Lesson Plan Markup

Rachel Frankford
Term III Lesson Plan

Science Methods
11/15/14
What:
For this lesson, students will explore the materials necessary to build simple circuits. In the space of one 45 minute lesson,
they will of course not come away with comprehensive knowledge of different kinds of circuits and conductivity. They will,
however, learn what is necessary for a functioning closed circuit. They will be exposed to basic vocabulary including
circuit, conduct, and filament. Process goals include working collaboratively, and making and testing predictions. Students
will also record data. Finally, they will use inductive reasoning in order to come up with general rules for what is needed
to light the light bulb (in other words, to make a closed circuit).
NancyLee Bergey 11/17/2014 6:43 PM
Comment [1]: Choose!

Unknown Author 11/17/2014 8:42 PM
Deleted: build
How:
This lesson will make use of a guided discovery format in which, after a brainstorm discussion to activate prior
knowledge about electricity and batteries, students will try to use the materials to light the light bulb without any guidance.
This will let the students explore the materials with an objective but without any other constraints, and reason from what
they know (or think they know) and trial and error. All work with the circuits will be in pairs, which will create
interdependence; students will be sharing the materials and thus will have to work together in order to test their predictions
for the different arrangements. This creates both a challenge (students rarely work collaboratively in their regular class) and
built-in peer support. The lesson has a strong kinesthetic component, as students are working hands-on materials to build
something. Building the structures depicted in the drawings involves visual analysis, and communicating with a partner and
participating in the whole-group discussion requires students to articulate and share their thinking. In this way learners with
strengths in different styles will be supported.
Why:
It was difficult to come up with a lesson that could be completed in 45 minutes, without additional lessons coming before or
after. As the students do not see science instruction in their regular class, there was no way to choose a topic that was related
to something they were already studying, or make use of prior knowledge coming from science curriculum topics. Thus I
picked circuits as it seemed like a topic which would permit students to engage with the materials and learn some science
content in only one lesson. Students use electricity, light bulbs, and batteries in their daily lives, so I believe they will find
the topic accessible and relatable. In addition, I predict that students will enjoy working with the materials and will be
motivated by the task of trying to light the light bulb. Regarding the lesson structure, I am eager to try to implement guided
discovery. Letting students see if they can light the light bulb will encourage them to experiment and use each other as
resources. Using problem-solving skills and experimenting will give them a sense of agency; they are trying things out
rather than following directives. Finally, I am working on implementing collaborative practices in all my small group
lessons. I want students to learn from and support each other, and to work on skills such as negotiating, explaining their
thinking, and building off of each other's ideas.
Objectives:
Through collaboration, students will increase their understanding of electrical circuits by exploring different ways of
building open and closed circuits.
Standards:
Next Generation Science Standards (NGSS):
Cross-Cutting Concepts:
4. System and System Models
5. Energy and Matter: Flows, Cycles, and Conservation
6. Structure and Function
Science and Engineering Practices
2. Developing and Using Models
4. Analyzing and Interpreting Data
7. Engaging in Argument From Evidence
Disciplinary Core Concepts
PS3B: Conservation of energy and energy transfer
Comment [2]: I dont really think that

basic vocabulary is one of the things
necessary to construct a closed circuit,
which is why I removed including.
Deleted: ,
Deleted: including
Comment [3]: Nice!
Comment [4]: Exactly. And they may

surprise you. Some may know exactly
how to make a circuit!
Common Core Standards:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own
clearly.
Materials:
4 bags containing: battery, lightbulb, two wires (one bag per pair, and one extra)
3 circuit worksheets
3 prediction/results organizers
6 exit slips
whiteboard markers
Learning Environment and Management Issues:
The lesson will take place in an empty classroom down the hall from students' regular classroom. 6 desks will be arranged
into 3 pairs that form an arch around the whiteboard. This will allow students to talk to their partners as well as participate
in whole group discussions. I will have a desk in the center close to the white board in which to store materials when they
are not in use.
Comment [5]: Will have been written? It

would be a shame to spend your 45
minutes writing.
Comment [6]: Reply to NancyLee

Bergey (11/17/2014, 18:54): "..."
Yes! It should have been will have
been. The agenda and the
guidelines will be on the board
when they come in.
Comment [7]: You are not really going to

get to this, right? So it might be an
intimidating question.

Bergey (11/17/2014, 18:55): "..."
... [2]
I wanted to make sure batteries
When students come in, the agenda and expectations will be written on the board. They will read as follows:
Agenda: Intro Discussion (whole group); Explore (pairs); Wrap-up Discussion (whole group)
Deleted: What do we know about how

... [1]
Expectations: Listen to each other; Take turns; Use respectful language; Respect materials
Deleted: ?
Plan:
(50 minutes total)
Hook:
(5 minutes) The teacher will tell students that they are going to going to a science investigation today and will specifically
be talking about electricity. The teacher will facilitate a brainstorm-style discussion about what students know about
electricity. Questions will be used to guide the discussion to the following topics (if they don't come up from student
responses): what do we know about electricity? Where do we use electricity in our daily lives? Where else can we find
electricity? What about batteries? Do they produce electricity? The goal of this discussion is to activate prior knowledge
and prime students to think about batteries and electricity.

Comment [9]: This section should really

... [3]
Comment [10]: You should probably... [4]


... [5]
Comment [12]: This sentence is not ...

very
[7]
Body:
(5 minutes) The teacher will tell students that now they are going to try to solve an engineering challenge. Before handing
out materials, she will go over the behavior expectations with students. For example, the teacher will ask students how we
show that we are listening to each other. . The teacher will provide exemplary replies if students are unable to do so. For
instance, using respectful language to disagree might sound like, I think we should do it a different way, or I see what
you mean, but I think... The materials discussion will include basic safety: do not stick wires in sockets, and let go if they
get hot.
(25) The teacher will hand out the bags of materials and tell students: your engineering challenge is: use the contents of your
bag to make the lightbulb light up. The teacher will monitor the students' progress, rand check for positive examples of
teamwork as well as for off-task behavior.
The teacher will hand out the prediction/results organizer and circuits worksheet to pairs either after they have succeeded in
lighting the lightbulb or if they are getting frustrated (thus different pairs may receive these materials at different times). She
will ask students what a prediction is, and will explain that they are going to make predictions and test them out. Students
will be instructed to look at the first drawing and write yes or no on the organizer if they think the drawing will work to
light the lightbulb. r After they have built the circuit, testing their prediction, they write yes or no under results. They
should make predictions one at a time before testing that arrangement (as opposed to making predictions for all 8 circuits at
once). Again, while students work, the teacher will go around to see if students are having trouble, either with the materials
or with working together. She will call attention to examples of productive collaboration, such as sharing ideas and
materials. As students progress, the teacher will ask students if they are starting to see patterns in what works and what does
not. The teacher will let students know when they have 2 more minutes to work.
Deleted: by eliciting responses about... [6]

Deleted: up to 7 minutes The teacher

... [8]
Comment [13]: This might be hard, but

... [9]
... [10]
Deleted: , nd hecking
... [11]
Comment [15]: I am curious about why

... [12]

... [13]
Deleted: (15 minutes) he teacher ...

will
[14]
Comment [17]: I am not worried. You

... [15]
Deleted: ).Students will be instructed

... [16]to
Closure:
(12 minutes) When 15 minutes are remaining, the teacher will ask students to stop what they are doing.
She will explain that they have been making circuits, paths electricity can pass through (circuit will be written on the
board). Not all circuits work, thoughwhich ones worked to light the bulb? Which ones didn't? Can we figure out if there
are things the ones that worked have in common? (positive and negative ends of battery have to be connected to lightbulb.
Metal sides and bottom tip have to be connected). Why do we have metal wire and metal around the bulb? What's special
about metal? Would a different material work? (students may or may not know that metal conducts electricity). Why is
there plastic around the wires? The goal of this discussion is to a) generate a two-column list of points on the board that
delineate properties of the closed circuits/open circuits, and b) introduce students to the idea that electricity can pass through
metal. I would like for students to learn the terms circuit, conduct, closed circuit, and open circuit, but given that this is a
stand-alone 45 minute lesson, the focus will be on discovering concepts, not terminology.
(5 minutes) Reflection: the teacher will pass out exit slips which ask students to reflect on what went well and what was
challenging about working with a partner as well as about what they learned and what questions they have about circuits.
Assessment:
Assessment will come from observation of students working with the materials and during the discussion. As this lesson
would ideally begin a unit on circuits and conductivity, the goal is not for students to come away with a full knowledge of
circuitry. While students are building circuits, observation for assessment will focus on the following: Are students showing
that they are thinking through the problem? This might look like, for example, a student's saying, we tried it like this, so
now why don't we do this... Are they able to create the circuits in the drawings? As they go through the 8 arrangements, are
they seeing patterns emerging, as reflected in their partner conversations and their predictions? During the wrap-up
discussion, observation for assessment will focus on: are students able to describe the different arrangements? Can they pull
out patterns (for example, if both the positive and negative ends of the batteries weren't connected, the light bulb did not
light)? The exit slips will also provide insight into what students took from the lesson, and what questions they still have.
Anticipating Student Responses:
If students have trouble staying on-task, handling materials safely, or sharing and speaking respectfully to each other, they
will be reminded of the expectations which are posted on the board. d Students may need to be reminded to make
predictions before trying each circuit.
If students have trouble building the circuits from the drawings, the teacher will offer assistance. During the wrap-up
discussion, students may have difficulty explaining which set-ups worked and which did not, and coming up with general
rules about making a closed circuit. The teacher will ask more focused questions, such as, how are the wires connected?
Do we need to have two wires? Do we need to have at least one wire? What's touching the lightbulb? Which part of the bulb
has to be touched? etc.
Accommodations:
Students may be asked to test out more or fewer of the circuits from the sheet depending on how quickly they move through
the different options. If students finish early, the pairs will be made into groups of three and try to combine their materials to
light two lightbulbs at once (the extra materials kit will be taken out in this case).
Comment [18]: I dont think that this is a

long list, you can probably accomplish
this.
Deleted: is there evidence that they are

using trial and error to work through
different possibilities
Comment [19]: Is that a good thing?

Would it be worse if they were
systematic?

Bergey (11/17/2014, 19:12): "..."
I meant more that I will pay
attention to how they are thinking
about problem-solving.
Comment [21]: Where do you ask for

this?

Bergey (11/17/2014, 19:13): "..."
That was poorly wordedI mean,
... [17]
Deleted: re
Comment [23]: Your exit slip seemed all

affective to me - is there content or ... [18]

Bergey (11/17/2014, 19:14): "..."
... [19]
Comment [25]: I would simply remove

these before the discussion. Of course
... [20]

Bergey (11/17/2014, 19:15): "..."
... [21]
Comment [27]: You could always keep

one set open in front of you.
... [24]
Deleted: If students are distracted by the

materials
Deleted: uring the wrap-up discussion,

one student will be asked to put the ... [22]
Deleted: might be useful to have the

materials out when we are talking about
... [23]
Deleted: ).
How many ways are there to light a lightbulb?

For each numbered drawing, write yes if you think it will light the lightbulb. Write no if you think it won't. Then test
each one out and record your results.
1
Prediction
Results
Comment [28]: May they predict one,

and then test it before predicting the
second. The advantage of this is that as
their understanding grows their
predictions will be come more accurate.
But of course the difficulty is that they
may bet excited and forget to predict
However, you can remind them!

Bergey (11/17/2014, 19:18): "..."
I like this better than my original
plan because, as you say, their
understanding will progress,
allowing for more and more
informed predictions and will help
them analyze which arrangements
work as they're building the
circuits.
Exit Slip
Today in my work with a partner, one thing that went well was:
Today in my work with a partner, one thing that was challenging was:
One thing I learned about circuits:
Comment [30]: OK. It is very open

ended, but lets see what happens!
One question I still have:

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Rachel Frankford

Term III Lesson Plan

NancyLee Bergey 11/17/2014 6:43 PM

Comment [1]: Choose!

Comment [2]: I dont really think that

Comment [3]: Nice!

NancyLee Bergey 11/17/2014 6:49 PM

Comment [4]: Exactly. And they may

Common Core Standards:

NancyLee Bergey 11/17/2014 6:54 PM

Comment [5]: Will have been written? It

Comment [6]: Reply to NancyLee

Comment [7]: You are not really going to

Comment [8]: Reply to NancyLee

Deleted: What do we know about how

Unknown Author 11/17/2014 8:45 PM

Comment [9]: This section should really

Comment [10]: You should probably... [4]

Comment [11]: Reply to NancyLee

Comment [12]: This sentence is not ...

Deleted: by eliciting responses about... [6]

Deleted: up to 7 minutes The teacher

Comment [13]: This might be hard, but

Unknown Author 11/17/2014 8:49 PM

NancyLee Bergey 11/17/2014 7:07 PM

Comment [15]: I am curious about why

Comment [16]: Reply to NancyLee

Deleted: (15 minutes) he teacher ...

Comment [17]: I am not worried. You

Deleted: ).Students will be instructed

NancyLee Bergey 11/17/2014 7:11 PM

Comment [18]: I dont think that this is a

Deleted: is there evidence that they are

Comment [19]: Is that a good thing?

Comment [20]: Reply to NancyLee

Comment [21]: Where do you ask for

Comment [22]: Reply to NancyLee

Comment [23]: Your exit slip seemed all

Comment [24]: Reply to NancyLee

Comment [25]: I would simply remove

Comment [26]: Reply to NancyLee

Comment [27]: You could always keep

Deleted: If students are distracted by the

Deleted: uring the wrap-up discussion,

Deleted: might be useful to have the

How many ways are there to light a lightbulb?

Comment [28]: May they predict one,

Comment [29]: Reply to NancyLee

One thing I learned about circuits:

NancyLee Bergey 11/17/2014 7:19 PM

Comment [30]: OK. It is very open

One question I still have:

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