Year 4 Electricity

Knowledge and Understanding

Statutory Requirements

4e1: identify common appliances that run on electricity

4e2: construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

4e3: 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

4e4: recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

4e5: recognise some common conductors and insulators, and associate metals with being good conductors.

Knowledge and Understanding

Notes and Guidance

Pupils should construct simple series circuits, trying different components, for example, bulbs, buzzers and motors, and including switches, and use their circuits to create simple devices. Pupils should draw the circuit as a pictorial representation, not necessarily using conventional circuit symbols at this stage; these will be introduced in year 6.

Note: Pupils might use the terms current and voltage, but these should not be introduced or defined formally at this stage. Pupils should be taught about precautions for working safely with electricity.

Pupils might work scientifically by: observing patterns, for example, that bulbs get brighter if more cells are added, that metals tend to be conductors of electricity, and that some materials can and some cannot be used to connect across a gap in a circuit.

Lower KS2 - Working Scientifically

Statutory Requirements

lks2w1: asking relevant questions and using different types of scientific enquiries to answer them

lks2w2: setting up simple practical enquiries, comparative and fair tests

lks2w3: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

lks2w4: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

lks2w5: recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

lks2w6: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

lks2w7: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

lks2w9: using straightforward scientific evidence to answer questions or to support their findings.

Lower KS2 - Working Scientifically

Notes and Guidance

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

Conductors And Insulators KS2

Pupils discuss whether or not different devices need electricity to function. They identify common electrical components, explain their functions and relate them to their symbols, and create their own simple circuits with reference to illustrations and circuit diagrams. Pupils investigate the effect of placing switches in different positions in circuits. They investigate whether classroom objects are electrical conductors or insulators, record their results in a table, display their results in a Venn diagram and consider the relationship between metals and electrical conductivity. They apply their knowledge by explaining why electricity can be dangerous, identify dangerous situations involving electricity and how they can be avoided or made safe.

Buy Outstanding Science - Year 4

Conductors and insulators Investigation Free!

Outstanding Science Year 4 | Electricity | OS4E007

Learning objective

I can investigate which objects are conductors and which are insulators.

Using simple electrical apparatus, children investigate which materials are electrical conductors and which are insulators. If possible, they note the material each object is made from. Children transfer their results from their table to a Venn diagram containing 2 intersecting sets ('electrical conductors' and 'made of metal') and try to identify a relationship.

4e5: recognise some common conductors and insulators, and associate metals with being good conductors.

Electrical conductors allow electricity to flow through them easily, while electrical insulators do not.

Metal objects are usually good electrical conductors.

Some non-metals conduct electricity.

Year 4 Electricity | Outstanding Science

2 pages

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Electrical machines Worksheet

Outstanding Science Year 4 | Electricity | OS4E001

Learning objective

I can identify machines which need electricity to work.

Children cut out pictures of 10 familiar household machines. They place them in 2 groups - those that need electricity to work, and those that do not. They think about non-electrical alternatives to electrical machines, and vice versa.

4e1: identify common appliances that run on electricity

Some machines are powered by electricity, and others are not.

2 pages

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Electrical components Worksheet

Outstanding Science Year 4 | Electricity | OS4E002

Learning objective

I can identify electrical components and their symbols.

Children learn about 6 different electrical components - bulb, switch, cell, battery, switch, buzzer and bell. They match each component to its picture, description, and circuit diagram symbol.

4e2: construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Electrical components have different functions and can be represented by symbols in a diagram.

2 pages

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Electrical circuits Investigation

Outstanding Science Year 4 | Electricity | OS4E003

Learning objective

I can create a simple electrical circuit.

Using simple apparatus, children look at illustrations of 5 different circuits and attempt to create them. They attempt to create the circuit diagram for each, and explain what happens when each circuit is completed.

4e3: 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

An electrical circuit is an unbroken loop of wires and components which allows electricity to flow continuously.

The number, type and orientation of components in an electrical circuit affects their function.

2 pages

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Working circuits Worksheet

Outstanding Science Year 4 | Electricity | OS4E004

Learning objective

I can predict whether a circuit will work and how it can be fixed.

Children look at 5 different circuit illustrations. In each circuit, the bulb will not light. Children explain how each circuit can be changed so that the bulb will light. If possible, they test their ideas with simple apparatus. They attempt to draw a circuit diagram for their improved circuits.

4e3: 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

Electrical circuits function in predictable ways.

If the components in an electrical circuit are not arranged correctly, it will not function.

3 pages

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Electrical switches Worksheet

Outstanding Science Year 4 | Electricity | OS4E005

Learning objective

I can explain how an electrical switch works.

Children look at 4 different circuit diagrams. They predict and then observe whether the switch will function correctly when placed in different positions in the circuit. They attempt to find a general rule from their findings.

4e4: recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

An electrical switch is a device which can control whether an electrical circuit is closed or open.

The position of a switch in a simple series electrical circuit does not affect its function.

2 pages

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Electricity and safety Worksheet

Outstanding Science Year 4 | Electricity | OS4E008

Learning objective

I can identify situations when electricity can be dangerous.

Children look at illustrations of 8 different dangerous situations involving mains electricity in the home. They identify what the danger is and how it can be made safe.