Introduction
This lesson will focus on the basics of electrical currents, and how to experiment with them. We will be doing a science experiment, as well as creating a poster to show the different aspects of an electrical current.
Task
TASK 1
Students will be working in small groups to come up with an end 3D Art poster to create a visual art piece.
TASK2
Students will work in small groups to create and share ideas about electrical circuits.
Process
TASK 1
|
Materials Individual dry erase boards, dry erase markers, thesaurus, drawing paper, pencils, thin markers, crayons, scissors, tape, strips of construction paper in a variety of colors
|
Books/Texts/Songs Go Away Big Green Monster by Edward R. Emberley |
Technology Smart Board: YouTube Schoolhouse Rock Adjectives iPads: worditout.com Air Printer for Word It Out creations |
|
Opening Activities/Whole Class Instruction/Modeling Gather class on the Reading Rug. First, ask the class if anyone can define the word “adjective.” After allowing several students to express their answers, explain that an adjective describes a noun or pronoun. Give examples such as, “Jill is wearing a pink skirt,” or “Joe bought a creepy costume for Halloween.” Adjectives help us to create a more detailed visual image. Read the class Go Away Big Green Monster stopping to point out adjectives. Ask students to turn towards the Smart Board for Technology Time. Show the Schoolhouse Rock video Adjectives. Ask students to return to their seats because they will be doing an elbow partner activity.
|
||
|
Pair or Small Group Activities Elbow Partners (2-3 minutes): Using dry erase boards write down as many adjectives you and your partner remember from the book and video as well as ones you brainstorm together. Elbow Partner Swap (2-3 minutes): Swap dry erase board with the elbow partner group going in a clockwise fashion. Discuss any new adjectives. Choose two adjectives, one per person, and create a sentence at the bottom of the dry erase board. |
||
|
Independent Activities Thesaurus (10 minutes): Each student will choose one adjective either from the text, video, or elbow partner activity and look it up in the thesaurus. Each student will provide between six and ten new adjectives. This list along with the original adjective will be entered into worditout.com to create a word cloud. Picto-Spelling (15 minutes): Each student will choose one of the thesaurus adjectives and create a picto-spelling picture. The students can use pencils, thin markers, and crayons to add detail to the picto-spelling picture. 3D Art (25 minutes): Each student will choose a different thesaurus word to create this 3D piece. Students will be able to choose from strips of different colored construction paper to assist in demonstrating the adjective. For instance, angry would perhaps choose red. The student will write the original word in all capitals somewhere on the piece and the thesaurus word in lower case letters somewhere else on the piece. The students can use tape, pencils, thin markers, and crayons to complete the piece. This will be hung on the wall for a class discussion. |
||
|
Students’ Diverse Needs Students that are weaker in their spelling and language arts skills will work in a small group led by the teacher. The teacher will provide modeling and scaffolding on how to use the thesaurus. The teacher will also provide scaffolding when the student is brainstorming to create the picto-spelling picture as well as the 3D art piece. |
Differentiation and Modifications ESL learners: Students will be provided with a list of three adjectives. The students will choose from this list a word to create a 2D picture (not necessarily a picto-spelling picture) and one to create the 3D piece. The teacher will scaffold by providing any definitions or examples of word usage. Students with IEP: Students will be provided with a list of adjectives. Teacher will provide scaffolding on meanings, usage, and how to use them to create the 2D and 3D art pieces.
|
TASK 2
Materials
Paper, pencil, computer, ipads
Books/Texts/Songs
Technology
Computers or ipads
Opening Activities/Whole Class Instruction/Modeling
“Today you are going to safely become part of a human circuit with electricity running through it!”
Have students stand in a circle and hold hands. Two students hold an "energy ball" between them.* When all hands are held, the ball will light up. If the circuit is broken anywhere the lit ball will go out. Ask students why the light goes out. Use this time to pre-assess student knowledge of electricity through a discussion.
Pair or Small Group Activities
Students will work in small groups or partners to review and work and investigate circuits. By using circuit diagrams to build and test. Follow up with a discussion so students can share their conclusions and concepts can be reinforced by the teacher.
Independent Activities
Students will complete web quest with a computer on their own.
Students’ Diverse Needs: Students may work with partner if they are struggling. Teacher can also offer assistance.
Closure Activities
At the end of class students and teacher can have classroom discussion about major points or favorite parts during the lesson.
Early Finisher Activities
Can research renewable and nonrenewable energy. Students can choose one and create a brochure.
Evaluation
TASK 1
Assessment(s)
- Art assessment(s): word cloud (technology); picto-spelling of one adjective (2D); construction paper link monster (3D)
- Language arts assessment(s): learn definition and proper usage of adjectives; use the thesaurus to make a list of possible alternatives for chosen adjective
TASK 2
Assessment(s)
- Teacher will monitor class through observing understandings through assignments.
- Work will be turned in specifically web quest to show understanding
Conclusion
In conclusion, we will be following the state standards listed below
TASK 1
|
State Standard(s) (required)
WV Teach21 Visual Art Standards – All Grades (n.d.): VA.O.VAI.6.1: Compare and connect the creative processes used in visual arts to other disciplines. VA.O.VAII.1.2: Create a variety of two-dimensional and three-dimensional artworks to communicate ideas and explore expressive qualities.
WV Common Core English Language Arts Standards – 3rd Grade, (n.d.): CCSS.ELA-LITERACY.L.3.1.A: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. |
National Standard(s) and/or Common Core (optional) Grade K-4 Visual Arts Standard 2 (n.d.): Content Standard: Using knowledge of structures and functions. Achievement Standard: Students use visual structures and functions of art to communicate ideas. |
|
Assessment(s)
|
TASK 2
- Science Standards(s)
SC.S.5.3
Application of Science
Students will explore the relationship between the parts and the whole system; construct a variety of useful models; examine changes that occur in an object or system.
demonstrate an understanding of the interdependence between science and technology.
demonstrate the ability to utilize technology to gather data and communicate designs, results and conclusions.
demonstrate the ability to evaluate the impact of different points of view on health, population, resource and environmental practices
SC.S.5.2
Content of Science
Students will
demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives.
demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences.
apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.
21C.O.5-8.1.LS3 - Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhances the oral or written presentation through the use of technology
Credits
REFERENCES
TASK 1
References
Emberley, E. R. (1992). Go away big green monster! Boston, Massachusetts: Little, Brown
and Company.
Grade K-4 Visual Arts Standard 2. (n.d.). Retrieved June 9, 2016, from
http://artsedge.kennedy-center.org/educators/standards/national/arts-st…
WV Common Core English Language Arts Standard – 3rd Grade. (n.d.). Retrieved June 9, 2016,
http://www.corestandards.org/ELA-Literacy/L/3/
WV Teach21 Visual Arts Standard – All Grades. (n.d.). Retrieved June 9, 2016, from
http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
TASK 2
Teacher Page
This webquest is designed for 3rd to 5th grade students who are interested in learning about electrical currents, and how they impact us in daily life. This lesson also involves some English Language, Vocabulary, and require teacher and students participation.
For example:
- require students to work in small groups
- give students different assignments to help with research
- require classroom participation
If there are students with prior knowledge of electrical currents, it would be beneficial to separate them in groups with the students who have no prior knowledge.
CURRICULUM STANDARDS
As listed in lesson plan all of the standards for this exercise will meet the content standards of the state. The students will be able to
- Demonstrate the ability to choose, construct, and dictate information.
- Apply critical and integrates scientific thinking.
- Choose appropriate technology to retrieve relevant information.
- Describe the different ways electrical currents work.