OPR 1: SCIENCE LESSON PLAN 8

Student Teachers
Name
Classroom Teachers
Name
Supervisors Name
Grade Level
Subject
Date & Time

Kaitlin Flatley
Karen Bucci
Nancy Murphy
4th Grade, Henry Barnard School, Room 167
Science Lesson 8: Making a Filament
February 24, 2015, 1-2 pm

STAGE ONE: DESIRED RESULTS

SLO #
STUDENT LEARNING OBJECTIVE
SLO 1
Students will determine that electricity can be used to generate heat
and light.
SLO2
Students will construct a device similar to a lightbulb.
SLO #
SLO 1

SLO 2

ALIGNMENT WITH RI GRADE SPAN/GRADE LEVEL EXPECTATIONS

PS2 (K-4) SAE -4 Given a specific example or illustration (e.g., simple
closed circuit, rubbing hands together), predict the observable effects
of energy (i.e., light bulb lights, a bell rings, hands warm up (e.g., a test
item might ask, what will happen when?). 4c describing or showing
that heat can be produced in many ways (e.g. electricity, friction,
burning).
PS2 (K-4) SAE -4 Given a specific example or illustration (e.g., simple
closed circuit, rubbing hands together), predict the observable effects
of energy (i.e., light bulb lights, a bell rings, hands warm up (e.g., a test
item might ask, what will happen when?). 4d drawing,
diagramming, building, and explaining a complete electrical circuit.

STAGE TWO: ASSESSMENT EVIDENCE

SLO TARGET CRITERIA
#
SLO
-Student accurately explains why
1
the light bulb glows when the
battery is connected to it (Nichrome
is not a good conductor so the
energy has to work harder to get
through it, which produces heat and
light).
SLO
-Device is constructed properly
2
-Student follows instructions
-Lightbulb device lights up
SLO
-Diagram is correctly labeled and
2
includes all parts

ASSESSMENT EVIDENCE: TYPE

OF ASSESSMENT
Scientist Notebook Entry
(Conclusion)

Construction of lightbulb
Diagram of lightbulb

STAGE THREE: PLANNED LEARNING EXPERIENCE

Learner Factors and Instructional Implications

a. Prior knowledge/skills related to this lesson: The students have

successfully completed seven lessons from the Electric Circuits FOSS learning
kits. They have been exposed to basic circuits, how to build a circuit, how to
troubleshoot if something is not functioning in a circuit, what is inside a
lightbulb and all of its components, and conductors and insulators (what a
good conductor is and why).
b. Real world connections: It is important to understand the physical
world around you. In this case, we explore how a lightbulb works and why the
filament gets red and gives off heat and light. Edisons quote and the running
outside on a hot day visual also offer real world connections.
Safety Considerations; Care of Equipment and Materials
Physical Safety: The nichrome wire gets hot when it glows. It is important for
students to not touch the wire until it has cooled. The nichrome wire can also cause
small cuts on the fingers of the students if pulled too hard. The hot nichrome wire
can ignite flammable materials, such as paper.
Care of Equipment and Materials: Established rules for the equipment have been
put in place. Students will be reminded to:
Respect the equipment
Be aware of the physical safety issues of the nichrome wire and use
safe practices and techniques
Keep materials well organized
Small Group Work Cooperative Learning
Size of small groups: 2 Students
Group Composition:
Sommie and Adrian
Giovanna and Andrew
Trevor and Ava
Luke and Sarah
Matthew and Owen
Lucy and Arianna
Tasks/Roles: Students will work together to actively construct a device similar to a
lightbulb. Students will complete entries in their scientific notebooks individually.
Instructional Materials, Supports, and Resources
Items
Reason for Use
D-cell batteries (2 per group)
2 Battery holders per group
Used to construct a model of a lightbulb
1 ball of clay per group
3 4 pieces of wire per group
1 3 piece of nichrome wire per group
Scientist Notebook
Used to post focus question, collect
data, draw diagram and write
conclusion in an individual format. Used
as a reference to lesson 4.
REFERENCES
RIDE. (nd). Rhode Island Grade Span Expectations. Retrieved from
http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-

World-Class-Standards/Science/Revision-PhysicalScienceGSEs-Draft-Rhode-Island-K12.pdf
Griffith, Joe. "Lesson 8: Making a Filament." Electric Circuits: Teacher's Guide. Burlington, NC:
Carolina Biological Supply, 1991. Print.

SCIENCE LESSON INSTRUCTIONAL SEQUENCE

Establish Set (1:00-1:05 pm)
State and clarify goals for
the lesson
Present the agenda
State expectations for a
successful learning experience

Goals for Learning:

To construct a device
similar to a lightbulb.
To learn that electricity can
be used to generate heat and
light.
Agenda:
Review from previous
lessons
Construct a models of a
lightbulb
Draw and Label diagram
Write Conclusion

Stage 1: Engagement (1:05-1:15 pm)

Say: Today we are going to make a model of a lightbulb. Sometimes in the past
students have struggled with this lesson and their lightbulb filament did not light,
and thats okay. If yours does not light we can troubleshoot and try to figure out
what is wrong. Lets remember Edisons quote on the wall Our greatest weakness
lies in giving up. The most certain way to succeed is always to try just one more
time.
Introduce focus question. Post on document camera and go over FQ: Why does
the lightbulb glow when the battery is connected to it?
Review:
- Parts of a Lightbulb. Students look back on lesson 4 diagram of a
lightbulb in their scientist notebook. Go over: filament, support wires, wire
attachment point, power source.
- A complete circuit is needed to light the bulb.
- Conductors and Insulators. What is a conductor? A conductor is a
material that allows electricity to pass through them. An insulator is a
material through which electricity does not flow through in detectable
amounts.
- Visual: What happens when you run really hard when it is hot
outside? Your face gets red. The light bulb lights because it contains a tiny
wire, called a filament. This filament has a very high resistance or
opposition to the flow of electricity through it. The resistance in the
filament causes heat to build until the filament gets so hot that it glows.
Your body got so hot
running outside in the sun that it caused your face to turn red.

Stage 2: Active Investigation (1:15-1:45)

Demonstration/Modeling of making a
lightbulb:
- First, you will take your ball of clay and divide it into two parts
(show). Place one part on the desk. Take two wires from the kit and put
them into the clay so they are about a half inch apart, use the rest of the
clay to stabilize them. Wash hands with baby wipes. Explain the clay is an
insulator and not washing hands will cause the bulb to not light.
- Pull the top ends of the wire upright. Wrap nichrome wire to the bare
support wire and complete the circuit with 2 battery holders and 2 D-cell
batteries (see diagram to right).
- * Go over safety instructions! Warn students the nichrome wire will
get hot.
Active Investigation
- Students work in pairs

- Students get materials and return to seats in an orderly fashion.

- Students construct their own lightbulb using the given materials and
instructions.
- If a lightbulb does not light, students should trouble shoot potential
problems.
Is the nichrome wire short and pulled tight between the two support
wires?
Do you have good connections?
Did you wash your hands after handling the clay?
Stage 3: Independent Writing (1:45-2:00)
Diagram
- After the lightbulb is complete, students draw a diagram in their
scientist notebook, documenting the part that glowed (the filament).
- Remind students that when they are drawing a diagram, labels must
be clear and not crossing over other labels.
Conclusion
- Students answer the focus question in their scientist notebooks
underneath the diagram of their lightbulb. They use the conclusion
checklist to make sure their conclusion is complete. This consists of 1.
Answering the focus question. 2. Writing a reflection. 3. Writing a burning
question they now have.
**Since time is limited, the students may continue unfinished work during
designated times of the following school day.
Stage 4: Closure (2:00-2:05)
Lesson Summary
-Discuss what was learned.
-Students turn to talk to their partner about the conclusion they wrote in their
scientist notebook.
-If time, share conclusions with class.
-Ask: Do you think Nichrome was a good conductor or a not so good conductor?
Why? (Nichrome has to work really hard to conduct electricity and thats why it
gives off heat and light).
-Have students give their answers to the focus question if time.