[center][size=150][b][b]Current[/b][/b][b] [/b][/size][/center][b][br]          [br]General Learning Objectives[/b][br][br]At the end of the lesson, students are expected to:[br][list][*]understand the concept of electric current and distinguish it from static electricity[/*][*]recognize examples of electric current in everyday life[/*][*]recognize the parts of the circuit (current source, conductors, consumers, switches), and understand the importance of electricity for everyday life[/*][*]distinguish materials that conduct and do not conduct electricity[/*][*]deals with engineering, designing, and creating simple circuits.[/*][/list][b]Materials[/b]:[br][list][*]Pictures with examples of electricity[/*][*]presentation[/*][*]teaching sheet with tasks[/*][*]cardboard or thick paper[/*][*]copper wire[/*][*]plastic pipes[/*][*]batteries[/*][*]small light bulbs[/*][*]mini switches[/*][*]scissors[/*][*]markers[br][/*][/list][b]An introduction to electricity VS static electricity[br][/b][br][b]1. How was electricity discovered?[br][/b]Start the lesson by discussing with the students what we need electricity for today, what devices work on electricity, and how electric current differs from static electricity.[br][b][br]2. Examples of electricity in daily life[br][br][/b]Discuss with the students possible scenarios in which they see electricity making our lives easier, or specific devices that work with electricity to ease our lives. [br][list][*]A lamp or classroom light turning on and off[/*][*]Charging a mobile phone or tablet[/*][*]A fan or computer working when plugged in[/*][*]A flashlight with batteries[/*][*]A doorbell ringing[/*][*]A simple circuit with a battery, wires, and a bulb[/*][*]Toys that move using batteries[/*][/list]

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[b]Objective:[/b][br]Students in groups do simple experiments and explore basic electricity concepts by testing materials and building simple circuits. Students will gain knowledge about:[br][list][*]Which materials conduct electricity[/*][*]Which materials are insulators of electric current[/*][*]What does the circuit consist of (open and closed circuit)[/*][/list][br][b]Materials (per group):[/b][list][*]1 battery (AA or 9V)[/*][*]2–3 insulated wires with clips[/*][*]1 small light bulb or LED[/*][*]Test objects: coin, paper clip, spoon, pencil (graphite), rubber, plastic, wood, paper, fabric, etc.[/*][/list]

[b]Part A – Which materials conduct electricity?[br][br][/b][b]Steps:[/b][list=1][*]Build a simple circuit with a battery, wires, and a bulb (teacher can demonstrate first).[/*][*]Leave a small gap in the circuit.[/*][*]Place one test object into the gap.[/*][*]Observe:[list][*]If the bulb lights up → [b]conductor[/b][/*][*]If the bulb stays off → [b]insulator[/b][/*][/list][/*][*]Students record results in a simple table:[/*][/list]

[b]Learning outcome:[br][/b]Metal objects usually conduct electricity; plastic, rubber, wood, and paper do not.

[b]Part B – Which materials are insulators?[br][/b]This is naturally discovered during Part A.[br][br][b]Teacher prompt:[/b][list][*]“Which objects did NOT make the bulb light up?”[/*][*]“What do these objects have in common?”[/*][/list]Students group materials into:[list][*]Conductors[/*][*]Insulators[/*][/list]

[b]Part C – What does a circuit consist of? (Open & Closed Circuit)[br][br][/b][b]Steps:[/b][list=1][*]Show a [b]closed circuit[/b] (bulb lights).[/*][*]Disconnect one wire to make an [b]open circuit[/b] (bulb turns off).[/*][*]Let students try both.[/*][/list][b]Explain simply:[/b][list][*]Closed circuit = electricity can flow → light ON[/*][*]Open circuit = electricity cannot flow → light OFF[/*][/list][b]Key parts to identify:[/b][list][*]Battery (power source)[/*][*]Wires (path)[/*][*]Bulb (device)[/*][*]Switch or gap (control)[/*][/list]

[b]Optional extension (fun + thinking)[/b][list][*]Ask students to predict before testing each object.[/*][*]Draw their circuit.[/*][*]Count how many conductors vs. insulators they found.[/*][/list]

This app (Electric Puzzles)[color=#980000][b]**[/b][/color] is helpful for students to understand how a circuit must be a "closed circuit" to allow current to flow through it. It can also help the teacher to introduce, in a basic form, the function of some of the electrical elements that are part of most circuits. [br][br][b]Electric wires[/b][br][color=#5f6368]Rotate wires, bulbs, and batteries to light all bulbs of the circuit with the current from the batteries.[/color][br][br][b]Rotating resistors[/b][br][color=#5f6368]Rotate the resistors to light all bulbs of the circuit with the current from the batteries. [/color][br][br][b]Logic gates[/b][br][color=#5f6368]Touch the voltage sources to toggle them between 0 (low voltage) and 1 (high voltage). The level is completed when you glow all the bulbs with high voltage.[/color][br][br][b]Semiconductor diodes[/b][br][color=#5f6368]Rotate the diodes to light all bulbs of the circuit with the current from the batteries.[br][br][/color][color=#980000][b][size=85]** Link to download the app found at the end of the lesson.[/size][/b][/color]

Simulate the concept of electrical circuits through a series of physical games that emphasize teamwork, coordination, and creativity.[br][br][b]Setup:[/b][br][list][*]Define a playing area large enough for group movement.[/*][*]Divide students into equal teams for competitive activities, or play with the whole class in a collaborative setup.[/*][*]Prepare materials: hula hoops, balls, Makey Makey kits, and simple conductive objects (e.g., bananas).[/*][/list][br][b]Warm-Up Game: Hot Potato (Energy Transfer)[/b][br][br][b]Instructions:[/b][br][list][*]Students form a large circle.[/*][*]Use a soft ball or beanbag as the "energy source."[/*][*]Pass the ball around the circle as quickly as possible while the music plays.[/*][*]When the music stops, the player holding the ball is "short-circuited" and steps out of the game.[/*][/list][b]Variation: [/b]Add a second ball or a “reverse direction” rule to increase difficulty.[br][b]Connection: [/b]Relate the passing of the ball to the flow of energy in a circuit.

[br][b]Game 1: Hula Hoop Circuit (Flexibility and Flow)[br][/b][br][b]Instructions:[/b][br][list][*]Form teams, and each team creates a circle by holding hands.[/*][*]Place a hula hoop over the arms of two team members.[/*][*]Teams must pass the hula hoop around the circle without letting go of each other’s hands. Each player must move through the hoop completely for it to continue its path.[/*][*]Measure the time it takes for the hula hoop to complete one full circuit. Teams aim to beat their own record or compete against other teams.[/*][/list][b]Variations:[/b][br][list][*]Use two hula hoops moving in opposite directions to add complexity.[/*][*]Have players cross their legs or use a larger hula hoop for an added challenge.[/*][/list][b]Connection: [/b]Relate the smooth flow of the hula hoop to the continuous flow of electric current in a closed circuit.

[b]Game 2: Circle Ball Delight (Teamwork and Speed)[/b][br][br][b]Instructions:[/b][br][list][*]Players form a large circle, alternating between two teams.[/*][*]Each team uses one ball, starting with their captain.[/*][*]The goal is to pass the ball around the circle as quickly as possible without dropping it. The first team to complete a predetermined number of passes or circuits wins.[/*][*]Ensure players know who their teammates are and maintain fair play.[br][/*][/list][b]Variations:[/b][br][list][*]Use bean bags, sticks, or hoops instead of balls[/*][*]Increase the distance between players to make passes more challenging.[/*][/list][b]Connection:[/b] Relate the team’s movement to the role of conductors in carrying energy to different parts of a circuit.

[b]Game 3: Human Circuit with Makey Makey (Interactive Demonstration)[br][/b][br][b]Instructions:[/b][br][list][*]Use Makey Makey kits and conductive objects (e.g., bananas).[/*][*]Form a human "circuit" by having students hold hands while one person touches a conductive object connected to the Makey Makey.[/*][*]Demonstrate how breaking the connection stops the "current" (e.g., sound or light from the Makey Makey).[/*][*]Have students experiment with creating longer or shorter human circuits.[/*][/list][br][b]Extension:[/b][br][list][*]Connect multiple Makey Makey kits for larger circuits or use objects like lemons and potatoes as additional "energy sources."[/*][/list][b]Connection:[/b] [br]Students experience firsthand how circuits require a continuous path to function.[br][br]

[b]Objective:[/b] With the knowledge gained in the previous sections, students will now design and build a simple electrical circuit, as the ones in the pictures.[br][br][b]Materials Needed:[/b][br][list][*]cardboard or thick paper[/*][*]copper wire[/*][*]plastic pipes[/*][*]batteries[/*][*]small light bulbs[/*][*]mini switches[/*][*]scissors[/*][*]markers[/*][*]lemons[/*][*]bananas[/*][*]Maky-maky[br] [/*][/list][b][img]https://www.geogebra.org/resource/qgsvgefy/fosX2kuLHXDIpRKQ/material-qgsvgefy.png[/img][/b]

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[b]Objective[/b]: Reinforce the concept of perimeter while imagining circuits as closed paths.[br][br][b]Instructions:[/b][br][br]1. Provide students with a small rectangular or square “circuit board” on paper (e.g., 8 cm x 5 cm for a rectangle or 6 cm x 6 cm for a square).[br][br]2. Explain that the path around the edge of the board represents a “wire” in a closed circuit.[br][br]3. Ask students to calculate the total length of wire needed to go around the entire edge of the board (i.e., find the perimeter).[br][list][*]Example 1: For a rectangle measuring 8 cm by 5 cm, students calculate the perimeter as 2 ∙ (8 cm + 5 cm) = 26 cm.[/*][*]Example 2: For a square board of 6 cm by 6 cm, they calculate the perimeter as 4 ∙ 6 cm =24 cm.[/*][/list]4. To extend, provide different dimensions or ask them how the required “wire length” would change if the board size doubled. This activity links math concepts with the physical layout of circuits and measuring paths.[br][br]5. Additional Activity: Have students create circuits based on the dimensions from tasks 1 and 2. They will cut pieces of wire to lengths of 26 cm and 24 cm, shape them into a rectangle and a square, and attach them to cardboard to visualize their circuits. Then, they’ll connect a battery and a small bulb to each wire shape to complete the circuit and observe if the bulb lights up, demonstrating a functioning circuit.[br]

[b]Objective:[/b] Practice addition and subtraction of fractions through word problems involving batteries.[br][br][b]Instructions:[/b] Present students with scenarios in which they need to add or subtract battery power, expressed in fractions:[br][br][b]Problem 1:[/b] [i]Emma’s flashlight requires 3/4 of a full battery to work. If she has 1/2 of a battery charged, how much more battery power does she need?[/i][br][br][b]Problem 2:[/b] [i]Lucas is creating a circuit that uses two batteries. One battery provides 3/4- 2/5 of the power, and the other provides 1/5 ​. Together, what fraction of the total power does he have?[/i][br][br][b]Problem 3:[/b][i] Sara wants to run a small motor that requires a total battery charge of 7/8 She has three batteries: one charged to ​1/4, another to 1/2 ​, and the last to 1/8 ​. Does she have enough power? Use visual representations of fractions to solve equations.[/i][br]

[b]Objective:[br][/b]Students will express creativity while applying their understanding of electric circuits by designing a light-up robot card using LEDs, copper adhesive tape, and coin cell batteries. This activity reinforces the concept of a closed circuit in an artistic context.[br][br][b]Materials (per student):[/b][br][br][list][*]A4 or A5 thick paper or cardstock (foldable for a greeting card format)[/*][*]CR2032 coin cell battery[/*][*]1 LED (preferably 5mm, any color)[/*][*]Copper adhesive tape (conductive tape)[/*][*]Scissors[/*][*]Glue or double-sided tape[/*][*]Markers, pencils, crayons (for decorating)(Optional) Stickers or printed robot templates[br][br][b]Instructions:[/b][br][/*][/list][br]1. Students will design and draw a robot on a folded piece of cardstock or thick paper. The drawing should include a part of the robot (e.g., heart, eyes, antenna) where a small LED light can be placed.[br][br]2. They will cut a small hole in the desired part of the drawing where the LED will shine through.[br][br]3. On the inside of the card, students will:[br][list][*]Position the LED so its light shines through the hole.[/*][*]Use copper adhesive tape to create a closed circuit connecting the LED legs to a CR2032 coin cell battery.[/*][*]Ensure the polarity of the battery and LED legs match (long leg = positive side).[/*][*]Fold the paper or design a switch tab so that pressing a spot on the card closes the circuit and lights up the LED.[br][/*][/list]4. Students can decorate their cards and personalize their robot designs.[br][br][br][b][img]https://www.geogebra.org/resource/yuc8dvp5/SuPSdBhJpquHGfH2/material-yuc8dvp5.png[/img][br][br][/b][url=https://www.instagram.com/moonshotkidz?igsh=a3Z5Yjg1aG1nMm5u ]https://www.instagram.com/moonshotkidz?igsh=a3Z5Yjg1aG1nMm5u [/url]

[b]STEPAM Components[/b][br][list][*][b]Science –[/b] Electricity[/*][*][b]Technology – [/b]Using Makey Makey kits to explore electrical conductivity and demonstrate the concept of a circuit[/*][*][b]Engineering – [/b]creating [/*][*][b]Physical Education – [/b]Games (hot potato)[/*][*][b]Art -[/b] Design Greeting card[/*][*][b]Mathematics – [/b]Perimeter of rectangle and square, fractions (addition and subtraction)[/*][/list]