Name: Maria Quigley

edTPA Indirect Instruction Lesson Plan Template

Circuit Review
_____________________________________________________________________________
Central Focus/Big Idea: Types of Circuits & Circuit Assembly
Subject of this lesson: Circuit Review
Grade Level: Fourth
NC Essential Standard(s): 4.P.3.1 Recognize the basic forms of energy (light,
sound, heat, electrical, and magnetic) as the ability to cause motion or
create change
Next Generation Science Standard(s): 4-PS3-2. Make observations to provide evidence that
energy can be transferred from place to place by sound, light, heat, and electric currents.
21st Century Skills: Critical Thinking & Problem Solving- outcome for fourth grade is
developing their own understanding by conducting investigations hands on; Communicationoutcome for fourth grade is explaining results of investigations through informational and
procedural text
Academic Language Demand
Language Function: Students are expected to be able to explain the different types of
circuits and how to construct a circuit from provided materials
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: series circuit, parallel circuit, open circuit, closed circuit, electrical
current

Instructional Objective: Students will be able to identify and explain the different types of
circuits and how they are constructed. Students are expected to write and illustrate an expository
piece on the construction of a circuit.
Prior Knowledge (student): Students need to have a basic understanding of electricity and how
circuits work.
Content Knowledge (teacher): Teacher needs to know the different types of circuits, how to
effectively construct a circuit & be able to explain how the circuits work.

Materials and Technology requirements:

(25) copies of the expository writing sheet

(9) circuit sets ( one for teacher demonstration, other 8 sets for groups of 3)
o Includes two batteries, four wires, two bulbs in each set
Science Journals
Computer/SMART Board
SMART Board file with prompt
Document Camera
YouTube Video:
o https://www.youtube.com/watch?
v=y3yoXh94Vp0&list=PLA686464F296A15D6&index=18

Total Estimated Time: 1 hr & 15 min (roughly)

Source of lesson: N/A
Safety considerations: Making sure students know how to properly use the wires and batteries

Content and Strategies (Procedure)

Engage:
-Remind the students of the information they have learned over the past couple of weeks.
Ask a few students to share what things they can remember the best about circuits, magnets,
electricity. Tell the students that you found a really cool song that can help them remember the
information a little bit better.

Pull up the YouTube video by Mr. Parr for Circuits

After the video ask the students why they think that its more fun to learn information by
putting it into a song? Ask the students also why its important to know about circuits and
electricity.

Explore:
-Stress the fact that circuits and electricity are a very important part of everyday life and
they dont even realize it. Tell the students that you have a story you would like to tell them and
need their knowledge of circuits to find a solution to a problem in your story. Read the story
prompt off of the SMART board. Use the T-Chart in the SMART Board file with the students to
figure out what the students know from the prompt and what they think they might have to do to
come up with a solution. Afterwards have the students plan in their science journals individually
a possible solution to the problem. After about two minutes have the students break into groups.
In each group the students should share their ideas for a solution and then decide which idea to
try out with the materials in the circuit sets. As students are working, walk around so you can see
who contributed to the group and which ones actually planned in their science journals. Also you
can stop at each group and ask questions like: Whose idea are you trying out? Why? What are
some problems you are having? If the students are successful ask them: What did you have to
change to the original idea to get the bulbs to light really bright?
Explanation:
-Once students have been working for about 15 minutes have them stop and turn their
focus back to the front of the room. Turn off the lights to allow students to see just how bright
their bulbs are in the dark. Have the groups clean up the circuit sets and return to the carpet. Ask
each group that was successful for an explanation of the solution they tried out. Question to ask:
Why do we think some solutions worked and others did not?
Elaborate:
-After the discussion of the possible solutions to the posed problem and the explanations
behind them pull out the last circuit set and put it under the document camera. Explain to the
students that you have never built a series or parallel circuit before and you would like them to
give you directions as a class. Let the students know that as a class they must give you every
single direction on how to construct either a parallel or series circuit. Make sure to follow the
class directions literally so that they have to reword their directions and give lots of detail that
way you can complete it correctly. Also make sure to ask why you have to do certain things that
way they are explaining the importance of the different steps.
Questions:

Why is it important to give lots of details when giving

directions/instructions?
Why do you think I had you tell me the directions out loud first
instead of writing first?
Is it easy to explain how to build a circuit to someone who has
never built one before? Would it be easier if you could show
them rather than explain? Why or why not?

-After you have completed both a series and parallel circuits with the help of the students,
pass out the expository writing sheets. Tell the students that they have just practiced what they
are going to be writing. Have them pretend that they are going to have to explain how to
construct both a parallel and series circuit to someone who has never heard of circuits before.
Also tell them they are to draw a picture in the box to go along with their writing, the picture can
show multiple steps, the differences between the two circuits, etc. Reiterate the importance of
adding lots of detail, remind them of their directions when telling me how to construct the
circuits on the document camera. Once they have finished writing their piece they may turn to
someone near them and read their piece quietly so that their peer can give them feedback on
whether or not they have enough detail.
Evaluate:
Summative
Expository Writing Sheet
-Students will write an expository piece on how to construct either a series or parallel
circuit as if they are telling someone who has no knowledge about circuits or electricity. They are
also expected to include an illustration that goes along with their explanation.
Formative
-The questions asked throughout the lesson and the observations made during group
work.