LESSON PLAN: Lighting a Light Bulb Wichita State University Teacher Apprentice Program Name: Sample School: Class Size: Class is divided into groups of 2 Grade Level: 4 Subject: Science Lesson Topic: Energy Conversions Lesson Length: Lesson Source: Khan Academy Internship Instructor: Success Coach: LESSON LOGISTICS KCCR Standard(s) Make observations to provide evidence that energy can be transferred from place to place by sound, Content Area #1 light, heat, and electric currents. (4-PS3-2) KCCR Standard(s) Apply scientific ideas to design, test, and refine a device that converts energy from one form to Content Area #2 another. (4-PS3-4) Lesson Objective Students Who Demonstrate Understanding Can: • Identify the conditions necessary to light a light bulb by achieving at least 80% on the worksheet provided • Explain how the filament of a light bulb is connected to the rest of the bulb • Identify both series and parallel circuits and explain the properties of each. The teacher has prepared a 5-point rubric to assess mastery of each of the 3 objectives. Assessment & Criteria • The student will demonstrate how to light a light bulb when given a battery, a light bulb and a piece of wire. • The student will correctly explain how the wires inside the light bulb are connected to the outside of the bulb after completing the activity. • The student will construct both a parallel and series circuit when given a battery and two light bulbs. Content Vocabulary Materials Student Materials (each group) • 1 D-cell battery • 2 light bulbs • At least 4 pieces of wire • Worksheet (one per student) • battery holder Preparation for Lesson • 2 light bulb holders • How to use holder clips diagram Technology ● Resources ● Universal Design The para will assist two ESL students. Safety considerations • If the wire gets hot students should immediately let go of it and ask the teacher to come Lesson Considerations over to them. (The wire can get hot if it is connected directly to both the positive and negative sides of the battery.) INSTRUCTIONAL SEQUENCE Write out detailed lesson procedures and activities. Be sure to include questions you will ask during the lesson and the expected student responses. Your plan should be detailed enough for another teacher or a substitute to teach it without having to ask you any questions. Numbering and bullets are permissible and encouraged. Prior Lesson(s) Beginning (Engage) n/a (est. time) 1. Hand out the battery, the bulb, and a piece of wire. a. Have the students find a way to light the bulb. Have them sketch it. b. Have them find other unique ways (4 total) for them to light the bulb. Have them sketch each one. 1. Pass out the Batteries and Bulbs Worksheet (below) a. Have students predict in which cases the light bulb will light. b. Test each diagram to determine if the light bulb does or does not light. c. Were their predictions accurate or not? If not why not? d. What conditions are necessary for the light bulb to light? (Based on what the students discovered in part 1 and in part 2b.) Middle (Explore/Explain) (est. time) 2. In the box on the Batteries and Bulbs Worksheet, have the students make a sketch of their light bulb. a. b. c. d. What part of the light bulb lights up? (small wire inside the bulb) What is that part of the bulb called? (filament) In order for the filament to light up what needs to flow through it? (electricity) How does the electricity get to the filament? (in through the side and out through the bottom or in through the bottom and out through the side) 3. At this point, give the students a second light bulb, two light bulb holders, a battery holder, some additional wire, and a diagram showing how to connect the wire to the holder clips. a. Their task is two light both bulbs at the same time. (It doesn’t make any difference how bright the bulbs are just as long as both of them are lit.) b. On the back of the Batteries and Bulb Worksheet, have them sketch their arrangement of the battery, bulbs, and wire. 4. Using the arrangement, they created in part 4 with both bulbs lit, unscrew one of the bulbs. a. If in all cases the other bulb goes out, have them find an arrangement of the bulbs such that when you unscrew one bulb (and do nothing else) the second bulb stays lit. Draw this arrangement on the back of your worksheet. b. They have discovered two different arrangements to make both bulbs light. i. In general, what are these arrangements called? (a circuit) ii. The circuit in which the bulb went out when the other bulb was unscrewed is what type of circuit? (Series) iii. The circuit in which the bulb stayed on when the other bulb was unscrewed is what type of circuit? (Parallel) 5. What are the properties of a parallel circuit? a. Where in the real world do you find parallel circuits? 6. What are the properties of a series circuit? a. Where in the real world might you find a series circuit? End (Extend/Evaluate) Next Lesson (est. time) 1. Question students as to what conditions must be met to light a light bulb with a battery 2. Ask students where series and parallel circuits are used. n/a *Make sure to attach any notes, worksheets, graphic organizers, or other lesson materials to your lesson plan. Go through your plan and really think through what you would need to teach everything. NGSS’s 3-Dimensions Science and Engineering Practices • Questioning & Defining Problems • Planning & Carrying out investigations • Analyzing and interpreting data • Construct Explanations & Designing Solutions • Evidence based Arguments • Obtaining, Evaluating & Communicating information Disciplinary Core / Component Idea(s) • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. • 4-PS3-4: Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. Cross Cutting Concepts • Cause & Effect • Energy & Matter The 5Es Engage: • Given some wire, a battery, and a light bulb; find a way to light the bulb. Explore: • Given some wire, a battery, and a light bulb; find a way to light the bulb. • Given various diagrams of a battery, bulb, and wire, determine in which cases the light bulb lights. Explain: • Determine the conditions necessary for the bulb to light • Explain how the bulb’s filament is connected to the rest of the bulb Elaborate: • Given additional materials, light two light bulbs at the same time • What are the similarities and differences between a series and parallel circuit. Evaluate: • Question students as to what conditions must be met to light a light bulb with a battery • Ask students where series and parallel circuits are used. COMMENTS AND FEEDBACK Evaluator #1: (Name of Evaluator) Date: Comments and Feedback: Evaluator #2: (Name of Evaluator) Date: Comments and Feedback: Student Reflection Date: Changes I made based on this feedback: Name: _________________________ Exploring Batteries and Bulbs Below are a number of diagrams showing various ways to connect a battery, light bulb, and wire. Test each combination to see if the bulb lights. If it does circle the number; if not put an “X” though the number. If you notice anything unusual as you’re testing, make a note next to the diagram. What conditions must be met so that the light bulb lights? Do not write in this box until told to do so.
