Lesson plan
Circuits
Students will compare and contrast series and parallel circuits using conductive and insulating materials and be challenged to build a working electrical model for an army building.
Grades 6–8Grades 9–12Chemistry & MatterEnergy & Materials ScienceMathematicsPhysics & Physical Science
Overview
Students investigate which materials conduct electric current and which resist it, then use conductive and insulating modeling dough, batteries, and LEDs to build and compare series and parallel circuits. The unit opens with a real-world question (why can birds perch safely on power lines?), moves through hands-on testing in which students explain why some circuit arrangements work and others do not, and connects electrical behavior to the molecular structure of materials. It closes with a design project: build a working electrical model for an Army building and present the evidence behind it.
Lesson Objectives
- Compare and contrast series and parallel circuits using conductive and insulating materials and be challenged to build a working electrical model for an army building.
Standards
NGSS · 2
- HS-PS1-3Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole).
- HS-PS2-6Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long-chained molecules, and pharmaceuticals are designed to interact with specific receptors.
CCSS Math · 3
- HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
- HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling.
- HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
CCSS ELA · 6
- SL.11-12.1.aCome to discussions prepared, having read and researched the material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- WHST.9-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- WHST.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research.
- RST.11-12.1(HS-PS2-6) Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- WHST.11-12Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
CSTA · 1
- 3A-AP-16Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. (P5.2)