CEP Lesson Plan Form

Teacher: Lexi Reeves

School: Steamboat Springs Middle School

Date: 10/12/16
Grade Level: 8th Grade

Content Area: Science

Title: Electricity & Magnetism Stations

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

Disclaimer: This lesson is a review from the 6th grade science standards that are listed below. Students
have to have a strong understanding of atoms and subatomic particles to fully understand electricity
and energy transfer.
(6th grade standards) Standard 1. Physical Science: 1. all matter is made of atoms, which are far too
small to see directly through a light microscope. Elements have unique atoms and thus, unique
properties. Atoms themselves are made of even smaller particles.
Standard: 1. Physical Science: 2. there are different forms of energy, and those forms of energy can be
changed from one form to another but total energy is conserved.
Inquiry Questions:
1. In terms of energy transfer and the Law of Conservation of Energy explain how electricity is
applicable.
2. Can we use electricity to explain energy transfer in our society? How?
3. Is there a limit to how many times energy can be transferred? Explain your answer.
Concepts and skills students master:
-

Electricity is produced with the help of magnetism in motors and generators

Electricity is the free movement of electrons

Electricity needs conductors and insulators to travel effectively

Electricity is a major example of energy transfer in our society

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
-

Identify insulators and conductors in the circuit station

Understand how magnetism contributes to the production of electricity

Understand that electricity is the free movement of electrons

Apply to real world circumstances how electricity and magnetism contribute to our everyday
functioning in society

Colorado State University College of Health and Human Sciences

Page 1

CEP Lesson Plan Form

Assessment of Evidence Outcomes:
-

Students will be given a stations worksheet complete with questions for each station during the
lab to turn in for a grade

Colorado State University College of Health and Human Sciences

Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Electricity and Magnetism Stations

Approx. Time

Two 50 minute periods = 100 minutes

Anticipatory Set

Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry

10 minutes
Warm-Up #7: Electricity and Magnetism - (See Warm-Up #7)
- How do electricity and magnetism work together in our world?
o Think of everyday objects, tools, modes of transportation, and appliances that you may use to help you.
Includes: Input, Modeling and Checking for Understanding
1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
Day 1: We will go over the warm-up as a class and discuss the different ideas they developed in their groups. We
will then transition into the agenda for the day the station labs. Due to the large amount of students in the
room, I created two of each station (Track A and Track B) to keep everyone organized. Smaller, more intimate
learning groups facilitate more hands on learning for all. I will also explain that everyone will have 20 minutes at
each station which is why it is spread over 2 days.
Day 2: Students will begin at the next station that they need and we will have two twenty minute rotations.
2. Modeling: Once the material has been presented, the teacher uses it to show students examples of what is
expected as an end product of their work. The critical aspect s are explained through labeling, categorizing,
comparing, summarizing, etc.
I will explain to students that when they went to the first station, in addition to reading the title tent, they would
also record the track that they were on. For example: Station 3A would also be listed on the title tent at each
station. As a class we will read through each of the stations in detail for the first day so that the class objectives
and goals for the current day and the next day in class are clear to everyone.
3. Checking for Understanding: Determination of whether students have got it before moving on. It is essential
that the students practice doing it right so the teacher must know that the students understood before
proceeding to practice. If there is any doubt that the class has not understood, the concept or skill should be
retaught before practice begins.
- I like the thumbs up/sideways/down method for checking for understanding: Once everything has been
explained I will check for understanding by asking students to show a thumbs up for got it, thumbs down for

Colorado State University College of Health and Human Sciences

Page 3

CEP Lesson Plan Form

lost/confused, and thumbs sideways for I still have questions. At this point I will assess whether or not I need
to spend more time on the material covered:
o If there are 5 or less students with a thumbs sideways or down I will let the class continue and then
check in with them individually. More than 5 and I will take questions as a class.

Teaching Strategy:
Guided Practice
&
Differentiation

4. Questioning Strategies: Utilizing the Blooms Taxonomy of Educational Objectives- Questions should progress
from the lowest to the highest of the six levels of the cognitive domain (knowledge, comprehension, application,
analysis, synthesis and evaluation)
- L1:Knowledge:
o How is electricity and magnetism related?
o Can you recall what an electromagnet is?
During the stations lab how did you create an electromagnet?
- L2: Comprehension:
o Can you explain what is happening when an energy source is connected to the oersted board?
- L3: Application:
o What scientific terms would you select to show using the circuit materials that a circuit will work or will
not work?
Explain your reasoning
- L4: Analysis:
o What are the parts of a circuit?
o What is the relationship between electricity and magnetism in our society?
o What is the function of an Oersted board? What is the function of a compass?
How can you apply electricity and magnetism to the functioning of a compass?
- L5: Synthesis:
o How could you design a large circuit board that would power many pieces (lightbulbs) equally and
effectively?
- L6: Evaluation:
o Based on what you know, how would you explain how it is possible to create an electromagnet? Why
would we want to do this?
o Based on what you know, how would you explain a circuit and how it works on a large scale?
Day 1 and Day 2: (40 minutes each day)
I will release the class to begin running off of student led learning. I will observe, praise, prompt, and leave.
I will prompt students with open ended questions regarding the portion of the experiment they are on (this activity is
group-paced over the majority of the day, so groups may be at different steps on the worksheet) in order to generate

Colorado State University College of Health and Human Sciences

Page 4

CEP Lesson Plan Form

further thought and application.
Please see the Blooms Taxonomy question list above to see what questions will be applicable for this lesson.

Teaching Strategy:
(Independent
Practice)

Closure

Materials

Accommodations
&
Modifications

The follow up for this lab activity will be the questions and the vocabulary sections that each student is required to
answer as they explore each station. The next lesson will be generators and motors. This lesson will continue to outline
and explain how electricity and magnetism are in a partnership and begin to show that energy transfer is applied in real
world situations.
Day 2: 10 minutes
- We will discuss:
o Think Pair Share:
Think of 2 things that you learned and why they are important to real world situations and 1
question that you may still have.
- 2 circuit boards
- 2 Oersted boards
- 2 compasses
- 2 large nails and copper wire
- 2 large bar magnets
- 4 alligator clips
- 4, 6 Volt batteries
- 4, 9 Volt batteries
- 56 Electricity & Magnetism Stations Lab worksheets
To modify:
IEP students: Students will be placed in a group that will aid in the learning of all level students
- orally present to the para or teacher I have one student that is unable to write
- students will work with other students that is able to explain concepts well and help them learn
- Video on Circuits and electromagnetism:
o https://www.youtube.com/watch?v=js7Q-r7G9ug
o https://www.youtube.com/watch?v=Ww6xYGu3O10
o https://vimeo.com/121217374

Colorado State University College of Health and Human Sciences

Page 5

CEP Lesson Plan Form

To extend:
Advanced Students:
- Students will be given an extension assignment that asks the questions:
o Who created the circuit?
o What are some of the largest circuits in the United States and how do they function effectively?
o Why do we need circuits in our society?
- I will have students reflect on their research in a short 1 page paper that will require them to write
scientifically as well as have correct literary form in order to align the assignment across skills and content
areas.
Assessment

Formative Assessment:
o Informal:
Think Pair Share:
Think of 2 things that you learned and why they are important to real world situations and 1
question that you may still have.
o Formal:
Collect lab worksheet for grading.

Summative Assessment:
o N/A
o There will be a summative assessment at the end of the unit (exam).

Colorado State University College of Health and Human Sciences

Page 6

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
Lesson objectives were achieved at an 87% assessment rate based on the data from the lab activity
worksheet students turned after the lab was completed. After a few pairs shared their questions and
knowledge learned from the lab activity I was expecting a high assessment average similar to 87%
achievement. I think that this inquiry based, experiential lesson truly helped students to begin to
visualize electricity and magnetism and the relationship between them.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
If I were to do this lesson again, I would leave everything the same aside from the Think-Pair- Share
activity. I think that this activity would be better served as an entire follow-up discussion. Electricity and
magnetism are difficult concepts to grasp in two days or exploratory activity. I think that taking a day to
fully discuss what students learned, objective goals, and remaining questions would be very powerful.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson will be diving further into the relationship between electricity and magnetism as it
pertains to motors and generators. Part of the standard for 8th grade science is to relate electrical energy
transfer to objects in society such as motors and generators. This next activity will truly allow student to
dive into the basic functioning of a motor and a generator and how electrical energy transfer relates.

Colorado State University College of Health and Human Sciences

Page 7

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 8

CEP Lesson Plan Form

Direct Instruction
Presentation Model
Concept Teaching
Cooperative Learning
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
the lesson introduction
the lesson introduction
the lesson introduction
the lesson introduction
including how you
including how you
including how you
including how you
establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare
students to learn) and how students to learn) and how students to learn) and how students to learn) and how
you share the lesson
you share the lesson
you share the lesson
you share the lesson
outcome.
outcome.
outcome.
outcome.
Demonstrate or list the
task analysis of the skill or
procedure (i.e., define
precisely what the
learners need to do)
Describe or demonstrate
your modeling of the skill
or procedure.
Describe or demonstrate
guided practice including
the second (or third)
example and then address
your method to check for
understanding (i.e., how
you assess student
learning before moving to
the next stage). Include
examples of feedback you
provide for correct and
incorrect student
responses.
Describe or demonstrate

Describe or demonstrate
an advance organizer.
Describe, picture or
demonstrate learning
materials and activities
specific to the options of
this model (e.g., explaining
links and examples; ruleexample-rule; signposts
and transitions). Two or
more of the teaching and
learning activities are rich
and engaging.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the content.
Describe or demonstrate
how your students
demonstrate their

Describe or demonstrate
all of the critical attributes
of the concept, identify
the class or category to
which the concept
belongs.
Describe or demonstrate a
clear progression of
examples and nonexamples; deduction is
illustrated through the
early definition of the
concept; induction is
illustrated through
definition of the concept
late in the activities.
Describe or demonstrate
the assessment processes
you use to test for
acquisition of the concept
at key points during the
presentation of examples
and non-examples.

Colorado State University College of Health and Human Sciences

Inquiry
Describe or picture the
instructional materials and
resources you use to
reveal their creativity,
functionality, and
appropriateness to the
question(s) posed.
List the specialists and
field experiences you
included.

Describe or demonstrate
the assessment methods
you use to determine the
academic progress of
Describe or demonstrate
EACH student in the class
how you inspire curiosity
(i.e., make each student
on the part of your
individually accountable)
students. Describe or
and how you assess the
demonstrate your review
social and/or interpersonal of classroom guidelines for
skills identified for
social and/or interpersonal
acquisition or practice
skills
during the lesson.
Describe or demonstrate
Describe or demonstrate
how you prompt
the grouping arrangement
investigative processes.
and
Reveal how you facilitate
the ways in which you
your students efforts as
promote positive
they propose how to
interdependence between gather information, study,
group members.
craft an experiment,
observe and/or conduct
Describe or demonstrate
interviews.
the instructional materials
and resources; address
Write or demonstrate a
resource interdependence sample question through
Page 9

CEP Lesson Plan Form

your method of
independent practice.
Two or more of the
teaching and learning
activities during guided
and independent practice
are rich and engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g., a
quiz, ticket-to-leave, etc.).

learning. Address
assessment methods
during instruction (i.e.,
checking for
understanding), and after
instruction (e.g., a quiz,
ticket-to-leave, etc.).

as necessary.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g.,
students summarize their
definition of the concept
orally or in writing, etc.).

Describe or demonstrate
your directions for group
formation, rearranging
furniture (If necessary)
and how
materials/resources are
distributed.
Describe or demonstrate
the expectations for
demonstration of
interpersonal and small
group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
your method to check for
understanding (i.e., a
description of how you will
assess student learning
academically and socially)
as you circulate among the
groups as well as the
feedback you provide.

Colorado State University College of Health and Human Sciences

Page 10

which you assist students

to make connections
and/or discover new
knowledge
Summarize or
demonstrate your method
to help students share
their new ideas with
others. Possible formats
include a panel discussion,
a debate, a gallery walk, a
science fair, etc. Frame or
illustrate two questions
during which you assist
your students to discuss
the conclusions they can
draw from their collective
effort.
Describe or demonstrate
two or more teaching and
learning activities that are
rich and engaging.
Reveal how you promote
reflection. Share one
question that may prompt
students to reflect on the
process they followed;
share a second question
that prompts students to
identify new questions
that arose from this

CEP Lesson Plan Form

lesson.

Colorado State University College of Health and Human Sciences

Page 11

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 12