Topic: Electric Circuits
Objective: Using inquiry based learning, students will construct their own ideas about how electricity
Common Core Standards:
· RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
· 5.2.4.D.1: Repair an electric circuit by completing a closed loop that includes wires, a battery (or batteries), and at least one other electrical component to produce observable change.
Vocabulary:
· Circuit, closed circuit, open circuit
· Electric current
· Conductor
· Insulator
· Switch
· Voltage
Materials
· Battery
· Light bulb
· Wire
· Switch
· Worksheet: http://www.education.com/files/214101_214200/214125/circuits.pdf, “Make the circuit work”, “Making a circuit”
Warm Up (5 min):
· Have students watch brain pop and write about electric circuits. Ask students to write about what they know about circuits and what they want to learn about circuits.
Mini-Lesson (10-15 min):
· Motivate: Create a KWL chart to provide purpose for the lesson and create an opportunity for students to connect personal and/or prior experiences to electric circuits.
o Have students share what they know about electric currents in the K part of the chart. Ask students what they would like to know about electric currents in the W part of the chart. Say: “We will be learning about electric circuits over the next few days and answering all of our questions together”.
o “To begin lets look at this video together to understand why circuits are important and how they are used in our everyday life” http://scienceofeverydaylife.discoveryeducation.com/views/other.cfm?guidAssetId=D1507F6E-09C3-4E7B-B1E9-16708E402009
· Elaborate:
o Say: “In order to understand electric circuits, we must first explore how electric circuits are constructed. Today in our groups, we will be working together to create an electric circuit and observe the way it works. We will work with new vocabulary such as circuit, electric current, conductor, insulator, switch, and voltage. Have you ever hear any of these words? Some were in the video did you notice what they are? Do you know what any mean? How do you think they relate to electric circuits? Turn and talk with a partner.”
· Demonstrate:
o Say: “Scientists, I would like you to look at the worksheets I just passed out (Making a Circuit, Make the circuit work) I have just passed out. In order to do this experiment, you will need the materials listed on the board (battery, light bulb, switch, wire, light bulb holder, battery holder). You will work in your groups and follow the directions on the worksheet. I want you to work together and put on your science thinking caps in order to understand what is happening during the experiment. Before you start this experiment, I want you to hypothesize what you think will happen when we connect all the parts. Some things you might wonder as you work through the experiment: what is happening in the electric circuit? What are the materials needed to create a circuit? Can you take away any of the materials and have the circuit still work? You can collaborate with your group and respond to the worksheet. Have fun!”
Independent Work Time (30-40 min):
· Circulate and confer with students while taking notes or working with a small group in direct instruction.
· Students work in groups to complete the assignment and respond to the worksheet while recording their ideas and observations.
Share Session (5 min):
· Have students share their ideas. Guide discussion by asking the following:
o What is an electric current?
o What causes an electric current to form?
o What was the energy source in your circuits?
o Is a switch necessary to make a circuit work?
o What do you think would happen to the current of electricity if you remove the light bulb?
o How did this experiment help you understand how light sources and electric currents happen in our world?
Reflection:
· Have students respond in their science journals about the science experiment they worked on today. What did they learn? What are they still curious about? How does seeing the cloud in the jar help them understand cloud formation in the atmosphere?
Extended Learning:
· http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml students can use this interactive online activity to check their understanding of how electric circuits work and experiment with changing out the different components of an electric current. This activity extends learning and helps students understand the significance of each part of the circuit
Objective: Using inquiry based learning, students will construct their own ideas about how electricity
Common Core Standards:
· RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
· 5.2.4.D.1: Repair an electric circuit by completing a closed loop that includes wires, a battery (or batteries), and at least one other electrical component to produce observable change.
Vocabulary:
· Circuit, closed circuit, open circuit
· Electric current
· Conductor
· Insulator
· Switch
· Voltage
Materials
· Battery
· Light bulb
· Wire
· Switch
· Worksheet: http://www.education.com/files/214101_214200/214125/circuits.pdf, “Make the circuit work”, “Making a circuit”
Warm Up (5 min):
· Have students watch brain pop and write about electric circuits. Ask students to write about what they know about circuits and what they want to learn about circuits.
Mini-Lesson (10-15 min):
· Motivate: Create a KWL chart to provide purpose for the lesson and create an opportunity for students to connect personal and/or prior experiences to electric circuits.
o Have students share what they know about electric currents in the K part of the chart. Ask students what they would like to know about electric currents in the W part of the chart. Say: “We will be learning about electric circuits over the next few days and answering all of our questions together”.
o “To begin lets look at this video together to understand why circuits are important and how they are used in our everyday life” http://scienceofeverydaylife.discoveryeducation.com/views/other.cfm?guidAssetId=D1507F6E-09C3-4E7B-B1E9-16708E402009
· Elaborate:
o Say: “In order to understand electric circuits, we must first explore how electric circuits are constructed. Today in our groups, we will be working together to create an electric circuit and observe the way it works. We will work with new vocabulary such as circuit, electric current, conductor, insulator, switch, and voltage. Have you ever hear any of these words? Some were in the video did you notice what they are? Do you know what any mean? How do you think they relate to electric circuits? Turn and talk with a partner.”
· Demonstrate:
o Say: “Scientists, I would like you to look at the worksheets I just passed out (Making a Circuit, Make the circuit work) I have just passed out. In order to do this experiment, you will need the materials listed on the board (battery, light bulb, switch, wire, light bulb holder, battery holder). You will work in your groups and follow the directions on the worksheet. I want you to work together and put on your science thinking caps in order to understand what is happening during the experiment. Before you start this experiment, I want you to hypothesize what you think will happen when we connect all the parts. Some things you might wonder as you work through the experiment: what is happening in the electric circuit? What are the materials needed to create a circuit? Can you take away any of the materials and have the circuit still work? You can collaborate with your group and respond to the worksheet. Have fun!”
Independent Work Time (30-40 min):
· Circulate and confer with students while taking notes or working with a small group in direct instruction.
· Students work in groups to complete the assignment and respond to the worksheet while recording their ideas and observations.
Share Session (5 min):
· Have students share their ideas. Guide discussion by asking the following:
o What is an electric current?
o What causes an electric current to form?
o What was the energy source in your circuits?
o Is a switch necessary to make a circuit work?
o What do you think would happen to the current of electricity if you remove the light bulb?
o How did this experiment help you understand how light sources and electric currents happen in our world?
Reflection:
· Have students respond in their science journals about the science experiment they worked on today. What did they learn? What are they still curious about? How does seeing the cloud in the jar help them understand cloud formation in the atmosphere?
Extended Learning:
· http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml students can use this interactive online activity to check their understanding of how electric circuits work and experiment with changing out the different components of an electric current. This activity extends learning and helps students understand the significance of each part of the circuit