Lesson Plan (B)

Student Teacher: ___________________

School Name: _______________
Subject: _Science
Class: __5__
Duration of lesson: _40+40 minutes_
Topic: Electrical Circuits (Conductors and Insulators)

Objective/s:
At the end of this lesson students will be able to.
 Identify basic elements of Electric Circuit
 Explain how current flows through an electrical circuit.
 Distinguish between an open and closed electric circuit
 Describe the essential properties of an electrical conductor.
 Justify how to test objects and materials to determine if they are good electrical conductors.
 Design and carry out an investigation to rank the electrical conductivity of at least 6 materials.
Resources:
Pictures of simple circuit, D-Battery cell, Insulated wires, Small light bulb with holder, Masking Tape,
worksheets, Textbook (Marshall Cavendish International Science)
Students’ Prior Knowledge:
Students have already some background knowledge about electricity from the previous grades

Content Learning Experience Time

The teacher will ask several Warm-up (Diagnostic Activity) 10 mins
questions to assess the student’s Introductory activity 1:
prior knowledge of electrical The teacher will begin the lesson by asking
circuits. students
 What is Electricity?
 Where does electricity come from?
 Do you agree that a straight wire constitutes a
circuit?
 What materials are required to construct a
circuit?
 Have you heard about deadly electrical
incidents and fires, as well as people receiving
electric shocks? Is it as a result of unsafe
electricity use?
The teacher will allow students to discuss the
answers. On notebook, she will jot down the
essential points of their discussion and announce
 the topic electrical circuits.

Engage:

The instructor will inform the students that she has

a set of daily materials that can be placed into a
circuit to allow the circuit to continue to operate.
The instructor will hold up the material bag and
tell the learners that they will have to determine
which of the materials will enable the circuit to
10 mins
continue to operate and which will not. The
teacher will show a battery, a bulb, and a wire
arranged in a complete circuit so the bulb lights.
Then put down the wire then ask a few questions
about understanding the prior knowledge of the
students.

 What objects do you use in everyday life that

need electricity to work? (e.g., laptop, tablet,
phone, television, clock, kettle)

 Thinking about objects, what is the electricity

used for? (Lighting up a screen, producing
sound, heating water, turning a motor)

 Which types of objects use batteries?

(Torches, clocks, mobile phones, some toys,
cars)

 If I didn’t have a wire, do you think I could

complete this circuit with some other object or
material so the bulb would light?

 How can we find out if other materials will

work?

Group working through hands-on Explore: 15 mins

learning activity to engage a class Activity 1
into meaningful learning. The teacher will ask students, do you know what
an electric circuit is?” The teacher will show
pictures of simple circuits to her students from a
book then demonstrate a simple circuit to the
students. Teacher will conduct the following
activity to explain how to construct a simple
circuit. The teacher will divide the class into 6
Teacher explanation from the groups and show materials (battery cell, switch,
textbook. bulb, and connecting wires) to each group in turn.
Electrical energy is a form of energy The teacher will instruct students to use the
made available by the flow of materials provided to light the bulb. Assist pupils
electric charges through an electrical with any challenges they encounter during this
conductor. An electric current is practical work and help them through this task
produced when electric charges work.
move though an electrical conductor.
An electric circuit is the path along
 Tell students to turn on the switch. Is the
which current flows.
bulb lit? (The expected response would be
yes.)
The battery is the source of power.
 What conducts electricity across the wires
An electric circuit is formed when a
that cause the bulb to light up? (The
battery/cell, a bulb, and a switch are
intended response would be that an electric
linked by wires in such a way that
current is passed through the bulb in order
electric current begins to flow
to illuminate it.)
through them.
 Tell students to turn off the switch. What
happens to the bulb at this point? (The
When the switch is turned OFF, the
expected response would be that the bulb
circuit is open. On an open circuit,
does not light and that turning off the
no current flows.
switch breaks the circuit.)
When the switch is turned on, the
 Why does the bulb not light up when the
circuit is closed. A closed circuit
switch is turned on? (The expected
conducts current. response would be that current does not
Some materials allow electric current pass through the switch when it is open or
to flow more freely than others. off.)
These materials are called
conductors. Other materials are
Activity 2 10 mins
resistant to the flow of electric
current. These materials are called Material: Batteries (D-cells), Bulbs (for battery
insulators. Conductors and insulators circuits), Wires, Bulb holders, Battery holders
Diverse array of conducting and nonconducting
are both important in the field of
(insulating) materials including paper, cloth,
electronics. wood, plastics, and metals of different kinds
https://www.dkfindout.com/us/
science/electricity/conductors-and- Procedure:
insulators/ Teachers will be available to each cooperative
group with a variety of conducting and
Conductors: nonconducting (insulating) materials. Provide
Materials that allow electricity to flow safety goggles for each group. Instruct students to
through easily are called conductors. use the demonstrated test circuit to find out which
Metals such as copper, gold, and silver materials could be replaced for the wire and which
are good conductors because their atoms materials could not be replaced.
have a single outer electron that can Students should know that they should place the
separate from the atom easily. Copper is test item (made of metal, fabric, wood, plastic, and
used for most wiring. Gold and silver metal etc.) between the bare ends of the two
are expensive and so are only used in pieces of wire as shown, based on their work with
small electronic devices. Water contains circuits in the sixth grade. Then electricity flows
dissolved ions (charged particles) that easily through the material if the bulb lights,
conduct electricity, which is why it’s meaning it can carry current. If the bulb does not
dangerous to touch electrical objects light, then the material does not flow easily by
with wet hands. electricity, so it will not be a suitable replacement
for a wire. Design and use a table of data to record
your findings.
Insulators: To assess student understanding about conductors
Most materials have no free electrons, and insulators of electricity, students will respond
so they block the flow of electricity. to following questions:
These materials are called insulators.
Good insulators include rubber, 1. How can you determine if a material is a good
ceramics, wood, wool, glass, air, and conductor or a good insulator of electricity?
plastics. Plastics are used to coat wires 2. From the objects/materials you have to test,
to stop charge from leaking out. identify at least 3 that were good conductors
Although plastic objects don’t let that can conduct electricity and at least 3 that
electricity flow through, they can still were good insulators. What evidence enabled
pick up a charge of static electricity. you to classify them?
That’s why you can get a small electric
3. Explain the procedure you used to put 6
shock if you walk on plastic carpet in
materials in order according to how well they
plastic-soled shoes and then touch an
conduct electricity. Present your results in a
object that conducts electricity.
data table.
Elaborate:
The teacher will challenge students to design and
carry out an investigation focused on electrical
conductivity to place at least 5 materials in order.
When the material is placed on the test circuit,
most groups may do something similar to the
brightness of the bulb. They may want to evaluate
the brightness of the bulb if they have access to
light probes. They may want to create several
testers so that they can simultaneously see all of
the bulbs and score them based on how they look.
They can find other techniques for comparing the
brightness of bulbs through an online search. Try
to satisfy their need for extra equipment and
supplies.
1. Teacher Input
Explain:
The teacher will ask students to share their
findings with the rest of the class. They would
possibly report that when they tested some of the
materials, the bulb light and when they tested
other materials, bulb did not light. When students
explain their findings, by using a T-chart with the
headings Bulb Lights and Bulb Does Not Light,
they summarize data to class.
Through conversation, help children to understand
that electricity can be conducted out by such
materials and from others will not. Conductors are
the materials which conduct electricity well. The
circuit will be complete if conductors are
substituted for wires, and the bulb will light.
Insulators or nonconductors are the materials that
do not conduct electricity well. If wires are
replaced by insulators or non-conductors, the
circuit will not be complete, and the bulb will not
light.
1.What types of materials are good conductors of
electricity? (Metals.)
2.How do you know? (The bulb lights when
metals are tested.)
3.Can you tell which of the metals you tested is
the best conductor? How?
4.What types of materials are good insulators of
electricity? (Nonmetals.)
5.How do you know? (The bulb does not light
when nonmetals are tested.)
Provide students with an opportunity to find and
read online information, in textbooks, and/or in
other books that provide additional electrical
conductors and insulators information. Ask them
to find facts that support what they found and
explain the phases of the lesson during the
exploration. Challenge each student to find at least
three "new facts" related to electrical insulators
and conductors or "interesting examples" and why
they are important in today's world. These should
be written down for posting on a bulletin board on
different index cards. Later, learners will organize
these ideas into logical groups and then analyze
the ideas raised and how they apply to what they
learned in class while examining objects and
materials.
The teacher will give the explanation on simple
circuits (open and close circuits) and conductors
and insulators from the textbook and clear up the
students' deeper understanding in detail. She will
ask questions to students during an explanation
from the book so that the teacher must know how
much students retain the information in the class.
She will also show the video to students to make
students’ concept clear about Electrical circuits.
https://www.youtube.com/watch?
v=1Cq4v1ZXeRs
Assessment (Summative) 5 mins
Evaluate:
Students will assess at the end of the topic, and
they will be given a worksheet in which they will
think critically and solve the questions
individually.
To assess student understanding about conductors
and insulators of electricity, students will respond
to following questions:
1. How can you determine if a material is a
good conductor or a good insulator of
electricity?
2. From the objects/materials you tested,
identify at least 3 that were good
conductors and at least 3 that were good
insulators. What evidence enabled you to
classify them?
3. Explain the procedure you used to put 6
materials in order according to how well
they conduct electricity. Present your
results in a data table.

Data Table

Items Conductor Insulator

Plastic and cloth 
silver spoons 
steel paper clip 
Wood chair 
Metal coins 
 paper 

Home Assignment:
Teacher will assign students a task which they will
complete from home. They will login from their
word wall account and perform this activity to sort
different conductors and insulators to make their
understanding clear about the topic.
https://wordwall.net/resource/4898843/science/
sorting-conductors-and-insulators