Electric Circuits
Lesson 12
Learning about Switches
Students use their knowledge of conductors to help them create a switch.
3. Lesson Set-up and Management
4-5 PS3A Energy has many forms, such as heat, light, sound, motion, and electricity.
4-5 PS3B Energy can be transferred from one place to another.
4-5 PS3E Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound, and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass.
4-5 APPC Problems of moderate complexity can be solved using the technological design process. This process begins by defining and researching the problem to be solved.
4-5 APPD Scientists and engineers often work in teams with other individuals to generate different ideas for solving a problem.
- Students determine parts of a flashlight that are necessary and useful.
- Students create a switch.
- Students learn about and use the terms open and closed circuits.
3. Lesson Set-Up and Management
Materials:
- Have enough materials for each student to make a switch, as they will need them for their flashlights.
- If you have access to brads and paperclips, common school items,
have them on hand for students who opt to create their own switch
designs.
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| Making the switch as modeled. | Materials distribution center. | Making a switch from own design. | ||||
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Student Management:
- An idea to get students thinking about how they would create a switch is give them brads and a paperclip. Ask students what they know about these materials and how that knowledge can help them to create a switch.
- Although not mentioned, students need to get materials in Procedure step 4.
- Use a T-chart when recording student ideas on what is useful and what is necessary.
- In Final Activities, students are asked to begin planning flashlight designs. This is a good point to have students follow the technological design process.
- In Procedure Step 4, have students try to invent their own switch using the concepts they have learned. The activity, as it is written, is more a set of directions for making a switch, as opposed to having students apply their knowledge.
Writing Support:
- Focus Question: What is necessary for a flashlight and what is useful for a flashlight?
- If you have extra brads and paperclips, have students tape these into their science notebook.
Reading Support:
- The book Amazing Electricity by Sally Hewitt has a section on switches. It has the reader go on a hunt for switches; students can do this as an extension at home or even a switch scavenger hunt at school.