EDUC 540: Field Experience
Student Teaching
Lesson Plan: Electrical Conductors Lab
Date: 02/03/2015
Lesson Title
Science, 5th Grade
Your Name
Amy Roberts
Purpose
The purpose of this lesson plan is to introduce the concept of
matter and energy, as well as allow students to gain an
understanding of scientific vocabulary terms.
S5.A.3.1: Apply knowledge of systems and patterns to make
prediction.
S5.A.3.2: Apply knowledge of models to make predictions or
explain technological concepts.
CCSS.ELA-Literacy.R1.5.3: Explain the relationships or
interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on
specific information in the text.
CCSS.ELA-Literacy.R1.5.4: Determine the meaning of general
academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
CCSS.ELA.LITERACY.RST.6-8.7: Integrate quantitative or
technical information expressed in words in a text with a version
of that information expressed visually (eg. in a flowchart,
diagram, model, graph, or table).
Students need to have basic knowledge and understanding of
energy and matter.
1. Computer/Promethean board- to review lab activity and Pink
Packet review.
2. Pencils/Textbook- to answer questions and gather information.
3. Pink Packets
3. Science Notebook Matter and Energy- electrical conductor lab
activity.
 Battery
 Lightbulb
 Connective Wires
 Conductive Materials
 Non-Conductive Materials
At the end of this lesson the students will be able to:
1. Compare and Contrast conductive materials and nonconductive materials.
State/CCSS
Standards
Prerequisites
Materials &
Equipment
Instructional
Objectives
EDUC 540: Field Experience
Student Teaching
Instructional
Procedures
2. Analyze the vocabulary terms related to matter and energy.
3. Determine and Explain the observations of energy.
Before: At the beginning of class one or two students will pass
out the Pink Packets to each student. These packets will serve as a
daily warm up for the class. The warm up will be about 5 minutes
long. Students will complete page 4 independently. We will
review the questions as a class and discuss any misunderstandings
that the students have. The questions include 3 problems that will
be solved by using multiplication. Next, we will review the
Investigation Review homework assignment. This will be
collected for a grade. Students will have the opportunity to
discuss their answers and ask further questions. Feedback will be
provided.
During: During class we will I will introduce the electrical
conductors’ lab to the students. I will ask the students what an
electrical conductor is. They will collaborate with their neighbor
for a minute to figure it out. Then I will explain that it is a
material that electricity can flow through. I will then explain that
a lamp cord is an electrical conductor, but the plastic covering it
is not (making it a nonconductor). Next I will tell the students that
the object of the lab is to discover what materials are good
conductors of electricity and what materials are nonconductors
(do not conduct electricity). The students will then watch as I
demonstrate with a battery, light bulb, and wires how to make the
bulb light up. Students will need to have their Science Notebook
to set up their chart on page 141. At this point I will explain the
procedure for the lab. The students will remain in the same group
as the last lab. Each group will start with a different material to
test for conductivity. They will have about 2-3 minutes to test the
material and record their observations before moving to the next
station. Procedure: 1. Students will use page 141 of their
notebook to record information. Hey will observe what happens
when the wires are connected and determine if the system
conducts electricity. 2. Students will record their observations
about different materials and infer if electricity is being conducted
for each item. They will record all observations in the chart on
page 141. 3. Next the students will fill in their chart on page 137
of the notebook. They will add volume to the chart. 4. Last, the
students will be asked to answer the “analyze and conclude”
questions on page 142.
After: During the end of class, we will discuss the “analyze and
review” questions and clear up any misconceptions. Students will
have an opportunity to ask questions and provide answers. If time
permits the students will have an opportunity to view a video by
EDUC 540: Field Experience
Student Teaching
Assessment and
Evaluation
Accommodations
and Modifications
Technology
Self-assessment
Bill Nye the science guy (7 minutes) on electricity.
Assessment Before: The students will be assessed at the
beginning of class on their background knowledge and
understanding of problem solving techniques.
Assessment During: The students will be assessed during class
through collaboration, understanding, and knowledge of the
vocabulary terms and the electrical conductor lab.
Assessment After: The students will be assessed at the end of the
period through their ability to comprehend the lab activity and
answer the “analyze and conclude” questions, as well as the video
(if time allows).
The lesson plan is developed in a modified way to enhance
learning for ELL, learning support students, and gifted students.
However other modifications and/or accommodations also may
apply:
1. The visuals are used to provide learning support and increase
understanding of content and objectives.
2. Collaboration is incorporated to allow students to gain
knowledge from peers.
3. Review of prior content and new content is used to help with
content transfer and understanding.
4. Feedback is provided to support understanding and knowledge
of the content to the students.
6. Several modifications can be made including, but not limited
to:
 ELL and learning support students will have an
opportunity to work with a teacher’s aide to assist with
language, writing, and comprehension skills. The students
will have the option for limited responses to questions.
 Gifted students will have the opportunity to add additional
information to their answers beyond what was discussed
in class.
The technology incorporated in this lesson plan is as follows:
1. The promethean and computer will enhance student learning
through providing visuals, vocabulary, pink packets, and lab
activity. Students may have the option to draw on the board for
the review process.
In order to self-assess the following questions will be referred to:
1. Were the students able to complete the electrical conductor lab
without difficulty?
2. Are the students able to define and explain the pink packet
questions without difficulty?
3. Did the students understand the content or did they have more
EDUC 540: Field Experience
Student Teaching
References
Handouts
than the expected questions?
If the students were unable to successfully complete these tasks
then the lesson plan will be modified accordingly for future
classes.
Badders, W. (2000). Houghton Mifflin science discoveryworks.
Boston: Houghton Mifflin.
Pink Packet- this packet is put together as a resource for reviewing
for the PSSA exams.
Science Notebook “Matter and Energy” pages taken from the
teachers addition above for the students to complete.
McCorey-Wilkins, D. T3 6 Bill Nye Electric circuits. (2013).
YouTube.
https://www.youtube.com/watch?v=vK0uAW8usco
Handouts are attached.