Los Angeles Charter School Science Partnership
Model-Based Inquiry Lesson Plan
Lesson Title: Series and Parallel Circuits
Topic/ Focus Area: Comparing Series and Parallel Circuits
Subject or Grade Level: 4 Physical Science
Major Concept of Lesson:
Series circuits differ from parallel circuits in the number of pathways available for the electric
current to travel through. In series, there is only one possible pathway, whereas in parallel
circuits, there is more than one.
Model:
Students will generate diagrammatic and written models of circuits to explain the difference
between series and parallel circuits.
California Standard(s) to be addressed: (Grade, Strand, Standard, Substandard)
a. Students know how to design and build simple series and parallel circuits by
using components such as wires, batteries, and bulbs.
2. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform
investigations. Students will:
b. Formulate and justify predictions based on cause-and-effect relationships.
Student Objectives:
Ss will be able to predict and test a model that explains a 1) series circuit and a 2)parallel circuit
Ss will be able to engage in a problem solving approach that involves doing repeated trials,
documentation, and working in a social setting to share ideas and accomplish a task.
Materials and Resources: (references; web sites; science equipment and supplies, etc.)
For each group:
Two batteries (we found that one battery might not be strong enough to work with two bulbs)
Two small bulbs (flashlight bulbs), available from hardware stores or science supply
Four wire cables (the kind with alligator clips on the ends is the easiest for young children to
handle)
2 battery holders
Two bulb holders
Lesson Implementation Logistics:
This lesson focuses only on series and parallel circuits. We agreed that the lesson prior to this
one should address simple circuits, in which students try to light a bulb using a battery, one wire,
and bulb. Students should be given time to develop their models of this simple circuit (diagrams
with written explanation), and the teacher should introduce the movement of electric current
through the circuit, the role of a switch (open and closed circuits), and relevant vocabulary
(source, conductor, insulator, switch, resistor, bulb filament, electricity, electric current, load,
positive and negative charge, contact, etc). The teacher could also reinforce the concepts through
the use of other models (teacher or student-generated) such as TPR, that is, having Ss act out an
electric current, or using pictorial diagrams (e.g. the Magic School bus going through a current).
Teacher should test all bulbs and batteries before the activity to make sure they all work well.
Also, make sure that Ss know there should be good battery-to-wire and battery-to-battery contact.
Steps of the Lesson
Learning Activities which lead to Model:
Teacher Questions
for Activity:
Key questions that
show progression
from
lower
to
higher
order
thinking.
Anticipated
Student
Responses,
Questions
and Errors:
T:
What
is
happening? How is
this similar to the
simple circuits you
built in the last
lesson?
S:
The
electricity is
flowing
through all of
us.
ENGAGE
UFO Ball Activity:
All Ss and T stand around the classroom in a large circle,
holding hands or contacting each other. Teacher holds
UFO ball from one of the contact points and has a S hold
the other contact point on the ball. Wait for current to
travel around circle and reach ball, at which point ball
should light up.
T: What happens if S: There will
Ask: What is happening here? How is this similar to the we break arms?
be a gap and
simple circuits you built in the last lesson?
the lights will
go off and
To get Ss to wonder, but without explaining “series and
the
sound
parallel”, use two balls and get both to light up. Then
will stop.
remove one and see what happens to the other ball.
Teacher
Response to
Students and
Teacher
Intervention
Activities or
Strategies
What is happening here? Accept answers but do not T: Where does the
discuss too much at this point.
electricity
come
from?
(Optional)Then use two balls, forming a parallel circuit,
and get one to stay lit when the other is taken away. Ask
What is happening here? Again, accept answers but do
not discuss much.
S:
The
electricity
came from
the inside the
ball
and
flows
through each
of us.
T:
What
produced the
electricity
inside
the
ball?
S: That one
represents a
battery
S: The wavy
line
represents a
wire
S: The square
represents the
battery clip
S: The circle
represents a
light
bulb
stand
S:
That
symbol
represents the
unlit bulb
S:
That
symbol
represents the
lighted bulb.
The teacher
will monitor
and see if
students are
using
the
symbols
provided
in
their
worksheets.
EXPLORE
Discovering the Difference Between Series and ParallelCircuits-Students will do an inquiry based activity in
which they create a series and parallel circuit one at a
time.
1. T explains the Trials Log Worksheet for Series Circuit
first. (Do not pass out materials yet.) T lists materials that
will be given to each group and reviews symbols and
what they represent.. Symbols can be projected or posted T: What do you
on board.
think these symbols
represent?
2. Initial Model: Working in pairs, partner 1 will draw a
diagram under trial 1.
3. T hands out materials. Partner 2 works with partner 1
to test the prediction, and records “yes” if the circuit
worked or “no” if it did not.
4. If it did not work, partner 2 will diagram a circuit and
assist partner 1 in building it. Continue in this fashion
until the partner group is successful.
5. Revised Models: T passes out Electric Circuit Model
Worksheet and Ss work together to complete it (diagram
model and explanation.)
ONE STUDENT MUST COMPLETE THE DIAGRAM
AND THE OTHER STUDENT THE EXPLANATION.
ENCOURAGE Ss TO TALK TO ONE ANOTHER
AND SHARE IDEAS.
Ss discuss: How is this circuit different from our initial
ideas (initial model)? What have we learned?
5. Be sure Ss use
accurate
labeling
and use of arrows
to
show
directionality.
6. T now distributes additional supplies for the parallel
circuit. Ss repeat steps 1-3 (i.e. pass out the Trials Log
Worksheet for Parallel Circuit now, etc.)
T: Review symbols
7. NOTE: For #5 on the Electric Circuit Model with the student
Worksheet, Ss should use vocabulary words from the
posted Word List.
EXPLAIN
A. Student Explanation:
1. Teacher selects pairs of Ss to share their Electric
Circuits Model Worksheets with the rest of the class,
preferably using an ELMO/Doc Projector. Students
explain their revised models in which they describe
where the electricity travels in both the series and parallel
circuits.
What
is
the
difference between
the way electricity
travels in the two
circuits you have
created? Talk to
your partner first
before writing.
More importantly, students will also explain # 5, in
which they compare the two circuits!
B. Teacher Explanation:
T uses “Lesson 11” sheet to explain and summarize the
two circuits. Clear up misconceptions and model the use
of the vocabulary. Be sure to explain the current flow in
step by step fashion, using the same starting point as Ss.
ELABORATE
Four Scenarios:
- Scenario: My whole strand of Christmas lights
has gone out. Why?
- Scenario: One of the lights on my strand of
Christmas lights is broken, but the rest of the
strand still turns on. Why?
- Scenario: You turn on the light switch to your
room, but the lights do not turn on. Why?
- Scenario: My flashlight won’t work. Why?
EVALUATE
Ss will be given time to redraw and rewrite their models
and explanations (Electric Circuits Models Worksheets).
T will evaluate these revised models/explanations.
-Will all strands of
Christmas lights go
out, or are there
different types?
-What would cause
some of the lights
to light up while the
others remain on?
-Is there a way to
test
where
the
circuit has been
broken?
-What
type
of
circuit makes up a
flashlight?
-How can you
determine the cause
of an inoperable
flashlight?
The
difference is
that in a
parallel
circuit,
the
electric
circuit
can
follow more
than
one
path. This is
why the 2nd
bulb stays lit,
because
electricity
can still get
to it.
-Students
may link the
issue to an
unplugged
strand or a
broken bulb.
-Students
may question
the parallel
circuitry of
the
strand
(may not be
able
to
visualize how
parallel
circuits can
be formed in
such a small
space.
If Ss do not
understand
parallel
circuits, T can
demonstrate
using the two
UFO
balls
again.
Have a strand
of Christmas
lights and a
flashlight
available.
Have
a
diagram of the
circuitry of a
house.
Students who
have
difficulty
understanding
how a circuit
works
can
continue
to
manipulate
the
components
Where is the until
they
battery? Is it understand.
in the wall?