-two wires, one connected to each end cause you need both sides of the battery to make other electronics work.
Correct Answer: You only need one wire to light the light bulb. You have to have one end touching the bottom and the light bulb touching the battery and you have to have the wire touching the side of the bulb. As long as the circuit is complete the bulb will light, no matter how many wires and batteries you use.
Pink Lab:
Strengths: Gives the students ideas to try and to see if they can get them to work. It also gives them a chance explore their own ideas.
Weaknesses: It will be hard for the students to understand what a correct circuit setup consists of, and like us they might struggle with the descriptions that were given to them.
Yellow Lab:
Strengths: It is easily set up so that the students can figure out the correct set up of the circuits and what is supposed to go into each one.
Weaknesses: It resembles an Activitymania project, where there is no room for student exploration and only one answer is needed. Their is no inquiry in the process for the students to apply the concepts that they already know or have just learned.
Standard:
Physical Science: Content Standard B
- Light, Heat, Electricity and Magnetism
Benchmark:
Electricity in circuits can produce light. Electrical circuits require a complete loop through which an electrical current can pass.
Learning Goal:
Students will understand how and why a wire, battery and a light bulb is able to create an electrical circuit.
Learning Performance:
When given diagrams with different forms of circuit layouts students will be able to decipher and create which ones will successfully light the light bulb.
BB&W Reading:
After reading the story about Ms. Stone's class, I realized that learning about electricity and circuits can be extremely boring to students. As she is teaching, all of the students are becoming restless, especially the ones that aren't actually working with the materials. In her lesson there was no room for inquiry from the students. They were given specific directions to follow, and definitions to focus on and write down. I do agree that students do need the major definitions for the topic, but she should have incorporated them into the lesson better than just putting them on the board for the students to copy. If Ms. Stone would have let the students play around with the materials, the students would have learned the topic in a more meaningful way. They would have been less restless and more excited about learning the material.
Lesson Plan:
When searching for lesson plan ideas it was hard to find any other way to teach that electrical circuits require a complete loop through which an electrical current can pass. I would have taught it almost the exact same way as we did in class. I've only ever been taught that way, which is what makes it harder to figure out a new way to teach it.
To begin my lesson I would like to give my students a similar question to the one we used in class, but give diagrams that they can choose from that either show a working circuit or one that doesn't work. In a sense I would like to give my students a pre-assessment to see what they might already know about the electricity. This way I can better tailor my lesson to what the students want to learn or don't know yet. The question will mainly focus on "how do we make a full electrical circuit with a wire, a battery and a light bulb?" In this process we will have a class discussion about how students think that the light bulbs work with the wire and battery. I want some students to go to the board and draw an example of what they think a full circuit looks like and others to draw their ideas on the worksheet that they will be given. This will not only help them explain their ideas, but help me understand their thought processes. After we have discussed as a class, (every student would have a battery, wire and light bulb, and holders for both light bulb and battery ) I would like the students to try their own explanations and to record whether they worked or not. Then in their groups they would discuss what they think works and other ways, using all the materials that the students have, that they could figure out to get the light bulb(s) to light. I want to encourage the students to challenge themselves and try to use the least and most amount of materials to light the light bulbs. In the end we will have a classroom discussion about the correct way to get the light bulb to light, how a light bulb works (much like the explanation we had in class), and how many light bulbs they were able to light. I would ask the students individually to do a small free-write (drawing, etc.) in their Science journals about what they learned from the experiment and how they now understand electrical circuits. I would also encourage them to include questions about what they still don't understand. Then they will turn their journals in for me to look through and I will be able to bring answers to the questions that were most frequent and we can discuss them in the next class.
| 5-E Criteria | Part (s) of lesson that addresses this inquiry criterion | More teacher-directed or student-directed? Explain. |
| Engage | Allowing the students to look at their own explanations, as well as, challenging themselves to create other circuits | Student-directed; they are working out their own ideas to see if they work before they are taught the correct way. |
| Evidence | Students are given a light bulb, battery, a wire and holders for both the bulb and battery and are encouraged to discover what it takes to light the bulb. | Student-direct at first; they are given the materials to find the answer out, then are given the answer after they have worked it through themselves. |
| Explain | They explain with the groups their findings and in a classroom discussion. | Student-directed and Teacher-directed; students give their own explanations based off of teacher questions |
| Evaluate | Students evaluate their findings by working with more materials and their groups to figure out what else works to light the bulb. | Student directed; they are evaluating as a group their findings by attempting to work with more materials |
| Communicate | They communicate in their science journals what they learned and what they still don’t understand. | Teacher-directed; they are answering to somewhat of a prompt. |
No comments:
Post a Comment