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Yearta EDEL 460



Lesson Plan

Teacher: Roger Turner
Unit Name: Science Unit: Physical Science
Lesson Title: Put a Spark in it!
Grade Level: Fourth Grade

http://www.powersleuth.org/docs/EnergyLightsMaine-Lesson2.pdf

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
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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
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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.































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Name:

Why the configurations worked!

Why it did work? Why it didnt work?


L. Yearta EDEL 460

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