Electricity in Our Lives

Learning Objectives

• National Curriculum Reference:
  • Year 4 Science – Electricity (Programme of Study)
  • Pupils should be taught to:
    • Identify common appliances that run on electricity (NC 2014)
    • Construct simple series circuits, identifying and naming basic parts (focus on identifying appliances before circuits in this lesson)
• Specific Learning Objectives for this Lesson:
  • Pupils will be able to identify at least five common electrical appliances used in everyday life.
  • Pupils will explain why these appliances need electricity to function.
  • Pupils will begin to distinguish between electrical and non-electrical appliances.

Success Criteria

• I can name at least five common appliances that use electricity.
• I can explain what electricity does for these appliances.
• I can explain why some appliances do not need electricity.
• I use specific scientific vocabulary such as electricity, appliance, power, and battery in my explanations.

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Introduction (10 minutes): Engaging Starter

Engagement Activity: “Electric Mystery Box”

• Bring a box with different small common appliances inside (e.g. torch, hairdryer, radio, traditional kettle, hand whisk).
• With the box closed, give clues about an appliance based on its use, and the pupils guess what it might be.
• Then open the box and show the appliance. Ask: “Do you think this appliance needs electricity? Why?”

Focus questions:

• What do you think these appliances have in common?
• How do you think they work using electricity?
• Can you think of any appliances in your home that don’t use electricity? What are they?

AfL Opportunity 1: Use mini whiteboards here: Pupils write down one appliance that uses electricity and one that does not. This gauges prior knowledge. Teacher scans boards to check misconceptions immediately.

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Teaching and Modelling (20 minutes):

Step 1: Identifying Electrical Appliances

• Show images/slideshow of various household items (toaster, lamp, bicycle, computer, clock, book).
• Group them into "Uses Electricity" and "Does NOT Use Electricity".
• Discuss why items fit in each group and introduce key vocabulary: electricity, appliance, battery, plug, power.

AfL Opportunity 2: Ask pupils to explain their reasoning for placing an appliance in the electrical or non-electrical group. Model how to justify answers by saying: "I think X uses electricity because...".

Layered Questions (based on Bloom’s Taxonomy):

• Remembering: “Can you list three things in this room that need electricity?”
• Understanding: “Why does a toaster need electricity but a wooden spoon does not?”
• Applying: “If a TV is not plugged in, can it work? Why or why not?”
• Analysing: “Look at this hairdryer and a torch. How are they similar and different in the way they use electricity?”
• Evaluating: “What might happen if you try to use an electrical appliance without electricity? How safe do you think it is to use appliances when they are broken?”
• Creating: “Design a new electrical appliance you might use at home. What will it do and why does it need electricity?”

Step 2: Why Do Appliances Need Electricity?

• Demonstrate with a simple circuit diagram (keep it visual and age-appropriate): Show a battery, wires, and a bulb. Explain that electricity flows through wires to make something work.
• Relate this back to appliances: “Electricity moves inside the appliance through wires to make it do its job.”

AfL Opportunity 3: Ask pairs to explain how electricity helps appliances function, using the key vocabulary. Share with the group.

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Misconceptions and Areas of Difficulty

• Some pupils may think that all appliances run on batteries (explore the difference between battery-powered and mains-powered devices).
• Confusing electrical appliances with mechanical or manual tools (e.g. thinking a manual can opener uses electricity).
• Difficulty understanding that electricity moves through hidden wires inside the appliance.
• Belief that unplugging an appliance means it uses no electricity (introduce standby power concept to very basic degree if appropriate).

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Activities (10 minutes)

Group Sorting Challenge:

• Pupils work in groups of 4
• Each group receives a set of pictures or small models of appliances
• Task: Sort into ‘Needs Electricity’ and ‘Does Not Need Electricity’ and explain why (using reasons rather than just naming)
• Each group picks one example from each pile to share their reasoning with the class.

AfL Opportunity 4: Teacher listens and questions groups to probe understanding and encourage justification.

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Plenary (5 minutes)

Interactive Quiz & Reflect:

• Use a quick quiz of 5 questions on mini whiteboards or by show of hands with layered questions, for example:
  • “Name two appliances that use electricity.” (Recall)
  • “Explain why a microwave oven needs electricity.” (Explain)
  • “Why doesn’t your backpack need electricity?” (Apply knowledge)
  • “Can an electrical appliance work without a plug or battery? Why?” (Analyse)
• End with the success criteria on the board and ask pupils to self-assess:
  • “Tick the criteria you think you achieved today.”

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Resources Needed

• Mystery box with appliances or pictures of common appliances
• Mini whiteboards and pens
• Sorting cards with images of electrical and non-electrical items
• Simple circuit diagram visuals (large paper/board)
• Slideshow or printed images

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Additional Teacher Notes

• Emphasise scientific vocabulary embedding throughout the lesson.
• Encourage pupils to use complete sentences giving reasons – this aids literacy and scientific thinking.
• Ensure safety discussion briefly covers that pupils must never touch plugs or wires on their own.

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This lesson meets the national curriculum for Year 4 science, focusing on identifying appliances run by electricity and understanding basic functions, encouraging scientific enquiry, reasoning, and vocabulary development with strong AfL and varied questioning approaches.