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Circuit Boards

 


Author: David Riddick
Date Created: 11/4/2003 5:35:20 AM PST

 

Grade/Level:
4

Students:
60 Students. 28 boys and 32 girls. 23 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4: GATE class - advanced learners

Subject Area(s):
Science

Concept(s):
Students will learn how current flows in a closed circuit.

State Academic Content Standard(s):

CA- CCTC: Aligned CSTP's and TPE's

• Standard : CSTP: Standard for Engaging and Supporting all Students in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students’ diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn.

• CSTP Key Element : Using a variety of instructional strategies and resources to respond to students’ diverse needs.

 Question : use a variety of strategies to introduce, explain, and restate subject matter concepts and processes so that all students understand?

• Standard : CSTP: Standard for Creating and Maintaining Effective Environments for Student Learning
TPE: E. Creating and Maintaining Effective Environments for Student Learning
CSTP Description: Teachers create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students. Teachers maintain safe learning environments in which all students are treated fairly and respectfully as they assume responsibility for themselves and one another. Teachers encourage all students to participate in making decisions and in working independently and collaboratively. Expectations for student behavior are established early, clearly understood, and consistently maintained. Teachers make effective use of instructional time as they implement class procedures and routines.

• CSTP Key Element : Establishing and maintaining standards for student behavior.

 Question : establish and consistently maintain standards for behavior that reflect my students’ developmental and personal needs?


CA- California K-12 Academic Content Standards

• Subject : Science

• Grade : Grade Four

• Area : Physical Sciences

• Sub-Strand 1: Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept:

 Standard a: Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.

Objective(s):
Cognitive: Students will learn how voltage, current, and resistance work in a closed circuit.

Observable: Students will design and build an Electric Gameboard using electrical circuitry and electronic components to invent a creative game or learning system.

Criteria: Given the parts for an Electronic Gameboard, students will correctly wire a board so that there are ten questions and a corresponding ten answers that light up when touching a pointed probe to the appropriate contact with 80% accuracy.

Prerequisite Background Skills/ Knowledge:
Students should know electricity is part of our everyday lives. Understanding electricity is essential for own safety and comfort.

Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given on how to observe and measure growth of a lima bean.

Speaking: Students participate in inquiry lesson by discussing what they observe from their investigation.

Writing: Students write what they observe in their science journals.

Reading: Students read instructions on the board with teacher.

Vocabulary: voltage, current, resistance, current flow, closed circuit.

Materials:
1) 5/16" wrench (nut drivers suggested)
2) screwdriver (#2 Philips head)
3) Wire Stripper/Cutter
(Parts per circuit board) 3 students per circuit board
4) Perforated Pegboard - Standard 12" X 20"
5) 25 6/32" Round Head Machine Screws
6) 28 6/32" Nuts
7) 50 Washers
8) Blue LED 5volt
9) 9 volt Lithium Battery
10) Alligator Clip - Brass-plated solder connection
11) 9 volt battery snap connector
12) Rainbow wire - 20ft. 24 gauge wire

Classroom Management:
It is recommended that teacher assembles a circuit board prior to instructing students. Use the assembled circuit board to demonstrate how to build the circuit board.


Display items on the overhead. When overhead is turned on, students are to remain quite and pay attention to direct instructions.

When overhead is turned off they are free to work cooperatively to assemble circuit boards.

Models of Instruction:
Inquiry

 

 

Procedure

 

 

 

 

Open:
As an attention getter, ask students if they have ever turned on a light bulb?

Ever turned on a TV?

Anytime you turn on an electrical device you are converting energy from potential to electrical.

Input:
1st: Introduce the vocabulary students need to know: voltage, current, resistance, current flow, closed circuit

Describe how a current flows through a closed circuit. Use appendix A1 as a visual.

2nd: Students need to decide on a theme for their ten questions. All questions should relate to a theme. (ex. fractions, division, multiplication, state capitals, presidents)

3rd: Pass out supplies, making sure students keep them in the bags so they do not loose parts. (Peg-boards should be covered with white sturdy construction paper prior to passing them out to students. This will enable students to decorate the boards when they are complete/.)

4th: Assemble 10 screws to the right side of the board, facing upwards. Screws must use a washer and nut. Washer and nut must face the back of the board to allow the current to flow.

5th: Assemble 10 screws in the opposite direction on the left side of the board, facing downwards. Screws must use a washer and nut. Washer and nut must face the back of the board to allow the current to flow.

6th: Attach 9 volt battery to lower portion of circuit board. Attach with electrical tape or a twist tie into the pegs of the board.

7th: Connect resistor to battery. Black wire to resistor.

8th: Connect red wire to probe.

9th: Connect light bulb to resistor.

10th: Instruct students how to use wire cutters.

11th: Once students have made a complete circuit, have them align their 10 questions with 10 answers. They should number the back of the board to correspond with question-answer.

12th: Students measure and wire game board.

13th: Students finish wiring and test game board.

14th: Students decorate gameboard based on their theme.

Guided Practice:
Teacher models how to assemble along each stage of the circuit board. Teacher should model each stage of the circuit board assembly through direct, explicit instruction.

After direct, explicit instruction of each stage, allow students to assemble circuit board in cooperative groups.

Circulate among students to ensure they are on task and understanding the lesson.

Independent Practice:
After direct, explicit instruction on each stage of the circuit board activity, students will wire a board so that there are ten questions and a corresponding ten answers that light up when touching a pointed probe to the appropriate contact with 80% accuracy.

Group students in diverse teams with consideration to gender, ethnicity, ability, and behavior.

Teams will be given the parts for the boards and the general description of how it works. The major task will be to design and build the circuitry so that the board will work.

The challenge is to build a neat game board that works, and to invent a creative game or learning system.

Close:
Students will share their circuit board observations and discoveries with the class.

In a grand conversation, students will reflect on what they learned and their surprises.

 

 

Assessment/ Reflection

 

 

 

 

Assessment:
Students will correctly wire a board so that there are ten questions and a corresponding ten answers that light up when touching a pointed probe to the appropriate contact with 80% accuracy.

Attachments:

 1. 

gameboard equipment.doc

 2. 

gameboard project plan.pdf

Reflection:
The objective of the lesson was achieved. Students were able to correctly wire a board so that there are ten questions and a corresponding ten answers that light up when touching a pointed probe to the appropriate contact with 80% accuracy. This is a lesson I have done in the past with success. I was glad to see I have matured in my instruction of the lesson. The first time I instructed this lesson, I was bogged down by all the supplies. I allowed for very little discourse to explain what the students were thinking and doing.

This time, I was able to ask open-ended questions throughout my instruction to encourage scientific inquiry. The materials became less cumbersome to me. I was able to allow students to participate more in preparing supplies. I enabled monitors to prep, pass out supplies, and clean up. This allowed me to concentrate on using instructional time appropriately.

In addition, I made sure to allow time for students to reflect on their learning. I allowed students to expand on their knowledge of current flows, many students made their own circuits and brought them to class to share.

I did not anticipate some students would be lack interest in participating. Some students were sitting in their group not actively engaged. If I were to teach this lesson again, I would want to provide ways to provide for more equitable participation among group members. There could be more tie-in and connection to the objective during the lesson.

This lesson was appropriate because the circuit boards allow students to use diverse materials and resources to understand how current flows in closed circuits.