Name: Laura Famiglietti

Science CT Lesson Plan Template

Lesson Title: Closing Up With Circuits
Subject/Strand: Science/Electricity

Grade: 6
Unit: 3

Location: In Class

Date: March 4th 2016

Time: (length in minutes): 60

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Today the students will be working both individually and in groups. The students will be given a template that they will have to fill
out for their lab toady they will individually design a working closed circuit as their hypothesis and once they have completed the
design along with their explanation of why it would work and any accompanying information that is needed they will move into
their work groups and begin testing their designs. Once everyone has completed their experiment they will continue with filling out
the template and completing their write up of what they have learned.
CURRICULUM CONNECTIONS
Big Ideas/Fundamental Concepts
Electrical energy can be transformed into other forms of energy.
Society must find ways to minimize the impact of energy production on the environment.
Ontario Curricular Overall Expectations (numbers from documents and details)
2. Investigate the characteristics of static and current electricity, and construct simple circuits;
3. Demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum,
refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
Electricity
2.1 follow established safety procedures for working with electricity.
2.2 design and build series and parallel circuits, draw labelled diagrams identifying the components used in each, and describe the
role of each component in the circuit.
3.6 explain the functions of the components of a simple electrical circuit.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and
be able to do, in language that students can readily understand.)
Today I will learn
How to be safe when working with electricity
How to make a design for a circuit, along with how to understand how to label and describe it.
How to explain the functions of the parts of a circuit.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to
assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can: finish my experiment on electricity while being safe.
I can: design my circuit and explain my understanding of why I designed the circuit in a certain way.
I can: use my knowledge of electricity to explain my hypothesis and answer the questions on the template.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Assessment Strategy and Task for Students- Assessment Tool - Instrument used to assess
Written, Oral, Performance
What are the students doing to show their
task and record learning e.g., rubric, checklist,
(Write, Say, Do)
learning? e.g. turn and talk, role
observation sheet, turn/talk, role play etc.
play/individual, cooperative, etc.
Write, Do

The students will create their circuits and

write out their knowledge and observations on
the template that has been provided for them.

The teacher will use a rubric that will be given to

the students with their template and will be
based on their write up, not on their performance
of creating their designs.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have (briefly outline in point form what content/skills the students will
have learned in this unit)

* Learned about what electricity is and its forms, and how it is generated.
* Learned about consumption/conservation, static/current electricity, and insulators and conductors.
* Learned about circuits
Differentiation: General description of how you will differentiate this task.
Any student that may need assisted technology they can fill out their assignment on a computer.
If they have motor skill issues they can dictate how to create their circuits so that another member of their group can make their
design.
Any student with issues with writing or reading will be given extra time to complete their writing assignment.
Learning Skills/Work Habits (responsibility, organization, independent work, collaboration, initiative, self-regulation) Brief
description of the learning skills specific to this task.
Organization the teacher will look for the students ability to organize all of the knowledge they have learned in the unit for their
explanation and understanding content.
Collaboration/Independent Work the teacher will look at how each of the students work like in their work groups, and how they
can transition into working alone.
Vocabulary (for word wall and/or to develop schema)
We will not create anything new for this lesson, but the students will have access to all of the charts that we have created
throughout the unit.
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments
of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
Lab write up template
Circuit building kit
Batteries
Computers
Pens/Pencils
Learning Environment (grouping; transitions; physical set up)
Students will remain in the class and work within their groups and then will transition into working individually to complete their
lab write up.
Cross Curricular Links
Language writing
Safety List any safety considerations for this task.
The students will need to be given instruction on how to work with the circuit building kits, it is important to make sure that they
have an understanding of how each component is supposed to properly be used.
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail that another
teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to
guide lesson.
Time: 5 10 minutes
The teacher will gain the students attention with a
demonstration of a working closed electrical circuit using a
noise maker. Once the students are quite and will explain that
they will be working on their culminating task today.

The students will come in to class from recess and sit in their
seats. They will watch the demonstration and listen to the task
for the day.

The teacher will describe what the goals are for the lesson and
how the students will know if they are meeting them. The
teacher will write them on the board as a reference for the
students.

The students will read over the goals for the day and ask any
questions that they may have based on what is expected of
them.

The teacher will hand out all of the materials that the students
will need and will go through an explanation of how the
students will fill them out and then will go through the rubric.

The students will go through the template of the lab write up

and the rubric, asking any questions as it is explained to them
by the teacher.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 30 40 minutes

The teacher will instruct the students to begin working on their

template, creating the design for their circuit and any
explanation they may need.

The students will open up any materials they may need and
begin working on their hypothesis for their design.

After some time the teacher will instruct the students to get into
their work groups and once this is done the teacher will hand
out the circuit building kits.

The students will transition into their assigned work groups and
then begin creating their circuits one by one. Each group only
consists of 3 to 4 students.

Once every student has had the opportunity to test their circuit
they will go back to their desks and work independently on
finishing up their assignments.

Once completed the students will move back to their desks and
finish up on working on their assignments individually, filling
out their templates.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10 15 minutes
The teacher will explain to everyone that now we will have a
little discussion. Based on our goals the students will be
expected to explain how they used the knowledge that they
have gathered through the unit to help them make their circuits.
If the students need more time to work on their lab reports then
they will be given the option of bringing them home to finish.

The students will prove the knowledge they have gathered by

having a class wide discussion, the students will have to explain
their circuits, whether they worked or not, and explain the
scientific reasoning behind why it did work or did not.

Circuit Building Lab

Name: ______________________________

Date: _____________________________

Question: Think about the follow - how can I design and build a working closed circuit?
Background Research: What have I learned in this unit that can help me answer this question?
1. List 3 things that a circuit needs to function and explain what they are used for.
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2. What are the different forms of energy? Hint: There are seven.

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3. What gives atoms an electrical charge?
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4. What are one renewable and one non-renewable resource?
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5. Write one sentence comparing static and current electricity?

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6. What is an insulator? What is a conductor?
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Hypothesis: Create a design for a working parallel circuit that you will be able to test. Do not make it too
complicated. Make sure you use correct symbols and label each part.

Create a design for a working series circuit that you will be able to test. Use correct symbols and label each part.

Test your Hypothesis: When you have completed your drawings get into your work groups and the teacher will
hand out the circuit building kits.
Results: Did your circuit work? Yes or No? Why? Use information that you have learned to write a one
paragraph long explanation of why you think the circuit performed the way it did. If the circuit did not work,
give one explanation as to what may have caused it.
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Lab Write Up Rubric

Name: _______________________________
Knowledge of
content of our
electricity unit and
how it applies to
our circuit
building
Use of initiating
and planning
skills and
strategies to
generate ideas of
circuit building
Expression and
organization of
ideas and
information to
communicate the
connections made
to circuit building
Use of conventions,
vocabulary, and
terminology used
when discussing
electricity in
written forms
Making
connections
between electrical
science knowledge,
and circuit
technology

Level 4
Demonstrates
thorough
understanding of
content

Level 3
Demonstrates
considerable
understanding of
content

Level 2
Demonstrates some
understanding of
content

Level 1
Demonstrates
limited
understanding of
content

Uses initiating and

planning skills and
strategies with a
high degree of
effectiveness

Uses initiating and

planning skills and
strategies with
considerable
effectiveness

Uses initiating and

planning skills and
strategies with some
effectiveness

Uses initiating and

planning skills and
strategies with
limited
effectiveness

Expresses and
organize ideas and
information with a
high degree of
effectiveness

Expresses and
organize ideas and
information with
considerable
effectiveness

Expresses and
organize ideas and
information with
some effectiveness

Expresses and
organize ideas and
information with
limited
effectiveness

Uses conventions,
vocabulary, and
terminology of the
discipline with a
high degree of
effectiveness
makes connections
between science,
technology,
society, and the
environment with a
high degree of
effectiveness

uses conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness
makes connections
between science,
technology,
society, and the
environment with
considerable
effectiveness

uses conventions,
vocabulary, and
terminology of the
discipline with
some effectiveness

uses conventions,
vocabulary, and
terminology of the
discipline with
limited
effectiveness
makes connections
between science,
technology,
society, and the
environment with
limited
effectiveness

makes connections
between science,
technology,
society, and the
environment with
some effectiveness