Electricity Design Challenge

Overview

In lesson 8 of 10, students apply their understanding of circuits, energy transfer, and electrical safety to plan, build, test, and improve a small useful device. Teams will use evidence from testing to explain design choices and compare electricity sources, including local hydroelectric, solar, and generator options.

Learning intentions

Students will be able to:

• Draw and build a complete series or parallel circuit.
• Predict how changing a circuit affects its performance.
• Test materials as conductors or insulators and record evidence.
• Use electricity safely and explain energy choices.
• Improve a design using test data and peer feedback.

Success criteria

• I can draw a circuit with a power source, conducting path, and load.
• I can build and troubleshoot a working circuit safely.
• I can predict and explain how a change affects brightness or operation.
• I can use test results to improve my design and compare energy options.

Curriculum links

• Physical science: explain that energy can be transferred and used to make devices function.
• Engineering design: define a problem, develop and test solutions, analyze results, and improve a design.
• Properties of matter: classify materials according to observable properties, including conducting or insulating electricity.
• Common Core literacy in science: ask and answer questions, interpret information, write evidence-based explanations, and participate in collaborative discussions.
• Common Core mathematics practices: represent data, compare measurements, and use evidence to justify decisions.

Lesson structure (60 minutes)

1. 0–5 minutes — Hook and safety review Open with the opening question and safety visuals: “Why might a farm need both solar panels and a generator?” Students briefly discuss power outages, electric vehicles, farm equipment, or household electricity. Review: use only low-voltage batteries, keep liquids away, check wires before connecting, and never create a direct battery-to-battery or battery-to-wire short circuit.

2. 5–12 minutes — Reconnect to circuit ideas Display the circuit diagrams in the circuit review slides. Students individually sketch a complete circuit containing a battery, wires, switch, and bulb or motor. Ask: “Where must the current have a complete path?” Invite students to predict what happens if the switch opens, a wire is removed, or a second bulb is added in series.

3. 12–20 minutes — Compare energy options In groups of four, students sort and discuss the renewable energy pros and cons cards. Groups select one energy source for a remote farm, emergency lantern, or off-grid model and give one benefit and one limitation. Connect examples to local hydroelectricity, solar panels, generators, and fuel use. Clarify that renewable sources are naturally replenished, while non-renewable fuels are limited.

4. 20–27 minutes — Design briefing and planning Show the challenge instructions in the design challenge and planning prompts. Each team chooses a device: emergency lantern, farm-lighting system, solar-powered device, or off-grid model. Distribute the circuit design and testing worksheet. Students draw a labeled circuit, identify the energy source and load, predict performance, list safety risks, and assign roles: builder, materials manager, recorder, and reporter.

5. 27–45 minutes — Build, test, and troubleshoot Provide each team with batteries, holders, insulated wires, bulbs or LEDs, switches, and optional motors. Teams build their circuit, test it, and record observations on the circuit design and testing worksheet. Require a “troubleshooting interview” before teacher assistance: students explain their prediction, identify where the path may be incomplete, and suggest one change. If time allows, test one conductor and one insulator or compare series and parallel arrangements.

6. 45–54 minutes — Improve using evidence Teams analyze their results and make one purposeful improvement, such as changing a connection, adding a switch, rearranging bulbs, reducing wasted components, or selecting a more suitable energy source. Use the improvement and evidence prompts to ask: “What changed?” “What evidence shows the design improved?” and “How would this work during a power outage?”

7. 54–60 minutes — Share and assess Each team gives a one-minute explanation while displaying its working device and worksheet. Students state the circuit type, one test result, one safety rule, and one improvement. Close with the the reflection and exit prompts: “What must every complete circuit include?” and “Which energy option best fits your design, and why?”

Resources

• the Electricity Design Challenge slide deck
• the circuit design and testing worksheet
• the renewable energy pros and cons cards
• Low-voltage batteries and battery holders
• Insulated wires with stripped ends
• Small bulbs, LEDs, buzzers, or motors
• Switches, alligator clips, and conductive test materials
• Non-conductive materials for comparison
• Safety goggles and a visible timer
• Chart paper or whiteboard

Assessment

• Check individual circuit sketches and predictions during the review and planning stages.
• Observe safe equipment use, teamwork, troubleshooting explanations, and accurate recording of test data.
• Assess the final device and explanation for a complete circuit, evidence-based improvement, accurate vocabulary, and a justified energy choice.

Differentiation

• Provide color-coded wires, circuit symbols, physical models, adapted switches, and stepwise photo instructions. Keep a teacher-monitored equipment station.
• Pair EAL students with supportive partners and use a word bank with icons for circuit, current, conductor, insulator, switch, series, parallel, renewable, and efficiency. Accept labeled drawings, gestures, or oral explanations before requiring extended writing.
• Use mixed-age partner roles so older students model reading, measuring, and explaining without completing the design for younger students. Offer tactile materials and verbal directions for students with sensory, motor, or reading needs.
• Support students who need more structure with a partially completed circuit diagram and a choice of two design options. Extend advanced learners by measuring brightness or operating time, calculating simple efficiency comparisons, testing solar-panel angle conceptually, or designing a microgrid for a remote community.

Extension

Students may create a short recommendation for a remote Hutterite community or farm: identify the energy demand, compare two sources, include one safety concern, and use their test evidence to defend the most efficient design.