How Electricity Travels

Overview

In this 45-minute Lesson 4, students investigate how electrical energy travels through a complete conducting pathway. They build on prior learning about energy by identifying the roles of batteries, wires, switches and globes, then test materials as conductors and connect their findings to sustainable solutions.

Learning intentions

Students will:

• explain that electric current flows through a complete conducting pathway
• identify the roles of a battery, wire, switch and globe
• represent a simple circuit using standard symbols
• plan and conduct a fair test of selected materials as conductors
• connect scientific knowledge to safer, more sustainable electrical solutions.

Success criteria

I can:

• correctly label a battery, wire, switch and globe and describe each component’s function
• explain why a globe lights in a complete circuit but not an incomplete circuit
• draw a circuit using appropriate symbols
• record fair-test observations and write a conclusion supported by data.

Curriculum links

• Science and Technology — knowledge and understanding of physical phenomena and energy in the world.
• Science and Technology — planning and conducting investigations, including fair tests.
• Science and Technology — recording, representing and communicating scientific data.
• Intended alignment: ST3-SCI-01, ST3-PQU-01 and ST3-DAT-01; check these curriculum codes and wording against the current NSW syllabus before teaching.

Lesson structure (45 minutes)

1. 0–5 min · Engage. Open with the electricity hook slide showing a torch that is on and one that is off, and ask, “What must happen for the globe to light?” Students think-pair-share their ideas and identify what they already know about batteries and electricity.

2. 5–13 min · Explore: teacher demonstration. Use the circuit demonstration slides while assembling a low-voltage circuit with a battery, wires, switch and globe. Teacher first completes the pathway so the globe lights, then opens the switch or disconnects one wire so it does not; students observe, predict and explain the difference. Ask: “Where is the pathway complete?”, “What changed?”, and “Why does the globe stay dark?” Emphasise that current flows through a complete conducting pathway.

3. 13–21 min · Explain: components and symbols. Explicitly teach that the battery provides energy, wires provide the conducting path, the switch opens or closes the pathway, and the globe converts electrical energy into light and heat. Display the component and circuit symbols using the Circuit Symbol Cards and the component symbols slides. Students help match each physical component to its symbol, then complete the labelled circuit diagram on the circuit diagram and fair-test worksheet. Model that a circuit diagram shows connections clearly, rather than drawing realistic pictures.

4. 21–34 min · Explore: fair-test investigation. Organise 23 students into pairs, with one group of three, and provide each group with an identical battery, wire and globe setup plus teacher-selected test materials such as foil, paper, plastic, cardboard and a metal object. Students predict which materials will conduct, then place one material into the gap in the pathway. They change only the test material, keep the battery, wires and globe setup consistent, record “globe lights” or “globe does not light” on the circuit diagram and fair-test worksheet, and test the next material. Circulate and ask: “What is the variable?”, “What must stay the same?”, and “What evidence will support your conclusion?”

5. 34–40 min · Elaborate: explain and connect. Pairs compare results with another pair and prepare a 30-second explanation using the sentence frame, “Our material was a conductor/non-conductor because…”. Invite several pairs to report whether their evidence matched their prediction. Connect the learning to sustainable solutions: understanding conductors helps engineers design efficient circuits, reduce wasted energy and select safer materials for technologies such as solar-powered devices.

6. 40–45 min · Evaluate: review and exit ticket. Revisit the review and exit-ticket slides. Students complete the final section of the circuit diagram and fair-test worksheet: draw a complete circuit using symbols, label the four components, explain why the globe lights, and state one investigation result and conclusion. Collect responses as the exit ticket.

Resources

• the electricity learning deck
• the circuit diagram and fair-test worksheet
• the Circuit Symbol Cards
• Low-voltage batteries or battery holders
• Insulated connecting wires with clips
• Small globes and holders
• Switches or homemade classroom switches
• Teacher-selected test materials: foil, paper, plastic, cardboard and metal
• Pencils, board and markers
• Teacher-selected circuit introduction video (verified before the lesson)

Teacher preparation

• Check 12 circuit kits, ensuring batteries are low voltage and wires, switches and globes work.
• Assemble one working circuit and one incomplete circuit for demonstration.
• Prepare identical material-testing stations and organise pairs, including one group of three.
• Display the learning intention, success criteria and investigation table.
• If used, preview the teacher-selected circuit introduction video and pause it before the demonstration section.

Safety

Students use only low-voltage batteries and classroom kits; never use mains electricity. Check equipment before use, keep batteries away from water and metal objects not being tested, avoid short-circuiting battery terminals, and stop testing if wires or batteries become warm. Students handle batteries carefully, follow instructions and keep equipment on the desk.

Assessment

• During demonstration and partner talk, listen for the explanation that current needs a complete conducting pathway and check accurate component functions.
• Review diagrams for correct labels, battery, wire, switch and globe symbols, and a complete connected pathway.
• Check investigation predictions, fair-test control variables, observations and conclusions; use the exit ticket to identify students needing a follow-up lesson.

Differentiation

• Provide a partly completed diagram, symbol word bank, colour-coded circuit components and the sentence frames “The battery…”, “The switch…”, and “The globe lights because…”.
• Pair students needing support with a patient peer and allow them to test fewer materials while maintaining the same fair-test method.
• Support EAL/D learners with labelled component photographs, gestures, demonstrations, bilingual dictionaries and repeated oral rehearsal before writing.
• Challenge advanced students to explain why some materials conduct better than others, propose a second fair-test question, or design a circuit that includes two globes.

Likely misconceptions and responses

• “Electricity is used up by the globe.” Explain that electrical energy is transferred by the globe into light and heat; the complete pathway allows current to flow.
• “The battery is electricity.” Clarify that the battery provides energy that drives current through the circuit.
• “A longer wire always stops a circuit working.” Focus on the complete conducting connection; investigate length only in a later controlled experiment.
• “Any shiny material conducts.” Refer students to their evidence: appearance is not a reliable test, so observations must support the conclusion.