Electrical Houses
Students are able to use hands-on applications to design and construct houses with
working electrical circuits.
Curriculum/State Standards
S4. A.2. Processes, Procedures, and Tools
of Scientific Investigations
S4. A.2.1 Apply skills necessary to conduct
an experiment or design a solution to
solve a problem
S4. C.2. Forms, Sources, Conversion, &
Transfer of Energy
S4. C.2.1 Recognize basic energy types &
sources, or describe how energy can be
changed from one form to another.
S4. A. 3 Systems, Models, & Patterns
S4. A.3.1.1. Categorize systems as natural
or human-made, e.g., simple electrical
circuits
S4. A.3.2 Use models to illustrate simple
concepts and compare the models to what
they represent
S4. C.1. Structure, Properties &
Interaction of Matter & Energy
S4.C.1.1.1 Use physical properties to
describe matter
S4.C.1.1.2 Categorize/group objects using
physical characteristics
S4.C.2. Forms, Sources, Conversion, &
Transfer of Energy
S4.C.2.1 Recognize basic energy types
and sources or describe how energy can
be changed from one form to another.
Overview
As an ending activity to our electricity
unit, the students designed and built
houses complete with working lights.
They utilized the concepts taught during
this unit to create complete circuits,
switches, parallel and series circuits, and
included conductors and insulators in the
houses.
Objectives
The students will design electric houses
with working lights and switches.
The students will work cooperatively to
plan and implement house designs with
complete circuits, making working lights,
and switches.
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GRADE LEVEL
Materials
mini light bulbs, 9 volt batteries, D
batteries, paperclips, bulb holders,
batter holders, wire strippers, wires,
brass fasteners, brass fasteners,
cardboard boxes, shoe boxes, electrical
tape, masking tape, paint, switches,
filament, fahnestock clips, wires, variety
of materials to use as insulators and
conductors, index cards
Readiness Activity
Making a complete circuit
Creating a switch
Making parallel and series circuits
Identifying parts of a light bulb and parts
of a complete circuit
Differentiate between conductors and
insulators
Strategies/Activities
Students were taught parts of a light
bulb & parts to create a complete circuit.
Pupils worked in pairs to create a
complete circuit using a wire, battery,
and bulb.
Next, they created a complete circuit
using a battery, wires, battery holder,
bulb, battery holder, and light bulb.
Students knew if the light bulb did not
light that it was not a complete circuit.
Students were taught about the
usefulness of conductors and insulators.
Each student was given a baggie of many
items that they could test for conductors/
insulators.
THIS WINNING PROJECT IDEA SUBMITTED BY:
Mickey Hendricks
Fort Washington Elementary School
Washington, PA
4
5
WEEKS
$500
TOTAL BUDGET
Electrical Houses
....continued....
Students used their circuit tester
(bulb, bulb holder, batter, battery
holder, wires) to see if the item
was a conductor or insulator. If
the light bulb lit, the item was a
conductor. If it did not light, it
was an insulator.
Students created series circuits
and parallel circuits and were
able to identify how they were
similar and different. They could
determine their usefulness as
well.
Pupils created a handmade
switch using index cards, a
paper clip, brass washers, brass
fasteners, and fahnestock clips.
After performing all of these
lessons, students worked with
partners to design and construct
electric houses with working
lights and switches.
Culminating Activity
The culminating activity for this
unit was to work with a partner
to construct a working electric
house. Each house included
working lights and two homemade
switches. Teams worked together
to create a theme surrounding
their house. Houses were
displayed for parents for Open
House, and other classes came to
view the electric houses.
Evaluation Method
Students were given an end
of chapter assessment on the
material covered in our electricity
unit.
Students were graded using a
rubric on their electric houses.
Students graded themselves
using a self-assessment rubric
on their houses and cooperative
working skills.
Electricity notebooks were
collected and graded using a
checklist scoring guide.