Developmental Lesson Plan
Teacher Candidate: Makaela Letayf
Date: Lesson 4 Group Size: 23 Allotted Time: 25 Grade Level: 4th
Subject or Topic: Science
Common Core/PA Standard(s):
S4.C.2.1.3
Recognize or illustrate simple direct current series and parallel circuits composed of batteries, light
bulbs (or other common loads), wire, and on/off switches
Learning Targets/Objectives:
● Students will be able to build an electric circuit by using the three main
components.
Assessment Approaches: Evidence:
6. Performance assessment- build a 4. Rating scale
circuit
Assessment Scale:
HF- Student is able to build the circuit, with the materials in the right places, and make the
lightbulb light.
RO- Student is able to build the circuit, but the circuit is open (lightbulb is not lit).
S- Student is not able to build the circuit at all.
Subject Matter/Content:
Prerequisites:
Key Vocabulary:
series circuit- a circuit in which electrical current can follow only ONE path
parallel circuit- a circuit in which electrical current has MORE THAN ONE path to follow
electric circuit- a closed/continuous pathway through which electricity can flow
resistor- a material that cuts down the flow of current, but does not stop it
wires- material that connects the parts of the circuit together and carries electric current
insulators- materials that an electrical current CANNOT easily pass through
energy source- the electrical energy that pushes an electric current a circuit
conductors- materials that an electrical current CAN pass through
Content/Facts:
- Over 200 years ago, electricity had not yet been discovered. People would light their
homes with candle or whale oil and cell phones were certainly not a thing.
- In 1752, the famous Benjamin Franklin paved the way for an understanding of
electricity. He revealed that lightning was electricity.
- Electricity flows along a path called a circuit. To create a circuit, you need a battery,
wire, and a light bulb (at least).
- Electric circuits are made up of components that work together to allow electricity to
flow and do useful work. A circuit may also have a switch.
- Batteries have two ends, a negative and a positive end, the one marked + has a small,
raised button on the end of it.
- Conductors, which transmit electrical current, are things like aluminum, copper, and
steel.
- Insulators, which inhibit the flow of electrical currents, are things like rubber, wood,
and most plastics.
- To prevent electrical shock, most wires are covered in plastic working as an insulator.
- A series circuit is an electrical pathway in which all elements are arranged in a single
pathway.
- In a series circuit, the components are arranged in a single path. If one
component fails, the entire circuit is interrupted.
- A parallel circuit is one with several different paths for the electricity to travel.
- In a parallel circuit, the components are connected alongside one another,
allowing the electricity to flow through multiple paths.
- A simple circuit has a load, a battery (energy source), and conducting wires.
- An electric circuit must be complete in order for electricity to flow through it.
- In a closed circuit, all of the circuit components are connected in a loop, and electricity
is able to flow.
- Open circuits are incomplete circuits. These are "broken" circuits in which there is no
complete path for current flow.
Anticipatory Set
● Day 1- Materials on students desks; “What do you think we are going to do today?”
■ Obviously students will assume what we’re doing
● Day 2- Only insulators on desks; “Can you light a circuit with these materials?”
■ Students will discuss in groups.
Development/Teaching Approaches
● Day 1- Teacher and students will have a discussion on how important it is to be careful
with using the materials and how important teamwork is.
○ Students will work in pairs to light up their circuits.
■ Teacher should plan for a stopping point in case the students struggle
and/or all have similar questions.
● While students are building circuits, teacher will pull one student
at a time to complete the performance assessment.
● Day 2- During day 2, students will continue to build circuits with other components
available to them.
○ There will be more materials available for students to use, like other conductors
and insulators.
■ Before they start experimenting with the other materials, we will predict
whether the materials will make the circuit light (conductor) or if it
won’t make it light (insulator).
● Then students will test their predictions.
■ Teacher will continue to pull students for performance assessment.
Closure/Summarizing Strategies:
● Day 1- What was the most important thing to remember today?
○ Students will discuss in groups and have share outs if time permits.
● Day 2- Were your predictions correct?
○ Discuss why you thought some things would light vs not light.
Accommodations/Differentiation:
● Follow all IEPs and 504 plans
● Partners based in groups, however struggling students will be with
stronger students/in groups of three
Materials/Resources:
bulbs
batteries
wires
insulators
resistors
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Am I able to help and guide each group during the building time?
I was able to make it around to each group in the beginning of each class. For some groups that
were close, I was able to talk to 6 students at a time which made it easier. While single students
were building a circuit for me as part of their performance assessment, the rest of the class was
busy with their circuits.
Additional reflection/thoughts
