Backward Design Lesson Plan Template

Teacher James Nguyen Grade level 9th Grade Physical

Science

Lesson title Electromagnetic Motors

Step 1Desired Results

Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know,
understand, and be able to do as a result of the lesson?

At a minimum, teacher should identify:

California Content Standards: Electric and magnetic phenomena are related and have many
practical applications.
. Students know charged particles are sources of electric fields and are subject to the
forces of the electric fields from other charges.

. Students know magnetic materials and electric currents (moving electric charges) are
sources of magnetic fields and are subject to forces arising from the magnetic fields of
other sources.

Lesson Objectives: Students will be able to build an electric motor using a battery and
aluminum wires to transfer electrical currents to turn a copper rotor.

Step 2Assessment Evidence

Performance taskWhat will students do to show what they have learned?

Students will be given an online resources that provides reading material, videos and summary
questions. From those resources students will answer the reflection questions provided by the online
lesson. Students will then take the material they learned at home and build an electromagnetic field
using a battery, magnetic, aluminum foil paper clips and copper wires.

Performance criteriaHow good is good enough to meet standards?

When assessing student work students would show that they have met the standards if they
can answer and explain how an electrical current gives creates an electrical current. Students
will also be graded on being able to create the electromagnetic field to rotate the rotor. If the
group is able to get the rotor to spin continuously for 15 seconds they will receive full credit.
Groups that can not get their rotor to spin will be able to get full credit if they are able to
explain why their rotors did not spin as well as explain why it should have spin and the
science behind it.

Step 3Learning Plan

Learning activities (step by step from start to finish, detailed enough for another teacher to follow)

1. Students will be given a homework assignment based upon the topic Electromagnetic
fields. Students will read, watch the video as well as answer the review questions.

https://www.ck12.org/physical-science/Electromagnetic-Induction-in-Physical-Science/
lesson/Electromagnetic-Induction-MS-PS/?referrer=concept_details

2. The next day we will start the class off with an oral summary of what the students have
learned from their assignment. Students will share their summary with two other
students.
3. After their summary students will sit with their groups and compare their review
questions. Students who have not answered the review questions students will sit at their
desk and finish the assignment by themselves first.
4. Students will watch a video in which it shows them how to make the electromagnetic
motors. https://www.youtube.com/watch?v=5BQxAMFdRq8
5. Pass out lab handouts: https://docs.google.com/document/d/
12-46C04R89pmnc1pcvH-XHCR6S4uf1UkicL1qbeWzBc/edit?usp=sharing
6. Students will go to their lab groups and discuss what their plan of action is.
7. From there students will gather their materials and begin to construct their
electromagnetic motor.
8. The teacher will monitor the room and give advice on the next step. Once students are
ready to present their
9. Once the groups motor has been evaluated students will then work on answering the
analysis questions together with their peers.
10. Students will be responsible for their own personal conclusion of the lab. They should
include the purpose of the lab and what they have learned in the lab.
11. The next day students will turn in their labs and we will go over the analysis questions.

Step 4Reflection
 What happened during my lesson? What did my students learn? How do I know?
What did I learn? How will I improve my lesson next time?

During the lesson students worked in pairs creating an electromagnetic field using a battery,
magnet, paper clips and copper wires. My students learn that an electrical current can create
an electromagnetic field because students saw that when they attached all of the materials
together students began to see that certain groups was able to get their rotors to spin, which
pushed other groups to troubleshoot their circuits so that the electricity can flow. With the
addition of the ck-12 online material to supplement the material learned in class. By looking
at the review questions for both the Ck-12 and Lab I can identify trends in which questions
students have mastered and which they are struggling with. From what I learned, students
still have a sense of intrigue and inquiry as long as they buy into the lab and activity. For
this lab I had the groups bring in their own battery and they were walking around with the
battery for a couple days and every day they asked what the battery was being used for.
Once they were introduced to the task at hand they were locked in and they tried their best.
I also learned that there is still a group of students who struggle with explaining the
connection between what they just did to the topic at hand. I hope to improve this lesson in
the future by creating a series of questions to help students connecting the practical portion
of the lab with the theory portion.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD,
2006.