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3/16/16
edTPA Indirect Instruction Lesson Plan Template
Parallel & Series Circuits
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Central Focus/Big Idea: Electricity in a series circuit and parallel
circuit.
Subject of this lesson: Circuits
Grade Level: 4th grade
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): PS3.A: Definitions of Energy
Energy can be moved from place to place by moving objects or through
sound, light, or electric currents.
21st Century Skills: Critical thinking and problem solving (Students will
have to observe and predict why water condenses on the outside of a cup.
This will also tie into climate and humidity)
Collaboration (Students will be working in groups)
Initiative and Self-direction (Students will be working in groups and
going at their own pace/figuring things out for themselves)
Academic Language Demand
Language Function: Students will have to explain the differences
and similarities between series and parallel circuits.
Analyze Argue Categoriz Compare/contras Describe
Explain
e
t
Interpret Predict
Question
Retell
Summariz
e
Explore: Students will be in groups of 4/5 students. Each group will get a
set of materials to make circuits. Students will receive a kit with a Dbattery and holder, multiple wires, and 3 light bulbs. The students know
how to create a series circuit prior to the lesson so each group will quickly
show a series circuit model. Ask students How do you know this is a
series circuit? Can you prove it? Why do all the lights go out if one light
gets disconnected? How is that different from a parallel circuit? Then they
will create a parallel circuit. How are you going to create a closed
circuit? How will you make it so the rest of the lights will stay on if one
goes out? Why does this happen?
Explanation: Students will return to their desks and take out their
notebooks. They will cut and paste given diagrams into their notebooks.
Ask students: What type of energy moves through circuits? How do
circuits work? What is the difference between a series and parallel circuit?
What did you notice about the brightness of the light bulbs in the different
circuits? What did you observe? They will turn to a partner and share
what they noticed about the two types of circuits. They will highlight
definitions in the given reading and read to themselves all about parallel
and series circuits on the worksheet.
Elaborate: Challenge students to design the brightest light bulb. Have
students explain why they think their design created the brightest bulb.
Evaluate: To formatively assess students, walk around and observe while
asking students questions. For a summative assessment, students will
draw a Venn diagram comparing and contrasting parallel and series
circuits. They will need 2 similarities and 2 differences.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills: Students were able to
successfully elaborate the differences between a series and parallel circuit.
Reflection on lesson: