Final+Project

=**Part I – Lighting a Light Bulb**=
 * Summary of the Lesson:**
 * 1) Introduce D-cell batteries as a //source// of electricity. Explain what a source is and have students brainstorm other sources of electricity.
 * 2) Introduce a light bulb as a //receiver// of electricity.
 * 3) Provide 2 electrical wires allow students time to explore how to have electricity flow from the source to the receiver. Students will record their experiments and observations in a science journal. Have students keep in mind the following questions: //where did you connect the wires to the battery… where did you connect the wires to the light bulb… what happens when you touch the wire to the glass part of the light bulb…//
 * 4) Have students draw diagrams of how they made electricity flow and explain that electricity flows in a circle, called a circuit.
 * 5) Take 1 electrical wire away from the students and allow students time to explore how to have electricity flow from the source to the receiver. Students will record their experiments and observations in a science journal.
 * 6) After all diagrams are drawn, introduce the parts of a light bulb; describe/explain/model what creates the light (filament)
 * 7) Wrap up the investigation with a summary of the science vocabulary terms that were introduced, and a model of how electricity flows through a circuit.


 * My audience is:**
 * 4th grade general education.
 * There are no students with IEPs, ELL/ESL, speech/hearing, physical handicaps.
 * ¼ of the population is free/reduced meals.
 * ¼ of the population is being treated for ADD/ADHD.
 * 1 student is considered “gifted”.
 * All students are performing at or above grade level.


 * The subject/content is:**
 * 4th Grade Science: Magnetism and Electricity
 * A D-cell battery is a source of electric energy
 * A bulb is an energy receiver that produces light and heat
 * A circuit is a pathway through which electric current flows

Students will explore simple electrical circuits. They will use trial and error to build a circuit that lights a bulb. They will begin to develop concepts about how connections must be made and how electricity flows through a circuit.
 * Learning Objectives:**


 * Guiding Questions:**
 * How can you get electricity from a source to a receiver?
 * Where do connections need to be made?
 * How does electricity flow through a circuit?
 * State or District Standards Addressed in this lesson are:**
 * **S4.A.2.1** Apply skills necessary to conduct an experiment or design a solution to solve a problem.
 * **S4.C.2.1** Recognize basic energy types and sources, or describe how energy can be changed from one form to another.
 * **S4.C.2.1.2** Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery to light a bulb or run a fan).
 * **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.

I mentioned above that my current group of students have no required adaptations or modifications to help them during the lesson. For students who have IEPs, special modifications would be made such as: an outline of the diagrams in advance, key vocabulary would be printed out so students did not need to copy definitions, preferred seating arrangements, small group considerations (or a buddy system).
 * Considerations for Special Populations**

=Part II - Lighting a Light Bulb=

The environment of a science lesson is designed to be hands on and engaging. Students explore science concepts through trial and error, with unintended consequences of frustration, but ultimately leading to success. || **__ Compare & Contrast __** Students will compare/contrast their prior understanding of what makes a light bulb light up. || **__Kinesthetic__** Students will demonstrate their understanding of how electricity flows by creating a human model (within their group) that demonstrates the flow and what happens when connections are made/lost. || **__Concrete__** Students will manipulate materials to create a working electrical circuit. They will use their five senses to make observations about their circuits. They will act out the flow of electricity through a skit. || **__Intuitive Feeling__** The assignment is to be completed in small groups and will allow for creative dramatic expression (through the skit created by students to demonstrate the flow of electricity.) || Being that the assignment / task has numerous methods of achieving the same result, this is considered a quasi-ended assignment that allows for students to create different ways of completing the task. || **__ Conceptualize __** Students will be able to conceptualize the new diagram and parts to the diagram by labeling the parts of a circuit, and drawing the flow of electricity. || **__Tactual__** Students are working with electrical equipment; light bulbs, batteries, wires. They will be manipulating the material to create a working electrical circuit. || **__Abstract__** Students will create diagrams with labels to demonstrate their understanding of how electricity flows in a circuit. All labels will be colored to create a correspondence between visual colors and science terminology. || **__Intuitive Thinking__** The science lesson is a creative experiment that allows students to brainstorm, try, and revise their thinking. || Within small group work, students will be assigned roles / jobs to ensure that the collaborative group is on task and focused on the assignment. Students are accountable for their own work and the work of the group in this model. || **__ Comprehend __** Students will display their comprehension of the learning by demonstrating competency in creating many different models that allows electricity to flow. || **__Auditory__** Speaking and listening is a key component of small group work and learning how to do both effectively is a hidden message in the science curriculum. || **__Sequential__** Before jumping into the problem of lighting bulbs, students will create diagrams and models for what they predict will work. This will force students to think in a linear and logical manner. || **__Sensing Judging__** Students will follow their own step-by-step directions in solving the problem of lighting a bulb. Some of the discussion will be teacher-led, while much of the remaining discussion will be facilitated from within each group. || Students are in small groups that must work together to achieve a common purpose. || **__ Combine __** Students will use the knowledge learned from this lesson as a bridge to successfully completing the next activities. Students will be introduced to new types of receivers and switches, and will have to combine their knowledge of how electricity flows through circuits to successfully complete the tasks. || **__Visual__** Students will create visual diagrams of how electricity flows through a circuit. These diagrams will be later transformed into schematic diagrams. || **__Global__** The lesson is designed to be trial-and-error. Students will try one method and if it does not work, manipulate the materials until it //does// work. || **__Sensing Perceiving__** This lesson best fits this model. It is hands-on, allows for a fast-paced learning environment. There is a feeling of competition in the atmosphere because each student group wants to be the first to discover how to have electricity flow through their circuits. || The students are in the safety of the school with the understanding that they are the most important assets to the classroom. We practice safe habits and are reminded of safety during all experiments. ||  ||   ||   ||   ||
 * ** Compelling Whys ** || ** 5Cs ** || ** KTAV ** || ** GASC ** || ** Temperament Styles ** ||
 * **__Fun__**
 * **__Freedom__**
 * **__Power__**
 * **__Belonging__**
 * **__Survival__**