PS.4.2.2

Use models to explain a simple electrical circuit and the necessary components.

District Recommended Resources for 4th Grade Science

Invisible Forces Activity Pack

Teacher Resources:

Magnets and Materials
Magnetic Force
Static Electricity
Student Resources

Forces, Matter, and Energy Kit Resources

Activity Packs available for purchase. Full kit rental options are also available. See your administrator.

Science Phenomena Resources

Other Phenomena Sites

Next Generation Science Standards YouTube Channel

Step 1: Lesson Standards & Learning Goals

NC K-12 Science Supporting Document Grade 4

Dimension 1:

Science and Engineering Practice: Develop and Use Models: Use a model to test cause and effect relationships or interactions concerning the functioning of a designed system (NSTA SEP Matrix).

Dimension 2:

Crosscutting Concepts: Systems and System Models

Dimension 3:

Disciplinary Core Ideas:

PS3.B Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy (e.g., moving water driving a spinning turbine which generates electric currents)(A Framework for K-12 Science Education).

Sample Essential Questions

How do the components of a circuit work together to allow electrical energy to flow?
What are the components of a working circuit?
How can we use models to show the flow of electricity in a circuit?
How do simple electrical circuits apply to everyday devices and technology?

Vocabulary

circuit - (open circuit and closed circuit)
conductor
current
electricity
energy transfer
insulator
loop
pathway
source
switch

Students will be able to...

Explain - Constructing a cause-and-effect model of a system

Students recognize that electrical energy in a circuit can be transformed into other forms of energy (e.g., heat, light, sound, motion).
Ask Questions- Students identify questions that can be answered by an investigation (e.g., How do I light the lightbulb?)
Develop and Use Models- Students develop and use models to show their understanding of the flow of energy within a circuit. Students can test different models of the circuits with switches, energy sources, and energy users.

Students will know...

Students know circuits are the pathway for energy flow.
Students know circuits can be open or closed.
- Energy only flows in closed circuits.
- Energy flow can be interrupted when the circuit is opened (e.g., with a switch or disconnecting the energy source)
Students know Simple circuits include a source (battery or other energy source), energy user (a light bulb or other device that uses energy), and an energy pathway or circuit (conducting wires that connect the two terminals of the battery).

Step 2: Assessment

Formative Assessments

Writing Prompts

What do you think would happen to the system if you increased/decreased ____________ (e.g. the number of batteries)? (the light bulb would glow brighter; dimmer).
Under what conditions does the energy flow through the system? (In a closed circuit, properly attached to the wires, a source, and user).
What are the components of a simple circuit? (e.g., wires, battery, lightbulb, switch)
How is energy transformed in the circuit? (energy from the battery is transformed into light energy in the light bulb)

Mini Projects and Investigations

Lemon Battery Model
How to Turn a Potato into a Battery - Science Buddies
Potato Power - STEM Generation
Snap Circuits
Makey Makey

NCDPI Formative Assessment Samples

4th Grade

Mastery Connect

Culminating Activity

Use a Model to Explain

- Label a circuit diagram.
- Write to explain why each component is necessary to make the light bulb illuminate. Include content and grade level appropriate vocabulary including words such as: circuit - (open circuit and closed circuit), current, electricity, pathway, source, switch