Links to Physical Science Electric Circuits

Lesson 1: Thinking About Electricity and Its Properties Notebook Writing: Pre-Unit Assessment (Teacher’s Guide, Unit Investigations p.3). Students brainstorm and write about what they know about electricity and what they would like to learn. Students will probably be surprised at how much they already know about the uses of electricity. By the end of this lesson, they will have a better sense of what they would like to know about how electricity works.

Lesson 2: What Electricity Can Do Notebook Writing: Prompt: “What would life be like without electricity? What would people have to do for light? How would they accomplish chores such as washing clothes and cleaning the house? How else would life be different?” (See Extension 1, TG Unit Investigations p.5) Key Elements That Indicate Understanding This activity is designed to provide a baseline against which to evaluate student progress as they work through the Electric Circuit Unit.

Lesson 3: A Closer Look at Circuit Notebook Writing: Prediction for Battery-Bulb-Connectors Arrangement and Explanation (TG Unit Investigations p.19). Hand out Activity Sheet 1. Review directions. Make sure students understand what they are supposed to do: to predict whether the bulb will light by writing “on” or “off” under each drawing. Assure students that they will not be graded on their “guesses.” Instead, they are to use the predictions as a way to learn. You might emphasize that this is the way scientists work. Key Elements That Indicate Understanding Your observations of students as they tried to check their predictions will give you specific information about their understanding of electric circuits, their ability to tackle new problems, and their learning styles.

Lesson 4: What Is Inside a Light Bulb? Math: “Electric Meter Mystery” helps students to make real-life connections and use math skills for measuring in kilowatt-hours.

Submitted by Elsa Harridge and Leigh Slimp-Virgo – June, 2007

Lesson 4: What Is Inside a Light Bulb? Notebook Writing: Constructed Response A, “Simple Complete and Incomplete Circuits” (Embedded Assessment Package p.5) • Use the materials in the bag to construct both a complete and incomplete circuit. (You do not need to use all of the materials in the bag. Just use what you need.) • Make a drawing of both circuits in your science notebook. Be sure to label each circuit (complete, incomplete) and all the parts. • Describe the differences between the two circuits you have drawn. Key Elements that Indicate Understanding • A drawing of a complete circuit, with label (“complete circuit”). All parts recognizable and labeled (battery, bulb, wire). The drawing reflects a circuit that would actually work. • A drawing of an incomplete circuit, with label (“incomplete circuit”). All parts recognizable and labeled (battery, bulb, wire). The drawing reflects a circuit that would not actually work, because it is incomplete. Note: Drawings are of actual batteries, bulbs, and wires. Symbols have not yet been introduced. There are multiple ways students can construct a complete and an incomplete circuit. Some of these appear on pages 13 and 22 of the Teacher’s Guide. • A description of the difference between the two circuits. The description should address the importance of the placement of the materials to enable the bulb to lights. The response might also describe the need for a continuous path for the electricity to flow. (A complete circuit will have appropriate connections so that electricity can flow in a continuous path. There needs to be connections from one end of the battery (positive or negative) to one part of the bulb (metal base of soldered tip) and then from the other part of the bulb (soldered tip or metal base) back to the other end of the battery (negative or positive). If multiple batteries are used, it is important that the two batteries be arranged so that the positive end of one battery is connected to the negative end of the other battery, not positive end to positive end.) Note: It is not necessary that students use sophisticated language to describe the parts of battery (positive end, negative end) and the light bulb (metal base, soldered tip). They may use kid language, such as ‘bump’ end and ‘flat’ end for battery and ‘side’ and ‘tip’ for the metal part of the light bulb. Teacher’s Directions (Embedded Assessment Package p.63-66) Samples of Student Work (Embedded Assessment Package p.67-70) Blackline Masters (Embedded Assessment Package p.71-73)

Lesson 4: What Is Inside a Light Bulb? Math: “Discoveries in Using Electric” Timeline of Electric and Magnetic Power (Electric and Magnetic Power Leveled Reader p.22) provides an opportunity to help students make real-life connections and the use of math skills applied to periods of time.

Submitted by Elsa Harridge and Leigh Slimp-Virgo – June, 2007

Lesson 6: What’s Wrong with the Circuit? Notebook Writing: Prompt: “Write about problem-solving and troubleshooting techniques that you might use in every day life.” (See extension 2, TG Unit Investigation p.36) Key Elements that Indicate Understanding Students should understand that problem-solving and troubleshooting are used frequently in every day life by students and adults. Suggest that students write a brief account of the strategies that are used in their science notebooks. Check to see if what strategies have been used by the students and suggest step-by-step strategies that they might want to try.

Lesson 7: Conductors and Insulators Notebook Writing: Prediction Chart for Conductors and Insulators Students will be using their circuit tested to test their set of assorted materials. Emphasize the importance of recording the things that don’t cause the bulb to light, as well as those that do. Key Elements that Indicate Understanding Students will be listing the results of their circuit testing. Expect a few contradictory results. These provide an excellent opportunity to encourage students to resolve their differences by doing more experiments. If possible, a student might do an experiment to resolve the disagreement. Students should be encouraged to use content vocabulary “insulator” and “conductor” to describe their results.

Lesson 8: Making a Filament Notebook Writing: Constructed Response B Tracing the Path of the Complete Circuit (Embedded Assessment Package p.66) • Make a drawing of a complete circuit showing a battery, wires, and a light bulb. • Using a highlighter, trace the path of the electric current as it travels through the closed circuit. Be very clear when showing the complete path the electric current follows. Key Elements that Indicate Understanding • A drawing of a complete circuit. All parts recognizable and/or labeled (battery, bulb, wire). The drawing reflects a circuit that would actually work. Note: Drawings are of actual batteries, bulbs, and wires. Symbols have not yet been introduced. There are multiple ways students can construct a complete circuit. Accept all reasonable responses. • The path of the electric current is shown with highlighter. Students must highlight the complete path. They should show that the current passes from one end of the battery, through the wire to one contact point on the bulb (side of base or tip of base). Then the current flow continues through the support wire, through the filament, through the other support wire and out the other contact point on the bulb (tip of base or side of base). The current continues to flow through the wire to the other side of the battery and then through the battery. The circuit is then complete. The path passes through the filament and through the battery. Note: It is really important for students to understand that the current flows both through the battery and through the light bulb (up one support wire through the filament and back down the other support wire). Teacher’s Directions (Embedded Assessment Package p.74-77) Samples of Student Work (Embedded Assessment Package p.78-81)) Blackline Masters (Embedded Assessment Package p.82-84) Submitted by Elsa Harridge and Leigh Slimp-Virgo – June, 2007

Lesson 9: Hidden Circuits Math: Question and Answer Boards with math concepts can be constructed. (See extension 2 TG Unit Investigations p.51). Students will devise a list of math questions and answers and randomly place them on their boards. Students will need to place metal brad fasteners next to each question or answer. Wires are then connected between the correctly corresponding questions and answers. Students will use a circuit tester to determine which answer goes with which question. When they connect the wires of their circuit tester to the correct two brad fasteners, the light will go on.

Lesson 10: Deciphering a Secret Language Notebook Writing: Constructed Response C Making Circuit Diagrams with Symbols (Embedded Assessment Package p.76) • Use the materials provided to construct a complete circuit (materials found in the kit). Remember, you do not need to use all of the materials in the bag. Just use what you need. • Draw a circuit diagram of the circuit you built using the electrician’s code. Your diagram must show all of the electrical components and how they are connected. • Include a legend identifying the symbols for the electrical components. Key Elements that Indicate Understanding • A diagram of a complete circuit. The diagram reflects a circuit that would actually work. Note: A drawing of actual batteries, bulbs, and wires is not an acceptable response, as this constructed response is probing for evidence of understanding of the use of the electrician’s code. • All components are recognizable because of the use of accurate symbols and a complete legend. Teacher’s Directions (Embedded Assessment Package p.85-87) Samples of Student Work (Embedded Assessment Package p.88-91) Blackline Masters (Embedded Assessment Package p.92-94)

Submitted by Elsa Harridge and Leigh Slimp-Virgo – June, 2007

Lesson 12: Learning About Switches Notebook Writing: Constructed Response D Inventing a Different Switch (Embedded Assessment Package p.87) • Use the materials provided by your teacher to make a different switch to use in a circuit. Make a circuit to demonstrate that your switch works. • Demonstrate to your teacher that the switch works in your circuit. • Make a labeled drawing of the switch in your science notebook. Be sure to tell the materials you used. • Explain in writing why your switch works. Key Elements that Indicate Understanding • A labeled drawing of the switch. Note: Some students may choose to draw their entire circuit. This is acceptable, but not required. If students use the electrician’s code for their circuit they must also include a labeled drawing of the switch. • An explanation of why the switch works that addresses the understanding of the correct type of material(s) to use in a switch (conductors) and the idea that current is interrupted when the switch is open and current is able to flow through the circuit when the switch is closed. Teacher’s Directions (Embedded Assessment Package p.95-98) Samples of Student Work (Embedded Assessment Package p.99-100) Blackline Masters (Embedded Assessment Package p.101-103)

Lesson 14: Working with a Diode Activity: Making Simple Electronic Devices Store-bought kits can be used as a learning center option or an at-home project. Students will be working with a variety of electronic device kits that are available at hobby, science, and teacher supply stores. See TG Unit Investigation, extension 2, p.75)

Lesson 16: Wiring a House Performance Assessment Embedded Performance Task tab: House Wiring Embedded Assessment Package Guide, Task User’s Guide p.11-20 Embedded Assessment Package Guide, Rubrics p.21-23 Embedded Assessment Package Guide, Samples of Student Work p.24-38 Embedded Assessment Package Guide, Blackline Masters p.39-42

Lesson 17: Post-Unit Assessment Additional Assessment Activities Assessment 1 (TG Student Assessment tab p.20) Assessment 2 (TG Student Assessment tab p.21) Assessment 3 (TG Student Assessment tab p.22-25)

Submitted by Elsa Harridge and Leigh Slimp-Virgo – June, 2007

Submitted by Elsa Harridge and Leigh Slimp-Virgo – June, 2007