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Name: Travis Kornely

Lesson Title: Electricity
Grade level(s)/Course: 9-12
Date taught: 04-26-14


GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: Energy Sources, application, alternatives
Publisher: Goodheart-Willcox
Date of Publication: 1993

District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.

My cooperating teacher asked that I find a way to blend his old curriculum with new information,
mainly on circuits and electricity
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction. 25 days
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.

By grouping students who are at different knowledge together, I have found that the more
advanced students tend to take over the lab activities. I found that grouping students who had
similar understanding of the material worked better in groups because they needed to rely on one
another. So when the students who were not advanced had to do problem solving and step up as
the leaders in their own groups.
List any other special features of your school or classroom that will affect the teaching of this
lesson.

The classroom has work stations which can lead to students talking to each other during lecture.
The lab is set-up so that each group of students can use their own set of tools and have their own
work area.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students_____10____ Males____10______ Females_____0_____
Students with Special
Needs: Category
Number of
Students
Accommodations and/or pertinent IEP Objectives
Students with IEPs

2 One student is allowed to take extra time on assessments.
The other is allowed to have his assessment read to him.
Both students are allowed to take assessment in the
resource department
English Language
Learners

0
Gifted 0
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504

0
Students with autism
or other special needs

0
Students with
Behavioral Disorders
0


INFORMATION ABOUT THE LESSON
Content Strand found within the Wisconsin Academic Content Standards
BB.1.d.7.h: Inspect and test components such as switches, connectors , relays, solid state devices and
conductors and take appropriate action
Enduring Understanding and/or Essential Question

How do circuits operate?
After this lesson, students will understand how electricity is created and controlled to do useful
work.
GLE(s) or EOC and Symbolic Notation

DOK
Level four
This knowledge is implemented and then
demonstrated through labs based on knowledge
obtained during lecture. Also a lot of lab time is
research done or experimenting ideas created to
correctly wire circuits.


Outcome(s)
Students will apply their understanding of electricity and circuits through lab activities.
This knowledge will be used to create circuits on bread boards and to correctly wire houses in lab
activities.
Academic Language related to the lesson
Ohms Law
I = Current
R = Resistance
E = Current
bread board
lineman pliers
resistor
transformer
grid
jumper wire
hot wire/neutral wire.


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Prior Learning/Prior Thinking
How does electricity move?
Series circuits/parallel circuits
How do you wire houses?



LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
Some students took physics and chemistry which covered some of what I will be totally going over for
this class. Other students who did not take physics or chemistry have no prior knowledge.
I will start this lesson with a general question asking what are some things that you know about
electricity?


Safety: What safety issues must teacher address in order for students to be safe?
What I will have to consider including for safety would be electricity safety.
1) How to correctly and safely work around wires.
2) How to correctly cut wires.
3) Bread board safety.




Procedures

Lesson 1, Day 1
A) Electricity Creation
Lesson 1, Day 2
A) Electricity Creation
Lesson 2, Day 3
A) Electricity Creation
Lesson 1, Day 4-8
A) Group research on specific electricity creation
Lesson 1, Day 9-12
A) Group presentation to class
B) Followed each presentation, group discussion
Lesson 2, Day 13-15
A) AC vs. DC
Lesson 3, Day 16-18
A) Series and parallel circuits
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Lesson 3, Day 19,20
A) Ohms Law
B) Ohms Law WKST
Lesson 4, Day 21
A) Intro to bread boards
Lesson 4, Day 22-26
A) Creating circuits to control switches and LEDs
B) Following created lab diagrams
Lesson 5, Day 27
A) Residential wiring intro PP
Lesson 5, Day 28
A) Researching residential wiring codes
Lesson 5, Day 29-33
A) Lab activities wiring single pole, outlets, switch receptacles, and etc.
Differentiation
How I approach differentiation for these lessons is hands on learner learn from in lab time, book
work students learn from worksheets, and the visual learners learn from the pp during lecture.


Closure
Will have a cumulative test on parts of the lesson that I felt was most important. The lesson ends with a
test on knowledge of residential wiring. Students should be able to rewire simple house outlets and
switches along with understanding how electricity is created and how to control the flow of electricity.
Materials and Resources
Energy Sources, application, alternatives
Bread boards
Wiring Boxes
PP

Classroom Management/Democratic Practices
Swear and behavior tally chart. Splitting students up as needed