Electrical Circuits

An Introduction
Grade 4
Jessica Dutcher

Table of Contents
Next Generation Science Standards

Pg. 3

Common Core Standards

Pg. 4

NYS Learning Standards

Pg. 5

Enduring Understandings

Pg. 6

Essential Questions

Pg. 7

Rationale

Pg. 8

Objectives Overview

Pg. 9

Unit Calendar

Pgs. 10-15

First Taught Lesson

Pgs. 15-20

Performance Task

Pgs. 21-34

Untaught Lesson

Pgs. 34-37

Second Taught Lesson

Pgs. 37-41

Next Generation Science Standards

Energy
4PS32.Makeobservationstoprovideevidencethatenergycanbetransferredfrom
placetoplacebysound,light,heat,andelectriccurrents.
4PS34.Applyscientificideastodesign,test,andrefineadevicethatconvertsenergy
fromoneformtoanother.
PS3.B:ConservationofEnergyandEnergyTransfer
Energycanalsobetransferredfromplacetoplacebyelectriccurrents,whichcanthenbe
usedlocallytoproducemotion,sound,heat,orlight.Thecurrentsmayhavebeen
producedtobeginwithbytransformingtheenergyofmotionintoelectricalenergy.(4
PS32),(4PS34)P
PS3.D:EnergyinChemicalProcessesandEverydayLife
Theexpressionproduceenergytypicallyreferstotheconversionofstoredenergyinto
adesiredformforpracticaluse.(4PS34)
AskingQuestionsandDefiningProblems
Askingquestionsanddefiningproblemsingrades35buildsongradesK2experiences
andprogressestospecifyingqualitativerelationships.Askquestionsthatcanbe
investigatedandpredictreasonableoutcomesbasedonpatternssuchascauseandeffect
relationships.(4PS33)

Common Core Standards

CommonCoreStandardsforMathematicalPractices
2.Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsin
problemsituations.Theybringtwocomplementaryabilitiestobearonproblems
involvingquantitativerelationships:theabilitytodecontextualizetoabstractagiven
situationandrepresentitsymbolicallyandmanipulatetherepresentingsymbolsasifthey
havealifeoftheirown,withoutnecessarilyattendingtotheirreferentsandtheability
tocontextualize,topauseasneededduringthemanipulationprocessinordertoprobe
intothereferentsforthesymbolsinvolved.Quantitativereasoningentailshabitsof
creatingacoherentrepresentationoftheproblemathand;consideringtheunitsinvolved;
attendingtothemeaningofquantities,notjusthowtocomputethem;andknowingand
flexiblyusingdifferentpropertiesofoperationsandobjects.
Common Core- Standards for Mathematical Content- Operations and Algebraic
Thinking
3. Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.

NYS Learning Standards for Health, Physical Education,

Family and Consumer Science
Personal Health and Fitness
1.Studentswillunderstandhumangrowthanddevelopmentandrecognizethe
relationshipbetweenbehaviorsandhealthydevelopment.Theywillunderstandwaysto
promotehealthandpreventdiseaseandwilldemonstrateandpracticepositivehealth
behaviors.
Students:
knowhowbasicbodysystemsworkandinterrelateinnormalpatternsofgrowth
anddevelopment
possessbasicknowledgeandskillswhichsupportpositivehealthchoicesand
behaviors
understandhowbehaviorssuchasfoodselection,exercise,andrestaffect
growthanddevelopment
recognizeinfluenceswhichaffecthealthchoicesandbehaviors
knowaboutsomediseasesanddisordersandhowtheyarepreventedandtreated
practiceandsupportothersinmakinghealthychoices.

Enduring Understandings
1. Electrical energy is transformed into light and heat energy.
2. Knowledge of the way electricity flows through different types of electrical circuits
can be used to solve real problems.
3. The light bulb and the battery must be connected in a specific way in order for the light
bulb to light.
4. There are many different uses for electricity.
5. Division is useful in many different settings, not just in math class. They will also
understand that there is a process to follow when dividing.
6. Problem solving is an important aspect in math as well as in other areas of life. Also
there are many different ways to solve a problem and one is not better than the other.

Essential Questions
1.How do the different parts of the light bulb work together to allow electricity to flow
though the light bulb?
2. What is a parallel circuit?
3. What is a series circuit?
4. What happens when a circuit is not complete?
5. Why do all the lights go out if one light bulb dead in a series circuit?
6. How do we connect a light bulb to a battery to get it to light?
7. What symbols are used to draw a circuit diagram?
8. How do the different parts of the battery work together to produce energy?
9. Are there other ways to solve a problem without division?
10. Why is division the quickest way to solve a problem?
11. What is each step for solving a word problem?
12. How can we tell what operation or operations is needed to solve the word problem

Rationale
Throughout this unit students will gain an understanding of electrical circuits. At
the beginning of the unit the students will create a definition of electricity with their
teacher. As the unit progresses the students will learn about all the different parts of
electrical circuits. There will be hands on activities to allow students to figure out the
answers on their own. Students will retain the information much better when they are
given the opportunity to figure it out for themselves. This will be done through
individual, partner and group work. The unit concluded with a brief lesson on division to
help prepare the students for the lesson on word problems. I chose to add these two
lessons in because students will enhance their problem solving skills during the
performance task that has been included in the unit. It is important for students to
understand how the concepts such as problem solving can be used in many different
subjects.

Objectives Overview
Day 1:
Objective
Students will be
able to provide
a definition of
electricity.
Students will be
able to identify
at least 5 places
in the
classroom
where
electricity is
used.

Day 2:
Objective
Students will be
able to: label
and determine
the function of
the parts of the
bulb, to identify
and trace the
path of
electricity
through the light
bulb, explain
both orally and
in writing.

Day 3:
Objective
Students will
be able to:
label the parts
of a battery,
describe how
the chemical
energy from a
battery
transforms into
other types of
energy.

Day 4:
Objective
Students will
be able to
identify the
terminals on a
bulb and a
battery.
Students will
be able to light
the bulb using
the battery and
wire.

Day 5:
Objective
Students will be
able to: identify
and describe
the symbols
used in wiring
diagrams,
construct
simple circuits
using a wiring
diagram, draw a
wiring diagram
of a circuit.

Day 6:
Objective
Students will be
able to: explain
what happens
in a series
circuit when
one light bulb
goes out,
identify and
describe the
single path for
current in a
series circuit,
identify and
describe the
multiple paths
for current in a
parallel circuit,
apply their
knowledge able
to apply their
knowledge of
circuits to real
world
problems.

Day 7:
Objective
Students will be
able to: explain
what happens in
a series circuit
when one light
bulb goes out,
identify and
describe the
single path for
current in a
series circuit,
identify and
describe the
multiple paths
for current in a
parallel circuit,
apply their
knowledge of
different types
of electrical
circuits to real
world problems.

Day 8:
Objective
Students will
be able to:
explain what
happens in a
series circuit
when one light
bulb goes out,
identify and
describe the
single path for
current in a
series circuit,
identify and
describe the
multiple paths
for current in a
parallel circuit,
apply their
knowledge of
different types
of electrical
circuits to real
world
problems.

Day 9:
Objective
Students will
be able to
divide 2-digit
by 1-digit
numbers.
Students will
be able to
explain how
they arrived at
their answer.

Day 10:
Objective
Students will be
able to choose
the best
operation or
operations
(multiplication,
division,
subtraction or
addition)
needed to solve
each word
problem.
Students will
demonstrate an
understanding
of the steps in
the CUBES
strategy by
verbally
explaining each
step they used
to solve the
word problems.

Unit Calendar
Day 1:
Standard

AskingQuestionsandDefiningProblems
Askingquestionsanddefiningproblemsingrades35buildson
gradesK2experiencesandprogressestospecifyingqualitative
relationships.Askquestionsthatcanbeinvestigatedandpredict
reasonableoutcomesbasedonpatternssuchascauseandeffect
relationships.(4PS33)

Objective

Students will be able to provide a definition of electricity.

Students will be able to identify at least 3 examples of electricity.

Materials

Graphic Organizer, pencil, chart paper, markers

Activities

Students will be given a brainstorming graphic organizer. The

graphic organizer will have a cloud in the middle with the word
electricity written inside the cloud. The students will be instructed

10

to take 10 minutes to write down as many things as they can think

of that describe electricity. The students may choose to write
down examples of electricity as well as defining words or
anything that comes to mind when they think of electricity. Once
the 10 minutes is up the students will share different ideas that
they have written down. The teacher will be creating the same
graphic organizer but on a larger scale on chart paper that will
include ideas from the entire class. Once the students and the
teacher agree that electricity had been accurately represented on
the graphic organizer the class and the teacher will come up with
a definition for electricity. This will be written on a piece of chart
paper, which will be hung in the classroom for the duration of the
unit along with the graphic organizer. At the end of the lesson the
students will be given an exit ticket. The exit ticket will ask the
students to define electricity in their own words and to provide 3
examples of electricity.
Assessment

Plan: The exit ticket will allow for assessment of the lesson.
Tools: Exit ticket
Evaluation: Students who successfully completed the exit ticket
with a 3/4 on the rubric will have met the objectives of the lesson

Day 2:
Standard
Objective

*See first taught lesson

Materials
Activities
Assessment

Day 3:
Standard

Objective

4PS34.Applyscientificideastodesign,test,andrefineadevice
thatconvertsenergyfromoneformtoanother.
Students will be able to label the parts of a battery.
Students will be able to describe how the chemical energy from a
battery transforms into other types of energy.

11

Materials

Video guide sheet, Battery diagram, chart paper, markers

Video: https://www.youtube.com/watch?v=KkRwuM4S8BQ

Activities

The students will begin the lesson by watching a short video that
explains how a battery works. The video talks about the different
parts of the battery and how these different parts of the battery
work together to create a chemical reaction in the battery which in
turn produces the energy which allows us to power battery
operated items. The students will be filling out a guide sheet
while they are watching the video. This guide sheet will be
collected as part of the assessment for the lesson. After the video
there will be a short class discussion where the students can ask
any questions that they have about what they learned. The
students will then complete a diagram on the parts of the battery.
The students will be given 5 minutes to fill in the diagram using
the word bank provided. The teacher will then fill in the diagram
on the chart paper, which will hang in the classroom for the
duration of the unit. At the end of the lesson the students will be
filling out an exit ticket with questions such as the parts of the
battery and what is a chemical reaction. This will also serve as
assessment for the lesson.
Plan: The guide sheet and exit ticket will allow for assessment of
the lesson.

Assessment

Tool: Exit ticket, guide sheet.

Evaluation: Students who receive a 9/10 on the guide sheet and a
3/4 on the exit ticket will have met the objective of the lesson.
Day 4:
Standard

4PS32.Makeobservationstoprovideevidencethatenergycan
betransferredfromplacetoplacebysound,light,heat,and
electriccurrents.

Objective

Students will be able to identify the terminals on a bulb and a

battery.
Students will be able to light the bulb using the battery and wire.

Materials

2 light bulbs (for each pair of students), 2 copper wires (for each
pair of students), 1 battery, (for each pair of students)

Activities

In this lesson the students will be working in pairs. Through trial

and error and whatever way makes sense to them the students will
be lighting the light bulb. The students will work in pairs to
somehow figure out how to light the light bulb. They will be
12

given all of the materials needed to do so. The students will then
be writing a short paragraph about the steps that they took to light
the light bulb. The students will need to describe both what
worked and what did not work when they were trying to light the
bulb. Their paragraph should be very detailed as if someone who
had no idea what a light bulb or battery is was reading it. They
should be able to read the paragraph and know exactly what to do
and what not to do. This paragraph will serve as the assessment
for the lesson. It will be graded on the correctness of the content,
the detail of ideas, the organization, and neatness.
Assessment

Plan: Write a paragraph explaining how to light a light bulb with

a battery.
Tool: Written paragraph
Evaluation: If the paragraph receives a 8/10 then the student will
have met the objective of the lesson.

Day 5:
Standard

Objective

Materials
Activities

AskingQuestionsandDefiningProblems
Askingquestionsanddefiningproblemsingrades35buildson
gradesK2experiencesandprogressestospecifyingqualitative
relationships.Askquestionsthatcanbeinvestigatedandpredict
reasonableoutcomesbasedonpatternssuchascauseandeffect
relationships.(4PS33)
Students will be able to identify and describe the symbols used in
wiring diagrams.
Students will be able to construct simple circuits using a wiring
diagram.
Students will be able to draw a wiring diagram of a circuit.
Worksheets, exit ticket, matching cards, wire, battery, light bulb,
In order to learn the different electrical symbols the students will
be playing a matching game. The students will need to find the
corresponding symbol to the word for the different parts used in
an electrical circuit. This will be a fun way for students to learn
the symbols. The word will be written on one card and the other
card with have the symbol used along with the word as well since
the students are unfamiliar with them. Once the students have
made a match they will draw the symbol next to the word on a
worksheet the teacher has created for the students. The students
will then be given a diagram that has used the symbols. They will
be required to create a circuit with the components shown in the
diagram. After the students have done this they will then create
their own circuit and draw the corresponding wiring diagram.
13

This will be collect for assessment. The students will be given an

exit ticket at the end of the lesson. The exit ticket will ask the
students to match the symbols with the words
Assessment

Plan: The creation of the circuit and corresponding diagram along

with the exit ticket will serve as the assessment.
Tool: Worksheet, exit ticket
Evaluation: If the students get a 9/10 on the worksheet and a 3/4
on the exit ticket they will have met the objective for the lesson.

Day 6:
Standard
Objective

*See Performance Task

Materials
Activities
Assessment

Day 7:
Standard
Objective

*See Performance Task

Materials
Activities
Assessment

Day 8:
14

Standard
Objective

*See Performance Task

Materials
Activities
Assessment

Day 9:
Standard
Objective

*See Untaught Lesson

Materials
Activities
Assessment

Day 10
Standard
Objective

*See Second Taught Lesson

Materials
Activities
Assessment

First Taught Lesson

15

Desired Results
CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):
PhysicalSetting
4.Energyexistsinmanyforms,andwhentheseformschangeenergyisconserved.
Students:
describeavarietyofformsofenergy(e.g.,heat,chemical,light)andthechangesthatoccurin
objectswhentheyinteractwiththoseformsofenergy.
observethewayoneformofenergycanbetransformedintoanotherformofenergypresentin
commonsituations(e.g.,mechanicaltoheatenergy,mechanicaltoelectricalenergy,chemicalto
heatenergy).
Analysis, Inquiry, & Design
Scientific Inquiry
1.Thecentralpurposeofscientificinquiryistodevelopexplanationsofnaturalphenomenaina
continuing,creativeprocess.
Students:
askwhyquestionsinattemptstoseekgreaterunderstandingconcerningobjectsandevents
theyhaveobservedandheardabout.
questiontheexplanationstheyhearfromothersandreadabout,seekingclarificationand
comparingthemwiththeirownobservationsandunderstandings.
developrelationshipsamongobservationstoconstructdescriptionsofobjectsandeventsand
toformtheirowntentativeexplanationsofwhattheyhaveobserved.
Personal Health and Fitness
1.Studentswillunderstandhumangrowthanddevelopmentandrecognizetherelationshipbetween
behaviorsandhealthydevelopment.Theywillunderstandwaystopromotehealthandpreventdisease
andwilldemonstrateandpracticepositivehealthbehaviors.
Students:
knowhowbasicbodysystemsworkandinterrelateinnormalpatternsofgrowthand
development
possessbasicknowledgeandskillswhichsupportpositivehealthchoicesandbehaviors
understandhowbehaviorssuchasfoodselection,exercise,andrestaffectgrowthand
development
recognizeinfluenceswhichaffecthealthchoicesandbehaviors
knowaboutsomediseasesanddisordersandhowtheyarepreventedandtreated
practiceandsupportothersinmakinghealthychoices.
Essential Questions (Rubric Line 36):
How do the different parts of the light bulb work together to allow electricity to flow though the light

16

bulb?
Enduring Understandings(Rubric Line 36):
Students will understand that
Students will understand that electrical energy is transformed into light and heat energy.
Objectives (Rubric Line 31):
Students will be able to ...
Students will be able to label and determine the function of the parts of the bulb.
Students will be able to identify and trace the path of electricity through the light bulb.
Students will be able to explain both orally and in writing.

Assessment Evidence (Rubric Line 32)

Performance Assessment Tasks:
At the end of the lesson students will be asked to write a paragraph explaining the way electricity flows
through the light bulb. Students will be expected to use the proper vocabulary in their paragraph.
Other Evidence:
Throughout the lesson the teacher will be observing the students both during the hands on partner
activity as well as during the time they are writing their paragraphs.
Areas of Child Development (Rubric Line 28)
Cognitive development is supported because students are required to think about how electricity flows
from the battery to the light bulb and the changes in energy that occur.
Linguistic development is supported because students must be able to explain how the electricity flows
to their partner when discussing their paragraphs.
Social development is supported because students must be able to handle working with a partner in a
respectful and responsible way.

Learning Plan
Classroom Arrangement:
The students desks will be facing the front white board. The students desks will already be placed in a
way that makes sense for each individual student and their learning needs.
Students will be seated at their desks for a majority of the lesson. When exploring how the battery lights
the light bulb the students will be working in pairs. The students ill also work in pairs when they are
labeling the diagram of the light bulb. There will then be a class discussion before the students begin
working on writing their paragraphs independently.
Materials:
Chart paper
Markers
#40 bulb (provided by teacher)
Battery (provided by teacher)
Copper wire (provided by teacher)
17

Red pencil/crayon/marker
Pen or pencil
Worksheets (provided by teacher)
Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):
Anticipatory Set (Rubric Line 38):
The teacher will read the poem The Light Bulb by Juan Olivarez. This poem will get the students
excited and curious about the lesson. The poem will be projected on the board to make it easier for all
students to follow along as the teacher reads.
Procedure
Story Problem (Rubric Line 40):
Your grandparents need help understanding how a light bulb works. It seems that over the years they
have forgotten. Your job is to write a paragraph explaining to them the different parts of the light bulb
and how the electricity flows through those different parts.
Discrepant Event
The story problem represents the discrepant event
Activate prior knowledge: Ask the students if they think they know how electricity flows through the
light bulb. Write the ideas that the students come up with. (Blooms taxonomy- knowledge level
question)
Investigation
Begin by passing out the materials to pairs of students. Each pair of student should be given a light
bulb, a battery, and a copper wire.
Explain to the students that they will be learning the parts of the light bulb and how electricity flows
through the light bulb.
Have the students examine the light bulb. What do you notice? What are the parts of the light bulb?
How do you think these parts work together to make the light bulb light?
Next have the students work with their partner to figure out how to get the light bulb to light. Give the
students time to play around with the materials they were given. Allow the students to figure out how
to light the light bulb on their own. Once the students have been able to get the light bulb to light,
have them write down the steps that they took to light the light bulb.
After each student has lit their light bulb instruct them to label the parts of the light bulb on their

18

worksheet. Encourage the students to use the glossary provided to them to help with labeling.
After the students have labeled each part come together as a class to discuss each part and why the
students labeled it in the way that they did.
Next have the students return to working with their partner to see if they can figure out the direction
of the flow of electricity through the light bulb.
Resolve the Discrepancy
After all students have labeled their diagram of the light bulb and have drawn the path in which
electricity flow through the light bulb the teacher will then do the same on a piece of chart paper to be
hung in the classroom for future reference. As the teacher labels each part she will ask the students to
explain the function of each part of the light bulb. The teacher will continue to do so until the whole
light bulb is labeled and explain.
Next the teacher will have a few different students explain the way the electricity flows through the
light bulb. She will then draw on the chart with the light bulb diagram.
Assessment (Rubric Line 32):
The students will then be instructed to write their paragraphs that they will be sharing with their
partner and later their grandparents to help inform them of how a light bulb works.

Labeling of Diagram

Organization of
paragraph and use of
proper vocabulary

Each part of light bulb

All labels are correct,

flow of electricity is
drawn correctly

Only a few labels are

correct, the flow of
electricity is drawn
mostly correct

No parts are labeled

correctly, the flow of
electricity is not
correct or is not drawn
at all

Paragraph is neatly
written, the proper
names for each part of
the light bulb are
included

Paragraph is somewhat
neatly written, only
some of the proper
names for the light
bulb parts are used

Paragraph is hard to
understand and not
written neatly, proper
names of the parts of
the light bulb are not
used

There are clear

explanations and

Some parts and

defined and clearly

None of the parts of

the light bulb are

19

is clearly defined and

explained in paragraph

definitions of each part explained while others

of the light bulb
are not

defined or clearly
explained

Closing Activity:
After the students have completed their paragraphs and shared them with a partner the teacher will
direct the class to a further discussion. The teacher will ask the students if anyone knows how humans
get energy to be able to do the things we do. Likely responses will include: we eat food, someone may
add that healthy food provides longer lasting energy, it is important to get a good nights sleep, it is
important to drink water, etc. The students will learn how it is important to eat a healthy and balanced
diet to be able to have the energy needed.
This discussion connects to the lesson because the students just learned about electrical energy
turning into light energy and will then be talking about other forms of energy. The other forms of
energy may not be mentioned explicitly but it will be known that there are many forms.
Differentiation
All students should be able to come to some understanding of how the parts of the bulb work together
to make the light bulb light. Students who struggle with handwriting and prefer to type will be able to
type their paragraph on the computer.
Evaluation of Teaching *done after the lesson is taught*:
Overall the teaching of this lesson went pretty well. The students enjoyed being able to do a hands on
activity to figure out the answers rather than just being told what the answers were and copying them
down on a piece of paper. The students were eager to learn after the reading of the poem because they
were curious about the lesson. I also think that having the poster with the diagram of the light bulb and
correct labeling hung in the classroom will be a great tool for them to use down the road in this unit.
Many students need visual reminders and the large-scale diagram was a great way to play to their
strengths. The students also enjoyed the discussion at the end of the lesson. They were able to come up
with some great ideas about how humans take in energy and why it is important for us to eat healthy.
They were able to make some connections with that to the lesson but not as many as I had hoped. Many
of the students seemed to struggle with writing the paragraph at the end of the lesson. When I walked
around the classroom checking on them I had to prompt many of the students to help them being their
writing. If I were to teach this lesson again I think it may be beneficial to create a checklist for the
students to use to make sure they include the important parts in their paragraph. It could also be helpful
for some students to give them some sentence starts if they are really struggling with writing their
paragraph. Many of the students were able to tell me verbally the functions of each part of the light bulb
but could not put it into words.

20

Performance Task

The Lighthouse Science

Project
A performance task for 4th grade students

21

Help Wanted - Lighthouse

Electrician
The new owners of the
Charlotte-Genesee Lighthouse are
having a problem with the electrical system. For some
strange reason every time one light bulb goes out the rest of
the lights in the lighthouse go out too! Because the owners
are busy people they do not have time to figure out the
problem themselves. Instead they are looking for an
electrician and are planning to hire one person for the job.

Each of you have already applied and set up an interview

date. Before you can go to the interview there are a few
activities you will need to complete to show the owners that
you have the right skills and knowledge for the job. If you
can show the owners that you have the right set of skills and
knowledge to successfully fix the problem then you just
might get the job!
22

Before you can go to your interview you will need to

complete the following activities. Each of the activities that
you complete will help you to gain knowledge about the
problem as well as help you to figure out the problems the
new owners are having with the lighthouse. It is important
that you follow the directions and complete each activity.
After you have completed the activities and think you
know what the problem and the solution is, you will be
organizing your findings into a paper and attending an
interview with the owners of the lighthouse. In your paper
and during the interview be sure to include the following:
You must include the definition for a series circuit.
You must include the definition for a parallel circuit.
You must include how you plan to solve the problem
with the electrical system of the lighthouse.
You must include an explanation of why you have
chosen that solution.
Your paper should be about 1 to 2 pages in length.
Good Luck!
Activity #1- Series Circuits
Directions: Using the Circuit Builder website you will be investigating series circuits.
You will begin at level 1.1. For each level follow the steps at the top.
Circuit Builder - http://thefusebox.northernpowergrid.com/page/circuitbuilder.cfm
Level 1.1
Draw the circuit you just created in the space below.

Level 1.2
Draw the circuit you just created in the space below.

23

Level 1.3
Draw the circuit you just created in the space below.

Questions:
What do the 3 drawings from level 1.1, 1.2, and 1.3 represent?
________________________________________________________________________
Is this a system? Why or why not?
________________________________________________________________________
________________________________________________________________________
How many paths for current are there in a series circuit?
________________________________________________________________________
What is the purpose of the switch in level 1.2, and 1.3?
________________________________________________________________________
________________________________________________________________________

Level 2.1
Draw the circuit you just created in the space below.

What is different about this circuit?

________________________________________________________________________
Level 2.2

24

Draw the circuit you just created in the space below?

When you use the bat to break one of the bulbs, what happens to the other bulb?
________________________________________________________________________
Questions:
Does the electricity have to flow through each bulb to complete the circuit? How do you
know?
________________________________________________________________________
________________________________________________________________________
What would happen in a series circuit if one bulb burns out?
________________________________________________________________________
________________________________________________________________________
Activity #2- Parallel circuit
Directions: Using the Circuit Builder website you will be investigating parallel
circuits. You will begin at level 3.1. For each level follow the steps at the top.
Circuit Builder - http://thefusebox.northernpowergrid.com/page/circuitbuilder.cfm
Level 3.1
Draw the circuit you just created in the space below.

Level 3.2
Draw the circuit you just created in the space below.

25

This time when you break on bulb with the bat, what happens to the other bulb?
________________________________________________________________________
Level 3.3
Draw the circuit you just created in the space below.

In this circuit with the bulb and the buzzer, do you think the buzzer would keep buzzing
if the bulb was broken with the bat? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Questions:
Is this a system? Why or why not?
________________________________________________________________________
________________________________________________________________________
How many paths for the current are there in a parallel circuit?
________________________________________________________________________
Does electricity have to flow through each bulb to complete the circuit? How about
through the bulb and the buzzer? How do you know?
________________________________________________________________________
________________________________________________________________________
What would happen to the other bulb in a parallel circuit if one bulb burns out?
________________________________________________________________________
Are the lights in your classroom wired in parallel or series? Explain.

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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Which type of circuit, series or parallel, would you want your house to be wired in?
Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity #3- Compare series and parallel circuits

Create a venn diagram comparing the two types of circuits.
***Hint: This will be helpful when writing your paper

Series Circuits

Parallel Circuits

27

Now that you have completed each activity it is time to decide what the problem is
with the lighthouses electrical system. After you have come up with the problem
you must also decide how you will fix the problem.
Problem: What is the problem with the electrical system of the lighthouse? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Solution: How are you going to fix the problem with the electrical system of the
lighthouse? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Now that you have established the problem and have come up with a solution to fix
that problem it is time to write your paper and prepare for the interview.
In your explanation be sure to include the following:

You must include the definition for a series circuit.

You must include the definition for a parallel circuit.

You must include the problem with the electrical

system of the lighthouse.

You must include how you plan to solve the problem

with the electrical system of the lighthouse.

You must include an explanation of why you have

chosen that solution.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Student Checklist
Activities:
____ Is each activity completed?
____ Were you able to compare and contrast series and parallel circuits?
____ Can you accurately define series and parallel circuits?
Paper:
____ Is your paper organized with an introduction, a body paragraph, and a conclusion?
____ Did you define series circuit and parallel circuit?
____ Did you state and explain the problem?
____ Did you state and explain the solution?
Interview:
____ Were you successful in explaining the problem and the solution?
____ Did you get the job?

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____ Did you speak in a loud and clear voice during the interview?
____ Were you confident in your answers?

Performance Task Rubric

Job for lighthouse electrician (Interview and Paper)
Students Name: ________________________________
Category
Completion of
circuit
activities
Grammar,
Punctuation,
and spelling
used in Paper
Organization
of Paper

3
I completed all of the
activities on circuits

2
1
I completed the first and
I completed one of the
part of the second activity
activities on circuits
on circuits
My paper includes no
My paper includes 2-4
My paper includes 5 or
grammar, punctuation,
grammar, punctuation,
more grammar,
or spelling errors
and spelling errors
punctuation, and spelling
errors
My paper has all of the
My paper has 2 of the
My paper has 1 of the
following: an
following: an
following: an
introduction, a body, a
introduction, a body, a
introduction, a body, a
conclusion, and
conclusion, and transition
conclusion, and
transition phrases
phrases
transition phrases
Interview skills During the interview I During the interview I do
During the interview I
do all of the following:
2 of the following: speak
do 1 of the following:
speak in a loud, clear
in a loud, clear voice,
speak in a loud, clear
voice, make eye contact,
make eye contact, and
voice, make eye contact,
and explain my solution explain my solution to the and explain my solution

32

to the problem

problem

to the problem

The Lighthouse Science Project

A Performance Task for Students in 4th Grade
Teachers Edition
Common Core State Standards
NYS MST Standard # 1- Inquiry
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative process.
NYS MST Standard #4- Science Content
Energy exists in many forms, and when these forms change energy is conserved.
Enduring Understandings
Knowledge of the way electricity flows through different types of electrical circuits can
be used to solve real problems.
Essential Questions
1. What is a parallel circuit?
2. What is a series circuit?
3. What happens when a circuit is not complete?
4. Why do all the lights go out if one light bulb dead in a series
circuit?
Learning Outcomes
Students will be able to explain what happens in a series circuit
when one light bulb goes out.
Students will be able to identify and describe the single path for
current in a series circuit.
Students will be able to identify and describe the multiple paths
for current in a parallel circuit.
Students will be able to apply their knowledge of different types
of electrical circuits to real world problems.
Materials
Performance Task packets
Pencils
Access to Circuit Builder (online activity)
GRASPS:
G is for Goal: To get hired by the owners of the Charlotte-Genesee lighthouse as an
electrician. In order to be hired for the job, you will need to be able to prove to the
owners that you have the knowledge needed to fix the problem with the lighthouses
electrical system.
33

R is for Role: You are an applicant for the job of the Charlotte-Genesee lighthouses
electrician.
A is for Audience: The owners of the Charlotte-Genesee lighthouse.
S is for Situation: The new owners of the Charlotte-Genesee Lighthouse are having a
problem with the electrical system. For some strange reason every time one lightbulb
goes out the rest of the lights in the lighthouse go out too! Because the owners are busy
people they do not have time to figure out the problem themselves. Instead they are
looking for an electrician and are planning to hire one person for the job. Each of you
have already applied and set up an interview date. Before you can go to the interview
there are a few activities you will need to complete to show the owners that you have the
right skills and knowledge for the job. If you can show the owners that you have the right
set of skills and knowledge to successfully fix the problem then you just might get the
job! You will present your findings on the problem and the proposed solution in both a
written format (paper), as well as in an interview with the owners.
P is for Product/Performance/Purpose: After you have completed the required
activities and know what the problem is as well as the solution to the problem you will be
writing a paper as well as being interviewed by the owners. In your interview you must
demonstrate that you have the necessary skills and knowledge to solve the problem and
hopefully you will get the job!
S is for Standards/Criteria for Success: Your paper and interview must include the
following items if you are going to be considered for the job.
You must include the definition for a series circuit.
You must include the definition for a parallel circuit.
You must include the problem with the electrical system of the
lighthouse.
You must include how you plan to solve the problem with the
electrical system of the lighthouse.
You must include an explanation of why you have chosen that
solution.
Your paper should be about 1 to 2 pages in length.
Resources:
Circuit Builder - http://thefusebox.northernpowergrid.com/page/circuitbuilder.cfm

Untaught Lesson
Desired Results
CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative

34

relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically
and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referentsand the ability to contextualize, to pause as needed during the manipulation
process in order to probe into the referents for the symbols involved. Quantitative reasoning entails
habits of creating a coherent representation of the problem at hand; considering the units involved;
attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using
different properties of operations and objects.
4.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the relationship
between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Standard 1: Personal Health and Fitness
1. Students will use an understanding of the elements of good nutrition to plan appropriate diets for
themselves and others. They will know and use the appropriate tools and technologies for safe and
healthy food preparation.
Essential Questions (Rubric Line 36):
Are there other ways to solve a problem without division?
Why is division the quickest way to solve a problem?
Enduring Understandings(Rubric Line 36):
Students will understand that
Division is useful in many different settings, not just in math class. They will also understand that there
is a process to follow when dividing.
Objectives (Rubric Line 31):
Students will be able to ...
Students will be able to divide 2-digit by 1-digit numbers.
Students will be able to explain how they arrived at their answer.

Assessment Evidence (Rubric Line 32)

Performance Tasks:
Because my friends loved my cookies so much they ate them all in one day! They asked me to bake
them even more cookies this time so I baked a total of 80 cookies. Now how many cookies will each
friend get? (Blooms Taxonomy level: Applying)
Other Evidence: As the teacher is walking around the classroom she will be paying attention to the
work that the students are doing trying to solve the problem.
Areas of Child Development (Rubric Line 28)
Social development is supported in this lesson plan because the students are working together when
solving the problem. They also will need to be respectful to each other when discussing the health
potion at the end of the lesson.
Cognitive development is supported in this lesson plan because the students are using their brains to
35

figure out a way to solve the problem. Then they are learning the standard algorithm used in division.
Linguistic development is supported in this lesson plan because students are discussing their ideas on
how to solve the problem with their peers and also with their teacher.

Learning Plan
Classroom Arrangement:
All materials should be prepared ahead of time and laid out in an organized manner for both the teacher
and the students. When solving the math problem the students will have the option to work at their
desks, at the back table, or on the rug in the corner. The teacher will be moving throughout the
classroom during the time the students are solving the problem.
Materials:
Pencils
Markers
Paper
Graph Paper
Base 10 blocks
Single blocks
M&Ms
Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):
Anticipatory Set (Rubric Line 38):
At the beginning of the lesson pull out the bag of m&ms (which the students will have the option of
using to help solve the problem) and the container of m&m cookies. After I have everyones eyes on
me I will begin the lesson.
Procedure
Story Problem (Rubric Line 40):
Last weekend I decided to bake some M&M cookies for my friends. I baked a total of 40 cookies. If I
gave my 4 friends the same number of cookies, how many cookies did each friend get? Please answer
this question with a partner in any way that makes sense to you. (Blooms Taxonomy level: Applying)
As students are working on solving the problem on their own I will be walking around the room to
provide support for those who need it. After a group thinks they have solved the problem I will check
their work. I will then ask the students to think of another way that they can solve the problem. If the
students find a second way, I will then ask them to find as many ways as they can to solve the
problem.
After all groups have found at least one way to solve the problem I will call on a few groups to share
the answers and explain how they figured out the problem.
After hearing a few different groups share about how they solved the math problem I will introduce
the standard algorithm for solving division.

I will first draw 4 sets of 10s in a pink pen on the piece of graph paper which I will explain to
the students also equals 40.
36

Next I will start to make groups of 4 out of the 10s using a purple marker to make it easier for
the students to follow along.
The students will notice that in each grouping of 10 there are 2 blocks that are not used.
I will then make another grouping of 4 by using the 2 squares left over in 2 groupings of 10.
I will do the same for the last grouping of 10.
After this has been completed and the students have seen a visual way to get the answer I will then
write the problem in the traditional division format.
I will explain to the students that the 40 goes on the inside because that is the whole.
I will explain that the 4 goes on the outside because that is the number of each group.
Then I will ask the students how many times 4 goes into 4, which is 1
We then multiply 4 by 1 to get 4 which is then subtracted leaving us with 0.
A 0 is then brought up to the top in the ones spot. Students will be able to understand that
there are 0 ones because they visually saw that from the drawing.
Differentiation: Allowing the students to solve the problem any way they can, already brings
differentiation into the lesson. I will also be there to provide support to students who need it and make
the necessary modifications for any students who need it. Any students with IEPs or 504s will be
given the necessary support in order to be successful during the lesson.
Assessment (Rubric Line 32): Write the assessment question on the board (Because my friends loved
my cookies so much they ate them all in one day! They asked me to bake them even more cookies
this time so I baked a total of 80 cookies. Now how many cookies will each friend get?) Have the
students copy it down as their homework for that night. Explain that you will be going over it the next
day in class.
Closing Activity:
I will end the lesson by reading Why Cant I Have Cake for Dinner to help bring together the idea of
the importance of healthy eating and how my friends were not eating healthy when they ate that many
cookies at once. After the reading I will ask the students if they can think of any foods that would be
healthy to eat as a snack or for a meal.
I will expect to get answers that are long the lines of fruits and vegetables as well as snacks or meals
that include multiple food groups. (Blooms Taxonomy level: Analyze)
Evaluation of Teaching *done after the lesson is taught*:

Second Taught Lesson

Desired Results
CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):
CommonCoreStandardsforMathematicalPractices
37

2.Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsinproblem
situations.Theybringtwocomplementaryabilitiestobearonproblemsinvolvingquantitative
relationships:theabilitytodecontextualizetoabstractagivensituationandrepresentitsymbolically
andmanipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,withoutnecessarily
attendingtotheirreferentsandtheabilitytocontextualize,topauseasneededduringthemanipulation
processinordertoprobeintothereferentsforthesymbolsinvolved.Quantitativereasoningentails
habitsofcreatingacoherentrepresentationoftheproblemathand;consideringtheunitsinvolved;
attendingtothemeaningofquantities,notjusthowtocomputethem;andknowingandflexiblyusing
differentpropertiesofoperationsandobjects.
Common Core- Standards for Mathematical Content- Operations and Algebraic Thinking
3. Solve multistep word problems posed with whole numbers and having whole-number answers using
the four operations, including problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.
NYS Learning Standard for Health, Physical Education and Family and Consumer Sciences
1.Studentswillunderstandhumangrowthanddevelopmentandrecognizetherelationshipbetween
behaviorsandhealthydevelopment.Theywillunderstandwaystopromotehealthandpreventdisease
andwilldemonstrateandpracticepositivehealthbehaviors.
Essential Questions (Rubric Line 36):
What is each step for solving a word problem?
How can we tell what operation or operations is needed to solve the word problem?
Enduring Understandings (Rubric Line 36):
Students will understand that
Problem solving is an important aspect in math as well as in other areas of life. Also there are many
different ways to solve a problem and one is not better than the other.
Objectives (Rubric Line 31):
Students will be able to ...
Students will be able to choose the best operation or operations (multiplication, division, subtraction or
addition) needed to solve each word problem.
Students will demonstrate an understanding of the steps in the CUBES strategy by verbally explaining
each step they used to solve the word problems.

Assessment Evidence (Rubric Line 32)

Performance Assessment Tasks:
The students will be focusing on four different word problems. The first word problem will be done as a
38

whole class to model to the students how to use the CUBES strategy. The next 3 word problems will be
done independently however; each will be thoroughly gone over as a whole class to make sure each
student understands. The papers will be collected at the end of the lesson.
Other Evidence:
Areas of Child Development (Rubric Line 28)
Cognitive development is supported because students are required to think about what the question is
asking them and then use the correct operation or operations to solve.
Social development is supported because throughout the lesson students will be asked to share answers
with the group to help check each others work.
Linguistic development is supported because students must be able to explain the steps for the word
problem to their classmates and to the teacher.

Learning Plan
Classroom Arrangement:
Students will be arranged at their desks for the duration of the lesson. The students desks face the front
board where each student can easily see the board and any videos, problems, charts etc. that will be
displayed and needed throughout the lesson. Students will share answers with their desk groups but the
majority of the work will be done independently.
Materials:
Chart paper
Whiteboard
Whiteboard markers
Pencils
Worksheets: Word problem graphic organizer, Word problem worksheet (provided by teacher)
Video: https://www.youtube.com/watch?v=v4993xqdmQA
Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):
Anticipatory Set (Rubric Line 38):
Begin by explaining to the class that today we will be spending math practicing and learning
strategies for solving word problems. Explain to the students that they will then watch a short video
on word problem solving strategies. Video: https://www.youtube.com/watch?v=v4993xqdmQA

Procedure
Story Problem (Rubric Line 40):
On Friday evening a pizza shop had orders for 4 pepperoni, 100 vegetable, and 336 cheese pizzas. If
the 4 cooks at the pizza shop each made an equal number of pizzas, how many pizzas did each cook
make?
After the students have watched the video on strategies for solving word problems the teacher will be
39

going over the CUBES strategy (Blooms Taxonomy- application level- students must use strategy to
solve). The teacher will explain what each letter stands for and why each part is important to
remember for when solving a word problem.
C- circle any important numbers
U- underline the question being asked
B- box any clue words
E- evaluate what steps you should take to solve the problem, eliminate any extra information
S- solve and check
Students will be given graphic organizers for each problem to be completed along with a worksheet
with each word problem. The students will need to use the graphic organizer for the first problem and
may choose to use it or not use it for the other three problems.
The first problem will be done as a whole class. The teacher will explain each step that is used when
solving the problem.
The teacher will ask the students:
What numbers should be circled?
What the questions is and what it is asking? (what operation/operations)
How do they know?
What steps should we take to solve the problem?
What is our final answer? (Blooms taxonomy- evaluation level)
After the first problem is finished the students will be given a few minutes to answer the second
question. After it appears everyone is done they will share their answers with their desk groups and
then the whole class. If any student did not understand the problem or why they got it wrong, the
teacher will do the problem on the front board with the class.
During some of the different word problems the teacher will bring about a discussion on personal
health and ask the student different foods that are good and bad to eat and what would happen if
someone actually ate that many pizzas, cookies etc.
Differentiation
The graphic organizer that is given to each student is one way that the lesson has already been
differentiated. The graphic organizer will act as a scaffold for students who need direction on each
part to include when solving their problem. The CUBES strategy chart will also be hanging on the
front board for the duration of the lesson and then in the classroom to be used as a later reference as
needed.
Assessment (Rubric Line 32):
The teacher will collect the students papers and examine each question to see how they did.
Closing Activity:
To help reinforce the idea of critical thinking and problem solving the teacher will read the book: The
Eleventh Hour: A curious Mystery by G. Base.
Evaluation of Teaching *done after the lesson is taught*:

40

Name: ____________________________
1. On Friday evening a pizza shop had orders for 4 pepperoni, 100 vegetable, and 336
cheese pizzas. If the 4 cooks at the pizza shop each made an equal number of pizzas, how
many pizzas did each cook make?

2. Tom had 114 baseball cards. He kept 10 and shared the rest evenly among his 8
friends. How many baseball cards did each friend get?

3. A teacher bought 12 packets or crayons. Seven of the packets had 9 crayons and the
other five packets had 10 crayons. How many crayons did the teacher buy in all?
4. Mr. Smith baked 3 trays of 36 cookies. After they cooled he divided the cookies evenly
into 4 bags. How many cookies did Mr. Smith place in each bag?

41

Word Problem
Write the word problem below.
Circle or highlight key words and numbers.

Make a Plan
What are you trying to find out?

Brainstorm What can you do to solve the

problem?
Multiply, Divide, Add or Subtract?

Solve it!
Use pictures and numbers to help your
solve the problem.
Be sure to check your work!

Explain your work

Tell-step-by-step how you solved the problem.

42