FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 weeks 6-10 YEAR LEVEL: Year 6 LEARNING AREA/TOPIC: Science – Physical sciences
AUSTRALIAN CURRICULUM - SCIENCE
General Capabilities:
Critical and creative Personal and social
Literacy Numeracy ICT Ethical Behaviour Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

AUSTRALIAN
CURRICULUM SPECIFIC TEACHING & LEARNING
WEEK/ ASSESSMENT KEY
LINKS LESSON EXPERIENCES RESOURCES
LESSON Science Science as Science (what & how) QUESTIONS
OBJECTIVE (include learner diversity)
Underst a Human Inquiry
anding Endeavour Skills
Week 7 ACSS ACSHE0 ACSIS10 Students will be STW chart – the EXPLORE: Light up my life (Pushed back one week) What happens if you Students’
U097 98 7 able to: teacher will collect Learning Intention: We are going to explore how the students can light up a light touch the wire on other science
Lesson 1
ACSIS22 Draw three students’ notes on bulb with a battery and one or two wires. parts of the light bulb? journals.
Friday 1 prediction circuits what they see, Introduction: What happens if you 1 enlarged
ACSIS11 that will light a what they think 1. In small groups students will receive a photo relating to electricity. touch the wire on other copy of
30/8/2019
0 light bulb and and what they 2. In their small groups, students will think-pair-share on the photo in front of them parts of the battery? resource sheet.
Period give reasons wonder cards and and each group has a different photo. Which parts of the light 1 copy of the
behind their how they think it 3. The teacher will then hand out four cards for the students to write on. bulb/battery seem to be modified PROE
4&5
predictions. works on 4. Students are to answer on their photo, what they see, what they think, what they the same? record: Lighting
electricity wonder and how do they think it works. Which parts of the light up my life
Construct and 5. As a class, each group will share their photo and what they have written on each bulb/battery seem to be resource sheet
test their three Work sample – card. the different? per student.
circuits and PROE chart and Lesson Steps: Why does it matter Spare batteries
record their checking students 1. Explain to the students the learning intention of the lesson and the expectations where you place the and light bulbs.
observations and have answered for this lesson. wires? Per team
explanations in each section of 2. Explain and model each step of the predict, reason, observe, explain (PROE) Can you make a 1 battery.
the ‘PROE’ the activity sheet. strategy / resource sheet to the class. functional unit using 1 light bulb.
resource sheet. It is part of the 3. Each team member will receive this resource sheet and the teacher will explain only one wire? 2 pieces of
formative what equipment they are allowed to use. If the light did not turn insulated wire.
Draw a circuit assessment and 4. In their teams, students will predict by drawing 3 different ways to connect the on, what would you
diagram using involves equipment that will make the bulb light up or not light up. need to check? PowerPoint on
the battery, wire monitoring 5. Students record their predictions and reasons why the light bulb will and will not How do you think the electrical
and bulb circuit students’ light up under each drawing. light bulb needs to be circuits.
symbols. development of 6. Each team will construct and test their three prediction circuits and will record connected to make it
understanding and their observation notes on each circuit in the observe section and take notes on work? Why did this Science
giving them any changes made. arrangement work/not vocabulary
feedback that 7. Discuss safety areas when conducting the experiment. work? How would you journal.
extends their 8. Students will then complete the explain section on the sheet, stating if their change it to make it
learning. prediction was correct or incorrect and explain why. work?
9. Class discussion on students’ findings and different circuits. Why is it confusing if
Record students’ 10.Teacher will use a student’s drawings of a circuit that works and does not work we represent circuits in
progress in a to the class, and the class will compare the circuits. different ways?
checklist and 11.Introduce the term ‘circuit’ and ‘electric circuit’ and discuss what it means to in What is a circuit
comment on any relation to the class experiment. diagram?
student who 12.Review drawings on the board and discuss similarities and differences in the What are other
needs more help. way students have represented the equipment. meanings for the word
 13.Introduce and discuss the symbols used to represent the equipment students circuit?
have already used (battery, wire and light bulb) and how to draw a professional
circuit diagram.
14.Teacher will model how to draw one of the circuits on the board.
15.Students will redraw their three prediction circuits as a circuit diagram using the
correct symbols that represent the equipment.
Lesson Closure:
1. With another colour pen students will then go back to their explanations in the
experiment and rewrite their explanations.
2. Students will write on a different colour sticky note what they have learnt from
this lesson and on another sticky note what they are still struggling to
understand or would like to know in science.
Enabler: Students who struggle in science will have premade circuits drawn in their
prediction section and they have to write whether it will work or not and explain why
and will be in a team with support and guidance.
Extension: Students can redraw their torch diagram as a circuit diagram and
include names and symbols of parts.
Week 8 ACSS ACSHE0 ACSIS10 Students will be Diagnostic EXPLORE: Light bulb explorers What have you noticed Science
U097 98 7 able to: assessment – Learning Intention: We will be focusing on exploring light bulbs. about the light bulb? journals.
Lesson 2
ASCHE1 ACSIS11 drawing a labelled Introduction: Why do you think the 1 light bulb per
Friday 00 0 Draw and label a diagram of a light 1. Teacher and students will recap what completed from the previous lesson, filament is that shape? group.
light bulb from bulb from memory explaining the experiment they participated in What do you think the 1 magnifying
6/9/2019
memory and and from 2. Introduce the term ‘circuit’ and ‘electric circuit’ and discuss what it means to in filament is made of? glass.
Period from observation. observation. relation to the class experiment. Where do you think the 1 copy of
3. Review drawings on the board and discuss similarities and differences in the light bulb connects to ‘inside a light
4&5
Label the parts of Work sample – way students have represented the equipment. the circuit? bulb’ resource
a light bulb. the diagrams the 4. Introduce and discuss the symbols used to represent the equipment students sheet per
students have have already used (battery, wire and light bulb) and how to draw a professional 4 Key questions: group.
Explain the completed and circuit diagram. Why does the filament
function of each noticing the 5. Teacher will model how to draw one of the circuits on the board. have the shape it does? Small circle
part of a light change between 6. Students will redraw their three prediction circuits as a circuit diagram using the What is the filament (sticky notes)
bulb. diagrams and their correct symbols that represent the equipment. made of? paper for class
labelling of the Lesson Steps: Why are there two brainstorm.
Identify the parts. 7. Explain to the students the learning intention of the lesson and the expectations different connection
similarities and Checking students for this lesson. points? Glue.
difference have labelled the 8. Think-pair-share and brainstorm places and items that use light bulbs; write on a How does the light bulb
between the light bulb correctly. piece of paper and stick the paper on the board. light up? Scissors.
characteristics of 9. Students are to imagine and draw a light bulb in their books and label it with any
the three Recording notes information they currently know. Pencil case.
different light of students’ 10.Discuss the features and purpose of a labelled diagram.
bulbs through a progress and their 11.Model how to draw a light bulb, how to label a diagram and how to set up their Ruler.
Venn diagram achieving the books for this activity.
objectives in a 12.After this, students will work in groups and will receive a light bulb in each group Science
checklist. for the group to analyse – think-pair-share on what they see. vocabulary
13.Students will draw another diagram of the light bulb adding and changing any journal.
features from the previous drawing, such as measurements (drawing a scale),
i.e. include more detail. Laptops.
14.Discuss safety areas of having the light bulb on the table.
15.Students will compare the drawing of the light bulb they did from memory with
the one they did from observation and discuss differences and ideas.
16.Each group will receive an enlarged copy of the ‘inside a light bulb’ resource
sheet.
17.Each group will read the activity and information, highlight any interesting or
unfamiliar vocabulary and then complete the labelling activity.
18.As a class check that the diagram is labelled correctly.
19.Under each label, students will write the function of each part of the light bulb in
their own words and with the assistance of the information provided.
20.Compile a list of the interesting or unfamiliar words that students marked in their
text.
 21.In groups, students will locate words in the dictionary and come with their own
definitions of the words and write them in their science vocabulary journal.
22.Discuss these words and record the students’ suggestions on how to describe
them.
Lesson Closure:
23.Students will research facts on three different light bulbs, LED, Incandescent
bulb and fluorescent bulb
24.Students will fill in a Venn diagram on all three bulbs and explain similarities and
differences between the bulbs
25.Students will share their facts to the class about the three different bulbs and
explain which one is the most efficient and friendly bulb
Enabler: The teacher will give a basic outline of the globe for the student to fill in
and make changes. Student will receive definitions of the terms for the back of her
book to help her remember them.
Extension: Students investigate the inventor of the first light bulb and write five
interesting facts about the inventor’s life.
Week 8 ACSS ACSHE0 Students will be Formative EXPLORE: Alessandro Volta: Battery maker What does V or volts Science books.
U097 98 ACSIS11 able to: assessment – mean on the battery or
Lesson 3 This lesson is now given as homework and moving onto enacting electrons.
ACSHE0 0 Work monitoring what could it represent? Will it light up
Tuesday 99 cooperatively in students’ Learning Intention: read a biography to find out about a person who made an Who knows the history T-charts.
ACSHE1 pairs to create development of important contribution to the development of the battery. of a battery? Who Cut outs of light
10/9/2019 Introduction:
00 two circuits that understanding and created the battery, and bulbs and
Period will light up and giving them 1. Students will receive a T-chart of ‘it will light’ and ‘it will not light’. when was it invented? batteries.
not light up. feedback that 2. In small groups, students will create 2 examples of circuits that would work and 2 Key questions: Glue.
4&5 examples of circuits that would not work under each heading, thinking back to
extends their What features could we Aluminium foil.
Identify the learning. the previous lesson. find in this biography?
different 3. Students will receive cut out light bulbs, batteries and aluminium foil to Who usually writes Projector.
characteristics Classroom display demonstrate the wires. such texts?
batteries have. of students’ T- 4. Students will share their examples and explain, using terminology they have What evidence does Whiteboard
chart circuits. learnt, why the circuit works and why it does not work. the author have to and markers.
Create a Lesson Steps: show that this is a true
chronological list Observing and 1. Students will sit at their table groups and each group will receive a different kind representation of the 4 different
to represent listening to of battery. person’s life? batteries (1.5V,
significant events students’ answers 2. Students are to describe their battery and their characteristics such battery size Why are such texts watch battery,
in Volta’s life. in classroom and the labelled voltage. The characteristics of each of these batteries will be written? large battery ‘D’
discussion on recorded on a class table. size, add one
Alessandro Volta 3. Class discussion/brainstorm on what we know about batteries and what objects Key questions: more).
and the purpose of use batteries and how many batteries they use. Why has the author
biographies. 4. Explain to the students the learning intention of the lesson and the expectations used a cartoon for this Enlarged copy
for this lesson biography? of Alessandro
Work sample – 5. On the projector, introduce the biography of ‘Alessandro Volta: Battery maker’. Does the cartoon make Volta’s
chronological list. 6. Ask students to share their ideas about biographies and what they are used for – the biography more or biography on
ask key questions. less believable? the projector
7. Each pair will receive a biography and will have 5 minutes to read the biography What is your prediction and a copy for
to themselves and highlight any words they are unsure of and apply these words on what a volt is? each pair.
to their science vocabulary journal.
8. As a class, read the biography together and discuss any words the students are 1 copy of the
unsure about. chronological
9. Discuss what the biography of ‘Alessandro Volta: Battery maker’ suggests about list (resource
the ways that scientists develop and / or change their ideas. sheet 5).
10.Students will write a reflection in the journal critically analysing the biography
using key questions to support their reflection. Laptops for
11.In pairs, students will create a chronological list to represent significant events in further
Volta’s life. research.
12.Students will share and justify why they consider the events they listed
significant and will make a class chronological list. Science
Lesson Closure: vocabulary
1. Returning to the class brainstorm on batteries and using their biography, journals.
students will receive a sticky note and write a prediction on what they think a volt
 is and why Volt was named Alessandro Volta.
2. After this, students will receive magazines, newspapers and catalogues and find
images of battery-operated devices.
3. As a class, make a class collage of batteries that we use in our world.
4. Students will place their predictions on the class collage.
Enabler: Students will be placed in a pair where students can work well together
and help each other achieve the tasks required for the lesson.
Extension: Students research further information about Volta and add more
information to the chronological list. Students can then make a multi-media
presentation about his life and research.

Week 9 ACSS ACSHE0 ACSIS10 Students will be Observing EXPLAIN: Enacting electrons What is the role of the Definitions and
U097 98 7 able to: students’ Learning Intention: we are going continue our research of electric circuits and battery? explaining key
Lesson 3
ACSHE1 ACSIS11 Participate in a participation in the focus on the components of an electric circuit. What is the role of terms on a
Friday 00 0 role-play role-play and 1st Lesson: electrons? PowerPoint.
improvisation on listening to their 1. Students will participate in a whole-class role-play to represent what happens in What is the role of the
20/9/2019
the components responses and an electric circuit in the shared area. bulb? Laptop and
Period in a circuit. explanations: 2. Teacher will assign roles to students and each student will participate in the flow What is a volt? projector
visual of a circuit. What does transfer
4&5
Describe and representation / 3. Once students are in their positions the teacher will explain how the electrons mean? Science
explain the role group activities. can carry electrical energy around the circuit. What does transform vocabulary
of each 4. Discuss where the electrical energy will be sourced from and where it will travel mean? journal.
component in a Checking to.
complete circuit vocabulary diary is 5. Introduce the packets of energy (counters) that the ‘battery’ will provide to the How many connection Science books.
and how they all up-to-date and the ‘electrons’. points are on the bulb?
link together. students 6. Discuss how the ‘electrons’ will carry the packets of energy to the ‘bulb’ and how Why? Whiteboard
understand the the ‘bulb’ will transform the energy into heat and light. How many connection and markers.
Draw a circuit terminology and 7. Begin the simulation by asking the ‘battery’ to give the first ‘electron’ a counter of points are there on a
diagram of the that they use it energy and signalling to all the electrons to start moving in a clockwise direction. battery? Why? Shared room.
different circuits correctly. 8. As the ‘electrons’ pass the battery they will pick up an energy counter and carry Why are there two
at each station. it to the bulb. As the ‘electrons’ pass the ‘bulb’ they will drop their counters into wires? Counters.
Work samples of the bulb’s container. What is the energy
Identify what the students’ 9. Discuss the simulation and each of the roles (battery, electrons and bulb). source? Station activity
circuit they are annotated 10.Looking back at the volt predictions, explain the V symbol and meaning of volts Where does the ‘push’ booklet
creating at each diagrams, labelling and voltage. come from to move the
station skills and students’ 11.Discuss what happened when the battery used up all its energy. electrons? Station 1:
explanations. 12.Students and teacher will go through the vocabulary they have learnt in their What happens to the 1 x light globe
Predict which explanations and students will write the words in their books electrical energy when 2 x wires
circuits that will Self-checklist that 13.The teacher will also go through the new symbols they will need in the next it gets to the bulb? 1 x battery
light a light bulb students use to activity 1 x switch
and give reasons check they Lesson 2: What are the features
behind their correctly labelled 1. Students will participate in group rotations in the next lesson. of an annotated Station 2:
predictions. their annotated 2. There will be 4 stations students will complete and fill in their activity booklet diagram? 1 x light globe
diagram. 3. Station 1: Open and closed circuits (switches) What do we need on an 2 x wires
Construct and 4. Station 2: Simple circuit (1 and 2 batteries) annotated diagram? 2 x batteries
test their station Record students’ 5. Station 3: Series circuit
circuits and progress in a 6. Station 4: Parallel circuit Could you tell me more Station 3:
record their checklist 7. Students will have 10 minutes at each station to make the circuit and fill in the about that? 2 x light globe
observations and activity booklet Tell me more about 3 x wires
explanations in Lesson Closure: your description of the 2 x batteries
the activity 1. Students will come together and as class go through the terminology learnt in word …?
booklet this activity Station 4:
2. Teacher will go through the PowerPoint and students will write the words in their 2 x light globe
vocabulary books 4 x wires
 3. Students will share what they found in the experiments 2 x batteries
Enabler: Student will receive definitions of the terms with pictures to place in their
vocabulary book. Teacher will give guiding questions for the students who need
help to write their paragraph (checklist).
Extension: Students will complete the current electricity wheel.
Week 10 ACSS ACSHE0 ACSIS23 Students will be Summative ELABORATE: Problem solvers: What’s it all about? What is an electric
U097 98 2 able to: assessment of the Learning Intention: Today we are going to work in teams to investigate which circuit? Whiteboard
Lesson 4
ACSIS10 Formulate a investigating materials are conductors of electrical energy and which are insulators. What role does a and markers.
Monday 3 question and outcomes. Period 2: battery play?
ACSIS10 make predictions Work sample – 1. The teacher will have mix and match cards of circuit symbols and their names. What role does the wire PowerPoint
23/9/2019
4 about whether or investigation 2. In small groups students are to match the symbol to their name. play? with terms.
Period ACSIS10 not various planner that 3. First team to match them together correctly wins 50 house points What role does the bulb
7 materials will students will 4. Students will discuss what they learnt from the last lesson and the role that each play?
2&3
ACSIS22 conduct an complete and will object plays in the electric circuit. Refresh definitions. What is an electron? Conductors
1 electric current. achieve all the 5. Students will discuss what they were completing in the previous lesson, the and insulators
ACSIS10 objectives. stations and what they are doing with their activity sheet What is a conductor signs.
8 Conduct fair 6. The students will go through the safety procedures before proceeding and and an insulator?
ACSIS11 tests of materials Each planner will finishing on the stations.
0 to see if they are be analysed by a 7. Once students have completed their station packages and tasks, the teacher Is this (object) a Strips of
conductors or rubric/checklist, and the students will go through each station circuit and explain what it is and conductor or insulator? conductors and
insulators. one per student. how it works, by using the vocabulary they have learnt and through using role insulators.
Checklist will play What is our
Identify and achieve the Period 3: investigation? Investigation
describe the objectives. 1. The teacher and the students will discuss the terms conductors and insulators What are we changing? planner for
types of 2. There are labels ‘insulator’ and ‘conductor’ on opposite sides of the room. What are we each student.
materials that are Each student will 3. The teacher will hold up strips with each strip showing a material on it and measuring?
conductors and be aware of this students are to walk to the side of the room they think the material will fall under. What are we keeping Class
insulators. checklist and what 4. The teacher will ask students to give reasoning behind their choices and to the same? investigation
the teacher is remember their decisions as this will be used in our investigation. What is an independent planner.
Provide evidence looking for in the 5. Teacher will assign teams for the lesson and ask the students to sit in their / dependent variable?
to support their planner. teams. What do you think will For each team:
descriptions. 6. Teacher will state the learning intention and expectations for the lesson and happen? 1x battery;
Rating scale: explain what they will be doing in the investigation. What materials do we 1x bulb;
Excellent. 7. Teacher will show the students the investigation planner (enlarged copy) that the need in the 3 x wires;
Very good. students will complete in this lesson. investigation? Tape;
Good. 8. Each student will receive a copy of the planner. What is the method to Pegs.
Average. 9. Teacher will model and go through the first half of the planner before they the investigation?
Needs work. perform the experiments. What should the Materials per
Comment. 10.Students will help the teacher fill in certain parts of the first half of their class diagram look like? group:
planner, and the students are welcomed to follow the teacher’s example and add What are the properties Metal spoon;
more to their own planners – the predictions and writing the investigation of the material? Plastic spoon;
question is by themselves (describe them). Tin foil;
11.As a class we will discuss, the title / question for the investigation, the What do we predict will Plastic cup;
independent, dependent and controlled variables, the equipment we are using, happen? Cloth;
safety procedures we need to be aware of, the method of the investigation and a What happened? Pop sticks;
diagram of what the investigation will look like. Whose predictions Rubber eraser;
12.Students will be provided with the materials they will be investigating, one per were correct /. Penny;
team to analyse and describe to the class. incorrect? Why? Nail;
13.Students will record in their table in the planner the properties of the material first What challenges did Paper clip;
and their prediction of whether the material would be a conductor or an insulator. you face in this Pencil.
14.The teacher will model to the students how to construct their circuits investigation?
15.Students will construct their circuits and test the materials one by one and record How could you improve Vocabulary
their results in the same table. this investigation? journal.
16.Students will record any observations they also noticed in the experiment, such How is electrical energy
as are some conductors stronger than others. carried around the
17.As a class, discuss the results from the experiment and record the results in the circuit?
class planner. Why do some materials
18.Teacher will model the next section in their planner. allow electrons to pass
19.Students will then finish their planners and explain their results, identify any through them, while
 predictions that were incorrect and evaluate their investigations. others do not?
20.Students will share their explanations and evaluations of the investigation and
the teacher will ask some discussion questions.
Lesson Closure:
1. The teacher and the students will go through the definitions of conductors and
insulators again in more detail with examples – vocabulary journal.
2. Students will participate in another round of the corner activity, using examples
from the experiment and some new examples that the students have to think
about and discuss with their peers.
Enabler: The teacher will provide sentence starters and questions or help fill in the
blanks in the student’s investigation planner Teacher will do the first of the
investigation planner, therefore CR can follow and copy. CR is in a group that will
help her and guide her in the experiment. CR will be given a list of the terminology
to help her revise for the test and a mix and match activity.
Extension: Students who have finished testing all the materials required can think
of their own materials to test and predict whether they will be conductors or
insulators or draw a circuit diagram in their books of the circuit they have created.
Lesson 6 ACSS ACSHE0 ACSIS10 Students will be Brainstorming ELABORATE: Switched on - CANCELLED Is your item a Class poster
U097 98 5 able to: what are switches Learning Intention: We are going to construct two different types of switches and conductor or insulator? with two
ACSHE2 ACSIS11 Discuss the role for and why we investigate the role of a switch in an electrical circuit. Why? pockets made
20 0 of switches in an have them – Introduction: What are the on them.
electric circuit listening to 1. There will be 2 cut out pockets attached to the classroom board, one that says components in the Strips on
and in everyday discussions. ‘insulators’ and the other ‘conductors’. torch? conductors and
life. 2. Each student will have a strip that will have a picture of a material on the strip. How do we turn the insulators, one
Observing and 3. Each student will share their material and state whether they believe it is a torch on? strip for each
Construct two watching students conductor or an insulator and explain why. When we were student.
types of electrical work together 4. Student will then place their strip in the correct pocket. constructing circuits last
switch with when constructing 5. As a class, discuss what we have learnt especially referring back to the first lesson, what were the ‘Making
everyday their switches. lesson on battery devices. difficulties? switches
materials. Recording if the 6. Discuss the ways the devices were made to work. Where can we find resource
students could get Lesson Steps: switches? sheets’.
Draw and label their switch to 1. Brainstorm examples of switches that students have used. Are there different Laptop.
two circuit work and who 2. Explain to the students the learning intention and expectations for the lesson. types of switches? Can Projector.
diagrams for an needed 3. Read through the ‘making switches’ resources sheet and explain the purpose of you think of examples
open and closed assistance. the features of the procedural texts. for both? Science books.
circuit that 4. Students will discuss what they need and the safety procedures. What is this resource PowerPoint.
includes the Work samples of 5. Students will work in teams to create both types of switches, one at a time. sheet telling you to do? Vocabulary
switch, battery, students’ 6. Students will apply these switches in the circuit and as an option students could What did the switch do journals.
wire and bulb diagrams and substitute an electric buzzer, electric motor or mini fan for the bulb. in the circuit?
symbols. labelling. 7. Before students create their circuits, revise what a circuit needs in order for the Why do we use a For each team:
bulb to light up. switch in a circuit? 1x copy of
Explain the roles Written work – 8. Class discussion about why a switch is a useful component in an electrical What is an open making
of each their explanations circuit. circuit? What is a switches;
component in the of how an open 9. PowerPoint on switches and introduce the terms open circuit and closed circuit – closed circuit? 1 battery;
diagrams and and closed circuit add these terms into their vocabulary journals. What are the roles of 1 bulb;
how the electrical works. 10.Students will write a reflection on the two switches. In the reflection the students each component in the 3 wires.
energy around a Each diagram will will include: circuit?
circuit is be analysed  Discuss the materials used to make the switches and how this links to Electrical
controlled. against a rubric / the previous lesson on conductors and insulators. switch 1.
checklist, one per 1 piece of A4
 Discuss how the switches constructed reflect switches that are used in
student. Checklist paper.
devices and in households.
will achieve the 1 metal
 What is the role of a switch?
objectives. paperclip.
11.Review the symbols already used in circuit diagrams and introduce the circuit
2 metal split
symbol for a switch.
Each student will pins or
12.Introduce the switch symbol and model how to use it in a circuit.
be aware of this thumbtacks.
13.Students will draw two circuit diagrams that include a switch, battery, wires and
checklist and what Masking tape.
bulb and they must use all the symbols – showing both an open circuit and a
the teacher is
closed circuit.
looking for in the Electrical
14.Students are to annotate their diagram and explain all the roles of each
diagram. component in their diagrams and what they do. switch 2.
Rating scale: 15.Students are to focus on the terminology used, and refer to their vocabulary 3 corrugated-
Excellent. journals. card squares.
Very good. Lesson Closure: Aluminium foil.
Good. 1. Repeat the role play from the explain lesson and add a switch to the circuit.
Average. 2. Two students standing together are the switch. Diagram
Needs work. 3. When their arms or hands join, the ‘electron’ students can pass by them. activity sheet.
Comment. 4. When they are not connected, the ‘electron’ students need to stop until
connection is made.
5. Get a student to describe what is happening in the role play and ask questions.
Enabler: Student will use her vocabulary dictionary to help her write the roles of the
components in the diagram and will receive easier questions to answer for her
reflection.
Extension: In pairs, students will be assigned a vocabulary word where students
will create a poster for their word, where they explain what it is and draw a picture.