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Circuit Boards
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Author: David Riddick
Date Created: 11/4/2003 5:35:20 AM PST
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Grade/Level:
4
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Students:
60 Students. 28 boys and 32 girls. 23 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
Science
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Concept(s):
Students will learn how current flows in a closed circuit.
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State
Academic Content Standard(s):
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 CA- CCTC: Aligned CSTP's and TPE's
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• 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.
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• CSTP Key Element : Using a variety of instructional strategies and
resources to respond to students’ diverse needs.
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 Question : use a variety of strategies
to introduce, explain, and restate subject matter concepts and
processes so that all students understand?
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• 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.
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• CSTP Key Element : Establishing and maintaining standards for student
behavior.
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Question : establish and consistently
maintain standards for behavior that reflect my students’ developmental
and personal needs?
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CA- California K-12 Academic Content Standards
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• Subject : Science
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• Grade : Grade Four
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• Area : Physical Sciences
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• Sub-Strand 1: Electricity and magnetism are related effects that
have many useful applications in everyday life. As a basis for
understanding this concept:
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Standard a: Students know how to
design and build simple series and parallel circuits by using
components such as wires, batteries, and bulbs.
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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.
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Prerequisite Background Skills/ Knowledge:
Students should know electricity is part of our everyday lives. Understanding
electricity is essential for own safety and comfort.
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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.
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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
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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.
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Models of Instruction:
Inquiry
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Procedure
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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.
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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.
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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.
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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.
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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.
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Assessment/
Reflection
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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.
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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.
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