Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Stephanie Haggis
3/10/2016

Subject/ Topic/ Theme

Electrical Energy

Grade _____4___________

I. Objectives
How does this lesson connect to the unit plan?
Students will learn about energy and how it can be transferred. This also delves into the notion that energy is not created or
destroyed, only transferred.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

URAp
U Ap
Ap An E
C

Identify where the energy is being transferred

Explain how energy is transferred
Build a functional electrical circuit

Common Core standards (or GLCEs if not available in Common Core) addressed:
PS3.A: Definitions of Energy
Energy can be moved from place to place by moving objects or through sound, light, or electric currents (4-PS3-2).(4-PS33)
PS3.B Conservation of Energy and Energy Transfer
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)
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).
PS3.D: Energy in Chemical Processes and Everyday Life
The expression produce energy typically refers to the conversion of stored energy into a desired from for practical use. (4PS3-4)
ETS1.A: Defining Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed
solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be
compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints in
to account (secondary to 4-PS3-4)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

General knowledge of batteries and lightbulbs. Previous talks on energy. Knowing that lightbulbs light
up because of an electric current.
Pre-assessment (for learning):

Ask what the students know about circuits. If time allows, have a few students draw on the board what
they think an electric circuit is.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning): Student work sheet provided and conversations with partner
Summative (of learning): Written response in the students Write Everything Journal
Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Picture diagrams as well as
verbal and written cues.

Provide options for physical actionincrease options for interaction

Both partners will talk and work
together with the materials

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students have the option to

draw or describe their circuits
Provide options for comprehensionactivate, apply & highlight

Writing in their My
Everything Journal

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Students have control over their
own learning, this provides
multiple choices that they can
make to control their own
learning.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students are asked to provide

multiple ways of making a
circuit.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

They will refine their model of

electrical energy throughout
the lesson

Have 12 Boxes (trays are acceptable if they have sides)

Each box will contain
1 battery holder
1 D cell batteries
4 wires
1 lightbulb
Have 12 batteries in holders ready to go for part 2 of the lesson
24 worksheets (See last page)
Students will work in their elbow pairs. The classroom will stay the same.

III. The Plan

Time
2-3
min
2 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Talk about what the students know about energy.
Answer questions provided by the teacher and
(energy can only be transferred, cannot be created
listen to directions
or destroyed).
Introduce what they will have in their box. Go over
the worksheet. After that, instruct the students to
get in their elbow pairs. If there is an odd number
of students, make a group of 3.

The students will get into their elbow pairs

2 min

1 min
8-10
min

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Development
(the largest
component or
main body of
the lesson)

1.

Instruct ONE student from each group to

WALK to the counter to receive a
box/tray. Dismiss by tables

2.

Pass out the worksheet

3.

Walk around the room and question the

students. Why do you think that this
works (Answer: Closed circuit, energy is
able to be pushed through the circuit)?
Where is the energy from the battery

One student from the group will go to the counter

and collect the box and bring it back to their group

Students will work in pairs to find 3 different ways

a circuit WILL work and 3 different ways a circuit
WONT work.

going (A: transfers into heat energy and

out into light energy)? How do you think
batteries die (A: the potential/chemical
energy gets converted to heat and light
energy)?
4.

3-5
min

10
min

Closure
(conclusion,
culmination,
wrap-up)

Give the students the second battery and

ask the students to light the lightbulb and
write down their findings on their
worksheet

Instruct the students to have the person who

DIDNT get the materials to put it back on the
counter.
Ask a student to share one way that their circuit
DID NOT work. Call on 4 additional students to
share (time depending).
Ask a student to share one way that their circuit
DID work. Call on 4 additional students to share
(time depending)

Students will test out the experiment and write

down their findings on their worksheet.

Students will share answers with the class.

Ask the students why they thought the lightbulb

shined brighter when they added an extra battery
Students will respond to the question
Ask where the students thought the energy
transferred FROM and TO (A: transferred from the
batterys chemical energy/potential energy into the
lightbulbs filament causing light energy/kinetic
energy)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I think that this lesson went extremely well for being my first one. Students were engaged and from reading their write everything
journals, I see that they are taking the main point away. However, I think I have neglected one student a little too much. I was trying
to get the students experimenting but providing them structure so it is not a total shot in the dark. However her group could not get
their lightbulb to light and she was almost in tears. If I were to redo this lesson, I would have time stamps (telling the students that at
10:30 we would bring it back to large group and share our findings) or simply gauging when the students are getting frustrated to
bring it back to large group.

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Name __________________
Draw or write about 3 examples of the lightbulb NOT lighting up
1)

2)

3)

Draw or write about 3 examples of the lightbulb ON

1)

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2)

3)

What happened when you connected TWO batteries to ONE lightbulb?

Where is the energy? Where is it going?

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