KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Christina Diltz & Sara Xakellis Date: _____________

Cooperating Teacher: ____________

Coop. Initials

Group Size: 4 Allotted Time: 120 Mins/2 Class Periods Grade Level
Subject or Topic:

Electricity & Circuits

Section

EEU 205 - 010

STANDARD: S4.C.2.1.2: Describe the flow of energy through an object or system

(e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery
to light a bulb or run a fan).
I. Performance Objectives (Learning Outcomes):
A. The 4th grade students will discover what materials are necessary for lighting a
bulb by experimenting through trial and error. Also, the students will be able
to distinguish between open and closed circuits by diagraming circuits using
proper symbols.
II. Instructional Materials
A. Tennis balls
B. Metal strips
C. Batteries
D. Wire
E. Wire stripper (optional)
F. Light bulbs
G. Light bulb holders
H. Switches
I. Flashlights (12) and 24 C batteries
J. Copies of the Series and Parallel Circuits handout
K. Copies of the Electrical Symbols Chart
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Fine/Gross Motor Skills
B. Key Vocabulary
1. Electric Current: A flow or motions of electrons. Electric currents
in wires are caused by electrons moving along the wire.
2. Electric Circuit: A continuous pathway for an electric charge or
current to follow. A circuit requires some source of electrical power,

such as a battery or generator; a pathway for the electrons, such as

copper wire; and some appliance that uses electricity, like a light
bulb.
3. Series Circuit: A simple circuit where the flow of electricity has
only one path.
4. Parallel Circuit: A circuit where the flow of electricity has more
than one path from the same power source.
5. Resistance: The ability of a material to reduce the flow of electric
current, or when a material opposes the flow of electrons; such as the
filament of a light bulb has enough resistance to cause some
electrical energy to be changed to radiant (light) and thermal (heat)
energy.
C. Big Idea
1. A technological world requires that humans develop capabilities to
solve technological challenges and improve products for the way we
live.
2. Each area of technology has a set of characteristics that separates it
from others; however, many areas overlap in order to meet human
needs and wants.
3. Technological design is a creative process that anyone can do which
may result in new inventions and innovations.
D. Content
1. S4.C.2.1.1: Identify energy forms, energy transfer, and energy
examples (e.g., light, heat, electrical).
2. S4.C.2.1.2: Describe the flow of energy through an object or system
(e.g., feeling radiant heat from a light bulb, eating food to get energy,
using a battery to light a bulb or run a fan).
IV. Implementation
A. Introduction: Ask and examine the materials to see if they think we can make
electricity with it by not doing it yet.
B. Development
1. Separate class into groups of four
2. Have one kid from each group gather up materials
3. Have the group place the wire against the first object to see if it
lights the bulb
4. Record observations
5. Continue until they have tested each object.
C. Closure: Class discussion on what they learned, and things they could have
done differently
D. Accommodations/Differentiation: Have an aide assist or have a guided note
sheet
E. Assessment/Evaluation Plan
1. Formative: Hand in observation sheets and have check list
2. Summative: Give end of the unit quiz/project
V. Reflective Response

A. Report of Student Performance in Terms of Stated Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
VI. Resources (in APA format)
A. LighttheBulb!(n.d.).RetrievedSeptember21,2015.
1. http://www.pdesas.org/module/content/resources/6094/view.ashx