2017. web viewgrade 3: units 1, 2, 5. grade 4: ... units 1, 2, 3, 4, 5, 6. teacher lesson plans....

ENERGY ENGINEERS IN THE MAKING

Designed for Grades: 3-5

Industry Sectors Addressed:Energy, Environment, and Utilities

Careers Highlighted:Energy Engineers

FUSD Pathways:Energy and Power Technology

Teaching Tool:Snap Circuits Extreme kit

Workshop Description:

In this 90-minute workshop, Introduction to Snap Circuits, students step into the shoes of professional energy engineers! To begin, students learn about professionalism, including how to introduce themselves and to give a proper handshake. Next, using the Snap Circuits Extreme kit, students build hands-on physical prototypes that serve as models of real-world electric circuits. This introductory workshop will bring relevance to student learning about the physical sciences, while infusing work-based learning into the elementary classroom through career awareness and career exploration activities.

Related Units of Study: Grade 3: Units 1, 2, 5 Grade 4: Units 1, 3, 4, 5, 6 Grade 5: Units 1, 2, 3, 4, 5, 6

Teacher Lesson PlansFor More Information:Garth MasikDirector, Linked Learning909-357-7600 x29179

Open and Closed Circuits requirements for a functional circuit

Schematics how engineers communicate plans

Energy Engineers and Their Tools meters, multi-meters, and the job of the energy engineer

1

Workshop and Lesson Plans Align to CCSS, NGSS, & CTE Model Curriculum Standards.

Overall Scope and Sequence

Title What will students do?

Wor

ksho

p Introduction to Snap Circuits

(90 minutes)

Practice professionalism with proper introductions and handshakes Create a bubble map that describes electric circuits Explain the path of an electric current in a circuit Describe the basic components of a circuit and their functions Describe the structure of a basic circuit Describe of the components of a basic circuit work together in a system to

convert electricity into other forms of energy Explain how circuits and their basic components are used in everyday

objects Build simple circuits

Teac

her L

esso

n #1

Open and Closed Circuits

(60 minutes)

Practice professionalism by saying hello and goodbye with handshakes Describe the difference between open and closed circuits Determine if a circuit is open or closed using multiple methods Make a claim and support it with reasoning and evidence Make generalizations about electric devices containing circuits Make a flow map of the path of the electric current in open and closed

circuits Design and build innovative closed circuits

Teac

her L

esso

n #2

Schematics

(60 minutes)

Practice professionalism by saying hello and goodbye with handshakes Understand how and why schematics are used in energy engineering Draw schematics of multiple electric circuits Design an electric circuit based on a description of what it is designed to do Build circuits by following schematics Describe the pros and cons of using schematics

Teac

her L

esso

n #3

Energy Engineers and Their Tools

(60 minutes)

Practice professionalism by saying hello and goodbye with handshakes Create a circuit that includes a meter Read a meter Understand some ways that energy engineers use meters Compare how students used meters in today’s activity to how energy

engineers se multi-meters in their profession Read about specializations and sample tasks within the field of energy

engineering and create an energy engineer poster

2

3

Introduction to Snap Circuits

Grades 3 - 5

CTE-Linked Learning Teaching and Learning Division

Fontana Unified School District’s Vision:

Fontana is a community united to ensure that every student

is prepared for success in college, career, and life.

WORKSHOP

Workshop – Introduction to Snap Circuits

Grade Span

3-5

Recommended Group Size

15 to 20 students

Workshop Description

In this lesson, students step into the shoes of professional energy engineers! Using the Snap Circuits Extreme kit, students build hands-on physical prototypes that serve as models of real-world open and closed circuits. These models allow students to engage in deep critical thinking using industry-specific problem-solving tools in order to explore how and why electricity flows in a closed circuit, but not in an open circuit. Students design multiple circuit configurations and evaluate the quality and performance of their designs, noting the limits and constraints of each prototype.

Students practice teamwork skills as they work collaboratively to create evidence-based explanations for how their circuit configurations meet the conditions necessary for creating an operational closed circuit. This lesson will begin to prepare students for future lessons where they will make claims and support their claims with evidence and reasoning.

Workshop Preparation

Arrange desks to allow students to work in groups of 2 Label desks so that each partner has a “student A” and a “student B” Set up and test equipment: laptop, document camera, speakers and LCD projector Make sure pencil boxes each contain: 4 name tags (large white labels), makers, sharpened colored pencils, 4

sharpened pencils Make sure you have enough Snap Circuit EXTREME kits and pencil boxes (1 per group of 2 students) Prepare student sign-in sheet with student names pre-populated Make sufficient copies of student handout packets (1 per student) Make posters and display them in classroom:

o Workshop title & agendao Workshop objectiveso Information for students to write on index cards: name, grade, school, teacher’s name and something

interesting about themselveso Definition of professionalismo Handshake directions

Open up BrainPOP video (no subscription required) and have it ready to push play: https://www.brainpop.com/technology/energytechnology/electriccircuits/

Related Units of Study

Grade 3: Units 1, 2, 5 Grade 4: Units 1, 3, 4, 5, 6 Grade 5: Units 1, 2, 3, 4, 5, 6

4

https://www.brainpop.com/technology/energytechnology/electriccircuits/

Essential Question

How can we, as professional energy engineers, create models of systems that will convert electricity into light, sound, and motion?

Learning Objectives

Students will be able to introduce themselves and give a firm handshake in a professional manner.

Students will be able to explain the path of electric current in a circuit.

Students will be able to describe the basic components of electric circuits: wires, batteries, lamps, motors, speakers, and switches.

Students will understand that the basic components of electric circuits can come in multiple shapes and sizes.

Students will be able to create a model reflecting the structure of a basic circuit and be able to explain its structure.

Students will be able to explain that electricity is never created or destroyed, but instead, is transformed into other forms of energy in lamps, motors and speakers.

Students will be able to give examples of how the basic components of electric circuits are used in everyday objects around their homes.

Students will be able to follow instructions to build simple circuits using the Snap Circuits EXTREME kit

Materials

Snap Circuits EXTREME kits Whiteboard and whiteboard markers or extra chart paper and chart makers Stopwatch (on computer or phone) Student handout packets Pencil boxes (contents:4 name tags, markers, sharpened colored pencils, 4 sharpened pencils) Desktop computer/laptop LCD projector Document camera Speakers Sign-in sheets Posters Labels for desks Internet connection to access BrainPOP video

Time

90 minutes

5

Agenda

Time Learning Task

10 min. Sign In, Equity Cards, Icebreaker

10 min. Group Assignments, Handshakes, Quick Write: Professionalism

15 min. Objectives, Agenda, and Bubble Map Using BrainPOP Video: Electric Circuits

20 min. Circuit Components

5 min. Build First Circuit Together

20 min. Circuit Challenges

5 min. 3-2-1 Student Reflection and Closing

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Learning Tasks

Part 1: Sign-In, Equity Cards and Icebreaker (10 minutes)

Teacher Student Responses and Products

Welcome students as they enter the classroom and introduce self by shaking their hands.

Instruct students to: write their names on the sign-in sheet direct students where to sit in the classroom open the pencil box in front of them take out a name tag (large white label) use one of the markers to write their first names on the name tags nice

and big so that other people will be able to read it blow on the name tag to make sure the marker ink dries all the way remove backing from name tag (label) and place the name tag on their

shirts

Practice shaking hands with teacher

Sign in as they enter the classroom

Sit where the teacher tells them to sit

Fill out name tags, remove backing and place them on their shirts

Pass out one index card to each student.

Tell students to put their pencils down and to watch and listen as the teacher fills out an index card as an example.

Model how students should fill out their index card. Explain to students what you’re thinking as you fill out each part of the index card.

Direct students’ attention to the poster listing the information to put on their index cards.

Tell students they have 3 minutes to fill out their index cards with the information on the poster: name, grade, school, and something interesting about themselves.

Tell students to hold their index cards up when they are done.

Circulate throughout the classroom to assist students and answer clarifying questions. Students may need help spelling words. If a student asks for the spelling of a word, write the word on the whiteboard.

Find a student who filled their card out correctly, hold it up and tell the class that this student filled out his correctly. Tell the student he did a great job following directions.

Collect index cards from students holding them up. Check for completeness.

Listen actively and follows directions for filling out the index card

Ask clarifying questions Ask how to spell words they

need to write on the index card

Hold up their index cards when they are complete

Tell students that these index cards will help the teacher to get to know the students. Tell them that the index cards will also be used when the teacher needs to call on a student for an answer or needs someone to present their work to the class.

Listens actively Shares the interesting fact

about themselves when called on

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Review: what does active listening look like? we must always show respect to the person who is speaking. when you would like to ask or answer a question, raise your hand and

wait quietly to be called on.

Use the index cards as equity cards to call on each student and ask them to share their interesting fact about themselves with the class. Ask one follow-up question after each student shares.

Part 2: Group Assignment, Handshakes and Professionalism (10 minutes)


Direct student attention to the agenda poster. Review today’s agenda. Listens actively

Explain to students that they are sitting in groups of two because they will be working with a partner for today’s activities. Tell students to look at their desks and find the label that says either “student A” or student “B.”

Ask all the student As to raise their hands.

Make sure all the students As raise their hands and correct students as necessary. Tell them that every time I say that student A needs to do something today, they will be the students I’m talking about. Tell students to put their hands down.

Ask all the student Bs to raise their hands.

Make sure all the student Bs raise their hands and correct students as necessary. Tell them that every time I say that student B needs to do something today, they will be the students I’m talking about. Tell them to put their hands down.

Tell students that it’s very important for them to remember if they are student A or student B for today’s workshop. Tell them that they need to follow directions closely and in order to follow directions, they will need to know if they are student A or student B.

Ask: if you forget what group you’re in, how can you find out?

Use equity cards to solicit student responses.

Listen actively Locate label on desk Raise hand when their group

is called on Share response when called

on

Connect to prior knowledge with a class discussion (using equity cards).

Ask: Do you act the same way in the classroom during class time as you do during recess on the playground? Why not?

Tell students that we aren’t expected to act the same way in all places at all times. There are certain situations and places where we are expected to act a certain way. Our next activity will teach us how people are expected to act in a particular situation.

Listen actively Follow directions Stand up Make eye contact with

partner Smile When it’s their turn, say: “Hi,

my name is ______. It’s nice to meet you,”

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Direct student attention to handshake poster. Review the components of a good handshake.

Model handshake with student volunteer.

Instruct students to stand up, turn to their partners and introduce themselves with a firm handshake:

Stand up Eye contact Smile Extend arm in front of them Firm grip but not too hard

First, tell student As to say: “Hi, my name is ________. It’s nice to meet you.”

Next, tell student Bs to say: “Hi, my name is ________. It’s nice to meet you.”

Tell students to sit back down.

Give corrective feedback.

Repeat handshake with student B going first.

Tell students that today we will be acting like professionals. We will be practicing some of the things that professionals do. Write the word “professionals” on the whiteboard.

Tell students, “everyone say professionals.” You may need to sound it out slowly for them.

Ask students to raise their hands if they know what the word “professional” means. Tell students to put their hands back down.

Ask: what does the word “professional” mean?

Use the equity cards to call on students.

No opt-out: if a student’s card is chosen and they don’t know the definition, ask if there is someone in the class who could help them out. Ask that student to share their definition with the class. Then go back to the original student and ask them to repeat what the other student said.

Record student responses on the whiteboard (or on chart paper).

Read Webster dictionary definition: having or showing the skill, good judgment, and polite behavior that is expected from a person who is trained to do a job well.

Discuss parts of the Webster dictionary definition that the class did not think of (using equity cards).

Point out to students that we can use the word professional as an adjective to

Listen actively Say/pronounce the word

correctly: “professionals” Share response when called

on

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describe someone, or as a noun to refer to a person.

Pass out today’s handouts. Tell students we will use the first page for the Quick Write.

Quick Write: why do you think it’s important for people to act professional?

Pair-Share using equity cards: first student A shares, then student B shares. Call on group using equity cards. Students report to the class what their partners told them.

Remind students that the reason they are in school is to prepare them for their future. We want them to be ready for college and we want them to be ready for their future careers.

Review the meaning of the word careers.

Record answers for Quick Write

Share answer with partner Listen to partner’s answer Share answer with class if

called on

Tell students that the first thing two professional people do when they meet is shake hands and introduce themselves to each other.

Tell students that today we are going to learn about some more things that professionals need to know and be able to do.

Listen actively

Part 3: Objectives, Agenda, and Bubble Map Using BrainPOP Video: Electric Circuits (15 minutes)


Direct student attention to the poster listing today’s objectives.

Choral Reading: have students read the objectives out loud together as a class.

After each objective, pause and explain the meanings of unfamiliar words to students.

Direct student attention to the poster listing today’s agenda. Review today’s agenda with students.

Explain to students that we are going to watch a BrainPop video two times. The first time, we will watch the video all the way through. The second time, we will pause the video to fill in our bubble map together as a class.Play the video once. Ask students (using equity cards): what are some things that stood out to you in the video? What are some pictures they remember seeing, or things they remember happened in the video?

Have students turn to the bubble map page in their handouts. (Option: have students draw bubble map themselves on blank paper.) Using equity cards, review with students the purpose of a bubble map – to describe something. Explain to students that we are making a bubble map to describe electric circuits.

Play the BrainPop video again and pause the video to add bubbles to the bubble map on chart paper. Instruct students to record answers on their handout at the same time. You may want to give students the option of adding pictures to their

Students Choral Read objectives

Listen actively Share answers with class if

called on Watch the Electric Circuits

video with a purpose Fill out bubble map handout

with words and pictures

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bubble maps.

Point out that in the video, we heard a lot of the same words that are in our objectives for today. Using equity cards, ask students if they see any connections between the concepts on our bubble map and today’s objectives.

Tell students that today they are going to build their own electric circuits, just like the ones we saw in the video.

Part 4: Circuit Components


Have students turn to the circuit components handout.

Direct students to locate the parts they will need based on the pictures on the handout. Tell students to take out the parts shown on the handout and place each part on top of the picture of that part. Tell students that once they have taken out all the parts shown on the handout, they should shut their Snap Circuits case.

Circulate the room to help students who are having trouble locating parts.

Once everyone has taken out their parts, Instruct students to take a minute and look at each part. With their partners, students should look carefully at each part and have a discussion with their partners about what they think each part does. Tell students to see if they notice any details or markings on the parts and to discuss with their partners what the markings might mean or what they might be for.

Tell students: as you remember from the BrainPOP video, each part in a circuit plays a different role.

Complete the circuit components handout together as a class (using document camera). Students will recall much of this information from the BrainPOP video. Using equity cards, facilitate a discussion with students about things in their everyday lives that contain each component. Ask students how they can tell that something contains each component.

Refer back to today’s objectives.

Students take out circuit parts, examine them and discuss their observations with their partners

Students fill out circuit components handout together as a class

Students share answers with class when they are called on

Part 5: Build First Circuit Together


Distribute diagram of first circuit. Walk students through the process of building the circuit.

Point out the following details to students: Snap Circuits use a clear plastic base grid with evenly spaced posts to

mount the snap parts and wires. This helps keep parts and wires

Students follow teacher instructions to build first circuit.

Students share answers with class when they are called on

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together neatly. The clear plastic base will be especially important later on when students create more complex circuits using more parts.

Electric circuits require 3 main components: an energy source, something that uses the electricity (the load), and wires (the conductors).

With Snap Circuits, the wires you will use have been shaped into snap wire strips in order to make interconnection easy. These work the same as any other wires you might find in electric devices or in your house since they are made of metal.

The wires have numbers such as 2, 3, 4, 5, 6, or 7 depending on the length of the wire connection. There is also a 1-snap wire that is used as a spacer or for interconnection between different layers.

If you look inside an electronic device in your home you might see a lot of wires of different colors. The actual wires are made of metal, but they have a protective covering over them. The colors are used to easily identify which wire is which during assembly and repair of the circuit. The covering is also used to prevent different parts of a circuit from connecting accidentally.

As we saw in the BrainPOP video, an electric current follows a continuous path. We are creating a continuous path with our snap circuit parts.

When we add a switch to a circuit, it gives us an easy way break the continuous path that an electric circuit requires. That’s why we can use a switch to turn a device off. When we turn a switch to the on position, it closes the circuit and makes a continuous path for the electricity to follow.

Notice that we are creating a complete path to and from the batteries.

Circulate through the room to assist students.

Once the circuit is complete, discuss (with equity cards): how do we know the circuit is working?

Refer back to today’s objectives.

Part 5: Circuit Challenges (20 min.)


Tell students they will now work with their partners to build a few circuits on their own. Students will be given one challenge slip at a time. The challenge slip contains a picture of what the circuit should look like. For each challenge circuit, students must show the teacher their circuit and demonstrate that it works before moving on to the next challenge. Tell students they might not get their circuits to work the first time they build them. That is normal.

Do not give students unwarranted directions in completing the challenges. It is normal for students to struggle through this portion of the lesson.

When students complete a challenge, ask: Why is your circuit a closed circuit? What evidence do you have? What is electricity being converted into with this circuit?

Students work in pairs to build challenge circuits.

Students respond to teacher’s questions when demonstrating completion of each challenge.

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How do you know your circuit is working?

Instruct students to clean up and put back all of the parts that they removed from their Snap Circuits cases.

Part 6: 3-2-1 Student Reflection and Closing (5 minutes)


Tell students to turn to the last page in their handout.

Use equity cards to have students read the directions aloud.

Tell students they have 5 minutes to think about/reflect on what we learned today and to fill in the handout.

Tell students: Professionals don’t just shake hands when they meet each other Professionals also shake hands when they end important meetings Stand up. Turn to your partner and shake hands Student A – thank your partner for all of their help today Now student B – thank your partner for all their help today

Students fill out 3-2-1 handout

Students stand up and shake hands with their partners

Students thank their partners for their help today when prompted to do so by the teacher

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Possible Extension Activities

Have students write a paragraph about electric circuits using the bubble map they created as a class. Find and read stories related to professionalism. Find and read stories related to how someone should behave in a particular situation. Have students create a flow map showing the path of electricity in the circuits they created. Then the flow

map can be used to write a paragraph using their flow maps.

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Name: ___________________________________

Quick Write: Professionalism

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Name: __________________________________

Bubble Map: Electric Circuits

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Name: ________________________________

Circuit Components

LAMP

A lamp converts electricity into ___________________________.

You use a lamp when you need ___________________________.

Examples of electronics that use a lamp:

SWITCH

A switch is used to ____________________________________ or _______________________________ wires in an electrical circuit.

You use a switch when you need to ________________________________________________________.

Examples of electronics that used a switch:

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Name: ________________________________

Circuit Components

MOTOR

A motor converts electricity into ____________________________.

You use a motor when you need ____________________________.

Examples of electronics that use a motor:

SPEAKER

A speaker converts electricity into __________________.

You use a speaker when you need __________________.

Examples of electronics that use a speaker:

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Name: _________________________________

3-2-1 ReflectionThree Facts I Learned:

Two Questions I Still Have:

One Opinion I Now Have:

19TEACHER

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Energy Engineers in the Making

Grades 3 - 5

CTE-Linked Learning Teaching and Learning Division

Fontana Unified School District’s Vision:

Fontana is a community united to ensure that every student

is prepared for success in college, career, and life.

Teacher Lesson #1 – Open Circuits and Closed Circuits

Grade Span

3-5

Lesson Description

This lesson builds on the competencies students gained in the workshop. To begin, students practice the professionalism skills they learned in the workshop by greeting their partners with handshakes. Students investigate the differences between open and closed circuits and learn how to make a claim and support it with evidence-based reasoning using the CRE process. They learn the importance of accurately recording observations. Students build models of open and closed circuits and draw connections to the ways in which someone diagnose malfunctioning electrical devices.

Lesson Preparation

Arrange desks to allow students to work in groups of 2 Label desks so that each partner has a “student A” and a “student B” Set up and test equipment: laptop, document camera, speakers and LCD projector Make sure each pencil boxes each contain: makers, sharpened colored pencils, 4 sharpened pencils Make sure you have enough Snap Circuit EXTREME kits and pencil boxes (1 per group of 2 students) Prepare student sign-in sheet with names pre-populated Make sufficient copies of student handout packets (1 per student) Write the following on the whiteboard, or make posters and display them in classroom:

o Workshop titleo Workshop objectiveso Lesson agendao Definition of professionalismo Handshake directions



Corresponding Pages in Student Science Textbook

Grade 3: Chapter on Forms of Energy on pages 164 to 182

Grade 4: Chapter on Electricity on pages 156 to 176

Grade 5: Chapter on Atoms and Elements on pages 184 to 204

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Essential Question


Learning Objectives

Students will be able to describe the difference between an open circuit and a closed circuit.

Students will be able to exam the make-up of a circuit in multiple ways and determine if it is an open or closed circuit.

Students will be able to conduct an investigation and record their observations in order to make claims and support their claims with evidence and reasoning.

Students will be able to make generalizations about all electrical devices containing circuits.

Students will be able to greet people and say goodbye in a professional manner, including a firm handshake.

Students will be able to make a flow map depicting the path of an electric current in open and closed circuits.

Students will be able to design and build innovative closed circuits.

Materials

Snap Circuits EXTREME kit Student handout packets Pencils Crayons/colored pencils/markers/highlighters Computer LCD projector Document camera

Time

60 minutes

22

Agenda

Time Learning Task

5 min. Introduction

15 min. Circuit #1 and Circuit #1 (questions 1-4 in handout)

15 min. CRE: Claim, Reason, Evidence (question 5 with CRE graphic organizer)

5 min. What could be wrong with the light? (question 6 in handout)

15 min. Circuit #3 (questions 7-10)


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Lesson Tasks

Part 1: Introduction (5 min.)


In the afterschool workshop, students learned about professionalism and how to shake hands and introduce themselves to people they meet for the first time.

Today, students will begin by practicing their handshakes with their partners.

Direct student attention to handshake poster.



Have students locate the student A and student B labels on their desks and identify which group they belong to. This will facilitate structured student collaboration.

Tell students: I need your help solving a problem. I have a lamp at home that is one of a kind. It in my favorite lamp in the whole world, but it stopped working.

Using equity cards, have a class discussion about what they think could be wrong with the lamp.

Tell students: today they will learn some things that will help us to figure out what is wrong with my favorite lamp.

Students practice handshake with partner and introduce themselves.

Listen actively

Share response when called on

Part 2: Circuit #1 and Circuit #2 with Quick Write (15 min.)


Pass out today’s packet to each student. Students will work in groups of two. Each group of two will use one Snap Circuits Extreme kit, but students record their answers in their own individual packets.

Ask students to recall the information they learning in the previous workshop. Facilitate a class discussion using equity cards. Tell students that we will build on that knowledge today as we dive deeper into open and closed circuits.

Review today’s objectives.

Review today’s agenda.

Listen actively

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Instruct students to build circuit #1 and record their observations under question #1.

Next, have students build circuit #2 and record their observations under question #3.

Ask students to have a discussion with their elbow partner about why they think circuit #1 did not produce light, but circuit #2 did produce light.

Quick Write: What differences do you observe between circuit #1 and circuit #2?

Using equity cards, choose one or two students to read their answers to the class.

Work with their partners to build circuit #1 and #2 and record their observations

Discuss the difference between circuit #1 and circuit #2 with elbow partner

Complete Quick Write independently about the differences between circuit #1 and circuit #2

Listen actively


Part 3: CRE: Claim, Reason, Evidence (15 min.)


Read question #5 together as a class.

Students will use the CRE graphic organizer handout to support the writing they will do for question #5.

Optional: depending on the level of your students, they may skip using the CRE graphic organizer if they can write claims and support them with evidence on their own.

Optional: If needed, provide sentence frames for question #5.

Students use the CRE graphic organizer to write down their claim, reasoning, and evidence

Students use the completed CRE graphic organizer to write their answers to question #5.

Part 4: What Could Be Wrong with the Light? (5 min.)

Teacher Student Responses and ProductsNext, students will apply the information they just learned from their observations of the differences between circuits #1 and #2 to a real world example. This is the example that we opened the lesson with.

Read question #6 together as a class.Direct students to discuss the answer to question #6 with their elbow partners.

Have students write their answers to question #6 individually.

Optional: If needed, provide sentence frames for question #6.

Using equity cards, choose one or two students to read their answers to the class.

Students discuss the answer to question #6 with their elbow partners.

Students write their answers to question #6.

Listen actively


25

Part 4: Experiment Making Closed Circuits (15 min.)

Teacher Student Responses and ProductsTell students to flip to the next page in their handouts.

Read the directions together as a class.

Tell students they will have 10 minutes to build circuit #3 and answer questions 7 to 10 with their partners.

Work with partners to come up with a circuit meeting the specifications in the directions

Record observations Record whether circuit #3 is

an open circuit or a closed circuit

Work with their partners to answer questions #9 and 10 and record their answers in their packets.

Part 5: Student Reflection and Closing (5 min.)





Tell students: Professionals shake hands when they leave important meetings. Stand up. Turn to your partner and shake hands Student A – thank your partner for all of their help today Now student B – thank your partner for all their help today

Now student B – thank your partner for all their help today

Student reads directions if called on

Student completes 3-2-1 handout



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Name: _________________________________

Quick Write: Open and Closed Circuits

27

Name: ________________________________________

Open Circuits and Closed Circuits

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Directions: Build the circuit shown.

1. What do you observe?

2. Is this an open circuit or a closed circuit? (Circle your answer.)

OPEN CIRCUIT CLOSED CIRCUIT

Directions: Build the circuit shown.




5. Based on your observations from building circuit #1 and circuit #2, write a claim about what is necessary for order for a circuit to work. What evidence do we have to support that claim?

6. If a light is not working at home, what could be one problem with the circuit inside the light?

Circuit #3

Name: ________________________________________

29

Directions: Create your own circuit using the same parts. You may use different sized wires, but make sure you keep the rest of the parts the same. Be creative. Design new configurations that will light up the lamp.

After you test your new circuit and the lamp turns on, draw your circuit below.

9. How do you know that your circuit works? What is your evidence?

10. How is circuit #3 different from circuit #2? What did you change about circuit #2 in order to make circuit #3?

Directions: Answer the following questions based on circuit #3:




Name: _________________________________

CRE: Claim, Reason, Evidence

C R E

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Name: _________________________________




Teacher Lesson #2 – Schematics

31

Grade Span

3-5

Lesson Description

Students learn about how schematics are the industry standard for energy engineers. Students create schematics based on circuit diagrams and based on the purpose of the circuit.

Lesson Preparation





32

Essential Question


Learning Objectives

Students will be able to practice professionalism by saying hello and goodbye with handshakes

Students will be able to understand how and why schematics are used in energy engineering

Students will be able to draw schematics of multiple circuits

Students will be able to design an electric circuit based on a description of what it is designed to do

Students will be able to build circuits by following schematics

Materials


Time

60 minutes

33

Agenda

Time Learning Task

5 min. Introduction

5 min. Show student samples from last lesson and discuss purpose of schematics

10 min. What are schematics?, objectives, agenda

7.5 min. Draw schematic together as a class

10 min. Draw schematic with partner

7.5 min. Draw schematic based on what circuit is designed to do (as a class)

10 min. Draw schematic based on what circuit is designed to do (with partner)


34

Lesson Tasks







Have students locate the student A and student B labels on their desks and identify which group they belong to.


Part 2: Review Samples from Last Lesson and Discuss Purpose of Schematics (5 min.)


Using the document camera, display examples of the circuits students drew in the last lesson. Make sure that student names are not visible.

Using equity cards, facilitate a discussion about how each student drew their circuits differently. Ask students if it would easier to know how to build a circuit based on a drawing if they all used the same pictures or symbols.

Listen actively

Share information if called on during discussion

Part 3: What are Schematics?, Objectives and Agenda (10 min.)


Tell students that engineers all over the world draw schematics using the same symbols/pictures. These international standards will allow engineers to work with people from different countries. They communicate in a common language.

Direct students to look at the first page of their handouts. Tell them to open up their Snap Circuits case and remove the parts they see on their handouts.

Tell students to look closely at each piece. Notice the symbols marked on the parts. Those symbols are used in engineering circuit diagrams which are called schematics. Note that wires in a schematic are just lines, and can be as long as you like. Schematics are a flexible way of drawing circuits, and can be re-drawn in many different ways. Many products sold today come with schematics of their designs to assist in troubleshooting problems.

Direct students to copy the schematic symbol they see on each part into the

Listen actively

Students remove pieces shown on their handouts.

Students look at each part and draw the schematic symbol they see next to the corresponding parts in their handout.

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table in their handout. Complete the first one together as a class, then have students complete the rest on their own.

Circulate the room to make sure students are completing the task correctly.

Part 4: Draw Schematic Together (7.5 min.)


Direct students to turn to the next page in their handout. Have student follow along as you complete the schematic together.

Tell students that they have a cheat sheet on the last page of the handout. Tell them to first try to create the schematic themselves without using the cheat sheet. Only use the cheat sheet if you get stuck.

Students follow along and create schematic in handout

Part 5: Draw Schematic with Partner (10 min.)


Tell students to turn to the next page in their handout. Tell them to work with their partners to create a schematic for the circuit shown.

Students draw schematic with partner.

Part 5: Draw Schematic Based on What Circuit is Designed to Do as a Class (7.5 min.)


Tell students to turn to the next page in their handout. Tell students that you don’t need to see the picture of the circuit in order to draw a schematic. Engineers draw schematics when they are planning what a circuit will look like.


Use equity cards facilitate a discussion about how to draw a schematic based on the purpose of the circuit. Tell students it is okay for them to use the cheat sheet for this activity.

Students follow along and create schematic in handout

Part 6: Draw Schematic Based on What Circuit is Designed to Do with a Partner (10 min.)


Tell students to turn to the next page in their handout. Tell them to work with their partners to create a schematic based on the purpose of the circuit. Tell students it is okay for them to use the cheat sheet for this activity.

Students draw schematic with partner.





Student reads directions if called on

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Tell students: Professionals shake hands when they leave important meetings. Stand up. Turn to your partner and shake hands Student A – thank your partner for all of their help today Now student B – thank your partner for all their help today

Now student B – thank your partner for all their help today

Student completes 3-2-1 handout



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Name: ____________________________________

Schematics Based on Picture

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Name: ______________________________________

Schematic Based on What the Circuit is Designed to Do

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Directions:

Draw a circuit that uses a slide switch to turn a lamp on and off.

List the parts you used:

Directions:

Draw a circuit that uses a press switch to turn a motor on and off.

List the parts you used:

Name: _________________________________




Teacher Lesson #3 – Energy Engineers and Their Tools

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Grade Span

3-5

Lesson Description

Students learn about how electric current is measured in circuits using a meter. Additionally, students learn about what energy engineers do and how they use a similar instrument called a multimeter.

Lesson Preparation





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Essential Question


Learning Objectives

Students will be able to describe what an energy engineer does

Students will be able to explain how the meter we are using is similar to the multimeter used by energy engineers

Materials


Time

60 minutes

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Agenda

Time Learning Task

5 min. Introduction

5 min. Meters

10 min. Schematic

30 min. Students create energy engineer poster


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Lesson Tasks







Have students locate the student A and student B labels on their desks and identify which group they belong to.

Using equity cards, discuss the following question: how can we measure the energy in a circuit?

Review Objectives and Agenda.


Listen actively

Students share responses if called on

Part 2: Meters (5 min.)


Direct students to today’s handout. Use equity cards to have students read aloud the paragraphs about meters.

Ask students to look at the pictures at the top of the page and discuss the similarities with their elbow partner.

Students follow along and read if called on

Students discuss pictures with elbow partners

Part 3: Schematic (10 min.)



Review the purpose of a schematic.

Instruct students to complete the schematic with their partners and to answer questions 1 and 2.

Students follow along Students describe the purpose

of a schematic with the class if called on

Students work with their elbow partners to complete the schematic and questions

Part 4: Energy Engineers Poster (30 min.)


Direct students to turn to the next page in the handout. Using equity cards, Students follow along and 45

review the information about energy engineers. Discuss the meaning of any words students may not understand.

Direct students to create a poster with words and information on the next sheet of paper. The poster should have enough information about energy engineers for someone to be able to understand what they do.

respond when called upon to read

Students create a poster with their partners



Tell students: Professionals shake hands when they leave important meetings. Stand up. Turn to your partner and shake hands Student A – thank your partner for all of their help today



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Name: _______________________________

Meters

There are other situations where we need more information in order to detect a problem with a circuit. One of the things that energy engineers need to do is to monitor and analyze energy consumption by different circuits. In other words, energy engineers need to check how much energy is being used by circuits. Once they know how much energy is being used by a circuit, they can think of changes that can be made that will allow them to save energy.

One tool that allows energy engineers to check how much energy is being used by a circuit is called a multimeter. Multimeters allow energy engineers to accurately measure the current or voltage in a circuit.

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Directions: Create a new circuit that includes batteries, a lamp, wires and the meter (M2). Draw a schematic of your circuit below.

1. What do you observe on the meter? What information does it tell you?

2. Using the circuit above, what are two things that we can observe that will tell us that the circuit is working?

Name: __________________________________

Energy EngineersEnergy engineers design, develop, or evaluate energy-related projects or programs to reduce energy costs or to improve energy efficiency during the designing, building, or remodeling stages of construction.

Specializations Sample Tasks Electrical systems

Heating

Ventilation

Air-conditioning (HVAC) systems

Green buildings

Lighting

Air quality

Energy procurement

Identify and recommend energy savings strategies to achieve more energy efficient operation.

Conduct energy audits to evaluate energy use to identify conservation and cost reduction measures.

Monitor and analyze energy consumption.

Monitor energy related design or construction issues, such as energy engineering, energy management, or sustainable design.

Inspect or monitor energy systems, including heating, ventilating, and air conditioning (HVAC) or daylighting systems to determine energy use or potential energy savings.

Today we used the lamp to check to see if our circuit was designed properly. When we built a circuit and the lamp turned on, we knew that the circuit was good. Conversely, when we built the circuit and the lamp did not turn on, we knew that the circuit was bad. Using the lamp to see whether the circuit was good or bad was sufficient for today’s activity.

3. Directions: Complete the chart below.

Observations We Made Observations Energy Engineers Make

What did we look for?

What questions did we ask ourselves?

What might energy engineers look for?

What questions might energy engineers ask themselves?

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Students create the poster below using construction paper.

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Name: _________________________________




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Assessments

Informal Formal

Quick Writes Teacher observations Class discussions Thinking Maps 3-2-1 Reflection

Answers to handouts

Modifications

Grade 3: You may need to break down the lesson into multiple lessons and include drawings with the thinking maps and writing tasks. Complete the writing tasks together as a class. Add additional wait time and Pair-Shares. Use strategic grouping practices and sentence frames.

Grade 5: Do not use the thinking maps templates. Instead, have students draw their own. Also, replace some Pair-Shares with Quick Writes.

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CTE Connection & Alignment to Standards

Career Technical Education (CTE)

An industry sector is a group of companies that operate in the same segment of the economy and share a common business, business activities, or characteristics. The 15 industry sector groups organize CTE programs to align with California’s top-employing business segments.

Industry Sector Energy, Environment, and Utilities

A career pathway is a pathway that is unique to an industry sector, has an occupational focus, consists of similar functions, includes standards that demonstrate sequence potential, and is reasonable and appropriate for high school students.Career Pathway

Energy and Power Technology

Career Technical Education (CTE) Standards for Career Ready Practice

Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs or integrated into core curriculum, with increasingly higher levels of complexity and expectation as a student advances through a program of study.

Apply appropriate technical skills and academic knowledge.

Communicate clearly, effectively, and with reason.

Utilize critical thinking to make sense of problems and persevere in solving them.

Act as a responsible citizen in the workplace and the community.

Demonstrate creativity and innovation.

Employ valid and reliable research strategies.

Understand the environmental, social, and economic impacts of decisions.

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Common Core State Standards for Mathematical Practice

#3. Construct viable arguments and critique the reasoning of others.

College and Career Readiness Anchor Standards for Reading

Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as

well as in words.

Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately

through the effective selection, organization, and analysis of content.

Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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College and Career Readiness Anchor Standards for Language

Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Next Generation Science Standards

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining

Problems Developing and Using Models Planning and Carrying Out

Investigations Analyzing and Interpreting Data Using Mathematics and

Computational Thinking Constructing Explanations and

Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and

Communicating Information

PS3: EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and Energy TransferPS3.D: Energy in Chemical Processes and Everyday Life

Cause and Effect: Mechanism and Explanation

Systems and System Models Energy and Matter: Flows, Cycles,

and Conservation Structure and Function Stability and Change

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2017. web viewgrade 3: units 1, 2, 5. grade 4: ... units 1, 2, 3, 4, 5, 6. teacher lesson plans....

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