##
* *Reflection: Student Portfolios
Build a Flashlight - Section 3: Closing

I collect all student work from the electricity unit and gather it into a portfolio / journal which shows the student's learning and work throughout the unit. To assess their overall mastery of the topic, I use a science rubric. I use this rubric in two ways; first to provide students with a opportunity to self-assess and second as a way for me to gather data on student achievement.

To allow students to self assess their progress, I provide each student with a copy of the rubric and the collection of their work. I ask students to score themselves in each area using a yellow pen or highlighter. I guide this process by conducting this self-assessment with the whole class. I read the descriptors for each score, one category at a time. I provide time for students to score themselves after reviewing each category.

After each student has completed their self-assessment, I collect them and use their rubric as a part of my assessment. I score their collection of work using a blue highlighter. When the student and I are in agreement, the square is marked in green. Where there is disagreement, this is shown as one blue square and one yellow square. Where there is a large discrepancy between my score and the student's score, I conduct a one-on-one conference with the student. This allows me to discuss areas of potential growth with the student and to explain my rationale.

A sample of a completed rubric can be found here.

*Student Portfolios: Assessing Student Work*

# Build a Flashlight

Lesson 11 of 11

## Objective: SWBAT use their knowledge of circuits to design and construct a working flashlight.

#### Warm Up

*10 min*

To begin the lesson, I show the students a flashlight and ask them to describe the way that the flashlight works and how it is useful to people. I list the students ideas on the board. It is my goal to have students identify the key features of a flashlight (including a switch, bulb, and power source).

I inform the students that their engineering challenge for the day is to create a model flashlight using their switch and lab materials.

*expand content*

#### Independent Practice

*20 min*

Before allowing students to design and build their model flashlight, I review the flashlight lab record sheet with the whole class. I discuss the materials that the students will be able to use in their design. I also talk with them about the importance of planning a design, testing it, and making modifications in an orderly fashion. I encourage students to record their plans on their lab worksheet.

I then provide students with time to create a model flashlight. Students need to connect a complete circuit using their switch to create the flashlight. I purposefully do not provide a great deal of directions so that students can create a model design that reflects their knowledge and skill level. Many students will use a simple circuit in their model flashlight. I encourage those students to compare their model with that of a peer who used a series or parallel circuit. This often leads to students revising their models to make the bulb brighter.

A video of a student creating their model can be found here. Photos of the students' completed model flashlights can be found here and here.

*expand content*

#### Closing

*10 min*

Because this lesson is the final lesson of the unit, I close the lesson by having students review the chart that they created in the first lesson of the unit. I ask students to review the items that they listed both alone and with their partners. I ask them to highlight any facts that they proved through their lab work. I also ask students to cross out any information that they disproved through their lab work and research. I then encourage students to add their new knowledge to the chart with a different colored pen. This activity provides each student with the opportunity to clarify and revise their thinking about the topic of electricity.

#### Resources

*expand content*

##### Similar Lessons

###### What Is Sound And How Does It Work?

*Favorites(5)*

*Resources(12)*

Environment: Suburban

###### Light and Heat!

*Favorites(1)*

*Resources(11)*

Environment: Suburban

###### Newton's Apples - Day One

*Favorites(11)*

*Resources(12)*

Environment: Urban

- LESSON 1: What Do We Know About Electricity?
- LESSON 2: Light A Bulb
- LESSON 3: Build a Circuit
- LESSON 4: What is Wrong?: Troubleshooting Circuits
- LESSON 5: Conductors and Insulators
- LESSON 6: Build a Lightbulb
- LESSON 7: Build a Switch
- LESSON 8: Circuit Diagrams
- LESSON 9: Diodes
- LESSON 10: Series and Parallel Circuits
- LESSON 11: Build a Flashlight