Mini Unit Plan Overview

Teacher

Jenn VanOyen

Subject

Grade 5 Science

Topic/Focus

Mechanisms Using Electricity

Overarching
Question

What is the process for understanding, designing, and creating electric circuits and mechanisms?

Learner
Considerations

Learners will need to have previously (and hopefully recently) completed the Electricity and
Magnetism unit. This is a very hands on unit, with a lot of things that could be distracting such as
lights, motors, and (especially) buzzers, so some students may find it difficult to concentrate.
Students will design an electric device using wires, batteries, motors, lights, buzzers, scrap materials,

Performance Task and any other craft or household supplies they have available. They will create a video
demonstrating their device and describe how it works. They will also explain and reflect on their own
Overview
designing and building process.

Learner Outcomes
General
Outcomes
56 Construct
simple circuits,
and apply an
understanding of
circuits to the
construction and
control of
motorized devices.

56
Same as above.
There is only one
GLO per unit in
elementary science.

Assessment Criteria

Specific Outcomes

Links to Overarching
Question/sub-questions

Students provide evidence of their

learning as they

2. Design and construct circuits

that operate lights and other
electrical devices.

Students begin mastering the

creation aspect of electric
circuits.

Students will have their

completed circuits observed by
the teacher.

Students move deeper into

theory and understanding
electric circuits.

Students will have their

completed circuits observed by
the teacher. They will complete a
predictions and observations
worksheet. There will be a class
discussion about examples on
the board where students can
demonstrate their knowledge.

7. Demonstrate different ways

of lighting two lights from a
single power source, and
compare the results. Students
should recognize that wiring
two bulbs in series makes both
bulbs glow less brightly than if
the bulbs are wired in parallel.
Students may demonstrate this
knowledge operationally and
do not need to use the terms
series and parallel.

56

8. Demonstrate different ways

of using two batteries to light a
bulb, and compare the results.
Students should recognize that
wiring the batteries in series
causes the bulb to glow
brighter than it would if
parallel wiring were used.

Students move deeper into

theory and understanding
electric circuits

Students will have their

completed circuits observed by
the teacher. They will complete a
predictions and observations
worksheet. There will be a class
discussion about examples on
the board where students can
demonstrate their knowledge.

56

3. Recognize the importance of

switches and other control
mechanisms to the design and
operation of electrical devices,
and identify purposes of
switches in particular
applications.

Students recreate an important

historical mechanism and
consider how it changed our
world.

Teacher will formatively assess

students by asking them to
explain switches in a circuit, and
in particular the need for the
switch on their telegraph device.

56

5. Design and construct vehicles

or other devices
that use a battery-powered
electric motor to
produce motion; e.g., model
cars, hoists, fans.

Students start designing their

own mechanisms with a lot of
guidance.

Students will build a working car

model and explain their design
choices and how it works in small
groups.

56

9. Given a design task and

appropriate materials, invent
and construct an electrical
device that meets the task
requirements.

Students step fully into the

designer/inventor role and
consider practical applications of
their own electric mechanisms.

Students will design and create a

working device of their choosing
from various materials. They will
create a video explaining their
device and reflecting on their
process.

MINI UNIT

Jenn VanOyen

Circuits - Let There Be Light

Grade/Subject: Grade 5 Science

Unit: Mechanisms Using Electricity

Lesson Duration: 45 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
56 Construct simple circuits, and apply an understanding of circuits to the construction and control of
motorized devices.
Specific Learning Outcomes:
2. Design and construct circuits that operate lights and other electrical devices.
7. Demonstrate different ways of lighting two lights from a single power source, and compare the results.
Students should recognize that wiring two bulbs in series makes both bulbs glow less brightly than if the
bulbs are wired in parallel. Students may demonstrate this knowledge operationally and do not need to use
the terms series and parallel.
8. Demonstrate different ways of using two batteries to light a bulb, and compare the results. Students
should recognize that wiring the batteries in series causes the bulb to glow brighter than it would if parallel
wiring were used.

LEARNING OBJECTIVES
Students will:
1. Construct a working circuit, using both lights and batteries in series and in parallel.
2. Recognize that wiring lights in series makes them glow less brightly than in parallel, and be able to discern
which is which on a circuit diagram.
3. Recognize that wiring batteries in series makes a light glow more brightly than in parallel, and discern which is
which on a circuit diagram.

ASSESSMENTS
Observations: Are their circuits being completed? Are
they discussing ideas with their partner?

Key Questions: Can you explain to me why the bulbs

glow more/less in this circuit than in your partner's?

Written/Performance Assessments:
Filled out predictions and observation worksheet.

MATERIALS AND EQUIPMENT

AA batteries*
Battery holders*
Lengths of insulated copper wire with ends stripped (approximately 15 cm long)*
Small light bulbs*
Baskets containing the batteries, battery holders, light bulbs, and wire for each student
Tape
Worksheets

* 2 per student

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Thomas Edison animated video clip (http://youtu.be/VVL8ptff7yI ) Discuss failure and
not giving up. ASK students if they would have been too discouraged to keep on trying (if they had, wed be
studying by candlelight!) Have a student place our profile page of Thomas Edison on our timeline.

MINI UNIT

Jenn VanOyen

Expectations for Learning and Behaviour: Students will follow all previously learned safety rules about
electricity. Students will not short circuit their batteries. (Remind them what this means.) Students will respect
each other's workspace.
Advance Organizer/Agenda:
1. Introduction
2. Complete Section 2 - Multiple lights
3. Discuss results of Section 2
4. Complete Section 3 - Multiple batteries
5. Discuss results of Section 3
6. Summary
7. Feedback
8. Next time in science...
Transition to Body:
1. Divide students into pairs according to seating (i.e., elbow partners).
2. Inform them that they have a supply sets in different coloured baskets (yellow and green) and worksheets
at the centre of their tables.
3. When asked to begin, one partner will take a yellow basket and one will take a green basket, and both
will take a worksheet. Pencils will be in the baskets.
4. Students will complete Section 2 of the worksheet (we finished Section 1 last class).

Body (35 min.):

Learning Activity #1: Make complex circuits with multiple lights.
1.
2.

3.
4.
5.

6.
7.

8.

Tell the students to make predictions for Section 2.

Tell them that the partner with the yellow basket will be building circuits in series, and the partner with
the green basket will be building circuits in parallel. Tell them that we will go over these terms after they
have explored the activity. For now they just need to know they are different.
The students will complete their parallel or series circuit according to the circuit diagrams and compare it
with their partner's. They will fill out their observations on the worksheet.
While waiting for others to finish, students will start making predictions for Section 3.
After everyone is finished, go over series and parallel circuits on the board. Explain that more bulbs in
series cause resistance on the same path and have to share the power, so they are dimmer, but bulbs in
parallel each get their own path at full power. (DO draw circuit diagrams on board.)
ASK students to come up to the board and trace the different paths electricity might follow in different
colours. Remind them that it can only flow in one direction.
Break both circuits. ASK students if they think each bulb will light. If they think yes, have them stand
and punch their arms up into the air and open and close their fingers in a flashing sort of motion, if no
stand and move their closed fists in small circles around each other in front of their belly. ASK students
to come up again and trace a path.
Make sure they understand that no bulbs in the series circuit will work, but one in the parallel circuit will.

Assessments/Differentiation: Predictions and observations worksheet. Completed circuits. Students may use simulator on
computer if hands on is too difficult or overwhelming. Students may make oral predictions and observations to the teacher.

Learning Activity #2: Make circuits with multiple batteries.

1.
2.
3.

Students will finish making predictions for Section 3.

Tell them to switch so that the student with the yellow box is building parallel circuits and the student
with the green box is building series circuits.
The students will complete their circuits according to the circuit diagrams, compare them to their
partners, and make observations.

MINI UNIT
4.

5.

6.
7.
8.

Jenn VanOyen

After everyone is finished, go over series and parallel circuits on the board. Explain that batteries in
series create more power on the same path so the light will be brighter, but when batteries are in parallel
the light will be normal brightness.
ASK students to come up to the board and trace the different paths electricity might follow in different
colours. Remind them that it can only flow in one direction. Point out that two paths are running through
the bulb in the series circuit.
Break both circuits. ASK students to come up again and trace a path.
Make sure they understand that the bulb in the series circuit will not work, but one in the parallel circuit
will.
ASK students why we would want to have batteries in parallel if they don't increase the brightness of the
light. Tell them that the light won't be any brighter, but it will stay lit for twice as long.

Assessments/Differentiation: Predictions and observations worksheet. Completed worksheet. Students may use simulator on
computer if hands on is too difficult or overwhelming. Students may make oral predictions and observations to the teacher.

Closure (5 min.):
Consolidation/Assessment of Learning: Does everyone understand the difference between in series and in parallel?
Ask someone to explain; ask someone else to paraphrase. Go over example
on board.
Feedback From Students: ASK: What parts of the activity did you find confusing?
Feedback To Students: Great job making the predictions before testing them out.
Transition To Next Lesson: ASK: What if we want to have an easy way to turn lights on and off? ASK: Do we
want to unwind the wire every time? Try to think of a better way for tomorrow.
Hint - think about how you turn the lights on and off in your house. Next lesson switches. Play some Morse code (ideas: SOS, help, run) and tell them it is a secret
message that we will decipher in the next lesson.

MINI UNIT LESSON 1 WORKSHEET

ED 3501 Jenn VanOyen

Section 1 Simple Circuits

Review

Draw the symbol for a

battery. Indicate the
positive and negative ends.

Draw the symbol for a

light bulb.

Electricity flows from the ________________ end of the battery to the _________________
end of the battery. Use arrows to draw the flow of electrons in the diagram below.

Build

Build a simple circuit using one light bulb and one battery. Draw your circuit.

MINI UNIT LESSON 1 WORKSHEET

ED 3501 Jenn VanOyen

Section 2 Multiple Light Bulbs

Predict

Look at the circuit diagrams below. Do you predict that:

the series circuit bulbs will glow brighter

the parallel circuit bulbs will glow brighter
all the bulbs will be the same brightness
Build

series circuit (yellow)

Observe

parallel circuit (green)

Inspect both of the circuits. Did you see that:

the series circuit bulbs glowed brighter

the parallel circuit bulbs glowed brighter
all the bulbs were the same brightness
Extend

What do you think would happen if we add another bulb to the series circuit?
_________________________________________________________________
________________________________________________________________
Discuss your prediction with your partner. Combine your lightbulbs to try it out.

MINI UNIT LESSON 1 WORKSHEET

ED 3501 Jenn VanOyen

Section 3 Multiple Batteries

Predict

Look at the circuit diagrams below. Do you predict that:

the series circuit bulb will glow brighter

the parallel circuit bulb will glow brighter
both bulbs will be the same brightness
Build

series circuit (green)

Observe

parallel circuit (yellow)

Inspect both of the circuits. Did you see that:

the series circuit bulb glowed brighter

the parallel circuit bulb glowed brighter
both bulbs were the same brightness
Extend

What do you think would happen if we add another battery to the series circuit?
_________________________________________________________________
________________________________________________________________
Discuss your prediction with your partner. Combine your batteries to try it out.

MINI UNIT

Jenn VanOyen

Switches - Building A Telegraph

Grade/Subject: Grade 5 Science

Unit: Mechanisms Using Electricity

Lesson Duration: 45 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
56 Construct simple circuits, and apply an understanding of circuits to the construction and control of
motorized devices.
Specific Learning Outcomes:
2. Design and construct circuits that operate lights and other electrical devices.
3. Recognize the importance of switches and other control mechanisms to the design and operation of
electrical devices, and identify purposes of switches in particular applications.
4. Construct and use a variety of switches.

LEARNING OBJECTIVES
Students will:
1. Recognize the difference between a momentary and maintained switch (they do not need to know those terms).
2. Complete a working telegraph circuit.
3. Successfully send and receive a telegraph message.

ASSESSMENTS
Observations:
Does the telegraph work (i.e., make
sound when the switch is pressed)?
Record in observation sheet for each
student.

Key Questions:
Can you explain how the switch works? Why does it make noise when
the switch is pressed down? What is an open/closed circuit? Ask
students these questions when circulating around room to engage in
conversation. Jot down notes for each student.

Written/Performance Assessments:
Send/receive a message in Morse Code. Message suggestions: SOS, Help, Attack, Run, Hide. Draw a circuit
diagram of the telegraph.

MATERIALS AND EQUIPMENT

Pieces of cardboard (approximately 20 x 25 cm) x # of groups

Pieces of cardboard (approximately 1 x 10 cm) or half of a tongue depressor
AA batteries
Battery holders
Lengths of wire with ends stripped (approximately 15 cm long)
Double sided foam tape cut into squares (approximately 1 x 1 cm)
Piezo buzzers
Scotch tape
Glue sticks
Morse Code printout
Sample premade telegraph

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: ASK: Does anybody know what Morse code is? It is a code invented by Samuel Morse
that uses beeps for each of the letters, and was a way to communicate long distances before the invention of the
telephone. Kind of like a really old version of texting. Show them the chart for all the letters. ASK them if they
think that using beeps for each letter would be faster than texting them. Show them the Morse Code vs. Texting
video where Morse code wins. Discuss. Tell them that this was a few years ago. ASK if they think the results
would be the same today. ASK them if they think Morse code is a practical alternative to texting. Bring up the fact

MINI UNIT

Jenn VanOyen

that it takes a great deal of skill and practice to get really good at Morse code, whereas pretty much anyone can
text. Have a student put our profile page of Samuel Morse on our timeline.
Assessment of Prior Knowledge: Remember that electricity flows. Remember the difference between open and
closed circuits?
Expectations for Learning and Behaviour: Students will only make sound with their buzzer when instructed to.
Students will not short circuit their batteries. (Explain what this means.) Students will contribute equally in their
pairs and take turns using the device.
Advance Organizer/Agenda:
1. Morse code vs. Texting
2. Switches
3. Build a telegraph
4. Send a secret message
5. Review
6. Next time in science
Transition to Body:
1. Tell students that we are going to build our own telegraphs, but first we need to learn about switches.
SAY that there are two types of switches: momentary, and maintained.
2. Explain that a momentary switch is like a buttonit only turns on when you press it. A maintained
switch will stay on when you press it, until you press it again, like a light switch.
3. Each table has a basket in the center with a number of bags in it. Each bag contains the supplies needed
to build a telegraph.

Body (30 min.):

Learning Activity #1: Build telegraph (buzzer circuit with switch).
1. Tell the students that now we are going to build a telegraph, which is the machine that makes all those
little beeps. ASK them which kind of switch we will need. Prompt: do we want the beeping to stay on all
the time? (No). We will use a momentary switch in the form of a lever.
2. Ask each student to look at their worksheet. Go over the components of the circuit while showing a
premade example. Demonstrate how it creates the beep by pressing down the lever.
3. Explain that there are short beep (dots) and long beeps (dashes) and that each letter of the alphabet has its
own combination of dots and dashes. Make each of these noises for them. (A dot is just a quick press and
release, a dash is three times as long as a dot.)
4. Show them the famous message sent upon completion of the railway (shown at end of lesson plan). Read
it or ask a student to read it aloud. Do a couple letters of the message on the sample telegraph.
5. Tell each pair of students to carefully take one of the bags (students will work with usual elbow partners).
6. Tell each pair to follow the instructions carefully to create their own telegraph.
7. When they complete it, have each pair demonstrate to you that it works. Make notes of this in a chart.
Assessments/Differentiation: Does the telegraph work (i.e., make noise when pressed?)

Learning Activity #2: Send and receive a message in Morse Code.

1. Have the students pair up with another pair of students as they complete their telegraph. While they are
waiting for others to finish they will practice writing their name in Morse code and trying to sound it out
with their telegraph.
2. Each pair will retrieve a short message slip each from the basket in the front of the room (messages: SOS,
run, help, hide, safe)
3. They will take turns sending and receiving their messages and double checking with their partner to see if
they got it correct.
4. If they finish sending their messages, they can try writing out their own messages to send.
Assessments/Differentiation: Student's written answer of the message.

Closure (5 min.):
Consolidation/Assessment of Learning: ASK students again what sort of switch a telegraph uses. ASK why the
telegraph was an important invention.

MINI UNIT

Jenn VanOyen

Transition To Next Lesson: Next lesson we will look at using a maintained switch and a motor in our circuit to
make things move. As a clue for what we will be building, our inventor for next lesson is Henry Ford.

BuildingaTelegraph

1. Using the double sided foam tape, attach your battery holder with battery to one end of
the cardboard.
2. Use the foam tape to attach the buzzer beside it, and twist the
red
wire from the battery
holder and the
red
wire from the buzzer together.
3. Place one piece of foam tape on the opposite side of the cardboard from your battery
holder. Place a second piece right on top of it.
4. Use a piece of regular tape to tape one of the wires to the large Popsicle stick so that
one end of the wire is at the round end.
5. Attach the square end of the Popsicle stick to the second piece of foam tape.
6. Attach the end of the Popsicle stick wire to the
black
wire of the battery holder.
7. Press the Popsicle stick down and remember where it touches the cardboard, you can
make a mark with a pencil if it helps you.
8. Tape the
black
end of the buzzer wire so that the exposed end is right underneath the
end taped to the Popsicle stick.
9. Press down to make sure they connect. You should hear a beep.
10. If you do not hear a beep, readjust the positioning of the wires until you hear a beep
when the lever is pressed.
11. Cut out the Morse code chart and glue it to your cardboard.
12. Your telegraph is complete!

Here is a picture to help you see what your telegraph should look like.

MINI UNIT

Jenn VanOyen

Switches Build a Car

Grade/Subject: Grade 5 Science

Unit: Mechanisms Using Electricity

Lesson Duration: 45 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
56 Construct simple circuits, and apply an understanding of circuits to the construction and control of
motorized devices.
Specific Learning Outcomes:
56.2. Design and construct circuits that operate lights and other electrical devices.
56.3. Recognize the importance of switches and other control mechanisms to the design and operation of
electrical devices, and identify purposes of switches in particular applications.
56.4. Construct and use a variety of switches.
56.5. Design and construct vehicles or other devices that use a battery-powered electric motor to produce
motion; e.g., model cars, hoists, fans.

LEARNING OBJECTIVES
Students will:
1. Recognize the difference between a momentary and maintained switch (they do not need to know those terms).
2. Complete a working motorized car
3. Successfully run their car into a target

ASSESSMENTS
Observations:
Does the car work (i.e., move when the
switch is flipped on, remain stationary when
it is off)? Record in observation sheet for
each group.

Key Questions:
Can you explain how the switch works? Why does the motor spin
when the switch is flipped on? What type of switch is it? What is
an open/closed circuit? Ask students these questions when
circulating around room to engage in conversation. Jot down
notes for each student.

Written/Performance Assessments:
Records of score from game (evidence of functioning car)

MATERIALS AND EQUIPMENT

Pieces of cardboard (approximately 20 x 10 cm) x # of groups

AA batteries
Battery holders
Lengths of wire with ends stripped (approximately 15 cm long)
Double sided foam tape cut into squares (approximately 1 x 1 cm)
Double shafted 9V DC motors (2 x # of groups)
Bottle/milk jug lids (4 x # of groups)
Sample premade car

PROCEDURE
Introduction (5 min.):

MINI UNIT

Jenn VanOyen

Hook/Attention Grabber: Show students video about cars of the future

(https://www.youtube.com/watch?v=5jISeDVsSmg). Introduce Henry Ford, and have a student place him on our
classroom timeline, and ASK students what they think about self-driving cars.
Assessment of Prior Knowledge: Remember that electricity flows. Remember the difference between open and
closed circuits? Remember how we used a switch to build our telegraph?
Expectations for Learning and Behaviour: Students will only have their cars move when instructed to. Students
will not short circuit their batteries. (Ask a student to explain what this means.) Students will contribute equally in
their groups and take turns, both in the building process and in the game.
Advance Organizer/Agenda:
1. Watch Cars of the Future video and Discuss
2. Introduce Henry Ford
3. Explain car-building activity (watch video and create instructions)
4. Build cars
5. Play game
6. Review
7. Next time in science
Transition to Body:
1. Tell students that we are going to build our own cars, and we are going to use a maintained switch. ASK
if they remember what that is. (A switch that stays on when we turn it on until we turn it off again.)
2. Each table has a basket in the center with a bag for each group. Each bag contains the supplies needed to
build an electric car.
3. Each group will take one after we watch the tutorial video.

Body (30 min.):

Learning Activity #1: Construct an electric car with switch.
1. DO play the car tutorial video on YouTube and SAY to the class pay close attention, because these are
the instructions for the car we are going to build today.
(https://www.youtube.com/watch?v=szQli2Pg1q0)
2. After the video, have the class work together to recreate the instructions and DO write the steps on the
board as the students list them out. Intervene if they miss a step, and ask the other students to as well (by
politely raising their hand. Leave a picture of the completed car on the screen so the students can refer to
it if necessary.
3. After a step is proposed by one of the students, have every student in the class give a thumbs up if they
agree and a thumbs down if they think a step was missed or something was misstated. Continue until the
procedure is on the board.
4. ASK the students if anyone has any questions, and clarify if they do.
5. SAY to the students, Now we will work in our groups to build our cars.
6. DO circulate while they are working, asking questions for understanding and observing when a groups
circuit is complete, and record these interactions.
7. ASK What sort of switch are we using? and Why? (A maintained switch, or one that stays
open/closed, because we want our car to go until we tell it to stop and then stop until we tell it to go; we
dont want to be having to hold something down for it to go.)
8. ASK How does the motor make the car move? (When it is switched on the shaft turns which turns the
wheel and moves it along the floor.)
9. Have each group show you when they are finished. Make a note of it in your chart, and SAY to them
Take your car to the back corner of the class and begin the game. (There will be a large, cleared away
space in the back of the room.)

Assessments/Differentiation: Completed car. Class participation. Answered teacher questions.

MINI UNIT

Jenn VanOyen

Learning Activity #2: Play car game.

1. Students will get together with another group. (The next group that is finished.)
2. Each student will bring the cup that was at their desk with them to their designated space. (Each group
will have different coloured cups.)
3. Each group will take turns placing their cups on the floor within a space of about three by three feet. (If
you anticipate students having spacing issues, you can make a box on the floor with tape.)
4. Students will stand back about five feet or so (again, a line can be marked with tape if necessary) and aim
their cars so that they will run into their own cups.
5. They will turn on their car, and let it go.
6. Their team gets one point for every one of their teams cups it hits, and the other team gets a point for
every one of the other teams cups it hits.
7. Remind students that if their car isnt going straight that they probably need to adjust their wheels.
8. Groups will go back and forth until it is time for the lesson review.
9. Note that one student should be designated the cup-placer, one should be running the car, and one will be
the scorekeeper. Depending on your students, you can assign these or let them decide, or even let them
rotate.
Assessments/Differentiation: Does the car work (i.e., go when switched on, stay still when switched off?)

Closure (5 min.):
Consolidation/Assessment of Learning: Ask students again what sort of switch our car uses. Ask why the car was
an important invention.
Transition To Next Lesson: Introduce students to Henry Fords quote If I had asked people what they wanted,
they would have said faster horses and tell them that some of the best inventors think outside of the box. So far
weve learned about a lot of different inventors, but now its your turn! We are each going to be creating our own
inventions using all the information and skills weve learned about creating circuits. We can use all sorts of
materials we have in our craft center, and you can also bring materials from home if you wish. We will begin
designing our invention tomorrow, so start thinking about what you might invent!

Henry Ford (1863 1947)

Model T Car (1908)

Quality means doing it right when no one is looking.
If I had asked people what they wanted, they
would have said faster horses.

Whether you think you can, or you think you cant,

youre right.

Thomas Edison (1847 1931)

Lightbulb (1879)
Many of lifes failures are people who did not
realize how close they were to success when they
gave up.
Genius is 1% inspiration and 99% perspiration.

Samuel Morse (1791 - 1872

Telegraph (1844)
Every child has a dream,
to pursue the dream is in
every childs hand to
make it a reality.

Student/Group

Participated

Completed Working
Circuit
Circuit

Notes

Invention Time!

We have looked at several different inventors and have recreated their inventions. Now
its time for you to be an inventor! You will use what we have learned about circuits,
switches, lights, buzzers, and motors to create something of your own.
It should be something new and innovative.
It can be something practical and useful (e.g., a better mousetrap) or something
entertaining (e.g., a toy or game).
You must use at least two active components (lights, buzzers, motors) and reflect
on whether you will use them in series or in parallel and why. They can be two
different components or two of the same component.
You must use at least one switch, either momentary or maintained, but explain
why you chose the one you did and how your switch works.
After you have finished building your invention, you will create a video reflection in
which you should explain:

your design and building process

why you used the components that you did
any difficulties you encountered or changes you had to make
what you learned from the activity
any additional thoughts about the project

At the end of the project, you will hand in three components:

design plans, including blueprint and circuit diagram (see attached pages for
outline)
completed invention
video reflection
These components will be evaluated based on the attached rubric.

Invention Design Planner

What will you create?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What will you call your invention?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What components are you using?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________
What type of switch are you using?
___Momentary (button/lever)
___ Maintained (flip switch)
___ Other: ________________________________________________________
What materials will you need?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Remember that you want your design to be thorough, you can always adjust it as you go
if you run into problems during construction

Draw your circuit diagram in the box below. Remember to use appropriate symbols.

Draw what your invention will look like in the box below. Please label your blueprint.

Grading Rubric for: Invention Time!

Level

Inspirational
Inventor

Clever
Creator

Basic
Builder

Minimal
Maker

Develops an intuitive
design that results in
a working circuit

Develops a logical
design that results
in a working circuit

Develops a
rudimentary
design that may
result in a working
circuit

Develops an
ineffective design
that does not result
in a working circuit

Insufficient
/ Blank *

Criteria
Outcome 56.2. Design
and construct circuits
that operate lights and
other electrical
devices.
Evidenced primarily by:
plan, blueprint, and
circuit diagram

Outcome 56.3.
Recognize the
importance of switches
and other control
mechanisms to the
design and operation
of electrical devices,
and identify purposes
of switches in
particular
applications.

Reflects insightfully
on design and
construction process
and comprehensively
explains all
components used

Reflects
thoughtfully on
design and
construction
process and
accurately explains
all components
used

Reflects
simplistically on
design and
construction
process and
partially explains
all components
used

Reflects weakly on
design and
construction
process and
unconvincingly
explains all
components used

Develops an
innovative and highly
useful/entertaining
electrical device

Develops an
original and
moderately
useful/entertaining
electrical device

Develops a
predictive and
potentially
useful/entertaining
electrical device

Develops an
ineffective and
nonuseful/entertaining
electrical device

Constructs a fully
functional and highly
reliable electrical
device

Constructs a mostly
functional and
reliable electrical
device

Constructs a barely
functional and/or
unreliable
electrical device

Constructs a nonfunctional and

electrical device

Evidenced primarily by:

video reflection

Outcome 56.9. Given

a design task and
appropriate materials,
invent and construct
an electrical device
that meets the task
requirements.
Evidenced primarily by:
completed invention

No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task

*When work is judged to be limited or sufficient, the teacher makes decisions about appropriate intervention to help the student improve

Scaffolding Lesson Plans

C&I
Description

Students will:

Lesson 1 Overview

56.2. Design and

construct circuits that
operate lights and other
electrical devices.
56.7. Demonstrate
different ways of lighting
two lights from a single
power source, and
compare the results.
Students should recognize
that wiring two bulbs in
series makes both bulbs
glow less brightly than if
the bulbs are wired in
parallel. Students may
demonstrate this
knowledge operationally
and do not need to use the
terms series and parallel.

ASSESSMENT
Connections to
Overarching
Questions/SubQuestions

How does your

lesson scaffold to
your performance
task?

Students will get hands on

experience constructing
working circuits in parallel
and in series. They will
understand the theory of
why they are different, and
hypothesize when one
type might be preferred
over the other for different
applications. This will help
them explore the process
for understanding and
creating electric circuits, as
addressed in the
overarching question.

The lesson has students

start following more
complex circuit diagrams
(i.e., series and parallel) in
preparation for creating
their own circuit diagram
for the performance task
(outcome 5-6.2).

56.8. Demonstrate
different ways of using
two batteries to light a
bulb, and compare the
results. Students should
recognize that wiring the
batteries in series causes
the bulb to glow brighter
than it would if parallel
wiring were used.

Students will wire a

circuit with light bulbs in
parallel and then in
series, and with
batteries in parallel and
in series, and
understand how they

Students are getting

experience creating
circuits, as well as
understanding them, as
outlined by the
overarching question.

What core
assessment
concepts inform
your design
choices?

One of the primary

assessment concepts
that informed my
design was
triangulation.
I wanted to be sure to
use different types of
assessment to increase
the validity and
It also requires them to
reliability of the
understand the difference assessment, and also to
between parallel and
give students different
series circuits and
opportunities to show
situations in which you
their learning.
would use them, which
will guide the planning of For my worksheet, I
their performance task,
wanted to make sure it
although not explicitly
was actually assessing
specified in the rubric.
the specific learner
outcomes, so it uses
It is an intermediary step simple language and
because it involves more
requires minimal
complex circuits, but the
writing, because this
students are still working lesson is not specifically
with light bulbs, which
looking at abilities to
they are already familiar
relate knowledge in
with.
words.

ED PSYCH

ED TECH

Connections to learning
theories & demonstration of
attention to classroom
structure and climate

Describe how communication

technology uses in the lesson/s
will promote student
engagement toward an
identified learner outcome.
This should provide a strong
rationale for using technology

I have tried to make this lesson as

painless as possible for students to
do by really focusing on the learning
outcomes. For example, this lesson
is not assessing the ability to
communicate through writing, so
writing on the worksheet has been
minimized (i.e., instead of asking
What will happen? and having the
student write something out, it is in
the format of Which of these things
will happen? and they just need to
check one off.) The lesson also
makes efforts to reinforce ideas to
be learned in multiple ways. It has
the student predicting and
confirming their ideas on paper, the
student can physically see the
brighter/dimmer lights, and they will
be asked to explain what is
happening to the teacher and
participate in class discussions. The
nature of the task is itself is using
positive reinforcement, as the
lightbulbs will light if the student has
wired the circuit correctly.
In terms of different cognitive levels,
I have tried to make sure every child
is on the same page, and provided a
support system for them. We have
reviewed circuit building previously
and there are very explicit
instructions, so this task should fall
within everyones zone of proximal
development. However, each
student will have their partner to
assist them, as well as have

This lesson doesnt have a primary

technology component, but there is
the option for certain students to use
an online circuit simulator if for some
reason they are unable to do the
regular, hands on activity.

Instructional Processes

are different and how

the type of circuit affects
the brightness of the
light bulbs.

They are creating more

complex circuits now
rather than simple circuits,
and in particular are
gaining understanding
about in parallel versus in
series circuits, how they
are different, and when to
use each. Their
understanding of the
circuit creation process will
be strengthened due to the
fact that they are making
predictions and testing
them out themselves.

assistance available from the

teacher and other students who may
finish early if they need it.

Description

Connection to Student
Engagement and
Learning

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that
information?

How does your use of

formative assessment
reflect key
assessment
concepts?

The teacher is giving

whole class instruction
at the beginning of the
activity, walking around
recording observations
and conversations with
students while they are
working, and bringing
the students attention
back to the board
between activities to go
over theory.

Multiple teaching methods

are usedwhole group,
individual, and partners
and the teacher is
formatively assessing
students while walking
around the class during
individual/partner work.

In this lesson I will be

making (and
documenting)
observations about
whether or not they
complete the circuits
properly, having
conversations with
students while they
work about the theory
(and documenting
those, too), and taking
in a product
demonstrating their
predictions and results
(the worksheet).

The students are

listening to instructions,
working individually on
their circuit, sharing and
checking their work with
their assigned elbow
partner, listening to the
debrief between
activities, and
participating in
discussion/answering
questions in the debrief.

The students are actively

engaged in a very hands on
activity, but the lesson is
broken into chunks to keep
everyone on track and
control the pace of the
lesson.

I will be making
observations while the
students are working
which I will record in a
chart. The observations
are primarily to address
the circuit construction
component of the task, to
see whether or not
students have a properly
wired and working circuit.
I will use this information
to determine when it is
time to move on to the
next section of the
activity (i.e., when
everyones got it). I will
also use it to help those
students who havent got
it yet, or get a student
whos already finished to
help them. This part of
the activity is basically a
pass/fail acquisition of a
skillits wired correctly
or it isnt.
I will be also be having
conversations with
students, which is where I
will assess their
understanding of what
they are actually doing. I

I have used this

triangulation as a
means to ensure
fairness and reliability,
so that students have

I will also be checking

for understanding in the
class discussion by
asking kids to predict
whether a bulb will light
or not in a certain
broken circuit and by
the student responses
to the questions.

If a child does not have fine motor

skills or is anxious about electricity
or group work such that it would be
more detrimental to force them to
do it than helpful for them to be
made to do it to gain skills and
confidence, they can use the
simulator on the computer. Since
this activity has partner components
in it and the noise level may likely be
quite high, students may also choose
to wear headphones when working
individually (or on the computer) to
block out sound. The beginning of
the lesson will also require someone
to place the inventor of the day
profile on our class timeline, so this
can be a job for a student who
regularly requires extra movement
or attention or assigned to someone
who seems like they need a little
boost that day.
To keep disruptive movement to a
minimum, we will have preestablished elbow partners and
materials laid out on tables already
so students can simply begin the
activity instead of wandering around
looking for materials. In terms of
safety, we have previously went
over electrical safety rules, but will
refresh these at the beginning of
class. I will remind them that
lightbulbs break and to handle them
gently, and that as always we
respect each others person,
materials, and space.
Since this activity requires a lot of
concentration and fine motor skills,
the two sections will be broken up
by a review where students will be
asked to come to the board and
everyone will need to respond to
questions in physical ways (i.e.,
when asked will the light bulb light?
They will stand up and either punch
their hands in the air and open and
close their fingers for yes, or circle
their closed fists around each other
in front of their belly for no). This

Describe any potential

downsides to using this
technology.

There may be internet failure and the

student would be unable to use the
simulator, or the student may not
have as rich an experience as they
would by doing the hands on activity.

Which circuit is in series

and which is in parallel?
Can you explain to me
why the bulbs glow
more/less in this circuit
than in your partner's?
Which paths will the
electricity follow?
(After circuit is broken)
Which path will the
electricity follow now?

The lesson opens with a

short, fun video about
Thomas Edison and the
light bulb to catch the
students interests and
help them settle down,
which will be followed
by a brief discussion. (5
min)
Next we will move on to
the first portion of the
activity. The students
will have pre-assigned
elbow partners that they
will work with. Materials
are provided on the
tables in color coded
baskets. The activity
procedure is laid out in
very clear steps. The
lesson is broken down
into chunks with breaks
for explanations and to
formatively check for
understanding. (35 min)
The lesson closes with a
summary of how series
and parallel circuits are
different. There is also a
question to consider for
next time, and a secret

The questions utilize

different levels of Blooms
taxonomy to test not only
the students knowledge to
differentiate between
types of circuits but to
understand how the
electricity flows and apply
those principles. It also
asks students to consider
the practical knowledge of
when to use which. The
questions can be very
engaging because the
student is able to make
hypotheses and test them
out with their own
materials to help them
understand.

The opening video serves

as a hook to engage
students. The lesson body
itself involves hands on
activities which appeal to
kids natural curiosity and
is very engaging, which
encourages them to
explore and learn. They
will have the support of
their partner and other
students as well as the
instructor if they run into
problems.
The mid-lesson overview
ensures students
understand the first part of
the lesson, and the second
overview does the same
for the latter half.
The overall conclusion
reinforces what was
previously learned and the
difference between the
two types of circuits. It
ends with a hint at what
will be happening next
lesson, to foster curiosity
and/or suspense.

will be doing this while

they are working, and jot
down notes. I will use this
information to guide
individual students during
the conversation as well
as to adjust my class
overview based on the
general level of
understanding in the
response.
I will also gauge their
understanding during the
whole class discussion,
where I will go through
examples on the board of
different circuits and
break them, and then ask
the students whether
each bulb will light. They
will respond with one of
two hand gestures to
indicate what they think. I
will use this to determine
whether the students
have a practical and
applicable understanding,
and will move on to the
next activity or go
through more examples
as necessary.

multiple ways to show

what they know.

is a great formative assessment, and

also a physical thing kids can do to
get a bit of movement instead of
simply raising their hands. Also, it is
done simultaneously so kids dont
need to face that moment of anxiety
when they try to decide if they
should raise their hand or not
because everyone else is and not
because its what they really think
about the question.

message (Morse Code)

will be played, and the
students told we will
discover what it means
in the next lesson. (5
min)

Scaffolding Lesson Plans

C&I
2. Design and construct
circuits that operate lights
and other electrical
devices.

Students will:

Lesson 2 Overview

56.2. Design and

construct circuits that
operate lights and other
electrical devices.
56.3. Recognize the
importance of switches
and other control
mechanisms to the design
and operation of electrical
devices, and identify
purposes of switches in
particular applications.
56.4. Construct and use
a variety of switches.

Students will work in

pairs to construct a
buzzer circuit with a
momentary switch to
build a telegraph. They
will then use the
telegraph to code and
send and message in
Morse code to another
pair, and then receive

ASSESSMENT
Connections to
Overarching
Questions/SubQuestions

How does your

lesson scaffold to
your performance
task?

What core
assessment
concepts inform
your design
choices?

Students will get hands on

experience constructing a
working circuit that utilizes
a momentary switch. This
will help them explore the
process for understanding
and creating electric
circuits, as addressed in
the overarching question.
However, students are
now moving on to creating
mechanisms that use those
circuits (i.e., a telegraph)
which extends their
understanding of potential
applications.

This lesson goes back to

having students make
simple circuits, but they
are introduced to
switches (outcome 5-6.3
and 5-6.4) and the idea of
using a component other
than a lightbulb (outcome
5-6.2).

One of the primary

assessment concepts
that informed my
design was
triangulation.
I wanted to be sure to
use different types of
assessment to increase
the validity and
reliability of the
assessment, and also to
give students different
opportunities to show
their learning. I wanted
to use the new
paradigm of assessment
and have the students
create something
functional that they can
demonstrate works in a
fun way, and also has
the potential to tie into
other aspects of
learning like history
social studies (the
railroad) and math
(code breaking and
patterns).

Students will be creating a

working electric
mechanism instead of just
a basic circuita
telegraphand will be
able to test it out by
sending messages. This is
really reflecting the
creation aspect outlined in
the overarching question,

It also has them actually

creating a mechanism
they can use instead of
merely a circuit, which
will prepare them for
creating their own
mechanism later on in the
performance task.

ED PSYCH

ED TECH

Connections to learning
theories & demonstration of
attention to classroom
structure and climate

Describe how communication

technology uses in the lesson/s
will promote student
engagement toward an
identified learner outcome.
This should provide a strong
rationale for using technology

This lesson doesnt have a primary

technology component, but there is
the option for certain students to use
an online circuit simulator if for some
reason they are unable to do the
regular, hands on activity.

Instructional Processes

and decode a message

from another pair.

as they are creating

something that they can
actually use. They are also
required to understand the
principles behind the
design that allows it to be
functional, and apply their
understanding.

Description

Connection to Student
Engagement and
Learning

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that
information?

How does your use of

formative assessment
reflect key
assessment
concepts?

The teacher will

introduce the lesson to
the whole group by
playing some Morse
code that was played at
the end of the last class,
and explaining how
Morse code works. She
will then relate it to
texting and play the
texting vs. Morse code
video, and lead the
discussion with the
group. She will then go
over what the class will
be doing (i.e., building a
telegraph using a
switch), show an
example of a pre-built
one, and go over the
instructions. The
materials and
worksheets needed will
be waiting in the center
of their table, so the
teacher does not need
to worry about
organizing everyone and
making sure everybody
has everything they
need. While the class is
working in pairs (which
she had predetermined)
she will walk around the
classroom to make
observations, have
conversations, and offer

Multiple teaching methods

are usedwhole group,
partner, and small group
and the teacher is
formatively assessing
students while walking
around the class during
partner/group work.

I will be making
observations while the
students are working
which I will record in a
chart. The observations
are primarily to address
the circuit and
mechanism construction
component of the task, to
see whether or not
students have a properly
wired and working
telegraph. I will use this
information to determine
whether those students
are ready to move on to
the next portion of the
activity. I will also use it to
help those students who
havent got it yet, or get a
student whos already
finished to help them.
This part of the activity is
basically a pass/fail
acquisition of a skillits
wired correctly or it isnt.
However, if several
students are consistently
having the same issues,
this will guide the
overview discussion and
perhaps prompt more
review.

In this lesson I will be

making (and
documenting)
observations about
whether or not they
complete the circuit and
telegraph properly,
having conversations
with students while
they work about use of
switches (and
documenting those,
too), and taking in a
product demonstrating
their successful use of
their mechanism (the
worksheet). It should be
noted that the actual
content of the Morse
code message is not
explicitly what is being
assessed here, rather
that the students were
able to successfully use
their machine to send a
message.

I will be also be having

conversations with
students, which is where I

I will also be checking

for understanding in the
class discussion by
asking kids to suggest
other places switches
areor might be
used.
I have used this
triangulation as a

Connections to learning
theories & demonstration of
attention to classroom
structure and climate

Describe any potential

downsides to using this
technology.

There may be internet failure and the

student would be unable to use the
simulator, or the student may not
have as rich an experience as they
would by doing the hands on activity.

assistance where
needed. She will also
check each pairs work
when they are finished,
and pair them with
another finished pair to
send their messages. At
the end of the lesson,
she will review switches
with the whole class.

The students will listen

to the teacher introduce
the topic while seated at
their desks/tables, then
participate in the
discussion and watch the
video about texting vs.
Morse code. They will
listen to the teachers
overview of the activity,
and then break off into
their pairs. (They are
arranged such that they
are working with their
elbow partner, so they
do not have to move.)
They will work with their
partner to build their
telegraph, and raise
their hands to show the
teacher when it is
complete. They will work
with their partner to
practice sending
messages back and forth
until another pair is
finished, and then they
will send/receive
messages with them.
When everyone is
finished, they will listen
while the teacher
reviews and participate
in the discussion. They
will place their
telegraphs at the side
table in the class, (with
their names on it),
because we will be using
them in another class.

The students are actively

engaged in a very hands on
activity, where they are
applying previous
knowledge and skills to
create a mechanism that
they can actually use,
giving them a sense of
pride and purpose.

will assess their

understanding of what
they are actually doing
and why they are using
switches and how they
work. I will be doing this
while they are working,
and jot down notes. I will
use this information to
guide individual students
during the conversation
as well as to adjust my
class overview based on
the general level of
understanding in the
response.

means to ensure
fairness and reliability,
so that students have
multiple ways to show
what they know.

Does anybody know

what Morse code is?
Would using beeps for
each letter be faster
than texting them?
Is Morse code a practical
alternative to texting?
What is an open/closed
circuit?
Does anyone know what
a switch is?
What is an example of a
switch?
Can you explain how the
switch works?
Why does it make noise
when the switch is
pressed down?

The lesson opens with a

video and discussion,
followed by instructions
for the activity. (5 min)
The main lesson activity
is divided into two
partsconstructing the
telegraph with a partner
and then sending a
message or receiving a
message to/from
another group. This
involves hands on
building skills as well as
teamwork and listening
skills. (35 min)
The lesson closes with
an overview of what was
learned (switches) and a
question for next lesson.
(5 min)

The questions in this lesson

come from different levels
of Blooms Taxonomy.
They range from very basic
knowledge questions (e.g.,
What is a switch?) to
applying that knowledge
(e.g., What is an example
of a switch?) to more in
depth analysis questions
based on those
applications (e.g., Is Morse
code a practical alternative
to texting?) which require
students to think about a
number of variables. The
questions are engaging
because they are relevant
to most students lives
(texting is so ubiquitous
these days) and extend
from basic scientific
knowledge to practical,
real life applications. The
students also have a real
working model they can
refer to, which is usually
fun and consequently
more engaging.
The opening video serves
as a hook to engage
students. The lesson body
itself involves hands on
activities which appeal to
kids natural curiosity and
is very engaging, which
encourages them to
explore and learn. Since
they are actually creating a
product they can use, they
have a sense of purpose
and pride. They will have
the support of their
partner and other students
as well as the instructor if
they run into problems.
The conclusion reinforces
what was previously
learned about momentary
switches and introduces
the idea of a maintained
switch. It ends with a hint
at what will be happening

next lesson, to foster

curiosity and/or suspense.

Scaffolding Lesson Plans

C&I
Description

Students will:

Lesson 3 Overview

56.2. Design and

construct circuits that
operate lights and other
electrical devices.
56.3. Recognize the
importance of switches
and other control
mechanisms to the design
and operation of electrical
devices, and identify
purposes of switches in
particular applications.
56.4. Construct and use
a variety of switches.

ASSESSMENT
Connections to
Overarching
Questions/SubQuestions

How does your

lesson scaffold to
your performance
task?

What core
assessment
concepts inform
your design
choices?

The students are involved

in creating an electrical
circuit, which is
incorporated into a greater
mechanism (the electric
car). They are also gaining
understanding about
switches and when it is
appropriate to use certain
types of switches. This
understanding, as well as
the skills gained in creating
circuits, will later be
utilized when the students
design their own circuits
and mechanisms for their
invention.

This lesson also goes

back to having students
make simple circuits, but
they are introduced to
the new maintained
switch (outcomes 5-6.3
and 5-6.4) and the idea
of using a motor to
create mechanisms that
move (outcomes 5-6.2
and 5-6.5).

One of the primary

assessment concepts
that informed my design
was triangulation.
I wanted to be sure to
use different types of
assessment to increase
the validity and reliability
of the assessment, and
also to give students
different opportunities
to show their learning. I
wanted to use the new
paradigm of assessment
and have the students
create something
functional that they can
demonstrate works in a
fun way. A big aspect of
this lesson was focusing
on practical outcomes
and successfully creating
a model of something
that is very important in
real life.

56.5. Design and

construct vehicles or
other devices
that use a batterypowered electric motor to
produce motion; e.g.,
model cars, hoists, fans.

Students will work in

small groups of three to
construct a motor circuit
with a maintained switch
to build a car. They will
then test their car in a
game requiring them to
knock over paper cups.

The students are gaining

greater understanding of
the process of creating
circuits and using switches
while at the same time
gaining skills at
incorporating those circuits
into functional electrical
mechanisms. The electric
car is more complex and
has moving parts which

They are creating more

complex mechanisms
that involve motion,
which will prepare them
for creating more
complex mechanisms for
their performance task.
The students have now
had the opportunity to
use lights, buzzers, and
motors, components
that will be utilized in
the performance task.

ED PSYCH

ED TECH

Connections to learning
theories & demonstration of
attention to classroom
structure and climate

Describe how communication

technology uses in the lesson/s
will promote student
engagement toward an
identified learner outcome.
This should provide a strong
rationale for using technology

Since my lessons are very hands on,

the primary technological component
is in the performance task, but I will
write about it here. The performance
task has students creating an
invention and has three primary
components: the blueprints and
design, the actual invented
mechanism itself, and a video
reflection.
The video reflection is the primary
technological component, and will be
done with iMovie on iPads. The
students will explain what they chose
to invent, and why, and demonstrate
its use. They will be required to go
over and explain their blueprints and
design process, outlining any changes
they had to make, and show their final
product in detail. They will need to
show the components they used, and
explain them. They should focus
particularly on switcheswhat kind of
switch did they use and whyand
whether they had their components in
series or in parallel, and why. The
students should reflect on any
difficulties they encountered
throughout the project, and how they
dealt with them. They should reveal
what they learned by doing the
project, and anything that they would
have done differently, now that they
know what they do. Finally, the
students should tell us what they
enjoyed about the project, and

adds to the difficulty of the

creation. This lesson serves
to enhance skills the
students already have.
Since the overarching
question refers to
students abilities to
understand, design and
create electrical circuits
and mechanisms, this
activity serves as the final
step before students begin
designing their own
circuits.

whether it influenced or inspired them

in any way.
In terms of video mechanics, the
student can run the camera
themselves and do a voiceover while
focusing on the blueprints or
invention, or they can have a fellow
student record them while they
indicate what they are talking about
on screen. They could also do a
combination of these; it really is up to
them, as long as they get the
necessary information across.
Using a video format for the reflection
is ideal because we can see what
exactly the student is talking about
while they are explaining it. It would
be difficult to explain in writing which
particular bit of your invention or
design you are referring to, but on
camera you could simply point to it. It
is also more engaging for students
because they are able to show off
their creation, and actually
demonstrate how it works for people
to watch. The plan is to post all the
videos on the class website, so
students will be proud to show
everyone all their hard work and more
motivated to tell them all about it. (Of
course, if a child did not want their
video online, we would respect their
wishes.)

Instruct
ional
Process
es

The use of technology is related

primarily to outcome 5-6.9 (given a
design task and appropriate materials,
invent and construct an electrical
device that meets the task
requirements). The technology serves
as an excellent method to allow the
student to both document their
process, giving them an opportunity to
explain their choices and the
understanding driving those choices,
as well as to showcase their final
product.
Description

Connection to Student
Engagement and
Learning

What formative
assessment
techniques will you be
using? What
information will you be
collecting? How will

How does your use of

formative assessment
reflect key
assessment concepts?

Connections to learning
theories & demonstration of
attention to classroom
structure and climate

Describe any potential

downsides to using this
technology.

you use that

information?

The teacher will

introduce the lesson to
the whole group by
playing a video about
cars of the future (i.e.,
self-driving cars)
She will talk about how
technology changes over
time, and how
improvements are made
on things, and
sometimes we can never
predict where it will go.
She will then go over
what the class will be
doing (i.e., building an
electric car with a motor
and a maintained
switch), show an
example of a pre-built
one, and go over the
instructions. She will
show the tutorial video
and recreate the
instructions on the
board with the class. (10
min)
The materials needed
will be waiting in the
center of their tables, so
the teacher does not
need to worry about
organizing everyone and
making sure everybody
has everything they
need.
While the class is
working in groups of
three (which she had
predetermined by
splitting their tables of
six in half with coloured
cups placed at their
seats) she will circulate
around the classroom to
make observations, have
conversations, and offer
assistance where
needed. She will also

Multiple teaching methods

are usedwhole group
and different sizes of
groupsand the teacher is
formatively assessing
students while circulating
around the class during
group work. The teacher is
also facilitating discussions
and calling on individual
students for input.

I will be making
observations while the
students are working
which I will record in a
chart. The observations
are primarily to address
the circuit and
mechanism construction
component of the task,
to see whether or not
students have a properly
wired and working
electric car. I will use this
information to
determine whether
those students are ready
to move on to the next
portion of the activity. I
will also use it to help
those groups who
havent got it yet, or get
a student whos already
finished to help them.
This part of the activity is
basically a pass/fail
acquisition of a skillits
wired correctly or it isnt.
However, if several
students are consistently
having the same issues,
this will guide the
overview discussion and
perhaps prompt more
review.
I will be also be having
conversations with
students, which is where
I will assess their
understanding of what
they are actually doing
and why they are using
switches and how they
work, as well as the
basics of how the motor
works and why were
using it. I will be doing
this while they are
working, and jot down
notes. I will use this
information to guide
individual students
during the conversation

In this lesson I will be

making (and
documenting)
observations about
whether or not they
complete the circuit and
car properly, having
conversations with
students while they work
about use of switches
(and documenting those,
too), and taking in a
product demonstrating
their successful use of
their mechanism (the
scoresheet from their
game). It should be
noted that the actual
scores of the game are
not explicitly what is
being assessed here,
rather that the students
were able to successfully
use their car. The car
itself is also a product
that will be taken in.
I will also be checking for
understanding in the
class discussion by asking
kids to suggest other
places switches areor
might beused.
I have used this
triangulation as a means
to ensure fairness and
reliability, so that
students have multiple
ways to show what they
know.

There arent too many downsides to

using this technology, but that doesnt
mean there arent any. There is
always, of course, the potential for
mechanical failure, and if your iPads
arent working, you cant use them to
record video. There are ways around
this, of course, as other devices, such
as video cameras or webcams, can
also be used to record, if with slightly
more difficulty. There is also the
potential that the recorded videos
may be deleted, so care should be
taken to help the students save and
upload them immediately upon
completion.
There could also be FOIP issues, or
cases when a child is simply too shy or
uncomfortable to be recorded, but
these students could simply either not
appear on camera or opt to do a
written reflection instead, and
perhaps include pictures of their
finished product, or even simply do an
oral presentation either to the class or
just the teacher.

check each groups work

when they are finished,
and pair them with
another finished group
to do the next activity
and send them to a
predetermined place in
the classroom. (30 min)

as well as to adjust my
class overview based on
the general level of
understanding in the
response.

At the end of the lesson,

she will review switches
and motors with the
whole class. Introduce
Henry Ford quote: If I
had asked people what
they wanted, they would
have said faster horses
and lead the discussion
about this with the
group and provide a very
brief introduction to the
upcoming performance
task. (5 min)

The students will listen

to the teacher introduce
the topic while seated at
their desks/tables, then
participate in the
discussion and watch the
video about futuristic
cars.
They will listen to the
teachers overview of
the activity, and then
break off into their table
groups. (They are
arranged such that they
are working with the
two other students on
their side of the table, so
they do not have to
move.) They will work
with their group to build
their car, and raise their
hands to show the
teacher when it is
complete.
They will then move to
the spot the teacher tells
them and set up their
cups in a pyramid and

The students are actively

engaged in a very hands on
activity, where they are
applying previous
knowledge and skills to
create a mechanism that
they can actually use,
giving them a sense of
pride and purpose. They
are able to construct a
working electric car which
they will then use in a
game, which is fun and
engaging and showcases a
desirable application. This
also introduces them to
mechanisms using moving
parts, which is the final
step before they move on
to building their own
invention in the
performance task.

send their cars at them.

They will record the
points after each team
goes on their worksheet.
When everyone is
finished, they will return
to their seats with their
cups and their car and
will listen while the
teacher reviews and
participate in the
discussion. They will
place their cars at the
back table in the class,
(with their names on it),
because we will be using
them in another class,
and stack the cups in the
center of their table.

Can you explain how the

switch works?
Why does the motor
spin when the switch is
flipped on?
What is an open/closed
circuit?
What type of switch are
we using? Why?
How does the motor
make the car move?

The questions in this lesson

come from different levels
of Blooms Taxonomy.
They range from very basic
knowledge questions (e.g.,
What type of switch are we
using?) to applying that
knowledge (e.g., Why are
we using that type of
switch?) to more in depth
questions (e.g., How does
the motor make the car
move?) which require
students to think about a
number of variables. The
questions are engaging
because they are relevant
to most students lives
(cars are everywhere) and
extend from basic scientific
knowledge to practical,
real life applications. The
students also have a real
working model they can
refer to, which is usually
fun and consequently
more engaging, and the
model moves, which is
generally even more fun.

The lesson opens with a

video and discussion,
followed by instructions
for the activity. (5 min)
The main lesson activity
is divided into two
partsconstructing the
car with a group and
then participating in the
pyramid knocking over
game. This involves
hands on building skills
as well as teamwork and
listening skills. (35 min)
The lesson closes with
an overview of what was
learned (switches and
motors) and a prompt to
think about an invention
for next lesson. (5 min)

The opening video serves

as a hook to engage
students and get them
thinking. The lesson body
itself involves hands on
activities which appeal to
kids natural curiosity and
is very engaging, which
encourages them to
explore and learn. Since
they are actually creating a
product they can use, they
have a sense of purpose
and pride. They will have
the support of their group
members and other
students as well as the
instructor if they run into
problems. Since the second
part of the lesson is a
game, the students will
likely be very motivated to
finish the first part, and
since the game depends on
a working model, they
cant simply rush through
the first half because if
their car doesnt work they
cant play the game.
The conclusion reinforces
what was previously
learned about maintained
switches and motors and
introduces the upcoming
performance task, to foster
curiosity and/or suspense
and get the students
thinking about ideas for
their own invention.