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Candidate: Brady Rorex Date developed: 1/10/17

Lesson Title: Motors and Generators Date of lesson: 1/12/17

Grade Level: 8th grade Knowledge domain/subject: Physical Science
Number of students: 24

Unit/theme: Forces in Nature Period/time/estimated duration: 55 minutes of Science
content/15 minutes of Math enrichment

Where in the unit does this lesson occur? After the standard of Structure(s) or grouping for the lesson (all that apply): Six groups
electromagnetism of four students, partner pair, individual


INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?

We divided classes where we have a SPED class that involves students that have IEPs and 504. There is
more feedback and chunking of text in this class. Also, there is a teacher’s aid that assigned to the
teacher for extra help. There is a Differentiation of work load, Differentiation of expectations, modification of
grade. Modified formative assessments given by the teacher. There is read aloud assessments. Some
students are seated in an area where they are free from distractions so they can concentrate on the task
they are asked to do. The homework is minimal unless needed for more understanding of the

Above level group: Lesson was made with a number of high order thinking questions to challenge students
that finished early however there was equal amount of work given to all students.

Below level group: The below level learner got additional teacher or partner scaffolding from the teacher’s

Visual: A demonstration was done by the teacher so visual learners could see the results.


Duracell Battery, copper wire, instructions, rubber gloves,
1. Promethean board
2. Powerpoint for directions and content
3. Notebook for notes and writing utensil
4. Computer for teacher to connect to promethean board
CENTRAL FOCUS (The big idea being taught through a content area.
Young learners are going to demonstrate that a simple electromagnet can be made with electricity
can be made through wire by connecting it to the battery. This will enhance their learning of
magnets and electricity throughout this unit.
JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterday’s lesson connect to today’s experiences?)

They have displayed knowledge to start this state performance indicator. This is an introductory
lesson for demonstration purposes and introducing the knowledge needed to move on to the next
lesson. Students will be able to describe the tools and materials needed to make an
electromagnet. This allows them to understand how magnets and electricity can relate to one

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners’ community, personal, & cultural assets. [2] What do they already know
about the subject?)

They know the periodic table, which would give them background on
the elements in a battery and the copper in the wire and how they
form electricity. They can demonstrate a simple experiment that was
taught earlier in the semester.

[Teacher version]:

Students will be able to understand kinetic energy with 75% accuracy.

Students will be able to explain how electric current can be created with a battery and a
copper wire with 75% accuracy.

Students will be able to differentiate between two types of electrical current with 75%

Students will be able to apply this lesson to real world concepts involving motors and
generators with 75% accuracy.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)
Forces in Nature 8th Grade
SPI 0807.12.1 Recognize that electricity can be produced using a magnet.
SPI 0807.12.2 Describe the basic principles of an electromagnet.
ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)

LANGUAGE FUNCTION: Constructing a simple electromagnet
Language Demand – Demonstrate a simple experiment
DISCOURSE: Able to write the steps involved in the experiment
SYNTAX: Label the parts of an electromagnet
VOCABULARY: Electromagnet, solenoid, iron core, motor, generator, coil.

LANGUAGE SUPPORT: Circulate and Listen, collect and provide feedback, show
example of what the end product should look like.
The students will watch a video on electromagnetism to show what this technology
can be used for. This video will also give students ideas on what their electromagnet
should do as their end product.

The activity involves students combining all the materials they have a producing a
successful electromagnet that they can use. This activity will allow students to
collaborate within their group and find ways of having a successful outcome of their

There will be a worksheet that involves students writing down the troubles and
successes they had for their experiment. Then, they will explain why something
worked or did not work. The worksheet will include questions about the experiment
such as what materials they used and their functions with the experiment. Also, they
will need to explain the process they used to build their electromagnet. There will be a
model on the worksheet and they will label the parts of the electromagnet.

The discussion will involve the students that had a successful experiment and the
students that did not. They will collaborate with each other and explain how their
experiment worked. The students that had an unsuccessful experiment will explain
what they may can do to get it work after discussing with the students and teacher.

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students’ progress toward the

Diagnostic/pre-assessment: Oral questioning: Ask for examples of objects where both
electricity and magnetism are present. Students will answer with 75% accuracy.
Formative assessment/feedback to learners: The students will have an exit ticket that
asks what is one thing they learned today. Also, the teacher will use discussion
questions as formative assessments to be able to find misconceptions or problems
with the content.

This exit ticket will provide them a short answer question that they can answer with at
least 85% accuracy.

Summative assessment (if any): A unit test was given.

exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: Students will be able attain the knowledge with 90% accuracy. Label their
experiment with correct parts. Be able to answer discussion questions with well thought answers
and be able to support their answer fully.

Meets expectations: Students will be able attain the knowledge with 75% accuracy. Differentiate
between two types of electrical current which would be AC and DC current. Be able to discuss
using minimal vocabulary but able to discuss with teacher fully.

Below expectations: Students will not be able to show progress of any kind regarding the content
that was taught.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):

The teacher will begin with a detailed demonstration of what students should do. Then the teacher
will highlight on key terms and parts of an electromagnet. Allow students to work with their
experiment and allow time for students to discuss their end product. Close the lesson with an
exit ticket to show understanding.
DOK 3: How are electricity and magnetism related?

DOK 4: Why do you think the understanding of the relationship between
electricity and magnetism is so important for humans?

DOK 3:
What is your opinion of electricity and magnetism?

BEGINNING: Anticipatory set/lesson “launch”/”hook” (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)

Begin by asking the class how they think electricity and magnetism are related.
Then follow with demonstration.
Engage in Discussion to find misconceptions.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?

The teacher will explain magnetism and electricity while giving examples
of when they are combined.
The students will demonstrate how a battery and wire can form an
electromagnet by steps so learning of this lesson is essential.

The students will connect two wires to a battery then wrap one wire
around a nail and this will cause an electrical current and cause a
magnetic field which will attract paper clips. The teacher will provide
feedback if needed.
Students will think/write a short answer question posted by the teacher on
a powerpoint slide. They will discuss with their partners.

Then discuss their answers and findings from the experiment with the

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)

Discuss with students on how this demonstration worked or did not
work (hypothetical) depending on the circumstances. Repeat the
goals or objectives of this lesson to allow students to discuss
with teacher on how the principles of an electromagnet are important
to real world problems. Provide insight on misconceptions. The
students will have an exit ticket that asks what is an electromagnet
and describe what they did today. This exit ticket will provide them a
short answer question that says to describe using key terms the
steps they took to build a simple electromagnet that they can answer
with at least 85% accuracy.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
Supporting students with special needs (accommodations/modifications required by the IEPs/504
plans and other ways you’ll address diverse needs): Modified formative
assessments asked by teacher such as questions asked in a simple
manner that is easier to understand. Differentiation of work which
allows them less written formative assessments and more discussion
with oral answers. Differentiation of expectations which will allow
the teachers to have different goals or objectives than other classes.
Scaffolding from teacher with will provide more feedback and
allow students time to answer questions asked by the teacher.
Challenging experienced learners: Lesson was made with a number of
high order thinking questions to challenge students that usually finish
earlier and show mastery.

Facilitating a classroom environment that supports student
learning: The below level learner got additional teacher or partner
scaffolding. Give clear instruction on the activity today that can be easy to
read and understand. I will post the instructions on the board so student
learning can be effective without interruption.

Extension: If there are several questions regarding principles of an
electromagnet they will be discussed during review day before the test. If
students still do not understand the goals or objectives I will have a
conference individually to allow them time or more instruction on those

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)

What if students did not understand the content taught by discussing? The teacher will try a
visual approach and have more photos or examples of an electromagnet and allow them to label
those parts of them. Also, allow them to write it down and turn into me as a grade for participation.

What if students cannot understand the topic that was given? The teacher will use scaffolding
to allow the students to discuss the more simple concepts of the lesson and build up to the more
challenging concepts which chunking of text.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Teachers pay teachers
Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.