MST Lesson Plan: NYC ver. Format
(O’Connor-Petruso 2010)
Creating A Simple Circuit
Lesson # 1
Bloom’s Taxonomy: Level One: Knowledge
Gardner’s Multiple Intelligences: Interpersonal, Mathematical/Logical & Visual-Spatial,
Kinesthetic
NYC Science Scope & Sequence
Inquiry Skills:
Observe, describe, and investigate the evidence of energy transfer in electrical circuits: Simple
circuits PS 4.1 a,b
Process Skills:
Construct and diagram an electrical circuit PS 4.1e
NCTM Math Skills
Process Standards:
Apply and adapt a variety of appropriate strategies to solve problems
ISTE NETs Standards for Literate Students
1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
A. Apply existing knowledge to generate new ideas, products or processes
B. Use models and simulations to explore complex systems and issues
C. Identify trends and forecast possibilities
2. Critical Thinking, Problem Solving and Decision Making – Students use critical thinking
skills to plan and conduct research, manage projects, solve problems and make informed decisions
using appropriate digital tools and resources. Students:
A. Identify and define authentic problems and significant questions for investigation
B. Plan and manage activities to develop a solution or complete a project
C. Collect and analyze data to identify solutions and/or make informed decisions
Behavioral Objectives:
1. To build simple circuits with a focus on how simple connections are made.
2. To identify the essential components of an electrical circuit
3. To demonstrate evidence of the flow of electricity
Children’s Literature: Illuminating Teamwork from FOSS Science Stories: Magnetism and Electricity
Web Resource: Brainpop.com—video on electric circuits
Graphic Organizer: K-W-L Chart
“Motivation/Constructivist Activity:”
Tell students that the class will be discussing electricity and that they will be able to make their own
electrical circuits. Have students access their prior knowledge by asking where electricity in their
house comes from and then ask how they use electricity.
Time Duration:
Day 1: 10 minute assessment time
Day 2: (1) 60 minute period
Procedures:
1. The day before instruction begins the teacher gives students an electricity assessment.
(See Appendix A)
2. Gather the students at the meeting area. Create a K-W-L chart about their knowledge of
electricity and circuits.
3. Continue the lesson by reading Illuminating Teamwork from FOSS Science Stories:
Magnetism and Electricity. Teacher will read specific excerpts from the story. This story is
told from the perspective of Thomas Alva Edison. He talks about his work but more
specifically he talks about light bulbs, how they work, and the flow of electricity to them.
4. Show the battery to the students. Introduce the D-cell.
5. Show the light bulb to the students. Introduce the light bulb.
6. Tell the children that they are going to have a challenge today. They are going to have to
move the electric energy from the electricity source (the battery) to the light bulb.
7. Hand out materials to groups. Students will work in pairs.
8. Teacher walks around as pairs of students use trial and error to get the light bulb to light.
9. After everyone has been able to light the light bulb ask the students the following
questions- How did you connect the wires to the battery?
 How did you connect the wires to the light bulb?
 What happens when you touch the wire to the glass part of the bulb?
10. Teach the class what an electricity receiver is.
11. Introduce what a circuit is and what its components are.
12. Class discusses how connections must be made and how electricity flows through a circuit.
13. Give assessment a second time to see how much students have learned about creating
circuits. This time students will have to diagram and label components. (See Appendix B)
14. Using the Smart Board and laptop go to Brainpop.com. Teacher shows excerpts of the
short movie on electric circuits to reinforce concepts explored in the lesson.
Questions:
I.
Closed-Ended Questions:
1. Can you use a battery to turn on the light bulb?
a. Yes, you need a battery and wires.
2. What is the general shape of a circuit?
a. circle
II.
Open-Ended Questions:
1. How did working in pairs help you in this experiment?
2. Are there other ways to get this light bulb to light?
Materials:
For Each Group
(2) D-cell, alkaline
(2) light bulbs, #222
(4) short wires, 20 gauge, 15 cm
(2) bulb holders
(1) cell holder
(4) sheets of paper
(1) pencil per child
For the class
(1) wire stripper
(1) roll of wire, 20 gauge, insulated
(1) metric ruler or meter tape
Smart Board
Internet Access
Laptop
Class set of circuit worksheet
Assessment:
1. Teacher will walk around during the experiment taking anecdotal notes about the students’
scientific thinking.
2. Teacher will have an informal assessment through the various discussions during the lesson.
3. Students will fill out a worksheet where they will need to diagram and label all the components
of a circuit.
RUBRIC FORMAT
Target
“3”
Satisfactory
“2”
Unsatisfactory
“1”
Student
correctly built a
simple circuit
and could
explain why the
connections
work.
Student
correctly built a
simple circuit.
Student was
unable to build
a simple circuit.
Behavioral
Objective #2:
To identify the
essential
components of
an electrical
circuit
Students draw
and label at
least 3 out of 4
components
correctly.
Students draw
and label at
least 2 out of 4
components
correctly.
Students draw
and label 1 out
of 4
components (or
less) correctly.
Behavioral
Objective #3:
To demonstrate
evidence of the
flow of
electricity
Students light
bulb was able
to light and can
explain why.
Student’s light
bulb was able
to light.
Student’s light
bulb was unable
to light.
Behavioral
Objective #1:
To build simple
circuits with a
focus on how
simple
connections are
made.
Student
Rating
References:
Delta Education (2005). Investigation 2: Making Connections. FOSS (Full Option Science System)
Electrical Circuits. Retrieved from
http://www.brainpop.com/science/energy/electriccircuits/
Student Performance Based Product (3) for Behavioral Objectives #2
Appendix A
Name _____________________________________
Date _____________________
THE FLOW OF ELECTRICITY
••• • ••• •• • ••• •• • ••••••• •••••• • •••• ••• • • ••••••• • ••••••• • ••••••••••••• • ••••••
CONNECT THE D-CELL TO THE BULB ABOVE.
Use arrows to show how the electricity flows. Use large and small arrows if you need to show different
amounts of electricity. Describe below how electricity flows in your drawing above.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
FOSS Magnetism and Electricity Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Making Connections
No.7-Student Sheet
Appendix B
Name _____________________________________
Date _____________________
THE FLOW OF ELECTRICITY
••• • ••• •• • ••• •• • ••••••• •••••• • •••• ••• • • ••••••• • ••••••• • ••••••••••••• • ••••••
CONNECT THE D-CELL TO THE BULB ABOVE.
Use arrows to show how the electricity flows. Use large and small arrows if you need to show different
amounts of electricity. Describe below how electricity flows in your drawing above.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
FOSS Magnetism and Electricity Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Making Connections
No.7-Student Sheet