Teacher:

Date:

Subject: Energy: Lesson 3- Light Bulbs

I. Objectives
What is the main focus of this lesson? (What do you want to accomplish?)
-Batteries and hand cranks can be used to move electrons through a bulb to cause the bulb to light. For a
bulb to light, you will need to create a circuit. The circuit must include a bulb, a batter, and wire. The wire
must connect the plus side of the battery to either the bottom or side metal on the bulb. The other wire
must connect the minus side of the battery and to whichever metal side of the bulb was not touched
earlier.
How does this lesson tie in to a unit plan? (If applicable.)
Using batteries, bulbs, and wires students will demonstrate how energy can be transferred from one
object to another.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies. (Students will be able to and this ties to ____ standard.)
I can make observations that support the idea that energy can be transferred from place to place.
o 4-PS3-2: Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
II. Before you start
Assessment
(formative [during] and
summative [after])

KWL
Observations
Students notes/ worksheet

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
AFFECTIVE
Multiple Means of Expression
Multiple Means of
(Action)
Engagement
Options for Perception
Options for action/interaction
Options for recruiting interest
Verbal and visual explanations
-Every student has access to the
-Students get to build their own
manipulates due to small groups
circuit.
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &
-Vocabulary
-Students can share what they
Persistence
-Illustrating the circuit through actual
know through their building of
-Working in small groups
materials and through a diagram.
circuits, diagrams, and verbally.
Options for Comprehension
Options for Executive Function
Options for Self Regulation
-KWL chart
-Having students take notes on
-KWL chart is used for reflection.
-Manipulates
what circuits they built.
Prerequisite knowledge
What energy is? Energy can be transferred.
and skills.
RECOGNITION
Multiple Means of Representation

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Desks

Wires
Light bulbs
Battery holders
Batteries
Light bulb holders
Science folder
Worksheet
grouped in 3s.

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Developm
ent

The description of (script for) the lesson,

activities and student activities
Teacher
Take out the KWL chart.
o Yesterday we used a dodge
ball, Ping-Pong ball, and
tennis ball to learn more
about what?
(How energy can be
transferred from one
object to another.)
o Today we will be
experimenting with
electrical energy.
Today you will be working with
your group again. In a couple
minutes, one member from each
group will come get a tray of
materials. On the tray you will find
(hold up the items as you say
them) wires, batteries, bulbs, and
holders for these items. You will
work together to light the bulb.
When you make the bulb light up,
draw a picture on your papers
using the drawings on the board to
represent the different pieces.
Draw this key on your 3rd page in
your folders so you will know what
they mean later and so everyone
in our class will understand your
picture.

Have students come get their tray

and get to work.
Give them 10-15 minutes to get
with their groups and explore.
Walk around and find groups that
have good examples of circuits. Let
them know that you will be sharing
their circuit to the class.
I have seen many awesome
circuits, but lets look at a few of
them more closely. Make sure to
draw these examples so youll be
able to remember them for the
future!

wherein you describe teacher

Student

We learned that energy could be

transferred from one object to
another.

Getting excited!

Students take out their papers

and draw the key on them.

Students work with their groups

to make the bulb light.
We got the bulb to light! We
connected the wire to one side of
the battery, then to the bottom
of the light bulb. Then we
connected another wire to the
side of the light bulb to the other
side of the battery.
Write down circuit, that it is
related to a circle, and what
makes up a circuit.

Pick up several examples of

circuits and show them to
the class. Explain what is
happening in them.

You can remember what a circuit is

because its kind of like a circle!
There is always a power source
(like the battery), wire, and
something that is being powered
(like the light bulb) in an electrical
circuit.
A light bulb will only light when it
is a closed circuit, which means
that the electrons can flow from
the negative side of the battery,
through the wire, to the bottom of
the light bulb, up through the
filament, then down through the
side of the light bulb, back through
the wire and into the positive side
of the battery.
o If the electrons dont make
it back to the positive side
of the battery, it is an open
circuit.
o Use your finger on an
example circuit or picture
on the white board to show
what you are talking about
as you go.

Now that we all know one way to

make a circuit, everyone should
move their pieces around to make
this. If you already made one
successfully, make another one,
maybe one that involves more
than one light bulb or battery?

Walk around and find different

circuits, show them around to
everyone again. Explain what is
happening to them. (This is like
what you did after the first
exploration; you are showing the
examples and talking it through,
not the students.)

Closure

Add closed circuit and its

definition.
Add open circuit and its
definition.

Work to make another circuit or

make the one on the board. Then
make a circuit with one battery
and two light bulbs or two
batteries and one light bulb.

When there are 2 bulbs and one

battery, the lights go dimmer.
When there is 1 bulb and 2
batteries, the light goes brighter.
We learned about circuits, open
circuits, and closed circuits.

Take out the KWL.

o What did we learn today?
Your reflection on the lesson including ideas for improvement for next time:

Name: _________________________________

Light Bulb
Key: (What each of these items will look like in your pictures.)
Light Bulb:

Battery:

Light Bulb 1:

Light Bulb 2:

Wire:

Light Bulb 3:

Light Bulb 4:

1. I can:
a. Make observations that support the idea that energy can be transferred from
place to place.
Yes
Maybe
No