College of Education

Lesson Plan Template-5E Design

Teacher Candidate: Chandler Hepler
Level: 4th Grade

Grade

Description of Lesson: Students will make predictions and test these

predictions to see if different classroom materials are conductors or
insulators.
Essential Question: What objects make good conductors of electricity?
Curriculum Standards Addressed:

SC Curriculum Standard(s): 4-5: The student will demonstrate an

understanding of the properties of light and electricity.

SC Academic Indicator(s): 4-5.8: Classify materials as either conductors or

insulators of electricity.

Lesson Objective(s):

Assessment(s) of the
Objectives:

Students will be able to classify materials as

either conductors or insulators of electricity
based on what the material is made of with 90%
accuracy.

Before: Ask students questions

to see what they already know
about conductors and insulators.
During: Have students fill out
their worksheet. And probe
students with questions about
different types of
conductors/insulators. (Ex. What
materials are mainly
conductors?...metals)
After: Use the class discussion
after the lesson to do a quick
informal assessment of what the
students learned (jot down notes
about what students learned.)

Materials/Resources:

One 15cm wire with ends stripped

D cell
Flashlight bulb
Tape
Materials to be tested (paper clip, tape, pencil, string, ruler, two items from their
desk)
Student Worksheet

Prerequisites (Prior Knowledge):

1. Students need to know that a conductor allows electricity to flow through

them, and insulators do not allow electricity to flow through them.
2. Students need to know how make a circuit so they can test the different

materials properly.

Procedures
Engagement:

Demonstrate to the students how to build the type of circuit that they are
going to be working with that day to test the conductivity of their materials.
The circuit will be made up using the D cell, wire, tape, and a light bulb.
Exploration:
1. Divide the students into groups of 3 and assign each group a designated
area to do their experiment.
2. Pass out worksheets (one per student) and have them fill out the
predictions column on the sheet. Have one student from each group select
two additional items from the classroom to test, and add it to the groups
list.
3. Have ONE student from each group come to the front of the classroom
and collect their materials.
4. Have the students place each of their materials in the circuit and record
whether each material was a conductor or insulator.
5. Have students work together in the groups to answer the last three
questions on the worksheet.
6. Pull back together as a class to discuss their findings.
Explanation:
The students discuss their findings and address the question, which objects
make good conductors. The students will also discuss why the pencil was
both an insulator and a conductor.
Elaboration:
Students will share out examples of conductors and insulators that they see
in their everyday lives. Discuss if they think water is an insulator or a
conductor and why. Address the issue if there are any misconceptions.
Evaluation (Assessment):
The discussion that we have after the lesson will serve as our postassessment, but I will collect one worksheet from each group as a form of
assessment also.

Differentiation/Accommodations/Modifications/Increases in Rigor
I divide the groups up so there was at least one GATAS student is each group. I did
this so the students that needed an extra push in the right direction would have it.
The students that needed extra help I will aid them by probing them with questions
that will help lead them in the right direction. For the students that this is too easy
for, they will find other materials that they can test to determine if they are
conductors or insulators. Another option for my early finishers would be to have
them write a letter as if they were an insulator or a conductor and explain their
importance to the world.

References:
www.s2temsc.org/k-8-science-lessons.html