Unit: Electricity & Magnetism/ Mechanisms Using Electricity Lesson #: 5

Learning Outcomes
1.A-Demonstrate that a continuous loop of conducting material is needed for an uninterrupted flow of current in a circuit.

2.A-Draw and interpret, with guidance, circuit diagrams that include symbols for switches, power sources, resistors, lights and motors.

How will I know students have achieved the learning outcome(s)?

Students will be able to draw symbolic circuit diagrams on their whiteboard to demonstrate their learning.
Students will be able to safely construct a simple circuit by using their previous knowledge and investigating skills, without the instructions of the teacher.
Hook: From the first lesson, the class completed a KWL chart. Within the “Want to Know” column, I asked each student to write the most
important question they have about electricity on a cue card. Each science class I will answer one of the cue cards (google may need to be
required). Students will then have the opportunity to fill in the answer in their KWL chart. Today’s question: Where does electricity come
from?
Learning Opportunities:

Time Learning Opportunity How do I check that students

understand what to do?
40 Circuits- Investigating Ask students to repeat back the
min a) Teacher will ask students to number themselves off in their table groups 1-4. instructions they were given to ensure
b) #1s: gather batteries for their table group they understand what to do.
c) #2s: gather battery holder & bulb holder for their table group
d) #3s: gather wires for their table group Can also complete a quick thumb-up if
e) #4s: gather bulbs for their table group they understand what they are being
f) Teacher will ask students to gather the materials that they need before we begin. asked to complete.
g) Materials Needed
h) Rather than teaching students how to make a simple circuit, students will  Science workbook
investigate.  Writing utensil
i) Give students the opportunity to fail and be successful and remind them that we are  Google slideshow on
all investigators just trying to figure out how to make a simple circuit. electricity
j) For the students that are successful right away, ask them if they are able to go  Battery holder
around to other table groups, and without directly telling them, giving them clues.  D-cell battery
k) Once all students have successfully built a simple circuit, a class discussion will be  Wire
held.  Bulb
l) A circuit is a continuous pathway along which the electrons can move. In its simplest  Bulb holder
form, a circuit consists of a power source, a conductor (wire) and a load (light).  Spring clip
m) A control device such as a switch or resistor can be added to a simple circuit (explain
that we will be exploring this tomorrow).

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Unit: Electricity & Magnetism/ Mechanisms Using Electricity Lesson #: 5

n) A circuit may be open or closed.

o) An open circuit has a gap that prevents the electrons from moving through the
circuit.
p) A closed circuit is a complete loop in which the electrons are able to move from the
negative to the positive terminal.

Inquiry Questions
a) From our experiment we completed yesterday, is there anything that might connect
or be linked to a simple circuit?
b) What might conductor electricity?
c) The word circuit is similar to which shape?
d) How do we know the battery works?
e) What parts of the circuit have we briefly talked about?
f) How do we ensure we are not creating a short circuit?

Student Who Are Struggling

a) Remind them that science is all about trial and error. We are only human, and
therefore we are going to make mistakes. It will take some time to understand the
process of making a simple circuit.
b) Ask an excelling (student who has made the circuit) to be a leader to the struggling
student.
c) Guide the student by asking them inquiry questions. This might enable them to keep
trying and solving how to make a simple circuit.
d)
How do I differentiate for ALL learners? Accommodations (ISP’s)
Beginning: Students will work closely with their table group and assist in the investigation of the R (ISP)—R will follow along in the
activity. workbook with all of the other
classmates. He will need additional
Exceeding: Students will circulate to other table groups and assist them in building their simple help when spelling words. Ask his
circuit. Ensure the students are not just doing the activity for them. Make the expectations clear. shoulder partner if they are willing to
help R with his spelling in his workbook.
Complete frequent check-ins with
Ryder to ensure he is on task and not
overwhelmed.
Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
 Ask students to number off from 1-4. Number 1s will gather batteries and put them away. Number 2s will gather battery holder and
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Unit: Electricity & Magnetism/ Mechanisms Using Electricity Lesson #: 5

bulb holder and put away. Number 3s will put away wires. Number 4s will put away bulbs.
Time Learning Opportunity How do I check that students
understand what to do?
10mi Symbols Ask students to repeat back the
n a) Students will learn how to draw and interpret the components of a circuit instructions they were given to ensure
symbolically. they understand what to do.
b) Teacher will go through the slides and explain each symbolic circuit diagram.
c) After each slide students will draw the symbol on their whiteboard for practice. Can also complete a quick thumb-up if
d) Once teacher has gone through each of the symbols, teacher will ask students to they understand what they are being
draw symbol for ex. Resistor, lamp, wire, switch etc.. asked to complete.

Types of Circuit
a) Teacher will briefly explain the different types of circuits. Materials Needed
 Simple circuit, series circuit, and parallel circuit  Whiteboard
 Simple circuit- A circuit is a complete path around which electricity can flow. It  Whiteboard marker
must include a source of electricity, such as a battery. Materials that allow  Science workbook
electric current to pass through them easily, called conductors, can be used to  Writing utensil
link the positive and negative ends of a battery, creating a circuit.  Google slideshow on electricity
5 min  Series circuit- In a series circuit, electric current goes through each device in the
circuit in one sequence, completing the path from the source of the current.
 Parallel circuit- The current branches into several loops and has more than one
path through which electricity flows. Parallel Circuits allow electrical items to be
turned on and off separately without affecting the other.
Video
https://www.youtube.com/watch?v=HOFp8bHTN30&feature=emb_title
How do I differentiate for ALL learners? Accommodations (ISP’s)
Beginning: Student will do frequent check-ins with teacher to ensure they are on the right track. R (ISP)—R will follow along in the
Student may also use their elbow partners if they need help with drawing the symbols. workbook with all of the other
classmates. He will need additional
help when spelling words. Ask his
shoulder partner if they are willing to
help R with his spelling in his workbook.
Complete frequent check-ins with
Ryder to ensure he is on task and not
overwhelmed.

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Unit: Electricity & Magnetism/ Mechanisms Using Electricity Lesson #: 5

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
 Ask students to put their science workbooks back in their bins.

CLOSURE:
 Summarize today’s learning opportunities and provide feedback to students to ensure they have understood the learning
outcomes. Bridge to tomorrow’s lesson.
Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)

Cooperative Learning Working in table groups

Strategies used
Movement Breaks Gathering materials

Modes of Learning Visual, Kinesthetic, Reading

Higher Order What would cause electricity to stop a complete loop?

Question(s) How do the electrons play a role in a simple circuit?

Reflection and Revisions:

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