I.

Standard
A.

II.

III.

IV.

V.

Name: Josh Rankin

Date: 2/5/16

Cooperating Teacher: Mr. R. Anderson

Co-Op initial:

Group Size: 28 Students

Grade: 4th

Subject: Science- Circuits

Time: 35 minutes

Section:

3.4.4.A2- Understand that systems have parts and components that work together.
Objective
A. The students will be able to explain what parallel and series circuits are along
with which lights the bulb the brightest or lights the most bulbs the best by
recording and justifying in their science notebook.
Materials
A. Circuit Kits
B. Anchor Chart
C. Science Notebook
D. Switch on, Switch off by Melvin Berger
E. Science Notebook
Subject Matter
A. Prerequisite skills
1.
Ability to read and write.
2.
Knowledge from Circuit unit lessons 1-4.
B. Vocabulary
C. Main Idea
1.
Different types of circuits are going to be more efficient, or make
the bulbs light brighter with the same amount or less power, than others.
D. Additional Content
1.
Parallel circuits will work in a different fashion than series
circuits.
a. What will affect each bulbs ability to work.
b. The flow of electricity.
Implementation
A. Introduction
1.
The teacher will transition the students from ELA to science.
2.
The teacher will pose the inquiry question of the day.
a. Which circuit is more efficient?
B. Development
1.
The teacher will post the anchor chart on the white board.
2.
The teacher will explain the anchor chart which contains both
parallel circuits and their characteristics along with series circuits and their
characteristics.
3.
The students will make predictions about which they think will
light the bulb(s) brightest.
4.
The anchor chart will also contain a drawn example of what each
circuit can look like.

5.

VI.

The teacher will write the directions on the board for the students
to follow.
a. Create a series circuit with one bulb.
b. Create a parallel circuit with one bulb.
c. Create a series circuit with two bulbs.
d. Create a parallel circuit with two bulbs.
e. Use words like brighter, dimmer, or about the same when
describing the brightness of circuits.
6.
The students will get with their partner and receive their circuit
kits.
7.
The students will go through the 4 sets of directions.
8.
The students will write which circuit they think was the brightest
and why they think it was the brightest.
9.
If students finish early they will try create a circuit separate from
the circuits given earlier.
10.
The students will clean up their circuit kits and put them away.
11.
The teacher will ask students to discuss which circuit they thought
worked the best.
C. Closure
1.
The teacher will read a portion of Switch on, Switch off.
2.
The students will move to pack up and recess time.
D. Assessment
1.
Formative- The teacher will collect the science notebooks and use
a 3-point checklist. The teacher will check for predictions, explanation of
which was brighter, and why they think it was brighter.
2.
Summative- There will be no summative assessment for this
lesson. There will be a unit test at the end of the unit.
E. Differentiation/Accommodations
1.
For student 16 who has difficulty writing the teacher will have a
one on one interview with the student.
Reflection
A. Report of Student Performance
To be completed.
B. Remediation Plan
To be completed.
C. Personal Reflection

1.

Were the directions structured enough to keep students on task?

The directions were decent but I need to be better at transition sets of
students without having students who have already gotten their kits from
using them inappropriately. Some students would open their kits without

me giving the direction to do so and it made the pacing I wanted more

difficult to follow. Trying to call up each group by rows was sometimes
working but not always.
2.

Do I need to change my assessment from a checklist to a rubric for

every journal entry?
I think a rubric would be better because I want the students who give
quality answers to have their grades reflect their work and the students
who gave short or incomplete answers to have their grades reflect that. By
only using a checklist I am taking some away some of my power to do
that. A rubric will also help them at the end when I review the entire
journal for a grade.

3.

Is the book a good closure activity? What did I do if I did not have
time to read the book?
I was unable to get to the book because of timing and pacing. I need to
make sure I am not talking to quickly but also not letting poor behavior
continue to prevent the class from moving through the lesson. I had
fortune tellers for the students to review and practice vocabulary and
concepts. The students really enjoyed the fortune tellers and will be able to
get extra studying done with them.

VII.

Resources
Berger, M., & Croll, C. (1989). Switch on, switch off. New York: Crowell.
Electric circuits (2nd ed.). (2004). Washington, D.C.: National Science Resources Center.