Reflection: Checks for Understanding Bright Time with Circuits - Section 5: Evaluate

 

This lesson didn't go as I had originally planned due to a lack of materials. I had to think quick and do some research and collaborating with other teachers in order to come up with a plan B.  While using tinfoil is NOT my first choice in demonstrating the transfer of energy, due to the batter getting hot,  it did work for this task.  If at all possible, I would definitely try to gather wires and circuit materials when doing this lesson again. 

I had intended for student science notebooks to be a bigger emphasis in this lesson, however, it didn't end up being as large of a focus as I had hoped.  Since students spent most of the time in this lesson experimenting with how to get their light bulbs to light up, students were much more focused on using the materials than writing in their notebooks. 

 

You can see in this science notebook entry, a student has drawn a sketch about how he/she thinks the light bulb will light up.  I had many students draw sketches similar to these, but overall, the science notebook entries lacked details, precise language and ideas.  This lesson really hit home to me that if I want science notebooks to become more a learning tool in my classroom, I need to change my instruction.  My focus in my lessons relies so much on hands on and inquiry that I will need to make a more concentrated effort if I am going to have science notebooking as a learning tool.  

 

  Using Science Notebooks to Further Learning
  Checks for Understanding: Using Science Notebooks to Further Learning
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Bright Time with Circuits

Unit 2: Energy
Lesson 3 of 4

Objective: SWBAT demonstrate how energy can be transferred from one object to another.

Big Idea: In this lesson, students use batteries, bulbs, and tinfoil to demonstrate how energy can be transferred from one object to another.

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19 teachers like this lesson
Subject(s):
Science, circuits (Electricity), transfer of energy, light bulbs
  65 minutes
circuit heading
 
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