Bulbs, Batteries, and Wires

My first reaction after reading the stories was, "Man I wish I had Ms. Travis as my teacher growing up!"  Reading how Ms. Stone guided the lesson is how I remember the idea of circuit being taught to me. Unfortunately that is just an assumption because I learned more while performing my own investigation in your classroom then I ever did in grade school.  Which initially, upsets me but then I realize that at least I know what not to do.

The think I liked to most about Ms. Travis' method is that she wanted to students to succeed so she guided them in only a few things in order to keep them motivated, for example she explained how to strip the wire. She also didn't just give everybody all the materials and expect them to figure it out, she found out what students already knew, introduced the idea with short lab before really diving into the idea of circuits.  I loved it!

Ms. Stone on the other hand basically gave students a cookie cutter lab, that tended to be a little dry.  At least it would have been for me.  I think in the real world she would have a hard time keeping students focused on what she wanted because students would want to play on their own.  Which is best for learning.  I get why she wanted students to have all the definitions and have all the right processes, but it really isn't best for students to really understand what is happening.

Standard/Benchmark:	Learning Goals What should students know?	Formative Assessment What do students already know?	Learning Performances What do you want students to do to show they’ve learned?
Content Standard B: K-4, Physical science Light, heat, electricity, and magnetism. Benchmark: Electrical circuits require a complete loop through which an electrical currant can pass	Circuits run in a “circle’, and require a complete loop in order for electricity to pass through it.	Some students understand that a circuit is required however, struggle on how the circuit is completed.	Students should perform investigate different ways to make the bulbs light.  Can they make the two bulbs? Which way makes the bulbs brighter?

Strengths	Weaknesses
The lab the allowed more freedom helped me learn more about how circuits work. The lab that had it all mapped out would help students that are struggling will still be able to see how it works.	If a student is struggling with the idea they could get frustrated by succeeding. It doesn't give much room for discovery. I think having students do both like we did might be beneficial.

After pondering these labs I thought it would be neat for students to see that circuits are needed not just for light but for other things like door bells.  So each group would be given a door bell, light bulbs, light switches and wires and their job is to figure out how to make them work.  Depending on the age level and where the kids are at some guidance would be provided.  Then after they have figured out how to make them all work, they can explore different light bulbs how to make the bulbs brighter and dimmer. In the end students would make a house, that included things we did in class and one more thing we didn't.

5-E Criteria	Part (s) of lesson that addresses this inquiry criterion	More teacher-directed or student-directed?  Explain.
Engage	The question would be "How can we make the light bulb, door bell, and switch work?  What is the least amount      of wires need?	This would be more teacher directed.         The teacher would pose question.
Evidence	Students would plan what they will do, by drawings and then test their ideas.  Then after testing them they will record if they worked or not.	Students will decide how to conduct their experiments by planning. More student oriented. The teacher would only require drawings of plan and whether the pan worked or not.
Explain	Students would then have to explain evidence they were given, by formulating reasons why certain things worked and did not work.	This would be student directed. Students will come to their own explanations.
Evaluate	Students would see what their peers come up with and what books and the internet says about circuits,	Student directed, but teacher would bring in some outside sources like books and magazines to help students research.
Communicate	I would have an electrician come in and evaluate what the students come up with.  Students would present their plans and houses to the electrician.	Students would come up with their own presentation with certain guidelines. Making it more in the middle teacher student directed.