LESSON PLAN FOR SIMPLE CIRCUIT
Episode One 301 – Electric Energy (Physical Science)
Harnessing energy is a complex task that scientists and engineers make look easy. In this episode of
Indiana Expeditions electric energy is investigated from power plants, wind turbines, electric cars and the
“grid” that keeps the flow moving. Power plants, wind turbines, and futuristic electric cars all have one
thing in common – they all contain simple circuits. In this lesson students learn how to transfer electric
current to make a simple circuit light a bulb.
Funded by:
Eli Lilly and Company Foundation
Dr. Laura Hare Charitable Trust
Indiana Academy of Science
Overview
Students will gain an understanding of how to create a simple electric circuit that includes a source
(battery), path (wire), and an appliance (bulb).
Background information
A simple circuit is like a circle of electricity. Electrical energy travels through the circuit from a source
(battery) along a path (wire) to an appliance (light bulb). Energy will continue to flow as long as the circle
is complete. The battery has two poles (+ and -) and the appliance has two contacts. Students must be
given time to investigate and try out different ways to make the simple circuit complete and light the bulb.
Scientists, engineers, and electrical technicians use a set of symbols to map an electrical circuit.
Electricity will pass through conductors (metals) and not through insulators (glass and plastic).
Connections to the Indiana Academic Core Standards for Science, Grades 3 – 7
The following standards contain the grade-level standards and indicators addressed in this lesson.
4.1.3, 4.1.4, 4.1.5
Science Process Skills
 Calculating
 Communicating
 Hypothesizing and predicting
 Inferring
 Testing
Estimated Time Requirement
One 45- minute session
Materials
 Wire (telephone) – insulated or bare
 Safety goggles
 Battery
 Scissors
 1 ½ volt light bulb
 Masking tape
 Student worksheet
 Optional – a flashlight or a key chain LED light contains all materials needed
Vocabulary
Circuit
Battery
Source
Bulb
Appliance
Wire
Path
Switch
Conductor
Insulator
Series Circuit
Parallel Circuit
Objectives
Students will be able to:
identify parts of a simple circuit,
identify and explain the path that electric current takes power an appliance,
understand symbols used to diagram an electric circuit.
Procedure
Anticipatory set:
 Visit the website: www.IndianaExpeditions.org
 View the Electric Energy Indiana Expeditions season 3 segment
 View the video lesson from the this episode
Lesson sequence:
 Inform the students that today they are all going to learn a secret language used by electricians
around the world.
 Share the electric schematic symbols on the worksheet. Ask students to infer what they are used
for. Explain that they are symbols used to diagram (draw) an electric circuit.
 Match each symbol with the vocabulary word.
 Write “Simple Circuit” on the board. Ask students to examine the word circuit and ask if they
know of a word that that sound similar – circle. Tell them that a circuit is like a circle. Electrical
energy goes around the circuit – like a circle.
 Pass out materials
 Allow time for students to investigate the materials to make the light come on. Students may
work in pairs. Using readily available materials is cost effective. However, using masking tape to
connect the wire onto the ends of the battery and light bulb is difficult for some students.
 Encourage students to complete the circuit. Some students will have success quickly – while
others may take more time. Ask students who complete the light to help others. Challenge
students to find other ways to make the light come on. For example, what part of your desk or
chair can be used to make the light come on? Metal on the chair, desk, or from objects in their
art box will conduct electricity and complete the circuit.
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As students gain success in making the light come on – turn off the overhead lights. Students will
enjoy seeing the light they turn on.
Once all students have completed a circuit ask them to tape the components onto their
worksheet.
Ask students to label all parts of the circuit: path (wire), source (battery), appliance (bulb).
Add the electric schematic symbols to the completed circuit on the paper.
Closure:
Ask the students to apply what they have learned to make a simple circuit. Ask each student to share
their circuit and demonstrate how it lights the bulb.
Suggested Student Assessment
Objectives:
Ask students to write and/or illustrate what they did during this activity and what
they learned from their participation in the activity. Students record their results on their
worksheet.
Extending the Lesson
 Have students investigate the difference between a simple circuit, series circuit, and a parallel
circuit. Have groups work together to create a series circuit and a parallel circuit. Use a Venn
diagram to compare the two types.
 Ask students to create a new invention with their circuit. For example, how can you make a
pencil with a built-in light bulb? Use the materials to make this invention.
 Introduce a switch for the simple circuit. Challenge students to make a switch for their circuits
using common objects – paper clips, aluminum foil, metal feral on a pencil, etc.
Electrical Diagram Schematic Symbols
Source of Lesson
Rick Crosslin
To learn more, visit the website at www.IndianaExpeditions.org
Simple Circuit
Name:____________________
Date: ______________
Today I discovered:
_____________________________________________________________________________
Vocabulary: Circuit, Battery, Source, Path, Wire, Appliance, Bulb, Series Circuit, Parallel Circuit
_____________________________________________________________________________
Simple Circuit Diagram – use tape to place parts here. Label each part and add symbol above.