Hidden Circuits

(Ms. Henry/4th Grade/4-11-24)

TOPIC: Discovering hidden circuits

OBJECTIVES/STANDARDS
PA Academic Standards 3.4.4.B Apply knowledge of the basic electrical circuits to design and
construction simple direct current circuits.
PA Academic Standards 3.1.4.B Identify and apply models as tools for prediction and insight.
Following directions given by the teacher, TSWBAT use knowledge learned in this unit already
to write down or draw at least three predictions of hidden circuits.
After testing and analyzing the hidden circuit boxes, TSWBAT identify that the wires and
conductors need to be connected to create a circuit, shown through partner discussion, and class
discussion at the end of the lesson.

TEACHING PROCEDURES
Introduction/Anticipatory set
(3 minutes)

 Make a prediction: Hold up a hidden circuit box and walk around with it. Ask the class to
observe the box and predict what we will be doing today.
 After a few guesses/discussions: We are going to be testing hidden circuits today. You
will be testing different pairs of fasteners on our hidden circuit boxes (point them out on
the box) to find the circuits.
Development/Guided Practice
(5 minutes)

 We are going to go through the think and wonder questions on page 9 of your packet.
(display these questions on the board as we go through them)
1. Predict: If you have a box with hidden circuits inside, how can you find which
ones work and which ones do not? (hold up a hidden circuit box and/or display
picture) Hint: we will be building and using a circuit tester like we did when
testing conductors and insulators
 After a few answers, display the picture example of how to do it
 2. How many possible pairs of fasteners are there on a circuit box?
3. If the bulb does light, what does that mean about the hidden wires?
4. If the bulb does not light, what does that mean about the hidden wires?
Independent Practice:
(25-30 minutes)
Now it’s time to find the hidden circuits.
Listen to all the directions, then I will let you know when to begin.
1. The only materials you need are your packet, a pencil, and your circuit tester (the same
tester we used when testing conductors and insulators)
2. Each group will be given a box to start with. The boxes are labeled (hold one up and
show where the label is).
3. Before you begin testing, locate the corresponding diagram in your packet. (display this
on the board)
4. To begin, you and your partner(s) will test each pair of fasteners. Before you begin, it
may be wise to discuss how you can test each pair.
5. As you are testing each pair, you will draw the wires on the diagram on the left box under
the corresponding circuit number (show an example on the board). This is your
prediction.
6. Once you are finished with all of your predictions, open the box, compare the wires to
your predictions, and draw the wires on the right side, according to what you see in the
box. Circle if your prediction was correct or not.
7. You will have 5 minutes per box. Once the timer goes off, it is time to switch.
a. We will rotate around the room, like a snake (give examples/demonstrate what to
do)
8. You might not get through every box

Closure
(5 minutes)

 Let’s reflect on what we learned today

 Display discussion questions on board one at a time. Ask for raised hands to answer
o What method did you use to discover the hidden circuits?
o How did your predictions compare to what you saw once you opened the box?
o How did you use your knowledge to make better predictions as you tested new
boxes?
 o What do the wires need to look like in order to make the bulb light up?
o Are there any other discoveries you made that you would like to share?

MATERIALS

 Circuit tester (battery, battery holder, bulb, bulb socket, wires)

 Notebook/packet
 Hidden circuit boxes

ADAPTATIONS/MODIFICATIONS
For special needs: Use visuals to demonstrate tools and tasks during the lesson
For personalities: For a chatty class, might have to provide some more redirection as they are
working
For more and less time: If have less time, shorten the time that students spend at each box; only
discuss one or two questions in the closer; If have more time: Increase the amount of time spend
on the hidden circuit boxes

EVALUATION
Informal: Discussion during the lesson, reflection questions in the closure, predictions in
notebooks
Formal: No informal evaluation

REFLECTION