You are on page 1of 2

6E Science Lesson Plan

Teacher: Monica Vaidya

Date: April 16, 2015

Subject / grade level: Science, Grade 4


Materials:
Batteries, balloons, your hair, aluminum can, woolen fabric, science journals, pens, pencils,
computer.
NSES Standards:
S4.C.2.1: Recognize basic energy types and sources, or describe how energy can be changed from
one form to another.
S4.C.2.1.1: Identify energy forms, energy transfer, and energy examples (e.g., light, heat, electrical).
S4.C.2.1.2: Describe the flow of energy through an object or system (e.g., feeling radiant heat from a
light bulb, eating food to get energy, using a battery to light a bulb or run a fan).
S4.C.2.1.3: Recognize or illustrate simple direct current series and parallel circuits composed of
batteries, light bulbs (or other common loads), wire, and on/off switches.
Lesson Objective(s): Students will be able to
- Level 1: Define Electricity
- Level 2: Classify energy forms
- Level 3: Explain how energy can be changed from one form to another
- Level 4: Conduct a static electricity experiment
Differentiation strategies to meet diverse learner needs:
Accommodations would include small groups for the experiment with a higher level student,
accommodated worksheets.

Before:
1. Ask the students to clear their desks and take out science notebooks.
2. Ask them to do a brain dump over the word Electricity. (Engagement)
3. Ask if any students would like to share their ideas, teacher will write on the board.
4. Explain to students that today we are going to be learning about electricity.
During:
1. Teacher will ask students to jot down in their notebook the words Static Electricity
2. Teacher will explain that electricity isnt just in the sky in lighting, Static electricity is an
imbalance of electric charges within or on the surface of a material. The charge remains until
it is able to move away by means of an electric current or electrical discharge.
3. Teacher will explain how static electricity is different than typical electricity: Static electricity
is named in contrast with current electricity, which flows through wires or other conductors
and transmits energy.
4. Teacher will put on educational video about static electricity:
https://www.youtube.com/watch?v=Z-77IzaXGcg (E-Learning)
5. Explain to students we will conduct our own science experiment working with static
electricity. (Exploration)
6. Students will clear all work space, and put on goggles for safety.
7. Teacher goes over safety procedures and makes sure all students understand before the
1

6E Science Lesson Plan


experiment begins.
8. Teacher pairs students up into groups of two or three (accommodations)
9. Teacher will hold up all objects and ask what they are.
10.
Teacher passes out directions and read them together.
11. Students will put down their observations in their science notebooks.
12.After all students conduct their experiments, class cleans up.
13.As a class, students go over their observations with the science experiment.
14.Teacher will read information on static electricity. (Explanation)
15.Teacher explains that what they did and saw was static electricity. (Elaboration).
After:
1. Teacher asks the students to think-pair-share what they observed during their experiment
about static electricity.
2. Ask students to answer:
- If two objects repel each other what does that mean? (Evaluation) Both negatively charged.
Extension: students for homework will read the Magnets and Electricity article. (See
attached).
ENGAGEMENT

Describe how the teacher will capture students interest.


What kind of questions should the students ask themselves after the engagement?

EXPLORATION

Describe what hands-on/minds-on activities students will be doing.


List big idea conceptual questions the teacher will use to encourage and/or focus students exploration

EXPLANATION

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques
will the teacher use to help students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their
explanations.

ELABORATION

Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students observations?
How is this knowledge applied in our daily lives?

EVALUATION

How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson

E-LEARNING

How will you infuse technology throughout the lesson to enhance technological skills of the learners as they gather
information, engage in explorations, and explain and communicate findings?