ED 3500

Tracey Driedger

4: All Conductors Dont Drive Trains

Grade/Subject: Grade 4-6
SPECIFIC
OUTCOMES
FROM ALBERTA
PROGRAM OF
STUDIES

A(5-5)5
A(5-5)5

Unit: Electricity

Topic: Conductors and Insulators

LEARNING OBJECTIVES

Lesson Duration: 80 min.

Formative & Summative

ASSESSMENTS
Students will:
Demonstrate a procedure for distinguishing conductors

Classify materials according to their conductive

properties
LEARNING RESOURCES CONSULTED

Key Questions,
Observation & Product
Key Questions,
Observation & Product

Resource #1: Topic A: Electricity & Magnetism (Edmonton Public Schools)

Master #20

MATERIALS/ EQUIPMENT/ SET UP

* 10 D-cell batteries
* Large Ziploc bags (one per student)
* 10 bulbs and holders
* Sharpies
* 30 insulated copper wires stripped at both ends
* Master #20 (one per student)
* Masking tap
* a collection of conductors and non-conductors (string, nails, pieces of glass, paper clips, rubber band, pencil,
ruler, scissors, keys, tacks, pins, staples, penny, nickel, dime, quarter, aluminum foil, wax crayon, rock, paper,
silk, plastic, wire, Styrofoam, etc.)

PROCEDURE
Introduction (8 min.): 1:20-1:28
Attention Grabber: Going to be scientists today.
Assessment of Prior Knowledge: What do we call a material electrons flow through easily? (conductor metal)
What do we call a material that doesnt allow electrons to flow through it? (insulator cloth, rubber and plastic)
Have students suggest the kinds of materials that might or might not conduct electricity. Chart the list.
Expectations for Learning and Behaviour: Working through the scientific method as partners. What should the
noise level be? Pick a spot to work and stay there aside from grabbing new materials. Treat materials with
respect. Especially lightbulbs and holders. Need to pay attention and be quick with transitions so that we can get
to experimenting. When the bell rings for recess, leave you work where it is, go for recess. When come back,
get right back to work. Dont waste time.
Advance Organizer: Design a circuit testing device. Test different materials. Complete portion of flip book.
Agenda:
1. Design a Circuit
2. Test It Out
3. Flip Book: Conductor or Insulator
Specific Learner Considerations: Give clear, brief instructions with written or visual aids as well as oral directions.
Break activities into short easy to manage steps given separately with feedback. Circulate more often to easily
distracted students and help students identify goals. High response rate learning activities.
Transition to Body: Before we can begin experimenting, we need to design a testing device.
Body (67 min.): 1:28-2:00, 2:15-2:50

What is the teacher doing?

What are the students doing?

Learning Activity #1: Design a Circuit (10 min 1:28-1:38)

Show different parts that will be available to make circuit (the path
electricity flows along). Explain that a circuit must be complete or closed
for electrons to move. Source: battery, conductors: wire, load: light bulb.
Design a closed circuit together.

#1 Design a circuit testing device and

discuss circuit components.

Assessment: Key Questions What is the source (produces power) in

these materials? What are the conductors? What is the load (consumes
electric power)? How can you make the bulb light without actually
touching the wires? Can all materials be used?

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Tracey Driedger

Transition to Activity #2: Now that we have a test circuit, we can begin

experimenting.
Learning Activity #2: Test It Out(47 min 1:38-2:00, 2:15-2:40)
Place collection of conductors and insulators in central location. Explain
that everyone will begin by testing a paper clip, rubber band, scissors
and rock. Hand out Master #20 walk through entire experiment
together. Test a whiteboard marker together. Release students to find a
partner, grab materials and find a space after inquiring for any final
questions. Give one minute to get to work area with materials.

#2 Illustrate test circuit and chart the

materials tested (by class and their
own choice) and whether the
materials are insulators or
conductors. Find partner and set up
work area. Complete Master #20.

Assessments: Observation & Product Circulate and collect lab sheets.

Looking for properly assembled circuits and accurately classified

materials.
Transition to Activity #3: (2:35) Wrap up the last test or question you are

working on. Clean up your work stations. Return materials to specified

bins or areas, return to your desks.
Learning Activity #3: Flip Books (10 min 2:40-2:50)
Distribute unfinished flip books and instruct to find the pieces for the
Insulator or Conductor portion. Show how to assemble for those who
have not. Direct to record answers. Explain sponge.

#3 Assemble Insulator or Conductor

portion. Classify the different
materials based on findings.

Assessments: Product Collect complete flip books at end of unit.

Looking for correct classification of materials.

Transition to Closure: Put all the loose portions of your flip book into the

Ziploc bag I have given you. Write your name on it with a permanent
marker and put the back inside your folder. Return your flip book to the
bin and return to your seat.

Sponge Complete and color flip

Sponge Activity: Flip Books
books.
Closure (5 min.): 2:50-2:55
Consolidation/Assessment of Learning: Go through answers for flip books. Discuss the ideas on the table from the
beginning of class. Is there anything that needs moving?
Feedback From Students: Did you learn anything new while you were experimenting?
Feedback To Students: Great job working through the scientific process. I like seeing descriptive responses to the
questions.
Transition To Next Lesson: You are going to practice for the Christmas Concert with Alisa for the last class today.

LESSON REFLECTIONS

Lesson Description
What did they learn?

How did they behave?

What is the evidence?

If I deviated from the lesson plan, why did I do so?

Strengths
3-5 main strengths of my lesson plan and the lesson as taught and evidence/reasoning:
2

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Tracey Driedger

Improvements
1-3 key improvements to make to the lesson plan and my instruction, and evidence/reasoning that it
needs improvement:

Reflections
Connect my teaching performance in this lesson to my teaching philosophy/personal vision of
teaching.