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Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes

Overview/Introduction:
Topic B Students identify, design and construct an electrical string of Christmas lights. Electricity should flow through the lights in a parallel circuit. If one bulb is removed, the others should stay lit. Students should be able to verbalize the reasoning behind this.

Objective: Understand how electricity travels through an open/closed circuit.


Students should have some knowledge about static electricity. Review with class that electricity can take more than one form. Students should have an understanding that electricity is a form of energy and current electricity is a form of energy that flows through wires. Students will have a presentation reviewing electrical safety in our home. Students will collaborate in partners to: Describe how current electricity flows Identify various ways to open a circuit Identify ways to create a closed circuit Construct a parallel circuit Evaluate/reflect electrical safety in their environments Science 5-6 Construct simple circuits, and apply an understanding of circuits to the construction of devices. ICT Division #2 C.5 Students will use technology to aid collaboration during inquiry. Language Arts 2.4 Students will create a summary through their partnered lab sheet.

Key Vocabulary: Parallel circuit, series circuits, simple circuit, closed circuit, open circuit,
current, atoms, electricity

Resources: strings of Christmas lights, various batteries, wire cutters, wire stripping tool,
electrical tape, battery holders, student lab sheets, rubric, Christmas tree.

Mission/Input:
I have bought lights numerous times and found that if one light bulb goes out, the others go out too. This is a problem because I have to find out which bulb is causing the problem or I have to go out and buy new strands. I was wondering if you could help me design a strand that would be more efficient? Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes

Input:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Explain & sell our mission to the students! (Present them with a box of Christmas lights Bought at Value Village.) Explain to students that a good scientist or engineer keeps a record of what has worked and hasnt worked so that they can repeat the activity if needed. We will record our findings on a lab sheet. (Attached below) Explain to students that engineers and scientists also communicate and often work as a team. This helps them to achieve their goals. (Organize the students into groups of two.) Review the teacher theory notes below and draw the symbols to represent each part of our circuits. Review with the students their available resources. Demonstrate how to splice and how to illumate a bulb on a string of Christmas lights. Have students gather their resources. Encourage student teams to work together to illumate a bulb on the string of Christmas lights. Encourage student teams to share their set-ups. What do the set-ups have in common? Discuss circuit and complete and incomplete circuit. Demonstrate through students that were able to light the bulb because there was a complete circuit. How can we illuminate additional lights on our Christmas lights? What happens when I light bulb is removed or damaged? Why? Discuss with your group. Demonstrate through students that the circuit is opened and electricity can no longer flow in a complete circuit. So, we need to design a strand of lights in which bulbs can stay lit even though one bulb is out. Discuss some options with your group. Test alternative options. Great! Can you explain your reasoning as to how your group arrived at that design idea? Explain that what they have just designed is called a parallel circuit meaning that current can flow through bulbs without having to flow through all of them. If one bulb fails, the others can still work. If you were to purchase a strand of lights, what would the strand be like? Why?

Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes


Assessment Rubric:

Categories
Teamwork

1
All tasks were not completed. 2 or more students did not follow assigned tasks. Tension within the group.

2
Some tasks were completed. Some ideas were incorporated into design and construction.

3
Most members completed their tasks. Most ideas were incorporated into design and construction.

4
All members completed their tasks. They listened to each others ideas and incorporated them into design and construction.

Scientific Thinking

No evidence provided to construct explanations.

Some evidence provided to construct explanations.

Much evidence is provided to construct explanations.

Uses evidence to construct explanations. Uses concepts to explain a variety of observations.

Scientific Investigation

Student did not complete an experiment, design or observation.

Some parts of the experiment, design and observation were completed

Most of the experiment, design and observations were completed.

Demonstrates scientific competence by completing an experiment, a design and observation.

Data was not Scientific Communication represented and facts were not used to support conclusions.

Some data and facts were used to support conclusions.

Most of the data was represented and most facts were used to support conclusions.

Represents data and results in multiple ways. Uses facts to support conclusions.

Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes

Homework: Student teams will log onto www.google.docs.com and review the student lab sheets and submit the specific questions. Additional On-Line Activity: 2Learn.ca - Electricity All Around Us: http://science5.greenlearning.ca Next class: We will review the questions on the lab sheets, decorate the Christmas tree and end the lesson with a guest speaker. Additional idea: Students can construct individual ornaments for the tree, using buzzers, motors or alternative lights. Additional idea: Students can construct a village out of recycle materials and use their string of bulbs to light their village.

Guest Speaker:
Local guest from local XYZ Electrical Company will join us to discuss: Electrical Safety in Our Environments. (15 minutes total at the end of the next class.) Specific Learner Outcomes: 1. Identify examples of electrical devices in students environments, and classify and reflect how these electrical devices are charged. Categories include: heating, lighting, communicating, moving, and computing.

2. Question guest speaker on how electricity is generated, billed and distributed to our
homes, schools and businesses.

Resources:
http://education.alberta.ca/teachers/program/science/programs.aspx http://education.alberta.ca/teachers/program/english/programs.aspx http://education.alberta.ca/teachers/program/ict/programs/division/div2.aspx How does electricity work: http://www.thetech.org/exhibits/online/topics/1xb_flash.html Recognize the importance of switches and other control mechanisms to the design. Sources: Website: 2Learn.ca - Electricity All Around Us: http://science5.greenlearning.ca

Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes

Teacher Notes:
Background Information: Everything is made of atoms, including humans. An atom looks like the sun with the planets spinning around it. The center is called the nucleus. It is made of tiny protons and neutrons. Electrons move around the nucleus. When an atom is in balance, it has the same number of protons and electrons. It can have a different number of neutrons. Electrons stay in their shells because a special force holds them there. Protons and electrons are attracted to each other. Protons have a positive charge (+) and electrons have a negative (-) charge. Moving electrons are called electricity. Electricity travels in closed loops, or circuits (from the word circle). It must have a complete path from the power source through the wires and back. If a circuit is open, the electricity cant flow. When we flip on a light switch, we close a circuit. The electricity flows through the light and back into the wire. When we flip the switch off, we open the circuit. No electricity flows to the light. The current in a series circuit goes through every component in the circuit. Therefore, all of the components in a series connection carry the same current. There is only one path in a series circuit in which the current can flow. In a parallel circuit current can flow through each of the bulbs without first having to flow through any others. If any of the bulbs fail the others will still work as current can still flow through the rest of the circuit.

Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes

www.docs.google.com - Grade 5 Science - Electricity Questions Team Names______________________________________________________________________________________ Class_____________________________________________ Date___________________________________ Initial Question: How does electricity flow? Explain.

1.

Work with your group to try to light the bulb using the materials.

2.

Draw your setup.

3.

Study the drawings. Predict in which setups the bulb will light. Circle them.

4.

Why do you think the bulb will light up in the setup?

Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

Grade 5 Science: Electricity and Magnetism Introductory Lesson Plan 40 Minutes


5. Add another light bulb to your circuit.

6.

Draw your design.

7.

What happens when 1 bulb is removed? Why does this happen?

8.

How can your group arrange the lights so that if one bulb goes out the others stay lit? Draw your setup.

9.

Which type of lights should I buy in the future? Why?

Lesson Plan Assignment #4 Due November 14, 2012 Lorie Penner #000140394 EDUC 250 B Mr. Greg Joslin

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