Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
Introduction to Engineering: 1.A.V
Electrical Engineering
Grade Level
1
Sessions
Session I: Introduction to Electrical Engineering – 20 minutes
Session II: Circuits – 40 minutes
N/A
Whole class
2 students per group
Skills of Inquiry
2. Tell about why and what would happen if?
3. Make predictions based on observed patterns
4. Record observations and data with pictures, numbers, or written
statements.
6. Discuss observations with others.
Technology/Engineering
1. Materials and Tools
1.3 Identify and describe the safe and proper use of tools and materials to
construct simple structures
01.SC.IS.02
01.SC.IS.03
01.SC.IS.04
01.SC.IS.06
01.SC.TE.03
Circuit, electricity
Seasonality
Instructional Mode(s)
Team Size
MA Frameworks
WPS Benchmarks
Key Words
Summary
This lesson will teach students about electrical engineering. Students will begin
to learn about electricity and will also get to make their own circuit in which they
light a light bulb.
Learning Objectives
Massachusetts Frameworks for Grades Pre K-2
Skills of Inquiry
2. Tell about why and what would happen if?
3. Make predictions based on observed patterns
4. Record observations and data with pictures, numbers, or written statements.
6. Discuss observations with others.
Technology/Engineering
1. Materials and Tools
1.3 Identify and describe the safe and proper use of tools and materials to
construct simple structures
-1-
Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
2002 Worcester Public Schools (WPS) Benchmarks for Grade 1
01.SC.IS.02 Tell about why and what would happen if?
01.SC.IS.03 Make predictions based on observed patterns.
01.SC.IS.04 Name and use simple equipment and tools to gather data and
extend the senses
01.SC.IS.06 Discuss observations with others.
01.SC.TE.03 Identify and describe the safe and proper use of tools and materials
(e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct
simple structure.
Additional Learning Objectives
1. Students should understand what an electrical circuit is.
2. Students should understand that electricity is used to power objects and
that it is too small to be seen.
3. Students should be able to determine what uses electricity and what does
not.
Required Background Knowledge
1. Introduction to engineering – Sparky’s Engineer 1.A.I
Essential Questions
1. What is an electrical engineer?
2. What is electricity?
3. What is an electrical circuit?
Introduction / Motivation
Start with questions.
Procedure
Session I: Introduction to Electrical Engineering – 20 minutes
Instructor preparation:
1. Photocopy one copy of “Circuits.”
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Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
2. Photocopy appropriate number of “Electricity” worksheets for each student
to have one copy.
The instructor will:
1. Ask students if they can remember what an electrical engineer does.
2. Explain to students that electrical engineers work with electricity.
Electricity is used to power objects such as TV’s, computers, and
refrigerators.
3. Show students the “Circuits” diagram. Explain that electricity flows in
circuits. If the circuit is broken, the object will not work. Electricity must
have a power source (such as a battery), an object to power, and a way to
connect the two. Batteries have a negative and positive end, both of which
must be connected to complete the circuit.
4. Distribute “Electricity” worksheets to students. Instruct the students to
circle all the objects that are powered by electricity.
Session II: Circuits – 40 minutes
Instructor preparation:
1. Photocopy appropriate number of “My Own Circuit” worksheets for each
student to have one copy.
2. Photocopy one copy of “Circuit for Light Bulb.”
3. Obtain wire strippers, insulated wire, flashlight bulbs, D-cell batteries, and
electrical tape.
4. Cut 2 pieces of 6” wire for each group. Use the wire strippers to remove
1/2” of the plastic coating from both ends of each wire.
The instructor will:
1. Divide students into groups of two.
2. Distribute “My Own Circuit” worksheets, wire, flashlight bulbs, D-cell
batteries, and electrical tape to students.
3. Instruct students to complete the worksheet.
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Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
4. Instruct students to assemble their circuit based on how they drew it on
the worksheet.
5. Check to see if any students were able to make their light bulb light up.
6. Show class the “Circuit for Light Bulb” sheet and have students rearrange
their circuits so that they are like the diagram. If all the students were able
to get the light bulb to light on there own, this step may be skipped.
Materials List
Materials per class
“Circuits”
“Circuit for Light Bulb”
Wire strippers
Amount
One per class
One per class
One per class
Materials per student
“Electricity” worksheet
“My Own Circuit” worksheet
6” insulated wire
Flashlight bulb
D-cell battery
Electrical tape
Location
Attachment section
Attachment section
Hardware store
Amount
One per student
One per student
Two per group
One per group
One per group
Use at discretion
Location
Attachment section
Attachment section
Electronics supply store
Electronics supply store
Electronics supply store
Electronics supply store
Vocabulary with Definitions
1. Circuit – A closed path followed by an electric current.
2. Electricity - Electric current used as a source of power.
Assessment / Evaluation of Students
The instructor may assess the students in any/all of the following manners:
1. Ask students to give examples of objects that are powered by electricity.
2. Observe how the students assemble their circuits.
Lesson Extensions
N/A
Attachments
1. “Circuits” diagram
2. “Electricity” worksheet
-4-
Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
3. “My Own Circuit” worksheet
4. “Circuit for Light Bulb”
Troubleshooting Tips
None
Safety Issues
Make sure students are told not to experiment with electricity on therir own,
especially with electrical outlets.
Additional Resources
None
References for Lesson Idea
http://www.teachersdomain.org/3-5/sci/phys/mfe/lp_electric/printer_friendly.html
References for Images Used
Fire – Microsoft Word ClipArt
TV – Microsoft Word ClipArt
Water faucet – Microsoft Word ClipArt
Camera – Microsoft Word ClipArt
Refrigerator/stove – Microsoft Word ClipArt
Hot air balloon – Microsoft Word ClipArt
Light bulb – Microsoft Word ClipArt
Key Words
Circuit, electricity
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Circuits
+
WIRE
BATTERY
WIRE
-
OBJECT BEING
POWERED
(LIGHT)
Name:
Electricity
Directions: For part A, circle the objects that require electricy to operate. For part B,
name three other objects that you can think of that require electricity to operate.
Part A
Part B
1)
2)
3)
Name: _____________
My Own Circuit
THINK: What does the circuit need in
order to work?
______________________________________
______________________________________
DESIGN: My circuit looks like:
CREATE: Time to make our circuit!
TEST: Were you able to make the light
bulb light up?
Circuit for Light Bulb
+
WIRE
BATTERY
WIRE
-
OBJECT BEING
POWERED
Use electrical tape to ensure that the wires are securely placed to the base of the light
bulb and the positive and negative terminals of the battery.