Grade:

Grade 5
Activity: Science- More Wires
Goals/Key Questions
Goals: How will this lesson meet the overall goals of your overarching
question? What do you hope students will learn?
-

Draw and recognize standard (or most common) symbols for

components of electrical circuits

Objective (connected to PofS): Using the PofS connect your learning

goals to the curricular outcomes. What will students know by the end of this
lesson?
General and Specific Learner Outcomes:
- Demonstrate safe methods for the study of magnetism and electricity,
identify methods for measurement and control, and apply techniques
for evaluating magnetic and electrical properties of materials
Demonstrate that a continuous loop of conducting material is
needed for an uninterrupted flow of current in a circuit.
Distinguish electrical conductorsmaterials that allow electricity to
flow through themfrom insulatorsmaterials that do not allow
electricity to flow through them.
Recognize and demonstrate that some materials, including
resistors, are partial conductors of electricity.
Predict the effect of placing an electrical resistance in a simple
circuit; e.g., in a circuit with a light bulb or electric motor.
- Construct simple circuits, and apply an understanding of circuits to the
construction and control of motorized devices
Given a design task and appropriate materials, invent and construct an
electrical device that meets the task requirements.

Pre-lesson considerations

Smartboard
Blank labels beside names of standard symbols (handout)
Doc file with label names for students to look at
Handout
Have materials ready
D-cell battery
Alligator clip wires
Light bulb

Content:
What is the teacher doing?
Include Key questions, logistics, key
concepts that will be addressed,
methods of formative assessment

Introductio
n (how will you
engage
students?
Connections to
previous
learning?)

Time
est:
10 min

Transition
consideratio
ns

Pull up doc file with labels

Learn to recognize standard
symbols used for circuits
Distribute hand out
- As they are copying it down
What do you notice about
the battery symbol?
o One line is longer, other
is shorter
o Which side do you think
is the positive?
o Long bar is positive
Which ones did we come
across in the previous
lessons?
Battery/cell, lamp
Maybe a switch
- Once we finish copying
these down, we can get to
the more hands on, and more
fun part of this activity

Write down what students will

need
1 D-cell battery
2 alligator clip wires
1 light bulb

What are the students

doing?

Activity 1

(add more if
needed)

Time est:

20

Transition
consideratio
ns
Activity 2

Time Est:

20 min

Go over handout and what

they need to do (first drawing
is what we did a few lessons
ago)
Can choose groups of 2 or 3
Give them 10 seconds to get
themselves organized and sit
together with group
Have 1 person from each
group grab materials (choose
quietest row section one at a
time)
****Circulate and observe as
students fill out worksheet
with partner(s)

Allow them to have some fun

by having them make a
complicated design
Join groups together to make
4 huge groups
Allowed maximum of 4
light bulbs and 3 batteries
Should be enough alligator
wire clips
Once you see everyone has
put it together, have them
draw it out with symbols
(students have 5 mins)
Share if there is time
Send 1 person from each
group to put everything away
(countdown)

Conclusion
-

How will you

know if
students
learned what
you hoped?
Connections
to next
lesson

10 min

Why is it important to know the

standard symbols for electrical
circuits?
Ask for what students think
Universal (What does
universal mean?- everyone
understands it)
Easier and quicker to draw
Cant draw well, but simple
and easy to do

It is important to know the standard

symbols for electrical circuits,
because it is universal. This means
that everyone understands what
they mean, and it makes it easier
and quicker to draw the
components of an electrical circuit.