Its Electric!

Name: Aubrey Richey

Grade Level: 3
School: Hendrix Elementary
Subject: Science - Electricity

Date and Time of Lesson: March 29, 2016

Number of Students: 23
Cooperating Teacher: Mrs. Koproski

12:15pm 1:00pm

Standards3rd Grade Science 3.P.3A.2 Develop and use models to describe the path of an electric current in a
complete simple circuit as it accomplishes a task (such as lighting a bulb or making a sound).
Objectives
Third grade students, using the provided kit, will develop and carry-out designs of a complete simple
circuit that lights a bulb in order to describe the path of an electric current with 100% accuracy.
Essential QuestionsWhat is electricity?
What is a circuit and current?
Assessment (summative and formative)1. Objective one will be assessed through observation and recorded diagrams. (formative)
2. Objective two will be assessed through observation and recorded design. (formative)
Accommodations/Strategies for any identified or non-identified student including ELLs who require such
strategies for success1. Visuals and pictures were used for those who struggle with reading and writing.
2. Students with behavioral concerns were paired with a student who would be patient and helpful.
MaterialsPaper, pencil (eight pieces of paper will be stapled together to make a booklet with Electricity written
on the cover page)
12 D cell batteries, 12 6-inch pieces of insulated copper wire, 12 miniature lightbulbs (one battery, one 6
inch piece of wire, and one miniature lightbulb are put into a zipper style sandwich bag to make on kit)
2 ice cube trays, 15 galvanized nails, 15 4-inch pieces of copper wire, vinegar, lemon juice, water, 1 LED
bulb
flip chart for Smartboard.

Resourceshttp://www.stevespanglerscience.com/lab/experiments/ice-tray-battery/
http://www.scholastic.com/teachers/lesson-plan/magic-school-bus-gets-charged

Safety RequirementsBefore attempting to experiment with making a circuit, students will be informed of and agree to the
safety pledge. Students will be given a safety pledge card. If the student does not follow the agreement, a
corner of the card will be clipped. If all four corners are clipped, the student will no longer participate in
the activity. Safety rules from the teachers lesson book will also be addressed.
Instructional Sequence (instructional strategies and learning tasks)The teacher will have all supplies at the front table and ask the children if they can guess what the next
unit of study will be.
Students will be introduced to the new unit of study, electricity. The teacher will ask the students to write
down three facts that they know about electricity on the first page of their booklet. Afterward, the
teacher will call on a few students to share their knowledge. Next, the teacher will ask the students to
write down some things they want to know about electricity on the first page of their booklet. A few
students will be called on to share their thoughts.
The teacher will then present the discrepant event. (see attached information)
The teacher will present the definition of electricity on the board. The students will glue the print out of
the definition onto the second page in their booklet. A discussion of the definition with a Q and A will
follow to aid in comprehension.
The teacher will present an explanation of the flow of electricity on the board. The students will glue the
print out of the explanation on page three of their booklets. A discussion of the explanation will follow
with a Q and A to aid in comprehension.
The teacher will address safety guidelines and the safety pledge.
The teacher and class will discuss important things to remember when working together and the
frustrations that can come when trying something new and challenging.
The teacher will explain to the students that they will have the opportunity to experiment with building a
circuit to light a bulb. The term complete circuit will be introduced in the explanation. Students will first
draw their design in their booklet (beginning on page 4) and then test their design. Students will develop
as many plans as needed. The teacher will model the process. The teacher will inform the students that
they are to work in pairs with the person sitting across from them but each child will keep drawings and
records in their own booklets. Kits will be handed out and then experimenting will begin.

After a few groups have had success in lighting their bulb, the teacher will draw a diagram on the board
of the correct circuit that lit the bulb. The circuit will be labeled with the correct terms. Current will be
discussed and the path it follows. The students will correctly label a diagram of a simple circuit and the
path of the current in their booklets.
The teacher will assess the student's work in the booklets to check for understanding during monitoring.
A print out of important vocabulary terms will be glued into the students booklets.
If there is extra time, a graphic organizer of how we use electricity in our lives and how we would
perform our tasks without it will be created.

Monitoring for student learning/understandingThe teacher will observe and monitor students as they carry-out the tasks and assignments.

Reflection after the lessonOn attached paper

Discrepant Event
Ice Tray Battery
http://www.stevespanglerscience.com/lab/experiments/ice-tray-battery/
Materials: Distilled white vinegar, Lemon Juice, Water
15 4-inch pieces of copper wire
15 galvanized nails
2 Ice trays
1 LED light
Preparation:
1. Wrap a nail with a piece of copper wire, leaving a section of wire extending from below the head of the
nail.
2. Repeat Step 1 with the remaining 4 nails and 4 pieces of copper wire.
Hypothesis: Take a poll of the class as to which they think will best establish a complete circuit to allow the
current to flow to light the bulb.
Procedure:
1. Fill 6 wells of an ice tray with distilled white vinegar, 6 with lemon juice and 6 with water. Leave at
least two sections between the different liquids
2. Create a circuit by inserting each nail into a well of vinegar while placing the extended wire into the
next well.
3. Repeat this with each liquid.
4. Test each liquid by placing one leg of the bulb into the section with the nail and the other leg into the
section with the wire. If it does not light, flip the legs around to switch sections.
Explanation:
Batteries are comprised of two different metals suspended in an acidic solution. With the Ice Tray Battery, the
two metals are zinc and copper. The zinc is in the galvanization of the nail, and the copper wire. The acid comes
from the vinegar inside the ice tray. More specifically, the acid comes from the 4-8% of the vinegar that is acetic
acid.
The two metal components are electrodes, the parts of a battery where electrical current enters and leaves the
battery. With a zinc and copper set-up, the current will flow out of the wire and into the nail. The electricity also
passes through the acidic solution inside the tray wells.
Once the Ice Tray Battery is connected to the LED, you create a complete circuit. As the electrical current
passes through the LED, it lights the LED, and passes back through all of the components.