PLAN Primary Science – Supporting Assessment Electricity Year 4-Dougal © Pan London Assessment Network (PLAN) July 2019 This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science Education.

PLAN Primary Science - Supporting Assessment PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS). It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts. The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders. Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

Structure of the resources Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool. Key Learning Possible Evidence Secure Show understanding of a concept by using scientific vocabulary correctly Overview paragraph describing curriculum Key vocabulary – list of words Possible ways to demonstrate key learning, particularly correct usage of vocabulary Apply knowledge in familiar related contexts across a range of enquiry types Suggestions of contexts to use. Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Content of the Materials Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times. The prior NC statements relevant to the topic area are also stated and use to determine pupils’ knowledge at the start of the unit. Each slide has been annotated with coloured text. Please see key below Red -Commentary to explain how evidence meets/ does not meet NC statements Blue -Commentary to highlight features of working scientifically Green  – Pupil Speak Grey – Other relevant information eg. Vocabulary used.

Year 4 statements Pupils should be taught to: identify common appliances that run on electricity (4-Electricity) construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers (4-Electricity) identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery (4-Electricity) recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit (4-Electricity) recognise some common conductors and insulators, and associate metals with being good conductors. (4-Electricity)

Later Statements Pupils do not need to be taught content they will learn in later year groups. They can be challenged by applying the content for their year group in broader contexts. Pupils in Year 6 will be taught to: associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. (6- Electricity) compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. (6-Electricity) use recognised symbols when representing a simple circuit in a diagram. (6-Electricity)

SECURE Assessment guidance Key learning Possible Evidence Shows understanding of a concept using scientific vocabulary correctly Many household devices and appliances run on electricity. Some plug in to the mains and others run on batteries. An electrical circuit consists of a cell or battery connected to a component using wires. If there is a break in the circuit, a loose connection or a short circuit the component will not work. A switch can be added to the circuit to turn the component on and off. Metals are good conductors so they can be used as wires in a circuit. Non-metallic solids are insulators except for graphite (pencil lead). Water, if not completely pure, also conducts electricity Key Vocabulary Electricity, electrical appliance/device, mains, plug, electrical circuit, complete circuit, component, cell, battery, positive, negative, connect/connections, loose connection, short circuit, crocodile clip, bulb, switch, buzzer, motor, conductor, insulator, metal, non-metal, symbol N.B. Children in year 4 do not ned to use standard symbols as this is taught in year 6 Can name the components in a circuit Can make electric circuits Can control a circuit using a switch Can name some metals that are conductors Can name materials that are insulators Applying knowledge in familiar related contexts, including a range of enquiries Construct a range of circuits Explore which materials can be used instead of wires to make a circuit Classify the materials that were suitable/not suitable for wires Explore how to connect a range of different switches and investigate how they function in different ways Choose switches to add to circuits to solve particular problems such as a pressure switch for a burglar alarm Apply their knowledge of conductors and insulators to design and make different types of switch Make circuits that can be controlled as part of a D&T project   N.B. Children should be given one component at a time to add to circuits. Can communicate structures of circuits using drawings which show how the components are connected Use classification evidence to identify that metals are good conductors and non-metals are insulators Can incorporate a switch into a circuit to turn it on and off Can connect a range of different switches identifying the parts that are insulators and conductors Can add a circuit with a switch to a DT project and can demonstrate how it works Can give reasons for choice of materials for making different parts of a switch Can describe how their switch works

Initial assessment activity – to gauge starting point of new learning in year 4 The children were asked to create a title page showing what they already knew about electricity This is a trainer on the floor Dougal has shown an awareness that the computer uses electricity and that it is plugged in to a socket. He has drawn wires connecting things together. He has also shown awareness that electricity can be dangerous He explained that what he was showing here is that someone tripping over a cable is dangerous

Classifying objects identify common appliances that run on electricity The children were given pictures of objects and asked to sort them in a variety of ways. The children then sorted the images into two labelled hoops – use batteries/plugged in. They then though of other familiar objects to add to each area of the Venn diagram These things have lights. These have batteries in them. These need to be plugged in. These you plug in to charge up. The mobile phone needs to go in both hoops because it has a battery but you need to charge it up by plugging it in Dougal is secure in identifying common appliances that run on electricity and is able to talk about some of the differences between them. Dougal is able to sort objects correctly into an intersecting Venn diagram

Exploring how to make a light bulb work construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit The children were given a bulb, bulb holder, wires, battery and a battery holder and asked to make the bulb light. They were then asked to draw their circuit. Dougal was able to construct a circuit to light the bulb and was able to add in a switch to turn it on and off. Dougal has drawn the circuit that he created and has labelled the components correctly. At this stage Dougal is drawing the circuit more as a picture than a diagram.

Using a home made switch construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit I switch it on by putting the paper clip here and switch it off by moving it around. The children were shown how to make a switch and they were challenged to explore how to connect it into the circuit. Dougal was able to connect up the switch and use it to turn the light bulb on and off. Dougal understands that the function of a switch is to not waste electricity. At this point he is not talking about the switch opening and closing the circuit.

Exploring how to make a light bulb work construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit The teacher shared some examples of the circuits that the children had previously drawn and they considered which examples were more clear to understand. I have labelled the parts of my circuit but my wires were a bit messy. Dougal has drawn a clearer diagram with the wires drawn more simply. He has identified the wire, battery and switch although in this example he has not labelled the bulb.

Focussed assessment task - checking circuits construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit To ensure that Dougal was secure with open and closed circuits the teacher carried out a quick focussed assessment task with him, where he was asked to explain why a circuit was not working Here Dougal demonstrates that he can identify why circuits are not working, can adapt them so that they work and also talks about them in terms of open and closed circuits.

Exploring conductors and insulators construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors. The children were asked to consider what would happen if different materials were placed into a working circuit. They then tested this out for themselves. Dougal’s predictions show that he already has an understanding that some materials will allow the circuit to stay on and some will cause it to switch off. Dougal does not include the words insulator and conductor at this point, but this is not surprising as this vocabulary had not been introduced at this stage.

Writing about findings of exploring materials construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors. The children were then introduced to the terms insulator and conductor and asked to write what their evidence for the previous activity is showing. Key vocabulary is being used – conductor and insulator - with additional information that show Dougal understands what these terms mean This piece of writing shows that Dougal understands that metals are conductors and they allow the electricity to travel through them. This means the circuit is open and the bulb lights. He is also able to talk about insulators. This is not sufficient as yet to indicate that he is consistently secure with this concept.

Writing about findings of exploring materials (contd.) construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors. Dougal was asked to consider the materials that are used for wires. Dougal has not talked about the metal being the conductor of the electricity or that the plastic is an insulator. Dougal needs another opportunity to show that he is secure on this.

Focussed assessment task – checking circuits construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise some common conductors and insulators, and associate metals with being good conductors. During this activity, Dougal clearly demonstrates that he can construct simple circuits by identifying reasons why the circuit is not complete. He uses the words insulator and conductor without prompting, can explain what they mean and give examples. He is now secure on these objectives.

Exploring a range of home made switch construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors. The children were given a selection of home made switches to connect up and use in their circuits. To make the switch work you have to connect the wires in the right places. They have to go on two different metal bits. The switch is on and the circuit is closed when these two bits touch. Dougal was able to explain how he connected the switch into the circuit by attaching the wires to the conducting parts of the switch. Although he did not use the word conductor without prompting, he was able to add this in when asked.

Using alternative materials for wires recognise some common conductors and insulators, and associate metals with being good conductors. The children were challenged to make the light bulb work without using any wires. I have used tin foil and paper clips. These are both made of a metal and metals are conductors so the circuit works. It is a closed circuit. Dougal is now confidently using the term conductor and is linking this to whether the circuit is open or closed. He has now shown that he is secure with this statement.

Connecting a buzzer into a circuit construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers The children were given a battery, wires, a switch and a buzzer, which they had not used before and ask to connect it up. Some of the children’s circuits worked straightaway and other’s did not. The children were asked to look carefully at a working and not working circuit to see if they could spot the difference. Our circuit didn’t work to start with. The only difference was the red and black wires. When we swapped them round it worked. To check Dougal understood that the wires need to be connected the correct way round during a later session she gave him another circuit that was not working. Dougal understands that the buzzer needs to be connected the correct way around in order for it to work. It is interesting that as most of the circuits that he has built have involved a switch he at first thinks that a switch is necessary.

Secure Dougal has shown that he is consistently able to make a basic circuit and also add in a switch. He recognises that a switch opens and closes a circuit to turn the component on and off. He has used both a bulb and a buzzer in circuits and understands that the buzzer must be connected into the circuit the correct way round. He can name insulators and conductors and can explain how they affect a circuit.

Acknowledgements