Science Lesson Kit · Teacher Resource
Electricity & Simple Circuits — 5E Lesson Plan
Physical Science · 52 minutes
Grade 4
5E lesson flow
01
Engage
6 min
Teacher Does
Show two nearly identical circuit models: one complete and one with a visible gap. Do not name open/closed yet.
Students Do
Trace both paths and predict which bulb can light.
Ask
- What can you trace in one model that you cannot trace in the other?
Look For
Students point to continuity of the path rather than distance between parts or wire color.
02
Explore
15 min
Teacher Does
Give pairs a pretested low-voltage circuit. Have them verify the reference circuit, open one connection, close it, then use the same fixed gap to test four materials.
Students Do
Predict, change one feature at a time, observe bulb lit/did not light, and record results.
Ask
- What stayed the same? What did you change?
- What does the bulb tell you in this tester?
Look For
Students use the bulb as evidence and keep claims tied to the tested samples.
03
Explain
10 min
Teacher Does
Connect student evidence to circuit, current, open/closed circuit, conductor, and insulator. Trace a complete path on a diagram.
Students Do
Annotate a circuit diagram and explain one recorded result.
Ask
- Where must the conducting path go?
- Why is current not the same thing as energy?
Look For
A complete path through the device; current described as moving charge while energy is transferred to the device.
04
Elaborate
14 min
Teacher Does
Present a circuit with one loose connection and then a new signal-light design problem.
Students Do
Troubleshoot by changing one feature, then design a switch-controlled circuit and justify material choices with evidence.
Ask
- Which single change gives the clearest test?
- Which earlier result supports your material choice?
Look For
Controlled troubleshooting and explicit use of prior evidence.
05
Evaluate
7 min
Teacher Does
Display a new circuit diagram with a gap and a small material-results table.
Students Do
Write a short claim-evidence-reasoning response explaining whether the bulb should light and why.
Ask
- What observation is your evidence?
Look For
Claim matches the diagram/data; reasoning connects a complete conducting path to circuit function.
Student goal
I can use a circuit model and test evidence to explain why a bulb works, identify tested conductors and insulators, and improve a circuit.
Learning objectives
- Use circuit diagrams and observations to explain why a device works only when the conducting path is complete.
- Use results from controlled material tests to identify conductors and insulators in a simple classroom circuit.
- Use evidence from one-change-at-a-time tests to troubleshoot and improve a circuit.
Materials
- 1.5–3 V classroom battery holders with fresh batteries
- Small bulbs in holders rated for the classroom batteries
- Insulated leads with safe clips
- Simple classroom switches or a removable wire connection
- Steel paper clips
- Aluminum foil strips
- Wood craft sticks
- Plastic strips
- Investigation recording sheet
Before class
- Pretest each battery, bulb, holder, and lead before class so a reference circuit works reliably.
- Prepare one fixed test gap where only the sample material changes; keep the bulb in the circuit so the setup is not a direct battery short.
- Use only low-voltage classroom batteries and components. Never use wall outlets or household mains electricity.
- Disconnect the battery between material tests when practical, and stop using any component that becomes warm.
Prior knowledge
- Students have seen batteries power small devices.
- Students can compare two setups and identify what changed.
- Students know that observations can be used as evidence.
Vocabulary
- circuit
- Connected electrical components arranged in a path.
- current
- The movement of electric charge through a circuit.
- closed circuit
- A circuit with a complete conducting path through all needed components.
- open circuit
- A circuit with a break or gap in the conducting path.
- conductor
- A material that allows electric current to move through it easily enough for the circuit to work.
- insulator
- A material that does not allow electric current to move through it easily in the tested circuit.
Differentiation
- Provide a laminated path-tracing card and let students trace with a finger before writing.
- Use a sentence frame: The bulb ___ because the path is ___. My evidence is ___.
- For students who need reduced writing, allow arrows, circles, and oral explanation paired with the recorded table.
- For extension, ask students to compare two possible repairs and explain which one tests a single cause more clearly.
Assessment
- Check whether students can trace a continuous path through all required components.
- Check material-test tables for observations recorded separately from explanations.
- Listen for claims that stay specific to the tested samples rather than overgeneralizing to every material.
- Use the transfer design and exit ticket to assess evidence-based troubleshooting.
Exit ticket
A bulb is off because a switch is open. Draw the one change that closes the path, then write the observation you expect.
Extension
Design a low-voltage classroom signal that converts electrical energy to light or sound, then describe one controlled test you would use to improve it.