Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teachers: Erin Gibbs, Taylor Noordewier and Seth VanEngen

Date: January 18, 2017 Subject/ Topic/ Theme: Electric Circuits Grade: 4

I. Objectives
How does this lesson connect to the unit plan?

This lesson begins the unit. It stresses the ability to create a complete, closed circuit and describe the flow of energy within the
circuit. The exploratory nature sets the stage for the deeper concept development and application of series and parallel circuits as
well as using a switch within a circuit.

Learners will be able to: (content & skill objectives) cognitive-

R U Ap An E C*
physical
development
socio-emoti
onal

Explain the function of a circuit U

Design a complete circuit using the necessary materials C X

Describe the flow of energy through a circuit. R

Process Skills Objectives:

Predict what will happen when changing the order of contact in a circuit (more wires, fewer
wires, opposite ends of a battery, same end of the battery, etc.)
Observe energy flow through an electrical circuit by completing a circuit
Communicate understanding of circuits through drawings and verbal explanations
Common Core, GLCEs, or NEXT Gen standards addressed:

NextGen Standards:

4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric
currents.
4-PS3-4 Apply scientific ideas to design, test and refine a device that converts energy from one form to another.

Common Core State Standards:

CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular
learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students should:
knowledge and skills. Have an understanding of static electricity

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 Be able to work collaboratively to solve a problem

Pre-assessment (for learning): -

Outline assessment
activities
(applicable to this lesson)
Think, Pair, Share. Students write down their response to a question, share it with the person next to
them and the teacher then calls on a few students to share their responses with the whole class.
Formative (for learning): +
Teacher stops to ask each group questions during their exploration to foster deeper thinking.
Formative (as learning): +
Students work together to create closed circuits.
Summative (of learning): +
Students complete an exit slip that includes a drawing of a closed circuit that lights a light bulb using
the materials they used in exploration.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Representation
Provide options for perception-
making
information perceptible
There will be small and large
What will it take group conversation as well as
neurodevelopmentally, drawing to make information
perceptible.
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for language,
Students do not need mathematical expressions, and
previous exposure to symbols- clarify & connect
electrical circuits to language
complete the activities
within this lesson. They do
need reasonable
development of fine motor
skills to hold small bulbs
and wires during circuit
building. Provide options for
comprehension- activate, apply &
highlight
Students will be practicing the
concept of circuits through
questioning and application
problems.
Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be building circuits
with their hands.
Provide options for expression and
communication- increase medium
of expression
Students will be given guiding
questions to help scaffold their
learning. They will be writing,
speaking and drawing what they
learn.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Working directly with materials
aims to help students remain
engaged in the content.
Applications aim to increase the
relevancy of the content with
students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
Students working in small groups
and partners. Methods of
questioning vary levels of support
and challenge depending on the
perceived level of understanding
throughout the lesson.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students fill out an exit ticket that
supports reflection on the days
lesson.

Materials-what materials 12 batteries (1 per group)

(books, handouts, etc) do 12 light bulbs (1 per group)
you need for this lesson 24 wires (2 per group)
and are they ready to use? 12 battery holders (1 per group)
12 light bulb holders (1 per group)

Students will be seated in pairs to explore the circuit building process. They will need space for
materials and space to work with the materials.
How will your classroom
be set up for this lesson?

III. The Plan

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 Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation
3 (opening/ Good morning/afternoon 4th graders! You have
minute introduction/ been learning about static electricity and today we
s engagement) are going to explore a different kind of electricity.

Ask students to take out a piece of paper and a

Students take out paper and pencil.
pencil.
I want you to write down what you know about
electricity. Im going to give you 1 minute. Students write what they know about electricity.

After the minute is up, ask students to turn to the

person next to them and share their responses. Students share their responses with a partner.

Call on three students to give their responses to the

whole class. Selected students give their responses to the whole
class.

Exploration:
35
minute Now I would like you to get into groups of three
s with the people around you. Move your desks
together so you form a table.
Students move into groups of three, putting desks
together.
Build a battery holder to show the class before
passing out materials

Pass out materials. 1 battery, 1 light bulb, 2 wires,

and 1 holder for a battery and a light bulb per table.
Development Instruct students not to touch anything until given
(the largest further instruction.
component or
main body of Students work to get their light bulbs to light up,
Now, I want you to try to get the light bulb in front discussing strategies and possible solutions.
the lesson)
of you to light up!

Walk around the room while students are exploring

and observe the students as they experiment with
the circuits. Be sure to ask them questions about
what they are doing, such as:

What is happening? Students answer teacher questions or simply

What is making these light up? ponder them.
What happens if you flip the battery
around? Why might it be different?What
do you notice about the batterys ends?

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 Once all groups have completed a 2-wire circuit,
gather the class attention, and ask them to try to
make the light bulb light with only one wire.

You may need to prompt them to try not using the

One person per table draws a way to light up their
bulb and battery holders.
bulb on the board and ways that didnt work.
Continue asking questions to have them describe
what they are doing and why that might be
happening.

Ask for one person from each table to draw a way

that they were able to get it to light on the board
and one way that it didnt work.
Dont worry if you have the same as someone else!
Groups explain their drawings.

Concept Development:

Bring the class back together.

Have each group explain their drawing. (Note the

words they use).

Ask what each way that works has in common

(closed loop). Allow students to talk to their group
for a minute or 2 before taking an answer.

Introduce Vocabulary: Open and closed circuits

Open circuit: an electrical circuit that is not

complete. No light being made, energy is not
flowing.

Closed circuit: An electrical circuit that is

complete. Energy is flowing in an uninterrupted
path.

Whichcircuitsthatyoudrewcountasan
opencircuit?Whichcircuitsthatyoudrew
countasaclosedcircuit?

Whatdidyounoticeaboutthebatterieswhen
youmadeyourcircuit?Whydidyouhaveto
touchthewirestobothends?
(Positive and negative, energy has to flow through
both ends of the battery).
Keep that in your head as we move onto our next
activity!

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 Application:
Have students stand up and form a circle around
the perimeter of the classroom.

1 person is the light bulb

2 people are the battery
Everyone else are the wires
Students form a circle in the classroom
Give the negative end of the battery an object to
pass through the circuit, passing it to the wire it
is connected to.

Have students begin passing the current through

the circuit. While they are passing it, ask:

Students pass the energy through the circuit

Is your circuit open or closed?
Did your light bulb ever go out when it was
closed?
Does the energy in your circuit ever stop flowing if
it is closed?

Have students return to their seats.

Closure
(conclusion,
culmination, Instruct students to move desks back and put Students put materials away and rearrange desks.
5
wrap-up) materials in appropriate boxes.
minute
s
Tomorrow we will learn more about how to create
some different kinds of circuits, so come with your
thinking caps on!

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
(Yes, this is important and does need to be completed.) emailed to me within 24 hours of teaching the lesson

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