Hillery_Science

Science Lesson Plan:

[|Video Lesson plan Building Another Type of Circuit.doc]
Grade Level: Fourth

Content: See Lesson Plan

Objectives: See lesson Plan

Assessment: Fill in the blank and short answer work sheet about parallel and series circuits.

Analysis of the Data: The students worked with the materials together to create a working series circuit and were able to discusses and answer questions about how the electricity moves through the circuits. Despite being in such large groups the students worked well together to finish the experiment. Many of the students recorded their observations as they worked.

Samples of student work: [|Science Assessment Student Work.doc]

Recommendations for future instruction for the entire class: The first thing I would change would be to have more materials so that I could have groups with only three or four students in them. I felt some of the students got left out of working with the materials because the groups were so big. I would also work on my description of a series circuit and make sure to be clearer when I describe what I meant by a different shape, not just different geometric shapes, but a different type of circuit all together. Another change I would make would be to make students aware that they had been working with the series circuit earlier on in the unit, getting them used to using the name, and understanding the properties that define the circuit as a series circuit so they better understand what I mean by a different type of circuit in this particular lesson.

Recommendations for future instruction for the sample students:

High performer- I would challenge this student more by asking them to describe where in thier home they believe a series circuit is being used and where in their home they think a parallel circuit is being used and why. I would also ask them to list some examples of good conductors and good insulators instead of just filling in the blanks.

Low performer- I would have this student test thier inncorrect answer with the materials on thier own so that they can see thier missconception with thier own eyes and have them practice recording thier observations so that when they answer questions about the experiment their information is accurate.