Beruflich Dokumente
Kultur Dokumente
Table of Contents
Part 1 Seven Components (6 strands) ..................................................................................... 4-22
Reading: Exemplars Industry Specific ........................................................................................ 4-13
Readings to Motivate: ................................................................................................................... 14
Writing: Exemplars ................................................................................................................... 14-16
Presenting: Video Exemplars ..................................................................................................................... 16
Critical Thinking/Problem Solving Scenarios .............................................................................................. 17
Vocabulary Development: Technical Terms Professional Foods (TEJ)................................................... 18-21
Research Exemplars (Think Aloud) ............................................................................................................. 22
Part 2 Literacy Rich Examples and Exemplars for Professional Foods ....................................... 23
Reading Strategy and Examples ............................................................................................... 23-25
Writing Strategy and Examples ......................................................................................................... 26
Vocabulary Development Strategy and Examples ................................................................................ 27-28
Materials Required
In order to perform the experiments listed at the end of the tutorial, you will need:
A multi-meter
A 9-Volt battery
A 560-Ohm resistor(or the next closest value)
An LED
NOTE: LEDs are whats known as a non-ohmic devices. This means that the equation for the
current flowing through the LED itself is not as simple as V=IR. The LED introduces something
called a voltage drop into the circuit, thus changing the amount of current running through it.
However, in this experiment we are simply trying to protect the LED from over-current, so we will
neglect the current characteristics of the LED and choose the resistor value using Ohms Law in
order to be sure that the current through the LED is safely under 20mA.
For this example, we have a 9 volt battery and a red LED with a current rating of 20 milliamps, or
0.020 amps. To be safe, wed rather not drive the LED at its maximum current but rather its
suggested current, which is listed on its datasheet as 18mA, or 0.018 amps. If we simply connect the
LED directly to the battery, the values for Ohms law look like this:
Therefore:
Dividing by zero gives us infinite current! Well, not infinite in practice, but as much current as the
battery can deliver. Since we do NOT want that much current flowing through our LED, were going
to need a resistor. Our circuit should look like this:
We can use Ohms Law in the exact same way to determine the resistor value that will give us the
desired current value:
Therefore:
So, we need a resistor value of around 500 ohms to keep the current through the LED under the
maximum current rating.
500 ohms is not a common value for off-the-shelf resistors, so this device uses a 560 ohm resistor in
its place. Heres what our device looks like all put together.
Success! Weve chosen a resistor value that is high enough to keep the current through the LED
below its maximum rating, but low enough that the current is sufficient to keep the LED nice and
bright.
This LED/current-limiting resistor example is a common occurrence in hobby electronics. Youll often
need to use Ohms Law to change the amount of current flowing through the circuit. Another
example of this implementation is seen in the LilyPad LED boards.
With this setup, instead of having to choose the resistor for the LED, the resistor is already on-board
with the LED so the current-limiting is accomplished without having to add a resistor by hand.
What makes electricity move? Electricity wants to flow from a higher voltage to a lower
voltage. This is exactly like the balloon: the pressurized air in the balloon wants to flow from inside
the balloon (higher pressure) to outside the balloon (lower pressure). If you create a conductive path
between a higher voltage and a lower voltage, electricity will flow along that path. And if you insert
something useful into that path like an LED, the flowing electricity will do some work for you, like
lighting up that LED. Huzzah!
So, where do you find a higher voltage and a lower voltage? Heres something really useful to
know: every source of electricity has two sides. You can see this on batteries, which have metal
caps on either ends, or your wall outlet that has two (or more) holes. In batteries and other DC
(Direct Current) voltage sources, these sides (often called terminals) are named positive (or +),
and negative (or -).
Why does every source of electricity have two sides? This goes back to the idea of potential, and
that you need a voltage difference in order to get electricity to flow. It sounds silly, but you cant have
a difference without two things to be different. In any power supply, the positive side will have a
higher voltage than the negative side, which is exactly what we want. In fact, when we measure
voltage, we usually say that the negative side is 0 volts, and the positive side is however many volts
the supply can provide.
Electrical sources are like pumps. Pumps always have two sides, an outlet that blows something out,
and an inlet that sucks something in. Batteries and generators and solar panels work the same way.
Something inside them is hard at work moving electricity towards the outlet (the positive side), but all
that electricity leaving the device creates a void, which means that the negative side needs to pull
electricity in to replace it.*
What have we learned so far?
This circular path, which is always required to get electricity to flow and do something useful,
is called a circuit. A circuit is a path that starts and stops at the same place, which is exactly what
were doing.
Click this link to see a simulation of current flowing through a simple circuit. This simulation requires
Java to run.
*Benjamin Franklin originally wrote that electricity flows from the positive side of a voltage source to
the negative side. However, Franklin had no way of knowing that electrons actually flow in the
opposite direction - at the atomic level, they come out of the negative side and loop back to the
positive side. Because engineers followed Franklins lead for hundreds of years before the truth was
discovered, we still use the wrong convention to this day. Practically speaking this detail doesnt
matter, and as long as everyone uses the same convention, we can all build circuits that work just
fine.
Article 404 of the NEC applies to switches of all types, although the Code doesnt include a
specific definition for a switch. However, six types of switches are defined in Art. 100, which
gives us a pattern to follow.
A dictionary definition of a switch is a device that opens or closes a circuit, or changes the
connections from one circuit to another. In this regard, a circuit breaker is a special kind of
switch and is included in the scope of Art. 404 (click here to see Fig. 1).
Neutrals
When wiring lighting circuits supplied by a grounded general-purpose branch circuit, the
2011 NEC now requires you to provide a neutral conductor at nearly every switch point
[404.2(C)]. The purpose for this is to complete a circuit path for electronic lighting control
devices, such as occupancy sensors. For many such devices, you must provide standby
voltage and current at the switch. When neutral conductors are not installed at switches, the
unfortunate result is the equipment grounding conductor (EGC) may be used to fulfill the
function of the neutral conductor. While the current from an electronic lighting device on
the EGC is typically less than 0.50mA, the installation of many electronic control devices at
switch locations in a building can result in an accumulation of excess current on the EGCs.
With this Code change, gone are the days of using dead-end 3-way switches and 2conductor switch loops. You are allowed to omit the grounded conductor if:
1. Using a raceway that is sized to accommodate an added neutral. The use of a raceway
obviously allows the installer to pull in a neutral conductor should the need arise in the
future, provided the raceway is large enough [404.2(C) Ex 1].
2. For cable wiring methods, if an additional cable can be fished into the switch location in the
future without removing finish materials, such as drywall. This would require access
through a framing cavity that is open at the top or bottom or through a wall, floor, or ceiling
that is unfinished on one side [404.2(C) Ex 2] (click here to see Fig. 2)
Receptacle Replacements
Receptacle requirements are in Art. 406 (see Article 406 on page 29). New requirements
have been added for the replacement of receptacles to address replacements in areas
requiring AFCI protection, tamper-resistant receptacles, or weather-resistant receptacles
[406.4(D)].
As aging wiring systems have become a growing concern in the electrical industry, the Code
is taking a proactive approach to providing protection of these systems. Many areas of a
dwelling now require the use of AFCI protection to help avoid electrical fires.
When AFCIs were first introduced into the NEC, the substantiation for their inclusion was
based largely on electrical fires in older homes. However, the Code began by protecting new
and future wiring systems but didnt address the older ones that contained many of the fires
discussed in the AFCI arguments. The 2011 NEC expands the AFCI requirements to older
homes. Because older homes often dont contain an EGC, installation of an AFCI circuit
breaker does little in the way of protecting the branch circuits. The receptacle-type AFCIs
also provide a significantly lower level of protection, but they will be required nonetheless.
The 2008 NEC introduced the concept of tamper-resistant receptacles in dwelling units.
The requirements of that section (406.11, now 406.12) apply to new installations. The 2011
Code now also requires that on existing dwelling units, any receptacles that are replaced will
be replaced with tamper-resistant receptacles.
Wet Locations
For receptacles in wet locations, the 2011 Code includes a new requirement for extra-duty
outlet box hoods [406.9(B)(1)]. All 15A and 20A receptacles installed in a wet location must
be within an enclosure thats weather-proof when an attachment plug is inserted. For other
than one- or two-family dwellings, the outlet box hood must be listed for extra-duty use if
supported from grade (click here to see Fig. 4). All nonlocking type 15A and 20A, 125V and
250V receptacles in a wet location must be listed as weather resistant.
Exposed plastic surface material of weather-resistant receptacles must have UV resistance
to ensure that deterioration from sunlight is minimal or prevented. In testing, receptacles
are subjected to temperature cycling from very cold to very warm conditions, and then
subjected to additional dielectric testing. The rapid transition from the cold to warm
temperatures will change the relative humidity and moisture content on the device. The
dielectric test ensures that this wont create a breakdown of the insulation properties.
Exception: Receptacles rated 15A and 20A that are subjected to routine high-pressure
washing spray may have an enclosure thats weatherproof when the attachment plug is
removed.
Marking panelboards
The 2008 Code added a requirement to 408.3(F)(1) that panelboards installed in high-leg
systems be marked accordingly. While a high-leg system does present some challenges for
electricians particularly those who have never worked on one the challenges
encountered working on an ungrounded system are even greater. Due to the unusual
characteristics of an ungrounded system, panelboards must now be marked to warn
qualified persons that the panelboard theyre about to work on is installed as part of an
ungrounded system [408.3(F)(2)].
Another issue arises in large commercial and industrial facilities, which may have dozens of
panelboards in a single building. In such buildings, its often difficult to determine from
where a given panelboard receives its electrical supply. Unfortunately, this may result in
electricians working on energized panelboards, simply because they cant locate the
disconnecting means needed to de-energize the equipment. The 2011 NEC now requires that
all panelboards (other than one- and two-family dwellings) be marked to indicate where
their source of supply is [408.4(A)]. This change should greatly reduce the risk encountered
on service calls and maintenance work.
Reading to Motivate
First Article:
How to reach Reluctant Learners
By Nancy Barile
May 27, 2014
Published by: Education Week: Teacher
Website: http://www.edweek.org/tm/articles/2014/05/27/ctq_barile_motivating.html
Rational:
This is a great article with a top 10 list of ways to motivate and improve student attention/ retention.
The list give focuses on personality and demeanor. The teacher is the leader of the classroom and need
to challenge students respectfully.
Second Article:
Motivating Reluctant Readers
By Cathy Puett
Date Unknown
Published by: Education World: Connecting Educators to What Works
Website: http://www.educationworld.com/a_curr/columnists/miller/miller004.shtml
Rational:
Cathy Puett is known as the "Literacy Ambassador," Cathy Puett Miller has a library science degree from
Florida State University. She uses Intrinsic and Extrinsic motivational techniques to motivate children to
improve reading skills. Extrinsic motivation is the incentive to participate in an activity as a means to an
end. Intrinsic motivation, on the other hand, is the higher calling. It demands a greater commitment,
because it relates to a developmental process rather than to isolated tasks.
Writing: Exemplars
Cheryl Rice, the author of, "How Do You Expect Me To Teach Reading and Writing?" argues there are
three types of writing in a CTE class: writing to learn, writing to demonstrate learning, and authentic
writing. Each type of writing has a specific purpose that will benefit learning in a CTE environment.
Writing to learn is generally, writing-to-learn activities are short, impromptu or otherwise informal
writing tasks that help students think through key concepts or ideas presented in a course. Often, these
writing tasks are limited to less than five minutes of class time or are assigned as brief, out-of-class
assignments (What is Writing to Learn, n.d.). Writing to demonstrate learning has the purpose of
Model 1:
Ask students to write about lab procedures and processes (procedural writing) in their own words. This
can be done before the lab is begun to ensure students understand to procedure. The effects of this
would be executing the lab safely and efficiently. It can also be done after the lab is done and you can
ask students to suggest ways to improve the procedure of the lab, this will also provide useful feedback
to improve lab organization and structure.
Model 2:
Ask students to reflect on a reading or on a lesson taught. This will confirm absorption of the
information and can act like an assessment. Giving students the opportunity to explain the lessons in
their own words is a great way to incorporate writing in an Electronics classroom. This is an example of
descriptive writing.
Please read the following Article and in your own words describe 4 components of an Electrical Panel
http://www.thecircuitdetective.com/basic_house_wiring.htm
Scenario 2:
During this lab you will discuss and record ideas to make the United States energy independent by the
year 2050. You can use the IPads to research green energy types and make an argument for what is the
best way to get it done. Consider cost and other resources to get it done. We will debate in groups
tomorrow.
NOTES TO SELF: You may want to give a list of green energy sources and have each group choose a few
to research to avoid redundancy. Require them to come up with cost per watt and average cost be what
when using fossil fuels.
Scenario 3:
In groups you will create a miniature vehicle that will run on solar energy. Provided in the kits is a Solar
cell and motor. You will need to build a chassis using wire, and you will need to create/or bring in
wheels that will be efficient. Please spend some time today to create and submit a design proposal. Be
sure to remember that weight and aerodynamics will be a part of your success.
NOTES TO SELF: This is a long lab and it is easy for them to procrastinate. Work the room and make
sure everyone is working. Suggest that each member record their contributions. If a group is having
trouble coming up with a concept you can allow them to find a model online for them to follow.
Circuit: An arrangement or
connection of circuit devices
and components to perform a
specific objective.
Conductor: A low-resistance
material to provide a path for
current. Used to interconnect
components in a circuit.
Current: (I) The rate of flow of
electrons through a conductor
or component; measured in
amperes.
Digital: Generally in
electronics, refers to signals,
devices, or circuits that are
binary
0011100010101
Unit of energy
Plastic, rubber
Attracted to metal
Resistor: An electrical
component designed to
provide a specific resistance.
Available in many formats such
as fixed, tapped, and variable.
Series circuit: A circuit
arrangement of two or more
loads (or sources) connected
end-to-end only allowing for
one current path.
Think Aloud 1:
Ok class, today we are going to research and report on changes to the electrical code for 2015. I want
each of you to take the new 2015 NJ State Code books and spend some time looking through them. Get
yourself comfortable and use a highlighter to key in on changer from 2014-2015. Once you have located
the changes come up with logical reasons as to why they have decided to change them. We will discuss
it together when we are all finished.
Think Aloud 2:
Everyone take an IPad and a list of components and return to your stations. You are to research the
components on the iPads and find the best deals. Please make sure you are getting the correct models,
there will be a lot of choices and they all have slight variations. Record the cost. Once you have the
prices of every component, add up the total bill. The student who can find all of the correct
components for the least amount of money will receive a quiz grade of 100 averaged into your average.
Before Reading
Agree Disagree Statement
After Reading
Pages where
Agree Disagree
evidence is found
Rational:
Utilizing the Anticipation Reaction Guide in a CTE classroom can be very beneficial. Typically students do
not have any prior knowledge of electronics, and using this guide will allow teachers to see what
students know before beginning a lesson. It will also allow teachers to understand the level of
absorption of information by the students after a reading. With this information you can increase or
decrease the level of the reading as necessary.
Example:
What are "series" and "parallel" circuits?
Circuits consisting of just one battery and one load resistance are very simple to analyze, but they are
not often found in practical applications. Usually, we find circuits where more than two components
are connected together.
Here, we have three resistors (labeled R1, R2, and R3), connected in a long chain from one terminal of
the battery to the other. (It should be noted that the subscript labeling -- those little numbers to the
lower-right of the letter "R" -- are unrelated to the resistor values in ohms. They serve only to identify
one resistor from another.) The defining characteristic of a series circuit is that there is only one path
for electrons to flow. In this circuit the electrons flow in a counter-clockwise direction, from point 4 to
point 3 to point 2 to point 1 and back around to 4.
Now, let's look at the other type of circuit, a parallel configuration:
Again, we have three resistors, but this time they form more than one continuous path for electrons
to flow. There's one path from 8 to 7 to 2 to 1 and back to 8 again. There's another from 8 to 7 to 6 to
3 to 2 to 1 and back to 8 again. And then there's a third path from 8 to 7 to 6 to 5 to 4 to 3 to 2 to 1
and back to 8 again. Each individual path (through R1, R2, and R3) is called a branch.
The defining characteristic of a parallel circuit is that all components are connected between the
same set of electrically common points. Looking at the schematic diagram, we see that points 1, 2, 3,
Before Reading
Agree Disagree Statement
Usually, we find circuits where more than
two components are connected together.
In a purely parallel circuit, there are never
more than two sets of electrically
common points.
The defining characteristic of a parallel
circuit is that all components are
connected between the same set of
electrically common points.
After Reading
Pages where
Agree Disagree
evidence is found
Writing Strategy
Two-Column Note Taking: can be used with any type of presentation to help students organize their
thinking. Can also be referred to as double entry journal. It is a good way to get a student to compare
and contrast.
Purpose:
-
Create a user friendly system to record ideas, related details, and the relationship between
concepts.
Help students remember important points and deepen understanding of content.
Help students organize information and thoughts for thinking, writing, studying, or presenting
Topic
Circle one:
Lecture
Text
Film
Presentation/Demonstration
Rational: Two Column Note Taking is a great way to organize your thoughts and compare and contrast
two similar ideas. Often in electronics there are two concepts that are similar yet different and giving
students the opportunity to write it out in a Two Column format will help them compartmentalize the
information correctly. Students can hold on to these notes as study guides, to support writing essays or
summaries, or to take notes from films.
Example: Watch this film and using a Two Column Note Taking Template, compare and Contrast Series
and Parallel Circuits.
https://www.youtube.com/watch?v=x2EuYqj_0Uk
Topic Series vs. Parallel Circuits
Circle one:
Lecture
Text
Series Circuit
- Electricity flows in a linear line
- In a series circuit light are not as bright
- If we add more resistance we will
decrease current
- Current will be the same in each
component
- When junction is split energy will not
flow.
- Sum of the voltage drop will equal total
volts
- Uses less energy
- Old school Christmas lights
Film
Presentation/Demonstration
Parallel Circuit
- Loops that electricity can take.
- Parallel pathway
- Two light bulbs will be equally as bright
- More amps, energy will move more
quickly
- Electricity flows faster because voltage
drop does not occur
- Braches receive equal current
- If one branch is broken, the other is not
effected.
- Voltage remains the same on each
thread
- Uses more energy
- New Christmas lights, can have break
and others will work.
Help students understand key word when reading text that may limit comprehension if they are
not known.
Provide a more interactive way to learn new vocabulary than assign, define, and test.
Provide a way for students to cognitively process new words, resulting in more retention
Help students develop a customized glossary to the text that provides words in context,
applicable definitions, and personalization memory/study aids.
Word in context
Definition in my words
Rational: There will be many new word that students will be introduced to in Electronics. Using a Triple
Entry Template will allow a quick guide for students to access to help retain the information. I
particularly like the idea of students writing the definition in their own words and having a memory aid
accessible.
Example: Create a Triple Entry Guide for the following words: circuit, parallel circuit, series circuit, load,
wiring diagram, switch, resistor, muti-meter. The using the iPads read the following website:
http://www.energyquest.ca.gov/story/chapter04.html. Make sure to click on the four fold outs on the
bottom: Circuit Experiment, An Electrical Circuit, Parallel Circuit, and Electric Motors
Word in context
Circuit: An arrangement or
connection of circuit devices
and components to perform a
specific objective.
Definition in my words
Intended pathway of electricity
Resistor: An electrical
component designed to provide
a specific resistance. Available
in many formats such as fixed,
tapped, and variable.
Wiring diagram: A graphic
representation of how circuit
components are connected.
Rational: Save the last word for me provides students the opportunity to speak in small groups.
Students can discuss topics current in electronics using langue and terminology used in industry.
First Quote
Pg. #___
Reason for selecting
Second Quote
Pg. #___
Reason for selecting
Third Quote
Pg. #___
Reason for selecting
Second Quote
Increasing renewable energy has the potential to create still more jobs. In 2009, the Union of
Concerned Scientists conducted an analysis of the economic benefits of a 25 percent renewable
energy standard by 2025; it found that such a policy would create more than three times as many
jobs as producing an equivalent amount of electricity from fossil fuelsresulting in a benefit of
202,000 new jobs in 2025 [16].
Pg. #: 16th paragraph
Reason for selecting
Green energy is not only a solution to global warming but also to the unemployment rate.
Characterize questions and know how to contrast the answers using the text, where applicable.
Become more analytical and evaluative about responding to questions
Separate factual, implied, inferred, and predictive information while reading
Determine the supporting evidence for responses to questions
Rational: Question and Answer Relationships require a higher order of thinking. Students need to not
only read and retain information, but also read between the lines and understand what the author is
inferring. This level of thinking is important in an Electronics class. There are times when students must
recall background information previously learned to understand the new information. As students
become more proficient you can introduce and ask on my own questions and require students to think
critically and come up with an answer that cannot be found in the reading.
Example:
Circuit Lab
As a boy, Edison built a small laboratory in his cellar. His early experiments helped develop a very inquisitive
mind. His whole life was spent thinking about how things work and dreaming up new inventions. The light
bulb and movie projector are just two of dozens of inventions.
You can build a very basic electrical circuit similar to what Edison may have crafted as a boy. And you can find
out what happens when a current is "open" compared with when
it's "closed."
Here's What You need:
1. Penlight bulb
2. Flashlight battery
3. Two 6" pieces of insulated wire (any kind will work)
4. Tape to keep the wire on the end of the battery
5. A small piece of thin flat metal to make a "switch"
6. Small block of wood
Here's What to Do
1. To make a switch:
Take the block of wood and stick one thumb tack in.
Push the other thumbtack through the thin piece of flat metal.
Push the thumb tack into the wood so that the piece of metal can touch the other thumb tack
2. Connect the first piece of wire to a thumbtack on the switch.
3. Place the light bulb in the center of this wire piece.
4. Tape the end of the first piece of wire to one end of the battery.
5. Tape your second piece of wire to the opposite end of the battery.
6. Attach the end of your second piece of wire to the remaining thumbtack on the switch.
Research/Inquiry Strategy
Analytic Graphic Organizer: This strategy uses a visual format like charts, diagrams, and graphs to help
students explore the characteristics, relationships, or effects of a complex topic. This supports students
to organize their thought and contrast meaning from text.
Purpose:
-
Provide a visual way to analyze how information and ideas are linked
Help organize information from note-taking, learning, and recall
Show specific relationships, such as cause and effect, sequence, or compare and contrast.
Synthesize information from different locations in the text or from multiple texts
Convey understanding of information and concepts so misconceptions can be seen.
Rational: We previously discussed how often in electronics that we must compare and contrast similar
ideas. An analytic graphic organizer is a great way to accomplish that. Students can easily organize
differences and similarities, and refer back to it as needed.
Use iPads in class to conduct research, complete WebQuest, and access labs.
Require students to set up a Google Docs account to submit lab reports and other types of class
work.
Use Prezi to conduct class lessons, making sure to give students access to the lessons online so
they can retrieve them from a location other than the classroom.
Require students to email you so they can experience communicating through email, similarly to
how a business would communicate.
Teach students how to use items specifically designed for the electronics industry (multi-meter).
Students will listen and take notes on Ohms, Resistance, and Tolerance.
Students will demonstrate proper technique when using tools to calculate resistance.
Students will learn the resistor color coding system and be able to produce values using the
formula.
Students will formulate the value of each resister to calculate the complete ohms in each circuit.
Students will be able to measure the resistance, ohms, and tolerance of resisters in series.
Students will be able to work together to solve problems and complete tasks.
9.4.12B.75
9.4.12B.73
Employ planning and time management skills and tools in the classroom and/or
worksite to enhance results and complete work tasks.
9.4.12B.74
Read, interpret, and use technical drawings, documents, and specifications to plan
a project.
9.4.12B.48
Demonstrate language arts knowledge and skills required to pursue the full range
of postsecondary education and career opportunities.
9.1.12.A.1
9.1.8.F.1
9.4.12.O.(2).4
Work in Context
Definition in My Words
Student is able to
describe the
vocabulary so the
explanation is clear.
Description is a little
difficult to
understand, but
includes critical
components.
Description is
difficult to
understand. Student
is unsure of
Vocabulary use and
meaning
Triple-Entry
Vocabulary Journal
Template
Student is able to
describe the
vocabulary so the
explanation is
detailed and clear.
Color Coded
Resistors
1 Color Code is
correct
Blank Resistors
1 Color Code is
correct
Safety
Procedural safety
measures were
followed
Procedural safety
measures were not
followed.
Unit Planning/Retooling
UNIT of Study: Circuits
CTE program area: Electronics
Instructors name: Borriello
Essential Questions/Big Ideas of the Unit:
What is a Circuit?
What is a Series Circuit?
What is a Parallel Circuit?
Brief Overview of the Unit:
Students will be introduced to different types of circuits and how they are used. They will read, watch
videos, and conduct laboratory experiments pertaining to different types of circuits.
Lesson Plan 1
Employ planning and time management skills and tools in the classroom and/or
worksite to enhance results and complete work tasks.
9.4.12B.74
9.4.12B.1
Demonstrate language arts knowledge and skills required to pursue the full
range of postsecondary education and career opportunities.
9.1.12.A.1
9.4.12B.75
9.4.12B.73
Employ planning and time management skills and tools in the classroom and/or
worksite to enhance results and complete work tasks.
9.4.12B.74
9.1.8.F.1
9.4.12.O.(2).4
Students will watch a video and complete a two column note taking form:
Video - https://www.youtube.com/watch?v=x2EuYqj_0Uk
2 column note form:
https://docs.google.com/a/une.edu/document/d/1i40KcJ6XRoBFwEFZl36i4lYw8Kp8brQehlbdZ1ebUW4
/edit?usp=sharing
Students will complete the two Activities in the Series vs. Parallel Circuit Lab and take pictures to
document for their final presentation:
https://docs.google.com/a/une.edu/document/d/1j5cyzf-l9tnhyuylzpvg-wSWhOaw9lkUqN6MYVFNpU/edit?usp=sharing
Key vocabulary terms:
Series Circuit
Parallel Circuit
Anticipated length of the lesson: 6 days
To deepen understanding of content and support literacy development, the lesson will include (circle all
that apply):
Reading
Writing
Research
Vocabulary
Critical Thinking
Specific literacy strategies that students will use during the lesson and reason for using each (attach or
link to required templates):
Anticipation Reaction Guide
two column notes form
Lesson Plan 3
Lesson topic: Culmination Project
CTE program area: Electronics
Instructors name: Borriello
9.4.12B.73
Employ planning and time management skills and tools in the classroom and/or
worksite to enhance results and complete work tasks.
9.4.12B.74
9.1.8.F.1
Students must create an account and present information on each: Simple, Series, Parallel.
They must use photos from their Labs for each: Simple, Series, Parallel.
They must show real world uses for each: Simple, Series, Parallel.
Students must present to the class their presentations. Each presentation must have a minimum of
three sections and each groups presentation must be a minimum of 8 minutes long.
Encourage students to be creative and teach them how to use Prezi
The presentation will count as their final cumulative assessment.
To deepen understanding of content and support literacy development, the lesson will include
(circle all that apply):
Reading
Writing
Speaking/Presenting
Research
Vocabulary
Specific literacy strategies that students will use during the lesson and reason for using each (attach
or link to required templates):
Save the Last word for me Document
Group summery chart
Texts, materials, or other instructional resources needed for the lesson:
Computers with internet access
Computer with projector
Formative or summative assessment (describe and attach or link to rubric:
Summative assessment in the form of a presentation using Prezi.
https://docs.google.com/a/une.edu/document/d/1X7N0ebJbAnBofdUKrVpnwQV5SAx7rD2W2t6XEO4
l30w/edit?usp=sharing
Barile, Nancy. How to Reach Reluctant Learners. (2014, May 27). Retrieved November 13, 2014, from
http://www.edweek.org/tm/articles/2014/05/27/ctq_barile_motivating.html
Puett, Cathy. How to Reach Reluctant Learners. (2014, May 27). Retrieved November 13, 2014, from
http://www.edweek.org/tm/articles/2014/05/27/ctq_barile_motivating.html
Rice, C. (n.d.). How do you expect me to teach reading and writing? Retrieved November 3, 2014, from
http://curriculum-maps.beaufort.schoolfusion.us/modules/locker/files/get_gro
up_file.phtml?gid=3122351&fid=18742894.
Writing to Learn vs. Writing to Demonstrate Learning. (n.d.). Retrieved November 2, 2014, from
http://peroberts.weebly.com/uploads/1/5/7/9/1579338/writing-tolearn_vs._writing_to_demonstrate.ppt
Stie-Buckles, M. (2013, December 18). ELA STEM = DEVELOPING LITERACY WITH MATH AND SCIENCE.
Retrieved December 2, 2014, from http://www.nms.org/Blog/TabId/58/PostId/213/ela-stemdeveloping-literacy-with-math-and-science.aspx
Meltzer, J., & Jackson, D. (2011). Thinkquiry toolkit 1: Strategies to improve reading comprehension and
vocabulary development across content areas. Portsmouth, NH: Public Consulting Group.
International Society for Technology in Education. (2014). ISTE standards. Retrieved from
http://www.iste.org/standards