I.

Standard

III.

IV.

Date: 1/25/16

Cooperating Teacher: Mr. Anderson

Co-Op initial:

Group Size: 29 Students

A.

II.

Name: Josh Rankin

Subject: Science/Electrical Circuits

Time: 30 Minutes

Grade: 4th
Section:

3.4.4.A1- Understand that tools, materials, and skills are used to make things and
carry out tasks.
B. 3.4.4.A3- Describe how various relationships exist between technology and other
fields.
C. 3.4.4.B3- Explain why new technologies are developed and old ones are improved
in terms of needs and wants.
Objective
A. The fourth grade students will be able to recall and describe what electricity can
do for individuals, families, and communities along with discovering key
elements to a simple circuit by reflecting on their first interactions with circuit
materials.
Materials
A. Circuit Kit
1.
D-Batteries
2.
Wires
3.
Bulbs
4.
Boxes
5.
Compasses
B. Science notebook
C. Writing Utensil
Subject Matter
A. Prerequisite Skills
1.
Students will be able to read and write.
B. Vocabulary
1.
Electricity- Flow of electrical power
2.
Circuit- A pathway for energy to flow.
3.
Cell- An energy source for the circuit, usually in the shape of a
cylinder.
4.
Bulb- An object that makes light and heat, made from glass or
plastic and metal.
5.
Wire- Metal surrounded by a protective covering that is a pathway
for carrying electricity.
C. Big Idea
1.
There are many different uses for electricity in all aspects of our
daily lives.
2.
There are some critical components that make up a circuit
D. Additional Content

1.

V.

Working with electricity can be extremely dangerous and students

should not experiment with electricity without adult supervision.
Implementation
A. Intro
1.
The teacher will transition the students from ELA block to
Science.
2.
The teacher will have the student brainstorm all of the things in
the classroom that require electricity.
3.
The teacher will provide the student with the safety rules and
attitude guidelines for the circuit kits.
B. Development
1.
The teacher will have the students discuss what they know about
electricity.
a. Its uses, how it works, and questions they have.
b. The teacher will record their answers on a concept map.
2.
The teacher will also use the concept map to develop a running
glossary for students.
a. The teacher will post the Websters dictionary definition for the
vocabulary words.
b. One by one the students will write their own student friendly
definition.
i. These definitions will be used on the final summative
assessment.
3.
The teacher will then have the students get out their science
notebooks and draw a large light bulb (about 2/3 size of the page).
4.
The students will then try on their own to make the bulb light up
their own using only the D-cell, wire, and bulb.
5.
The students will turn to a new page in their notebook and draw
how they were able to create a working circuit.
a. If students find multiple ways of creating a working circuit, they
can draw the alternative circuits.
b. If the student was not able to create a working circuit they will
write what they did and what ideas they have for making the circuit
work the next time.
6.
The teacher will then ask students if they know how a compass
works
a. If students do not know the teacher will explain that a compass
uses the electric currents from the earth to read which direction we
are facing.
C. Closure
1.
The teacher will show a short video reviewing the way circuits
work.
2.
The students will turn in their science notebooks.
3.
The students will then move on to recess.
D. Assessment

1.

Formative- Students will be recording their explanations of what

processes they used to make their circuit produce light along with
explaining why their other circuit creations did not work or were different
than the first working circuit. The teacher will use a checklist to check for
both explanations.
2.
Summative- There will be no summative assessment for this
lesson. There will be a unit test at the end of the unit.
E. Accommodations/Differentiation
1.
For student 16 who has difficulties in writing the teacher will
allow for an interview and verbal explanation of the work done on the
circuits.

VI.

Reflection
A. Report of Student Performance
100% percent of the students were able to explain what they did and all of the
students were also able to create a working circuit. Many students already had
some experience with the circuits from previous grades and a presentation earlier
in the year. Some were a little slower to recognize the necessary steps but all of
the students were able to create the circuit and explain what they may have done
wrong or the steps they took to make their circuits.
B. Remediation Plan
There is no need for remediation for this lesson.

C. Personal Reflection
1.

If students fail at building a circuit will they be more discouraged

for the next lessons?
All of the students were able to figure out the circuits. They had previous
exposure to similar experiments and components in grade 2 so they came
in with more background knowledge than I anticipated. They all were very
excited to begin working with the circuits since it was all hands on
experiments. I think they will be able to be persistent and work hard
because they are excited to explore the circuits.

2.

Was using student definitions good practice for teaching content

specific vocabulary?
The student definitions were guided by myself so that they contained the
important information but had more kid friendly language than from the
text. The students really took ownership of the vocabulary and the lesson
once they knew they were able to develop their own knowledge and ideas
about what the circuits were.

3.

What is a better introductory activity or hook to draw the students

in?
I would like to maybe read a book or have them read through the books in
groups but with only 30 minutes getting through a whole book or even a
small portion would cut into actual inquiry time. A quick craft or
confidence assessment would also work well.

VII.

Resources
Explaining an electrical circuit. Video retrieved on January 25, 2016. Retrieved from
https://www.youtube.com/watch?v=VnnpLaKsqGU
Electric circuits (2nd ed.). (2004). Washington, D.C.: National Science Resources Center.