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UH COE Lesson Plan Template (Direct Instruction)

Note: Suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

Name of Teacher Candidate Erika Padilla

Lesson Overview
Grade Level 5th grade (bilingual)
Estimated Time Needed One 60-minute class period
TSW demonstrate a series and parallel circuit using light bulbs, wires,
Lesson Description switch, and power source (battery). Students will work in groups to create
the different circuits in the science lab.
(6) Force, motion, and energy. The student knows that energy occurs in
many forms and can be observed in cycles, patterns, and systems. The
student is expected to:
Content Area Standards
(B) demonstrate that the flow of electricity in closed circuits can produce
light, heat, or sound.
Technology Standards
TSWBAT create series and parallel circuits and describe them using
Objectives
proper vocabulary.

Resources/Materials/Tools
electric current; simple circuit; series circuit; parallel circuit; light energy;
Terms/Vocabulary
flow of energy
Projector to demonstrate circuits if necessary
Technology Resources Lightbulbs: demonstrate whether electric current is present
Battery: power source for electric current
Other Resources Wires; science lab; science journals; writing utensils

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely Describe how each stage
Cite specifically what
describe the flow of the lesson-the of the lesson will be
resources for this activity
content to be presented, and the managed, including role of
will be used, and
This template is built on strategies to be used. Include teacher and learners (who
describe in detail how
actual words you will use and is doing what at each
the traditional “Madeline questions you will ask students. point), location (e.g.,
they will be used.
Hunter” lesson structure. Note who will be using the
Consider items such as: parts of the classroom, computer lab,
tool and in what ways. Note
lesson that might be difficult, and outside), and any special
any safety considerations
how you will know whether you can considerations, such as for
needed.
go on; how to ensure that students differentiated instruction.
completely understand directions
before releasing them to work
independently; and what students
will do if they finish their work early.
Engage Students (S) will form a circle
S holding hands in a
(Engage student thinking, around the class. Everyone Energy ball
circle
access prior knowledge) will hold hands. Teacher (T)
UH COE Lesson Plan Template (Direct Instruction)
will give two S an energy ball
to demonstrate how electric
currents work.
S create simple
Science journals;
TSW work in their groups to circuits in groups with
writing utensil;
create a functioning simple materials given to
Explore
circuit (i.e., when the switch is them
(Collaborative and hands- Per group:
switched on, the lightbulbs
on) 3 wires, 1 battery
turn on) using a battery, a Mnemonic device:
with holder, 1 light
light bulb, wires, and a switch. “if it’s open, it’s broken;
bulb in holder, switch
if it’s closed, it flows”
TSW work in groups to create Science journals;
Explain a functioning series circuit writing utensil;
(student and teacher (i.e., when the switch is
Vocabulary words on
discourse, teacher switched on, the lightbulbs Per group:
board; mnemonic
modeling, vocabulary turn on) using a battery, two 4 wires, 1 battery
device
instruction, clarify light bulbs, wires, and a with holder, 2
misconceptions) switch. TSW recreate a circuit lightbulbs in holder,
in their journal. switch
TSW work in groups to create Science journals;
a functioning parallel circuit writing utensil;
Elaborate (i.e., when the switch is
Vocabulary words on
(Extend or apply the switched on, the lightbulbs Per group:
board; mnemonic
learning to a new setting; turn on) using a battery, two 6 wires, 1 battery
device
active and collaborative) light bulbs, wires, and a with holder, 2
switch. TSW recreate a circuit lightbulbs in holder,
in their journal. switch
TTW use the circuits created
in the journals as an
Evaluate
assessment during and after TSW turn in their Science journals;
(Students demonstrate
lab. journals or have their writing utensils; glue;
their understanding. How
journals checked light bulb, switch,
will you know what they’ve
TSW compare and contrast during the lab. and battery cutouts.
learned?)
series and parallel circuits in
3-5 sentences as bonus.

Plans for Differentiated Instruction/Accommodations


Any assignment not completed in class may be completed at a later time.
Special Education
Images will be printed out for student to glue into their interactive notebook
Students
when creating illustrations of their circuits.
Instructions and assignments may be done in students’ native language.
English Language
Images will be printed out for student to glue into their interactive notebook
Learners
when creating illustrations of their circuits.
Comparing and contrasting the series and parallel circuits is a way for all
Gifted and Talented students to attempt an explanation between the two. It is meant for GT
students, but every student has a chance to answer this question.
Other:

Potential Challenges/Plan B
UH COE Lesson Plan Template (Direct Instruction)
Have spare light bulbs, wires, batteries, and holders in case of a malfunction.
Have different ways to demonstrate the circuits in case many students are having trouble with creating the
circuits.

Notes and Credits


Prior lesson plans from mentor teacher in CVISD (2018-2019 science curriculum planner)
Science methods course at UH main campus

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