The Department of Education of New Brunswick gratefully acknowledges the contributions of the following groups and individuals toward the development of the New Brunswick Science
Resource Package for Grade 6 Electricity: Circuit Pathways :

The Science Resource Package Development Team:
• Joan Barry, School District 15
• Shannon Brander, School District 2

Science East:
• Michael Edwards, Director of Programming
• Karen Matheson, Director of Education

Kathy Hildebrand, Learning Specialist, Science and Mathematics, NB Department of Education

Science Learning Specialists and science teachers of New Brunswick who provided invaluable input and feedback throughout the development and implementation of this document.
Note that at the time of posting, all URLs in this document link to the desired science content. If you observe that changes have been made to site content, please contact
Kathy Hildebrand katherine.hildebrand@gnb.ca
, Science Learning Specialist, at the
Department of Education.
2009
Department of Education
Educational Programs and Services

RATIONALE ........................................................................................................................................................ 1
BACKGROUND INFORMATION ....................................................................................................................... 3
P RE REQUISITE K NOWLEDGE : .................................................................................................................................. 3
C OMMON M ISCONCEPTIONS : .................................................................................................................................... 3
D ID Y OU K NOW ?
....................................................................................................................................................... 3
INSTRUCTIONAL PLAN .................................................................................................................................... 5
A CCESS P RIOR K NOWLEDGE ................................................................................................................................... 5
1 ST C YCLE .................................................................................................................................................................. 6
Light up the Bulbs Activity ................................................................................................................................. 6
Reflection: Class Discussion ............................................................................................................................ 7
Think like a scientist ........................................................................................................................................... 7
Reflection: Journaling ........................................................................................................................................ 8
2 ND C YCLE
................................................................................................................................................................. 9
What is a Switch Activity ................................................................................................................................... 9
Reflection: Class Discussion .......................................................................................................................... 10
Reflection: Journaling ...................................................................................................................................... 10
3 RD C YCLE
............................................................................................................................................................... 11
S ERIES AND P ARALLEL C IRCUITS A CTIVITY
....................................................................................................... 11
Reflection: Class Discussion .......................................................................................................................... 12
Reflection: Journaling ...................................................................................................................................... 13
4 TH C YCLE
................................................................................................................................................................ 14
Switches Activity (in parallel circuits) ............................................................................................................ 14
Reflection: Class Discussion .......................................................................................................................... 15
Reflection: Journaling ...................................................................................................................................... 15
SUPPORTING CLASS DISCUSSION ............................................................................................................. 16
MATERIALS LIST ............................................................................................................................................. 18
STUDENT VERSION OF OUTCOMES ........................................................................................................... 19
STUDENT ACTIVITY SHEETS ........................................................................................................................ 20
OBSERVATION CHART SHEET .................................................................................................................... 25
OBSERVATION CHECKLIST .......................................................................................................................... 26
CHECKLIST SHEET ......................................................................................................................................... 27

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Electricity: Circuit Pathways
Rationale
This resource package models current research in effective science instruction and provides an instructional plan for one topic selected from the Grade 6 Atlantic Canada
Science Curriculum. This curriculum includes STSE (Science, Technology, Society and
Environment) outcomes, Skills outcomes, and Knowledge outcomes – all of which are important for building a deep understanding of science and its place in our world.
As has been true of our ancestors, we all develop “explanations” about what we observe which may or may not be valid. Once ideas are established, they are remarkably tenacious and an alternate explanation rarely causes a shift in thinking. To address these misconceptions or alternate conceptions, students must be challenged with carefully selected experiences and discussion.
A key part of this instructional plan is accessing prior knowledge.
It is recorded in a way that it can and will be revisited throughout the topic. The intent is to revise, extend, and/or replace students’ initial ideas with evidence-based knowledge.
Science is not a static body of facts. The process of exploring, revising, extending, and sometimes replacing ideas is central to the nature of science . Think of science as an ongoing evidence-based discussion that began before our time and that will continue after it. Science is often collaborative, and discussion plays a key role. Students’ learning of science should reflect this as much as possible.
The intent of this instructional plan is to encourage a constructivist approach to learning. Students explore an activity, then share, discuss and reflect. The telling of content by the teacher tends to come after, as an extension of the investigation (or experience) explored by the students.
The learning is organized into cycles . The partial conceptions and misconceptions are revisited in each cycle so that students’ ideas will be revised. Each cycle will result in deeper and/or extended learning.
Hands-on activities are part of the instructional plan. Inquiry activities tend to be most structured in the first cycle. The teacher provides the question to investigate and gives a procedure to follow. In subsequent cycles, less structure tends to be given. For
New Brunswick Science Resource Package: Grade 6

Electricity: Circuit Pathways example, students may be given a question and asked to develop an experimental plan which they then implement. The goal is to move towards open inquiry in which students generate a testable question, develop an experimental plan using available materials, implement the plan, record relevant observations, and make reasonable conclusions. The included activities are meant to start this journey.
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Discussion and written reflections are key parts of the lessons. Discussion (both oral and written) is a vehicle that moves science forward. For example, when scientists publish their evidence and conclusions, other scientists may try to replicate results or investigate the range of conditions for which the conclusion applies. If new evidence contradicts the previous conclusions, adjustments will be required. Similarly, in this instructional plan students first do , then talk , then write about the concept. A section on supporting discussion is included in this resource package.
Assessment tasks are also included in the instructional plan and assess three types of science curricular outcomes: STSE, Skills, and Knowledge. These tasks are meant to be used as tools for letting the teacher and the students know where they are in their learning and what the next steps might be. For example: Has the outcome been met or is more learning required? Should more practice be provided? Is a different activity needed?
When assessment indicates that outcomes have been met, it will provide evidence of achievement . This evidence may be sufficient and further formal testing (paper-pencil tests) may not be required to demonstrate that outcomes have been met.
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Electricity: Circuit Pathways

Pre-requisite Knowledge:

Students have already studied electrical safety and static electricity as part of this unit prior to these lessons.

Students will have experienced power outages in their homes and at school.

Some students have camps without electricity.
Common Misconceptions:

Electricity is alive since peop le often talk about “live wires and/or current”.

No matter where wires are connected to a battery or a bulb, a complete circuit is made.
For example:
- connecting a wire to the side of a battery instead of using the terminals
- connecting wires to the sides of a bulb instead of one wire on the side and one at the bottom
- connecting two batteries with positive to positive
Did You Know?
One of the most useful metaphors to help students understand how electricity flows around a circuit uses the idea of electricity flowing in manner similar to water. This can make it much easier to explain why there are multiple units involved in measuring electricity because each unit deals with a different aspect of electricity. http://science.howstuffworks.com/electricity.htm
- This website provides excellent background information for understanding electricity. http://www.yukonenergy.ca/community/education/games/ - This website from Yukon
Energy provides Shock Comics with Harry Hazard. Click on the Grades 6-9 version for your own use or to share with the students. The water/electricity analogy is explained here on page 3.
Voltage represents the water pressure or the force. Current is equivalent to the amount of water being pushed through pipes. Increase the pressure (voltage) and more water
(current) is pushed through the pipes. Voltage can be provided by a battery at varying volts, depending on the battery and the number of them used. Voltage is also provided by the electrical service to your house which typically comes into the house at 120V.
Exceptions include clothes dryers and stove plugs (the really big plugs) which use 240V.
Current is measured in amps and is equivalent to the amount of water (electrons) moving along the pipes (wires); the higher the current, the greater the amount of electrons (water) that moves past any point in the circuit (pipes) in a set amount of time.
Resistance is measured in ohms and represents the diameter of the pipes, something
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Electricity: Circuit Pathways which has an impact on the ease with which the water moves within. Another way to think about how resistance can impact on the flow of the water is to imagine that gravel is introduced into the pipe – that would slow the water flow, hence it represents an increased resistance. Resistance in an electrical circuit generates heat and can lead to melting wires and, ultimately, fires. However, resistance can also be useful such as in appliances like toasters since that resistance is used to heat up the elements.
Power is measured in watts and is related to voltage and current. It represents the amount of energy generated by an electric current within a certain amount of time (per second). To get a lot of power, you need a high voltage and high current. The number of watts is written on every electrical appliance and tells you how much energy that appliance consumes.
To learn about how rechargeable batteries work, visit how stuff works: http://www.howstuffworks.com/battery4.htm
The Physics Classroom Tutorial provides excellent information and diagrams. This link takes you directly to Series and Parallel circuits, but other information is available and can be accessed by the left navigation bar on the site. There is a very good analogy to explain parallel and series circuits that uses traffic and toll booths. http://www.glenbrook.k12.il.us/gbssci/phys/Class/circuits/u9l4b.html
Series circuits are circuits where there is one path for the electrons to follow. If there is a problem somewhere along the circuit where the electrons cannot flow, all other components of the circuit will no longer function.
Parallel circuits are circuits where there is more than one path for the electrons to follow.
If there is a problem somewhere along the circuit where the electrons cannot flow, only that branch of the circuit is affected and the other components attached to other branches still work.
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
 Curriculum Outcomes
303-22: Compare the characteristics of static and current electricity.


Students have been exploring static electricity. How is current electricity the same and different from static electricity?

Do with an “I think, we think, we all think” method. First have students write down what they think. Second, students discuss with a partner or small group and make a list of ideas. Third, these are shared with the whole class.

As students share in the whole class, put their points into a large Venn diagram discussing the placement. The discussion tips on pages 16-17 may be helpful.
Create the Venn diagram in a form that may be revisited. For example: on chart paper or on a bulletin board.
Static electricity
Current electricity
Note: Students may have difficulty with current electricity and may only come up with basic ideas such as “needs a plug or outlet”, dangerous, provides power to items like a toaster, hair dryer, etc.
 Assessment:
Note the concepts and misconceptions students are expressing. You will need to know these to plan effective questions for subsequent activities and discussions so that students will examine and adjust their alternate conceptions.

Post student versions of curricular outcomes on chart paper (see page 19).
Inform students that these outcomes will be addressed over the next portion of the unit. Point out to students which outcomes are being addressed in each activity.
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
st
 Curriculum Outcomes
205-1: Carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables.
205-9: Use tools and apparatus in a manner that ensures personal safety and the safety of others.
207-2: Communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language.
303-23: Compare a variety of electrical pathways by constructing simple circuits.

Materials:
1 Christmas tree (non-LED) mini-light
Extra wire
1 D battery

Put students into small groups. It is helpful to assign roles or have managers.

Give each group: 1 light bulb, extra wire and a battery.

Ask students to connect the light bulb/wires to the battery in a variety of positions. The light bulb will light when a complete circuit is made.

Tell students to draw each successful and unsuccessful attempt. Label each as a circuit or incomplete circuit (the bulb did not light).

Have them try as many arrangements as possible.
On large paper or overhead transparencies (so that they may be shared with the whole class), ask several groups to draw one of their “non-functional” circuit diagrams and the other groups to draw one of their functioning circuits.
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 Assessment:
During student activity, make notes on outcomes (or parts of outcomes) you observe being addressed. Process skill outcomes are part of the curriculum and should be assessed. Using the observation chart or the checklist (on pages 25-28) on a clipboard may be helpful to you. Develop your own code for quick notes.
A suggested code :
√ observed and appropriate,
WD with difficulty,
RTT refused to try,
A absent.
This chart may be used on multiple days, using a different coloured pen or pencil each day and putting the date in the corner. You may not have a symbol or note for every child every day. Some teachers like to focus on a group or two each time. However you choose to make note of your observations, you will always have a sense of who you need to take more notice of and who might need extra support. The information will also help you when it is reporting time.


First, look at the drawings to talk about how the diagrams are different from each other.
Discuss how the students represented the battery and light bulbs or how much time the diagrams took to draw.
- Introduce standard symbols for the light bulb, wires and battery in drawings
(schematic) to use next time. Symbols can be found in the “Turn It On!” resource on page 21.
 Next, look at the diagrams to talk about what made a functional circuit and what didn’t work. Ask: Why do some work and some not? What conditions are necessary to have a complete circuit?
The supporting class discussion tips on pages 16-17 may be helpful.

Review the ideas in the Venn diagram from the Accessing Prior Knowledge activity on page 5. Do we need to revise, add to or change any of these? Is there other information we could add?

In small groups, discuss and make a list of rules necessary for circuits.

Asking good questions is an important skill in science. Initially students will need support. Model the skill with the whole class and students will begin to have the confidence to contribute. After some practice, students will be able to generate questions successfully individually.
Present students with a situation and ask them to generate questions that could be investigated scientifically. (These situations and questions do not have to be limited to those that can be done in a classroom.)
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Situation:
A newspaper reports that a PEI farmer was devastated by the sight of five dead cows in his pasture. He knew it was lightning because one thin tree had a massive split down the middle and a nearby tree had a smaller split. A current appears to have run the length of the trees, striking down the five cows that were in the field. The farmer found them dead in a straight line that stretched about 10 metres from the tree.
Write a question concerning the movement of electricity suggested by this report that could be investigated scientifically.

What is an electrical circuit? Explain using words and drawings.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a question to refocus attention or suggest the next step in learning is very effective.
Read journal entries to determine which students understand the characteristics of a complete circuit (a complete path with no breaks and a power source).
 BrainPop video : “Electric Circuits” http://www.brainpop.com/science/energy/electriccircuits/preview.weml
The BrainPop site requires a paid subscription though it is possible to sign up for a five day free trial.
 Other possible videos can be found at http://learning.aliant.net/ . You need to register to use the videos on the Aliant site. Registration is free. If you try to watch a video without logging in, you are prompted to do so.
Type electricity into the search box: “Getting to Know Electricity” (save the series and parallel circuits for later) and “Bill Nye – Electrical Current” (up to Nifty Home
Experiment at this time) may be useful. Note that a table of contents opens beside the video so that you may select only certain sections for viewing. There is also an option to watch the video full screen.
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
nd
 Curriculum Outcomes
204-3: State a prediction and a hypothesis based on an observed pattern of events.
204-7: Plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea.
204-8: identify appropriate tools, instruments, and materials to complete their investigations.
205-1 Carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables.
205-9: Use tools and apparatus in a manner that ensures personal safety and the safety of others.
207-2: Communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings and oral language.
303-24:Describe the role of switches in electrical circuits.


Ask the class for a few examples of items that use batteries.
Ask : How long do the batteries last? Wow, ___ weeks! How can that be?
Get students to the idea that switches are useful. If the switch is off, there is no current flowing from the battery.

Introduce the symbol for a switch.
The switch symbol is shown in the “Turn It On!” resource on page 22.
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Materials:
D-battery
1 light bulb
Extra wire
Possible materials to try for switches: paper clip, rubber band, penny, nickel, pop can tab and a Popsicle stick

Have students make predictions about what sorts of materials and shapes would make a good switch and explain their choices.

Ask students to create a circuit that works.

Have them add a switch so it is possible to turn the light bulbs on and off.

Have them draw the circuit with the switch.

How many different switches can they make? Have them make a T chart of working switches and non-working switches (see next page). Students will start talking about conductors. (You may need to introduce term insulator.)
New Brunswick Science Resource Package: Grade 6

Electricity: Circuit Pathways working switch switch doesn’t work
 Assessment:
On observation chart (or other record), note how students are performing on the skill outcomes.
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

Have the class discuss what a switch is, what it does, and how it is represented in electrical diagrams (schematics).

Ask: Why is it important to know about conductors and insulators when making switches?

As a class, revisit ideas on static and current electricity in the Venn diagram activity on page 5. Do we need to revise, add to or change any of these? Is there other information we could add?
Other examples of switches: circuit breakers in a house, bathroom/kitchen GFCI switches, surge protectors on a power bar

What are the characteristics of a working switch? Explain. and/or
What is the best material for a switch? What material is easiest to use? Explain.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a question to refocus attention or suggest the next step in learning is very effective.
Note which students understand the concept of a switch completing and breaking the circuit.
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Electricity: Circuit Pathways

rd
 Curriculum Outcomes
204-3: State a prediction and a hypothesis based on an observed pattern of events.
204-7: Plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea.
205-1 Carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables.
205-9: Use tools and apparatus in a manner that ensures personal safety and the safety of others.
207-2: Communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings and oral language.
303-25: Compare characteristics of series and parallel circuits.

Materials:
2 light bulbs
Extra wire
D battery
Task 1

Ask students to find a way to make 2 bulbs light at the same time then predict what will happen if you take one bulb out of its holder.

Have them test their predictions and record their observations.
Task 2

Ask students to create a circuit so that one bulb stays lighted when the second is missing.

Have them draw the circuit.
 Assessment:
On observation chart (or other record), note how students are performing on the skill outcomes.
Were students able to predict what would happen when one bulb was removed?
Were they able to create a circuit with one bulb lit when the other was removed?
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

Ask one or two groups to share their diagrams with the class. Can students explain that when two bulbs are in series and one bulb is removed, the circuit it broken and no longer works? And when the bulbs are connected to the battery in parallel, a bulb can be removed but the other is still receiving current from the battery.

Use circuit diagrams such as those on pages 23-24 to elicit differences between series and parallel circuits. Or make your own using the SMART board (the symbols are in the gallery). o One way is to sort them into series and parallel circuits without telling students and have students notice what characteristics each group has. o Or if they have a good idea of the differences in circuit types, have the students sort them and explain their reasoning.

Another idea is to have circuit diagrams on the floor. Have students be an electron and walk the circuit. If they have a choice of path, it is a parallel circuit.

Teacher note: To help students visualize the difference between series and parallel, two things can be done
1) Ask the students to use a finger to trace from the battery to the light bulbs back to the battery. If they can trace the entire circuit without lifting their fingers or having to choose a direction, that is series. If there is a branch in the pathway and they have to choose a direction, it is a parallel circuit.
2) Show students a map of a race track and a city. A series circuit is like the Indy 500 race – cars go in circles over and over again. A parallel circuit is like driving through a busy city where multiple streets can be used to get to the same location.

Ask if anyone noticed any differences in how bright the light bulbs were.

Teacher note: Brightness changes with the number of bulbs. Some students may notice that having 2 light bulbs connected in a row (in series), they are dimmer than with just one bulb. However, when 2 bulbs connected in parallel (each bulb attached to the battery) the bulbs are brighter than the bulbs in the series circuit.
Using an analogy of drinking straws and water:
- series is like drinking through straws taped straws together in a single line/row
- parallel is where the straws would be taped together in a bundle to drink.
You will get more water using the bundle of straws than a line of straws – the lights will be brighter in a parallel circuit than in series.

As a class, revisit ideas on static and current electricity in the Venn diagram activity on page 5. Do we need to revise, add to or change any of these? Is there other information we could add?
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
In their journals, have students compare series and parallel circuits.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a question to refocus attention or suggest the next step in learning is very effective.
Note if students can distinguish between a series and parallel circuit.
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
th
 Curriculum Outcomes
204-3: State a prediction and a hypothesis based on an observed pattern of events.
204-7: Plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea.
205-1 Carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables.
205-9: Use tools and apparatus in a manner that ensures personal safety and the safety of others.
206-3 Identify and suggest explanations for patterns and discrepancies in data.
207-2: Communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings and oral language.
303-24:Describe the role of switches in electrical circuits.
303-25: Compare characteristics of series and parallel circuits.

Materials:
D battery wires
2 separate light bulbs
T he student’s best switch
Task 1:
Have students draw a parallel circuit with a switch to turn off only one light bulb.
Task 2:
Have students draw a parallel circuit with a switch that will turn off both light bulbs.
Have students construct and test their diagrammed circuits. They may adjust their diagrams if necessary.
 Assessment:
On observation chart (or other record), note how students are performing on the skill outcomes.
Students should hand in their two labelled diagrams.
 Assessment:
Were students able to successfully complete both of the drawings and test the circuits?
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
Discuss adding a switch to a parallel circuit. What was easy or difficult about these tasks? Why?
How does this compare to adding a switch to a series circuit? (revisiting cycle 2 investigation on page 9)
As a class, revisit ideas on static and current electricity in the Venn diagram activity on page 5. Do we need to revise, add to or change any of these? Is there other information we could add?

What material did you choose for your switch? Why?
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a question to refocus attention or suggest the next step in learning is very effective.
Note if students are able to explain their switch material choice in terms of conductors and ease of use.
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Electricity: Circuit Pathways
Supporting Class Discussion
No one person is as smart as all of us together.
Page Keeley, in the book “Science Formative Assessment” (2008), uses the analogy of ping-pong and volleyball to describe discussion interaction. Ping-pong represents the back and forth question-answer pattern: the teacher asks a question, a student answers, the teacher asks another question, a student answers, and so on. Volleyball represents a different discussion pattern : the teacher asks a question, a student answers, and other students respond in succession; each building upon the previous student’s response. Discussion continues until the teacher “serves” another question.
A “volleyball” discussion encourages deeper student engagement with scientific ideas.
Students state and give reasons for their ideas. Through the interaction, ideas may be challenged and clarified. Extensions and applications of ideas may arise as well.
Discussions should avoid the personal and always revolve around ideas, explanations and reasons.
The goal is for students to achieve better understanding.
Share the ping-pong and volleyball analogies with your students. Good discussion takes practice . You and your students will improve. Many teachers find discussion works best if all students can see each other, such as in a circle, at least until they become accustomed to listening and responding to each other.
As the teacher, you will need to: o establish and maintain a respectful and supportive environment; o provide clear expectations; o keep the talk focused on the science; o carefully orchestrate talk to provide for equitable participation.
It is important to establish discussion norms with your class. Your expectations may include: o Everyone has a right to participate and be heard.
At first, discussions are apt to seem somewhat artificial. Initially, a bulletin board featuring carton talk bubbles with suggested sentence starters may be helpful. o o
Everyone has an obligation to listen and try to understand.
Everyone is obliged to ask questions when they do not understand.
I respectfully disagree . . .
I had a different result . . .
Could you show how you got that information? o The speaker has an obligation to attempt to be clear.
When I was doing ___, I found that . . .
Even though you said ___, I think . . .
The data I have recorded in my notebook is different from what you shared. I found . . .
It is helpful if teacher questions refer to a
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Electricity: Circuit Pathways big idea rather than specifics. (Could humans and chickens move their bones without muscles?) Questions should be phrased so that anyone can enter into the conversation.
Opinion questions are especially good for this (What do you think . . . ?
How do you think . . . ? What if . . . ? Why . . . ?).
Provide plenty of wait time for students. Students give more detailed and complex answers when given sufficient wait time. Allow wait time after student responses. When students are engaged and thinking, they need time to process other responses before contributing. If the discussion is not progressing, have students engage in partner talk .
Partner talk enables the teacher the opportunity to insert “overheard” ideas.
Helpful teacher prompts:
1. What outcome do you predict?
2. Say more about that.
3. What do you mean by . . . ?
4. How do you know?
5. Can you repeat what ____ said in another way?
6. Does anyone agree or disagree with . . . ?
7. Does anyone want to add to or build on to . . . ?
8. Who understands ___’s idea and can explain it in their own words?
9. Let me see if I have got your idea right. Are you saying . . . ?
10. So you are saying that . . .
11. What evidence helped you to think that?
12. Okay, we do not agree. How does each position fit the evidence? What else could we find out?
References:
Keeley, Page (2008). Science Formative Assessment. Thousand Oaks, CA: Corwin
Press and Arlington, VA: NSTA Press
Michaels, Sarah, Shouse,Andrew W., and Schweingruber, Heidi A. (2008). Ready, Set,
SCIENCE!
Washington, DC: The National Academies Press
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At least 2 light bulbs for each pair of students (mini Christmas tree lights work well)
Extra pieces of wire (enough for 3 pieces per pair of students)
Batteries (enough for 1 per student pair)
Materials to try for switches, such as: paper clips, rubber bands, coins, pop can tabs, popsicle sticks
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204-3
204-7
204-8
205-1
205-9
207-2
303-22
303-23
303-24
303-25
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(Cycle 3)



Caution:
Do not stick objects into the empty bulb holder!



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name name name name
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Electricity: Circuit Pathways
204-3
Outcomes
SKILLS hypothesis based on an observed pattern of events
204-7
207-2 Communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings and oral language
Plan a set of steps to solve a practical problem and to carry out a fair test of a science related idea
204-8 instruments and materials for investigations
205-1
State a prediction and a
Choose useful tools,
Carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables
205-9 Use tools and apparatus in a manner that ensures personal safety and the safety of others
Correlations with Cycles
2 nd cycle: Mark/record observations as students make predictions about the materials that would make good switches
3 rd cycle: Mark/record observations as students make predictions during the activity
4 th cycle: Mark/record observations during activity
2 nd cycle: Mark/record observations as students work through the activity
3 rd cycle: Mark/record observations as students work through the activity
4 th cycle: Student drawings; mark/record observations during activity
2 nd cycle: Mark/record observations as students make choices for materials during the activity
1 st cycle: Mark/record observations during activity
2 nd cycle: Mark/record observations during activity, watch for the variety of materials tested
3 rd cycle: Mark/record observations as students work through the activity paying attention to the questions in the blue box pg 11.
4 th cycle: Student drawings; mark/record observations during activity
1 st cycle: Mark/record observations during activity
2 nd cycle: Mark/record observations during activity
3 rd cycle: Mark/record observations during activity
4 th cycle: Mark/record observations during activity
1 st cycle: Student drawings; mark/record observations during whole class discussion
2 nd cycle: Use of chart during activity
3 rd cycle: Mark/record observations during activity and whole class discussion
4 th cycle: Student drawings; mark/record observations during activity
New Brunswick Science Resource Package: Grade 6
Yes No

Electricity: Circuit Pathways
KNOWLEDGE
303-22 Compare the characteristics of static and current electricity
303-23 Compare a variety of electrical pathways by constructing simple circuits
303-24 Describe the role of switches in electrical circuits
303-25 Compare characteristics of series and parallel circuits
Access Prior Knowledge: Mark/record observations during activity
1 ST to 4 th cycle: Mark/record observations during the class revisit of prior knowledge
1 st cycle: Student drawings in activity; mark/record observations during activity and whole class discussion
4 th cycle: Student drawings; mark/record observations during activity
2 nd cycle: Make/record observations during activity; journal entry
4 th cycle: Student drawings; mark/record observations during activity; journal entry
3 rd cycle: Mark/record observations during activity and whole class discussion; journal entry
4 th cycle: Student drawings; mark/record observations during activity
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New Brunswick Science Resource Package: Grade 6

Electricity: Circuit Pathways
I can observe a pattern of events and make a prediction. (204-3)
I can plan a set of steps to solve a problem and carry out a fair test. (204-7)
I can choose useful tools, instruments and/or materials for investigations. (204-8)
I can follow instructions to do an experiment with controlled variables. (205-1)
I can use tools, instruments and materials in a safe manner. (205-9)
I can explain procedures and results. (207-2)
I can compare the characteristics of static and current electricity. (303-22)
I can compare a variety of electrical pathways by constructing simple circuits.
(303-23)
I can describe the role of switches in electrical circuits. (303-24)
I can compare the characteristics of series and parallel circuits. (303-25)
New Brunswick Science Resource Package: Grade 6
29