CLEVELAND AVENUE ELEMENTARY SCHOOL  

Project Based Learning  

Design Guide 
Unit/Project Title: Circuit City (Unit 1)  Duration: 2 months 
Content Focus: Electricity and Magnetism   Teacher(s):Eldridge, Kennedy, Lawrence & Postemus  Grade Level: 5th  
Other subject areas to be included: Math, Science, ELA and Social Studies 
KEY KNOWLEDGE: 
Significant Content  NGSS:· ​S5P2.    
  SWBAT identify components of a circuit IOT design a complete, simple circuit. 
SWBAT design a complete, simple electric circuit IOT explain all necessary components. 
SWBAT obtain, evaluate, and communicate information about electric circuits IOT investigate 
human-harnessed electricity. 
 
Writing/ ELA: 
SWBAT logically organize events IOT construct a narrative describe an experience or event related to creating 
a new invention with circuits.  
 
SWBAT identify key details IOT determine the theme of a passage.  
 
 
 
Social Studies: Inventions: Turn of the Century 
 
 
Math: SWBAT to create a supply pricing list and add, subtract, multiply, and divide decimals to 
hundredths IOT solve word problems. 
 
 
Technology: Create QR codes and Powerpoint presentations 
 
 
Engineering: SWBAT create a plan, design and build innovative product or toy using circuits.  
 

21​st​ Century Competencies  Collaboration   x  Creativity and Innovation  x

(to be taught and assessed)  Communication  x  Other: 
Critical Thinking: Students are using   x   
Project Summary 
(include student role, issue, 
problem or challenge, action taken,  Project Summary:
and purpose/beneficiary) 
  The challenge is for students to create their own products or toy that uses simple circuits. Each student should
  use all steps in the engineering and design process to complete the PBL.
 
 
 
 
 
CHALLENGING PROBLEM OR QUESTION: 
Driving Question: 
 
How can we produce new technological innovations using simple circuits and magnets?

SUSTAINED INQUIRY: 
Need to Know:  What components are necessary to build a simple circuits?
(​Remember to create a list of  Why do we need those specific components?
“​Anticipated”​ ​Need to Know  Will a simple circuit work without all components?
questions prior to Entry Event.  When are circuits used in everyday?
When are parallel and series circuits best used?

AUTHENTICITY: 
Project Problem  Circuits are used in schools, homes, building and in electronic devices.  
(How does this relate to the real  Students should understand what happens in series/parallel circuit when light bulbs 
world? What problem exists in  are dimmed or go out.   
their lives, school, community, or  Students should understand open and closed circuits. 
world? )   
Entry Event:   
 
 
STUDENT VOICE & CHOICE: 
Products: ​Must include ED  Individual:  Specific content and competencies to be assessed: 
Process in at least one of the  ELA /writing: Students individually write an 
products.  essay comparing and contracting series and 
  series/parallel and open/closed circuits. (Use 
  examples in everyday life) 
Engineering Design Process:   
● ASK ​questions- Introducing 
the project (30 minutes) 
● Conduct ​RESEARCH​ ​(1 or 
more class periods) 
● Draft a ​PLAN​ (​3 class 
periods) 
● CREATE​ a 
model/prototype (5 class 
periods) 
● TEST/EVALUATE​ ​the 
model (1 class period) 
● IMPROVE​ the design (2 
class periods) 
● COMMUNICATE​ project 
to a public audience (peers, 
other grade levels, parents, 
experts, etc. This part is 
crucial and extremely 
important) 
 
  Team: Product  Specific content and competencies to be assessed:
*Students will make a mini model using 
straws, foil and pipe cleaners ( on white 
paper) 
*Students will work in groups to create a toy 
or product using simple circuits. 
 
PUBLIC PRODUCT: 
Public Audience   
(​Experts, audiences, or product 
users students will engage with 
during/at end of project) 
 
Resources Needed  On-Site Experts:  Off/Site Field Experience: 
    Field trip to Atlanta Medical South Fulton hospital   
 
  Equipment: 
   
   
  Materials: 
   
  Motors 
  Small light bulbs 
Wires 
Aluminum foil 
Pipe Cleaners 
Glue 
Old Christmas light 
Cardboard 
Clear tape 
 
 
 
Community Resources: 
CRITIQUE, REVISION, REFLECTION 
Reflection:  Journal/Learning Log  x  Focus Group  x 
(Individual, Team, and/or Whole  Whole Class Discussion  x  Rubric  x 
Class)  Survey