The document is a lesson planning form focused on teaching students about electrical circuits and energy transformation. It outlines key learning objectives, activities to engage students, common misconceptions, and assessment methods. The lesson emphasizes the importance of understanding circuits in everyday life and includes hands-on experimentation with components like batteries, cables, and light bulbs.

1. 5E Lesson Planning Form
Science Topic/Content Area: Grade Level: Science Standards to be Addressed:
MATTER, ENERGY, ITS INTERACTIONS
AND CHANGES IN NATURE.
4 Define and classify energy in its different forms in order to compare its impact on the
environment.
Energy in its different forms -Kinetics -Estomatic -Electric -Mechanical -Hydraulic Potential
energy.
• Classification of the different forms of energy Experimentation, different forms of
Energy.
• Investigates, analyzes and expresses clearly how a type of energy is
Transforms into another, using for example the production of electrical energy.
1. What concepts/big
ideas do you intend
students to learn?
Science concept(s):
• How do you turn on a light bulb using a wire and a battery?
• To turn on a light bulb it is necessary to make a closed circuit. Each element (battery cable and bulb) has to have its two ends connected
to the ends of other elements so that energy flows.
Idea(s)about the nature of science:
Scientific Skills:
Observe how the elements of a circuit are connected to each other.
Record circuit drawings that turned on and did not turn on
Use of evidence to explain that part of the circuit elements are connected correctly and incorrectly.
2. What do you expect
students to
understand about this
concept and be able to
do as a result?
How do we know if the students learned what we were looking for?
1. Build a circuit by making the lamp turn on.
2. Identify the correct connections to light a bulb.
3. Explain the path of electricity in an armed circuit.
4. In a diagram, recognize closed and open circuits.
3. Why is it important
for students to learn
this concept?
(Rationale)
Circuits can be found around us - in our homes, schools and companies. Electrical engineers are most commonly associated with circuit
development, but they are not the only engineers who work with and know the circuits. Today we are going to learn about some of the physics
behind the circuits and also about some of the key components that are used to create circuits. We can build small circuits that are useful to know
a little about physics, to know about the utility of electric energy and also to solve our problems of daily life.
4. Provide an
overview/ explain
what teachers should
know about this topic.
What miscon-ceptions
do students typically
Teachers should know:
The electric current travels on a circular path that starts in an energy source (battery), passes through a conductor (cable) and reaches the
resistance (bulb) and returns to the source (battery).
- The closed circuits light a lamp and the circuits that do not light are open.
- The elements of the circuit are connected by their two ends forming a closed circuit
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

2. have about this
concept? (Lesson
Background Info)
Misconceptions do students:
1- students believe that the battery gives energy but is not electric
2- The student knows little about the subject of electrical circuits, therefore he does not know how to put together a circuit.
3. The student thinks that he can connect the circuit components in any way.
4. The student thinks that the energy is in the beet, but not that it can pass through a cable.
7. What specific
activities might be
useful for helping
students develop an
understanding of the
concept in each phase
of the Learning Cycle?
Engage:
The teacher presents the class by showing the students these materials: a cable, a battery and a light bulb and says: "Today we will have a
challenge, we must light a light bulb using the battery and the cable. It should be time for students to think and draw their proposal on how to
turn on the light bulb. Predictions
At the moment the teacher forms teams of four and assigns work roles for all members of the team: material manager, coordinator, secretary and
spokesperson. Ask the students to discuss their proposals and choose three proposals that think it lights up and three that do not.
Exploration:
The teacher gives the person in charge of the material a pile, a cable and a light bulb and tells them to test their model (or several models) and to
record the results in their science notebooks.
Testing your model: Students should draw how they placed the items (battery, cable, light bulb) and whether it worked or not. It is
recommended that the teacher monitor the equipment and ask questions such as: did your initial design turn on the light bulb?
If they answer affirmatively the teacher asks: how else could they turn on the light bulb? The teacher indicates that they draw 3 possible shapes
that light up and 3 that do not.
If the students say "no" their proposal worked, then the teacher should question how the components of the circuit are placed: Students are asked
where are the ends of the cable, where on the other side of the Element could you place it? If students fail to turn on the light bulb, it is
recommended that the teacher be direct and help turn it on. Remind students to have 3 drawings of models firing and 3 not firing.
Explanation:
The following is an activity with the aim of students reflecting on the connection points of the circuit: one end of the cable with the battery and
the other end with a bulb (tip or thread) and in turn an end of the battery with the Another end of the bulb. The teacher notes on a flip chart the
drawing of 6 circuits (three that work and three that do not) taken from different groups. In a table like the following one:
Students have the same model in a personal file. In this tab must be grouped the set of images that ignite and those that do not, because it is the
moment to reflect on the characteristics that each group of circuits that ignites and the group of which does not. The teacher starts by asking the
students what is in the columns of the token to work. The teacher asks: what do you see in picture 1? Does it light up or not?
The teacher says to check how the components (battery, cable and battery) are in relation to each other. Continue asking, in figure 1 is one of the
ends of the cable connected to the base of the battery? The other end of the cable is connected to the thread of the bulb? And the tip of the bulb
where is it ?. As you are asking the questions, place a checkmark on the component's row that is attached or not. As seen in the example. (X, -).
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

3. Table 1.
Observing connections: Observe the circuits in the left column and mark one (x) in the spaces in the right column depending on the elements
that are connected to another element and (---) those that are not connected.
Parts
circuits
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

4. Elaborate:
The teacher asks these questions for the six examples presented in the table. The teacher should remember that this is the most important part of
the lesson, because through the questions the children identify how the components are interconnected in a circuit that ignites and in another that
does not.
At the end of completing the table, the teacher should establish comparisons between the results obtained and the student explain: Are all the
images on ignition the same? How are they alike? What differences do you find in one circuit that turns on and one that does not turn on? What
situations could explain why a light bulb does not light up?
Students should record in their notebooks the conclusions of what they learned about How do you turn on a light bulb using a cable and a
battery?
8. In what ways would
you assess students’
understanding or
confusion about this
concept?
Engage Formative Assessment: Does It Have to Touch?, (testing their circuits) Explore Formative Assessment:
Explain Formative Assessment: Probe
Elaborate Formative Assessment: roles in a team
Summative Evaluation: Table 1. Observing connections
9. What materials/
equipment are needed
to teach the lesson?
Wires, bulb and battery and fotocopies of Table 1
10. References (Please
list all resources
consulted in
developing this form)
http://www.teachingideas.co.uk/subjects/circuits-and-electricity
https://canvas.instructure.com/courses/1135857/modules/items/12000338
https://canvas.instructure.com/courses/1135857/modules/items/12000162
Hagamos Ciencia Program own experiences
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)