K5 Science Endorsement GPS Lesson Plan

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Title Lesson 4
Teacher(s) Reginald Tahet
E-mail rtahet@marietta-city.k12.ga.us
School Sawyer Road
Lesson Title
Grade Level 5 Concepts(s)
Targeted
Performance Expectation
1. Construct working streetlights in front of the town

2. Colorful, neat and presentable model

3. No wires should be visible from street level

4. Streetlamps should not be taller than the buildings

5. Measure the height of each of the buildings using two types of standard measurement. For example
convert if a building measures 5 cm it also measures 0.05 m.

Constraints:

1. Use the materials provided

2. Challenge needs to be completed in the time allotted

Provide an individual brainstorming opportunity for students to determine how to use their new knowledge of
how to create a circuit to design a way to make the streetlights.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice
Developing and using
models
Ask questions that can
be investigated and
predict reasonable
outcomes based on
patterns such as cause
and effect
(Content)
Result of electrical
flow causes changes in
circuits.
Conductors allow
electricity to
continuously move to
produce electrical
energy.
Cause and Effect
These relationships are
routinely identified, tested,
and used to explain change.
System and System Models
A group of related parts that
 relationships make up a whole and can
Creating and utilizing carry out functions individual
models parts cannot.
Develop a model using
an analogy, example,
or abstract scientific
principal or design
solution
Georgia Performance Standards
S5P2. Obtain, evaluate, and communicate information to investigate electricity.
a. Obtain and combine information from multiple sources to
explain the difference between
naturally occurring electricity (static) and human
-harnessed electricity.
b. Design a complete, simple electric circuit, and explain all necessary components.
c. Plan and carry out investigations on
common materials to determine if they are insulators or conductors of electricity.
S5P3. Obtain, evaluate, and communicate information about magnetism and its relationship to
electricity.
a.Construct an argument based on experimental evidence to communicate the differences in
function and purpose of an electromagnet and
a magnet. Clarification statement:
Function is limited to understanding temporary and permanent
magnetism.)

www.georgiastandards.org

Safety Considerations - Important: include safety rules general, but also specific rules to
activities completed during the unit.

The Learning Plan: <Briefly describe the sequence of activities for the lesson.> In the course of
the planning identify at least 1 of the 5 Es. Outline the specific Es below:
ENGAGE: Students will build a working model of streetlights to present to a City
Council.
EXPLORE: Provide each group of students with materials to make a simple circuit; one
battery, one light bulb and one wire. Allow students to explore ways to make the bulb
light up. Create a large T-Chart on the board labeled Didnt Work and Worked. Have
students draw ideas that didnt work then after groups get the light bulb to light have
a teach draw and share how they got it to work. Discuss with the students how to
make a simple circuit; need a circular path and metal touching metal. Provide
students with more materials and allow students them to see what happens to the
bulb when more electrical energy is added to the circuit. How can you get two light
bulbs to light? After students have had sufficient time to explore, meet as a whole
class to discuss findings.

EXPLAIN: Share and discuss in groups the STEM challenge

EXTEND: Have students complete the ask/engage part of their journal

EVALUATE: Students evaluate their design for success. Did it meet the established
criteria? Did their final design match their planned design? How would students
improve their design?

Title of the Lesson:

Lesson Logistics/Materials:
Working strands of Christmas lights
Wire Cutters / Stripper (for the teacher)
Insulated Wire
Straws
Scissors
Card-stock paper
Electrical Tape (or masking tape)
Batteries (C or D size)
Battery holders (optional)
Rulers
Measuring Tape

Opening/Hook/Initial Focus: <How will you ENGAGE students? How will you connect to prior
knowledge and previous lessons/content?>

Work Session:
ENGAGE: Students will build a working model of streetlights to present to a City
Council.
EXPLORE: Provide each group of students with materials to make a simple circuit; one
battery, one light bulb and one wire. Allow students to explore ways to make the bulb
light up. Create a large T-Chart on the board labeled Didnt Work and Worked. Have
students draw ideas that didnt work then after groups get the light bulb to light have
a teach draw and share how they got it to work. Discuss with the students how to
make a simple circuit; need a circular path and metal touching metal. Provide
students with more materials and allow students them to see what happens to the
bulb when more electrical energy is added to the circuit. How can you get two light
bulbs to light? After students have had sufficient time to explore, meet as a whole
class to discuss findings.

EXPLAIN: Share and discuss in groups the STEM challenge

EXTEND: Have students complete the ask/engage part of their journal

Closing:
EVALUATE: Students evaluate their design for success. Did it meet the established
criteria? Did their final design match their planned design? How would students
improve their design?

Documentation of Resources - Document sources used to develop units. Include useful

websites for content development of someone utilizing your unit.

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