Day Objectives (Content and Process Standards Assessments Interdisciplinary Technology

Skills) Connections

1: What is a Explain the function of a NextGen Standards: Pre-assessment Language Arts: None
Circuit? circuit 4-PS3-2. Make (for learning): - Students give
Design a complete observations to Think, Pair, Share. responses in their
circuit using the provide evidence that Students write own words. Use of
necessary materials energy can be down their new vocabulary
Describe the flow of transferred from place response to a
energy through a circuit to place by sound, question, share it
light, heat, and electric with the person
Predict what will happen currents. next to them and
when changing the order 4-PS3-4 Apply the teacher then
of contact in a circuit scientific ideas to calls on a few
(more wires, fewer design, test and refine students to share
wires, opposite ends of a a device that converts their responses
battery, same end of the energy from one form with the whole
battery, etc.) to another. class.
Observe energy flow
through an electrical Common Core State Formative (for
circuit by completing a Standards: learning): +
circuit CCSS.ELA-LITERACY Teacher stops to
Communicate .SL.4.1.D ask each group
understanding of circuits Review the key ideas questions during
through drawings and expressed and explain their exploration to
verbal explanations their own ideas and foster deeper
understanding in light thinking
of the discussion.
CCSS.ELA-LITERACY Formative (as
.L.4.6 learning): +
Acquire and use Students work
accurately together to create
grade-appropriate closed circuits
general academic and
domain-specific words Summative (of
and phrases learning): +
 Students complete
an exit slip that
includes a drawing
of a closed circuit
that lights a light
bulb using the
materials they used
in exploration

2: What is a Design a series circuit NextGen Standards: Pre-assessment None Colorados

Series with the appropriate
Circuit? materials
Compare the brightness
of a single-bulb circuit to
a series circuit
Classify series circuits.
Observe what happens
when one bulb is
unscrewed in a series
circuit.
Communicate with a
group how to make a
series circuit. Predict
which parallel circuits
will light up a light bulb.
4-PS3-4 Apply (for learning): Phet
scientific ideas to Assessing what the Simulation
design, test and refine student remember
a device that converts from the day
energy from one form before. Are there
to another. any
4-ETS1-3 Plan and misconceptions
carry out fair tests in that we need to
which variables are readdress?
controlled and failure
points are considered Formative (for
to identify aspects of a learning):
model or prototype .Students will be
that can be improved. able to create a
4-S5-C3 PO2 series circuit and
Construct series and identify the defining
parallel electric circuits characteristics.

Common Core State Formative (as

Standards: learning):
CCSS.ELA-LITERACY Ask students
.L.4.6 Acquire and use prompted
accurately questions during
grade-appropriate lesson and ask if
general academic and they feel thumbs
domain-specific words up/thumbs
and phrases down/thumbs
sideways about
 how they feel about
parallel circuits.

Summative (of
learning):
Students will be
able to apply the
knowledge they
know about series
circuits to solve the
application problem
verbally.

3: What is a Design a parallel circuit NextGen Standards: Pre-assessment None None

Parallel using the appropriate 4-PS3-4 Apply (for learning):
Circuit? materials scientific ideas to Assess what the
Compare the brightness design, test and refine students remember
of a single-bulb circuit to a device that converts about series
multiple bulbs in a energy from one form circuits.
parallel circuit to another. Pre-assess about
4-ETS1-3 Plan and parallel circuit
Classify parallel circuits carry out fair tests in
Predict which parallel which variables are Formative (for
circuits will light up a controlled and failure learning):
light bulb points are considered Assess if the
to identify aspects of a students are able
model or prototype to build a parallel
that can be improved. circuit.
4-S5-C3 PO2
Construct series and Formative (as
parallel electric circuits learning):
Ask students
prompted
questions during
lesson and ask if
they feel thumbs
up/thumbs
down/thumbs
 sideways about
how they feel about
parallel circuits.

Summative (of
learning):
Post parallel circuit
worksheet

4: Compare the similarities NextGen Standards Pre-assessment Language Arts: Colorados

Comparing in a series circuit to a
Series and parallel circuit.
Parallel Compare the differences
Circuits in a series circuit to a
parallel circuit.
Student will be able to
identify series and
parallel circuits
Classify characteristics
of a series circuit via a
venn diagram.
Classify characteristics
of a parallel circuit va a
venn diagram.
Communicate Common Core State
understanding of circuits Standards
through drawings and
verbal explanations
4-PS3-4 Apply (for learning): Students collaborate Phet
scientific ideas to Ask the students if on Venn Diagrams to Simulation
design, test and refine they remember compare parallel and
a device that converts how to make a series circuits
energy from one form series circuit. Ask
to another. the students if they
4-ETS1-3 Plan and recall how to make
carry out fair tests in a parallel circuit
which variables are
controlled and failure Formative (for
points are considered learning):
to identify aspects of a Grocery store
model or prototype analogy
that can be improved. comprehension
questions.
Formative (as
CCSS.ELA-LITERACY learning):
.L.4.6 Acquire and use Discussing
accurately appliance question
grade-appropriate to ensure
general academic and understanding.
domain-specific words Thumbs up/down
and phrases during questioning
to self-monitor
student
understanding.
 Summative (of
learning):
Create a Venn
Diagram
individually and as
a class.

5: Using Compare the effects of a NextGen Standards: Pre-assessment None Colorados

Switches in switch in a series to the
Circuits effects of a switch in a
parallel circuit.
Summarize the function
of a switch in a circuit
Predict the effects of a
switch on a circuit using
prior knowledge of
circuits
4-PS3-4 Apply (for learning): - Phet
scientific ideas to Review about Simulation
design, test and refine parallel and series
a device that converts circuits from the
energy from one form previous day.
to another.
4-ETS1-3 Plan and Formative (for
carry out fair tests in learning): +
which variables are Teacher asks
controlled and failure questions about
points are considered switches in
to identify aspects of a different kinds of
model or prototype circuits to guide
that can be improved. and further
understanding.

Formative (as
learning): +
Students ability to
show a switch in a
circuit

Summative (of
learning): +
Students compare
switch functions in
parallel and series
circuits verbally
6: Compare the effects of a NextGen Standards:
Conductors switch in a series to the
and effects of a switch in a
Insulators parallel circuit.
Summarize the function
Common Core State
of a switch in a circuit
Standards
Predict if an object will
be a conductor or
insulator
Observe conduction and
insulation through
experimenting
Observe patterns in
conduction and
insulation materials
Pre-assessment Language Arts: None
4-S5-C3 Investigate (for learning): - Prediction skills
different forms of Students draw a
energy. closed circuit in 3
ways on a sheet of
paper.
CCSS.ELA-LITERACY Formative (for
.L.4.4Determine or learning): +
clarify the meaning of Teacher asks
unknown and questions while
multiple-meaning walking around the
words and phrases room
based on grade 4
reading and content, Formative (as
choosing flexibly from learning): +
a range of strategies. Students will test
CCSS.ELA-LITERACY materials after
.L.4.. Acquire and use predicting if they
accurately will conduct or not.
grade-appropriate
general academic and Summative (of
domain-specific words learning): +
and phrases Students draw a
CCSS.ELA-LITERACY circuit that is made
.W.4.2 Write of items from a
informative/explanator word/picture bank
y texts to examine a using conductors.
topic and convey ideas They must use at
and information least 3 items from
clearly. the list. Must be
three different
items for each
circuit