Learning Cycle Lesson Planning Form Science Topic/Content Area: Grade Level: Gles To Be Addressed: LPS: 4.2.1 Construct and Design Simple Circuits

Learning Cycle Lesson Planning Form
Science Topic/Content Area:

Electricity in the body
Grade
Level:
K-5
GLEs to be Addressed:
LPS: 4.2.1 construct and design simple circuits.
NE: SC5.2.3.f Recognize that the transfer of electricity in an
electrical circuit requires a closed loop.
DCI: PS3.B: Conservation of Energy and Energy Transfer.
1. What concepts/big ideas do you intend

students to learn?
Electricity moves in circuits and will continue to move as long as there are
conductors in its path.
The human body is in and of itself a circuit that electricity moves through.
2. What do you expect students to understand

about this concept and be able to do as a
result?
Students will understand how circuits are connected and how electricity travels
throughout a circuit, which will be related back to how electricity moves throughout
the body. Students will build their own circuits and explain what can be done to
make it light up a light bulb and what factors might cause the electricity to not
reach the light bulb (insulators, broken circuit).
3. Why is it important for students to learn this

concept? (Rationale)
Electricity is all around us. We turn lights on and off, use kitchen appliances,
charge electronic devices and turn on the TV, but most of us never stop to think
about how it works...until it doesnt.
4. Provide an overview/ explain what teachers

should know about this topic. What
misconceptions do students typically have
about this concept? (Lesson Background Info)
Electricity: noun: a form of energy resulting from the existence of charged

particles (such as electrons or protons), either statically as an accumulation of
charge or dynamically as a current.
conductor: a substance, body, or device that readily serves as a channel for heat,
electricity, sound, etc.
insulator: a substance, body or device that is a poor conductor of heat, electricity,
sound, etc.
How an electrical circuit works:
1. Electrons move along a conductor (typically a wire) from the negative side
of the battery.
2. Electrons move into a wire inside of a light bulb and across the filament
(this is the part of the light bulb that actually lights up).
3. Some of the electric energy (in the form of electrons) is changed into light
& heat.
4. The electrons travel to the positive side of the battery.
Electricity will only move on an unbroken path called a closed circuit.
Misconception: Batteries contain electricity.
Batteries do not contain electricity, rather they contain chemicals. When these
chemicals react, they cause electrons to build up on the negative side of the
battery.
5. What specific activities might

be useful for helping students
develop an understanding of
the concept in each phase of
the Learning Cycle?
Engage: Ask students what they know about electricity. What have they heard about electricity?
Do they know how to access electricity? (Plugging things in, flipping switches, etc).
Tell students that their challenge will be to make a lightbulb light up with just a battery and some
wires.
Exploration: Give students one light bulb, two wires and a battery. Challenge students to make
the lightbulb light up.
Explanation: Electricity: noun: a form of energy resulting from the existence of charged particles
(such as electrons or protons), either statically as an accumulation of charge or dynamically as a
current.
How an electrical circuit works:
1 Electrons move along a conductor (typically a wire) from the negative side of the battery.
2. Electrons move into a wire inside of a light bulb and across the filament (this is the part of the
light bulb that actually lights up).
3. Some of the electric energy (in the form of electrons) is changed into light & heat.
4. The electrons travel to the positive side of the battery.
Have students stand in a circle and hold hands. Tell them that electricity moves in a circuit much
like it does in their bodies. In this demonstration, our bodies are going to be the wires and one
kid will be the light bulb. If anyone in our circle breaks the circuits by separating their hands,
our light bulb will not light. If two wires hold a conductor between their hands, such as a fork or
aluminum foil, the light bulb will still light up. But if there is a conductor, such as an eraser or a
pillow between the wires, the light bulb will not light up.
Extension: Kids will have the opportunity to explore circuits at stations including circuit boards,
static electricity demonstrations and an EKG (electrocardiogram). Students will be given objects
that are either conductors or insulators and will be challenged to figure out what type of material
it is based on whether or not it breaks the circuit.
6. In what ways would you

assess students understanding
or confusion about this
concept?
Formative Assessment: Throughout teaching and while helping kids at stations, ask students
questions to gauge understanding.
Why is this circuit working and this one isnt?
How would you make the light bulb glow brighter?
Is your body a circuit? Why or why not?
Summative Evaluation: Exit tickets // Draw a closed circuit that would make a light bulb light up.
7. What materials/ equipment

are needed to teach the
lesson?
Circuits, Circuit boards, light bulbs, batteries, tables, pencils, exit tickets
8. References (Please list all

resources consulted in
developing this form)
Dictionary.com
Nebraska & LPS Standards
http://www.qrg.northwestern.edu/projects/vss/docs/power/2-how-do-batteries-work.html
https://www.youtube.com/watch?v=VnnpLaKsqGU (Explaining an Electrical Circuit)

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Learning Cycle Lesson Planning Form Science Topic/Content Area: Grade Level: Gles To Be Addressed: LPS: 4.2.1 Construct and Design Simple Circuits

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Learning Cycle Lesson Planning Form

Science Topic/Content Area:

1. What concepts/big ideas do you intend

2. What do you expect students to understand

3. Why is it important for students to learn this

4. Provide an overview/ explain what teachers

Electricity: noun: a form of energy resulting from the existence of charged

5. What specific activities might

6. In what ways would you

7. What materials/ equipment

8. References (Please list all

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