Unit Title: Electricity

Sub Unit Title: Electrical Circuits

Lesson Title: Electrical Circuits Read Aloud

Day 1 of 3

Name: Jaime Sichmeller

Grade Level: Fourth Grade
School: Baltic Elementary
Date: 11/12/17
Time: 2:10-2:55

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.

Summary of pre-assessment. While looking at the pre-assessment I saw that a majority of the students
knew the different materials that could be an insulator and a conductor. Which surprised me because in
the vocabulary piece of the assessment the students consistently scored low on the terms, including
insulators and conductors. When asked the different charges in protons, electrons, and neurons students
also struggled with that, only one student had that section correct. With the short answer piece of the
assessment the students made guesses on the material and there were a few students who wrote that they
had no idea. With this information I plan to focus more on the vocabulary and having them be able to
explain it in their own words. The majority of the students, they fell in the same area. However, for the
higher scored students I plan to have them explain their answers and thoughts more in depth. While the
lower scored students might answer verbally versus having them write down their short answers.

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

After listening to the read
aloud, Electrical Circuits,
Students will be able to identify
the correct definitions for the
vocabulary in their science
notebooks.
Students will create a I can identify the vocabulary
vocabulary list with the words and their correct
definitions we go through from definitions.
our reading.

In their science notebooks,
students will be able to
determine the charges that a
proton, neutron, and electron
have with 100% accuracy.
Students will tell me what is a I can determine the charges
proton, electron, or neutron that protons, neutrons, and
based on the example I gave. electrons have with 100%
accuracy.

Materials and Resources needed:

 Vocabulary PowerPoint
 Energy Balls
 Electrical Circuits by Lewis Parker
 Science notebooks/Vocabulary worksheets
 SMART board
 Computer

The Lesson – Lesson One

1. Introduction (Engage)
a. Lesson Begins with me flicking on and off the lights.
i. When students look at me, I will ask them, “How does the switch control what
happens to the light bulb?”
 b. I will then pass out the energy balls 1 per 2 students.
i. I will then ask the students to take the balls out of the package and let them play
with them for a minute or two.
ii. After the students have explored them I will ask them “How do they think that
these work?”
iii. After I hear a few answers I will ask if they think that the light and the energy
balls have something in common.
1. I will then introduce the idea of electrical circuits.
iv. I will ask the students what they think electricity is.
v.
2. Core of the Lesson (continue your “actor’s script”)
What you i. After reviewing their answers, I am going to introduce
are doing / the title of our story.
Methodology 1. Electricity Circuits by Lewis Parker.
(time 2. I will pass out the vocabulary worksheets so
allotment) that as we go through our story we can talk
about the different vocabulary words.
ii. We begin reading the story, after reading page 5 I will
ask, “Last time the power went out, what were some
things that you could not use?”
iii. We will then continue reading on page 6-7.
1. After reading this we will go over the power
point and talk about the charges. “What kind
of charge do protons, neutrons, and electrons
have?”
iv. Remember that Protons start with a “P” just like the
“P” in positive. Neutrons sounds like the word
Neutral.
v. We will then go through pages 10-12 and stop to look
at the PowerPoint.
1. “What are examples that we talked about for
conductors and insulators?”
vi. We will then read page 13 and talk about open and
closed circuits.
1. “What are the differences between an open
and a closed circuit.” If time allows, practice
by getting the kids to stand up and squeeze
each other’s hands. Demonstrate how if it is
an open circuit the connection cannot make it
back around all the way.
b.

3. Closure (5-7 minutes) (continue your “actor’s script”) (A good closure includes allowing
students to gage if they met the lesson objectives, reviewing the lesson objectives, and possibly
hinting about what is to come.)
a. After the read aloud ends we will go through our vocabulary.
 b. “Are there any questions?”
c. “Thumbs up if you understood the lesson, thumbs down if you are still not sure.”
d. Students will be asked to put their vocabulary sheet in their stay at school folder. I will
then close by asking if they have ever made a lightbulb light up without a light switch or
button. Because we will be working on that tomorrow.

4. Back Pocket Idea

a. If the lesson is running short: I will have the students look around the classroom and pick
out different insulators and conductors. We can also practice by going over open and
closed circuits and make them as a class by holding hands and having the electricity be a
squeeze of our hands. Once one students squeezes your hand you can squeeze the next
persons hand etc.
b. If the lesson is too long: We can read page 12 before doing the open and closed circuits
lab on Tuesday.

5. Resources: I had some ideas given to me by Mrs. Filler. I am using the book Electrical Circuits by
Lewis Parker. I am also using Energy Balls that were bought and also given to me by Mrs. Filler. The lab
is called Batteries Included.

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?)