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Andrew Wall
Matt Marler
Lesson Plan Assignment
Subject: Biology
Grade: 9-10
Unit: Electricity
Electrical Currents
Common Core Standards: CCSS.ELA Literacy. RST 9-10.3 Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements or performing technical tasks,
attending to special cases or exceptions defined in the text.
Learning Objectives: Students will discover electricity and relate how it moves along currents by
examining various currents and conductors that allow the flow of electricity to occur.
Materials, Resources, Technology: I will use a Current Stand which shows the two types of
currents discussed in class, a pickle to use as a conductor, smart board, a classroom, and an
outlet are all needed.
Assessments: There will be three assessments. The first will be the one where students come
to the board to choose which device belongs under which current. The second assessment will
be an oral assessment at the end of the class when students are called upon to answer a few
questions to wrap up the lesson. The Final assessment will be the unit exam that covers a large
variety of material, including electricty.
Anticipatory Set: Electric pickle experiment. Students will see how the salt content within a
pickle helps to conduct electricity and allows for passage into the light bulb. Basically the
students will be amazed when they see a pickle used to help light up and light bulb.
Objective/Purpose: Students will understand what electricity is and how it moves along
currents. They will do this by examining the two types of currents that allow for the
transportation of electricity.



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Procedures/Input: The Electric Pickle will catch the students attention as class begins. In
wonder of how the experiment works, we will begin the lesson to cover what electricity is, and
how it flows along currents. Then the students will answer questions regarding the lesson to
check for understanding by having students come up to the smart board to place devices under
the correct currents. The electric pickle experiment will be performed again now that the
students have learned what is actually happening in the experiment. The Class will then
conclude by reviewing what has been learned and by having students explain out loud, the
answer to the questions.
Model: I as the teacher will perform the Electric Pickle experiment in hopes of catching the
attention of the students. Then I will cover the material and explain the basics of how electricity
works in our lives. I will then call on students in the classroom to place the devices on the smart
board underneath their respective current. I will then perform the experiment once more to
further engrave into their knowledge how currents work. After the lesson is over, I will call on
students to review the information.
Check for Understanding: There will be pictures of items that run off of currents on the smart
board. Students will then be called up to the bard to decide which device runs off of which
current. Later after the lesson is over, I will check for understanding again as I review the
lesson by having students answer some questions.
Guided Practice: As a class, we will go through the lesson to gather the knowledge to
understand how the Electric Pickle experiment works.
Independent Practice: Students will gather in groups of 2 or 3 students and will discuss 3 new
things not previously mentioned in class that run off of DC and AC currents. The groups will
then announce and exchange their answers with me (the teacher) and the rest of the class. I
(the teacher) will only direct the students answers to make sure they are correct, to make sure
that the students know whether or not their answer is correct.
Closure/Review: Review of a few questions to once again check for understanding and have the
students get involved with the learning process. Students will out loud answer the questions on
the smart board, when called upon by me (the teacher).