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Electricity and Circuits
Levels 3 and 4
NZC Achievement Objectives
Te Mātauranga o Aotearoa
Force and Motion: Investigate and use scientific models of force and motion, and some applications, e.g. friction, levers and pulleys.
Waves and Particles: Investigate and use scientific models to explain the physical phenomena of light, sound and heat.
Electricity and Magnetism: Investigate and use simple scientific models of electrical circuits and magnets.
Te Tōpana me te Nekenga: Ka tūhura, ka whakamahi i te tauira pūtaiao hei whakaatu i te tōpana me te nekenga, me ētahi whakamahinga, pēnei i te waku, te kauwhiti me te tauru.
Te Ngaru me te Ngotangota: Ka tūhura, ka whakamahi i te tauira pūtaiao hei whakaatu i te aho, te oro me te pōkākā.
Te Hiko me te Autō: Ka tūhura, ka whakamahi i ngā tauira pūtaiao māmā mō ngā ara iahiko me ngā autō.
Learning Intentions
Integration Ideas
Learning Intentions are from the Ministry of Education
Integration ideas are from the Ministry of Education
Level 3
Students can identify, draw, and label a torch circuit and explain how the circuit works.
Students can draw a diagram and a simple circuit. They can describe how series and parallel circuits and additional batteries affect the brightness of the bulbs.
Students can name some conductors and insulators. They can describe how and where they are used in daily life.
Students can design and build and circuit for a model, game, or puzzle to give as a present to a younger child.
Level 4
Students can construct and draw diagrams of simple circuits and offer explanations of how series and parallel circuits and additional batteries affect the brightness of the bulbs.
Students can offer simple explanations of how conductors and insulators work and how and where they are used in daily life.
Students can design and build a circuit for a model, game, or puzzle to give as a present to a younger child. They can write out some simple instructions, descriptions of how it works, and safety notes.
Social Sciences: How and why people view and use resources differently and the consequences of this eg. Environmental preservation versus logging or mining
Health and Physical Education: Identify and use safe practices and basic risk-management strategies eg. Managing risks in both the natural and built environments
Health and Physical Education: Access and use information to make and action safe choices in a range of contexts eg. Safety in the sun, on the road, near water
Technology: Describe and identify the positive and negative effects of some instances of technologies on people’s lives and the environment eg. the effects of fast ferries on shorelines.
