TCNJ Lesson Plan #3

Properties of Matter: Electrical Conductivity

Student Name: Kayla Taylor Grade Level: 5

Guiding and/or Essential Questions:

What are properties of matter? What is electrical energy? How does it flow?
What is a conductor? What is an insulator? What are circuits?

Pre-lesson Assignments and/or Student Prior Knowledge

Students completed a unit on circuits in 3rd grade but showed some confusion about which
materials are conductors/insulators on the pre-assessment. Yesterday, they learned about thermal
conductivity and completed an investigation about thermal conductors and insulators.

Standards:
5-PS1-3. Make observations and measurements to identify materials based on their properties.
PS1.A: Structure and Properties of Matter- Measurement of a variety of properties can be
used to identify materials.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will identify whether materials are Teacher will assess the investigation
conductors or insulators. worksheet for the correct identification of
conductors and insulators.

Students will evaluate what characteristics Teacher will assess class discussion for
determine what a conductor is vs. what an understanding of the commonalities between
insulator is. all conductors and commonalities between all
insulators.

Materials/Resources:
“Electrical Conductivity” Chart paper from the intro lesson
Document Camera
Materials for investigation:
“Investigation: Electrical Conductor or Insulator?” worksheet
For each group: Batteries, 2 wires, light bulb
Materials to test: Wooden popsicle stick, cork, tin foil, eraser, paper clip, lug-nut, screw, plastic
button, penny, post-it note, student materials from home
 Plan for set-up/distribution/cleanup of materials:
Materials will be organized in buckets, so that each lab group can take one bucket for the
investigation. The worksheet will be passed out by the teachers. Students will put all
materials back into the buckets and place them back against the window.

Step by Step plan:

1. Lesson Beginning:
a. I will explain that we are going to do an investigation to determine what materials
are conductors and what materials are insulators. I will show the students the
materials and tell them each group will have to figure out how to use the
materials. I will write the questions “What are conductors?” and “What are
insulators” on the whiteboard, so they can refer to them throughout the
investigation.
2. Investigation:
a. I will distribute the materials and worksheets to the lab groups (which are already
assigned).
b. I will ask one person from each group to get a textbook, so they can reference the
lab instructions on page 23.
c. In their groups, they will test the objects and record their findings on the
worksheet.
d. While the students are doing the lab, I will walk around and make sure the groups
understand the directions.
e. (If needed) Before beginning the investigation, I will model how to use the
materials.
i. Under the document camera, I will test a piece of copper with the wires,
battery, and light that they will be using.
ii. I will explain that both the wires must be connected to the battery and one
must be connected to the light. They will have to connect one of the loose
wires to the object. Then, they will touch the object to the light.
iii. When the light lights up, I will ask them whether the copper is a conductor
or insulator and how they know.
3. Closing:
a. After the investigation, the students will return all materials to the buckets and go
back to their seats with their worksheets.
b. As a demonstration, I will use a conductor test kit to test some of the materials
that students brought from home.
c. As a class, we will make a t-chart to list the materials that are a
conductor/insulator and the properties of each.
i. I will ask them which materials both thermal and electrical energy and we
will discuss why they think that. (all conductors conduct both)
 d. We will discuss what makes an insulator/conductor. For some classes, this will
mean identifying that all the conductors were metal, while for others it may mean
a discussion about the atoms in each.
i. For higher level classes, I will use the following videos to show atoms in a
conductor vs. insulator:
https://www.youtube.com/watch?v=ZgDIX2GOaxQ
e. (If time) We will revisit their definitions of electrical conductivity. I will ask them
if they want to make any adjustments based on what they learned from the intro
lesson and the lesson on thermal conductivity.
f. I will record their responses on the same sheet of chart paper.

Key Questions (that you will ask):

What materials were conductors?
What materials were insulators?
Do these materials (conductors) conduct thermal energy, electrical energy, or both?
What characteristics make a conductor?
What characteristics make an insulator?
How would you change your definition of electrical conductivity after doing the investigation?

Logistics:
Timing:
50-minute lesson:
Beginning- 5 minutes
Investigation-30 minutes
Closing- 15 minutes

Transitions:
Students will be asked to get into their lab groups as they come into the classroom. To
ease the transition into the whole class demonstration and discussion, I will have the
students put the materials away before moving back to their tables.

Classroom Management:
All directions will be given before the students begin the investigation. Students will be
reminded of the directions throughout the investigation, as needed. Teachers will use the
hand clapping method to get the students attention and, if necessary, will ask the students
to out their hands on their heads. The students are familiar with the clean-up routine.

Differentiation:
Students are grouped according to who they work well with, as well as, ability.
S can record data/observations from the investigation on his computer.
Teacher will visit groups who may need more clarification or support.
Depending on the class, I will go into deeper explanation about the characteristics of conductors
vs. insulators.
I will link the video about the atoms of conductors and insulators to “Mrs. C’s Science Doc” so
that students can go back to it. (https://www.youtube.com/watch?v=ZgDIX2GOaxQ)
Name:_________________________________________ Date:_____________

Conductors and Insulators Investigation

Standard: PSA1.A Measurements of properties can be used to identify materials.

Directions: Use page 22 in Exploring Science to guide your investigation.

Complete the steps below. Record your observations and predictions in the
chart labeled “Conductors and Insulators”.

1. Before starting the investigation, make a prediction about which

materials will make the light bulb light. Record your predictions in the
chart by placing a check in the column.

2. Using the circuit, test at least five materials and observe if the light
bulb lights. Record your observations in the chart on the back by
placing a check in the column.

3. After finishing the investigation, complete the questions on the back.

Did your results support your predictions? Explain using evidence.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Which materials are conductors? Which materials are insulators? Use

evidence from your observations to support your claims.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
 Conductors and Insulators
Will the light bulb light? Prediction Observation

Material Yes No Yes No

Example:

Copper ✓ ✓