15 Review today’s objective with students. minutes We will be creating different types of circuits that will keep several bulbs lit brightly, no matter how many there are or if one bulb goes out. Read inquiry question with kids: Can you light several bulbs brightly with one battery? Project the Activity Sheet (#3) Students will complete the table in order and review expectations for to explore different configurations until they each column before setting can light 2 bulbs brightly. students off to work on First, all students will create a working circuit each task. with one bulb and one battery to observe the bulb’s brightness. Then, students will be tasked with adding a second bulb to that circuit. Suggested questions to ask as you circulate: What do you notice about the brightness of the bulbs? Why do you think this happens? Take note of different ways Monitor student exploration in order to elicit of creating the circuits so examples of circuits that light 2 bulbs brightly that you can call on these during whole class discussion. The students to share. discussion is an important component of student understanding the 2 different types of circuits. After about 15 minutes or as students are wrapping up the table, call students’ attention to the two Turn and Talk questions (#4). 5 minutes (#4) Students will Turn and Talk: Were you able to create a circuit that lights 2 bulbs brightly? How is this kind of circuit different from circuits with 2 dimly lit bulbs or 1 bulb? Call on students who had a successful parallel circuit to share with class. Discuss similarities across the solutions and point out Series: Parallel: how this type of circuit uses only one source, but both receivers have their own pathway for electrons to flow on. Draw or display the 2 different types of circuits on the board and discuss the difference. 10 (#5) Read the situation in #5 with the class. minutes Students look at a series circuit with 3 bulbs Remind students that when and then must design another circuit that will designing their circuit, they light them brightly. are not testing it with the
15 minutes Review today’s objective with students. We will be creating different types of circuits that will keep several bulbs lit brightly, no matter how many there are or if one bulb goes out. Read inquiry question with kids: Can you light several bulbs brightly with one battery? (#3) Students will complete the table in order to explore different configurations until they can light 2 bulbs brightly. First, all students will create a working circuit with one bulb and one battery to observe the bulb’s brightness. Then, students will be tasked with adding a second bulb to that circuit. Suggested questions to ask as you circulate: What do you notice about the brightness of the bulbs? Why do you think this happens? Monitor student exploration in order to elicit examples of circuits that light 2 bulbs brightly during whole class discussion. The discussion is an important component of student understanding the 2 different types of circuits. After about 15 minutes or as students are wrapping up the table, call students’ attention to the two Turn and Talk questions (#4). Project the Activity Sheet and review expectations for each column before setting students off to work on each task. Take note of different ways of creating the circuits so that you can call on these students to share. 5 minutes (#4) Students will Turn and Talk: Were you able to create a circuit that lights 2 bulbs brightly? How is this kind of circuit different from circuits with 2 dimly lit bulbs or 1 bulb? Call on students who had a successful parallel circuit to share with class. Discuss similarities across the solutions and point out how this type of circuit uses only one source, but both receivers have their own pathway for electrons to flow on. Draw or display the 2 different types of circuits on the board and discuss the difference. Series: Parallel: 10 minutes (#5) Read the situation in #5 with the class. Students look at a series circuit with 3 bulbs and then must design another circuit that will light them brightly. Remind students that when designing their circuit, they are not testing it with the