FSW School of Education Lesson Plan Template

Teacher Candidate: Enedina Bautista Date: 1/24/22

Content Area(s): Science Grade Level: 5th Allocated Time:

Topic: Electric Circuit Lesson Model: 5E Model

Standards:
(Reference number(s) and
complete standard(s)) SC.5.P.11.1: Investigate and illustrate the fact that the flow of electricity requires a
closed circuit (a complete loop).

SC.5.P.10.4: Investigate and explain that electrical energy can be transformed into heat,
light, and sound energy, as well as the energy of motion.

SC.5.P.11.2: Identify and classify materials that conduct electricity and materials that
do not.

Essential Question: How can we create an electrical closed circuit to identify

conductors and insulators?

Instructional
Objectives/Learner
Students will investigate and illustrate complete circuits using a battery, wires, lightbulb
Outcomes: and various conductors and insulators.
€ condition
€ action Students will successfully light a bulb by creating a closed circuit.
€ measurable criteria
for success
Students will successfully identify that electricity is a form of energy that can be
converted into other forms of energy such as heat and light.

Guiding 1. “What do you notice about how the connection looks when it
Questions
Critical Thinking:
works?”
2. “What is the difference?”
3. “What happens when the wires cross? Does that matter?”
4. “Does it matter which end of the wire touches the bulb or the
battery?”
5. “What materials were conductors, what materials were not
conductors?” “What is your reasoning?” “What do your
conductors have in common?”
6. “Could you make a bigger circuit? How?”
7. “Where do you see these similar circuits in everyday life?
8. “Did you experience any other forms of energy, such as thermal
energy, light energy, sound energy, mechanical energy or
electrical energy?”
9. “What was the source of energy in your circuit?”
10. “What energies did your circuit transfer to?”
 Depth of
Knowledge DOK Level 1: Students will be able to identify conductors of
Activities electricity and insulators (not good conductors of electricity.)

DOK Level 2: Students will be able to classify materials into two

categories; conductors or insulators.

DOK Level 3: Students will be able to apply knowledge of closed

circuit to create their own closed circuit.

DOK Level 4: Students will be able to examine and explain the

concept of closed circuits and open circuits.

DOK Level 4: Students will be able to describe and illustrate the

correct format to successfully light a bulb.

Formative ● The engagement piece: Students are given a question and decide
Assessment: if they agree or disagree, in which they will test their
predictions.
● For the formative assessment activity, the teacher will provide
the materials (a size D battery, two pieces of wire and small
light bulb) and allow students to conduct a hands-on
investigation to determine their answer for the question.

Summative ● In conclusion of the lesson, students reevaluate their initial

answer to the engagement question. Students are given an exit
ticket in which they explain their understanding of the lesson,
and determine if the materials provided (detailed in the exit
ticket) will light a bulb.

Teacher 1. Pieces of wire (strip the ends)

Materials:
2. Batteries
3. Light bulbs (enough for each group)
4. Variety of materials that are either conductors or insulators;
enough for each group to select. (metal paper clip, paper, eraser,
aluminum foil, metal pen, rubber band, pencil, coin, hairclip,
key.)
5. Chart Paper
6. Sticky Notes
7. Document Camera
8. Student Handouts

Student 1. Pencil

Lesson Preparation:
1. Pre make the Anchor Chart, “Will it light?”
2. Ensure you have all required handouts for students.
3. Ensure you have created your student grouping.
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 4. Have enough material for each group to create a closed circuit.
5. Provide additional material to investigate (enough for all groups)

Key Vocabulary:
Closed Circuit, Open Circuit, Insulator, Conductor, Power Source, Bulb

Literacy Strategies to Vocabulary ● Science word wall displayed in the classroom

Support Instruction ● Pre-Teach Key Vocabulary
● Explicitly teach science words and give students multiple
exposures to science words.
● Emphasis the use of science terms during students’ discussions.

Comprehension ● The teacher will utilize the Kagan Strategy, Think-Pair-Share

frequently.
● The teacher will ask guiding questions during the lesson.
● Use Schema: Conductors and Insulators

Instructional Procedures: (Amount of Students will be placed in teams to work together throughout the
Time for Each) science inquiry. Students will only need a pencil for this lesson.
Introduction
Step-By-Step Procedures ENGAGE: (5 minutes)
€ Include grouping Essential Question: How can we create an electrical closed circuit to identify
€ Include transition conductors and insulators?
statements
(Elicit prior knowledge, generate interest)
Formative Assessment
Closure 1. Display Chart paper on the front board; an organizer showing
yes and no columns. Example provided

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 2. Provide a sticky note to each student.
3. Engage with the following question.
“If you were given a battery, two wires and a light bulb, would
you be able to make the light bulb light up?”
4. Have students come up and place their sticky note in the
appropriate column for what they believe will happen. What
will they write…..
Yes- if they think they will be able to light up the bulb
No- if they think they will not be able to light up the bulb.
5. Once the class has placed their notes, skim over them and
randomly ask students to express their reasoning behind their
choice. DO NOT PROVIDE A CORRECT ANSWER.
6. Students should RECALL background knowledge on open
circuits and closed circuits in their reasoning.

7. Teacher shows BrainPop Video “Electric Circuits”.

https://www.brainpop.com/science/energy/electriccircuits/movie
8. After the video, reiterate the meaning behind an open and closed
circuit.

EXPLORE: (15 minutes)

Activity based on prior knowledge
1. Provide each group with wires, a bulb, and a battery and have
them assemble their own conductivity tester.
2. Provide each student with an Electricity Exploration
Worksheet.

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 3. Explain the task.
“With these materials, you and your partner will attempt to
LIGHT IT UP.” “With each attempt you make, please illustrate
it in the correct column, if your light bulb didn’t light, then you
have an open circuit, if it does light you have created a closed
circuit.”

4. Students will eventually create a closed circuit to allow the light

bulb to light. (The teacher can aid after allowing students to struggle for
an appropriate amount of time, ensuring their critical thinking skills are in
play.)
5. Allow volunteers to express their thought process in trying to
light the bulb.
6. At this point the teacher will ask students “Will the light bulb
still light if a new material is used?”
7. Students will turn and talk (for one minute) to select two
materials they believe will conduct electricity (conductors) from
the assorted materials available. Groups will also select two
materials they believe will not conduct electricity (insulator).
8. Provide students with Insulator or Conductor handouts.

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 9. Students will add each material they are testing to the
conductivity tester (the closed circuit) by connecting it to the
wires, they will determine if the material is an insulator if the
light bulb does not light up or a conductor if the light bulb does
light up.

EXPLAIN: (10 minutes)

(Students demonstrate their understanding of the concept-teacher may guide
toward this understanding)
1. Students will select an item from their list of conductors that
they believe conducted the best and explain why they think
some were stronger conductors than others.
2. The teacher may want to ask what criteria the students are using
to determine what makes a stronger conductor. Such as the
brightness or intensity of the light bulb when lit.
3. Sentence stem: If _____ conducted electricity then it is
strong/weak conductor because ________.
4. “What do you notice about how the connection looks when it
works?”
5. “What is the difference?”
6. “What happens when the wires cross? Does that matter?”
7. “Does it matter which end of the wire touches the bulb or the
battery?”

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 ELABORATE: (20 minutes)
(Teachers challenge and extend students’ conceptual understanding and skills-can be
through independent practice or extending activities)
Class discussion:
Compare and contrast conductors and insulators with your
group.
1. “What materials were conductors, what materials were not
conductors?” “What is your reasoning?” “What do your
conductors have in common?”
2. “Could you make a bigger circuit? How?”
3. “Where do you see these similar circuits in everyday life?
4. “Did you experience any other forms of energy, such as thermal
energy, light energy, sound energy, mechanical energy or
electrical energy?”
5. “What was the source of energy in your circuit?”
6. “What energies did your circuit transfer to?”

Evaluate (30 minutes)

(Students assess their own understanding and the teacher can evaluate student
progress)
1. Teacher will provide each student with an exit ticket, Will it
Light?

Accommodations: Vocabulary ● The teacher can pre-teach the science key vocabulary terms
ELL 1 or 2 Support prior to the lesson.
● Students can write the definitions of the terms in their science
notebooks.
● Students can access the science book glossary for additional
support.
● Students will have access to a dictionary.
Instructional ● The teacher will model the creation of a closed circuit, slow
ELL 3 or 4 Support pronunciation, and repeat the step-by-step process.
● The student will work with peers.
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 ● Provide visual aids.

Assessment ● Students will receive extended time.

Modifications ● Students’ assessment can be an illustration.
● Students will have the directions repeated.
● Students may use their science handouts for support/examples
Vocabulary x
Support
Instructional x
Support
Assessment x
Modifications

ESE Accommodations:
€ Accommodations
€ Modifications 1. Based on students IEP.
2. Alternate Responses. When assessing your ESE students, be sure that you're
clear on exactly what it is that you want them to demonstrate.
3. Teacher Modeling of science skills and expectations.
4. Simplified instructions.
5. Frequent breaks
6. Sit closer to the teacher.

Modifications:

1.Based on students IEP.

2.Reworded questions in simpler language.
3.Create an alternative assessment (illustration of a closed circuit)
4.Get class notes from another student. (Handouts)
Extensions or Alternate ● I’m done-what can I do activity box. (Teachers can create math activities and
Activities: have it located in a section for students to access)
● Students can create an online circuit using the following website.
https://www.coolmathgames.com/0-circuit

Links to Home: Teachers can inform family members of the investigation and provide additional
handouts so they can carry on the investigation at home.
https://www.youtube.com/watch?v=HOFp8bHTN30

Post-Lesson Reflection:
€ What went well?
€ What would you do
differently if you
taught the lesson
again?
€ What was your
impact on students’

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 learning of the
concept?
€ What evidence do
you have to support
student learning?
€ What feedback did
you receive?

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