LESSON PLAN OUTLINE

JMU Elementary Education Program

A. ESSENTIAL QUESTION/TYPE OF LESSON

How can I use everyday objects to create a three-foot circuit?

B. CONTEXT OF LESSON
This lesson will focus on circuits. At the time of this lesson plan, the students will be towards the end
of the unit. As a result, it is appropriate that for this lesson plan they will be further challenging their
knowledge of circuits, conductors, and insulators. This will also help them understand how electricity
works, which I will relate to how the light in the classroom turns on with just a switch. In order to do
this, I am going to supply students with the materials to build a circuit, as well as materials that are not
required to make a circuit. I will allow them the hands-on experience to figure out what materials are
needed for the lightbulb to turn on or what makes the circuit work. Additionally, I will challenge them
to make a three-foot-long circuit using the conductors. As they do this, I will talk with them about
what an open circuit vs. closed circuit is, and how this is related to what they see outside of school. I
hope at the end of this lesson, my students will be confident in having a developed understanding of
what a circuit is, what materials are required to make it, and other basic information and vocabulary
regarding circuits. During my science talk, I realized that all of the students had a basic understanding
of conductors and knew the basic supplies needed to make a circuit. I think this proves they are ready
to not only build their own circuit, but use their knowledge of conductors to extend that circuit. This is
appropriate with child development because according to Piaget, students at this age are in the
concrete developmental stage. As a result, they should be able to apply concepts and complete hands-
on activities using application of their prior knowledge.

 IDENTIFY THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION

SCIENCE STANDARDS (NATIONAL STANDARDS)

SOL
4.3 The student will investigate and understand the characteristics of electricity. Key concepts
include
a) conductors and insulators;
b) basic circuits;

NGSS
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy
from one form to another.

C. Objectives
Understand – what are the broad
generalizations the students should
begin to develop? These are
typically difficult to assess in one
lesson. These should be written in
the form of “I understand”
statements.
I understand how a circuit works.
Know – what are the facts, rules,
specific data the students will gain
through this lesson? These “knows”
must be assessed in your lesson.
These should be written in the form
of “I know that” statements.
I know that each circuit requires a
light bulb, switch, battery and wire.
I know that a paperclip is a
conductor of electricity.
Do – what are the specific success
criteria for the lesson? Each
objective will be assessed in your
lesson. One objective should be a
language objective. These should be
written in the form of “I can”
statements.
I can name the materials required for
a circuit. I can name and discuss
conductors that can be used. I can
 I know the difference between an explain the difference between
open circuit and a closed circuit. opened and closed circuits.

D. ASSESSING LEARNING

Objectives (I can) Opportunities to Respond Evidence

I can name the four materials
that are needed to make a
circuit.
I can explain the difference
between an opened circuit and
a closed circuit.
I can name multiple conductors
of electricity.
Children will have the
opportunity to state this when
talking with their partners, in
small groups while building the
circuit and at the end during
whole class discussion.
Exit slip
Children will have the
opportunity to state this when
talking with their partners, in
small groups while building the
circuit and at the end during
whole class discussion.
Exit slip
Children will have the
opportunity to state this when
talking with their partners, in
small groups while building the
circuit and at the end during
whole class discussion.
Exit slip
Student responses during
discussion.
Student responses to item on
circuits on the exit slip.
Student responses during
discussion with partners, in
groups, as well as whole class.
Student responses during the exit
slip.
Students will display this
through their successful circuits
using conductors. This will be
shown in their final result.
Student discussion during whole
class.
Student responses during the exit
slip.

E. MATERIALS NEEDED

o Wire
o Lightbulb
o Battery
o Switch
o Items to be included that are not part of the circuit:
o Cotton Balls
o Q-tips
o Items potentially to be included intended to further children about conductors if I found out
during the science talk that they have a basic understanding of circuits
o Aluminum foil
o Electrical wire
o Pennies
o Paperclips
o Binder clips
o Paper
o Rubber bands
o Paper cups
o Cardboard tubes
o Twist ties
 F. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Anticipate how your students will respond to the tasks and activities of the lesson. Identify the
possible misconceptions or alternative conceptions about the lesson content. Where do you think
students will have difficulty? What questions will you pose or changes will you make to help nurture
student thinking and understanding of the content?

One potential misconception is based off of the size of the wire. Kids will sometimes think that the
thinner the wire, then the slower the charge. In reality, the number of charges stays consistent. I can
show the students that this is not true, rather than telling them, by using different sized wires. As a
result, they will be able to visually observe why this is not true. Another misconception that can
happen from this experiment is that the circuit is all about a charge. I think this can happen because
children are so familiar with batteries having a charge, when in fact, the circuit is about energy. I think
this misconception that can be cleared up when showing the students that a battery is not what is really
necessary, but some type of energy source. This is not limited to a battery. I think this will further their
understanding and allow them to see that the circuit is focused on energy and not charge.

G. SAFETY
I will reiterate to the students that any time they have a project they will need to be careful and be
cautious when dealing with equipment. In addition, equipment can be fragile so make sure you are
handling it with care so you can get the most out of this experience. I will also emphasize that they
should not use rubber bands as projectiles. Additionally, binder clips should not be used to pinch each
other. The materials should only be used for the purpose of creating circuits.

H. PROCEDURE

Procedures and management

Step-by step procedures including questions and Students
Activity
main points – visualize what you are going to say Describe what the students
Element
to the students. It might be helpful to script out will be doing as a result of
& Time (in
what you are going to say, although during the your instructions
minutes)
lesson you do not need to use this language
verbatim.
“First, we need to set behavior expectations.
Remember when I say “Class, Class,” what do you
say? We also need to remember, when we are in
our usual class, we always stay on task with our
groups. That is still the same expectation I have
During this the students will
for you today. I want this to be a fun and hands on
be actively engaged in
way for you to show me what you know about
conversation with their
electricity, so let’s get started!”
partners or in whole class
Engage -
discussion. They will also
Introduction “(student name), can you please turn the lights on
be doing the movements to
and off for me?” Thank you. How did the lights do
remember the difference
that? Does anybody know how that switch made
between open and closed
the lights go on and off? Think, pair, and share
circuits.
with a partner for a second. Class, Class. Can
anybody tell me what they thought or what their
partner thought? Well, it is electricity. Electricity
made the lights go on and off. Today we are going
to be talking about circuits. Circuits are what make
 electricity flow from the lights in the ceiling to the
light switch. There are two types of circuits. Open
circuits, and closed circuits. I am going to show
you the two movements you can do to remember
them (from whole brain thinking). Does anyone
else have a way that helps them remember the
difference between an opened and closed circuit?
Today, we are going to build circuits of our own.
However, you need to figure out how to build it in
the groups you have been assigned in. Each person
in the group will have a role. Person 1 will retrieve
the materials. Person 2 will raise their hand when The students will be
you have completed building your circuit, in order listening for instructions
Event 1 to get my attention and I will come over. Person 2 and numbering themselves
will also be the spokesperson for the group so they off so they know what job
will tell me what you have done and why. After they will each have.
they speak, everybody can then comment. Person
3 will document what you have completed with a
picture. Person 4 is responsible for returning all of
the materials to me.
Person 1 will retrieve the
Now that everyone has a job, Person 1 may come materials while the others
Transition
and retrieve the materials from me. prepare for their jobs, as
well.
The students will have a
role so they are all engaged.
They will then complete
During this time, the students will build their own their group work. I will
Event 2 circuits and I will come around the class and walk around the classroom
discuss with them. to ensure that they are all
engaged and continue to ask
them questions to further
their understanding.
Person 4 returns the
materials while the other
Transition Person 4 may return the materials.
students prepare for whole
class discussion.
So, now that we understand how to make three
feet long circuits using various conductors,
because we all just did it, who can tell me what
materials are needed to make a circuit? Can
anyone tell me another item that would be a
conductor of electricity? Can someone explain The students will be
Event 3: how the light switch turns the lights on in the engaged in whole class
room? So now, when you go home today or when discussion.
you go somewhere today and you see that the
lights are on, you will know how they turn on and
maybe you can teach someone else! I will now
pull up the kahoot, so please start to open your
Chromebooks.
 Please retrieve your laptop. If you are choosing to
Students will retrieve their
use a different username other than your name,
laptops and write their
Transition please take out a piece of paper and write your
name and username on a
name and that username on it. Please then give me
slip of paper/
that piece of paper. Thank you!
Students will fill take out their laptop to play Students will fill out the
Conclusion
kahoot. exit slip.
I. DIFFERENTIATION

I discussed with my Cooperating Teacher and asked her about IEPs and English Language Learners in
the classroom in regard to differentiating in the classroom. She said that I will not need to differentiate
for any of the 4th grade students in the classroom with my lesson plan. However, there are students
who tend to have a lack of focus during some activities. As a result of this, I have ensured that the
activity moves at a pace, so their attention will be kept. Each part of the activity is short and involves
interaction in order to peak their interest.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

It is possible that since this will be my first whole class lesson, the students will not respond well to
me teaching. They might be more likely to talk over me and become off task. However, I will be sure
to use the same classroom management skills that the teachers use. As a result, they will understand
that the same rules apply and they need to respect me when I am teaching as they respect their
professional teachers. Another potential event that could go wrong is that the students may not
understand circuits. They will not have enough time to build the circuit and to have a discussion at the
end. I will accommodate for this by walking around the classroom and scaffolding off of the
knowledge that they do have. This will vary for each group and each student, so I think having the
opportunity to interact with them in smaller groups is crucial to their understanding.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

During the introduction of the lesson, I neglected to include the whole brain teaching motions that I
intended to include. I think this is because I knew the lesson would be tight for time and I wanted to be
sure that the students had enough time to experiment with the different conductors. I think I was also
nervous and forgot to include that part of the lesson. In addition, I had to teach this lesson three times.
Each time, it was a time crunch. None of the three classes had the opportunity to finish the kahoot.
However, I thought it was important to discuss each question, instead of rushing through the kahoot. It is
important to note that for all of the questions that we were able to go through, each student got the answer
correct, or only one or two students missed the question. Furthermore, the first two classes, I forgot to set
the behavior standards. While I wrote them in my dialogue above, I forgot and thought each student would
know not to touch a hot battery. However, for the third class I was able to review the expectations of the
materials. I also did not have time to provide a job for everybody. However, I was less worried about this
criterion, because the CT told me that each student already had a job that was designated to them. I
decided not to mess with that and confuse them with a different job than they already have. However,
other than these incidents, I do think that the overall lesson went well.

II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you
offer that your conclusions are valid?

I do think that the students learned based off of the assessment I created. They were able to further
understand conductors and insulators, as well as how circuits work. They are also able to relate this to
lightbulbs using what they learned and their previous knowledge in this unit. This was evident through the
whole class discussions, as well as small group discussions while I circled around the room assisting small
group tables, as well as the kahoot assessment at the end. However, most specifically, it is quantitatively
represented in the kahoot results.

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it;
(2) Has some good ideas, but there’s still room for learning and (3) Does not get it. Organize your
responses to the following questions in a chart/table form similar to the one below.

Gets it Has some good ideas, but… Does not get it

Student A Student B Student C Student D Student E Student
F
(Confounding
Variable: not
having a
good day,
wasn’t
listening to
instructions)
a. Understands… Student A Student B Student C Student D is The That a
understands also understands able to definition of circuit
what understands what identify conductors is
conductors the concepts conductors and what required
 and of insulators are conductors and for the
insulators conductors and examples and insulators. lights to
are and and of them. insulators turn on.
how to insulators, as are but
build a well as consistently
three-foot- examples of confuses
long them. their labels.
circuit. Additionally, For
Student B example, he
knows how states that
to build a aluminum is
three-foot- able to allow
long circuit. the energy
to flow
through, but
he will
continuously
confuse the
terms
labeling this
as both a
conductor
and
insulator at
various
times.
b. Confused about… Student A Student B, He is confused As stated Cannot think Cannot
was who was in about how to above, of an make a
initially the same implement Student D is example of simple
thrown off group as these ideas in a confused an example circuit.
with how Student A, circuit. about the of a
to build a had the same labeling of conductor or
three-foot- problem and the insulator.
long circuit used their terminology
but previous for this
eventually knowledge experiment.
realize as well as
what tools problems
she could solving to
use through
problem-
solving.
c. Questions In order to Similar to I would ask In order to I will use I would ask
to ask to clarify that I Student A, him what clarify this the him how he
clarify what know they I would ask item he information for experiment thinks lights
I know are confident, Student B would them, I would to ask him work and we
I would ask to tell me choose as a ask, “what does to prove can work
them to five conductor a conductor how he together to
provide me conductors (which he do?” knows build a simple
examples of of knows) and Eventually this something is circuit. This
conductors electricity how he would lead to a conductor student is an
and that they thinks he informing the or insulator. outlier in
insulators can think of should student that a As a result, regard to the
that may not that are not implement conductor, he will be class and
 be in the bag in the bag it. In other conducts! This able to requires an
that I that I words, how is a great way understand aid. However,
provided provided would he use to remember through a more was
them. I them. the this; however, hands-on going on that
would like conductor in it may not work experience. day and he ran
them to use order to keep for all students. out of the
their prior the I would try this classroom. He
knowledge – electricity with this could
that I know flowing student and see potentially
they have through the if that will help know more
through circuit? him/her/ than this and I
conversations am unaware,
– in order to due to his
identify more emotional day.
conductors.
d. Ideas to Student A Student B Afterwards, Afterwards, the Afterwards, This student
work on has mastered is similar to this student student needs we can work needs to next
next the concepts Student A can work on to work on the on how to work on what
for this in the fact the terminology. use the a conductor is
assignment, that he/she difference He needs to be conductors and what an
and at this also has between an able to match to build a insulator is.
time should mastered open circuit his terminology three feet
move on to the and closed for the words long circuit.
another concepts circuit, using with his This is a
activity with for this the circuit comprehension. more
circuits so experiment that he built scaffolded
they can and may with the version of
continue to continue conductors. the lesson
challenge with because I
them self. I extension will be
would activities working
recommend for their directly with
creating circuits. him.
parallel
circuits.

a. What evidence do you have to support your answer? Please provide student work samples.
As discussed in class, unfortunately the results to the students’ kahoot answers were exited out of prior
to saving them. However, I do have a couple pictures that I was able to take before the students
cleaned up their experiments. This can be provided as evidence below. In photos below, you are able
to see students who have successfully complete a three-foot-long circuit using the various conductors,
such as aluminum foil, and paper clips. In fact, the students I the picture to the left were able to figure
out that the batter holder – of which they had extra ones – was also a conductor, because it was made
of metal. They were able to utilize this in their circuit. Furthermore, I can recall the results of the
kahoot and it was typical for each student to select the right answer of the kahoot give or take one or
two students on the occasional question. However, there were also technology problems that
prohibited the students from being able to answer the question on their chrome books. I have included
screenshots of the questions to the kahoot at the bottom of this reflection.
b. What does each student appear to understand?

Each student appears to understand what a conductor and insulator is and examples of them.

c. What does each student appear to be confused about?

I don’t think any of the students appeared to be completely confused about anything regarding
the topic. However, I do think an area for further improvement for the students in this class would be
the difference between an open circuit and a closed circuit. We did not have sufficient time to go over
this topic or provide examples using the circuits that we built in the classroom. As a result, I definitely
think that this topic could use further review.
 d. What questions might you want to ask each student to clarify what you know about the student’s
understanding?

In the Kahoot, I asked them what materials are required to make a circuit. I think they
misunderstood the question and while the majority of the students were able to answer the question
correctly, it was also the question with the most incorrect answers. Many of them answered the
question slightly wrong and chose an answer that also had a conductor. While I think that they
misunderstood the wording of the question and missed the word “required,” I would need them to
clarify in order to ensure their understanding.

e. What ideas does each student need to work on next?

I think in general for the majority of the students, it would be necessary to expand off of this activity.
Except for a few students will need more scaffolding, I think that the students can now work on
building parallel circuits and using their prior knowledge about simple circuits in order to build a
parallel circuit. However, in regard to what each student should work on, I think it would be benefical
for all students to use their knowledge of the definition that they all have and try to find conductors of
electricity around the classroom, so they can further apply their knowledge that they have used in this
experiment.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
In order to better incorporate more developmentally appropriate practice with this lesson, I would create
time in the beginning before passing out the materials for students to work together and draw a diagram of
what they intended to do. I think this would engage them more with their group. A few of the groups
throughout the day had trouble communicating with each other and working as a group. I think if I
implemented time prior to the lesson where they could discuss their ideas, then more of the students would
communicate with each other and work together. In fact, they would be able to build off of each other’s
ideas and they may be able to improve their circuit.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

It is clear that after this lesson, they understand simple circuits, conductors, and insulators. As a result,
if I were to teach a lesson after this in the classroom, I would move on to more complex circuits such as
parallel circuits. I feel confident that they would adjust to this easily after seeing their results with this
experiment.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

While I have always been taught that prior experiences help young learners, I have never seen to what
extent it helps until teaching this lesson. A lot of students were able to immediately answer my questions.
For example, one student has a father that does a lot of work himself at home and is an electrician. I called
on him to answer a question and he was able to formally answer the question with correct terminology at a
level that a lot of that students have yet to reach. For example, another student had trouble remembering
how to create a simple circuit. As a result of this difference in understanding, I used a lot of think pair and
share throughout my lesson; however, while this helped it does not completely fix the learning gap. When
I am a teacher and have more control over this, I need to ensure that students are able to make up for their
lack of experience in the classroom in order to make the learning gap smaller; especially, because this is
out of the student’s control.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

After this experience, I have learned that while you shouldn’t underestimate your students, and as a
teacher, you should also be prepared for both extremes of what may happen. In one class, I had a group that
 successfully created a three-foot-long circuit with identifying the conductors and insulators. In that same
class, I had a group that could barely communicate enough to create a simple circuit. However, because I
was able to identify these groups, I was able to work with the struggling group more and help them
cooperate to further understand conductors and insulators. It was extremely rewarding when a student
thought that a cotton ball was a conductor and when I asked him to prove that to me he realized that the
lightbulb didn’t light up. At that moment, it was as if a lightbulb went off in his head and he had an “ah-ha”
moment and realized from his own discovery that cotton is an insulator. He even used the word insulator
when he explained why cotton was not a conductor. Overall, I learned that I need to be prepared for every
potential situation.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

I am a lot more comfortable when I am prepared with dialogue and that I worry excess amounts. While
these lesson plans are extensive and very detailed, I have learned that is is very helpful for me to have
something like this to reference. I need to feel fully prepared in order to be confident in teaching my lesson
– especially my first formal lesson which was formally observed by Kristi Peery.

Appendix A: UNWRAPPING of VA SCIENCE STANDARD

Unwrap VA SOL. For each Big Idea found in the standard, write an essential question.
Unwrapped Concept Unwrapped Skill Taxonomy Level
(nouns) (verb) (Bloom’s)
Student Investigate Analyze
Electricity

Conductors Investigate Analyze

Insulators

Electricity Investigate Analyze

Plants Compare While “compare” is in both

Animals categories, Understand and
Habitats Analyze, I think it is more
appropriate for this category to be
in the Understand category.
Data Identify Analyze
World

Information Solve Apply

Source
 Picture Explain Analyze
Graph
Data

Big Idea Essential Question

Three feet long Circuits How can I use everyday objects to create a three-foot circuit?

As stated above, I have included screenshots of the kahoot questions here. In addition, after each kahoot
question, I would have students discuss why the correct answer was correct and why the incorrect answers
were wrong.