Name: Jaime Sichmeller Grade Level: 4 Grade School: Baltic Elementary Date: 11/15/17 Time: 1:10-2:10

Unit Title: Electricity
Sub Unit Title: Electrical Circuits
Lesson Title: Toy Labs
Day 3 of 3
Name: Jaime Sichmeller
Grade Level: 4th grade
School: Baltic Elementary
Date: 11/15/17
Time: 1:10-2:10
Contextual factors/learner characteristics for this lesson: There are 15 students, one has trouble
paying attention and staying on task. The students like to ask questions, limit the amount of questions or
make them more specific. The students have Science after lunch and this is a new idea and unit. Make
sure that all materials are there and ready. The students desks are all in pods making it easy for science
discovery labs but also easy for them to talk to one another during lesson.
Summary of previous lesson reflection: We explored the ideas of circuits and how to make them, the
students really enjoyed the hands on approach that was given to them. We then tested different materials
to discover if they were Conductors or insulators. The students were very excited and talkative during the
lesson. My organization of groups could have been better as the students were having trouble following
directions.
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.
Performance Expectation Clarification Statement: none
Assessment Boundary: Assessment does not include quantitative

measurements of energy.
Science and Engineering Make observations to produce data to serve as the basis for evidence for an
Practice explanation of a phenomenon or test a design solution. (4-PS3-2)
Disciplinary Core Idea  Energy can be moved from place to place by moving objects or through
sound, light, or electric currents.(4-PS3-2), (4-PS3-3)
 Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred
from one object to another, thereby changing their motion. In
such collisions, some energy is typically also transferred to the
surrounding air; as a result, the air gets heated and sound is
produced. (4-PS3-2), (4-PS3-3)
 Light also transfers energy from place to place. (4-PS3-2)
Energy can also be transferred from place to place by electric currents,
which can then be used locally to produce motion, sound, heat, or light.
The currents may have been produced to begin with by transforming
the energy of motion into electrical energy. (4-PS3-2), (4-PS3-4)
Crosscutting Concepts Energy can be transferred in various ways and between objects. (4-PS3-1), (4-PS3-
2), (4-PS3-3), (4-PS3-4)*
ABCD Objective Assessment I Can / Target Statement

Students will be able to Formative: Students will record I can correctly label and explain
correctly label and explain their themselves explaining the labels the parts of my toy.
in their toy using FlipGrid.
toy parts using sticky notes
inside the toy.
After the unit, students will Formative: Students will I can successfully use what I
be able to correctly complete complete a post assessment have learned throughout the
the post assessment, given to in the classroom. unit to complete the post
them by their instructor. assessment.
Materials and Resources needed:
- 4 electronic toys
- Lab worksheet
- Mini-screwdrivers
- Plastic baggies
- red and green cups
- Chrome books
- Writing utensils
The Lesson – (Provide a brief summary here)
1. Introduction (Engage)
a. I will ask the students what we have been learning about.
i. “What are some of the definitions we have been talking about in the classroom?”
ii. What is an electrical circuit?
b. I will then announce that we will be playing a game.
i. “Please listen to instructions before doing anything else.” I will then explain the
idea of the game to the students.
ii. I will first get the students attention by having them get into two lines. The
students will all close their eyes and hold hands, the only person with their eyes
open will be the first student in line. I will then flip a coin and when it lands on
heads the students begin to squeeze the hand of their partners. Once the squeeze
reaches back to the original person they will raise their hand.
iii. After the game: “Why would I have you guys play this game when we are talking
about electrical circuits?”
iv. “How did this game act like an electrical circuit?”
2. Core of the Lesson (continue your “actor’s script”)

What you a. I will then introduce the topic of the day.
are doing / i. “When we play with toys at home do you ever wonder
Methodology how they work inside?”
(time ii. “Do they work like are circuits did yesterday?”
allotment) iii. “If we were to take apart our toys what would they
look like? Today we are going to find out!”
b. I will begin by handing out the worksheet to the students.
i. “I want you guys to notice that this lab has different
checkpoints in it. You guys cannot go on until I have
checked over your different checkpoints.”
ii. “We will be using the cups again today, so if you are
good to go and working place the green cup on top,
but if we have questions place the red cup on top.
iii. “Each group will be given a toy to take apart today.
You will work as a group to determine the right
answers to the questions on your worksheet. I want
you guys to use FULL sentences today.”
iv. “You guys are going to be using mini screwdrivers
today, I want you to remember these are not toys. You
need to be very careful with them”
c. I will then pass out the toys to each group.
i. I will give the groups time to play with the toys and
explore them.
ii. Once that time is done the students will direct their
attention back to me.
iii. I will then pass out the sticky notes and screwdrivers.
“We are only taking off the screw that holds the
battery compartment closed. If your toy does not have
one then you do not need your screwdriver at the
moment.”
iv. “You are going to follow the directions 1-5 and after
you answer those you will then draw what you think
the toy will be like inside.”
d. After the majority is done with part A we will move on to the
directions for part B.
i. “Using your screwdriver, you will begin taking off the
screws that hold the toy together. You will place the
screws in the baggies I gave you.”
ii. “Everyone in the group needs to take turns, we need
to be kind to one another while doing this.”
iii. Once you have all of the screws unscrewed I will ask
that you raise your hand and I will come over to
observe you opening the toy. Be very careful while
doing this.
iv. “Once you have the toy open you will use the sticky
notes to label the different parts of your toy. Wires,
switch, battery, etc. Then you will draw and label
your picture in the box by number 4.
e. The students will then read the directions for part C with me
as a class.
i. “Instead of writing your answers out we will use
Class DoJo recording to record ourselves explaining
this. Each student will record their own.
ii.
3. Closure (7-15 minutes)

a. Once everyone is done we will go back to our seats and I will ask students to put the
materials away in an organized way.
b. We will then talk about some of the common things we saw in our toys.
c. The students will then take a post assessment. After this the students will put their things
away and be ready to transition into the next lesson.
4. Back Pocket Idea

a. Running long: We will record our explanations Thursday.
b. Running short: We will have a more in-depth talk about what we think our different toys
at home would look like inside. We will also do more review for our assessment.
5. Resources: Mrs. Filler gave me information on the Toy lab. I also got the introduction game from
Pinterest. Mrs. Ochsner has helped me to get many supplies for this lesson.
Post-Lesson Reflection: (Teachers become better teachers through thoughtful, purposeful reflection. You
should have a solid 3 paragraphs with specific examples to support your claims. What went well? Why
did this aspect of your lesson go well? What did you do to make this happen? Be honest, what didn’t go
so well? What did you do or not do that caused this to happen? What will you do the same and differently
the next time you teach this lesson? How will you plan differently to improve future lessons? Reflect on
your effectiveness. Did all students meet proficiency on all objectives? How do you know? How will you
help those who did not meet proficiency get there?)

Name: Jaime Sichmeller Grade Level: 4 Grade School: Baltic Elementary Date: 11/15/17 Time: 1:10-2:10

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Name: Jaime Sichmeller Grade Level: 4 Grade School: Baltic Elementary Date: 11/15/17 Time: 1:10-2:10

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Unit Title: Electricity

Sub Unit Title: Electrical Circuits

Lesson Title: Toy Labs

Name: Jaime Sichmeller

Grade Level: 4th grade

School: Baltic Elementary

Performance Expectation Clarification Statement: none

Assessment Boundary: Assessment does not include quantitative

ABCD Objective Assessment I Can / Target Statement

Materials and Resources needed:

The Lesson – (Provide a brief summary here)

2. Core of the Lesson (continue your “actor’s script”)

3. Closure (7-15 minutes)

4. Back Pocket Idea

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