Do

Engage students in STEM learning tasks that encourage exploration, observations, and discussions about

science concepts and real-world connections with embedded formative assessments.

TDo 1: Activity →

First task in which students complete a rigorous, hands-on activity

SDo 1: Activity →First task in which students complete a rigorous, hands-on activity

ESPSDo 1: Activity →First task in which students complete a rigorous, hands-on activity

SDo 2: PBL → Second task in which students collaboratively solve problems in a real-world context

ESPSDo 2: PBL → Second task in which students collaboratively solve problems in a real-world

context

Do 1: Activity - Teacher

Shine On!

Description Students test two different circuit designs to determine what is needed to complete a circuit.

Materials

Printed Material

1 Student Journal: Shine On! (per student)

1 Student CER (per student)

Reusable

2 Wires (per group or pair)

Consumable

1 C battery (per group or pair)

2 Small light bulbs (per group or pair) with two wires appropriately connected to them.***Christmas tree

lights can be cut apart so you are left with the bulb and wires coming out of each side.

Preparation

Have all materials ready in advance.

Math Moment

Extend this learning task by connecting it to math standard 4.OA.A.3 Solve multistep word problems posed with

whole numbers and having whole-number answers using the four operations, including problems in which

remainders must be interpreted. Represent these problems using equations with a letter standing for the

unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies

including rounding.

Before beginning, pose the question: “I needed _________ batteries for my classes today to complete this

activity. Batteries come in packages of _______. How many packages did I need to buy?” This connects

interpreting a remainder into real life!

Check out this module’s Math Connections for further practice!

Visit Site STEMcoach in Action

Students create circuits in this activity, and it is important that all students get to experience constructing their own

circuits. When four students work together sharing materials to do the same job, inevitably there are some students

who will take a backseat. Discuss expectations for giving all group members the opportunity to work hands-on with

the materials. Learn more about promoting “Student Independence” in your classroom here.

Procedure and Facilitation Points

1. Pass out the materials and Student Journal: Shine On! to each group or pair.

2. Have students test each circuit design and then write if it was a complete circuit, by circling the yes

or no in the box. Teacher Note: You may want to model one circuit so the students will know how to

test the circuits. Also, warn students that if they hold a wire from one side of the battery to the other

(without the wire going through a light), the wire will get hot and could burn them.

3. Discuss:

○ What did you have to do to make the light shine? We had to have the two ends of the light

bulb connected to the two ends of the battery.

○ Is there more than one way to complete your circuit? We could add more wire to make the

electricity travel farther. We could put more than one light bulb into the circuit.

○ One group made a complete circle from the battery to the bulb and it did not light up. What

advice would you give them? Make sure you are connected to both sides of the bulb and both

sides of the battery, not just one side. Make sure the wires are touching everywhere they

need to be on the bulb and battery. Make sure the battery is not dead.

○ What form of energy was the electricity from the battery being converted to? Light energy

ELL Strategy

Sentence STEMs

For emerging ELLs, have the materials translated into their native languages as a reference for them to use

during the activity.

Students can use these sentence stems as an exit ticket or for future reference in their journals.

Emerging:

A complete circuit has ______________________(list the items needed for a complete circuit).

A ______________(example of item) is a (conductor or insulator) of electricity.

______________ is not a complete circuit because ____________.

Expanding/Bridging:

A complete circuit is __________________.

In place of ______(conductor or insulator), I can use a ____________ to make a complete circuit because

____________.

Have the students write about replacing the conductor or insulator with another object that could complete the

circuit. If possible, allow the students time to build the new circuit and draw it.

Do 1: Activity

Shine On!

Student Journal

Directions:

Test each circuit design and check whether the circuit is a complete circuit.

Complete Circuit?

A: ____________ B: ____________ C: ____________ D: ____________

Correct Answer:

A: Yes B: No C: No D: No

What did you have to do to make the light shine?

We had to have the two ends of the light bulb connected to the two ends of the battery.

Is there more than one way to complete your circuit?

We could add more wire to make the electricity travel farther. We could put more than one light bulb into

the circuit.

To which form of energy was the electricity from the battery being converted?

Light energy

Student CER

Write a scientific explanation that describes what you need to make electricity flow through a circuit.

Claim:

2:A complete/closed circuit is needed with a source of energy (battery), wires, and an energy output (light

bulb).

1:A circuit needs a battery, wires, and light bulb.

0:Light.

Evidence:

2:The light turned on when both sides of the battery were connected with both sides of the bulb. The light

did not turn on if a part was left out or if a piece was not completely connected.

1:The light turned on. The light did not turn on.

0:The light never turned on.

Reasoning:

2:Electricity needs a complete circuit to travel through and cannot travel through the air. The light turning

on was evidence of a complete circuit because the electricity was able to go from the battery to the light

bulb.

1:Electricity needs wires to flow.

0:The electricity flowed.

Do 2: PBL

Miniature House

Description

This Project Based Learning Challenge is designed for students to use their knowledge of electrical circuits

and energy transformations to create a miniature house for a construction company. The students will

present a blueprint and working prototype in a three-minute presentation.

Materials

Printed Material

1 Entry Document and Expert Roles (per student or group, automatically assigned)

1 Expert Mini-Workshops for each Role (per expert/group, not automatically assigned)

1 Individual 21st Century Skills Performance Rubric (per student, automatically assigned)

1 Rubric for Problem/Project Based Learning, Key for Teacher (not assigned to student)

Reusable

1 Computer, with Internet access, (per group) optional: recommended number per group - 3

2-4 D cell batteries (per group)

2-4 Battery holders (per group)

1 Lamps/sockets (alternately stripped Christmas lights) (per group)

1 Marker (per group)

Buzzers, optional (per class)

Motors, optional (per class)

Wire cutter, optional (per class)

Consumable

1 m Copper wire (per group)

1 Brads, box (per class)

1 Paper, chart (per group)

1 Lab Journal (per student)

1 Shoebox (per group)

1 Masking tape roll (per class)

Construction materials: foil, cardboard, constructions paper, pipe cleaners, etc. (per class)

Notes: Aluminum foil and masking tape can be used to make “wire” if needed. If you do not have access to

buzzers and motors, consumable supplies can be used to generate sound. Students just have to be

creative! Guide students to understand that light bulbs can double as a light and heat transformation.

Visit Site STEMcoach in Action

Looks like you’re about to do a PBL for your students to solve a problem involving energy and electric currents. One

of the key features of a PBL is student choice. So, once they begin brainstorming possible pathways and products to

solve the problem, try not to influence with a prescribed list of what they must build. The list is for your benefit, not

theirs. For more ideas on PBL products, resources, and pathways check out this short video clip.

Possible Student Deliverables

Students should be encouraged to present their findings using the manner in which they can express their

knowledge best. Avoid sharing this list and being prescriptive. Students will create a miniature house from

the shoebox. The students may use any available materials, even from home if you allow, as long as the

criteria and constraints are met. Each house should be unique due to total student choice of material

usage.

21st Century Skill Addressed: Innovation

PBLs address the 21st Century Skills of communication, innovation, collaboration, presentation and

integration of technology. This PBL will incorporate innovation as the assessed skill in the rubric. By

specifically addressing the developmental criteria for becoming an expert, the rubric will guide students to

become proficient, based on the criteria. Allow time for each group to practice and present their solution to

the challenge. Students need to explain how their solution will solve the problem, increase the benefits,

and decrease risks for this challenge. Students must have sufficient evidence to back up their design.

Invite other students/groups to ask questions. If possible, invite an authentic audience to provide feedback

to each group, based on the real-world application of the solution.

Preparation

Print one Entry Document and PBL Expert Roles for each student. The students can see this information

and the Individual 21st Century Skills Rubric when you assign the component to them. Print one set of

Expert Mini-Workshop for each group’s expert. The students cannot see this information until you

administer it to them. Students cannot see the Teacher Rubric key. The expert roles are: Team Leader,

Architect, Electrician, and Safety Engineer. When there are more than four in a group allow two experts in

each role except team leader. The recommendation for this PBL would be the Architect, have one student

work on the blueprint and another student work on the prototype.

Do an Internet search of “Design Squad Nation Kick Stick” to find a website that shows the creation of a

circuit using basic supplies. Plan to have the class view the entry event video clip.

If possible, create your own entry event using authentic materials and experts from your community.

Additional Internet Resources

Locate and bookmark web resources that students can access for information about energy and electric

circuits. Be sure that each group has at least one computer to access.

Technology Suggestion

You may want to guide students through the process of importing different media for their presentations,

citing media from online resources and formatting of slideshow presentations.

Facilitation

The following PBL is written for students as a group or individual challenge.

1. Group Designation and Team Forming

Separate the class into groups of four. Do NOT assign the Expert Roles until students have read theEntry

Document and PBL Expert Roles as a team. The teacher will address each item before giving the whole-

group instruction.

2. The Problem (Entry Document)

Show the Entry Event video from the Preparation section to the class. In their student groups, students

should read and discuss the Entry Document. Direct students to highlight and take notes in the margins of

the page. An appointed team member facilitates discussion and compilation of a “Know” and “Need to

Know” list for the team.

The teacher facilitates a whole-group discussion to clarify The Problem and sets up a T-chart titled “Know”

and “Need to Know.” The the teacher completes the “Know” column of the chart by requesting that groups

share what they learned from the entry event and Entry Document. This brings out the criteria and

constraints. Do the same with the “Need to Know” column, writing each item in the form of a question,

making certain to NOT answer any questions until they all have been asked. When recording the questions

on the T-chart, leave space between each one so that answers can be recorded. This chart should remain

visible during the entire PBL. Review the STEMScopes Engineering Design Process to emphasize the

steps to designing a solution.

Math Moment

Extend this learning task by connecting it to math standard 4.OA.A.3 Solve multistep word problems posed with

whole numbers and having whole-number answers using the four operations, including problems in which

remainders must be interpreted. Represent these problems using equations with a letter standing for the

unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies

including rounding.

Before beginning, pose the question: “I needed _________ batteries for my classes today to complete this

activity. Batteries come in packages of _______. How many packages did I need to buy?” Ask what makes their

responses reasonable. This is connecting interpreting a remainder into real life!

Check out this module’s Math Connections for further practice!

Entry Document

A local construction company would like people to understand more about what they do on a day-to-day

basis. So, they are having a contest for local students. They would like teams to build miniature

construction sites that show a house being built from beginning to end.

Your class has been challenged to design the miniature houses which show the electrical aspect of home

building. With your group, you will use a shoebox to represent the house. Structural designs within the

house will be the decision of the group. However, the main focus of your miniature house will be the

electrical wiring. You do not have to build a “finished” house. That is for another class to do.

For your miniature house to be considered by the construction company, it must include, at a minimum,

energy transformations involving electricity in at least three locations. Your energy

transformations must include the following forms of energy: motion, sound, light, heat, and

electricity. It is encouraged to show more than one form at a single location. Your electrical circuit(s) must

have a switch(es) to control the flow of electricity.

Plan to present your miniature house to an audience that will evaluate your design. Your presentation must

include a working prototype and an original design sketch (blueprint). During the presentation, you need to

discuss the power source, switch(es), and all the energy transformations in your miniature house.

Be creative as you develop your blueprint and design your miniature house. Your teacher will have

materials available. Think about different ways to use those materials before you begin building. All design

and construction must occur in the classroom. This is not a home project. Divide your team into the

following roles: Team Leader, Architect, Electrician, and Safety Engineer. Write a list of energy

transformations involving electrical circuits in your own home to help you get some ideas for your miniature

house.

PBL Expert Roles

Team Leader Role

You will be in charge of assessing where team members are in their research and keeping them updated

of other team members’ progress. You will need to meet frequently with all members as a group to begin

planning your miniature house on the blueprint. Keep the rubric in hand, and constantly refer to it to make

sure that your team is meeting the criteria. You will also make sure the team creates the miniature house

and rehearses the presentation.

Architect Role

As the architect, your role is to ensure your team develops a blueprint for your miniature house. You will

also be responsible for creating the inside of the miniature house (walls, doorways, etc.). You will need to

work closely with all team members.

Electrician Role

As the electrician, you will communicate with your team and design the wiring/circuits needed for the

miniature house. You will ensure your team develops a design plan that will cover all the required energy

transformations.

Safety Engineer Role

As the safety engineer, your role is to ensure your team includes scientific principles in your design

process. You will guide the team's design so that it represents a safe use of electricity.

Math Moment

NGSS specifies no Common Core Math alignment; however, we suggest connecting this learning task to math

standard 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number

answers using the four operations, including problems in which remainders must be interpreted. Represent

these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of

answers using mental computation and estimation strategies including rounding.

Notice that each group needs three washers. Have students calculate how many total washers are needed for

the class. Then, pose this question: “I needed _________ washers for my classes today to complete this

activity. Washers come in packages of _______. How many packages did I need to buy?” This is connecting

interpreting a remainder into real life!

DownloadEntry Document and Expert Roles descriptions (automatically assigned)

Visit Site STEMcoach in Action

It looks like your students may need to review the Engineering Design Process before beginning this activity. Why

not make a poster or project the EDP up on the wall and then move a large arrow to each position as they move

through the EDP? Also, for more ideas about the EDP, check out the additional professional resources to help your

students avoid common pitfalls.

Know Need to Know

(Possible student responses)

Criteria:

● Design a miniature house.● Use a shoebox.● Use energy transformations in at least

thee locations.● Include the following forms of energy:

motion, sound, light, heat, and electricity.● Include a working prototype and and

original design sketch (blueprint).

Constraints:

● 3 minute presentation.

(Possible questions - possible answers)

1. What is the Engineering Design Process?a. Show the EDP graphic and explain

each step.2. How do we share information?

a. Place your ideas on chart paper.3. Where will we get the information we

need?a. You can use any and all resources

available to you.4. How will this be graded?

a. Your team leader will get a rubric. Refer to it for feedback and assessment. You will also have an individual rubric for your presentation.

5. Can I work by myself on this project?a. No. This is a team effort.b.

3. Whole Class Workshop: Energy and Electric Currents

Students should record notes in their lab journal using what they will learn in the following Whole-Class

Workshop. Guide students through notes regarding the forms of energy and how to recognize these forms.

Also, cover how to create a circuit. They need to be familiar with this to help build their house as quickly

and efficiently as possible.

4. Expert Group Workshop Facilitation

Possible presentation to students: As you recall, employers and business leaders discuss the traits that

they value in people they hire. They look for the skills of collaboration, communication, integration of

technology, creativity, and presentation. This PBL will emphasize innovation as the highlighted 21st

Century Skill. Distribute the 21st Century Skill Rubric to each student. As a team, ask them to read through

the Expert column and discuss what their team actions would be if they were experts in the skill. Call the

group attention back to you and say that you consider each of your students to be gaining skill in this

specific 21st Century Skill. Have them discuss what they can do individually and as a group to become

more like an expert. The rubric can guide their participation in their group work.

Students will evaluate their own participation in the group solution and presentation as a reflection at the

completion of the PBL. The teacher can then choose to add additional comments and utilize the rubric for

an assessment. For more students, have the student pass their rubric to another team member, whom they

trust, to provide a peer evaluation. For this to be successful, it would be important to have established a

trusting environment in the classroom first.

DownloadExpert Mini-Workshop: Team Leader and Team Rubric (not automatically assigned to student)

DownloadRubric for Problem/Project Based Learning, Team Rubric Key for Teacher (not assigned to student)

DownloadExpert Mini-Workshop: Architect (not automatically assigned to student)

DownloadExpert Mini-Workshop: Electrician (not automatically assigned to student)

DownloadExpert Mini-Workshop: Safety Engineer (not automatically assigned to student)

5. Teams work in collaboration to create a prototype for the solution.

When all students return to their original teams as Experts in their area to solve the Problem, begin the

timer and monitor student groups to ensure that they are collaborating and working within the design

criteria and constraints. As a group, they are to discuss and evaluate their solution by providing a claim and

evidence to back up each opinion. They are to continue to do more research for a better solution, if

necessary. Once students have planned their design, they should build, test, and refine it as needed.

During the building phase, the Project Manager begins planning the presentation and communication of the

solution. They are to prepare a presentation of their recommendation to the whole class.

6. Team Presentation and Evaluations

Team Rubric (found with the Team Leader Instructions)

Upon completion of the design and the group presentation, the Team Leader facilitates the completion of

the group rubric and distributes individual rubrics to each team member to complete.

Individual Student Rubric- 21st Century Skill

Each student should be given this document to evaluate their own participation in the group presentations.

You can then choose to take the the forms from there to add additional comments or have students pass

their rubric to the other team members of their group for peer evaluations.

DownloadIndividual 21st Century Skill Rubric (automatically assigned to student)

ELL Strategy

Think, Write, Share, and Pass

After the students have explored the materials needed to create their miniature house, place them into groups

and hand each group a big index card with a question written on it. Have the first student read the question,

think, and write their response. Next, the student should share his or her response with the group so no one can

write the exact same thing. Students will then pass the index card to the next student. Continue the same steps

until everyone in the group has had a chance to respond on the index card.

Possible questions could be the following:

What things do you think will be important to include in your group “blueprint”?

What might you do to transform energy to sound energy?

What materials could you use to make a switch?

What materials could you use in your electric circuit?

Do you thing your group will use all of the materials available?

What will be your energy source?

Intervention Strategies

Roadblock: Difficulty Managing Time

This activity could take a lot of time for some students. Help those that need to better manage their time by

posting a visual timer and creating an assignment chart. This chart can help students and groups track their

progress towards completing all criteria as well as seeing what still needs to be finished with the time remaining.

Learn more strategies for time management in the Intervention Toolbox