5E Lesson Plan Science

Subject area/course/grade level (2 points):

4th Grade Science

Standards (​Both State and ISTE Standards for Students​) (2 points):

Fourth Grade Science Standard:

4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits
converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into
heat energy).*

ISTE Standard:
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts
and make meaningful learning experiences for themselves and others.

Objectives:

● Students will use technology to research different types of energy to determine how they are created and
used.
● Students will create an electric circuit that converts electrical energy into light energy.
Differentiation Strategies (4 points):
How will the lesson address the various learning styles of the students and the needs of those with special needs?

Students with special needs are provided peer support. I will address various learning styles by incorporating various
learning activities.

ENGAGEMENT (18 points):

ELMO & Projector

We will begin the lesson by giving discussing energy. I want students to look around the room and try and name as many items
as they can that are powered some type of energy. When they have run out of ideas, I will point out the less obvious objects.
We will discuss some different types of energy- motion, light, sound, and electrical. We will be focusing on electrical energy as
it transitions into light energy. I will use the ELMO to help students fill in a KWL chart about light energy and electricity.
https://www.brainpop.com/science/energy/electricity/

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YouTube Video:
Discuss the topic with a video from Youtube. The video discuss light energy and both natural and manmade resources light
energy. It shows a lightbulb and goes through the process students will use to create their own light from the electrical circuit.
Links to YouTube video:
https://youtu.be/GFs8zeT-fko

BrainPop:
https://www.brainpop.com/science/energy/formsofenergy/
https://www.brainpop.com/science/energy/electriccircuits/
Students will explore electricity and electrical circuits through BrainPop videos and activities. Students will take the graded quiz
at the end so be formally assessed on their understanding of electricity and circuit.

EXPLORATION (18 points):

Electrical Circuits:

Students will be given a diagram of an electrical circuit that they will need to label correctly. Next, students will be given the
parts to create their own electrical circuit from our AMSTI kit. This will include a light bulb, wires, battery, battery holder,
clamps, and bulb holder. Students will have to use what they have learned so far to put together the electrical circuit and light
the bulb. Once students have created light, they will be given a diagram of electrical circuits built correctly and incorrectly.
Students must identify which circuits are correct and incorrect. They may use the electrical circuit they have built to try out any
examples they are unsure about.

Student sample:

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Circuit Assessment:
Students will have a sheet that shows several difference circuits. They must determine which of the circuits shown are wired
correctly and incorrectly. If a circuit is wired incorrectly, they must identify why and how to correct it.
EXPLANATION (18 points):

Google Slides
Present the Google Slides presentation on energy sources and electrical circuits to the class and have them take notes using
their graphic organizer. Students will have access to the Google Slides presentation in their Google Classroom account. This
allows students to refer back to information when working independently, or if they were absent during the lesson. While
presenting, ask students a series of higher-order questions as follows:

-What is an example of an energy source?

-What are some issues that could cause an electrical circuit not to work?

-Explain the difference between a conductor and an insulator? Give examples of both.

After presentation, I will place the KWL chart on the ELMO and complete the last section “What We Have Learned”.

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Quizizz (formative assessment):
https://quizizz.com/admin/quiz/5c5ae2c1c53193001b5bdec2
Students will have a different formative assessment through Quizizz throughout each portion of the lesson. Students will use
their chromebooks to do the formative assessment. Quizizz can be done independently or as a whole group activity over the
projector. There is a “homework mode” that allows students to take the quiz independently as many times as needed before
the due date. This is great for a study guide or skill practice tool.
ELABORATION (18 points):

Individual project:​ ​Smore ​Digital Poster

Students will create a digital poster on the energy source they choose for their project. Students will use the classroom
chromebooks and the ​Smore​ website. A link to ​Smore​ has been added to their Google Classroom. I will go through a tutorial
using my projector of how to use the website. The students have created a digital poster before, but in a group and using a
difference service. Students will be able to add a background, text, images, and stickers to create their digital poster. Students
must include: a title, three images depicting the energy source, text box to identify their energy source, and a background.

Individual project rubric:

Rubric 0/1 Points 2 Points 3 Points

Title No Title Title with No Capitalization/ Title with Correct

Incorrect Spelling Capitalization/Spelling

Facts No Facts Only one to four facts At least five facts

Image of Energy Source No Image Only one to two images of energy Three images of energy source
source

Background No Background Plain Background/ Little Effort Creative Background/Much Effort

Text Box No Text Box Does not include both text boxes, Includes both text boxes, very few
many grammatical errors/incorrect grammatical errors/incorrect
spelling spelling

Proper Use of ​Smore Did not use ​Smore​ to Used the​ Smore​ website, but did Used ​Smore​ website and showed
Webpage complete assignment not utilize the proper tools to knowledge of how to use the tools
create digital poster offered throughout the digital
poster

Student sample:
1. https://www.smore.com/a74zu
2. https://www.smore.com/rsg3m

Collaborative project:​ Conductor or Insulator Activity

Students will be given a bag with several different items. They will have to decide based on previous lessons whether the item
is a conductor or insulator. Each student will have a Google Sheet to record the item and what category they believe it falls
under. Students will work in pairs, but each will have their own Google Sheet so their answers do not have to be the same.
After students have predicted conductor or insulator, they will connect the items to their electrical circuit to test whether they
were correct or not. Students will mark on their Google Sheet the final answer and determine whether their predictions were
correct or not.

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Student sample:

EVALUATION (18 points):

Students will be evaluated on the content taught and discussed through their Google Sheet from the experiments and an
assessment uploaded to their Google Classroom account. Before taking the test, the teacher will review in two ways:
1. Place the diagram of the electric circuit on the ELMO for students to practice labeling.
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 2. Students will be given Quizizz codes to use as a study guide for their test.
3. Students will be assessed of technology standards based on their ability to properly use their Google Sheets and Smore
website for creating digital poster.

Afterwards, students will complete their assessment by recreating a drawing of an electrical circuit and labeling and then
completing the comprehension part of the test through a Google Form on Google Classroom. Once the assessment has been
taken, the teacher will make decisions on remedial activities.

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