ED 345 Calvin College Lesson Planning Form

Teacher:

Ms. Steiner

Date:

October 14, 2015

Subject/ Topic/ Theme:

Electrical Energy

I. Objectives
What is the main focus of this lesson?
Electrical Energy
How does this lesson tie in to a unit plan? (If applicable.)
Lesson 6 of a 9 lesson unit
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
Students will be able to:
Compare the energy released in static electricity to the energy in an electrical current
Demonstrate several ways of making a complete electrical circuit
Work cooperatively with groupmates
4-PS3-3 Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and
effect relationships.
5.I.I.III.3 Make predictions based on analyses of data, observations, and explanations.
5.II.I.II.3: Know that there are different forms of energy
II. Before you start
Prerequisite knowledge and skills

Meaning of energy, Law of Conservation of Energy, potential & kinetic energy

Formative:
Monitor discussions
Assessment
(formative and summative)
Student responses after partner share
Monitor experiments
Observations/data/inferences in journal
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Visual- written directions in journals
Aural- teacher & classmates speaking

Options for action/interaction

Options for recruiting interest

Options for Language/Symbols

Options for Expression

Think independently
Talk with a partner
Talk with table group
Share with whole class

Options for Sustaining Effort & Persistence

Options for Comprehension

Options for Executive Function

Options for Self Regulation

Groups/pairs work at their own pace
during the experiments. They have to use
their time wisely to finish the experiments
& the questions that guide them.

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

plethora of wires
10 light bulbs
10 batteries

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.

10 magnets
circuit animation

III. The Plan

Time
Parts

The description of (script for) the lesson, wherein you describe teacher activities and student activities

Take out your energy journals but do NOT open them yet. Sit quietly when you are ready.
When you are quiet, I will pass out goggles. If you talk when you shouldnt be, I will take your pair
away.
Everyone open up your energy journals to page 14. Put your eyes on me when youve done that.
15

Motivation
(Opening/
Introduction/
Engagement)

Raise your hand if you can tell me what we talked about yesterday.
Yesterday, we talked about how electrical charges can be transferred between objects, and thats how
we get static electricity. But, electrical charges can also be passed through wires. We call this an
electrical circuit. Everybody say electrical circuit.
Can anyone raise their hand and tell me something in this room that might use an electrical circuit?
Im going to give you 1 minute to write down something that uses an electrical circuit at the top of page
14.
Pause. Im going to give you and your group 5 minutes to complete BOTH parts of number 1 on page 14.
When I say draw a diagram, I expect to see a picture of a lightbulb, a battery, and wires.
*As groups draw their diagrams, you can ask some students to put theirs on the board.*
Pause. Put your pencils down. For questions 2-4, your energy journal asks you to do experiment with
arranging your bulbs and batteries in different ways. Question 2 asks you to add another bulb; question
3 asks you to add another battery. I want you to compare what you find in these new circuits to the very
first circuit that you created.
Pause. Pull sticks. What did you observe? Extra bulb? Extra battery?

30

Development

Turn & talk with your shoulder partner to answer number 5.

Pause. Pull sticks. What did your partner say?
Number 6 (not the bold!!) is a challenge question. To help you, Im going to show you a little animation.
First, who can raise their hand and tell me what kinetic energy is? What is potential energy? (Hint:
page 3 of your energy journal should help you!)
Show the animation. Pull sticks. Where do you see energy moving? Where is that energy being stored?
Ill give you 1 minute to write down your answers. Whoever is done writing first can bring me their
groups materials. When you are done writing, you may add to your energy database until everyone is
finished.
Pause. Put your pencils down. Come back together as a whole class.
At the very bottom of page 14, there is a question that I want us to think about together. We talked
about 2 types of electrical energy today. Who can raise their hand and tell me one? (static electricity &
electrical circuit)

Closure

Now, I want you to look at the bold fill in the blank question on the bottom of page 14. Think about if the
balloon or the battery had energy that would last longer. On your own, try to fill in the blanks using
what we observed today. I should not hear any talking. (Scaffold: Would the balloon still be stuck to the
can the next day? Could the lightbulb still be on the next day?)
Turn & talk with shoulder partner.
Pause. Pull sticks. What did your partner say?
Static electricity is a brief burst of energy while an electric circuit gives a constant flow of electricity.