Sparks of Discovery

Lesson Overview

Subject: Science
Curriculum Area: The New Zealand Curriculum – Science Learning Area
Level: Curriculum Level 5 (Year 10)
Topic: Electricity and Magnetism Explorations – Lesson 1 of 16
Lesson Title: Introduction to Electricity
Time: 50 minutes
Class Size: 25 students

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Learning Outcomes

By the end of the lesson, ākonga will be able to:

• Define electricity in simple terms.
• Recognise the role and significance of electricity in Aotearoa and the wider world.
• Identify everyday uses of electricity and implications for modern life.
• Begin to describe basic components of electrical systems (e.g., energy sources, loads, and conductors).

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Big Ideas

Aligned with the Big Ideas in the Physics, Earth and Space Science Learning Matrix for Level 5-6:

• Energy transforms and transfers: Energy can be transferred via electrical systems to perform work and power technology.
• Nature of Science: Ākonga will develop curiosity about physical phenomena and begin to think critically about how systems operate.

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Lesson Structure

Time	Activity	Purpose
5 min	Karakia & Whanaungatanga Moment	Settle the class, connect learning to Te Ao Māori.
10 min	"What Powers Us?" Brainstorm	Activate prior knowledge.
10 min	Engaging Demo: "The Human Circuit"	Create a tangible experience of electricity.
10 min	Mini-Lecture: "What is Electricity?"	Build foundational understanding.
10 min	Pair Activity: Everyday Electricity Detective	Connect theory to real-life contexts.
5 min	Reflection and Exit Ticket	Reinforce learning and assess understanding.

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Detailed Activities

Karakia & Whanaungatanga Moment (5 minutes)

• Open with a short karakia for focus and protection over learning.
• Quick whakawhanaungatanga exercise: in pairs, students share “one thing you switched on today”.
• Teacher links discussion to the importance of electricity in everyday life in Aotearoa.

"What Powers Us?" Brainstorm (10 minutes)

• On a large whiteboard or on sheets posted around the room, students brainstorm:
  • Devices they use each day that need electricity.
  • Places they have visited that relied heavily on electrical power.
• Teacher prompts with Te Reo Māori terms for key words (e.g., hiko for electricity, pānga for impact).

Teacher Tip: Group similar ideas together visibly — this clustering starts to introduce systems thinking.

Engaging Demo: "The Human Circuit" (10 minutes)

Materials:

• Energy stick or a simple open circuit model with a buzzer/light.

Activity:

• Students form a circle.
• Using an energy stick or conducting wires, demonstrate how a closed circuit allows electricity to flow through people and activate the device.
• Break the circuit and observe how the flow stops.

Debrief Points:

• Electricity needs a complete path (circuit) to flow.
• Our bodies can complete that circuit because we conduct electricity.

Safety Note: Remind students that this is safe because of minimal current. Reiterate respect for real electrical systems.

Mini-Lecture: "What is Electricity?" (10 minutes)

Content Focus:

• Electricity is the flow of electric charge (typically through electrons).
• Daily technologies that rely on electricity (e.g., charging phones, lighting homes, running public transport).
• Basic components: Source (battery/station) → Conductor (wires) → Load (device).

Delivery Style:

• Use simple slides with bold visuals.
• Incorporate Tikanga Māori by referencing traditional Māori technologies and energy examples (for future comparison).

Interactive Element:
Students raise their hands when they hear the name of an item they used today.

Pair Activity: Everyday Electricity Detective (10 minutes)

• In pairs, students choose five electrical devices used today.
• For each device, list:
  • What the source of electricity might have been.
  • What the device does with that energy (action/output).

Example Prompt:
"Your phone – source: battery; action: lights the screen, connects calls."

Optional Extension:
Include a device that stores electricity without being plugged in all the time (portable battery, solar lights, etc).

Teacher Circulation:
Walk around, support students, ask probing questions ("How do you think the battery stores energy?").

Reflection and Exit Ticket (5 minutes)

• Verbal Wrap-Up: Quick-fire Q&A ("Who can give me an example of a source?")
• Exit Ticket - Quick Fire Questions: Each student writes in one sentence:
  • One thing they learned.
  • One question they still have.

Collect the tickets as they leave.

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Mātauranga Māori Integration

• Discuss the role of natural energy sources (sun, water) in traditional Māori life.
• Set foundation for later exploration of renewable electricity (hydroelectricity, solar) in NZ, including Māori-led energy initiatives.

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Materials Needed

• Energy stick or buzzer/light circuit
• Whiteboard and markers
• A3 brainstorm sheets
• Printed or projected simple diagrams
• Index cards or small paper for exit tickets

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Homework (Optional)

• Ākonga to observe and list all uses of electricity they notice in a 3-hour evening window at home.
• Bonus: identify any renewable energy-powered devices at home (e.g., solar lamps).

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Assessment for Learning

Formative:

• Observation during brainstorming and detective work.
• Exit tickets provide insight into understanding and questions for planning the next lesson.

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Notes for the Next Lesson

• Begin by addressing key questions raised in today's exit tickets.
• Next session: "Atoms and Charge: The Micro View" — diving deeper into what electricity is made from!

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"Ko te pae tawhiti whāia kia tata, ko te pae tata whakamaua kia tina."
Seek out distant horizons and cherish those you attain.

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Prepared for the implementation of the refreshed NCEA with emphasis on Significant Learning, Big Ideas, local curriculum kaupapa, and weaving mātauranga Māori authentically into science education pathways in Aotearoa.