Lesson 1: Literacy: Shared Reading: The Kids Invention Book Goals/Objectives: Students will distinguish the main idea

a from the details that support it Students will identify and infer characteristics that describe inventors Standards: ELA.4.RIT.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELA.4.RIT.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. ELA.4.RIT.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Materials and Preparation: Language Arts textbook Names on popsicle sticks for student participation Classroom Arrangement and Management Issues: Students desk will be in their usual arrangement (groups or 4 or 5) I will remind students that the behavior expectations I have for them are the same as Mrs. Williams: everyone has their eyes in the book, reading along silently while I read aloud; and that everyone is thinking and paying attention while a peer is called upon I will inform students that for many questions I will pull 2 popsicle sticks: the 2nd name that is pulled will be responsible for repeating/rephrasing what the 1st person said. After the 2nd person performs this duty they may add their own related comment. Plan: (40 minutes) 1. Intro (5 minutes) Inform students that I will be the teacher for the next 2 weeks, and explain to them that the topic we will be focusing on is Inventions and Electricity To begin this exploration, we will be reading The Kids Invention Book about children who invented inventions that may be familiar to many students (e.g., earmuffs, Allin-One Washer/Dryer) Ask students to examine the illustrations and make predictions about the genre and what they think they will learn from this selection 2. Read the Story (15 minutes) Stop periodically to ask students to summarize what we have read and to identify the main ideas of each paragraph/sub-section 3. Brainstorming and Think/Pair/Share (5 minutes)

Write down character traits that you think inventors need to have in order to be successful. Add any traits that your partner mentioned that you think are also important. 4. Group Work (20 min) Students must work together to record a 2 paragraph response about what qualities inventors have in common and/or who can be an inventor. Assessment of Goals/Objectives listed above: I will make observations of student comments/contributions during the lesson on a roll sheet I will ask students to explain and/or clarify why they choose certain sentences as the main ideas to assess individual student understanding I will look at students brainstorming records to assess how they have drawn conclusions and made inferences based on the story and lesson Anticipating students responses and your possible responses: I anticipate that some students may have trouble inferring qualities of inventors that are not explicitly in the text, while other students (and/or the same students) will have trouble citing qualities that are clearly worded in the text. I will have highlighted copies of the text, in which the qualities of an inventor, as well as, the main ideas of each paragraph/section, are emphasized. I do not anticipate any management issues as students are used to this style of shared readings with Mrs. Williams. If students test me, I will remind them that the expectations I have for them are the same as Mrs. Williams. If students continually test me, I will offer them the choice of sitting in their usual seat for the lesson, or moving to the back-table or other more isolated part of the classroom where they are not easily distracted. Whenever possible I will highlight the students and groups that are meeting/exceeding behavior expectations. Accommodations: I will model how to set up a simple idea web for listing the characteristics of inventors, so that students are not confused as to what I want them to record.

Lesson 2: Science: Investigation #1: Lighting a Bulb Goals/Objectives: Students will participate build an electric circuit that lights a bulb. As a class, students will formulate operational definitions for domain-specific vocabulary terms (eg. electricity source, electricity receiver, circuit) in their Science notebooks. Standards: S4.A.2.1.1: Generate questions about objects, organisms, or events that can be answered through scientific investigations.

S4.C.2.1.2: Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery to light a bulb or run a fan). ELA. 4.L.6: Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal precise actions, emotions, or states of being (eg. quizzed, whined, stammered) and that are basic to a particular topic (e.g. wildlife, conservation, and endangered when discussing animal preservation).

Materials and Preparation: 16 D-cells, alkaline 16 lightbulbs, #222 32 short wires, 20-gauge, 15 cm 29 copies of The Flow of Electricity pre-assessment sheet Names on popsicle sticks for student participation Names on popsicle sticks for student participation Classroom Arrangement and Management Issues: Students desk will be in their usual arrangement (groups or 4 or 5) I will remind students that the behavior expectations I have for them are the same as Mrs. Williams: students are to work in pairs, while sitting in their groups. Some students may be more likely to hog the materials during the trial and error investigation portion of this lesson. If this problem is brought to my attention, I will remind students that this is a team effort and that there may be more than one way to light the bulb. Students should take turns trying out new methods. Additionally, I will inform students that discovering which methods do not work is sometimes just as important as figuring out which configurations do work. I will assign one person from each group to get up and retrieve the supplies for each partnership in their group. Each partnership should receive: 1 lightbulb, 1 battery, 2 wires. Thus, two partnerships should receive, 2 lightbulbs, 2 batteries, and 4 wires. I will inform students that for some questions I will pull 2 popsicle sticks: the 2nd name that is pulled will be responsible for repeating/rephrasing what the 1st person said. After the 2nd person performs this duty they may add their own related comment. Plan: (50 minutes) 1. Intro (10 minutes) Discuss electricity safety rules; Reassure students that D-cells are safe to handle, but wall sockets are not. Wall sockets have dangerous levels of electric energy. Ask students to fill out Flow of Electricity pre-assessment sheet. The sheet depicts an illustration of a D-Cell and a light bulb. Students must draw a wire(s) that will connect the D-Cell to the bulb, then they should use arrows/words to show how the electricity flows (e.g., direction, strength). Remind students that I am not looking for

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right or wrong answers, and that we will later correct this sheet after our hands-on investigation. Present Supplies and the Challenge (5 minutes) D-cell: Does anyone recognize this and/or know what it is used for? It is a source of electric energy. Source means a place to go where something is available, or where something comes from. Lightbulb: This is the kind of lightbulb you may find in a flashlight. Lets start by observing it for a minute. One person from each group, please get enough lightbulbs for your group. What do you see? What do you know about using bulbs? Explain: The lightbulb is an electric receiver. Anything that uses electricity to do something is an electricity receiver. Challenge: Find out how to get the electric energy from this electricity source (Dcell) to a lightbulb. That is, can you use a battery to turn on the lightbulb? One person from each partnership, please get enough D-Cells and wires for your group. Light the bulb (10-20 minutes) Resist telling/showing students what to do, but allow them to eavesdrop on other partnerships if they are struggling. Wait until every group is successful in lighting the bulb. Groups who finish early should find more that one way to light the bulb. These groups can also experiment with using longer wires in their circuits. Closure: Review Successes (5 minutes) Where did you connect the wires to the battery? Where did you connect the wires to the light bulb? What happens when you touch the wire to the glass part of the bulb? Reflect and add to Flow of Electricity Sheets (10 minutes) Draw a couple bulbs on the SmartBoard. Ask 2 students to come up and draw a battery and wire connections to show how to light a bulb. Call on students to critique drawings. Using a student drawing, I will trace the path taken by the electricity. Then I will ask: What general shape in my tracing? Explain: The pathway through which the electricity flows from the D-Cell to the light and back to the D-cell is a circuit. Circuit sounds like circle and has a similar meaning. The circuit must form a complete circle from the end of the D-Cell for the electricity to flow. We call the individual items in the circuits components. Explain: The current flows from the negative end of the D-Cell through the circuit, and to the positive end. Have students fill out the Flow of Electricity sheet again.

Assessment of Goals/Objectives listed above: I will make observations of student comments/contributions during the lesson and investigation on a roll sheet

I will examine students Flow of Electricity sheet to assess both their pre-existing knowledge and how they have replaced or built on that pre-existing knowledge in the new drawing.

Anticipating students responses and your possible responses: When trying to light the bulb, some students may find that the wires or D-cells become hot. If this happens, they most likely have created a short circuit and should be dissuaded from continuing to attempt this method as it will deplete the D-cell Students may get frustrated if they are not successful immediately, similarly, successful groups may be frustrated that other students are copying them. If this begins to happen, I will say that it is okay for other groups to eavesdrop. The long-term purpose of science is to share results and new information, so the scientists in this classroom should also work with that attitude. If students need hints I will resist the urge to help at first. If necessary, some hints could be: The bulb needs energy to work, how can you get the energy from the battery to the bulb? Electricity needs a road to travel on; it can only travel on roads made of metal. The electricity needs to flow in a circle. Whenever possible I will highlight the students and groups that are meeting/exceeding behavior expectations. Accommodations: I will ask that students who finish early explore whether there other ways to get their light bulb to light. I will model how to draw the correct circuit on the Flow of Electricity sheet after the investigation. Resources: Foss: Magnetism and Electricity (Teachers Guide) Lesson 3: Modeling a Circuit Goals/Objectives: Students will demonstrate the flow of electricity in a simple circuit. Students will know the following terms and their functions within a circuit: energy source, energy receiver, electrons, battery, switch, bulb, wire, electrons Standards: 4th Grade PA Science Assessment Anchors: S4.A.3.2.3: Use appropriate, simple modeling tools and techniques to describe or illustrate a system (e.g., two cans and string to model a communications system, terrarium to model an ecosystem). S4.C.2.1.2: Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery to light a bulb or run a fan)

Materials and preparation: Long jump rope or clothes line (taped together in a circle) Tape Cards/Paper that display pics/words of the following: battery, switch, bulb, motor Classroom arrangement and management issues: We will stay in the classroom. Students will be instructed group by group to move their desks to back of the room. Students will then form a circle in the front of the room. Each student will be holding the long jump rope in both hands. This arrangement is necessary as students will be modeling the transfer of electrical energy in a circuit. The jump rope represents both the wire and the electrons inside of it. Students will likely be chatty once they move their desks, which is usually a signal that a fun activity is about to occur. If students ignore instructions beyond one re-direction, they will be asked to remain seated at the back of the room while the rest of the class is participating. Plan: 1) The hook (10 min., including desk re-arrangement): After students form as large a circle as the rope and space allows, I will explain that the closed circle of rope in their hands represents a circuit. With the rope still in their hands, I will point out that are rope is not moving, which means there are no electrons flowing. I will ask students to infer what the circuit needs in order to get the electrons flowing. 2) The body of the lesson (15 min): Once students realize that a battery or energy source is needed, make one student the battery by attaching a label to him/her that reads battery. Have that student begin to pull the rope while other students, holding the rope loosely, allow the rope to pass through their hands without any restrictions. Informal Assessment: Hypothesize why the battery is causing the current flow (electrons). This allows me to identify whether the students (1) are able to name the energy source as having potential for the flow of electrons, (2) understand that the closed circuit completes the energy flow. While the battery is working, explain (or have students repeat) that the battery is not creating the electrons within the circuit. This is a common misconception. The electrons exist inside the wire, not the battery. Introduce labels Switch and Bulb to two more students. Have the student who is the bulb open his or her eyes wide to represent a lit bulb as the rope flows and the circuit is closed. A Motor label could also be introduced. Have the student nod his/her head to represent a motor running. Take turns removing the battery or having the switch student open the switch (by removing the tape on the rope.) The bulb should close his/her eyes as the electron flow ceases in an open circuit without an energy source. Students can also quietly hum to represent their role as electrons and stop humming when the battery is removed or the switch is open. 3) Closure (10 min): Put desks back together. As a summative assessment, draw and label an electric circuit with a switch in their science notebooks. Students should also label the energy source and where the electrons are located.

Accommodations: Students will be allowed to use their notes to help them draw and label their circuits during the summative assessment.