Electricity Foundations

Overview

This lesson introduces students to what electricity is and the difference between static electricity and electric current. Students investigate which materials act as conductors and insulators using safe, hands-on activities, and connect their observations to everyday devices.

Learning intentions

• WALT: Understand what electricity is and describe its basic properties.
• WALT: Investigate static electricity and recognise examples in the classroom.
• WALT: Explain that electric current is the flow of electricity through a circuit.
• WALT: Identify and classify conductors and insulators using everyday materials.

Success criteria

• I can define electricity as energy produced by moving charges.
• I can describe the difference between static electricity and current.
• I can predict which materials are conductors or insulators and explain why.
• I can use simple scientific language to describe my observations.

Curriculum links

• AC9S6U03: Investigate transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• AC9S6I01: Pose investigable questions, test relationships, and make reasoned predictions about electrical circuit function based on diagrams or pictures (extended here through safe material testing).
• AC9S6I02: Plan and conduct repeatable investigations by deciding what to change, measure/observe, and control, and by following safe procedures.
• AC9S6I04: Construct and use representations (class table/record) to organise observations and describe patterns in conductor/insulator results.

Lesson structure (45 minutes)

1. 0–5 min · Hook (static surprise). Teacher rubs a balloon on hair/wool and gently moves it near paper bits; students observe and predict what will happen next. Students do a quick think-pair-share: “What is moving? What might electricity be doing?”

2. 5–12 min · Direct teach (electricity basics). Teacher explains electricity as energy related to moving charges, then contrasts static electricity (charges build up and jump) with electric current (charges flow when there is a complete path). Students record a short “static vs current” statement in a science notebook using sentence starters.

3. 12–20 min · Investigation 1: Conductors vs insulators (prediction-first). Teacher shows a simple materials set (e.g., metal paperclip, aluminium foil, plastic ruler, rubber, wood, fabric) and demonstrates how to test safely using a static “charge” attraction and a simple “does it allow current?” prompt via a teacher-managed circuit picture (no risky wiring). Students sort materials into “might be conductor / might be insulator” then test in small groups, repeating each trial once.

4. 20–28 min · Investigation 2: Fair test check (repeatability). Teacher guides students to choose one clear variable: for static testing, keep the rubbing time and surface similar; for current concept, keep the “test method” the same (teacher-led model). Students complete a class table: Material | Observed effect (attracts paper/clips / no noticeable effect) | Conductor or insulator (tentative) and add one reason in plain language.

5. 28–35 min · Pattern discussion (reasoned predictions). Teacher leads discussion: “What patterns do we see?” and introduces the idea that metals often allow charge to move more easily, while plastics/rubber resist movement. Students justify using evidence from their table and refine one prediction if needed.

6. 35–42 min · Representation: Circuit path picture (symbolic understanding). Teacher displays a simple circuit diagram (battery symbol, wires, bulb, switch) and points out conductors as the “path” and insulators as barriers. Students label: which parts are conductors (wires/metal components) and where an insulator might be used (plastic casing/handle).

7. 42–45 min · Exit ticket (quick check). Teacher asks students to answer two prompts on a slip: “Define electricity in your own words” and “Name one conductor and one insulator from our materials.” Students submit before leaving.

Resources

• Balloons, wool or hair (for static demonstration)
• Paper bits (small scraps), lightweight plastic pieces for safe attraction tests
• Mixed materials tray: metal (paperclip/foil), plastic (ruler/pen barrel), rubber (eraser), wood, fabric
• Student science notebooks or worksheets with “Static vs current” and a table organiser
• Large static results chart (class co-constructed)
• Printed simple circuit diagram and labels for students to match
• Safety glasses (optional), teacher gloves if handling repeatedly (class preference)

Assessment

• Formative: Observe students during sorting and testing; note correct use of terms “attract/repel” and “static/current”.
• Formative: Check table entries for evidence-based classification of conductors/insulators.
• Exit ticket: Teacher reviews definitions of electricity and correct conductor/insulator examples.

Differentiation

• Visual supports: Use colour-coded material cards (metal/likely conductor vs plastic/likely insulator) and diagram prompts for circuit labelling.
• Tactile learners: Ensure every student physically handles at least 3 materials and participates in recording observations.
• Sentence starters:
• “Electricity is…”
• “Static electricity happens when…”
• “I think this material is an insulator because…”
• Support for language: Provide a word bank (electricity, charge, current, conductor, insulator, static).
• Extension (for ready students within the same task): Ask “Which material gave the strongest effect and how do you know?” and “How would you test it again more fairly?”