CEP Lesson Plan Form

Teacher: Lexi Reeves

Date: 10/11/16

School: Steamboat Springs Middle School

Grade Level: 8th Grade

Title: Build a Motor!

Content Area: Science

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

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.
Standard 1: Physical Science: Relevance and Application: 3. Energy transfers convert electricity to light,
heat, or kinetic energy in motors.
Inquiry Questions:
1. Which forms of energy can be directly observed, and which forms of energy must be inferred?
2. How is the coil able to spin with the tools given to you?
3. How does the motor you made convert electrical energy into mechanical energy?
4. How does the magnet contribute to the motor function?
Concepts and skills students master:
-

Energy transfers convert electricity to light, heat, or kinetic energy in motors

Mechanical Energy = PE + KE
o

An object is said to possess mechanical energy due to its motion, position or both

Examples: a car, a pendulum, a skateboarder

Motors take electrical energy and convert/transfer it into mechanical energy for use

Evidence Outcomes:
Every student will be able to:
-

Build a functioning motor from the materials provided.

Use the motor to serve as a model to explain how electrical energy is converted into mechanical
energy

Understand that energy transfers convert electricity to light, heat, or kinetic energy in motors.

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Assessment of Evidence Outcomes:
-

Independent Instruction/Homework assignment:

o

Students will create a flow chart that represents a motor taking electricity and creating
mechanical energy for our everyday use. This assignment will also have questions that
go along with it to make sure that they can explain what is occurring within the motor.

To wrap up the previous lesson (motors generators) and todays lesson, students will have a
ticket out the door that completes the sentences:
o

A generator takes in ______________ energy and converts it into _______________

energy.

A motor takes in _______________ energy and converts it into ________________

energy.

This is the concept that I really want them to grasp before moving on to
Alternative energy sources

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Build a Motor!

Approx. Time

One, 50 minute class period

Anticipatory Set

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

(5 minutes)
Warm- Up #9: Build a Motor!
- Mechanical energy = __________________?
- What is used in the power plant to turn mechanical energy into electricity?
- What is used in your house to turn electricity into mechanical energy to run your hair dryer or blender?
Includes: Input, Modeling and Checking for Understanding
(10 minutes)
1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
- I will call on students to give their input regarding the warm-up and then we will move into the activity. I will
front load them by going over the worksheet with them.
- We will go over my expectations for the days activity and remind them of the requirements for answering
questions in science class i.e. complete sentences, and legible handwriting.
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 have a ready to go, built motor to model to them. I will use this model to help guide them in their own
building of the motor in their groups.
- I will use the model and identify the pieces/ materials that are needed to build a functioning motor.
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
lost/confused, and thumbs sideways for I still have questions. At this point I will assess whether or not I need

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CEP Lesson Plan Form

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.
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 Can you recall what type of energy a generator creates?
o How is the coil able to rotate?
- L2: Comprehension:
o How would you classify the type of energy that the motor is creating to cause the coil to spin?
o Can you compare and contrast the generator and motor in terms of energy conversion/transfer?
- L3: Application:
o What real world examples can you find to use to explain how a motor works to create mechanical
energy? (blender, vacuum, microwave, refrigerator, dryer)
- L4: Analysis:
o How are the generator and the motor related?
o Can you identify the different parts in a generator and in a motor after you have built your model?
- L5: Synthesis:
o How could you improve your model to allow it to run more smoothly?
o Can you propose an alternative material list to create a functioning motor?
- L6: Evaluation:
o Can you assess the value or importance of a motor? Think about our society and how motor affect our
lives every day.
o How could you determine whether or not something is using a generator or a motor by looking at it and
analyzing its functions?
Teaching Strategy:
Guided Practice
&
Differentiation

(~30 minutes)
Once I have completed the input portion of the day, and the modeling portion of the activity I will release the class to
begin running off of student led learning. They will begin working in pairs to build their motors. I will observe, praise,
prompt, and leave.
In the beginning I may have to go around and help with the building of the motor. Parts of it are rather sensitive, which is

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why I will be going over the expectations and guidelines at the beginning of class.
I will prompt students with open ended questions regarding the portion of 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 further thought and
application.
Teaching Strategy:
(Independent
Practice)

Students will continue to solidify the fact that electricity is generated and made into mechanical energy in motors by
relating it to real world examples. Students will have a homework assignment to complete.
The following day in class the students and I will create a flow chart that represents a motor taking in electricity and
creating mechanical energy for our everyday use. After we complete this we will begin the lesson 10 beginning with the
warm-up video to help students switch gears. This assignment will also have questions that go along with it to make sure
that they can explain what is occurring within the motor.

Closure

Materials

Accommodations
&
Modifications

We will discuss as a class why the motor works and, as a class, we will discuss the following question
- Can you compare and contrast the generator and motor in terms of energy conversion/transfer?
-

14, 1.5 Volt Batteries

56 Build a Motor! Worksheets
1 pencil for every student
28 small magnets (2/ pair)
14, Copper wires coils
28 paper clips
28 rubber bands
28 insulated electric wires
Roll of Duct tape just in case

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
- student will work with another student that is able to explain concepts well and help them learn
- Watch this video on how motors operate:
o http://study.com/academy/lesson/electric-motors-generators-converting-between-electrical-andchemical-energy.html

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o
o

And this video will help solidify the concept of electricity:

https://www.youtube.com/watch?v=NsQiVIPy6CA
Oral presentation of understandings (summarizing the video)

To extend:
Advanced Students:
- Research the difference between an engine and a motor
- Why are they different?
o After you have gained an understanding of the difference between motors and engines focus your
research on electric cars/hybrid cars
How do they operate? Do they use an engine and a motor? Why do they need both/dont
need both?
How does having an electric car help the environment? Relate this to what you know about
alternative energy sources.
Assessment

Formative Assessment:
o Informal:
We will discuss as a class why the motor works and, as a class, we will discuss the following
question
Can you compare and contrast the generator and motor in terms of energy
conversion/transfer?
o Formal:
Independent practice follow up assignment for the following day in class that is coupled with
this assignment will be used to assess students informally.
This will serve as a warm-Up activity the next day and as a follow up for this lesson.
Summative Assessment:
o N/A
There will be a summative assessment at the end of the unit (exam).

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Post Lesson Reflection

1. To what extent were lesson objectives achieved?
During this lesson I wanted to try to wrap up and solidify the objective from above:
- A generator is the opposite of a motor
- A generator used mechanical energy to convert to electrical energy and a motor uses electrical
energy to convert to mechanical energy for our use and consumption.
I used the mini assessment: ticket out the door activity to check for understanding. Based on the
results from the Ticket out the Door mini-assessment the students mainly had the concept backwards.
75% of students fully grasped the objective. To better solidify this objective I will review it tomorrow
before we move on
2. What changes, omissions, or additions to the lesson would you make if you were to teach again?
Before completing this activity again, I believe that I would only add on to this activity and have
students write a concluding paragraph that addressed both a generator and a motor and how the Law
of Conservation of Energy applies in each. I believe that this additional independent activity could help
solidify the goals and objectives for this lesson.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next class will hold an introduction to Depth & Complexity Icons involving alternative energy. The
following day in class the students and I will create a flow chart that represents a motor taking in
electricity and creating mechanical energy for our everyday use. After we complete this we will begin
the lesson 10 beginning with the warm-up video to help students switch gears.

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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.

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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
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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.

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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.

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