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# Teacher_Toni Bowes Grade__5th_______________ Date____April 20, 2012__________________________ Subject__Science____________________

## Stage 1- Desired Results

Established Goals: S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S5CS5. Students will communicate scientific ideas and activities clearly. d. Locate scientific information in reference books, back issues of newspapers and magazines, CDROMs, and computer databases. S5P3. Students will investigate the electricity, magnetism, and their relationship. b. Determine the necessary components for completing an electric circuit.

Understandings: Students will understand that.. Electric circuit is a pathway made of wires that electrons flow through Circuits are made of an insulator, conductor, and power source Electricity is the flow of electrons. Electricity is a form of energy.

Essential Questions: What is an electrical circuit? What are the components for completing an electric circuit? What is electrical current?

Student will know. Terms: insulator, conductor, electrons, energy, current, electricity, circuit How to create a complete circuit The relationship between the power source, insulator, and conductor How electrons make electricity

Student will be able to Complete an electrical circuit with a battery, copper wire, and light bulb Explain how the complete circuit was made Draw three different ways to complete an electrical circuit Write a paper explaining why or why not an aluminum wire would complete a

circuit

## Stage 2- Assessment Evidence

Performance Tasks: 1. Students copy an example of a complete circuit from the Activboard. Students will label each component of the circuit. Call on several students to check for students understanding. 2. Students work in group of threes to manipulate a D-battery, two copper wires, plastic stopper, paper clip, and a light bulb to make a complete circuit i.e. the light bulb lights up. Once the students have completed a circuit then the students will collaborate with within the group to draw two more ways a circuit could be made. 3. Students go back to their own desks and consider this question: Could a circuit be completed if the copper wire was changed to an aluminum wire? Students will use prior knowledge and new knowledge learned from the group experiment and podcast to answer the question. Students will write a one page explanation on why or why not an aluminum wire could be used. 4. Students will get into pairs to share their ideas with their partner. Students

will compare and contrast their ideas. 5. During Computer Lab, the students will explore the web site resources and videos given by the teacher.

Other Evidence Student participation in group assignments. Completed circuit drawings. One page explanation to question. Teacher observation of students in groups.

## Stage 3 Learning Plan

. Learning Activities: 1. Hook students by having the lights off. Ask students, What makes the lights come on? Call on several students to discuss. 2. Remind students that electricity is electrons that move in a circular movement. Draw example of the electrons moving in a circular motion on the Activboard. Walk around to make sure students are drawing the example correctly. 3. Students copy the drawing from the Activboard. 4. Then put up the picture with the completed circuit. Make sure students can see the labels: Power source, copper wire, and light bulb. 5. Once students have copied the drawing, play the podcast entitled Circuit. The podcast will explain about the insulator, conductor, and the power source. 6. After students complete the podcast, instruct students to get into groups of three with the people around them. 7. Once the students are in groups, and then pass out the kits with the D-battery, two copper wires, plastic stopper, paper clip, and light bulb. 8. Instruct students to figure out a way to make the light bulb light up. Walk around to observe and guide students within the groups. 9. After students complete the circuit, instruct students to collaborate with their group to figure out two more ways to light the light bulb and then draw them on the same piece of paper as the example. Also, have students label the circuits. 10. After the students have completed their two drawings in their groups, take up papers to check for understanding. 11. Instruct students to return to their own desks and to take out a piece of paper. 12. Write this question on the board, Could a circuit be completed if the copper wire was changed to an aluminum wire? Tell students they must explain why or why not the

aluminum would work. Their answer should be at least to one page in length. 13. As the students finish their answers, have students turn the papers in. They should place their papers in the science bin in the back of the room. 14. After the papers have been turned in instruct students to get into pairs with the person on their left. 15. Instruct students to share their ideas about the questions with one another. Walk around to listen to each group to make sure each group is on topic. 16. After each student has shared ideas with their partner, instruct students to take out another piece of paper and write down if they agree, disagree, or are divided about the question. The responses should be a paragraph or six to seven sentences. 17. Have students turn in their papers with both names on the paper to the science bin. 18. Before students go to Computer Lab, hand out the paper with the different links. 19. Instruct students to go to the web sites to view the information the web sites contain. The class will have a whole class discussion on what they learned when they return from the computer lab.

Circuit Drawing Rubric Category Name on paper Unsatisfactory 0 pts. Name is not on paper Satisfactory 1 pt. Name on paper. /1 Power source Power source is not clearly labeled. Insulator is not clearly labeled. Conductor is not clearly labeled. Power source is clearly labeled. Insulator is clearly labeled. Conductor is clearly labeled.

/1

Insulator

/1 /1

Conductor

Total Points:

/4

## One Page Paper Rubric Category Unsatisfactory Satisfactory Exceeds

Name on Paper

0 pts. Name is not on paper. The student did not answer the question.

1 pt.

3 pts. Name is on paper The student answered the question fully without straying. The paper is very organized. Ideas are presented in a logical sequence and are clear. There are one or two spelling or punctuation mistakes.

/3

Focus on question

Organization

## Spelling and Punctuation

The student answered the question, but strayed from topic of the question. The piece is hard to The paper is pretty follow. The ideas well organized. seem random and The students not thought out. ideas are somewhat out of sequence. There are five or There are three to more spelling or four spelling or punctuation punctuation mistakes. mistakes.

/3

/3

/3

Total Points:

/12

Websites for Students http://www.explainthatstuff.com/electricity.html http://www.neok12.com/php/watch.php?v=zX7772537442630f465e4751&t=Electricity video http://www.neok12.com/php/watch.php?v=zX760a5b5a596453755e6f06&t=Electricity video http://www.allaboutcircuits.com/vol_1/chpt_1/3.html http://www.andythelwell.com/blobz/ game http://www.wisegeek.com/what-is-an-electrical-circuit.htm http://www.physicsclassroom.com/Class/circuits/u9l2a.cfm