I.

Standard
A.

II.

III.

IV.

V.

Name: Josh Rankin

Date: 2/2/16

Cooperating Teacher: Mr. R. Andreson

Co-Op initial:

Group Size: 29 students

Grade: 4th

Subject: Science- Circuits

Time: 30 minutes

Section

3.4.4.A1- Understand that tools, materials, and skills are used to make things and
carry out tasks.
B. 3.4.4.A2- Understand that systems have parts and components that work together.
Objective
A. The fourth grade students will be able to recall and explain what materials are
conductors and what materials are insulators by recording predictions and results
along with common characteristics between conductors and insulators in their
science notebook.
Materials
A. Circuit Kit
1.
Bag of conductors and insulators.
B. Science Notebook
C. Writing Utensil
Subject Matter
A. Prerequisite Skills
1.
Ability to read and write
2.
Knowledge of circuits from previous lessons
B. Vocabulary
1.
Conductor- A material that allows electricity to flow through it.
2.
Insulator- A material that does not allow electricity to flow
through it.
C. Main Idea
1.
There are materials that will allow electricity to flow through them
and some that do not.
2.
These materials will become important to our circuits later on in
the unit.
D. Additional Content
1.
Conductors will eventually help build switches.
2.
Insulators help provide safety when working with higher strength
electricity.
Implementation
A. Introduction
1.
The teacher will transition the students from ELA to science.
2.
The teacher will ask the inquiry question of the day.
a. What are some materials that will conduct electricity when added
to our circuit?
B. Development

1.

VI.

The teacher will have the students create a definition for conductor
and insulator.
2.
The teacher will review with students how to build a circuit using
the Fahnestock clip and the bulb socket.
3.
The teacher will create the same circuit and then take one
recommendation from students as to what to use as a conductor or
insulator.
a. Preface with the idea that adding these materials will lead to being
able to create a switch or add another component.
4.
The students will receive their circuit kits.
5.
The students will then receive a bag of materials that are
conductors, insulators, and semiconductors (or resistors).
6.
The students will create a table in their science notebook where
they will list the different materials they receive, their prediction for the
bulb turning on or off, and the actual result.
7.
If students finish early they will be asked to find one insulator and
one conductor material in the room, either in their desks or with teacher
permission, and test it on their circuit to see if their prediction for each is
correct.
C. Closure
1.
The teacher will read a selection from the book Electricity by
Steve Parker.
2.
The students will begin pack up and recess.
D. Assessment
1.
Formative- The students will hand in their science notebook. The
teacher will have a checklist for students to check for the three pieces of
the entry.
2.
Summative- There will be no summative assessment for this
lesson. There will be a unit test at the end of the unit.
E. Accommodation/Differentiation
1.
For student 16 who has trouble writing the teacher will do a post
lesson interview.
Reflection
A. Report of Student Performance
100% of the students were able to create a working circuit with the additional
pieces and completed the table with predictions and results. The students showed
strong understanding how to create a circuit and were also able to test each
material. All students also had an explanation for which material they thought
worked best.
B. Remediation Plan
There is no need for remediation for this lesson.
C. Personal Reflection

1.

Since students have shown strong background knowledge from

prior experience, did added materials help expand their learning?
I tried to expand upon the regular inquiry because they were so familiar
with the kits and circuit building. By adding extra, unknown pieces the
students can become a little bit more creative with what they test. Some
students did not get around to all of the materials but they did get to the
important materials.

2.

Did students need the extra review from the previous day?
The students benefited from the review. They seemed to better understand
by the end of the day yesterday, and by the beginning of the day today,
they were all doing much better. Doing extra review will never be bad for
students, I just have to make sure to keep the reviews interesting.

3.

What kind of assessment can I use besides journal entries, that

would still be effective?
The journal entry is good but I should add more explanation and reflection
to the entry. I should also make sure students reflect on the inquiry
question of the day to help them think further about the inquiry for that
day. I need to make sure I find a way to award the students who give more
thorough answers than those who only write minimal answers.

VII.

Resources
Electric circuits (2nd ed.). (2004). Washington, D.C.: National Science Resources Center.
Parker, S. (1992). Electricity. London: Dorling Kindersley.