Lesson 4: Series vs. Parallel
This is Lesson 4 of 7 in the National FFA Organization’s Electricity Unit, a supplement to the Agricultural Technology and Mechanical Systems CDE. The lesson introduces students to series and parallel circuits, teaching them how electricity flows through each type and the advantages and disadvantages of each. It includes a “Circuit Showdown” student worksheet (with answer key) featuring a Venn diagram, current-path drawing activities, circuit identification, and scenario-based reflection questions.
At a glance
- Learning objectives
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- Identify the differences between series and parallel circuits.
- Explain how electricity flows in both series and parallel circuits.
- Compare the advantages and disadvantages of series and parallel circuits.
- Time required
- 60 minutes (*Time requirements may vary based upon student understanding and class schedule.)
- Grade level
- Grades 9 and 10
- Materials
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- A copy of the “Circuit Showdown” worksheet for each student
- Vocabulary
- Circuit; Parallel Circuit; Series Circuit; Switch
- Cross-Curricular Connections
- Science: Label parallel and series circuit diagrams. English: Compare and contrast using a Venn diagram.
- Resources/References
- Website: http://www.rivertonmiddleschool.com/
- Related Resources
- SAE Idea Cards, https://FFA.box.com/s/0j0438zo941eymcncgpqabh5iqzzlrpg
- SAE and FFA Connections
- Agricultural Technology and Mechanical Systems CDE; Agricultural Proficiency Area: Agricultural Mechanics Design and Fabrication; Foundational SAE Connections: Agricultural Literacy
Downloads & Links
Lesson plan
Worksheet
Aligned Standards
AFNR Career Ready Practices
- CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
- CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
AFNR Performance Element
- PST.04Plan, build and maintain AFNR structures.
Common Career Technical Core
- AG-PST4Plan, build and maintain AFNR structures.
Common Core – Reading: Informational Text
- CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Common Core – Science & Technical Subjects
- CCSS.ELA-Literacy.RST.9-10.2Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- CCSS.ELA-Literacy.RST.9-10.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-Literacy.RST.9-10.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.