KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Dana Szczurek Cooperating Teacher: Group Size: 23 Allotted Time: 45 mins.

Date: Coop. Initials Grade Level: 4th Grade Section: TH 9:30am

Subject or Topic: Electricity- Conductors and Insulators

STANDARD: (PA Common Core): 3.4.4.C3. Explain how asking questions and making observations help a person understand how things work and can be prepared. 3.4.4.C2. Describe the engineering design process: Define a problem. Generate ideas. Select a solution and test it. Make the item. Evaluate the item. Communicate the solution with others. Present the results. I. Performance Objectives (Learning Outcomes) A. The fourth grade students will be able to identify materials that are conductors and insulators of electricity when given electricity discovery box. II. Instructional Materials A. Each group will need: a. Battery b. Wire c. Light Bulb d. Bag of test objects: 1. Button 2. Penny 3. Dime 4. Aluminum foil 5. Metal Paperclip 6. Washer 7. Screw 8. Rubber band 9. Straw

10. Index Card 11. Popsicle stick 12. Q-tip 13. Cotton ball B. "Conductors and Insulators student record sheet C. PowerPoint D. Journal Entry Sheet E. Homework Assignment Sheet F. Doc Cam G. Exit Slip III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea) A. Key Vocabulary a. Conductor- something that lets heat and electricity go through it. 1. Examples: metal paperclip, penny, aluminum foil, screw b. Insulator- something that does not let heat and electricity go through it easily. 1. Examples: paper, cotton ball, Q-tip, popsicle stick, glass B. Prerequisite skills a. Can create a circuit from a battery, wire, and light bulb. b. Familiar with electrical safety. c. Scientist problem solving skills and observation skills. d. Familiar with recording observations. C. Big Idea a. To investigate and explore various objects and to determine which objects are conductors or insulators of electricity. To have students experiment, record and discuss their findings and discoveries. IV. Implementation A. Introduction 1. "Close your eyes. Imagine it is a hot summer day. You sit on a shiny metal slide, OUCH! It's very hot and burns your legs! The slide is made of metal. Now think about sliding down a plastic slide, it is very warm, but it will not burn you like a metal slide. Why do you think that is?" Discuss with your group members. 2. Quick Write! Use your background knowledge and your scientist skills. (display questions on PowerPoint) a. Why is the metal slide so hot and the plastic slide is not? b. What is a conductor? c. What is a insulator? 3. Explain that during last class we discussed what a closed and open circuit is. Ask, can anyone tell me what happens to the electrical flow if a circuit is open, closed? Review that a closed circuit allows electricity to

flow and an open circuit does not. Today we will be solving a problem and learning the difference between a conductor and a insulator. B. Development 1. PowerPoint Begins: Scenario: Oh no! our switch just broke! What else can we use for a switch to conduct electricity?? a. Before we problem solve and investigate, lets practice being good scientists and journal about this scenario in our science journals. b. In Journals: 1. What types of objects conduct electricity? 2. Hypothesis: I think...... 2. Explain to students that we are going to do an experiment where they will be able to test different objects to determine what types of materials are able to complete a circuit. 3. Explain that each group will receive a bag of objects that they will need to test and determine if the objects are insulators or conductors. 4. Hold up Conductors and Insulators record sheet and explain that they will need to test and list all the items in their bag and write the item in either the conductor column or in the insulator column. 5. Introduce the terms Conductors and Insulators. (Conductors close a circuit and allow electricity to flow and Insulators cannot close a circuit. Electricity flows through conductors but not insulators.) 6. Distribute worksheets and bags of test objects. 7. Walk around to each group and observe student work and discussions. Ask questions as necessary to guide student discovery. 8. Collect bags and circuit bases when all students have completed their tests, observations, and record sheets. C. Closure 1. Direct students attention to the Smartboard. Display worksheet on Doc Cam. Explain that we will go down the list and they will be called on to come to the board and write that object in the appropriate column. 2. Call on a student to come to the board for each item. After they write their answer, ask the class if they agree or disagree. If someone disagrees, then demonstrate with the circuit base and the item to determine if it is a conductor or an insulator. 3. When all items are placed in the correct column ask students what they noticed about the conductors. Allow for responses. (All the conductors are made from metal) 4. Distribute and explain the homework assignment.(attached) 5. Explain that tomorrow we will be learning about parallel and series circuits. 6. Have students fill out exit slip before transitioning to the next subject. (attached)

D. Accommodations / Differentiation 1. L.D.- sequence cards on how to build a circuit 2. I.D.- graphic organizer instead of record sheet for conductors and insulators 3. Autism- bumpy seat 4.V.I.- all materials in reach 5. B.D.- activity checklist 6. P.I.- lower table for easy access E. Assessment/Evaluation plan A. Formative 1. Student record sheet will be completed to demonstrate observations and tests of insulators and conductors. 2. Students will complete an exit slip demonstrating what they learned about insulators and conductors. V. Reflective Response A. Report of Students Performance in Terms of States Objectives (Reflection on students performance written after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement) B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to questions recorded after lesson is taught.) 1. Was the pace too fast? 2. Did students have enough time with the discovery box? 3. Did students understand the concept of conductor? 4. Did students understand the concept of insulator? 5. Were students able to create circuits? 6. What could I have changed to enhance the lesson? VI. Resources Young, R. M. (2002). Magnets and electricity. Westminster: Teacher Created Resources.