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Understanding by Design: Complete Collection Understanding by Design

7-2012

Circuits [4th grade]

Carrie Sites
Trinity University

Melissa Cole
Trinity University

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Sites, Carrie and Cole, Melissa, "Circuits [4th grade]" (2012). Understanding by Design: Complete Collection. 216.
http://digitalcommons.trinity.edu/educ_understandings/216

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 UNDERSTANDING BY DESIGN

Unit Cover Page

Unit Title: Circuits

Grade Level: Fourth Grade

Subject/Topic Area(s): Science/ Circuits

Designed By: Carrie Sites and Melissa Cole

Time Frame: 2 weeks

School District: East Central ISD

School: Salado Intermediate

School Address and Phone: 3602 South WW White Road, San Antonio TX 78222

Brief Summary of Unit (Including curricular context and unit goals):

Students will understand that electricity flows through a circuit which must be closed for the
energy to travel, that different materials can allow energy to flow or prevent it from travelling
and that the energy source must be properly connected for energy to flow. At the end of this
unit students will be able to independently identify complete and incomplete circuits, offer
ways to fix incomplete circuits, identify parts of a circuit, and create a circuit that is a part of a
lighthouse.
 UbD - Circuits

Stage 1 – Desired Results

Transfer
Students will independently use their learning to…
Established Goals (e.g., identify complete and incomplete circuits, offer ways to fix incomplete
standards) circuits, identify parts of a circuit, and create a circuit that is a part of a
lighthouse.
Meaning
4.2 C (2) Scientific
Understandings Essential Questions
investigation and Students will understand that….
reasoning. The student
1. How does electricity
uses scientific inquiry Electricity flows through a circuit which work?
methods during laboratory must be closed for the energy to travel.
and outdoor
2. How would your life be
investigations. The student Different materials can allow energy to flow different if we did not have
is expected to: (C) or prevent it from travelling. insulators?
construct simple tables,
charts, bar graphs, and The energy source must be properly 3. Where does energy go
maps using tools and connected for energy to flow. when a circuit is broken?
current technology to
organize, examine, and Acquisition
evaluate data Knowledge Skills
Students will know… Students will be able to…
4.6 BC (6) Force, motion, Key Terms:
and energy. The student Insulator- Object that slows down the flow • Create complete
knows that energy exists in of energy and incomplete
many forms and can be circuits.
observed in cycles, Conductor- Object that easily allows the
patterns, and systems. The flow of energy • Identify and explain
student is expected to: (B) the purpose of
differentiate between Circuit- Pathway that starts and finishes at insulators and
conductors and insulators; conductors.
the same place
(C) demonstrate that
electricity travels in a
Energy Source- Where energy comes from • Explore
closed path, creating an
electromagnets
electrical circuit, and
Current- Movement (flow) of electricity in a
explore an
certain path.
electromagnetic field
Different forms of energy- specifically
electricity.

Stage 2 – Evidence

CODE Evaluative
(M or Criteria
T) (for rubric)
Performance Task(s)
Time frame given. Students will demonstrate meaning-making and transfer by…
T Lighthouse structure.
Identification and Pretending to be an electrician of an older lighthouse in Texas, the
description of insulator, Lydia Ann. The lighthouse will have problems with the wiring and
conductor, switch, and will hire students to figure it out. They will decide which circuit to
energy source. use to complete the flow of electricity. Students will identify
M Plan of lighthouse. complete and incomplete circuits. Once identified, students will fix
M Creation of complete the incomplete circuits. Then they will choose one complete circuit
A circuit. to use to create their own lighthouse. They will plan and construct
Use of switch. a lighthouse with a complete circuit and a switch. Additionally,
Complete circuit they will identify in their plans the conductors, insulators, and
identification energy source of the light house. A rubric will be provided.
Presentation
-----------------------------------------------------------------------------------------
Other Evidence (e.g., formative)

Curriculum based test

Pre and Post Assessment
Conductor and Insulator Quiz

Stage 3 – Learning Plan

CODE Pre-Assessment
(A, M, How will you check students’ prior knowledge, skill levels, and potential misconceptions?
T) Please give pre-assessment a week before you begin unit to familiarize yourself with student
ability.

Learning Activities Progress

Monitoring
A Day 1- Intro and Vocabulary As a class review the forms of energy previously (e.g.,
discussed- light, thermal, sound, heat, and electricity. Give students one formative
minute to brainstorm everywhere they see or use electricity in a day. After a data)
minute, give them 1 minute to share with a partner and add to their own list.
Then have them repeat with another partner for an additional minute, Observation
continuing to add to their list. Afterwards, share as a class everywhere they and quick
see electricity. Pose the EQ “How does electricity work”? Students will do a write
quick write in response. They can draw a picture or use words but they need to
respond for 3 minutes. Share as a class, showing pictures if they wish.

Students will then do the Vocabulary Magic activity with cards provided.
Directions on card page.

Show powerpoint afterwards and go over to be sure students have correct

matches.
A Day 2- Open and Closed Circuits Observations
Review vocabulary of circuits, open and closed circuits that they worked with , notes
yesterday. Discuss the components that a circuits needs to work- Energy
source, load (or the light bulb), and where the current travels on. Discuss
safety of wires, talking about the metal getting hot and not touching that. Put
students into groups of 3, they will be creating different circuits in these
groups. Before students begin creating different circuits on their own, have
them take out their science notebooks. They will make a T-chart- successful
circuits, unsuccessful circuits. Then give students 5 minutes to start creating a
circuit with wires, 1 bulb, and 1 battery. After 5 minutes, bring students
together, put materials in the middle of desk, and ask one group (who you saw
was successful), to show their circuit to the whole class. Once they do that,
draw the circuit as a class in the successful column. Point out what you expect
to see on the drawing. Then give students another 15-20 minutes to create as
many successful circuits as they can and draw the pictures. They need to also
draw the unsuccessful circuits.

Afterwards have students make conclusions by answering these questions-

what do all your successful circuits have in common? What do you
unsuccessful circuits have in common? Discuss together by having students
show their pictures. Talk about how the successful has a full loop of some sort,
wires touching the metal part of the bulb or bulb holder, etc.

Afterwards give vocabulary of closed circuit for successful and open for
unsuccessful.

Pose question for them to ponder- how does a switch work in a circuit? Like a
light switch, what does it do? Students answer on a sticky note before they
leave the room or are finished with the subject.

A Day 3- Parallel and Series Circuits Observation

Review the circuits they created yesterday and talk about the switch that they and
had yesterday. What answers you saw and tell them to look for the answer in experiment
the BrainPop video next Afterwards have students watch a BrainPop on notes
Electric Circuits, take the quiz and see what knowledge they gained.

After the video, have students test out a switch with one light bulb. If no
switch is there, ask kids how they could solve the problem- simply remove the
wire from the power source.

Put all materials in the middle of the table and pose the question, could you
have more than one light bulb and still have a working circuit? In groups of 3
give students same materials (review vocabulary), plus an extra light bulb.
Have them create as many different complete circuits using multiple light
bulbs. They will still be drawing the pictures in their science notebook.
Students will work for roughly 20 minutes.

After you pick up materials, discuss with students what they saw when they
 added extra light bulbs. How did your circuit change? How did it stay the
same? If you would like, bring in vocabulary of a series, versus parallel circuits.
This can be an extension for some students to identify them.

A Day 4- Insulator and Conductors Observation

Have you ever been outside when it’s really hot and touched the metal and
handrail? How did it feel? What about when you went to the slide, did it feel experiment
the same? Why do you think that is? Give students a chance to think about it notes
then discuss as a class. Discuss with students how insulators and conductors
are used in circuits, it’s what makes them work. Sometimes they are used in
the middle of circuits. Remind them about the vocabulary of insulator and
conductor and let them know that today they are going to predict and test out
(on the computer) different materials to determine if they are an insulator and
conductor. Pass out sheet. This can either be done whole class if there are not
enough computers, individually at computers, or in partners. Whichever is best
for you class and with your resources. Students will predict what each object
is. Then test them out using
http://www.andythelwell.com/blobz/guide.html
click on section 2: Insulators and Conductors

After all students have tested and have their results, discuss as a class what all
their conductors have in common, go over answers. Be sure to go back to
website and talk about knife- has plastic and metal and the pencil- lead and
wood. Relate it back to their work with circuits. What were the insulators in
their work? Conductors? Talk about the purpose of them. Wire with rubber,
plastic and metal on the light bulb holders, etc.

A, M Day 5- Insulator and Conductors Observation,

Review the insulator and conductors from the day before and the work that discussion,
they did. Create a T-chart in your science notebook of good insulators and quiz
good conductors. Put these in their places as a class: insulators- rubber, wood,
plastic, glass, fabric. Conductor- metal. Share a personal story where insulators
have failed you- When I was in college my dog chewed my laptop cord, I didn’t
realize. I plugged it in, did a bunch of work, but when I was done I went to
unplug it to save energy. I grabbed the cord on the part where she chewed it (I
didn’t know it was chewed), and I was shocked! Literally. I felt a jolt of
electricity through my hand. The rubber around the cord was the insulator,
without it, the wire, a conductor, transferred the energy to me. Can you think
of times you’ve used insulators, or where you needed one? Write a list of
them. Give 1 minute to create the list, share out. Bring up the kitchen, where
do you use insulators in the kitchen like oven mitts, handles on a pot, towels,
etc. A lot of people have talked about insulating themselves from the heat, but
what about the cold. Do you use insulators to protect yourselves from the
cold? Jackets, blankets, hats, ear muffs, bring up Arctic/Antarctic animals and
their blubber.

Have students read the article from National Geographic

http://education.nationalgeographic.com/education/encyclopedia/blubber/?a
 r_a=1&ar_r=3

The last paragraph is about people eating blubber, be sure to decide whether
you want to tackle that topic with students or not.

After reading, have students put their science journal on their desk. Go over
questions on the board that students will answer AFTER the activity. 1. Which
hand was colder? 2. Why was that hand colder? 3. How is the Crisco like
blubber on animals? Then have students join you in a circle for the blubber
experiment. Afterwards discuss as a class how blubber in an insulator and how
it helps the animals survive the cold climates.

After the blubber experiment have students take the insulator and conductor
quiz.

A, M Day 6- Electromagnet Observation,

Discuss with students how they’ve been creating circuits that produce worksheet,
electricity. Sometimes circuits can create other things, like magnets. Today we participation
are going to create an electromagnet. Watch video on BrainPop on
Electromagnets. The questions are difficult for the test, but it shows what
happens and offers good ideas of how to use electromagnets. Discuss what an
electromagnet is and let students know they will be creating an
electromagnet. However it will be in groups. Before getting started, in their
science notebooks have students create a table. Explain how the experiment
will work. Students will create a table of a 3x5 (3 columns, 5 rows). It should
look like this:
Number of coils Prediction number Actual number
1
5
10
15
Have students predict how many paper clips they will attract with 1 coil, 5
coils, 10 coils, and 15 coils.

Then hand out the worksheet, Magnetic Attraction, found at

http://www.k12reader.com/reading-
comprehension/Gr4_Wk23_Magnetic_Attraction.pdf

Place students in groups of 4 or 5. Students will come to you in groups and you
will do the electromagnet with those students. All other students will read and
answer questions on their own. When they come to you, they need to bring
their science notebook to fill in their actual number of paper clips it attracts. If
students finish the sheet early, they read.

After all groups go, pick one group’s results and create a line graph of the data.
Students will need to do the same. They can do it with their data, if you’ve
 done enough line graphs and you feel confident they can handle it. Or you can
have the whole class use that group’s data. Afterwards, ask the group what
trend they see. Or overall what happens to the paperclips as you coil the wire
more.

A, T Day 7- Read about lighthouses, hand out rubric Observation

Many students will never have seen lighthouses. Start out with a read aloud of
one of these books about lighthouses.
Little Red Lighthouse and the Great Gray Bridge by: Hildegarde Swift
Beacons of Light Lighthouses by: Gail Gibbons
Birdie’s Lighthouse by: Deborah Hopkinson

Watch powerpoint about light houses. If you have acess to United Streaming,
have students watch the video “Tour a Lighthouse”, if not you can watch a
similar video. Discuss things they have in common and how they work.
Students draw in their notebooks what lighthouses have in common, discuss
what they’re used for, where they’re found (coasts). Then talk about how
circuits are incorporated into current lighthouses.

After students understand what a lighthouse is, where they’re found and why.
Pass out the rubric/directions for their assignment. Go through the directions
first and be sure students understand what they will be doing. Then take a look
at the rubric together. Answer any questions. Pair students up, if time have
them start the circuit sheet and identify whether the circuits are
complete/incomplete and offer ways to fix the circuits. If not wait till
tomorrow. Students cannot start planning their lighthouse creation until after
they do the first sheet.

T Day 8- Work on lighthouses Observation,

Students either do electrician sheet, or they start the plans for their plans,
lighthouse. By the end of today, students should be either starting to create electrician
their lighthouse, or already be started. Walk around offering ideas for the notes
lighthouses.

Have paint, paint brushes, construction paper, paper towel rolls, toilet paper
rolls, etc. Any extra materials they include on their plans you can give
tomorrow.

T Day 9- Work on lighthouses Observation,

Students work on lighthouses the whole time. Teacher walks around offering plans,
suggestions. electrician
notes,
lighthouse

M, T Day 10- Present lighthouses, Post test Observation,

Give students maybe 10 minutes to finish their lighthouse specifically being plans,
 sure to practice their light, then groups present them and show their electrician
lighthouse working with the switch. As groups get up to present, collect the notes,
rubric that was given to students at the beginning of this. After all groups go, lighthouse,
give the post test, which is the exact same test as the pre test. post test
Extension Ideas for Performance Task
Students need to name their lighthouse and write a history of the lighthouse.
When it was built, why it was built, where it was built, and what happened to
it to become so deteriorated.

Modification Ideas for Performance Task

Fewer circuits to identify as complete or incomplete. Scaffolding and ideas to
create the lighthouse. Talk them through the complete circuit they create. No
switch

Pre/Post Assessment:

Name:_______________________________________ Date:___________
1. Fill in the missing pieces to make this a complete circuit.

2. Classify these objects as either insulators or conductors.

Insulator Conductor
- Cardboard
- Cooking pot
- Glass
- Metal spoon
- Paper clip
- Plastic spoon
- Screwdriver
- Styrofoam
- T-shirt
- Wooden spoon

3. What happens when a wire is wrapped around a nail? What happens when you continue to
wrap the wire around the nail additional times?
4. Your family just bought a new lamp for their house, but it doesn’t work. What could be wrong
with the lamp?

a. There is a scratch on the bulb.

b. The wire is twisted.
c. The light bulb is not screwed in.
d. The lamp shade is cracked.

5. It is a chilly winter day outside and you want a cup of hot chocolate. Which cup would insulate
your drink the best?

a. Plastic
b. Metal
c. Styrofoam
d. Glass

Magic Card Vocabulary Directions

Teacher Use
 *Students will be in groups of 3. This is best, but you can change the number of
students in each group*

Materials:
Set of cards cut up in a ziplock bag for each group of students

Directions:
1. Students take cards out of bag and put them into piles of pictures, word, and
definitions.
2. Students put all the word cards out face up in front of them so everyone can
read the word.
3. Slowly teacher reads one word at a time, students must point to the word and
repeat the word out loud. If they repeat incorrectly, teacher says the same word again.
Go through all the words.
4. Then one at a time, students pick a picture from the picture pile and describe
what they see. They use the term “I think this might be this word because this reason.”
They place the picture with the vocabulary word they believe matches it. Students
cannot correct each other. If 2 students believe their picture goes with the same word,
then they can have 2 pictures next to one word. Students continue going through all of
the picture cards doing this.
5. At the end, students can choose to move pictures to different words, but
everyone must agree.
6. Then one student at a time takes a definition card and reads it aloud. Then says
“I think this might be this word because this reason.” They put the card next to the
picture and word. All students go through the cards, students cannot correct another
student, 2 definitions can go with 1 word.
7. At the end, students may all agree to switch definitions to another word.
8. After all groups are finished, teacher will show the powerpoint and students
can make corrections at this time to their pictures, words, and definitions.
9. After the video the teacher goes through with the class the picture with the
word and definition.

EXT- For students who finish early, have them use the word in a sentence, without
restating the definition. They can use a sentence strip to write and underline the word.
 insulator Object that slows down the
flow of energy.

conductor Object that easily allows

the flow of energy.

energy source Where energy comes from

A piece that allows you to

switch stop and start the energy
flow by either breaking or
connecting a circuit.

The movement or flow of

current electricity in a certain path.
 circuit Pathway that starts and
finishes at the same place

A magnet that is powered

electromagnet by electricity.

http://commons.wikimedia.org/wiki/File:Homemade_Electr
omagnet.jpg

An open connection path

open circuit where energy does not
flow continuously.

A closed connection path

closed circuit for energy to flow.

Name Date
Directions Predict whether you think each object is a conductor or insulator. After you
predicted all of the objects, go to the website http://www.andythelwell.com/blobz/guide.html
and click on section 2: Insulators and Conductors, which is at the bottom of the screen in the
purple row. Test out each object and label it in your chart.

Object Prediction- Put C for Results- Put C for Conductor,

Conductor, I for Insulator I for Insulator
Ruler

Key

Coin

Chalk

Knife

Nail

Eraser

CD

Pencil

Fork

Conclusion:
1. What did you notice about all of the conductors? Do they have anything in common?

2. What did you notice about the insulators? Do they have anything in common?

Conductor/Insulator Quiz:
Name:______________________________ Date:___________

Categorize the objects that you would find in your kitchen drawer as either
insulators or conductors.

1) Metal key- ____________________________________________________

2) Plastic pen - ___________________________________________________

3) Metal fork - ____________________________________________________

4) Pencil –_______________________________________________________

5) Coins - ________________________________________________________

6) Screwdriver - __________________________________________________

7) Eraser - ______________________________________________________

8) Nail - ________________________________________________________

9) Rubber band - __________________________________________________

10) Napkin - _____________________________________________________

11) How would your life be different if we did not have insulators?

___________________________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Blubber Experiment Directions

 Teacher Use

Materials:

2 rubber gloves per student

Container of Crisco

Bucket of ice

Directions:

*Every student will need to have a buddy for this activity

1. Each student puts on one glove.

2. Teacher goes around and puts Crisco on the gloves hand ONLY. Put
Crisco all over the hand, but keep it on the glove.
3. Students’ buddy will take the 2nd glove and place it on the hand with the
Crisco. By the end, everyone should have 1 hand with 2 gloves on it
(with Crisco in between the gloves), and one hand free.
4. Teacher walks around to each student and has them place both hands in
the bucket of water.
5. When a student is finished with the experiment, they go to their desk
and do a quick write in their science journal using the questions that are
on the board.
6. Go around so each student can test out the blubber.

Electromagnet Experiment
 Teacher use

Materials:

Copper wire- cannot have rubber around it

A bunch of paper clips

Nail

1 battery- it works better to have a larger battery, however it works fine

with a D battery

Directions:

1. Teacher wears rubber gloves. Discuss with students why you should
wear rubber gloves with this- they’re an insulator against the conductor
or the wire
2. Hold one end of the wire to one end of the battery.
3. Wrap the wire around the nail one time (like in the middle).
4. Connect the other end of the wire to the other end of the battery.
5. Try to pick up paper clips. Students record results.
6. When you let go of one end of the wire to the battery, it loses its
magnetic field and paper clips would drop.
7. Repeat steps 2-6 coiling the wire 5 times, then 10 times, then 15 times.

*The wire will still feel hot under the gloves. Discuss with student why they are
not a great insulator for this (how thin they are). If you use a D battery, the longer
you hold the wire, the more energy you lose. So don’t hold it for too long,
otherwise you won’t have enough energy to do all coils.*

Name Date
Purpose: You’re the electrician of an older lighthouse in Texas, the Lydia Ann.
They’re having problems with the wiring and have hired you to figure it out. You
will need to decide which circuit to use to complete the flow of electricity. Once
you decide which circuit to use, you will need to create a working lighthouse using
that circuit.

Instructions:
1. Using this set of electrical plans, decide which
circuit to use. But first, you must say whether the
circuit would light the bulb AND why, or whether
it would not light the bulb AND why. If the bulb
will not light up, you need to offer a suggestion
for how to complete the circuit and solve the
electrical problem.

2. Plan with a partner how to create a lighthouse

with a switch that can light up the night. You
must use the circuit you chose from the plans
above. On your plans identify the insulators,
conductors, and energy source and explain what
they will do for the lighthouse. Create a list of
items you will need to construct your lighthouse.

3. Create the lighthouse using your rubric.

4. Test your lighthouse using the switch to show there is a complete

circuit.

Due Date

Grading Approaching Meeting Expectations Exceeding Expectations

Expectations
Criteria
Complete Circuit You were unable to You were able to identify You were able to identify
Identification correctly identify the most of the closed all closed circuits and
(20 points) closed circuits and fix the circuits, but you did not correct the problems of all
problems for the open make the necessary of the open circuits, so all
circuits. corrections for all of the the lights are on!
open circuits to light up.
Lighthouse The lighthouse has little The lighthouse has all The lighthouse has all
Structure to no resemblance of physical structures physical structures
(10 points) lighthouses seen on the present. You know it’s a present, and includes
Eastern coast of the US lighthouse! other features that are
seen near or on
lighthouses. You’d want to
see this lighthouse if you
were lost!
Identification and You identified OR You identified AND You identified AND
description of described some described 2 out of the 3 described ALL vocabulary
vocabulary vocabulary. All of your vocabulary correctly. correctly.
(20 points) descriptions OR
identifications may not
be correct.
Plan of lighthouse Plan is non-existing or Your plan contains the Your plan is extremely
(15 points) lacking. You forgot to basic information and detailed and has all the
include the materials materials needed to information and materials
needed. complete your you need, and then some.
lighthouse. I can see your lighthouse
now!
Complete circuit Your light bulb did not Your light bulb guided
(10 points) help guide ships to shore. ships to shore!

Use of the switch Your switch did not turn Your switch flashed the
(10 points) on or off the light bulb. light to sailors at sea. They
found their way!

Presentation This was not your best The lighthouse looks Your lighthouse looks
(15 points) work. It is incomplete good. It is FANTASTIC! It is detailed,
and still a work in painted/colored to the painting/coloring is
progress. represent a lighthouse precise, and it looks good
and it is neat. enough for a museum!

Notes