Electric Circuits
Lesson 13
Constructing a Flashlight
Students design and build a flashlight.
3. Lesson Set-up and Management
4-5 PS3A Energy has many forms, such as heat, light, sound, motion, and electricity.
4-5 PS3B Energy can be transferred from one place to another.
4-5 PS3E Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound, and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass.
4-5 APPC Problems of moderate complexity can be solved using the technological design process. This process begins by defining and researching the problem to be solved.
4-5 APPD Scientists and engineers often work in teams with other individuals to generate different ideas for solving a problem.
4-5 APPE Possible solutions should be tested to see if they solve the problem. Building a model or prototype is one way to test a possible solution.
- Students construct flashlights using the knowledge they have gained throughout the unit.
- Students use a parallel or series circuit with a switch.
3. Lesson Set-Up and Management
Materials:
- If you are using this as a summative assessment, double the materials for each student.
- You will need to have additional batteries available for students who choose to create parallel circuits or want two batteries wired in a series.
- Have students bring additional materials from home for more creative
flashlights. Allow several days to collect and assemble the materials
students choose to bring in.
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| Flashlight constructed with plastic
drink cup and aluminum foul reflector. |
Constructing a flashlight using a paper towel roll. |
Using construction paper to create flashlight. |
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| Construction paper flashlight body with switch attached. |
Working on a flashlight together. | Aluminum foil switch. |
Student Management:
- Have students prepare a space in their notebook to draw a labeled diagram of their flashlight and create a circuit diagram.
- Students get very excited to share their flashlight designs; tell students you will give them an opportunity to share their designs, but that they must use the work time to complete their flashlights.
- Spend additional time having the students plan the design of their flashlight. This helps them meet the Application standards. This can also be done as an additional lesson between lesson 12 and 13.
- The flashlight can be used as a summative assessment.
- Students tend to roam the room quite a bit during this lesson; they are excited to share their flashlights as they progress. Set clear expectations before beginning the construction of the flashlights if you foresee this as a problem.
Writing Support:
- Focus Question: If I created a flashlight, how would I wire it? Do I want it to burn brighter or last longer?
- Have students record any changes they made to their initial design. A sentence starter might be “I changed the design of my flashlight by… because…”
- Another reflection opportunity is to have students answer the question: What were some struggles that you had in building your flashlight? How were these solved?