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Building A Circuit Lesson

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40 views

Building A Circuit Lesson

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api-640612600
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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You are on page 1/ 3

Building a Circuit

(Ms. Henry/4th Grade Science/April 4th 2024)


TOPIC: Circuits

OBJECTIVE/STANDARDS

PA Academic Standards 3.7.4.A Explore the use of basic tools, simple materials and techniques
to safely solve problems.
PA STEEL Standards 3.5.3-5.C Follow directions to complete a technological task
Following teacher directions, TSWBAT use the materials safely and appropriately to experiment
and create at least 2 circuits that make the bulb light up.

TEACHING PROCEDURES
Quiet Signals: Classity classity – yessity yessity,

Introduction/Anticipatory set:
(3 minutes)

 On the first slide of the presentation: Point to the bulb, wire, and battery and ask the
students what each one is.
 Ask “What is the complete path called that the electricity moves through?” (a circuit)
 Read the definitions on the next slide and ask for an answer before revealing the term.
 “Today we will be using more materials that will make it easier to create a circuit and
experiment with different ways to create a circuit.”

Development
(5 minutes)

 “Now we are going to learn a few more terms about circuits.”


 Ask students to look at the next section on page 4
 Read through each bullet point one at a time, emphasizing what the answer is to fill in the
bullet (will be highlighted on the screen)
 Give the examples and non-examples of component, troubleshooting, and hypothesis
 Show the picture of the clip and tell them that we will be using these today

Guided Practice
(10 minutes)

 Tell the class to get their circuit kits/pass them out


 “We will be working through the first couple of steps together, so make sure you are
listening and looking up here” (the better you listen, the sooner you can experiment with
your circuits)
 First, ask for two volunteers to help you demonstrate how to use the circuits.
o These students will follow along and you will guide them to demonstrate to the
rest of the class
o These volunteers can be switched out throughout the lesson
 Display the photos that show how to use the Fahnestock clips
 Instruct the volunteers to use the clips on the battery holder and try attaching a wire to a
clip, then instruct the rest of the students to do so.
o Unclip all wires once you feel confident in attaching them
 Next, show the volunteers how to insert the battery into the battery holder and instruct
each student to do the same. Be sure the holder is touching both ends of the battery. Hold
your battery in the air once you have it in.
 Next, instruct the students to attach a wire to each end of the battery holder
 Have one of the volunteers hold the bulb and the other person touch the bulb with the two
wires to make the bulb light. Then have the class try this with a partner, then have them
switch jobs.
 Thank the volunteers and ask them to head back to their seats.

Independent Practice
(15-20 minutes)
 Now, ask all students to look at the bulb socket (hold yours up as well) ask students to try
to put the bulb in the socket and connect the wires so that the light stays on. Once you get
it to light up, draw a picture of your circuit in your packet on page 5. (display examples
of how to easily draw the components)
o If you get frustrated, ask a friend or a teacher for help.
 Walk around the room helping and asking students to share what they are doing.
 Once most, or all students have gotten it to light up, gather their attention
 Tell the students that they have X minutes (the rest of the class period – 5 minutes) to
experiment with making circuits. You may work with a partner/your table group.
o Draw a picture of each circuit you create, even if it does not work. (We can learn
from the circuits that don’t work as well) Label which circuits worked and which
ones did not.
Closure
(5 minutes)
 Gather everyone’s attention
 “It is now time to clean up our materials. Here are your next steps: please take apart your
circuits and put everything back in your box. Then you will put the box away and answer
the 3 reflection questions on page 6 in your packet. After you answer the questions, you
may discuss them with a partner”
 Display these directions on the board as well
 As students do this, move around the room and ask them about their experimenting today.

MATERIALS

 Storage box with: Wires, D-cell battery, bulb, battery holder, bulb socket
 Note packet (pages 4-6)
 Building a Circuit Google Slide

ADAPTATIONS/PLAN MODIFICATIONS

For special needs: Have students demonstrate simple tasks in front of the class, have visuals to
demonstrate tools and procedures
For personalities/class dynamics: Have a quiet signal ready for if the class gets too loud
For more and less time: If there is extra time, give extra time to experiment; have students
come up to show the class one of their circuits; have a student explain why one of their circuits
didn’t work. If there is less time, skip the review at the beginning; start the guided practice with
the battery in the holder; skip the first reflection question

EVALUATION

 Informal assessment: check for understanding throughout lesson, reflection questions at


the end of the lesson, labeled drawings in student packets
 No formal assessments

REFLECTION

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