sim, but using their (6) Students will talk with a partner about knowledge from the class what would happen if a bulb burns out in the discussion above. They will series circuit (Circuit A). After their be able to share ideas and discussion, student pairs can test their test in #6. theories together or it can be done as a whole class, depending on time constraints. 5 minutes Introduce the terms series circuits and In my classroom, we have a Science Wall to anchor parallel circuits. Students will fill in (#7) the student learning. Each time table on their activity sheet as each type of new vocabulary or circuit is displayed/discussed. concepts are introduced, the word, definition, and an illustration/picture (often depicted by a student) are added to the wall. Students use the Science Wall as a reference throughout units. 10 – 15 Show students a string of Christmas lights minutes and tell them to imagine that they work for a company that produces these types of lights. (#8) Based on their investigation today, If students need writing which type of circuit would be best for a support, the teacher might string of lights? Why? provide scaffolding by Have students discuss ideas and then guiding these students to complete the short constructed response. use a graphic organizer of pros/cons for each circuit type or providing sentence frames. (i.e “A ________ circuit would be best for a string of lights because __”) Name _____________________________________________________________ Date_____________________
(6) Students will talk with a partner about what would happen if a bulb burns out in the series circuit (Circuit A). After their discussion, student pairs can test their theories together or it can be done as a whole class, depending on time constraints. sim, but using their knowledge from the class discussion above. They will be able to share ideas and test in #6. 5 minutes Introduce the terms series circuits and parallel circuits. Students will fill in (#7) the table on their activity sheet as each type of circuit is displayed/discussed. In my classroom, we have a Science Wall to anchor student learning. Each time new vocabulary or concepts are introduced, the word, definition, and an illustration/picture (often depicted by a student) are added to the wall. Students use the Science Wall as a reference throughout units. 10 – 15 minutes Show students a string of Christmas lights and tell them to imagine that they work for a company that produces these types of lights. (#8) Based on their investigation today, which type of circuit would be best for a string of lights? Why? Have students discuss ideas and then complete the short constructed response. If students need writing support, the teacher might provide scaffolding by guiding these students to use a graphic organizer of pros/cons for each circuit type or providing sentence frames. (i.e “A ________ circuit would be best for a string of lights because __”) Name _____________________________________________________________ Date_____________________