Circuit the Circuit
Physical Science
Electricity/Magnetism
Current Electricity
Winners! teacher notes adhere to the following format:
A general introduction to the book
A table of article information for the main articles
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
A table of outcomes, activities, and assessment for the main articles
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for
before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach,
and for the students to apply learning. The notes also contain graphic organizers for demonstration and for
the students to complete.
A wrap-up of the book
Circuit the Circuit - Circuit the Circuit
Introduce the Book
Read the title to the students and have them look at the cover photo. Discuss this photo as it relates to the
title. Introduce the discussion by asking questions such as:
What do you notice about the house and garden in the photo?
Have you ever seen a house and garden decorated like this?
What time of year do you think this is?
What do you think this book will be about? What do you need to make all those lights light up?
What do you think the title means? What do you think a circuit might be?
Ask the students to share any ideas they have about electricity they use every day.
Have the students turn to the contents page. Revise the purpose of the table of contents by asking
questions such as:
What does the table of contents tell you about what is in the book?
Which page would you turn to if you wanted to find out
how to read a circuit diagram?
Which article is the longest?
What is the name of the first article in the book?
Ask the students what specific information they already know about
electricity that people can use. Fill in the brainstorm map graphic organizer
OHT (on page 20) with their responses.
Have the students turn to pages 2–3 to establish a purpose for reading. Read the questions with the
students. Add their answers to the brainstorm map. Explain that as they read the article in the book, they
need to be thinking about the information on the brainstorm map and checking to see if they were right.
Ask the students to read aloud the words at the bottom of the page. Demonstrate how to use the
pronunciation guide. Have the students read chorally the words five times to become fluent with the
pronunciation.
Have the students turn to the glossary on page 30. Invite them to look at the photos and read the glossary
words and definitions.
Circuit the Circuit - In the Loop
Article Information
Text Type
Science
Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High Frequency
Words
Phonics
Revision
Feature Article
The path an
electrical current
follows is called
an electrical
circuit.
Series circuits
have only one
path for electrical
current to flow
through.
Parallel circuits
have more than
one path for
electrical current
to flow through.
bright, bulb,
computer, current,
diagram, energy,
power, radio,
switch, traffic
lights, train, wires
Labelled
diagrams
Photos and
caption
about, around,
change, find, just,
line, live, more,
most, movie,
much, off, only,
other, part, right,
still, than, them,
time, turn, where,
work, would
r-controlled
vowels: are,
dark, part,
supermarket;
battery, energy;
corner, form,
forward; circuit;
burn, turn
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Distinguish and interpret words
with multiple meanings.
Word web OHT
Fill in word web.
Word web
Reading
Comprehension
Demonstrate comprehension by
identifying answers in text.
Fill in the blanks
OHT
Fill in the blanks
on graphic
organizer.
Fill in the blanks
graphic organizer
Writing Strategies/
Applications
Write a descriptive paragraph
with a topic sentence and
supporting details.
Paragraph
graphic organizer
OHT
Plan a paragraph
with a graphic
organizer.
Write the
paragraph.
Appropriateness of
information
Speaking and
Listening
Give an oral presentation of the
written paragraph.
Rehearse and
present paragraph
to the group.
Quality and
appropriateness of
presentation
Caught in a Food Web - Before Reading
Introduce the Text and Build Background
Have the students turn to pages 4–5. Read the title together. Ask questions to clarify meaning, such as:
What shape is a loop?
What do you think ‘in the loop’ means?
Have the students look at the photos on pages 4–5. Have the students share any further information and
ideas they have about what this article will be about. Add any new ideas to the brainstorm map.
During Reading
Demonstrate Reading Outcome
Read pages 4–5 together. Discuss other things the students know that run
on electricity.
Tell the students that a good way to check their understanding of new
information is to see if they can say it again in a different way. Use the fill
in the blanks OHT (on page 21).
Tell the students you are going to work together to fill in the blanks. They
can find all the words they need on pages 4–5.
Read the instructions on the OHT, then read the first paragraph on page 4.
Invite the students to suggest words to fill in the blanks in the first sentence
on the OHT. Continue in this way until all the blanks are completed.
Check the answers together, using the answer key (on page 22).
Tell the students that after they have read the rest of the article, they will
check their understanding by filling in the blanks on another worksheet.
Review Glossary Vocabulary
Have the students leaf through the article, looking for the bold-faced words. Have the students read the
words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer
back to the glossary to refresh their memories.
Circuit the Circuit - Demonstrate Vocabulary Outcome
Refer to the title on the cover of the book. Tell the students that the word circuit comes from a Latin word
that means go around. Refer to the definition of circuit in the glossary. Ask the students to tell you what
shape they think the path that electricity follows will have.
Tell the students that some words, such as circuit, have more than one meaning. Another meaning for circuit
is the circular track athletes run around during a race.
Tell the students that after they have read the article, they will use a dictionary to help them find more
meanings for circuit.
Teach Reading Outcome
Have the students read pages 6–7. Look at the diagrams together. Discuss
the circuit electricity runs on from the power plant to a home. Give the
students the fill in the blanks sheet (on page 23). Have the students refer to
the text to help them fill in the blanks for the first five sentences. Review
their answers and check their understanding.
Apply Reading Outcome
Ask the students to read the rest of the article for themselves. Then have
them read pages 8–11 again, spread by spread. Ask them to fill in the
blanks on their sheet (on page 23) after they have read each spread.
After Reading
Apply Comprehension Outcome
Ask the students to share what they learned from reading the article. Check whether all students have
completed the sheet. Work together to review the answers on the answer key (on page 24), making sure that
students understand the sentences and the concepts. How did filling in the blanks help students understand
the article? Discuss where electricity comes from and how it runs in a circuit. Discuss the differences
between a series and a parallel circuit. Did the author make the differences clear?
Apply Vocabulary Outcome
Hand out the idea web (on page 25). Have the students write circuit in the centre bubble.
Ask the students to tell you what circuit means in the article they have just read (a
circular path that electricity runs on). Have the students write this meaning in one of the
bubbles on the idea web. Brainstorm other meanings of circuit.
Have the students check the meanings in a dictionary and add them to the idea web.
Finally, work together to make sentences to show the other meanings, for example, The
runner ran around the circuit.
Circuit the Circuit - Demonstrate Writing Outcome
Use the completed paragraph graphic organizer OHT (on page 26). Tell the
students that you are going to show them how to use this graphic organizer to
help them write a paragraph about a circuit. Think aloud as you complete the
graphic organizer. For example,
I’m going to write a paragraph about a circuit. So I’ll make that my heading. Now I
need a topic sentence to say what a circuit is. Electricity runs in a loop called a circuit.
Now I need to give some more details about a circuit.
Continue in this way until all the points are covered. Then tell the students
that you now have a paragraph about a circuit.
Topic sentence
Electricity runs in a loop
called a circuit.
Title
The current runs on the circuit.
A Circuit
You can use a switch to turn
the current on and off.
When you turn on the switch,
you close the circuit.
Details
The current runs.
The bulb lights up.
When you turn off the switch,
you make a gap in the circuit.
The current cannot run.
The bulb does not light up.
Apply Writing Outcome
Hand out the paragraph graphic organizer (on page 27). Have the students use the graphic organizer to help
them write a paragraph about a series or parallel circuit. Remind them to include a topic sentence and some
details. Students can refer to the book and their completed fill in the blanks worksheet to help them.
Demonstrate Oral Language Outcome
Present your paragraph about a circuit to the group. Read it fluently and with expression. Point out the
structural features that add to the understanding.
Apply Oral Language Outcome
Have the students rehearse and present their paragraphs about a series or parallel circuit to the group.
High-Frequency Words and Phrases
Teach or revise high-frequency words and phonics as necessary.
Circuit the Circuit - How to Make a Circuit
Article Information
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
Procedure
The path an
electrical current
follows is called
an electrical
circuit.
Series circuits
have only one
path for electrical
current to flow
through.
connect, eraser,
insulated wire,
light bulb, metal,
plastic, screw,
switch, wire
Diagrams with
labels
Drawing with
speech bubble
away, end, first,
move, off, other,
such, through, try,
turn
r-controlled
vowels: battery;
circuit, first,
third; conductors;
turn
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Find the verbs (doing
words) in the text.
Word web OHT
Fill in word web.
Appropriateness of
words in group
Reading
Comprehension
Follow simple
multiple-step written
instructions.
Work in pairs to
follow the instructions
and make a circuit.
Check circuit works
and bulb lights up.
Writing Strategies/
Applications
Write a set of
instructions.
Write instuctions
using the template.
Swap with a partner
and follow each other’s
instructions.
Check instructions
work.
Instructions template
OHT
Before Reading
Introduce the Text and Build Background
Have the students turn to page 12 and read the title of the article. Discuss with the students what they
already know about circuits. Have the students look at the drawings and labels and notice the numbers at
the side of the text. Ask them to think about what kind of text this might be. Ask questions such as:
What are the first three words in the title?
What sort of text do these words make you think this text will be?
What features do you expect to see in a set of instructions?
Circuit the Circuit - During Reading
Review Glossary Vocabulary
Have the students revisit the glossary and review the meanings of battery, circuit, conductors, electricity, and
insulators.
Demonstrate Vocabulary Outcome
Tell the students that instructions tell you how to do something.
Instructions always include doing words, or verbs. Often the verb is the
first word in the sentence, for example, Do this. Do is the verb, and it is
the first word in the sentence. Show the students the word web (on page
28). Write verbs (doing words) in the centre bubble. Look at the first
paragraph in the text. Tell the students to look at the first word in the
sentence. Make is a doing word, or verb. Write up make on the web. Tell
the students that when they have finished reading the article, they will
complete the word web with verbs they have found in the text.
Teach Reading Outcome
Tell the students you are going to have them read pages 12–13. Tell them that when they have read these
pages they will work in pairs to make a circuit. They need to read carefully and also look at the other
features on the page to help them with comprehension.
After Reading
Apply Comprehension Outcome
Give each pair of students a set of materials. One student will have all the materials and read out the
instructions on pages 12–13. The other will ask for the materials they need, and make the circuit. For
example,
Student A: Screw the light bulb into the holder.
Student B: Give me the light bulb and holder, please. I need the screwdriver, too.
Tell the students to take turns, so that each student makes a circuit.
Apply Vocabulary Outcome
Hand out the word web graphic organizer (on page 28). Students complete the word web with verbs from
the text.
Circuit the Circuit - Demonstrate Writing Outcome
Use the instructions template (on page 29).
Tell the students that they will use this template to help them write a set of
instructions.
Point to each feature of the instructions. Explain that it is important to
have a heading that starts, How to… , to include a list of materials under
the heading, You will need:, and then a set of sentences to tell someone what
to do. Remind them to number the sentences in the order that someone
should follow them. Demonstrate writing a set of instructions for making
something, for example, a cup of tea.
Apply Writing Outcome
Hand out the instructions template (on page 29). Ask the students to write instructions for making or doing
something. They can choose from the following list, or use an idea of their own.
Make a sandwich
Wash clothes
Do the dishes
Set the table
Demonstrate Oral Language Outcome
Present your instructions for making a cup of tea to the group. Point out the features of instructions again.
Invite students to comment. Is this the way they make a cup of tea? If not, what would they do differently?
Apply Oral Language Outcome
Have the students rehearse and present their instructions to the group.
High-Frequency Words and Phonics
Teach or revise high-frequency words and phonics as necessary.
Circuit the Circuit - How to Read a Circuit Diagram
Article Information
Text Type
Science Concepts
Visual Literacy
Features
Explanation
The path an
electrical current
follows is called
an electrical
circuit.
Series circuits
have only one
path for electrical
current to flow
through.
Parallel circuits
have more than
one path for
electrical current
to flow through.
Drawings
Diagrams
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Use knowledge of
suffixes to determine
the meaning of words.
Make open compound
words.
Word web OHT
Fill in word web using
a dictionary to help.
Appropriateness of
words in word web
Reading
Comprehension
Extract information
from factual text.
Circuit diagram
for a torch OHT
Read article.
Answer questions and
label circuit diagram.
Speaking and
Listening
Give and follow
instructions.
Labelled circuit
diagram for a torch
OHT
Give instructions.
Draw and label circuit
diagram.
Effectiveness of
instructions/accuracy
of diagram
Before Reading
Introduce the Text and Build Background
Have the students turn to page 14 and read the title of the article. Ask the students to look at the format of
the text and say what kind of text they think this is going to be. Lead them to notice that the words How
to… in the title can be used for an explanation, as well as for instructions.
Revisit the initial discussion about the title of the book and the cover photo. Look at the diagrams on page
15. Invite the students to share ideas about ways a diagram is different to a drawing.
Circuit the Circuit - 10
During Reading
Review Glossary Vocabulary
Review the meaning of the glossary words electricity, circuit, battery, conductors.
Demonstrate Vocabulary Outcome
Tell the students that many words have a part added at the end, or a suffix. The word electricity has the suffix
-ity, which means state of. Take away the suffix to find the describing word, or adjective, electric. Tell the
students that electric is used in many open compound words, such as electric jug.
Teach Reading Outcome
Have the students read page 14. Tell them that when they have read the paragraph you are going to ask
them some questions. They need to read carefully and also look at the other features on the page to help
them with comprehension. Introduce the word symbols if necessary. Tell the students to look at the drawing
of the battery, then look at the symbol next to it. Tell the students that it is faster to draw a symbol of a
battery than make a drawing of a battery.
After they have finished reading, ask questions such as the following:
What is a battery?
What does the symbol of the battery show?
What are the wires?
What do the wire symbols show?
Apply Reading Outcome
Have the students read page 15 and look carefully at the diagrams. Ask questions, such as:
Which diagram shows the switch is on?
What does it mean when the diagram shows the switch is closed?
What does the bulb do when the switch is closed?
Which diagram shows the switch is off?
What does it mean when the diagram shows the switch is open?
What does the bulb do when the switch is open?
Circuit the Circuit - 11
After Reading
Apply Comprehension Outcome
Show the students the circuit diagram for a torch OHT (on page 30). Point to
each symbol in turn and ask questions, such as:
Where is the battery on this diagram?
What does the battery do?
What does the symbol of the battery show?
Where are the wires?
What do the wires do?
What do the wire symbols show?
Label the diagram as students give you the answers.
Apply Vocabulary Outcome
Hand out the word web (on page 31). Have the students write electric in the
centre bubble. Tell the students they are going to add a word to this word to
make an open compound word, such as electric jug. Tell the students to write
electric jug in a bubble on their word webs. Brainstorm more open compound
words that use the word electric. Have the students write the words on their
word webs.
Demonstrate Oral Language Outcome
Call on one of the students to help you. Tell the students you are going to tell the volunteer how to draw
and label a circuit diagram. You are not going to show the volunteer the diagram. You are going to look at
the diagram as you give the instructions, and the volunteer is going to make the drawing according to your
instructions. You are going to keep talking until the volunteer understands your instructions and makes a
drawing that matches the one you are holding.
Apply Oral Language Outcome
Have the students work in pairs. Hand out a labelled circuit diagram of a torch to one student in each pair.
Without showing the diagram to their partner, this student tells the other student how to draw and label a
circuit diagram for a torch.
Circuit the Circuit - 12
The Christmas Lights Contest
Article Information
Text Type
Visual Literacy
Elements
Comic Strip
Illustrations
Speech bubbles
Outcomes, Activities, Assessment
Language Mode
Outcome
Reading
Fluency
Read fluently with
expression and
intonation.
Demonstration
Materials
Student Task
Assessment
Present in groups
of seven.
Ability to read fluently
with expression
Before Reading
Introduce the Text and Build Background
Read the title with the students and have them predict what the story is about. Discuss Christmas lights
with the students. Invite students to share their experiences.
Explain to the students that they are going to read this comic strip as if it was a play script. The background
colour behind the text will help them know which character is speaking.
Demonstrate Reading Outcome
Read the entire text to the students, changing your voice for each different character.
During Reading
Teach Reading Outcome
Have the students read the text along with you, changing their voices appropriately.
Apply Reading Outcome
Assign the students different roles. Have them practise reading the article until they are fluent.
Present readings to the class.
After Reading
Discuss the story with the students. Use starter questions such as:
Circuit the Circuit - 13
How do you think Laura is feeling when she tells Sandy she is going to enter the contest?
How do you think Sandy feels?
How do you think Sandy feels when she is working with her friend to wire up the lights?
What was the problem with Laura’s lights?
How do you think Sandy and her friend felt when they heard about Laura’s lights?
Circuit the Circuit - 14
Off the Wires
Article Information
Text Type
Science Concepts
Visual Literacy
Features
Interview
The path an
electrical current
follows is called
an electrical
circuit.
Photo
Drawing
Captions
Outcomes, Activities, Assessment
Language Mode
Outcome
Student Task
Assessment
Reading
Comprehension
Demonstrate
comprehension
by finding answers
in text.
Read article.
Answer questions.
Speaking and
Listening
Use volume, phrasing,
and pace to enhance
meaning.
Act out interview
in pairs.
Quality and
appropriateness of
presentation
Before Reading
Introduce the Text and Build Background
Have the students turn to page 24 and read the title of the article. Invite the students to share experiences of
seeing power-line workers at work and share ideas about what electrical wires do.
Ask the students to look at the illustrations and say what they think the article is going to be about.
During Reading
Teach Reading Outcome
Have the students read page 24. Ask questions such as:
What sort of text is this?
Where do you think the interviewer works?
Where might Joe and the interviewer be?
What is Joe’s job?
Why is Joe’s job dangerous?
How do rubber gloves help keep Joe safe?
Circuit the Circuit - 15
Apply Reading Outcome
Have the students read page 25. Check understanding by asking questions such as:
What does Joe mean when he says, “Electricity is always looking for a path to the ground?”
Why is it dangerous to touch a tree that is touching overhead wires?
After Reading
Apply Comprehension Outcome
Discuss safety around overhead wires with the students. Talk together about why overhead wires can be
dangerous and how power-line workers keep safe.
Demonstrate Oral Language Outcome
Tell the students you are going to have them act out the interview in pairs. Demonstrate reading some of the
dialogue, using volume, phrasing, and pace to enhance meaning.
Apply Oral Language Outcome
Have the students act out the interview in pairs. Have each pair decide whether the interviewer works for a
newspaper, a radio, or TV and adjust their performance to suit.
Circuit the Circuit - 16
Multimedia Information
Explore the multimedia pages with the students.
FAQS
Discuss with the students how they use the Internet to access information.
Have them read the FAQS page. Look at the diagram together and discuss what to do if someone gets an
electric shock. Discuss any experiences students have had of electric shocks. Invite the students to formulate
further questions that they think may be frequently asked about electric shocks and to which they do not
know the answers. List these questions and discuss the keywords that they would use in an Internet search
for the answers.
Assign the students the task of finding the answers on the Internet.
Discuss the answers and also the process they used. Use questions such as these to start the discussion
if necessary:
How many sites did you have to visit in order to find the answers?
Could you have refined your search better at the onset?
Are there some sites, for example, Wikipedia, that you go to first?
How can you check that information you find on the Internet is correct?
Power-Line Danger
Have the students read the heading. Discuss with the students why everyone needs to think about safety
around overhead wires.
Have the students read the text. Invite the students to think of questions they would like to ask about this
topic. List the questions together, then have the students find the answers on the Internet. Use questions
such as these to start the discussion if necessary:
Do you need to touch an overhead power line to get a shock?
Can someone survive an electric shock from a power line?
What sort of accidents have ordinary people had with overhead power lines?
Circuit the Circuit - 17
Quick 8 Quiz
Have the students take the quiz. Choose whether you want them to give the answers orally or write their
responses. If you choose to have the students write their responses, hand out page 32.
You may want to use this as a formal assessment of science concepts, in which case you will not allow them
to refer back to the text. If you are using the quiz as an informal assessment, let the students turn to page 32
of the book for clues that will direct them back to the appropriate page for the information.
Learn More
Choose whether you want the students to work independently, in pairs, in ability groups or mixed ability
groups to learn more about where electricity comes from and how it gets to their home or school.
You may need to specifically teach the following:
• How to use people, and/or books, and/or the Internet to find information
• How to take notes
• How to draw diagrams
• How to order facts
• How to choose subheadings
• How to revise a draft
• How to check spelling, grammar, and punctuation
• How to present work appropriately
Set a time for the research project to be finished. Tell the students the form that the presentation will take.
Circuit the Circuit - 18
Wrap-Up
Refer back to the initial brainstorm map graphic organizer. Reread the map. Add to or revise any
information on the map. Draw a square around the map. Have the students say where they found the
information in the brainstorm map graphic organizer. Record this information in the rectangle.
Discuss the book with the students. Use the following questions as discussion starters if necessary:
What do you now know about electricity and circuits that you did not know
before you started reading?
What made this book easy or hard to understand?
Which article did you like the most? Why?
What did you like best about the book? Why?
Which words did you find hard to pronounce, understand, read?
If you had written the book, what would you have included, left out? Why?
Do you think the author did a good job of interesting you in electricity and circuits? Why or why not?
How could you use the information and strategies somewhere else that you learned while you
were reading this book?
Circuit the Circuit - 19
Circuit the Circuit
Interview with a Weather Scientist
Brainstorm Map
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 20
Circuit the Circuit
Interview with a Weather Scientist
Fill in the Blanks
Name:____________________________
Read pages 4–5. Fill in the blanks.
1. In a _____ cut, there is no electricity .
2. All the ______ go out.
3. You can’t turn on the __ .
4. Computers do not ____ .
Permission is given to teachers to reproduce this page for classroom use.
Page 21
Circuit the Circuit
Interview with a Weather Scientist
Answer Key
Name:____________________________
Answer key pages 4–5
1. In a power cut, there is no electricity.
2. All the lights go out.
3. You can’t turn on the TV.
4. Computers do not work.
Permission is given to teachers to reproduce this page for classroom use.
Page 22
Circuit the Circuit
Interview with a Weather Scientist
Fill in the Blanks
Name:____________________________
Read pages 6–7. Fill in the blanks.
1. Current ___________ runs in a loop.
2. The loop is called a _______ .
3. You can turn the current __ and ___ with a switch.
4. If you turn the ______ off, you make a ___ in the circuit.
5. The _______ cannot run.
Read pages 8–9. Fill in the blanks.
6. A circuit with just one loop is called a ______ circuit.
7. If one bulb _____ ___ , no bulbs light up.
8. There is a gap in the _______ .
Read pages 10–11. Fill in the blanks.
9. A circuit with more than one path is called a ________ _______ .
10. The _______ runs on all the paths.
11. If one bulb burns out, the other bulbs still _____ __ .
12. The current ____ __ the other paths _______ .
Permission is given to teachers to reproduce this page for classroom use.
Page 23
Circuit the Circuit
Interview with a Weather Scientist
Answer Key
Name:____________________________
Answer key pages 6–7
1. Current electricity runs in a loop.
2. The loop is called a circuit.
3. You can turn the current on and off with a switch.
4. If you turn the switch off, you make a gap in the circuit.
5. The current cannot run.
6. A circuit with just one loop is called a series circuit.
7. If one bulb burns out, no bulbs light up.
8. There is a gap in the circuit.
9. A circuit with more than one path is called a parallel circuit.
10. The current runs on all the paths.
11. If one bulb burns out, the other bulbs still light up.
12. The current runs on the other paths instead.
Permission is given to teachers to reproduce this page for classroom use.
Page 24
Circuit the Circuit
Interview with a Weather Scientist
Idea Web
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 25
Circuit the Circuit
Interview with a Weather Scientist
Paragraph Organizer
Name:____________________________
Topic sentence
Electricity runs in a loop
called a circuit.
Title
The current runs on the circuit.
A Circuit
You can use a switch to turn
the current on and off.
When you turn on the switch,
you close the circuit.
Details
The current runs.
The bulb lights up.
When you turn off the switch,
you make a gap in the circuit.
The current cannot run.
The bulb does not light up.
Permission is given to teachers to reproduce this page for classroom use.
Page 26
Circuit the Circuit
Interview with a Weather Scientist
Paragraph Organizer
Name:____________________________
Topic sentence
Title
A Circuit
Details
Permission is given to teachers to reproduce this page for classroom use.
Page 27
Circuit the Circuit
How to Make a Circuit
Word Web
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 28
Circuit the Circuit
How to Make a Circuit
Instructions Template
Name:____________________________
Instructions
How to
__________________________________________________________________________
__________________________________________________________________________
You will need:
__________________________________________________________________________
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What to do:
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Page 29
Circuit the Circuit
How to Make a Circuit
Circuit Diagram for a Torch
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Page 30
Circuit the Circuit
How to Make a Circuit
Word Web
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Page 31
Circuit the Circuit
Quick 8 Quiz
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1. What are three things that run on electricity?
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2. What is the name for electricity that runs all the time?
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3. What is the name for a circuit with one path?
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4. What is the name for a circuit with more than one path?
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5. Which circuit is best for the lights in a house?
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6. What is the power source for a torch?
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7. What is special about rubber?
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8. How can an electric shock kill you?
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Page 32