electrical circuit to

class and construct the circuit shown in the
T
extbook as
a

demonstration.


Change the number of batteries

Activity:

Construct the two circuits, which include

different number
s

of batt
eries
,

as

shown in the

T
extbook.


Ask pupils:



Is this

a series or parallel

circuit?

(Answer: A series circuit)



Which
light
bulb
will

shine more brightly
?

(Answer: Circuit B)



What is the relationship betw
een the brightness of the

light
bulb

and the number
of batteries
?

(Answer: The more
batteries there are, the brighter the lightbulb will be.)


Process Skill
s
:

Observing, Comparing


21
st

Century Skill:

Apply technology effectively


Change the number of lightbulbs

Activity:

Construct the two circuits, which
include different

number
s

of lightbulbs
,

as

shown in the

T
extbook.


Ask pupils:



Is this

a series or parallel

circuit?

(Answer: A series circuit)



Which light bulb
will

shine more brightly?

(Answer: Circuit A)



What is the relationship between the brightne
ss of the lightbulb and the number of lightbulbs?

(Answer: The more
lightbulbs there are, the dimmer the brightness.)



Process Skill
s
:

Observing, Comparing


21
st

Century Skill:

Apply technology effectively

T
extbook page
69


Workbook page
55



Activity
5
:
Battery
Power!
















Textbook page
70


Workbook page
57



Activity
6
:
Brig
hten My
Day!


Workbook page
59



Activity
7
:
Parallel or
Series





© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


13




































Elaborate:


Change the arrangement of lightbulbs

Background:

In parallel circuits, since each

lightbulb

has its own circuit,

the
lightbulbs

can still keep working even when one of
the

lightbulbs

blows. However, in a series circuit, all

lightbulbs

will stop working if one of them blows since they are
connected in a
continuous loop of a single core wire. The circuit

will be open
if one of the

lightbulbs

blows.


Activity:

Construct the two circuits, which include
the
different

arrangement of
the
lightbulbs

shown in the

T
extbook.


Ask pupils:



Is this
a series or parall
el circuit?
(Answer: Circuit A is a series circuit while Circuit B is a parallel circuit.)



Which li
ghtbulb will

shine more brightly?

(Answer: Circuit B)



What is the relationship between the brightness of the lightbulbs and the arrangement of

the
lightbul
bs
?

(
Answer: When
the lightbulbs are arranged in a parallel manner, the brightness

will be greater
.)



Process Skill
s
:

Observing, Comparing


21
st

Century Skill:

Apply technology effectively


Activity:

Get pupils in groups.
Use the component cards mentioned

in Lesson 4.2. P
repare some number cards

labe
l
led
1 to 5.

Then, a
sk each group to draw one card from the pool that represents
the
components of

an

electrical circuit and one from the
number cards. Build a circuit according to

what is stated on

the cards.
For example, i
f a group picks

the

card
s

that
say


B
attery’
and ‘3’, they will have to construct

愠捩牣u楴i捯c瑡楮楮朠gh牥e⁢慴瑥物ts.



Process Skills:
C
om
municating
,
Organising


21
st

Century Skill
s
:

I
nteract effectively with others;

C
ollaborate with other
s;

Apply technology effectively
;

Reason effectively


Activity:

Carry out Discover More! and have pupils do

an I
nternet search to study how the length and thickness of wires could
affect the brightness of lightbulbs.


Process Skill
s
:

Organising
,
Analysing
,

Inferring


21
st

Century Skill:

Be self
-
directed learners


Project Idea:

Ask pupils to research on other

factors

that could affect how a circuit works
,
e.g. material of the wires that



























URL
4.2








© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


14


Pupils develop
a
broader

sense of

understanding
from
doing

research


would affect t
he brightness of the lightbulbs
.
Have pupils share the

inf
ormation

with
the class.


Process Skill
s
:

Organising
,
Analysing
, Inferring


21
st

Century Skill:

Be self
-
directed learners





Consolidation

Worksheet
3


Inte
rnet link

for Lesson
4
.
3


URL
4.2
:


The Wire Experiment

(corresponds with Internet Link 4.2 in Textbook)

http://www.hyperstaffs.info/science/work/child/circuits.swf


























© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


15


Lesson
4
.
4

BSCS 5E

Lesson Notes

Resources









Evaluate:

Pupils analyse data
and apply th
eir

knowledge to
answer inquiry
questions



















Explain:

What Are Conductors and Insulators of Electricity
?

Conductors

Background:

Conduct
or
s are materials that allow
electricity to flow easily through them.

Most metals are good co
nductors of
electricity.

A few common examples of conductors are steel, iron, brass and bronze. Other materials that are sometimes used
as conductors are silver, gold and aluminium. Copper is
still the most popular material

used for wires because it is a v
ery good
conductor of electric
ity an
d
is fairly inexpensive as

compared to gold and silver. Aluminium and most

of the

other metals do
not conduct electricity quite as well as copper.


Activity:

Get

pupils in groups.
Try to compare the conductivity of elect
ricity between

different

materials.
Ask them to look for
materials that
are thought to be conductors. T
hen, test
the conductivity of the
se

materials with the help of a simple electrical
circuit. Attach wires to the battery and the lightbulb
,

with

the

two w
ire ends remaining unattached
.

The
chosen
materials
should then be used
as a connector to close the circuit. Ask pupils to share their findings with the class.


Ask pupils:



What materials did you test
?
(
Answer: Accept all possible answers.
)



Which of thos
e are conductors
?
(
Answer: Accept all possible answers.)



How
can

you compare the conductivity between materials?
(Answer:
By comparing the brightness of the lightbulb
.)

Pupils should
be familiar with

the concept of a closed circuit

and know that l
ightbulbs

only
light up if the circuit is closed
(electrical current can flow through the material being tested).


Explain that:



Conduct
ors

are materials that allow electrical current to flow through
.


Process Skills:

Observing,
C
om
municating
, Measuring


21
st

Centu
ry Skill
s
:

C
ollaborate with others;

Reason effectively
;

A
pply technology effectively


Insulators

Background:

Insulators

(sometimes also known as non
-
conductors)

are materials
where electricity does not
pass
through
.
Most non
-
metals are good insulators.

Pla
stic, glass,

rubber, ceramic, air and wood ar
e some examples of insulators of

electricity.


Common Misconception:

Most pupils think that all non
-
metals are insulators

of electricity
.
This is untrue.
Graphite is a
n

Textbook page
71








Textbook page 72



















Textbook page
73


Workbook page
63



Activity
8
:
Conductor or
Insulator
?


© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


16


Pupils learn the
correct concept by
clearing any
misconceptions



















Engage:

A f
un activity is
conducted

fo
r new
concept to be
reinforced









example of a non
-
metal that is a good

cond
uctor of electricity.



Activity:

Get

pupils in groups. Ask them to look for materials that are thought to be insulators.
Then, test the conductivity of
these materials with the help of a simple electrical circuit. Attach wires to the battery and the light
bulb, with the two wire
ends remaining unattached.
The chosen materials should then be used as a connector to close the circuit. Ask pupils to share
their findings with the class.


Ask pupils:



What materials did you test
?
(
Answer: Accept all possible ans
wers.
)



W
hich of the
se are insulators
?
(
Answer: Accept all possible answers.
)



H
ow did

you come up with the above conclusion?
(Answer:
The lightbulb did not light

up
.)


Pupils should be familiar with the concept of a closed circuit and know that l
ightb
ulbs
w
ill
not light up if the circuit is opened
(electrical current cannot flow through the material being tested).


Explain that:



Insulators are materials that do not allow electrical current to flow through.


Process Skills:

Observing,
C
om
municating, Measuring


21
st

Century Skill
s
:

Collaborate with others
;

Reason effectively
;

A
pply technology effectively


Activity:

Have pupils pla
y the game ‘Blow, wind, blow’




H
ave

pupils

bring their chairs to an open area in th
e school such as the courtyar
d and arrange them i
n a circle facing
inwards.



A
sk one of the pupils to take away his/her chair.
This pupil will stand in the middle of the circle while everyone else is
seated.



The pupil in the middle will s
tart the game by saying
,


䉬潷H⁷楮 H⁢汯l






The rest

of the clas
s will respond with
, “Blow what?”



The pupil in the middle will say, “Blow all those wearing…” Have the pupil call out
慮y 歩kT of 楮su污lo爬
e⹧⸠wh楴攠so捫
s

ThenH pup楬i who
慲e we慲楮g
wh楴攠so捫
s

w楬i

have 瑯 le慶e 瑨e


se慴 慮T 汯l欠fo爠慮o瑨e爠se慴
瑯 s楴iTown⸠
The pup楬i楮
瑨e楤T汥⁷ 汬⁨慶e⁴o⁤o⁴he⁳慭e⸠



The
pupil

who fails to find a seat
will

stand in the middle
and start
a new round

by saying
,


䉬潷H w楮TH b汯l
…”
fo汬lweT
by⁡nyinTf⁩ su污lor





































© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


17































Elaborate:

Pupils develop a
broader sense of
understanding
from doing
research



Repeat the above steps.


Process Skills:

C
o
m
municating


21
st

Century Skill:

Collaborate with others


Activity:

You can bring various objects that are a mix of conductors and insulators an
d show them to pupils. Play the sorting
game and

have pupils

try to classify whether they are conductors or insu
lators.


Process Skills:

Observing,
Organising


21
st

Century Skill:

Reason effectively


Uses of conductors and insulators of electricity

Activity:

B
ring copper wires to

class. Cut the wires and show pupils
which

part

of the wire is

made of

a
conductor and

an

insulator. You may also bring other
objects

to class. Ask pupils to figure out which parts are made of conductors and vice
versa.
Ask pupils to
discuss what

would happen if the parts which are made of insulators are replaced with conductors and
vice ve
rsa.


Explain that:



Insulators are used to protect electric circuits from damage and protect us from direct contact with electricity.



Conductors are used to conduct electricity.


Teaching Strategy:

Relating to real life


Process Skills:

Observing,
C
om
pari
ng, Inferring


21
st

Century Skill:

Reason effectively


Project Idea:

Ask pupils to bring

to class

an instruction manual
of any
electronic
device which can be found at home
. S
hare

the manual

with the class and discuss whether the design of the device is saf
e.


Process Skill
s
:

Communicating,
Organising


21
st

Century Skill:

Be self
-
directed learners








© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


18


Lesson
4
.
5

BSCS 5E

Lesson Notes

Resources













Explore:

A f
un activity is
held for pupils to
establish new
knowledge




Evaluate:

Pupils analyse data
and apply their
knowledge to
answer inqu
iry
questions








How
Can We Use Electricity Safely
?

Background
:

Electricity is very useful to us
.

However, if it is not handled carefully, electricity can be

very dangerous.

Pupils will
learn of the different ways

of handling electricity safely. Stress to pupils that
electric shocks

can be fatal and they should bear
in mind these precautions whenever handling electricity in their daily life.
If p
upils come acr
oss a situation where they are
unsure of how to handle

electricity
,
tell them to ask

their parents or teachers.


Teaching Tip
s
:

1.

You may show pupils news reports that are related to improper use of electricity so as to
highlight

the importance of
using el
ectricity safely
.

2.

You may act out the actions
of what

not

to

do when handling electricity (shown in

the

T
extbook). Then, ask pupils to point
out what is wrong and the potential problems that may cause.


Activity:

Ask pupils

to imagine they are safety inspe
ctors, and are

looking for devices or appliances that are used unsafely
inside the classroom. Try to look for things that may cause fires or electric shocks.

Then, ask them t
o suggest actions that can
be taken

in order
to reduce the risk of having fires or

electric shocks.


Process Skills:

Observing,
C
om
municating


21
st

Century Skill
s
:

Use system thinking;

Reason effectively


Project Idea:

A
sk pupils to research on incident
s

caused by

the

improper use

of electricity. They may search for information
from

the

newspaper
s

or

the I
nternet. Then, ask pupils
to discuss
the following questions:



What is the cause of this incident?



Can we avoid this incident from happening? How?



If this incident really happen
ed
, what should we do?


Explain to pupils about

t
he importa
nce

of handling electricity safely

and

how
it should be handled.



Process Skill:

Organising


21
st

Century Skill:

Be self
-
directed learners


Project Idea:

Get pupils in groups. Design
a
slogan, leaflet or poster that promote
s the safe

use of electricity.
A

c
ompetition

Textbook page
74




















Textbook page 75













© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


19





































can be held

between classes
, and
the works of pupils
could
be presented to the whole school.


Process Skills:

C
om
municating


21
st

Century Skill
s
:

Communicate clearly
;

Collaborate with others
;

Think creatively


Project Idea:

Have pupils

design

a device which could remind people to use electricity safely. Present the design to the class.


Ask pupils
:



What is the function of this device?



H
ow can it help remind

people to use electricity safely?



Is this device available in the market now? If not,
why can’t it be put in the market?


Process Skill:

Communicating


21
st

Century Skill
s
:

Communicate clearly
;

C
ollaborate with others;
Think creatively


Wrap up the chapter with the following:


Talk It Out

Teaching Tip:

Read the new words out loud and have
pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.


Project Idea:

Get pupils in groups. Ask them to design a crossword puzzle using the new

vo
cabul
ary

learnt from this chapter
and share

it

with the class. Complete the crossword puzzles together.


21
st

Century Skills:

Communicate clearly
;

Collaborate with others
;

Be self
-
directed learners


Map It Out

Teaching Tip:

Go through the concepts with pupils a
fter finishing the chapter. Trace the path of the mind map by reading out
loud. You may wish to draw the map as you speak.



Electricity can flow in a circuit which can be represented by symbols.



A circuit is made up of
a
battery, wire and switch.



A circuit
is opened when there is a gap so that electricity cannot flow in the circuit.











Consolidation
Worksheet 4


Fun and Games


Exam Practice













Textbook page
76







© 2012 Alston Publishing House Pte Ltd




Science

SMART

Tea
cher’s Guide Grade
5

Chapter 4 Lesson Plans


20




















Elaborate:

Pupils develop a
broader sense of
understanding
from doing
research





Electricity can flow through conductors, which include metals and saltwater.



Electricity cannot flow through insulators, which include non
-
metals such as wood, plastic, rubber, g
lass and fabric.


Work It Out

Go through the worked example with pupils. Read

the hint when answering part ‘b
’.



Process Skills:

Comparing
,
Analysing
, Inferring


Teaching Tip:

Tell p
upils
that if we want to look into the effect caused by one parameter, we

should first fix other parameters
in the experiment. Therefore, there would be only one variable in the experiment.


Science @ W
ork

Teaching Tip:

To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil

捯c汤⁲e慤ne⁰慲慧牡ph⸠En捯c牡来⁰up楬i⁴o⁲e慤⁷楴 ⁥n瑨us楡im⁡nT⁥ o瑩tn.


Background
:

Semiconductors
are good conductors of electricity
. Semiconductors are commonly found
in
modern electronics
such as computers and solar cells. They play

a

very imp
ortant role in the development of modern technology.


Project Idea
s
:

1.

Get pupils to research on the applications of semiconductors.

What are the pros and cons of using semiconductors?

2.

Get pupils to do an I
nternet search on the environmental problems that m
ight be caused
by the excessive use of
semiconductors.


Process Skill
s
:

Communicating, Comparing
,
Organising


21
st

Century Skill
s
:

Use system thinking
;

Reason effectively
;

Global awareness




Textbook page
77








Textbook page 78