Lesson Title: Electricity Grade level(s)/Course: 9-12 Date taught: 04-26-14
GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Energy Sources, application, alternatives Publisher: Goodheart-Willcox Date of Publication: 1993
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
My cooperating teacher asked that I find a way to blend his old curriculum with new information, mainly on circuits and electricity Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 25 days Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
By grouping students who are at different knowledge together, I have found that the more advanced students tend to take over the lab activities. I found that grouping students who had similar understanding of the material worked better in groups because they needed to rely on one another. So when the students who were not advanced had to do problem solving and step up as the leaders in their own groups. List any other special features of your school or classroom that will affect the teaching of this lesson.
The classroom has work stations which can lead to students talking to each other during lecture. The lab is set-up so that each group of students can use their own set of tools and have their own work area.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students_____10____ Males____10______ Females_____0_____ Students with Special Needs: Category Number of Students Accommodations and/or pertinent IEP Objectives Students with IEPs
2 One student is allowed to take extra time on assessments. The other is allowed to have his assessment read to him. Both students are allowed to take assessment in the resource department English Language Learners
0 Gifted 0 2 | P a g e
504
0 Students with autism or other special needs
0 Students with Behavioral Disorders 0
INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards BB.1.d.7.h: Inspect and test components such as switches, connectors , relays, solid state devices and conductors and take appropriate action Enduring Understanding and/or Essential Question
How do circuits operate? After this lesson, students will understand how electricity is created and controlled to do useful work. GLE(s) or EOC and Symbolic Notation
DOK Level four This knowledge is implemented and then demonstrated through labs based on knowledge obtained during lecture. Also a lot of lab time is research done or experimenting ideas created to correctly wire circuits.
Outcome(s) Students will apply their understanding of electricity and circuits through lab activities. This knowledge will be used to create circuits on bread boards and to correctly wire houses in lab activities. Academic Language related to the lesson Ohms Law I = Current R = Resistance E = Current bread board lineman pliers resistor transformer grid jumper wire hot wire/neutral wire.
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Prior Learning/Prior Thinking How does electricity move? Series circuits/parallel circuits How do you wire houses?
LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Some students took physics and chemistry which covered some of what I will be totally going over for this class. Other students who did not take physics or chemistry have no prior knowledge. I will start this lesson with a general question asking what are some things that you know about electricity?
Safety: What safety issues must teacher address in order for students to be safe? What I will have to consider including for safety would be electricity safety. 1) How to correctly and safely work around wires. 2) How to correctly cut wires. 3) Bread board safety.
Procedures
Lesson 1, Day 1 A) Electricity Creation Lesson 1, Day 2 A) Electricity Creation Lesson 2, Day 3 A) Electricity Creation Lesson 1, Day 4-8 A) Group research on specific electricity creation Lesson 1, Day 9-12 A) Group presentation to class B) Followed each presentation, group discussion Lesson 2, Day 13-15 A) AC vs. DC Lesson 3, Day 16-18 A) Series and parallel circuits 4 | P a g e
Lesson 3, Day 19,20 A) Ohms Law B) Ohms Law WKST Lesson 4, Day 21 A) Intro to bread boards Lesson 4, Day 22-26 A) Creating circuits to control switches and LEDs B) Following created lab diagrams Lesson 5, Day 27 A) Residential wiring intro PP Lesson 5, Day 28 A) Researching residential wiring codes Lesson 5, Day 29-33 A) Lab activities wiring single pole, outlets, switch receptacles, and etc. Differentiation How I approach differentiation for these lessons is hands on learner learn from in lab time, book work students learn from worksheets, and the visual learners learn from the pp during lecture.
Closure Will have a cumulative test on parts of the lesson that I felt was most important. The lesson ends with a test on knowledge of residential wiring. Students should be able to rewire simple house outlets and switches along with understanding how electricity is created and how to control the flow of electricity. Materials and Resources Energy Sources, application, alternatives Bread boards Wiring Boxes PP
Classroom Management/Democratic Practices Swear and behavior tally chart. Splitting students up as needed