ED 345 Calvin College Lesson Planning Form

Teacher: Annelise VanDyken Date: 4/26-28/17 Subject/ Topic/ Theme: Social Studies/Science

Note: This lesson will be divided up over the course of several days (about a week). The first two days will be for research, and the
next three days will be for construction of the circuit board, circuit, and quizzing each other.

I. Objectives
What is the main focus of this lesson?
This is the final project/summative assessment for the Midwestern states unit.
How does this lesson tie in to a unit plan? (If applicable.)
This is the final project for the unit.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:

Research a topic for the Midwestern states
Create a circuit board that serves as a quiz for a topic for the Midwestern states (ex. State flowers of the Midwest)
Build a tester circuit to be used to determine which topic goes with which state (ex. Apple blossom with Michigan)

4 G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? Why is
it there? How is it connected to other places?)
4 G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic
regions, landform regions, vegetation regions)
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and
electric currents.

II. Before you start

Prerequisite knowledge and skills. Students have explored landforms, resources, the Great Lakes, and current events of the
Midwest.

This project is the summative assessment for the Midwestern unit plan.
Assessment
(formative and summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Directions given aurally and left on the
document camera for students to use,
teacher models the instructions she gives
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students work with a variety of materials
to build their circuit boards. Students can
ask for help from teacher, but they can
also seek help from a neighbor.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Teacher shows students a finished sample
of a circuit board and explains that will be
what the students will strive to reach.

Options for Language/Symbols
Directions given aurally and left on the
document camera for students to use,
teacher models the instructions she gives
Options for Comprehension
Options for Expression
Students can choose their topic, choose
the states they focus on, and research
specific facts. Students build their own
circuit board, and they also can choose
their colors.
Options for Executive Function
Options for Sustaining Effort & Persistence
Students are given a clear set of directions
and regular reminders. Students recognize
that they will be presenting their boards
to their grandparents.
Options for Self Regulation
Students are given directions of what to
do.
 Part 1 - Research
Computers for research, writing down state facts and information
Research sheet, pencils

Part 2 - Building the Circuitboard:

Map Templates, colored pencils
Printed paper of typed state facts and pictures
Glue
Construction paper - one larger size to act as a background
Materials-what materials (books,
Brass brads
handouts, etc) do you need for this
Aluminum foil
lesson and do you have them?
Masking tape

Part 3 - Building the Circuit:

Wires
screwdriver
Bulb holder, light bulbs
D-cell/C-cell battery

Students have received reminders to bring in D or C-cell batteries for this project.
Do you need to set up your A few days, students will be working in the computer lab.
classroom in any special way for Make sure for the days when students are working on the board, all of the necessary
this lesson? If so, describe it. materials are laid out in the classroom.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation 1) Teacher explains that students will be building a circuit board for the final project. This will go
(Opening/ with what the students have been studying in science.
Introduction/ 2) Teacher holds up a sample copy of the circuit board and explains the process they will be taking
Engagement) in order to make the circuit board.
a) Students will be picking a topic for the Midwestern states to research. They will find a
fact for 5 different states (ex. the state flower for 5 Midwestern states)
b) Students will build a circuit board -- they will use brads and aluminum foil to connect a
picture of a state topic to the correct state.
c) They will then build a circuit for the quiz. The bulb will light if they connect the proper
picture to the correct state.
3) Teacher passes out circuit board research for the students. Teacher leads students in selecting a
topic they would like to research. If more than one student would like a particular topic, they
may do so as long as they dont have the same states. (teacher facilitates this while students are
researching - when they think they have found something interesting, teacher takes note of the
topic and whether or not it is available)

Development Part 1: (Day 1 and 2)

1) Students begin researching topics in the computer lab. Teacher explains the different websites
the students can use (Enchanted Learning, http://www.enchantedlearning.com/usa/states/,
google search). Teacher says that they should spend time looking through a variety of topics
and read through information. If they click on a state, then information will pop up for things
like flowers, flags, stones, etc. If the Enchanted Learning site doesnt give enough information
for a particular topic, the students may perform a google search.
2) After students select a topic, they must fill out the research sheet and write down interesting
facts about the states.
3) Teacher facilitates student learning and research during this time. Teacher walks around and
answers questions or affirms research topics.
4) When students finish writing down facts about a topic, they must enter those facts into a word
template. They can also find pictures of the things for their topic for each state they choose.
5) After student work has been checked by the teacher, the students may print off their paper.
Part 2: (Day 3, 4)
1) Teacher give instructions for how the students need to start assembling their boards. She used
a sample board for a demonstration. Students cut out their state pictures and facts.
a) They can pick a colored paper for the background, and those pictures and facts will get
placed on the paper. The students will also get thumbnail pictures of the states that
they can color that will go with the facts.
b) The students should leave a one-inch space from the top and write in their title (ex.
Midwest State Flowers). On the side, students need to leave about 2 cm for the brads.
c) Students will then glue their pictures and the states on the paper. The state and
corresponding fact should NOT be across from each other since theyre making a quiz!
d) Teacher keeps the model up front so students can come back to it if they need
reminders for the instructions. Teacher leaves instructions for what the students need
to do on the document camera.
e) All of the materials are on the back counter and table (construction paper,
2) There are a few students in the class who have attention deficit disorders and may not be
completed with their work from the first couple of days. Those students can use the classroom
computers or the computers from the Exploration Station (resource room across the hall) to
complete their research.

For students that are finished, the teacher will laminate the finished board. Then, the teacher will hole
punch small holes for the brads to get placed in. This will be in prep for the next part of the project.
For students who are not finished, I will have my classroom teacher and/or class aid to be ready for
laminating boards for students who finish during the work time.

Students can keep their materials on a pile in the back table. If they have many materials that theyre
working with, they can put them in a plastic bag and store them.

Part 3 (Day 5, 6)
1) When students are finished with assembling the first part of the board, teacher explains what
will happen next.
a) Teacher tells students to keep working on their boards at wherever they are in the
process. She then explains the next part of the process, but leaves up directions for the
students depending on where they are at.
b) Teacher shows students how the laminated boards were hole punched and ready to
go. Teacher demonstrates how to put together the aluminium foil paths -- What is this
part like in a circuit? (the wire to carry the electric current)
c) Teacher explains that the aluminum foil should be folded in strips and connected -- the
brads will go through. Masking tape should THEN cover the entire strip (Why would
this be the case? -- because masking tape is an insulator and it will prevent electricity
from flowing through other aluminium pieces that may be crossing over -- this would
be a short circuit! Teacher reviews what a conductor is and what an insulator is)
d) When students finish taping down the aluminum foil wires, students should test
them to make sure they work well. Teacher has a few sample tester circuits that they
can use for this.
e) Students work on this and teacher assists. Teacher leaves up instructions and students
continue working on their project. All of the materials (aluminum foil, masking tape,
hole puncher if needed) are located in the back.
2) After this part, on the next day, the teacher continues giving instructions. At this point, the
students will be putting together the circuits.
a) Teacher tells students that they will be needing their batteries that they have been
bringing in. (If students havent brought batteries, have them bring one in the next day
-- if they cant bring one, teacher has extra batteries in the back for the students use)
b) Teacher shows students a circuit and reviews the parts of a circuit (source, load, and
path). Teacher shows how the students will assemble their circuits:
i) They need a bulb, bulb holder, three wires, and their battery. Teacher shows
how students will assemble their materials.
ii) -- if they need help using the materials, they can ask a teacher for help
(Especially using a screwdriver to put the light bulb into the holder).
iii) IF students have trouble getting their bulb to light, encourage the students to
 attempt using multiple strategies to make it work (most likely, the bulb is not
dead!)
c) When students are finished, they need to make sure that their circuits work by testing
them on their circuit boards.
d) Teacher instructs students to put their names/initials on a plastic bag and store their
materials within.

For students who havent finished within the given class time, they can keep working on their projects
during fix/finish time during the week.

*For Grandparents Day, the students will be presenting their circuit boards to their grandparents or
Closure
grandfriends. The Grandparents will attempt to make the bulb light by connecting the proper state
picture to the circuit.

Your reflection on the lesson including ideas for improvement for next time: