# "Electricity in Circuits 5e Lesson Plan Template"

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5E Lesson Plan [Electricity in Circuits]
th
Time frame/Week: 5 days
Materials/Resources:
Materials for building circuits (enough for whole class) D cell battery, copper wire, insulated and bare, wire
strippers (optional) aluminum foil, ice pop sticks, plastic spoons, toothpicks, yarn, metal forks, drinking straws, iron nails, small
bulbs (flashlight or holiday tree lights), buzzers, bells, motors (optional)
(each handout specifies additional materials needed)
Circuit – a closed conducting circle or loop through which current can flow
Closed (complete or working) circuit – the path through which an electric current can flow
Electric current – the flow of electricity through a conductor
Electrical energy – energy that is absorbed or delivered by an electric circuit
Energy – the ability to do work
Heat Energy – the transfer of thermal energy from one object to another
Light energy – a form of energy which our eyes can detect
Mechanical energy – energy of motion
Medium – matter that light travels through
Open (incomplete or broken) circuit – the path through which an electric current cannot flow
Parallel circuit – an electric circuit in which electric current has multiple paths through which it can flow
Reflection – the bouncing back of light rays from a surface
Refraction – the bending of light as it moves through one medium into another
Series circuit – an electric circuit in which electric current has only one path through which it can flow
Sound energy – energy produced by vibrations
Thermal energy – energy related to the temperature of an object or a substance
Learning Target and TEKS: 5.6B - Demonstrate the flow of electricity in circuits requires a complete path through
which an electric current can pass and can produce light, heat, and sound
I can complete challenges that prove I understand electrical engineering.
Language Target(ELPS):
I can use three vocabulary words in my conversations with my groups correctly.
I can explain to my teacher how to make a circuit.
Guiding Questions:
 Found at each 5E component, specific to activity.
Differentiation strategies to meet diverse learner needs:
Literature Connections – Batteries, Bulbs & Wires By David Glover (extensions)
Flexible Grouping to meet individuals needs
Students will write an Expository piece – How to Make a Circuit (teacher guided and illustrations required for ESL, SpEd.)
ENGAGEMENT
Students work cooperatively to complete an experimental investigation in which they form their own hypothesis and test different
materials to build a circuit. (Circuit Discovery)
Teacher will actively monitor and listen as students trouble shoot by asking each other questions. Teacher will not give any direct help,
but will allow students to work together to figure it out.
Prior to the start of the lesson, the teacher will pose this question: Which materials can be used to demonstrate that the flow of
electricity requires a complete path? (materials will be placed in a random fashion)
Formative Assessment – Observational
SFDR-CISD
1
5E Lesson Plan [Electricity in Circuits]
th
Time frame/Week: 5 days
Materials/Resources:
Materials for building circuits (enough for whole class) D cell battery, copper wire, insulated and bare, wire
strippers (optional) aluminum foil, ice pop sticks, plastic spoons, toothpicks, yarn, metal forks, drinking straws, iron nails, small
bulbs (flashlight or holiday tree lights), buzzers, bells, motors (optional)
(each handout specifies additional materials needed)
Circuit – a closed conducting circle or loop through which current can flow
Closed (complete or working) circuit – the path through which an electric current can flow
Electric current – the flow of electricity through a conductor
Electrical energy – energy that is absorbed or delivered by an electric circuit
Energy – the ability to do work
Heat Energy – the transfer of thermal energy from one object to another
Light energy – a form of energy which our eyes can detect
Mechanical energy – energy of motion
Medium – matter that light travels through
Open (incomplete or broken) circuit – the path through which an electric current cannot flow
Parallel circuit – an electric circuit in which electric current has multiple paths through which it can flow
Reflection – the bouncing back of light rays from a surface
Refraction – the bending of light as it moves through one medium into another
Series circuit – an electric circuit in which electric current has only one path through which it can flow
Sound energy – energy produced by vibrations
Thermal energy – energy related to the temperature of an object or a substance
Learning Target and TEKS: 5.6B - Demonstrate the flow of electricity in circuits requires a complete path through
which an electric current can pass and can produce light, heat, and sound
I can complete challenges that prove I understand electrical engineering.
Language Target(ELPS):
I can use three vocabulary words in my conversations with my groups correctly.
I can explain to my teacher how to make a circuit.
Guiding Questions:
 Found at each 5E component, specific to activity.
Differentiation strategies to meet diverse learner needs:
Literature Connections – Batteries, Bulbs & Wires By David Glover (extensions)
Flexible Grouping to meet individuals needs
Students will write an Expository piece – How to Make a Circuit (teacher guided and illustrations required for ESL, SpEd.)
ENGAGEMENT
Students work cooperatively to complete an experimental investigation in which they form their own hypothesis and test different
materials to build a circuit. (Circuit Discovery)
Teacher will actively monitor and listen as students trouble shoot by asking each other questions. Teacher will not give any direct help,
but will allow students to work together to figure it out.
Prior to the start of the lesson, the teacher will pose this question: Which materials can be used to demonstrate that the flow of
electricity requires a complete path? (materials will be placed in a random fashion)
Formative Assessment – Observational
SFDR-CISD
1
5E Lesson Plan [Electricity in Circuits]
EXPLORATION
Students will conduct a descriptive investigation and be able to draw at least four different examples of both simple series circuits
and parallel circuits.
Mini Lesson - Teacher will hold up a battery and ask the following questions: What does the battery have to help us create a closed,
complete, or working circuit? What do we use batteries for? What is the difference between a series and parallel circuit? Where have
you seen examples of simple series/parallel circuits? What are advantages of series/parallel circuits? Students will be guided to draw
in their science notebooks, at least four different examples of both simple series and parallel circuits and provide a description.
Group Work – Series or Parallel Handout
Formative Assessment – Three Minute Quick Write
How did the series and parallel circuits differ? How could you tell if the illustrations showed a series or parallel circuit?
EXPLANATION
Students will create a flipbook graphic organizer: Types of Energy We Use. Students will explore their classroom/school to find
examples of each type of energy being used and record their information on the flipbook created.
What forms of energy are there? How do we use energy? What are the uses of (sound, light, mechanical, thermal) energy?
Formative Assessment – Exit Ticket:
An example of _________________ energy I found was _____________. Or
_______________ is an example of how we use ___________________ energy.
Homework – Given a random object/picture of (mechanical pencil, wind-up toy, bell, radio) student will answer the following questions:
What type of energy does this item use? Define the energy. How is this energy useful in our everyday lives?
Students are to find two objects at home that use the same type of energy as the object they were given in class.
ELABORATION
Electrical Engineering Challenge - Students will work through 5 challenges in groups.
Students will actively utilize academic vocabulary throughout the conversations in their challenges. Students cannot move on to the
next challenge until a few tough questions about the completed work are answered.
How is inquiry used to investigate the answers to questions we pose? · How is electricity used to create heat, sound, light, and
motion? How is electricity used in our world? How do batteries and wires conduct electricity to a light a bulb? What types of materials
are conductors of electricity and what materials are not conductors (insulators)? How are these challenges a comparison to the lighting