Jordan Boone

ELED 3221
October 20, 2014
edTPA Indirect Instruction Lesson Plan Template
Representing Circuits
_____________________________________________________________________________
Central Focus/Big Idea: Representing Circuits
Subject of this lesson: Engineers use schematic diagrams to communicate information about
different electrical circuits.
Grade Level: 4th
NC Essential Standard(s): 4.P.1.2 Explain how electrically charged objects push or pull on
other electrically charged objects and produce motion.
Next Generation Science Standard(s):
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another
Examples of devices could include electric circuits that convert electrical energy into motion
energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat.
Examples of constraints could include the materials, cost, or time to design the device.]
[Assessment Boundary: Devices should be limited to those that convert motion energy to electric
energy or use stored energy to cause motion or produce light or sound.]
21st Century Skills:
Critical Thinking and Problem Solving

Students will create a schematic diagram, and use it to build a simple series circuit.

Collaboration

Students will work collaboratively in groups of four

Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Students will create a schematic diagram of circuit and discuss and explain why standard
symbol systems are important.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: Circuit, current, represent, schematic diagram, switch, symbol

Instructional Objective:
Students will be able to

Identify and distinguish between closed and open circuits using both schematic diagrams and
actual circuit materials
Discuss and explain why standard symbol systems, like schematic diagrams, are important
Create schematic diagrams of circuits that include batteries, bulbs, wires, and open and closed
switches.

Prior Knowledge (student): Students should already know what a circuit is; they should also
know the difference between insulators and conductors. Students should already know what a
schematic diagram is. They should know what electricity is. They should know about the
engineering design process.
Content Knowledge (teacher): Effectively communicating ideas, designs and information is a
cornerstone of all engineering fields. Electrical engineers need to communicate information
about the circuits they design, such as the different components and how they are put together. A
schematic diagram is a kind of circuit language with different symbols that represent the
circuit.
Accommodations for special needs (individual and/or small group): The teacher can write the
following sentences on the board to help English Language Learners:
The circuit is open.
The circuit is closed.
The bulb is lit.
The bulb is unlit (not lit).
Materials and Technology requirements:
For the Class

A Reminder for Emily book

For Each Group of Four Students

1 D-cell battery
1 battery holder
1 bulb
1 bulb holder
2 test leads (wires)

For Each Student

1 piece of drawing paper

crayons or markers

Total Estimated Time: 60 mins

Source of lesson: An Alarming Idea: Designing Alarm Circuits book, Ms. Lewis

Safety considerations: Make sure students understand lab safety and procedures. Also make
sure students understand class safety and responsibility rules. Students will be working in small
groups, which will make it easy to monitor
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage:
Before reading the book, ask students: What has happened so far in A Reminder for Emily? What
do you think will happen next? Read chapter eight. During the reading, stop and ask the
following questions: What is a schematic diagram? What are some different ways to generate
electricity? Why did Emily and Pete decide to make the switch out of wood? Wood is an
insulator.
Explore:
Have students work in groups of 4 at their tables and distribute plastic bag with circuit materials
(bulb (in a bulb holder), D-cell battery (in a battery holder), and a wire (test lead)) to each group.
Challenge students to make the bulb light. Once groups have successfully lit their bulbs, have
them explain how they connected their circuit materials. Ask: Is this circuit open or closed? How
do you know? It is closed because the bulb is lit and all parts of the circuit have two connection
points.
Distribute drawing paper and crayons or markers to each student and instruct them to draw a
picture of the circuit they just created with their group.
Explain that it is important for engineers to design a schematic diagram when creating an alarm
circuit. Ask: What is a schematic diagram?
Show students the different symbols that are used when creating a schematic diagram. On the
back of their circuit drawing, have them draw a schematic design of the circuit.

Explanation:
Once students have completed their drawings, have two students from the same group go to the
front and hold up their drawings. Ask:

How are these drawings similar?

How are they different?

Allow at least one pair from every group to share, then ask:

What might happen if a student needed to build our exact circuit just using one of these
drawings? Would it be easy or difficult? Why do you think so?

Draw comparisons between the labeled diagrams that students create in science class and a
schematic diagram that an engineer would design. Ask:

How are they similar? They both represent things, they are ways of communicating.
How are they different? Schematic diagrams dont have labels, scientific diagrams tend to look
more realistic, schematic diagrams are representations of a circuit that use symbols.

Ask students:

Who do you think might use schematic diagrams for their jobs? Electrical engineers, electricians,
anyone who needs to build a circuit.
Why do you think it is important to have a way to draw circuits that everyone can understand? It
allows people to clearly communicate about circuits, even if they dont speak the same language;
it provides a standardized set of symbols for the different parts of the circuit, so people are not
confused when building a circuit.

Elaborate: Distribute the Schematic Diagram worksheet to the class. The worksheet has
students design schematic designs based on a circuit drawing. An example of a question is shown
below. Students will have to draw the correct schematic diagram to go along with the circuit
drawing.
Draw a schematic diagram based on the pictures below:

Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)?
Formative Assessment- asking questions throughout the lesson
Summative- Students will be evaluated based on accuracy of the worksheet that was completed
in elaborate.