Electricity Unit Lesson Plans

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					                                                                           Electricity Unit - Page 1 of 12


                                       Jessica H. Romanik


Date: Monday, November 17th, 2008

Subject: Social Studies – Electricity Unit

Grade Level: 4th grade

Intended Duration of Lesson: 1:55pm-3:20pm

State of Michigan Standards/Benchmarks: Students will…
R.WS.04.06 fluently read beginning grade-level text and increasingly demanding text as the year
proceeds.
W.GN.04.03 write an informational comparative piece that demonstrates understanding of central
and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and
informational text features.
W.HW.04.01 write neat and legible compositions.

Lesson Goal:
       -The students will deepen their understanding of electricity through studying the people
behind it.

Lesson Objectives:
        -Given the text, students will appropriately compare and contrast Franklin & Edison with at
least 15 details.

Materials:
-“Our Michigan Adventure” Text book
-Ben Franklin Biography
-Lightbulb Venn Diagram
-Pencil for each student
-Blank, lined paper
-Blank, unlined paper
-Crayons/colored pencils. Not markers.
-Overhead and marker
-Overheads of text
-Homework Assignment sheet

Prior Knowledge:
The students have had an introductory lesson regarding the topic of Electricity. They also encounter
electricity on a daily basis. The goal of this lesson then is to tie together these prior experiences to
relate to the people behind electricity.
                                                                         Electricity Unit - Page 2 of 12


Key Words:
Thomas Edison, Ben Franklin, static electricity

Procedure:
-Have the students in their seats.
-Model What I Know/ What I Want To Know… on overhead.
-Have students write about what they know regarding electricity. On the back, write about what they
Want to know.
-Create a chart on overhead that record’s student ideas.
-One of the questions was who found (discovered) electricity? We are going to read about inventors
(what does that mean) when it comes to electricity.
-Turn to page 153 in text.
-Read to top of page 155 regarding Edison.
-Talk about what we’ve learned about Edison.
-Read biography on Franklin.
-Talk about what we’ve learned about Franklin.
-Put Venn Diagram on overhead – ask the students what this is/does.
-Do One example of Edison, Franklin, and similarities.
-Have students complete Venn Diagram on own – At Least 5 complete sentences for each. Remid
students, the more the better.
-Share student’s ideas and record on overhead.
-Pass papers backwards. End of row turn in to finished work basket.
-Have student’s illustrate either Franklin or Edison. (Reference overhead/book/biography/board).
-Put away drawings. Take out homework folder.
-Pass out Homework Assignment Sheet.
-Homework: Count & Record # of lightbulbs in your home --- important! Bring back info
tomorrow! Also, write spelling words three times.
-Call groups to get their things to go home.

Assessment:
-InformalObservational (Participation? Engagement? On task?)
-InformalCurriculum basedCompletion (with at least 15 details on Venn Diagram).

Expansion:
If the students do not understand: Model what I know and Venn Diagram again. Refer back to the
book/biography.

If the students need to be further challenged: Have students look in reference materials to find more
information regarding the two inventors – do a mini-report about one of them, and add information
to their venn diagram.
                                                                           Electricity Unit - Page 3 of 12


                                       Jessica H. Romanik


Date: Tuesday, November 18th, 2008

Subject: Science – Electricity Unit

Grade Level: 4th grade

Intended Duration of Lesson: 1:10-1:45pm – continue 2:40-3:20pm

State of Michigan Standards/Benchmarks: Students will…
S.IP.04.16 Construct simple charts and graphs from data and observations.
S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups.
S.IA.04.15 Compare and contrast sets of data from multiple trials of a science investigation to
explain reasons for differences.
P.EN.04.51 Explain how electrical energy is transferred and changed through the use of a simple
circuit.

Lesson Goal:
      The students will deepen their understanding of electrical circuits.

Lesson Objectives:
       Given the text, students will test their own hypothesis of how to create a motor
appropriately 85% of the time.

Materials:
-Student’s “Investigating Electrical Systems” text
-pencil
-Science Journal
-1 electrical motor (for each group)
-1 battery (per group)
-1 battery holder (per group)
-1 piece of masking tape (per group)
-1 red marker (per group)
-1 blue marker (per group)
-Overhead & markers

Prior Knowledge:
The students have already had experiences in their daily lives regarding static electricity – we
discussed these occurrences and what static electricity is. Additionally, the students have read about
and tested their hypothesis regarding creating a simple circuit. Students should apply their previous
experiences in an attempt to create a working motor.
                                                                                 Electricity Unit - Page 4 of 12


Key Words:
motor

Procedure:
-Have the students in their seats. Take out science journal and book.
-Talk about experiment last week – creating a circuit. What did we learn?
-Read pages 27-31 in “Investigating Electrical Systems” Science text. Call on volunteers to read.
-Talk about the experiment, what we are going to do, how we are going to record information.
-Have students record in their journal what they want to try first.
-Create a worked/did not work chart in journal.
-Raise hand to collect the class’ attention. Have students leave materials on their desk. Quietly call
rows to line up for Library. Walk to Library.
-While class is at Library, set up for experiment.
-Pick class up from Library at 2:35pm. Have students return to class. Put their heads down. And wait patiently.
-Quickly, re-discuss experiment. Have students explain what we are going to do.
-Call group numbers (1-9) to go to their science spot with a journal & pencil. Tracker, bring science
book.
-Have groups discuss what they want to try first, messenger raises their hand, shares their idea with
the teacher.
-Have the managers go get the supplies from round table.
-Have groups perform steps 2-7 together as a group.
-Begin answering questions 1-3 on page 31 in science journal.
-Call groups to go back to their seats.
-Have manager return materials to round table.
-Talk about what happened in the experiment as a whole group. Including what did/did not work,
and answers to questions 1-3 on page 31.
-Have students put away their science books and journals.
- Take out homework folder.
-Pass out Homework Assignment Sheet.
-Homework: Count & Record # of lightbulbs in your home --- important! Bring back info
tomorrow! Also, spelling sheet (or write sentences).
-Call groups to get their things to go home.

Assessment:
-InformalObservational (Participation? Engagement? On task?)
-InformalCurriculum basedCompletion (perform experiment appropriately? Answer questions)

Expansion:
If the students do not understand: refer students back to previous experiment & notes in journal

If the students need to be further challenged:
                                                                          Electricity Unit - Page 5 of 12


                                      Jessica H. Romanik


Date: Wednesday, November 19th, 2008

Subject: Math - Graphing

Grade Level: 4th grade

Intended Duration of Lesson: 11:05am-12:15pm

State of Michigan Standards/Benchmarks: Students will…
N.FL.04.08 Add and subtract whole numbers fluently.
D.RE.04.01 Construct tables and bar graphs from given data.
D.RE.04.02 Order a given set of data, find the median, and specify the range of values.

Lesson Goal:
      The students will expand their understanding of showing data to include bar graphs.

Lesson Objectives:
      Given the text, students will

Materials:
 -Student’s Math Books
-Student’s Math Journals
-Pencils
-Overhead and Markers
-Students’ Data of number of lightbulbs

Prior Knowledge:
-The students have previously received lessons on the topics of stem and leaf plots, and line plots.
                                                                        Electricity Unit - Page 6 of 12


Procedure:
-Have the students in their seats. Take out math text, math journal, and a pencil.
-Review stem-and-leaf plots. Have a data table on the overhead, have the students create a stem-
and-leaf plot in their journal. Find mode(s) and median.
-Today we are going to learn a new way to show data, called a bar graph. Has anyone ever heard of a
bar graph before?
-Turn to page 126. Read information regarding scale and interval. Look at the graphs on page 126 –
answer why it is easier to compare the bars in graph A.
-Now we are going to make our own bar graph using the data you collected for homework.
-The students sound copy down the data as you record it on the overhead.
-Make a data chart containing the all the information received regarding number of lightbulbs.
-Decide what our scale and interval should be.
-Create a bare bargraph containing only scale and interval.
-How do we record the data? (names of person at the bottom)
-Title the graph. Label the sides. (students, numbers of bulbs)
-Find mode, median, and mean of data.
-If time allows, create a stem and leaf plot with data.

Assessment:
-InformalObservational (active participation, engagement, on task)
-InformalCurriculum BasedObjectiveCompletion

Expansion:
If the students do not understand

If the students need to be further challenged
                                                                         Electricity Unit - Page 7 of 12


                                      Jessica H. Romanik


Date: Wednesday, November 19th, 2008

Subject: Science – Electricity Unit – Art – Make A Kite!

Grade Level: 4th grade

Intended Duration of Lesson: 1:55-2:30pm

State of Michigan Standards/Benchmarks: Students will…

P.EN.04.12 Identify electricity as forms of energy.
ART.I.VA.EL.2 Use art materials and tools safely and responsibly.
ART.II.VA.EL.3 Explore and understand prospective subject matter, ideas, and symbols for
works of art.
ART.V.VA.EL.4 Identify connections between the visual arts and other disciplines in the
curriculum.

Lesson Goal:
      The students will understand first hand how Franklin discovered electricity.

Lesson Objectives:
       Given prior lessons, students will construct a model of Ben Franklin’s kite appropriately
85% of the time.

Materials:
-grocery bags
-scissors
-twine
-hole punch
-Overhead sheet of directions
-markers
-pipe cleaners

Prior Knowledge:
-Students have studied Electricity and Ben Franklin.

Key Words:
static electricity, Ben Franklin
                                                                          Electricity Unit - Page 8 of 12


Procedure:
-Have the students put everything away.
-We have already learned about Edison and Franklin. We have done experiments with Edison’s light
bulbs, now we are going to create a kite, like the one Franklin used to discover static electricity in
lightning!
-In order to do this, Everyone will need to a) pay attention! b) follow directions c) stay on task d)
keep volume reasonable. Does everyone agree to do this? Thumbs up check.
-Remind students that they should Never fly a kite during a storm, or near power lines.
-Demonstrate Each step at the front of the class.
-Pass out bags, scissors, markers.
- Fold bag in half.
-Cut bag into half of a kite shape from the fold >
-Unfold kite in diamond shape.
-Decorate with markers.
-Teacher: punch holes in each corner of kite.
-Use pipe cleaners to create + shape in the back of the kite.
-Attach string to the pipe cleaner.
-Take kites outside to try during break.
-Ring bell, have students put kite in their backpack, and return to seats.

Assessment:
-InformalObservational (Participation? Engagement? On task?)
-InformalCurriculum basedCompletion

Expansion:
If the students do not understand

If the students need to be further challenged
                                                                          Electricity Unit - Page 9 of 12


                                          Jessica H. Romanik


Date: Wednesday, November 19th, 2008

Subject: Science – Electricity Unit

Grade Level: 4th grade

Intended Duration of Lesson: 2:30-3:30pm

State of Michigan Standards/Benchmarks: Students will…
P.EN.04.51 Explain how electrical energy is transferred and changed through the use of a simple
circuit.
P.EN.04.12 Identify electricity as forms of energy.
W.HW.04.01 write neat and legible compositions.
W.SP.04.01 in the context of writing, correctly spell frequently encountered words; for less
frequently encountered words, use structural cues and environmental sources to spell words
correctly.
ART.II.VA.EL.4 Select and use subject matter, symbols and ideas to communicate meaning.

Lesson Goal:
      The students will deepen their understanding of electricity vocabulary.

Lesson Objectives:
      Given prior experiments, students will illustrate vocabulary appropriately 85% of the time.

Materials:
-scissors for each student
-brass brads for each student
-light bulb sheet for each student
-wheel pattern for each student
-Pencil for each student
-Science journal for each student
-Overhead and marker.

Prior Knowledge:
The students have already completed a variety of lessons on electricity including ones on: static
electricity, circuits, motors, and inventors. They have recorded vocabulary words which are
applicable to the unit, learned through various experiments and investigations.

Key Words:
static electricity, circuit, Edison, Franklin
                                                                           Electricity Unit - Page 10 of 12


Procedure:
-Have the students in their seats with nothing on their desks.
-Discuss all of the experiments we have done thus far regarding electricity.
-Guide students to talk about different vocabulary words learned.
-Record a list of vocabulary words learned on the overhead.
-We are going create a wheel book to help us remember all of the vocabulary words.
-Show the students an example of completed wheel book.
-Tell the students that I am going to pass out two sheets, wait to cut them please.
-Take out own scissors, and have a helper pass out classroom scissors.
-Pass out light bulb and wheel sheets.
-When everyone has sheets and scissors, show the students what to cut: around lightbulb and inside
triangles (show students how to cut these out effectively).
-Cut out wheel pattern.
-When finished, put scissors away.
-Have a student collect scraps for recycling.
-Have students write, “student name’s Electricity Word Book” on the cover of the light bulb.
-Have students number wheel sheet with small numbers 1-4 twice. Demonstrate.
-On one of the number write a vocabulary word – Spelled Correctly.
-On the other number one, write the definition.
-Continue for numbers 2, 3, and 4.
-If finished early, students may decorate cover with electricity pictures.
-Demonstrate for students how to fasten two sheets together with a brass brad.
-Pass out brass brads. Have students fasten two sheets together.
-Walk around to monitor.
-Have students use their wheel book.
-If time allows: Have students use each of their words in a complete sentence in their science
journal.
-Put away science journal and other supplies. Take out homework folder.

Assessment:
-InformalObservational (Participation? Engagement? On task?)
-InformalCurriculum basedCompletion (construct wheel book appropriately?)

Expansion:
If the students do not understand: demonstrate construction appropriately for students. Refer students
back to their science book to look at science experiments if they can not recall vocabulary words.

If the students need to be further challenged:
                                                                         Electricity Unit - Page 11 of 12




                                      Jessica H. Romanik


Date: Thursday, November 20th, 2008

Subject: Science – Electricity Unit

Grade Level: 4th grade

Intended Duration of Lesson: 1:15-2:45pm

State of Michigan Standards/Benchmarks: Students will…
S.IP.04.16 Construct simple charts and graphs from data and observations.
S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups.
S.IA.04.15 Compare and contrast sets of data from multiple trials of a science investigation to
explain reasons for differences.
P.EN.04.51 Explain how electrical energy is transferred and changed through the use of a simple
circuit.

Lesson Goal:
      The students will deepen their understanding of circuits.

Lesson Objectives:
      Given prior knowledge, students will appropriately identify working circuits 85% of the time.

Materials:
-Overhead and marker
-Science journals
-Pencils
-9 trays
-9 batteries
-9 battery holders
-9 miniature bulbs
-9 light sockets
-18 wires

Prior Knowledge:
The students have created a basic circuit in a previous experiment. This circuit is more formal in
nature. Additionally, students have studied inventors, static electricity, and motors.

Key Words:
Open circuit, closed circuit.
                                                                         Electricity Unit - Page 12 of 12


Procedure:
-Have the students in their seats. Take out science journal and book.
-Talk about experiments we have done thus far. What did we learn?
-Read pages 33-36 in “Investigating Electrical Systems” Science text. Call on volunteers to read.
-Talk about the experiment, what we are going to do, how we are going to record information.
-Have students record in their journal what they want to try first.
-Create a worked/did not work chart in journal.
-Call group numbers (1-9) to go to their science spot with a journal & pencil. Tracker, bring science
book.
-Have groups discuss what they want to try first, messenger raises their hand, shares their idea with
the teacher.
-Have the managers go get the supplies from round table.
-Have groups perform steps 1-6 together as a group.
-Call groups to go back to their seats.
-Have manager return materials to round table.
-Talk about what happened in the experiment as a whole group. Including what did/did not work.
-Read pages 37 &38. Record vocab in science journal.
-Have students put away their science books and journals.
- Take out homework folder.

Assessment:
-InformalObservational (Participation? Engagement? On task?)
-InformalCurriculum basedCompletion

Expansion:
If the students do not understand

If the students need to be further challenged

				
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