Standards Objective(s) Assessment CCSS: RL.4.1: The student will demonstrate an understanding of the properties of light and sound as forms of energy
1. The student will be able to predict and test configurations of a battery, bulb, and wire that will make the complete circuit.
1. Given a battery, a bulb, and a wire, students will predict configurations of the three parts that will result in the lighting of the bulb. Students should have at least 2 predictions as to how the bulb will light using the parts.
2. Using a graphic organizer, students will explain why the configurations that worked did, and why those that didnt work didnt. There must be at least two explanations of each.
Materials and Resources: (1) Bag of batteries (2) student Science journal (3) bag of bulbs (4) pencils for each student (5) bag of wires (6) graphic organizer (7) Wire stripper (8) flashlight with batteries Lesson Introduction *How will you engage your students in the topic? The teacher will use a battery operated flashlight, to introduce elements of simple electrical circuits. The teacher will show the class a traditional battery operated flashlight. He will open the flashlight and remove the batteries. Then he will shift the conversation towards the idea that batteries are a common way to power lights. Are all batteries the same? If not, how are they different? What do the batteries do? After a couple students share their ideas the teacher will then hand out the material. The teacher will allow exploration with the materials such as batteries, bulbs, and wires letting students begin L. Yearta EDEL 460
building knowledge of the concept, energy, in a tangible way. An understanding of energy is developed through direct experiences. Before students begin exploring, the teacher will ask them to open their Science journal and use words and sketches to describe what arrangements they predict will light the bulb using the wire and battery. Students should have at least 2 predictions as to how the bulb will light using the parts. Scientist make predictions every day in real life. Today, as scientist were going to experiment by testing to see if our prediction were accurate. Procedure *Be specific give step- by-step instructions
First, the teacher will connect the elements of the flashlight explored during the introduction. He will provide a little background about each of these components in the flashlight; holding up a battery, a light bulb, and one wire. He will then again explain to students that their challenge is to make a flashlight bulb light up using its individual parts which are provided. As students work, the teacher will circulate around the room, helping students focus their attention on determining the various critical contact points on the battery and bulb. Students will most likely be familiar with the two different ends (+ / -) of their batteries but may not carefully observe the contact points involved on the light bulb (connections must be made to the side and base of the bulb). The teacher will remind students to record all their attempts and note these contact points. Students that finish early will be given a second wire to use in constructing circuits. The teacher can give more individualized attention to the students who are struggling. Second, the teacher will ask students to bring their Science journals and sit in a circle around the rug. He will have a clean section of a white board available for students to share their findings and keep a wire, bulb, and battery on hand in case students need to demonstrate their findings. Next the teacher will ask students to review their initial sketches (prediction) made prior to the exploration with the battery, bulb, and wire. The teacher will give the students a graphic organizer and then ask students to explain why their initial idea about a circuit did or did not work. Were their L. Yearta EDEL 460
configurations complete circuits? Why or why not? He will encourage students to use words and sketches to explain their thinking. Lesson Closure *How will you summarize the lesson? The teacher will wrap up by reminding students as in many other electrical devices, flashlights house the components of simple circuits. A circuit is an unbroken path or closed loop, which allows an electrical energy to flow. The flashlights components include a pathway for electric current. In a flashlight, the electric current goes through the metal wire (attached to a switch), through the metal spring, through the batteries, through the base of the light bulb, across the filament of the light bulb, and through the side of the bulb. Without this complete pathway the flashlight will not light.