Susan's+Content

Standard 3: Forms and Sources of Energy: Electrical energy can be generated and then transmitted over great distances. Batteries are portable sources of electrical energy. The energy of electricity is transferred to electrical devices through simple closed circuits (simple series or simple parallel circuits). Some materials allow electricity to flow freely (conductors), while other materials inhibit the flow of electricity (insulators). || _X_1. Creativity and innovation _X_ 4. Critical thinking, problem solving, and decision making _X_2. Communication and collaboration __5. Digitial citizenship__ 3. Research and information fluency __6. Technology operations and concepts The students will demonstrate their knowledge of circuits by using a D-cell battery, wires, and a light bulb in order to create a complete circuit.__ ||
 * Daily Lesson GAME Plan Week 5 ||
 * **Lesson Title: Lighting a Light bulb** |||| **Related Lessons: Simple Circuits vs. Parallel circuits** ||
 * **Grade Level: 4th** |||| **Unit: Electricity** ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * Gather D-cell batteries, light bulbs and wires. You will need to cut the wire to about 7 inch pieces. Once you cut your pieces of wire you will need to strip about an inch off of each end so that it is bare and can circulate electricity. Each pair of students will need 2 wire strips, a D-cell and a light bulb.** ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 45min. |||| # At the beginning of class I will write the word “ELECTRICITY” on the board. The students will take a few minutes to write down everything that they know about electricity in a KWL chart. Once they have filled out the section on what they already know they will fill out the column with what they want to know.
 * 1) Once everyone has had plenty of time to fill in the first two columns, they will share their knowledge with the rest of the class and we will fill in a class KWL chart to keep visible for the entire unit.
 * 2) The students will then be given the problem of figuring out how to get electricity to a light bulb to get it to light. Partner the students up and give them a D-cell, 2 wires, and a light bulb.
 * 3) Give the students plenty of time to experiment using different ways. You will see many interesting and creative contraptions as they attempt to light the bulb.
 * 4) In the end they will hopefully all figure out that the wires need to be attached to both ends of the battery and to the light bulb.
 * 5) The students will then post to our class blog. They will answer, Why is it important to know how to get a light bulb to light?
 * 6) Later in the unit they will use their circuits to create a circuit tester in order to find insulators and conductors. At the end of the unit they will use their knowledge to create a flashlight that will turn on and off. || * KWL Chart
 * D-Cell
 * Wires
 * Light bulbs
 * D-cell Holder (if needed)
 * School website/Blog ||
 * **Notes: Make sure to have extra supplies as occasionally the batteries or light bulbs stop working. Also it is helpful to have some extra wires cut and stripped in case so of the wires get too bent. At the end of the unit the students will be using their knowledge to make a flashlight. They will then take pictures and create a digital story showing how to make a flashlight.** ||
 * MONITOR ||
 * **Ongoing Assessment(s): Most of the assessment during this lesson will be informal observations. However, eventually, each student will have to show that he or she knows how to create their own complete circuit including a diagram.**


 * Accommodations and Extensions: Some students have a very hard time handling all the materials (D-cell, wires, and light bulb) while trying to make the circuit. If the students are struggling you can give them a battery holder which will help by holding the battery and they will just need to connect the wires. If the students have figured out how to create a circuit with two wires, then challenge them to figure out how to get the light bulb lit just using one wire.**


 * Back-up Plan: If for some reason the Digital Story software is not working properly, the teacher can print out the pictures and have the students create a little book showcasing how they made the flashlight. If the school network server is not working properly then the students can answer the question in their science journal.** ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Standard 3: Forms and Sources of Energy: Electrical energy can be generated and then transmitted over great distances. Batteries are portable sources of electrical energy. The energy of electricity is transferred to electrical devices through simple closed circuits (simple series or simple parallel circuits). Some materials allow electricity to flow freely (conductors), while other materials inhibit the flow of electricity (insulators). || _X_1. Creativity and innovation _X_ 4. Critical thinking, problem solving, and decision making _X_2. Communication and collaboration 5. Digitial citizenship __3. Research and information fluency__ 6. Technology operations and concepts The students will demonstrate their knowledge of circuits by experimenting to find out what items are conductors and which are insulators. They will then determine what material conducts electricity. ||
 * Daily Lesson GAME Plan Week 6 ||
 * **Lesson Title: Conductors vs. Insulators** |||| **Related Lessons: Simple Circuits vs. Parallel circuits** ||
 * **Grade Level: 4th** |||| **Unit: Electricity** ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * Gather D-cell batteries, light bulbs and wires (you can use the same materials from the previous lesson), circuit board, conductor and insulator test items, Smart Board and websites.** ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 60min. |||| # The students will use their previous knowledge about how to make a complete circuit to make a test board.
 * 1) They will use a circuit board, D-cell, wires, and a light bulb. They will work with their partner to figure out how to make a circuit tester so they have 2 open wires at the end that they can connect to different items.
 * 2) The students will predict which items they think will be conductors and which will be insulators before testing the items. Using the Smart Board they will place the different items in the category the students think they belong.
 * 3) Once they have made their predictions, the students will work with their partners to test the items.
 * 4) Once everyone has tested all of the items, we will go back to the Smart Board and use pictures of the items and move them to where they belong (conductor or insulator).
 * 5) The students will then have the opportunity to work on some of the electricity websites that allow them to test different items to see if they are conductors or insulators. If they are a conductor the light bulb on the screen will light up.
 * 6) The students will take their test board’s home and test some things around their house. They will write down what they tested and which were conductors and insulators. They may go online at home and post to our blog or if they don’t have access they can do it when they get to school.
 * 7) Before they begin testing on things at home it is important to discuss with them some of the things that would be too dangerous to test (especially outlets)
 * 8) The students will then get on our class blog and post what items at home they tested and which were conductors and which were insulators.
 * 9) Later in the unit the students will use their knowledge to create a flashlight. || * D-Cell
 * Wires
 * Light bulbs
 * Circuit board
 * Basket of items to test (erasers, paper clips, wire, nails, rubber bands, aluminum foil, paper, screen, coins, wood, pencil, marble
 * Smart Board
 * []
 * [] ||
 * **Notes: Make sure to have extra supplies as occasionally the batteries or light bulbs stop working. Also it is helpful to have some extra wires cut and stripped in case so of the wires get too bent. At the end of the unit the students will be using their knowledge to make a flashlight. They will then take pictures and create a digital story showing how to make a flashlight.** ||
 * MONITOR ||
 * **Ongoing Assessment(s): The students will show that they know what materials make good conductors and what materials make insulators.**
 * Accommodations and Extensions: If there are students with special needs that take a little longer you can have a few test boards pre-made for them to use.**
 * Back-up Plan: If for the Internet is not working, the students can test things around the room rather than working on the website. They can also write their responses in a science journal rather than on the blog.** ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Standard 3: Forms and Sources of Energy: Electrical energy can be generated and then transmitted over great distances. Batteries are portable sources of electrical energy. The energy of electricity is transferred to electrical devices through simple closed circuits (simple series or simple parallel circuits). Some materials allow electricity to flow freely (conductors), while other materials inhibit the flow of electricity (insulators). || _X_1. Creativity and innovation _X_ 4. Critical thinking, problem solving, and decision making _X_2. Communication and collaboration __5. Digitial citizenship _X_3. Research and information fluency _X_6. Technology operations and concepts The students will demonstrate their knowledge of circuits and electricity by using materials to make a working flashlight that is capable of being turned on and off. || Gather D-cell batteries, light bulbs, wires, switch (you can use the same materials from the previous lesson), toilet paper rolls, saran wrap, and tape ||
 * Daily Lesson GAME Plan Week 7 ||
 * **Lesson Title: Creating a Flashlight** |||| **Related Lessons: Electricity** ||
 * **Grade Level: 4th** |||| **Unit: Electricity** ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * (2) 60min. |||| # The students will use their previous knowledge about how to make a complete circuit and conductors and insulators to make a flashlight.
 * 1) They will use a toilet paper tube, D-cell, wires, a light bulb, switch, and saran wrap. They will work with their partner to use their electricity knowledge to put together a flashlight that will turn on and off with the switch.
 * 2) The students will work together to create a flashlight. The students may cut holes in the toilet paper roll and tape things to it as they see fit.
 * 3) Once they have made their flashlight, the next day they will make their digital story.
 * 4) They may decide to make another flashlight and take pictures at each step or they may draw the steps showing how to make the flashlight.
 * 5) Once they have taken the pictures or done the drawing they will put together their digital story. Each student is responsible for at least one picture or drawing and narration. The narration is to be written on an index card before doing an audio recording.
 * 6) When all of the digital stories are complete each of the groups will share theirs with the rest of the class. || * D-Cell
 * Wires
 * Light bulbs
 * Switch
 * Toilet Paper Roll
 * Tape
 * Saran Wrap
 * Photo Story Software ||
 * **Notes:** Make sure to have extra supplies as occasionally the batteries or light bulbs stop working. Also it is helpful to have some extra wires cut and stripped in case so of the wires get too bent. ||
 * MONITOR ||
 * **Ongoing Assessment(s):** The students will show that they know about electricity by using their knowledge and materials to create a flashlight.
 * Accommodations and Extensions:** If there are students with special needs you may want to help take the pictures for them and have them tell you what they want to say while writing it on the card for them.
 * Back-up Plan:** If the computers are not working for some reason, you can have all of the kids either draw their pictures for their digital story or allow them to take digital pictures and then print them out and make a little book. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||