Teacher of the Lesson: Kelly Pelak
Grade Level: 5
Estimated Time: one hour

OBJECTIVES:

• Students will discover the differences between parallel and series circuits.
• Students will be able to draw and recognize parallel and series circuits using electrical diagrams.
• Students will be able to construct the two types of circuits using wires, bulbs, batteries, sockets, and switches.

MATERIALS:

• Holt Science , Level 5, Written by Abruscato, Hassard, Fossaceca, Peck

Each group will need:

• 10 wires
• 2-3 flashlight bulbs
• 2-3 D cell batteries or 1 lantern battery
• paper clip switches
• socket

PROCEDURES:

Introduction

1. Begin the lesson by having all of the materials arranged in neat piles on the back table. Construct a model of each type of circuit for a teacher demonstration. Follow the diagrams in the text. Draw an electrical diagram for each type of circuit on the board before the class enters the room.
2. Begin the lesson by having students read aloud from their Science books. Usually, this would be done to supplement or reinforce the concepts discovered in the lesson, but considering the degree of difficulty most students have with these terms, it is a good idea to start with a textbook explanation of the two. Choose students to read aloud to the rest of the class, while the others follow along. As the reading continues and questions arise in the text, stop and demonstrate with the teacher models at the front of the room. Ask the students to hypothesize and justify why they think something will happen. For example, "Given what you just read about series circuits, what do you think will if a light bulb is removed from its socket within the circuit?" Try to tie the questions posted in the text to what is directly around them. For example, refer to the electrical circuits in the room. "Do you think that the room is set up in a parallel or series circuit? What happens when a bulb burns out in this classroom? Does everything else shut down? What problems would arise if homes and businesses were set up with series circuits?"
3. After reading the text and actively questioning the students throughout, give the students a chance to discover what they read about on their own. Establish groups of 2-3 students to work together to construct both a series and parallel circuit. Have them interpret the models on the board and design a circuit to match.
4. Review expectations for group work and release the students. Remind them to not only set up the two types of circuits but to test them and discover what is different about each type. For example, have the students test to see how a missing bulb affects each type of circuit. In addition, have the students experiment with the location of the switch in their circuits. How does the location of the switch affect which bulbs light up?

Sequence of Instruction

1. Walk around the room and provide assistance when it is needed. Check to make sure that the connections and wires are hooked up in a parallel or series circuit. Check to see that each group experiments with both types of circuits. Provide ample time for the students to set up and explore with their models (approximately 45 minutes).
2. Notify children when it is time to pick up and have each group return their materials in an organized fashion to the back of the room.

Closure

1. Review and discuss what the groups discovered on their own about parallel and series circuits. Re-examine any areas of confusion and make sure that the students understand clearly about each type of circuit. Also, review the different parts of the diagram and what each symbol represents.
2. In order to assess students' understanding on an individual basis, have students work independently on a homework assignment from their books. These questions include:
1. In what type of circuit is there only one path through which the charges can flow?
2. In the circuit described in question 1, what happens to all the light bulbs in the circuit if one light bulb goes off?
3. Draw a diagram of a series circuit that has one dry cell, 4 light bulbs, and a closed switch.
4. In what type of circuit is there more than one path through which the charges can flow?
5. Compare a parallel with a series circuit.
6. Why are the circuits in buildings usually parallel circuits?

EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:

1. Were students able to express in verbal or written form a clear understanding of the differences between the two types of circuits? Did their explanation include something about the number of paths that the electricity can flow in each type of circuit? Were they able to construct in their small groups two different types of circuits?
2. Were students able to draw an accurate diagram of each type of circuit on their homework assignment? Were they able to follow the diagrams on the board or in the book to construct their own circuits?
3. Given what they already know about simple circuits, were students able to construct parallel and series circuits on their own? Were they able to recognize the difference between the two after setting them up on their own?

ADAPTATIONS:

1. Have students create a comparison/contrast chart on the board for parallel and series circuits.
2. Teach each type of circuit on a different day. Spend the third day comparing the two.

REFLECTION:

1. How did I do?
2. Did I use the text effectively?
3. Did it help to have the students read before doing the experiments?
4. Did the students truly understand the differences between the two types of circuits?