K5 Science Endorsement GPS Lesson Plan

Title Electric circuits

Teacher(s) Kelly Barrere
E-mail Kelly.barrere@bartow.k12.ga.us
School Euharlee Elementary
Lesson Title Electric circuits
Grade Level 5th grade Concepts(s) Obtain, evaluate, and communicate
Targeted information to investigate electricity.
Performance Expectation
The students will design a complete, simple electric circuit, and explain all necessary
components.
The students will investigate and test common materials to determine if they are insulators
or conductors of electricity.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
1. Asking questions S5P2. The student will Cause and effect
2. Developing and obtain, evaluate, and
using models communicate information Energy and matter
3. Constructing to investigate electricity.
explanations Structure and function
.
4. Planning and
carrying out
investigations

Georgia Performance Standards - S5P2. Obtain, evaluate, and communicate

information to investigate electricity.

Safety Considerations

Students must wear safety glasses and protective gloves.

Why can some electricity be harnessed or controlled and some cannot
*Turn lights off, then back on ask students what is causing this to happen??
*Discovery Ed. Tech book Electric circuits Life without electricity video clip, discussion.
Intro to electric circuits. Partner read section in tech book.
* Students will do conductor/insulator pre-assessment.
*The students will read and watch slide show on Studyjams.com (Energy, Light, & Sound
Current Electricity and Electric Circuits (do Test Yourself as a class).
*students will be given battery (in holder), wire, lightbulbs. Can you make the light work?
Give students guidance.
Explain. What objects if added to circuit cause light to come on? What objects cause light
NOT to come on? Is it possible to light a bulb with just a battery and two wires? Is it possible
to light the bulb with just one wire? Why or why not
Electric Circuits activity sheet glue into journal.
*The students will glue diagram of an electric circuit into journal, label it, and answer these
questions: What parts of your circuit are conductors? What part of your circuit are
insulators? What part of your circuit stores chemical energy? What is happening when the
switch is off?, what is happening when the switch is on? Must use words electric current,
open circuit, closed circuit.

Day 2
*The students will see container with steel shavings shavings stick when magnet put
through middle. Ask student to tap with my pointer. I will take magnet out of the middle,
shavings will drop to bottom of container. what just happened??
*Let the students investigate with magnet and iron shavings in containers (TRC).
*The students will be given a bar magnet and a tray with different items (rubber band, brads,
marbles, nuts, bolts, toy soldiers, etc) and see what items can be picked up with magnet.
*The students will make a claim: what do the items that can be picked up by magnet have in
common? Why can the magnet pick them up or why will stick to magnet? Will the magnetic
field go through glass, wood, water, paper, a rock? Explain your observation and evidence.
*Show bill nye magnetism part 1 (technology youtube)
*The students will read and look through Magnetism and Electricity section of
discoveryecucation techbook (table partner)
the students will observe what happens when they stroke a nail 60 times on end of magnet
and observe what happens to objects when get close to the nail and record data. Claim,
evidence, Reasoning record in journal. (turn electrons facing same way).

*The students will construct an electromagnet with wire, nail, battery. What happens if you
open the circuit? (Loose magnetic field drop paper clip)

* The students will see a picture of a large electromagnet picking up a car. How is it able to
do that?? What will happen when electricity is turned off?
*Discovery Tech book Magnetic Fields and Electromagnets Students will discuss and
explain how magnetism is used to solve problems.
*The students will construct a double-bubble map comparing and contrasting
magnets/electromagnets and glue into Science Journal. (To assess if the students
understand that the difference is one is temporary and one is permanent and one can be
controlled, one cannot.

Tier 2 differentiation:
* The students will complete a tree map classifying magnets/electromagnets with
information partially provided (for some).

*Discuss EQ: How are Electricity and Magnetism related?

Extension May dos:

*The students will go to Brainpop.com- Science Energy Electric Circuits
Documentation of Resources Discoveryeducation Science Techbook, legos,

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