# COLLABORATIVE PLANNING FORM

TEACHER(S): Librarian, classroom teacher, art teacher

CONTENT TOPICS: Science, Art, and Poetry

LEARNING OBJECTIVES:
Whole Class Activity: The teacher will read aloud, The Magic Schoolbus gets Charged or The
Magic Schoolbus and the Electric Field Trip or Blackout! (dependent on the amount of time
permitted for the class).

-The librarian will have students act out a simple, parallel, and a series circuit for them to be
familiar with the terminology.

Students will participate in two of the following centers for approximately 5-10 minutes
before switching to the next one. (20 minutes)

1. Vocabulary Fortune Teller Station: Students will make a fortune teller following the
directions displayed. This activity will focus on the review of key electrical vocabulary.
-Students will correctly identify the electrical symbols on the worksheet and match it to
their name.

2. Electric Circuitry Station: Students will view the video on Electric Circuits on BrainPop at
https://www.brainpop.com/science/energy/electriccircuits/ (3.42 min.).
-Afterwards, students will complete the BrainPop Electric Circuits activity where they label
the parts of a circuit using words from a word bank.
-Review the Making a Circuit worksheets explaining how a circuit works.

3. Electricity Card Game Station: Students will view the Schoolhouse Rock video “Electricity,
-Students will play a card game in which they match electrical vocabulary to its definition.

4. Snap Circuit Station: Students will create a simple, parallel, and a series circuit using snap
circuits.
-After creating each one they will create a diagram on their worksheet.

Extra Center or Exit Center:
**Circuit Poetry Station: Students will write an acrostic poem about circuits using science
vocabulary words to illustrate their understanding.
OR
-Describe the journey that an electron makes in a battery powered electric circuit.

SOL: STANDARDS FOR THE 21ST CENTURY LEARNER:
Fortune Teller Vocabulary S1.1. 1_X__2___3___4___5___6__X_7___8___9___
S1.2. 1___2___3___4___5___6___7___
Station S1.3. 1___2___3___4_X__5___
SOL 4.3 S1.4. 1___2___3___4_X__
The student will
investigate and understand
the characteristics of
electricity.
S2.1. 1___2__X_3___4___5___6_X__
Electric Circuitry Station:
S2.2. 1___2__X_3___4__X_
SOL 4.3
The student will understand S2.3. 1___2___3___
the characteristics of S2.4. 1___2___3_X__4___
electricity.

Electricity Card Game S3.1. 1__X_2_X__3_X__4___5___6___
Station:
S3.2. 1___2___3__X_
SOL 4.3
The student will S3.3. 1___2___3___4___5___6___7___
investigate and understand S3.4. 1___2___3___
the characteristics of
electricity.
S4.1. 1___2___3___4___5___6____7___8___
Snap Circuit Station: S4.2. 1___2___3___4___
SOL 4.3
S4.3. 1___2_X__3___4___
The student will
investigate and understand S4.4. 1___2___3___4___5___6___
the characteristics of
electricity.
B. circuits

DATE/TIME OF LESSON:
Monday 12:00-12:45, Wednesday 12:00-12:45, and Friday 12:00-12:45

ESTIMATED LESSON LENGTH:
The overall lesson will take place over 2-4 library sessions, which are thirty minutes each.
The following activity will take place in the art room under the direction of the art teacher
once the preliminary review/instruction is done in both the library and the 5th grade
classroom:

Junkyard Bot: Art Instruction (180 minutes/2-90 minute class sessions) and Library review
instruction (1-4 class periods of thirty minutes)

OVERVIEW OF LESSON:
The librarian will let students know that for the next two class sessions, students will be
learning about science, art, and poetry through science content-related books and activities
These activities are a means of reviewing 4th grade science curriculum material with
students as they prepare to do a Junkyard Bot in their Art class.
Cole and Bruce Degen or Blackout!.
Afterwards, the librarian will have students do a physical activity where students will create
a simple, parallel, and series circuit using their bodies.
The librarian will inform students that they will be working in cooperative groups of four
students on four stations. Before having them begin the stations, a walk around will be
conducted to explain how to complete each station. Each station will incorporate different
activities as they relate to electricity. The stations are:

Fortune Teller Vocabulary Station: Students will create a fortune teller that includes
vocabulary, symbols, and pictures.
-Afterwards, they will correctly identify the electrical symbols on the worksheet and match
it with the name.

Electric Circutry Station: Students will view the video on Electric Circuits on BrainPop at
https://www.brainpop.com/science/energy/electriccircuits/ (3.42 minutes).
-Afterwards, cooperative groups of students will complete the BrainPop Electric Circuits
Activity worksheet.

Electricity Card Game Station: Students will view the video “Electricity, Electricity”.
-Students will play the Electricity card game which will have them match the vocabulary
word with its definition.
-Time permitting, students will label both a battery and a light bulb using the model a the
center.

Snap Circuit Station: Students will create a simple, parallel, and a series circuit using snap
circuits.
-After creating the circuits, illustrate them on your worksheet.

Students will work collaboratively at the stations over 4-30 minute library sessions, and will
work on their Junkyard Bot in art class. At the end of the library sessions, students will be
given a chance to share what they learned with the execution of their Junkyard Bot and to
reflect on their learning, process, and level of success via a poetry.

TEACHER WILL LIBRARIAN WILL

- The teacher will teach the -Read a book on electricity aloud to students.
following vocabulary word -Set up the 4 centers and ensure that all materials are
definitions: circuit, dry cell, closed set out for students.
circuit, open circuit, electric -Walk students through the 4 centers.
current, series circuit, parallel -Observe students and answer their questions as they
circuit, electron, negative charge, complete the centers.
positive charge, electricity. -Students will complete a group acrostic poem
demonstrating their understanding of electricity.
-The teacher will teach students
how to write an acrostic poem.

Art Teacher will work with
students to make the Junkyard Bot
using electricity vocabulary and
symbols.

STEAM Teacher will have students
participate in electricity lab
experiments to further their
understanding.

FINAL PRODUCT/LEARNING OUTCOME:
The final product for this assignment will be that students have an understanding of the
vocabulary utilized in their Electricity science unit.

The librarian will let students know that for the next two class sessions, students will be
learning about science, art, and poetry through science content-related books and activities
These activities are a means of reviewing 4th grade science curriculum material with
students as they prepare to do a Junkyard Bot in their Art class.
Cole and Bruce Degen or Blackout!.
Afterwards, the librarian will have students do a physical activity where students will create
a simple, parallel, and series circuit using their bodies.
The librarian will inform students that they will be working in cooperative groups of four
students on four stations. Before having them begin the stations, a walk around will be
conducted to explain how to complete each station. Each station will incorporate different
activities as they relate to electricity. The stations are:

Fortune Teller Vocabulary Station: Students will create a fortune teller that includes
vocabulary, symbols, and pictures.
-Afterwards, they will correctly identify the electrical symbols on the worksheet and match
it with the name.

Electric Circutry Station: Students will view the video on Electric Circuits on BrainPop at
https://www.brainpop.com/science/energy/electriccircuits/ (3.42 minutes).
-Afterwards, cooperative groups of students will complete the BrainPop Electric Circuits
Activity worksheet.

Electricity Card Game Station: Students will view the video “Electricity, Electricity”.
-Students will play the Electricity card game which will have them match the vocabulary
word with its definition.
-Time permitting, students will label both a battery and a light bulb using the model a the
center.

Snap Circuit Station: Students will create a simple, parallel, and a series circuit using snap
circuits.
-After creating the circuits, illustrate them on your worksheet.

Students will work collaboratively at the stations over 4-30 minute library sessions, and will
work on their Junkyard Bot in art class. At the end of the library sessions, students will be
given a chance to share what they learned with the execution of their Junkyard Bot and to
reflect on their learning, process, and level of success via an acrostic poem on electricity.
ASSESSMENT—Product:
Fortune Teller Vocabulary Station: Students will create a fortune teller to quiz each other on
electricity vocabulary.
Electric Circuitry Station: Students will correctly abel the parts of a circuit using a
wordbank.
Electricity Card Game Station: Students will play a card game in which they will correctly
match vocabulary to their definition.
Snap Circuit Station: Students will be able to create a simple, parallel, and a series circuit
using snap circuits and be able to create a diagram using electrical symbols.

ASSESSMENT—Process:
Vocabulary Fortune Teller Station: Librarian will observe students as they work on
following the directions displayed. The teacher and librarian will look at the fortune tellers
as well observe students as they play the vocatulary game using them. The teacher and
librarian will also check to see that students have correctly identified the electrical symbols
on their worksheet.
Electric Circuitry Station: Librarian will observe students as they interact with the BrainPop
video. Teacher and librarian will observe students as they complete the Brainpop Circuits
activity labeling the parts of a circuit correctly using a word bank.
Electricity Card Game Station: Librarian will observe students as they view the Electricity
video. Teacher and librarian will observe as students play the card game matching electrical
vocabulary correctly to their definition.
Snap Circuit Station: Librarian and teacher will observe students create a simple, parallel,
and series circuits using snap circuits and then as they create a diagram utilizing the
electrical symbols.

Student Self-ASSESSMENT:
Students will have a worksheet from each station to be able to share about the work that
they did at each station to demonstrate what they know about electricity.

STRATEGIES FOR REMEDIATION:
The small groups will be created by both the teacher and librarian taking into account the
strengths and weaknesses of each student to provide some peer tutoring as they work
through the stations.
Through observation, the teacher and librarian will be able to determine which students
have understood the material to make strategy groups for remediation.
The remediation lesson would involve completing the following activities to ensure that
students understand the SOL:
1. Viewing of Bill Nye the Science Guy video
2. Additional time using the Snap Circuits to create a simple, parallel and a series
circuit.
3. A review of the electrical vocabulary as a bingo game.
4. Creating a diagram of the circuits made using electrical symbols.
RESOURCES STUDENTS WILL USE:

__X_Online subscription databases ____Nonprint materials
____Periodicals/Newspapers __X_Web sites
__X_Books ____Reference materials
____Other? ____Reserve shelf needed

Resources Used:
https://www.swlauriersb.qc.ca/Schools/mccaig/Teachers/dstrina/BOOKLETELECTRICITYST
UDENT.pdf
Circuit Symbols and Diagrams: http://www.teachingideas.co.uk/circuits-and-
electricity/circuit-symbols-and-diagrams
Bill Nye the Science Guy: Electricity youtube video: https://youtu.be/gixkpsrxk4Y or
https://www.schooltube.com/video/bb7c7d65c16c44eebc7f/Bill%20Nye%20Electricity

Rozier, Lucy Margaret & Leo Espinosa. Jackrabbit McCabe & the Electric Telegraph.
Schwartz & Wade Books: New York. 2015.
Jackrabbit McCabe’s unusally long legs have made him the fastest thing around, and he
uses his speed for everyting from racing against horses to fetching the doctor, but when the
electric telegraph arrives in Windy Flats, Jackrabbit may have met his match in this tall tale.
Includes morse code in the back of the book.

Suen, Anastasia. Wired. Charlesbridge: Watertown, MA. 2007.
This book describes how electricity is conducted and follows its route from a power plant
to the home. Includes glossary” - provided by the publisher.

Waring, Geoff. Oscar and the Bird: A Book About Electiricity. Candlewick Press: Somerville,
Massachusetts. 2008.
Oscar the kitten finds a tractor in the field and when he accidentally turns on the
windshield wipers, Bird flies over to anser all his questions about electricity.

INSTRUCTION/ACTIVITIES:
Direct Instruction:
Prior to starting any of the following stations, the librarian and teacher will do a walk around
with students so that they know how each station functions. Constant monitoring between
stations will occur.
Vocabulary Fortune Teller Station: Librarian will show the students how to go about making
the fortune teller and how to play the review game.

Electric Circuitry Station: Librarian will show students how to get to the videon on BrainPop
and where to locate the Electric Circuits Activity.

Electricity Card Game Station: Librarian will show students how to view the Electricity
video on Youtube and how to play the card game.
Snap Circuit Station: Librarian will show students the proper way to utilize the snap circuits
so they can create their simple, parallel, and series circuit. Librarian will also show students
where to locate the electrical symbols to use for their diagram.

Modeling and Guided Practice:
Vocabulary Fortune Teller Station: Librarian will show the students how to go about making
the fortune teller and how to play the review game.

Electric Circuitry Station: Librarian will show students how to get to the videon on BrainPop
and where to locate the Electric Circuits Activity.

Electricity Card Game Station: Librarian will show students how to view the Electricity
video on Youtube and how to play the card game.

Snap Circuit Station: Librarian will show students the proper way to utilize the snap circuits
so they can create their simple, parallel, and series circuit. Librarian will also show students
where to locate the electrical symbols to use for their diagram.

Independent Practice: :

1. Vocabulary Fortune Teller Station: Students will make a fortune teller following the
directions displayed. This activity will focus on the review of key electrical vocabulary.
-Students will correctly identify the electrical symbols on the worksheet and match it to
their name.

2. Electric Circuitry Station: Students will view the video on Electric Circuits on BrainPop at
https://www.brainpop.com/science/energy/electriccircuits/ (3.42 min.).
-Afterwards, students will complete the BrainPop Electric Circuits activity where they label
the parts of a circuit using words from a word bank.
-Review the Making a Circuit worksheets explaining how a circuit works.

3. Electricity Card Game Station: Students will view the Schoolhouse Rock video “Electricity,
-Students will play a card game in which they match electrical vocabulary to its definition.

4. Snap Circuit Station: Students will create a simple, parallel, and a series circuit using snap
circuits.
-After creating each one they will create a diagram on their worksheet.

Sharing and Reflecting:
Vocabulary Fortune Teller Station: Students will have the opportunity to discuss the key
electrical vocabulary together as they play the game.

Electric Circuitry Station: Students will have the opportunity to share what that they wrote
for their parts of circuit worksheet with one another.
Electricity Card Game Station: Students will self check their answers to the matching of
electrical vocabulary.

Snap Circuit Station: Students will have the opportunity to share and discuss the electrical
diagrams that they made using electrical symbols.

Strategies for Differentiation:
Students will be permitted extra time in the morning before school or at lunch in order to
complete their work.

Some students may need enlarged worksheets to be able to see them clearly.

COLLABORATIVE LESSON EVALUATION

TEACHER: Librarian/Teacher/Art Teacher
COLLABORATION DATES: 7/9/16
CONTENT TOPIC: Electricity/Circuits

What worked well in this lesson/unit?
The students were in rapt attention when the book was read. Students really liked all of the
stations. It was different than what they usually experience in the library.

The lesson was definitely enhanced through collaboration since some of the activities that
were done in the library could have been done in the classroom but seemed to work better in
the larger space. Almost all of the ideas for the centers came from the needs of the Art teachers
that the students have some basic understanding of the vocabulary and the electrical symbols
so that they could do their Junkyard Bot in their class. The STEAM teacher even did some
online electrical activities with the students prior to their coming to the library.

Was it successful enough to warrant doing it again in the future?
The 5th grade teacher actually asked for all of the materials to share with her colleagues.

Suggestions for improvement?
I had 4 centers that I tried to rotate students through during our 45 minute time frame and
what I should have done was have them rotate through only 2. I think they would have had
more time to be engaged in the activity and to actually finish it completely the way that I
envisined them doing it. The teacher was very accomodating but the lack of time and not
really knowing if the students would be okay with a station activity were my unknowns. They
loved it all though! We were short one of the videos so they did not get to see the Electricity,
Electricity video from Schoolhouse Rock which I think would have been a real boon to them.
In the end, more time definitely was needed.

How well did the library collection respond to the unit/lesson objectives?
Scale: 5=Excellent 4=Above average 3=Average 2=Below average 1=Poor

____4____ Diversity of formats (print, electronic)
____3____ Currency of resources
____3____ Adequacy (sufficient materials for number of students)