Modelling Electricity – Voltage & Current Lesson Plan
Assessment Focus 1: Thinking scientifically / Thread 1: Using models for and in explanations L3-8
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Understand more about how current and potential difference behaves in circuits
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Use and evaluate models of circuits
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Work as a team in different roles
SEAL: Working in teams, self-awareness, self regulation leading to better social skills.
PLTs: Team work collaborate with others to work towards common goals
Learning Styles: Visual/Audio from PPT and handouts, Kinaesthetic – building models. Also possible HW extension with Learning Styles focus.
G&T/SEN: Group work can be accessed at different levels using assessment grids. Also each model has varied levels of complexity. Pupils will access at their
own then others level in group which may help them exceed target grade. Extension pupils can create their own models to use in further lessons.
AFL: Shared aims and outcomes, pupils assessing each other in teams and when presenting from AF1 criteria sheet
Cross Curric: Pupils applying models to everyday physical life experiences such as central heating or skiing
Classroom Assistant: see notes below
General Equipment List
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1m ruler
Laptop/ VGA Connection point + Data Projector
Mini whiteboard & pen one for each pupil.
Tables set out in groups of 4 places if possible for group work.
Speakers
Two power sockets
H&S: No Specific Risk Assessment Required
Equipment for each team of Pupils (teams of 5/6)
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Glue /Pritstick
Cellotape
String
Drinking Straws at least 10
1 sheet of A2 colour paper
Several sheets of white A4 paper
Coloured pens / pencils
Mr Powell 2011
Main Pupil Activity – 20 minutes
Bell Ringer – 1 min Images of “Models” – have to guess
Main Teacher Intro - 2 mins Aims of sessions from slide
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Starter - 5 mins
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Pupils have white boards and asked to draw a simple circuit to
check prior learning
Asked to complete several more diagrams which exhibit
understanding of how circuits behave.
Models – individual to group
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2.
3.
4.
5.
Main Teacher Intro to Models of Circuits - 5 mins
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Explain what lesson is about & criteria
What is a Coulomb
What happens inside circuits... J/C model
Mini Plenary – 2mins
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Mini white board draw / explain your understanding of what an
electron is to an Alien.
Pupils grouped into teams – by their choice as group is unknown to me
Given a booklet of information about simple circuits to share and read.
Pupils build 3D model of any electrical circuit they can, also filling in review
sheets.
Each person has role in team. They choose as I don’t know students.
Donkey Model
Ski Slope, Lift
Central Heating Model
Lorries
Runners
Plenary Activity - 10 mins
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1min talking + 1 min Q/A. Pupils exhibit their model and explain why it is a good
model and also any flaws or issues they have spotted?
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Presenter takes role of doing the talking. Rest of class ask questions during each
slot and fill in their sheets.
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Lead discussion for comparing models pupils can draw together all ideas.
Extension Work / Thinking
1. Any groups who finish their own model early in group work can think of their own model and discuss as a team and compare to the one given.
2. If pupils don’t have time for 1 in the lesson can do for HW activity and present next lesson. They can pick a style of presentation of their own choice
to match learning style i.e. video, ppt, picture, words, poem
Mr Powell 2011
Teaching Assistant Brief
Learning Pathway & Progression
Please can you support assigned student in their group work and adjust
work to correct NC level also support any classroom management issues.
In terms of lesson content it is important that pupils don’t fall into the
trap of any misconceptions which often occur in electricity (see lesson
plan sheet). If any come up in discussion please address and refer to me
if you cannot dispel the myth and I can clarify.
Possible Misconceptions to Avoid / Dispel
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objects become positively charged because they have gained
protons, or electrons have been destroyed
all atoms have a charge
current flows from a battery (or other source of electricity) to a
light bulb, but not from the light bulb to the battery
current flows out of both terminals of a battery or power-pack
(the ‘clashing' current model)
current is used up in a circuit
all the electrons in an electrical circuit are initially contained in
the battery or other source of the electricity
electrons change into light when a lamp is turned on
wires are hollow like a water hose and electrons move inside the
hollow space
as a battery is a store of energy, a larger battery will always make
a motor run faster or a bulb glow brighter
voltage is the same as current
Mr Powell 2011
Answers
What forms the
circuit in this
model?
What goes round
the circuit?
Donkey Model
Ski Slope
Central Heating
Lorries & Loads
Runners in Race
Track
Ski slope tracks
Water Pipes
Road Network
Running Track
Donkeys
Skiers
Water
Trucks
Runners
What represents
energy in the
circuit?
Bags of Hay
Height of slopes
Heat
Load carried
Energy level of
runner from
muscles
Where does the
current collect
energy?
Barn
Ski Lift
Boiler / Hot water
tank
Depot
Isotonic Drinks
Where does it
give up energy?
To animals in field
As it loses height
Radiators
Customer
Surroundings
Which model is
better & why?
Donkey is good at
idea of delivering
joules of energy
and then carrying
on.
Good for idea of
voltage of cell or
potential hill
Idea of flowing
water in pipe very
like electron flow
in water
Roadways fixed
Good as it shows
like wires, good for current splitting
normal idea of
up...
delvery of items or
“energy”
Mr Powell 2011
Name:
Electricity Models Evaluation Sheet
Donkey Model
Ski Slope
What forms the
circuit in this
model?
Central Heating
Lorries & Loads
Water Pipes
What goes round
the circuit?
What represents
energy in the
circuit?
Runners
Bags of Hay
Where does the
current collect
energy?
Where does it
give up energy?
Which model is
better & why?
Runners in Race
Depot
Isotonic Drinks
As it loses height
Good as it shows
current splitting up...
Mr Powell 2011
Tick any boxes which refer to ideas that you think you personally or your group have worked on. Also add comments in the personal reflection
box to explain how this related to your work...
Possible Actions
Personal Reflection
Level 3
Make a model to represent
something you have seen
Level 4
Describe scientific ideas using
scientific terms
Describe scientific ideas using
a physical model
Level 5
Explain ideas or events using
abstract models
Develop a description that
uses abstract ideas or models
of more than one step
Suggest solutions to
problems using scientific
ideas
Level 6
Explain logically ideas or
events using abstract models
in new situations
Say what is good or bad
about a model
Select the most
appropriate model to
explain an idea
Level 7
Develop original models to
explain ideas and events
Justify the selection of a
model to explain an idea
Use language that is
ambitious, clear and
relevant to the context
Level 8
Explain events logically linking
Explain events explicitly
different ideas or models
linking different ideas or
beyond the level expected in
models
normal science lessons
Use criteria to evaluate
the appropriateness of a
model
Mr Powell 2011