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Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Michael Gresham Subject/Grade: Science/4th Grade Learning Objective:

Lesson # 5 Date and Time of Lesson: 11/8/13; 11am

The student will be able to summarize the function of the components of a complete circuit, including: wire, switch, battery, and light bulb.

Alignment with Standards: SC Science Standard 4-5:The student will demonstrate an understanding of the properties of light and electricity (Physical Science) SC Science Indicator 4-5.6: Summarize the function of the components of a complete circuits (including: wire, switch, battery, and light bulb) Developmental Appropriateness or Cross-curricular connections: This lesson is developmentally appropriate for fourth graders, as the following day, the students were introduced to electricity. The previous standard (4-5.5), taught the previous day, included a pre-introduction towards todays unit. Students in fourth grade are developmentally capable of writing notes (fill in the blank) in the amount of time given for science. They also know the classroom expectations for how to act during instruction, as well as follow directions. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment.

Lesson Objective(s)

Assessment(s) of the Objective(s) Pre-Assessment: The teacher will write the symbols for wire, switch, battery, and light-bulb on the SMART Board. The students will have two minutes to try and identify the symbols. During Assessment: Informal- teacher prompted questions.

Use of Formative Assessment Pre-Assessment: The symbols on the SMART Board will be written and the students will use their knowledge (if any) to match the symbols with the correct part of a circuit.

The student will be able to summarize the function of the components of a complete circuit, including: wire, switch, battery, and light-bulb

During Assessment: Teacher prompted questions will help the teacher understand the Post-Assessment: The direction of how students will complete an instruction is going (are assessment containing of the students five multiple choice understanding the questions and an identifying content? Is the need for question on the symbols of re-teaching evident?) a circuit. (Assessment Plan Post-Assessment) Post-Assessment: The

Lander University Teacher Education Lesson Plan Template Objective 2 (if applicable) Assessment for Objective 2

Rev. 2013

post assessment will be used to see how well the students have responded to the material in the previous lesson, as well as todays lesson for an overall summative assessment of learning.

Accommodations: (should show use of TWS 1 data)

Early Finishers- students who finish the post-assessment before others, will be allowed to do pages 122-125 in their workbooks. Slow Finishers- will be provided assistance such as reading the questions orally. ESOL- ESOL student will be provided extra assistance on the post-assessment if needed Speech- will have directions read aloud in a loud (yet clear) voice.

Science Notebook Pencil Note sheet for complete circuits Glue

Procedures: Introduction and Pre-Assessment Yesterday, we started talking about electricity. After the lesson I taught, Miss Carver introduced the topic today with a video about circuits. Today, we will learn about complete circuits and the parts of the circuit. Before we begin, I want to see if you know the symbols of the circuit. Each symbol stands for a part of the circuit. You saw the symbols yesterday, during the survey I gave you yesterday. Do I expect you to know the symbols, not at this point, but lets see how much you know. In your science notebooks, I want you put todays date. I am going to draw the symbols on the SMART Board, you draw them in your notebooks. Teacher-Candidate draws the symbols for wire, battery, switch, and light-bulb on the SMART Board. The symbols stand for one of the following: wire, battery, switch, and light-bulb. Make your best guess and try to match each symbol. Teacher Candidate will give the students two minutes to complete the pre-assessment. Motivation: Today, were going to do something different. I am not going to check your notebooks; you are going to check them yourself. While I am giving the notes for today, you need to look closely and look for the symbol. If youre correct, give yourself a check mark. If not, mark it out, and make the correction. Teacher Candidate will show the students how to do this on the SMART Board.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Engage: Todays lesson is going to be fun. Were going to be explorers and explore a complete circuit. We are going to learn what the parts of a circuit are and how each works. Explore For this lesson, there will not be any special grouping. The students will remain at their desks, as this lesson is a note-taking and guided lesson. Electrical Circuits Yesterday, we learned that an electric charge in motion is called an electric current. For the electric to be useful, it must travel along a planned path. In this path, it will travel through wires and other materials, such as light -bulbs and batteries. This path through which the current flows is called an electric current. Teacher Candidate provided the students with notes for this section of their notes. o A circuit is a close path through which electricity flows. The components of a complete circuit with their symbols in parenthesis are listed below with their functions. (See attached note sheet) Wire Our first component of the circuit is the wire. The symbol of the wire is a simple line. This is where most of the electrical current is going to flow in the circuit. For example, yesterday when I plugged the lamp into the socket, the electrical current traveled through the wire in order to get to the lamp. Switch Our next component of the circuit is the switch. The symbol for the switch is a line, with an upward angle with a space in between, followed by a straight-line. (see worksheet for an example). Most circuits will have a switch that opens and closes. When the switch is closed, we have a complete circuit. This means that the electrical current is complete. What do you think happens to the electric current if the switch is open? Teacher-Candidate will ask the students to think before answering. The teacher-candidate will call on students to give their answer. When the switch is open, the circuit is broken. When a circuit is broken, the electricity cannot flow. An example would be a light switch. When we turn on the light switch, the electrical circuit is complete, as we see the light turn on. However, when we flip the switch, the lights go off. Why do you think that happens? Teacher-Candidate will ask the students to think before answering. Teacher-Candidate will call on students to give their answer. When the switch is flipped, the circuit opens.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

We learned that when we open a circuit, the electric current can no longer flow to the light.

Battery The third component of our circuit is the battery. The symbol for the battery is a line, with a vertical line followed by the same symbol, which is smaller and reversed. Many of us have seen a battery before. In a circuit, a battery is usually the source of how the circuit gets its energy. Lets compare the battery to a pump. When we pump water through a pump, it causes the water to flow. A battery does the same with the electrical current, causing the electric current to flow through the wire. Not all batteries are the same; batteries come in many sizes and shapes. However, each battery has two ends. Does anyone know the name of the two ends? Teacher Candidate will ask the students to think about the question Teacher Candidate will ask the students for the answer. One end of the battery is called a positive end. The positive end is labeled with a plus sign. (Teacher will draw on the board.) The negative end is labeled with a minus sign, or also called a negative sign. (Teacher will draw on the board.) Light-Bulb Yesterday we learned that the resistance in the light-bulb causes it to glow when electricity flows through it. The light-bulb is the object in the circuit that changes electrical energy into light energy. This is why in a circuit, when the electrical energy reaches the light -bulb, like we learned yesterday, when the energy goes through the wire, to the filament, it builds up, and the build-up of energy causes the filament to glow and we see light. Conclusion and Post-Assessment After the information on the light-bulb is presented, the teacher-candidate will pull-up a document on the SMART Board. I want you to open your science notebooks and write the following sentence. The teacher-candidate will write the following sentence on the board: TODAY IN SCIENCE I LEARNED ABOUT I want you to write about what you learned today in science. Please remember that you need to write a summary like a fourth grader, that means more than one sentence, we covered a lot of information today, I want to see it in your writing. Teacher-Candidate will give students five minutes to write in their notebooks, coming around to check them. After all of the students have finished, the teacher-candidate will hand out the post-assessment for his assessment plan. This assessment is identical to the first assessment used in the plan. Once the receive the assessment, they can begin. When students finish, the teacher-candidate will collect them.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Activity Analysis: (should show use of TWS 1 data)

Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: How each activity (instructional strategy) supports the lesson objective(s). How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. Activity #1: Note-Taking This activity supports the lesson objective, as it is summarizing the parts of the complete circuit. Notes on each part including the wire, switch, battery, and light-bulb are covered, which is what the objective states. This activity stems from the students characteristics and needs, as the students need many visual representations. Visual notes help the students see the material (visual learners). Also, the teacher will be presenting the notes orally, as this will help the students who are speech, ESOL, and auditory learners. The technology in this lesson will be the SMART Board, which will display the notes. Activity #2: Teacher Prompted Questions This activity supports the lesson objective, as the students will be orally summarizing the parts of a circuit through questions. This activity stems from student characteristics, as the students enjoy answering questions and having meaningful questions asked. This really helps the students in understanding the content and keeps them engaged. No technology will be used in this activity, as students will not need technology to answer teacher prompted questions.

Adair Pederson, 4th Grade Teacher, Lakeview Elementary School (Notes) Student Workbook, 4th Grade Science, Unit 4: Properties of Light and Electricity, Lesson 6, pages 122-125