LESSON PLAN TEMPLATE

November 28-
December 6, Circuit Spinners 5
Date Lesson Title Grade Level
2019

Time in Lesson ~ 1 week Subject Science - Electricity Lesson # 1

Developed by
Stephanie Quinlan

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Science Topic A: Electricity & Magnetism

5-5.1 Recognize and appreciate the potential dangers involved in using sources of electrical currents
5-5.4 Demonstrate that a continuous loop of conducting material is needed for an uninterrupted flow of current in a circuit
5-5.10 Draw and interpret, with guidance, circuit diagrams that include symbols for switches, power sources, resistors, lights and motors.

Science Topic B: Mechanisms Using Electricity

5-6.2 Design and construct circuits that operate lights and other electrical devices
5-6.3 Recognize the importance of switches and other control mechanisms to the design and operation of electrical devices, and identify
purposes of switches in particular applications
5-6.4 Construct and use a variety of switches
5-6.6 Construct a burglar alarm
5-6.9 Given a design task and appropriate materials, invent and construct an electrical device that meets the task requirements.

Math – Number
7. Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to:
 Create sets of equivalent fractions
 Compare fractions with like and unlike denominators
8. Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially and symbolically
9. Relate decimals to fractions and fractions to decimals (to thousandths)
10. Compare and order decimals to thousandths by using:
 Benchmarks
Adapted from Wiggins, Grant & J. McTighe (1998)
  Place value
 Equivalent decimals

Math – Statistics and Probability

2. Construct and interpret double bar graphs to draw conclusions
4. Compare the likelihood of two possible outcomes occurring, using words such as
 Less likely,
 Equally likely,
 More likely.

Assessment Strategies
What will I accept as evidence of learning/development? Have I employed
formative assessment? Do I make use of prior assessments in this lesson?
By the end of this lesson students will…
 Recognize the dangers associated with electrical circuits  Observation – Will look for students constructing parallel
 Be able to build parallel circuit loops using conductive circuits and drawing diagrams using correct symbols
materials  Questioning – Listening for use of vocabulary and description
 Be able to draw parallel circuit diagrams using the of steps
appropriate symbols  Student self assessment
 Be able to design and construct circuits that use lights, motors  The spinner itself
and/or buzzers  Circuit diagrams – will need to be checked off before moving
 Recognize what switches control and how they work in a to the building stage
circuit  Math handout
 Construct parallel circuits with a switch like mechanism
 Construct parallel circuits using buzzers
 Be able to work in groups to construct and engineer an
electrical device to meet a challenge
 Demonstrate knowledge of fractions concretely
 Be able to convert fractions to decimals
 Be able to compare and order a set of decimals
 Create and label a bar graph based on an experiment
 Compare the likelihood of the outcome of their experiment to
what was expected.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Task, rubric handout Students will be working in small groups (3) so that no students are
Self-evaluation handout left behind
SMART board Teachers will support students with diagram drawings and building
Cardboard spinners
Metal fasteners Students can use their own ideas to create spinners and/or decorate
Wires them
Light bulbs
Motors
Buzzers
Poster paper (for game board)
Decorations

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Introduce the activity using the task handout – Connect the spinner idea to games with spinners (Life) that they may have already
played.
Go through the rubric and expectations for the task.
Remind them that it is more important to get their spinner working and reliable that for it to be pretty. (Day 1)

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)


Have students work through their diagrams – As a
reminder, draw common symbols they will need and an
example of a simple circuit diagram on the board for
them to be successful in this task. Give students the class
time to work at their own pace through the task.
Have students build their spinners using the materials
provided. Have them test them as they go and make any
changes necessary to both the mechanism and the
diagram. Remind them that the diagram and spinner
must match at the end. Circulate and assist/support
students with building their spinners.
Have students take time to self-evaluate their spinners
and their participation in their groups. Ensure they do
this part independently.
Showcase day! Students will take turns showing off their
work and wandering around the class to see other
group’s spinners. Explain the expectations at the
beginning, including that to prevent damage to spinners,
students may only spin their own groups creations. Have
a timer set for 15 minute intervals where at least one
student will stay at their spinner and complete the math
handout, and the others will have the opportunity to see
what peers accomplished for this task.
Circulate the room and support students with math
handouts, and ensure students are being respectful to
peer’s work.
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?
Students will be working with their partners to design 1-2 days
the circuit blueprint of what they want to build for their
spinners. They will be thinking about what they have
learned through their electricity stations and how to
apply that knowledge to this task. Once they have come
up with a diagram, they will have one of the teachers
check it before moving on to building.
Students will be working with their partners to build a 2 days
working electrical spinner for a game board. They will
be applying their knowledge and following their diagram
blueprint to build. If they need to make changes, they
will change both the mechanism and the diagram so they
match.
Students will be working individually to fill out their 30 min
self-evaluations. They will be assessing their work and
contributions to their group for this task.
Students will be using their spinner to work through 1 day
their math handout if they are the one staying at the
spinner. They will also be showing it to classmates and
explaining how it works. The other students will be
moving around the room to see other groups creations,
and not touching them to prevent damage.
Conclusion
Adapted from Wiggins, Grant & J. McTighe (1998)
As the showcase is happening, circulate and ask students about this task and what they feel they learned from it. Ask them how
confident they would be to create a design to meet a challenge using electricity going forward.

Let them know they will be doing a project that is similar but much more complex after the Christmas break, so this was a stepping-
stone to prepare them for that larger task.

Adapted from Wiggins, Grant & J. McTighe (1998)