By:

Michele Lockley,
Sonja Hults,
&
Katie Hoppe
EDMS 545 Summer 2005
Hands-on Lesson Plan - Learning Cycle Format
Grade Level 4th
Content Area Physical Science

I. Grade Level and California Science Standard the lesson is

addressing.
4 th Grade
Physical Sciences
1. Electricity and magnetism are related effects that have many
useful applications in everyday life. As a basis for
understanding this concept:
a. Students know how to design and build simple series and
parallel circuits by using components such as wires, batteries,
and bulbs.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other three
strands, students should develop their own questions and
perform investigations. Students will:
d. Conduct multiple trials to test a prediction and draw
conclusions about the relationships between predictions and
results.
f. Follow a set of written instructions for a scientific
investigation.
II. Objectives (3-4)
1. Students will understand what a complete circuit is.
2. Students will be able to follow directions (printed and visual)
3. Students will learn how an electrical current works.
4. Students learn how build a switch for an electrical circuit.
III. Essential Questions
1. What enables an electrical current?
2. How do you build a simple circuit?
IV. Materials needed for the lesson.
1. Challenge 1 Materials: 1 D battery, 2 insulated copper
wires, 1.5 volt light bulb, and Duct tape.
2. Challenge 2 Materials: (Please note that some of the
materials from challenge 1 are reused in challenge 2). 1
battery, 1 bulb, 3 copper wires, I piece of cardboard, 2
brads, 1 paperclip, and Adhesive tape.
3. Each student will have a handout. (combination worksheet
and directions)

V. Exploration Phase
1. Using power point slide, teacher poses question to students.
Teacher may also have other examples sitting on a table
(items may include: small lamp, flash light, cell phone,
radio, and any other handy items.)
i. Questions:
1. What do these things have in common? (student
responses, target=ELECTRICITY)
2. How much do our lives depend on electricity?
(student responses, varied)
3. What are other items not shown that run on
electricity? (student responses, varied=WRITE
ON BOARD)
ii. We are now going to discover how electricity gets to
different items to make them work.
2. Students will work in pairs to complete the task. There may
be groups of three if necessary.
3. Challenge 1 Procedure: (Modeled and Visual)
i. Place the battery upright on the table.
ii. Take the wires and tape one end to the bottom of the
battery. Tape the second end on the top of the battery.
iii. Take the light bulb and place the other ends of these
two wires in various places on the metal part of the
light bulb.
iv. When you have successfully lit the bulb, finish the
diagram on the handout.
4. Challenge 2 Procedure: (Modeled and Visual) May start
where previous challenge left off.
i. STEP # 1
1. Join the battery, bulb and three wires as shown.
2. Attach the wires to the battery using some
adhesive tape.
ii. STEP # 2
1. Push one paper fastener (brad) through some
cardboard.
2. Hook a paper clip onto the second fastener and
push the fastener (brad) through the cardboard
3. MAKE SURE THE PAPER CLIP CAN TOUCH THE
OTHER FASTENER (BRAD).
iii. STEP # 3
1. Turn the cardboard over.
2. Wrap one wire around each paper fastener
(brad).
3. Bend the legs of the fasteners (brads) and tape
them down.
4. THE LEGS MUST NOT TOUCH.

iv. STEP # 4
1. Take the paper clip and press it onto the free
paper fastener (brad).
2. Electricity should flow.
3. What happens to the light bulb?
v. STEP #5
1. Now take the paper clip off the paper fastener
(brad).
2. What happens to the light bulb this time?
3. Why do you think this happens?
VI. Concept Invention Phase
1. Following link to GreyStone Power Corporation, Kids Korner
http://greystone.apogee.net/kids/explore.aspx, the teacher
will discuss electrical energy through the first four pages.
Students may explore the rest of the site at a later time.
2. Discussion will be guided by web pages as follows:
i. Lets Explore (web page 1)
1. different sources of electricity such as: natural
gas, nuclear and hydropower, as well as
alternative sources such as wind and solar.
ii. How It Works (web page 2)
1. Atom make-up, protons(+), neutrons, and
electrons(-)
2. Neutral charge (protons = neutrons)
3. Free electrons, atom with +charge attracts other
electrons creating a flow.
iii. Voltage and Current (web page 3)
1. Voltage is force causing free electron flow from
one atom to another (pressure)
2. volt is electric pressure (measurement)
3. Questions How many volts is the battery you
worked with? How do you know?
4. Current is actual flow (energy in motion)
5. Safety: Wires may become hot as current flows
due to resistance (friction). Wires and electrical
cords come in sizes. Overload occurs when flow
is to strong, can cause melting of insulation, fire
and electrocution.
iv. Conductors and Insulators (web page 4)
1. Some conductors are: copper, aluminum, gold,
platinum, silver, water, people, animals, and
trees.
2. Some insulators are: glass, porcelain, plastic,
and rubber.
3. Discussion & Review of vocabulary

i. Battery, Circuit (open & closed), Conductor, Direct

Current, Electrical Charge, Electric Current, Electricity,
Energy, Insulator, & Voltage.
VII. Concept Application Phase How will you specifically address
this section? If at all possible include other hands on activities.
(see rubric for details)
1. Think/Pair/Share - Terms to use: open, closed, circuit, electric
current, wires, battery, and switch in your explanation.
i. What is the difference between an open and closed
circuit?
ii. How does electricity flow to light the bulb?
2. Journaling & Visualizing - Students will write and define new
vocabulary in their science journals while thinking about
how an electrical toy operates.
i. Prompt:: Explain in a paragraph how a battery
operated vehicle (toy) works.
ii. Students will draw a simple diagram of the vehicles
circuit. (Do not open the toy to find out).
3. At Home Field Trip: Students will read PG&E Safety Book
(with parent or caregiver if possible), conduct a safety
inspection and complete a safety checklist (in the safety
book).
VIII. SDAIE strategies (5)
1. Think/Pair/Share students will discuss new vocabulary
through reciprocal teaching/reinforcement.
2. Journaling Students write in their journal by taking what
they have learned and applying it to a toy.
3. Realia The building of the circuit add dimension and depth
to the learning through kinesthetic activities, adding to the
realia of the lesson.
4. Visual The worksheet provide visual identification. The
students build the circuit first, and then reemphasize the
activity by drawing their circuit. Also, use of visuals in
PowerPoint.
5. Graphic Organizers The take home checklist asks the
student to apply the information learned during this lesson
to their at home graphic organizer provided by the electric
company.
6. Collaborative Teams/Pairs The collaboration allows
students to bounce ideas around and deepens thinking and
understandings.
IX. Adaptations for students with disabilities (5)
During the teaching of the lesson we will;
i. Go slower and be willing to repeat for the student with
auditory processing problems.

ii. Place the student nearer you to hear if verbally

impaired.
iii. Get larger materials for the student with impaired
hand movements. If the materials are still not
adequate, there are circuit kits with larger parts and
no wires.
iv. For the student that has dyslexia, have the
instructions on tape ahead of time.
v. Visuals and direct modeling to reinforce concepts for
all students.
X. Science Content Summary
In this hands-on lesson, fourth grade students will learn how
to design and build a simple circuit using insulated copper
wires, a battery, and a miniature light bulb. After completing
this activity, they will build a simple switch in which to turn the
light on and off.
An electric circuit is an unbroken path along which an
electric current flows. A simple circuit consists of a power
source (the D battery), two conducting wires that are
attached to each terminal of the battery, and a miniature light
bulb (also referred to as the load). The copper wires are
attached to certain points on the light bulb. When the
connections are made properly, the electrical current flows and
the circuit is said to be closed. When the circuit is closed,
the bulb will light. This current flows from the battery along one
wire to the light bulb, through the bulb, and along the other
wire back to the cell.
It is important for fourth graders to understand that, when
the wires are disconnected, the circuit is said to be open or
broken. The circuit is opened by a device such as switch.
XI. Relevant Web Sites
1. Discovery of Electricity.
http://www.le.ac.uk/se/centres/sci/selfstudy/eam3.htm. This
is a good reference site with a bit of history, Simple and
easy to understand for both teachers, parents, and students
2. Dialogue for Kids Electricity.
http://idahoptv.org/dialogue4kids/season3/electricity/facts.ht
ml. Great site for students to explore and review concepts.
The site also has teacher resources such as lesson plans and
a video archive.
3. Electric Current.
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/ele
ctromag1_2.shtml. This is a simple learning module with a
quiz at the end so students can check their understandings.
4. The Flow of Electricity.
http://www.kpsec.freeuk.com/electron.htm. Complete with

animated graphics, this site describes how electricity flows.

It is an excellent site for teacher review before the lesson,
but can be used buy students as well.
5. GreyStone Power Corporation, Kids Korner .
http://greystone.apogee.net/kids/explore.aspx. Site
provides excellent visuals for use in lessons on electricity
and its various sources. It has a great section on history and
some fun games for kids.
6. Interactive EnergyQuest.
http://www.energyquest.ca.gov/index.html. Great Energy
Education interactive site for students with resources for
parents and teachers also. Teacher resources include links
to a great number of lesson plans and links to electricity
education sites
7. Kid Zone Electric Avenue.
http://www.aecl.ca/kidszone/atomicenergy/electricity/index.a
sp. - Great interactive resource for kids to explore electricity
and other power sources. Site is filled with many interesting
facts and games.
8. Pacific Gas & Electric, Education and Training.
http://www.pge.com/education_training/. This site offers a
variety of education materials for grades K-8. It also has
some fun safety modules that students can progress
through as well as links to energy efficiency, and a variety of
games. Safety books can be printed out from the Safety
Corner: http://www.pge.com/microsite/safetycorner/.
XII. Applications to Everyday Life (5)
1. Students learn to recognize how electricity works, and by
using their safety booklet, they can become aware of their
families electrical usage.
2. The student may be able to help fix a broken circuit in their
home.
3. Electricity is everywhere. The students view of this topic will
be deeper and may help them to question where street
lights come from.
4. The student will recognize the safety issue problems in their
home, which may prevent a fire.
5. By understanding electricity, the student will understand
natures responses during electrical storms, and why it
important to know about lighting poles and electrical wires.
References
Choate, Joyce S. (2004) Successful Inclusive teaching, 4th Edition. Boston, MA,
Pearson Education Inc.

Friedl, Alfred E. and Koontz, Trish Y. (2005) Teaching Science to Children: An

Inquiry Approach, 6th Edition. New York, NY, McGraw-Hill Inc.
GreyStone. (2005) Kids Korner, Energy Education is Fun. Retrieved July 28,
2005, from GreyStone Power Corporation Web
site:http://greystone.apogee.net/kids/explore.aspx
Smith, Alastair. Ed. (1996) The Usborne Big Book of Experiments. Tulsa, OK,
EDC Publishing.

Making the Connection

You will investigate electric current in this activity.
Challenge #1:
To make a bulb light up by using a D battery, two copper wires and duct
tape.
Prediction:
What causes the bulb to light?
_________________________________________________________________
_______________________________________________________________
Materials:
1 D battery, 2 insulated copper wires, 1.5 volt light bulb, & Duct tape
Procedure:
1. Place the battery upright on the table

2. Take the wires and tape one end to the bottom of the battery. Tape the
second end on the top of the battery.
3. Take the light bulb and place the other ends of these two wires in various
places on the metal part of the light bulb.
4. When you have successfully lit the bulb, finish the diagram below.

In your own words explain what caused the light bulb to light?

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
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_________________________________________________
____________
Flipping the Switch
Challenge #2: To build an electrical switch
Prediction:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________________

Materials:
1 battery, 1 bulb, 3 copper wires, I piece of cardboard, 2 brads, 1
paperclip, & Adhesive tape

Procedure:
STEP # 1
1. Join the battery, bulb and three wires as shown.
2. Attach the wires to the battery using some adhesive tape.

STEP # 2
1. Push one paper fastener (brad) through some cardboard.
2. Hook a paper clip onto the second fastener and push the fastener
(brad) through the cardboard.
3. MAKE SURE THE PAPER CLIP CAN TOUCH THE OTHER
FASTENER (BRAD).
4.
STEP # 3
1.
2.
3.
4.

Turn the cardboard over.

Wrap one wire around each paper fastener (brad).
Bend the legs of the fasteners (brads) and tape them down.
**THE LEGS MUST NOT TOUCH.

STEP # 4
1. Take the paper clip and press it onto the free paper fastener
(brad).
2. Electricity should flow.
3. What happens to the light bulb?
STEP #5
1. Now take the paper clip off the paper fastener (brad).
2. What happens to the light bulb this time?
3. Why do you think this happens?

Lockley, Hults, & Hoppe

Hands On Lesson Flipping the Switch

12

Explain your results: (You may use the diagram below)

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315236106.doc

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