University of Scranton Education Department Lesson Plan Development

Student: Paul Pearson School: University of Scranton Lesson plan title: Electricity and Circuits Class: ECUI 526 Date: anuary 2!" 2#$% Lesson Objectives: Upon completion of this lesson, students will be able to explain how electrical circuits generate light and heat. Students will also explain the different types of circuits and their characteristics. Students will identify common conductors and insulators of electricity. ational Science !ducation Standards: "#$S%.& !lectrical circuits $ennsylvania S'S: %.(.&.#% Understand that objects that emit light often emit heat. %.(.&.#& 'pply )nowledge of basic electrical circuits to the design and construction of simple direct current circuits. *ompare and contrast series and parallel circuits. Learning Outcomes: +escribe how voltage supplies ,i.e. batteries- and wires transfer energy to a light bulb or a heating element. .race the path of electricity in open, closed, parallel, and series circuits. *onstruct a circuit in multiple ways using the same devices. Use conventional symbols to represent the components of an electric circuit in a diagram. *lassify materials as electrical conductors and insulators by using circuits. !xplain how electricity is essential in modern society. !nduring Understandings: !lectrical circuits must be built in a loop for current to pass through it. !lectricity generates energy that is converted into many forms into other forms. Some materials conduct electricity better than others. !lectricity is necessary for modern technology to function. !ssential /uestions: 0ow is electricity used to create various forms of energy1 0ow is electricity used today1 0ow do batteries and wires conduct electricity to a light bulb1 2hat types of materials conduct electricity and what materials are considered insulators1 3aterials: Smartboard with prepared 4ava applets for circuit modeling 56 batteries 'ssorted wattage light bulbs Small +* ,direct current- electric motors 2ires of various metals ,copper, aluminum, etc.7nsulators ,rubber, glass, 8uart9, etc.-

+irect 7nstruction $ortion ,+ay :'nticipatory Set 's) students how electricity is essential our daily lives. !xplain how electrical circuits generate energy. $rocedure 7llustrate the different types of circuits and their characteristics. 7ntroduce conventional symbols and vocabulary to represent the components of an electric circuit in a diagram. 7ntroduce Ohm;s Law ,6oltage<*urrent=>esistance- as the way to calculate voltage and current values in a circuit. 7dentify common conductors and insulators. Use the analogy of water to show how potential difference ,voltage- and resistance affect the flow of current through a circuit. *losure +istribute circuit components to familiari9e students with materials for later use. 0ave students identify components and state their purpose within a circuit. 'ssign students as station leaders for day ( and brief them on the procedures of the following day. 7n8uiry #ased Learning $ortion ,+ay ('nticipatory Set Show students an example circuit that lights light bulbs of different wattages. Switch out various components of the circuit and as) students how they thin) each change will affect the power the bulb receives. >eview Ohm;s Law and $rocedure Station leaders will assume their stations. ' lottery will decide which stations the remaining students will participate. Stations consist of the following activities: ' nonfunctioning circuit for students to troubleshoot .race the path of electricity in previously prepared open, closed, parallel, and series circuits *ircuit simulator exercises *ircuit building practice Station leaders and teacher will guide other students in each station, reminding students of essential 8uestions. Students complete individual objectives at each station and obtain approval from teacher before moving on to another station. Students have no time limits for stations, allowing students the necessary time to complete objectives. .eacher will assess understanding and guide throughout class. *losure ?roup discussion is conducted on )ey concepts and individual experiences at stations. .eacher assigns new station leaders for day %. $revious station leaders will be group leaders for cooperative learning session on day %.

*ooperative Learning $ortion ,+ay %'nticipatory Set >ecapitulate the purpose of each station in day (. 'ssign students to their groups prepared by teacher. .eacher uses

previous day;s assessments and implications to form appropriately heterogeneous groups. $rocedure Stations consist of the following projects: onfunctioning circuits to repair $ower a simulated device with the circuit java applet *ircuit word problems@ scenario@ game show #uilding a circuit from scratch to power a device 7n heterogeneous groups of four ,one day ( previous station leader per group-, students rotate through stations and fulfill station objectives within an established time limit. .eacher rotates opposite the students to monitor progress and guide when necessary. ='ssessment also consists of collaborative final assignment. See below.= Ainal 'ssessments and !valuations: 3ultiple options will be available for students to demonstrate )nowledge of basic circuits including but not restricted to: *ircuits modeled by software or illustration 2or)sheets including conceptual 8uestions and example circuits ?raphic Organi9er *lass presentation and demonstration ,by group or individually7llustrations or software constructed examples 4ournal@ written report