Download Holistic Web for Electricity

Lesson Plan # 1
“Creating a Simple and
Parallel Circuit”
What evidence is there to
support the transfer of energy
in simple and parallel circuits?
“Cognitive Level One:
Knowledge (4.1b, 4.1e)
Assessment
*Quantifiable Rubric (1-3 Scale)
*Tell students that the class will be discussing electricity and they will
be able to make their own electrical circuits.
*Students will be able to demonstrate how to construct a simple
circuit, explain and recognize how electricity moves in circuits.
*Kinesthetic, Linguistic and Interpersonal
*Student demonstrates the ability to properly set up the series and
parallel circuits and is able to explain the properties of a circuit.
Key Concept 1: Physical Science
Electricity flowing through an electrical circuit produces magnetic effects in
wires. In an electrical an electrical circuit containing a battery, a bulb, and a
bell, energy from the battery is transferred to the bulb and the bell, which in
turn transfer the energy to their surroundings as light, sound, and heat.
Lesson Plan #2
“Switches”
What re switches and what do they do?
“Cognitive Level Two: Comprehension”
(4.1e)”
Assessment
*Quantifiable Rubric (1-3 Scale)
*Shut off the lights in the classroom and tell the students that they will
have to create simple circuits using a switch to help turn the lights on
and off.
*Students will be able to provide examples of switches and their uses,
explain that switches close simple circuits to provide light and explain
why the switch helps close the circuit.
*Visual/Spatial, Linguistic, Interpersonal and Logical/Mathematical
Key Concept 3: Physical Science
P4.2: Objects vary in the extent to which they absorb and
reflect light and conduct heat and electricity.
MST Inquiry Unit:
Unit 2: Electricity and
Magnetism
I Find You Electrifying!
“What is electricity?
Lesson Plan # 5
“Electricity and Magnetism:
How are electricity and magnetism related?
“Cognitive Level Five: Synthesis (4.1d)”
Assessment
*Quantifiable Rubric (1-3 Scale)
*Give students washers, rivets, paperclips and a magnet to make a
miniature crane and explain that electricity was generated to create this.
*Students will be able to catergorize the differences of a C and 9 volt
battery, reconstruct an electromagnet using different materials, predict
what will happen if you use alternative forms of electricity.
*Linguistic, Spatial, Interpersonal and Logical/Mathematical.
*Student effectively completes an electromagnet experiment.
NYC Performance Standards
S1C: The student produces evidence that
demonstrates evidence of light, heat, electricity
and magnetism such as the variation of heat and
temperature; how light travels in straight lines
until it strikes an object or how electrical
circuits work.
Key Concept 2: Physical Science
P4.7: Heat (thermal energy), electricity, light and sound are forms
of energy.
Lesson Plan # 3
“Electrical Conductors and
Insulators”
What are conductors and
insulators?
“Cognitive Level Three:
Application (4.1c)”
Lesson Plan # 4
“Generators and Motors”
How can you tell when
something acts like an
electromagnet?
“Cognitive Level Four:
Analysis (3.1c, e, f)
Assessment
*Quantifiable Rubric (1-3 Scale)
*Have students hold hands in a circle and when a few students
decide not to join the circle, indicate they are acting like
insulators and stopping the flow of current.
*Students will be able to articulate what will be conductors and
insulators using prior knowledge, predict through experiments
what objects in the classroom are insulators and conductors, and
assess what conductors and insulators are.
*Linguistic, Spatial, Intrapersonal and Logical/Mathematical.
*Student effectively demonstrates understanding and represents a
conductor and insulator with knowledge pertaining to simple
circuits.
Lesson Plan # 6
“Electricity is Helpful/Harmful to People”
How is electricity helpful or harmful?
“Cognitive Level Six: Evaluation (4.1g)”
Assessment
*Quantifiable Rubric (1-3 Scale)
*Sing the electricity song found on youtube.
*Students will be able to evaluate sources of electricity and
effects, interpret their helpfulness and harmful effects.
*Linguistic, Spatial, Interpersonal, Musical and
Logical/Mathematical.
*Student effectively completes a scavenger hunt online finding
these effects of electricity.
Assessment
*Quantifiable Rubric (1-3 Scale)
*Have students use a magnet and put it around a compass
and notice how the needle moves. Explain to students that
this is how a generator conducts electric current.
*Students will be able to compare and contrast generators
and motors, identify the causes of how generators and
motors act like a magnet, summarize their data with
cooperative groups.
*Linguistic, Spatial, Interpersonal and
Logical/Mathematical.
*Student effectively completes a Venn Diagram,to compare
and contrast motors and generators and are able to
summarize their results.