Making a Flashlight

2.1.1 Manipulate an object to gain additional information about it.
2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.
2.1.6 Use tools to investigate, observe, measure, design, and build things.
2.2.4 Assemble constructions using things such as interlocking blocks and erector sets.
2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens of analysis.
3.1.3 Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.
3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.
3.2.5 Write descriptions of investigations, using observations and other evidence as support of explanations.
3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.
3.6.1 Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
3.6.2 Investigate how and describe that something may not work if some of its parts are missing.
4.2.3 Make simple and safe electrical connections with various plugs, sockets, and terminals.
4.2.5 Write descriptions of investigations, using observations and other evidence as support of explanations.
4.6.1 Demonstrate that in an object consisting of many parts, the parts usually influence or interact with one another.
4.6.2 Show that something may not work well, or at all, if a part of it is missing, broken, worn out, mismatched, or incorrectly connected.
5.2.3 Choose appropriate materials for making simple mechanical constructions and repairing things.
5.2.4 Keep a notebook that describes observations and is understandable weeks or months later.
5.6.1 Recognize and describe that systems contain objects as well as processes that interact with each other.

• a zip-lock bag
• 2 size "D" dry cells
• 1 small 3-volt bulb
• 1 thin piece of insulated wire, 30 cm long
• 1 metal paper clip
• 2 metal paper fasteners
• 1 cardboard tube, 15 cm long
• 1 roll of masking tape
• 1 plastic bottle cap
• 1 small knife (substitute with a pair of scissors)

1. Before the lesson begins, create a bag of materials for each group and have the bags ready to go on the back table. Begin the lesson by having all of the students clear off their desks. Briefly review the lesson from the previous day and discuss the difference between a parallel and series circuit.

2. Notify the students that today's assignment will be an informal test of their knowledge of circuits thus far. They will be working in small groups of 2-3 students and will be expected to create a flashlight using a limited supply of materials. First, the students will sketch their plan. After they have finished their sketches, they will begin constructing a flashlight using the materials in their bags.

3. Remind students of the expectations of working in groups. Students should work together, respect their partners, and use half inch voices. Each group is a team. In order for the lesson to be a success, the students must work together. Those students who do not choose to work effectively in their groups will complete an individual assignment in another room.

Sequence of Instruction

1. When all of the questions have been answered, announce the names of the students in each group. Release the students and give them approximately 15-20 minutes to construct their flashlights. If students are using their time effectively, this time may be extended.
2. Walk around the room and observe the students' work. After roughly 20 minutes, notify the students that they have 2 minutes to finish their designs and return to their desks.

Closure

1. Make sure that students hold on to their sketches and to their flashlights. Gather the students back at their desks and discuss the task.
   • Were their groups able to complete the assignment?
   • What did their flashlights look like?
   • Did every group's invention look the same? If not, how did they differ?
   • What materials did they use?
   • Were there any materials that they did not need?

2. Wrap up the discussion and reward the groups that followed directions and worked well together throughout the lesson. Remind students to turn in their sketches and their flashlights together at the back table. Evaluate their work after the lesson.

• Were the students able to create a working flashlight with the provided materials?
• Did their sketches demonstrate a clear understanding of the most essential parts of a working circuit?
• Did their plans match their final product?
• Were they able to explain how their flashlight worked to the rest of the class?