Brittany Ferguson

Educ 201 001

Grade Level: 4th grade
Content Area: Science

Common Core Standards Covered:

Goal 1.1: Understand Systems, Order, and Organization
-Explain that a system consists of an organized group of related objects that form a whole.

Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanations
-Make and record observations, then analyze and communicate collected data. Make, describe, and use
models.

Goal 1.6: Understand Scientific Inquiry and Develop Critical Thinking Skills
-Come up with questions that can be answered by conducting an experiment. Make predictions. Conduct
experiments. Use appropriate tools and techniques. Use data to construct a reasonable explanation.

Objectives:
Students will:

Learn to describe the components of a circuit

Demonstrate reasonable prediction skills
Construct a working circuit
Be able to distinguish between complete, incomplete, series, and parallel circuits
Get an understanding of how in class projects can help with understanding
Complete worksheets

Materials:

Light bulb
Light bulb holder
Alligator clips
Battery
Battery holder
Circuit test boxes

Worksheets

Activity Name: Circuits

Procedure
Part One: Background knowledge
1. Ask questions about circuits to see
where the general knowledge of the
class is.
2. Brain storm about where, how, and why
circuits are useful.
3. Review how a circuit works.
Part Two: Information delivery
1. Give the work sheets out.
2. Go over the information.
3. Review open and closed circuits
4. Explain materials and how they
combine and work together to form a
circuit.
Part Three: Predictions
1. Explain experiment.
2. Brain storm about possible predictions
for outcomes.
Part Four: Pass out supplies
1. Pass out supplies to students.
Part Five: Begin Experiment
1. Have students begin assembling their
circuit models.
2. Walk around and see what the students
are coming up with.
3. Instruct them to try different
combinations to see what works and
what does not.
Part Six: Begin boxes
1. Pass out circuit boxes
2. Instruct students to write down the box
number along with any observations
about what circuits they try and which
ones work.
3. Have students begin to test circuits.
Part Seven: Conclusion
1. Discuss as a class the outcomes form

Time allotted
3 min

4 min

4 min

2 min
4 min

4 min

3 min

the experiment.
Part Eight: Exit slip
1. Have students write a 2-3 sentence
summary about the experiment and any
lingering questions.

2 min

Questions to ask:

Why do you think a circuit needs wires, battery, or a bulb?

What are parallel, complete, incomplete?
What can a circuit power?
Where can we find circuits?
How can you use these materials to make a circuit?
Are there other ways to arrange the materials to make a new circuit?
Did your circuits turn out how you expected?
What happened during the experiment that was expected, or unexpected?
Were your predictions accurate?
Which are the circuits that worked with your box?
What are some problems that occurred while doing your circuit boxes?
Do you have a better understanding about circuits after this experiment?

Method of Evaluation:
Each student will write two sentences explaining what they learned about circuits. As well as, a
sentence in reference to any remaining questions.
Accommodations:
Preferential seating, Group placement, co-teacher on hand, extra materials, physical presence
within group, signal cards, breaks, fewer choice on boxes, and fill in the black worksheets.
References:
Idaho State Common Core Standards
http://www.sde.idaho.gov/site/content_standards/science_standards.htm
Bitesize
http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/electric_current_voltage/rev
ision/2/