5E Learning Cycle Lesson Plan

Energy & Circuits

Student Teacher University Supervisor/

(Block B Student) Cooperating Teacher
Mr. Alberto
Laura Beth Yarrow Mrs. Hilton

Grade Level/Subject Unit Title

4th Grade Science Energy

Lesson Length (hours/days) Area(s) of Science (From NGSS/DCI’s) – Circle one

Date(s) 3/30/16 Earth Space Science

In-Class Time Period 60 min Life Science

Physical Science
Out-of-Class Time
(homework/collaboration)

NEXT GENERATION SCIENCE STANDARD(S)

Performance Expectation(s):
4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light,
heat, and electric currents
Science and Engineering Disciplinary Core Idea(s): Crosscutting Concepts:
Practices: PS3.A: Definitions of Energy Energy and Matter: Energy can be
Planning & Carrying Out PS3.B: Conservation of Energy and transferred in various ways and
Investigations: Make observations Energy Transfer between objects
to produce data to serve as the
basis for evidence for an
explanation of a phenomenon or
test a design solution.
Connections to CCSS Literacy in Science:
W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take
notes and categorize information, and provide a list of sources.

OBJECTIVES (Intended Learning Outcomes) please write as list.

Cognitive: Students will explain how simple circuits work to light a bulb.

Psychomotor: Students will create simple circuits to light a small lightbulb.

Affective: Students will identify items in their daily lives that are powered by circuits.

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Dr. K. A. Staples (Fall 2015)
 ACCOMODATIONS/MODIFICATIONS FOR DIVERSE LEARNERS (based off of Contextual Factors):

• Students that are hard of hearing will be seated near the front of the class where the teacher will be
speaking.
• Students will remain in their normal groups which have a good mix of genders and ethnicities.
• Key concepts and vocabulary will be displayed on the board for ELL students.
• Students with speech impairments will be able to express themselves through other modalities, such as
writing and acting things out

MATERIALS Attach all materials, i.e., handouts, PREPARATION Describe any advance preparations for the
worksheets, etc., needed to teach this lesson. lesson.
• Flashlight
• Investigation Worksheet • Gather investigation materials
For each group: • Prepare investigation worksheet and presentation
• 2 D-cells, alkaline
• 2 Lightbulbs
• 4 Short wires
• Investigation Worksheets

Safety Rules:

Students may not use wall sockets to try to light their bulbs.

5E LEARNING CYCLE PROCESURES:

Engagement:
• Activate prior knowledge: Ask the students how we defined energy in our previous lessons, what the
two types of energy are (Potential & Kinetic), and how we define those two types of energy.
• Show students the flashlight without batteries. Ask several students to try turning on the flashlight.
• With their seat partners, have the students do a Think-Pair-Share to discuss the question: What do you
think we can do to get the flashlight to work?
• Show the students that the flashlight is missing its batteries. Next, install the batteries and turn on the
flashlight to show that it works.
• Ask the students: Before I turn on the flashlight, what kind of energy does it have? [Potential] Where
does the potential energy come from? [The battery]
• Ask: After I turn on the flashlight, what kind of energy does it have? [Kinetic] How do you know? [It
gives off light, there’s electricity, etc.]
• Explain that today the students will be investigating how to light a bulb.

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Dr. K. A. Staples (Fall 2015)
Exploration:
• On the board, project images of different materials included in a simple circuit: a lightbulb, a
battery, and a wire. In the space provided on their worksheet, have each individual student draw
a picture of how they would light a bulb using the materials on the screen.
• Next have each pair of students join another pair of students to create groups of four.
• Each group of students will be given a battery, two wires, and a small lightbulb.
• Tell the students to use the materials to try to light the bulb. Students should draw on their
worksheets at least one configuration that doesn’t work, and one that does.
• After each group has successfully lit their bulb, have a volunteer from each group come up to
the SmartBoard to draw their configuration.
• Ask: To get the light to shine, where did you connect the wires to the battery? [One wire on
each end of the battery]
• Ask: Where did you connect the wires to the lightbulb? [One touches the base, the other touches
the side of the metal case]
• Briefly discuss a couple of configurations that did not work and why they didn’t light the bulb.

Explanation:
• Explain that what the students have just built is called a circuit. Display the definition and a
diagram of a simple circuit on the board: a circuit is a pathway through which electrical energy
can flow. Make sure students write that definition on their worksheet.
• Point out that the electric current flows from the flat end of the battery, through the circuit, and
back to the other end of the battery.
• Ask: Where is the potential energy in a circuit? Where is kinetic energy? Where does the
transfer of potential energy to kinetic energy happen?
• Think-Pair-Share: Why did the wires have to touch two different parts of the lightbulb in order
to complete the pathway?
• Project a diagram of a lightbulb onto the SmartBoard and label the most important components
while students fill in the blanks on their own diagrams on their worksheets.

Elaboration:
• Each group will be allowed to choose one of the following challenges to complete (also
described on the investigation worksheet):
o 1. Create a circuit that will light up the bulb using only one wire.
o 2. Create a circuit that will make the light bulb twice as bright.
• After students successfully complete a challenge, they will raise their hands for the teacher to
come check their work. The teacher will then take their materials and put them away so the
students may focus on finishing their worksheet.
• On their worksheet, students will draw their circuit and explain why their circuit was successful
in completing the challenge/lighting the bulb.
o Students’ answers should reflect a good understanding of how circuits and energy are
related.
• To end the lesson, ask students if they think lightbulbs are the only things we use circuits for.
Have students brainstorm/shout out other items in their daily lives that may use circuits.

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Dr. K. A. Staples (Fall 2015)
Evaluation: Describe two ways in which you will assess student understanding.
(Note: one should involve either “performance” or “authentic” assessment).

Assessment (1)
Student Learning Outcome Description: Describe Criteria: Describe criteria Level of Mastery: Set the
(Cognitive Learning the assessment used to used to grade/score the level of acceptable
Objective): evaluate the student- assessment (include point performance using a
learning outcome(s). values) measurable quantity.

Students will explain how After completing one Accurately describes the 7/10 points on Worksheet
simple circuits work to light of the two challenges circuit – 5 pts Challenge
a bulb. in the Elaboration
stage of the lesson, Describes the flow of
students will draw energy/transfer of energy – 3
their circuits and write
an explanation for why Identifies potential and
their circuit was kinetic energy in their circuit
successful in lighting – 2 points
the bulb/completing
the challenge.

Assessment (2)
Student Learning Outcome Description: Discuss Criteria: Describe criteria Level of Mastery: Set the
(Psychomotor or Affective the assessment used to used to grade/score the level of acceptable
Learning Objective): evaluate the student- assessment (include point performance using a
learning outcome(s). values) measurable quantity.

Students will create simple Students will use the On their investigation In creating their circuit and
circuits to light a small given materials to worksheets, students will drawing their diagram, the
lightbulb. create different draw a diagram of a simple students should use at least
configurations and circuit they created that was one battery, one wire, and one
determine which ones successful in lighting the lightbulb. The diagrams
create complete lightbulb. Since this is a should clearly show a closed
circuits to light the formative assessment, there circuit that would successfully
bulb. Students will are no point values assigned. light a bulb.
draw a diagram of a
configuration that was
successful and one that
was not.

*******

TEACHING MODELS and LEARNER ACTIVITIES:

Check all that apply.

Teaching Model(s) Activity Type(s)

X 5E X Individual
X Cooperative Learning X Small Group
X Direct Instruction X Whole Class
X Presentation Outside of Class
X Problem-Based Instruction Other
X Discussion

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Dr. K. A. Staples (Fall 2015)
 Name_______________________  
 

Let’s Make Light!

How would you light the bulb?

Now Let’s Try It!  

This one worked! :) This one didn’t work :(

What is a circuit? __________________________________

________________________________________________
________________________________________________
How Does a Lightbulb Work?  

________________

________________

________________
________________

Choose a Challenge!  

Choose one of the following challenges to complete:

1. Create a circuit that will light up the bulb using only 1 wire.
2. Create a circuit that will make the lightbulb twice as bright.

My circuit for challenge #___!

Explain why your circuit was successful in lighting the bulb. Describe
the flow of energy and include potential/kinetic energy in your answer.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________