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.