CEP Lesson Plan Form

Teacher: Lexi Reeves

School:
Steamboat Springs Middle School
Content Area: Science

Date: 9/26/16
Grade Level: 8 th grade

Title: Intro to Electricity

#:_1_ of _1_

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson

(Write Content Standards

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: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. What are the 3 subatomic particles?
2. What charges do the subatomic particles possess?
3. What is the definition of electricity and how does it apply to subatomic
particles?
4. Which forms of energy can be directly observed, and which forms of energy
must be inferred?
o

Relate these observed forms of energy to electricity. (electroscope

review)

5. How is electricity and the energy types that we have previous learned about
related?
Concepts and skills students master: (Understandings, Big Ideas, Unit
objectives)
-

Electrical energy is produced and converted to other forms of energy for

our consumption

The Law of Electric Charges

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CEP Lesson Plan Form

-

Electricity is the flow of electrons

Atomic model is made of protons, neutrons, and electrons

Electrons are the most easily transferred subatomic particle between

other atoms creating electricity

Electricity is transferring for our use from one object to another by way of
conductors and insulators

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
-

Explain how electricity can be transferred throughout an object using

vocabulary terms such as conductor and insulator

Begin to apply the concept of electrical energy transfer to other forms of

energy for our use

Understand and explain, through review, the electroscope

lab/demonstration

Assessment of Evidence Outcomes:

-

students will complete the worksheet and engage in mini table discussions
that surround questions on the worksheet

I will take up a ticket out the door response to gage understanding and
help direct future instruction

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Intro to Electricity

Approx. Time

One, 50 minute class period

Anticipatory
Set

( 5 minutes for video and brief discussion)

Bill Nye video Clip
- 7:45 minutes 11:00 minutes

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

Includes: Input, Modeling and Checking for Understanding (33 minutes total)
1. Input: The teacher provides information needed for the students to gain the knowledge
through lecture, film, etc.
- The majority of this lesson is direct instruction. There is also a good amount that is
review from 6th grade to help activate prior knowledge regarding atoms and subatomic
particles. When the video is over we will go into their worksheets and smart board
presentation. The presentation has short videos that will helps students gain a better
understanding of electricity as a whole and how the atomic model is applicable.
-

I will continue to go through the worksheet with them and give direct instruction while
spending time relating it to the electroscope lab/demonstration. Hopefully I will be able
to use the list of Blooms questions below to generate thinking about the concepts and
how they relate the lab.

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.
- Since this lesson has a lot of direct instruction, a lot of the class will be modeled. I will
do the first few spaces on their worksheets with them and then they will be able to
follow along with the smart board presentation.
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.

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-

Before moving on to the next slide I will check for understanding:

o 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 to spend more time on the material covered:
i. 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 ObjectivesQuestions 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 the electroscope lab from earlier in the week?
What materials served as the conductor? Insulator?
o How was static electricity generated in the electroscope lab?
o How would you use your new knowledge of electricity to describe what occurred
between the aluminum leaves in the electroscope lab?
- L2: Comprehension:
o How would you compare and contrast static electricity and electricity?
o What can you say about the Law of Electric Charges and how that relates to the
electroscope lab?
o How does the Law of Electric Charges relate to how we get electricity into a usable
form?
- L3: Application:
o What examples can you find to describe a conductor? An insulator?
- L4: Analysis:
o Label all of the parts of the electroscope with conductors, terminal, insulators,
movement of electrons.
- L5: Synthesis:
o What can be used to maximize electricity flow in a wire?
o What can be used to minimize or completely impede the flow of electrons in a wire?
- L6:Evaluation:
o How could you determine if something is an insulator or a conductor?
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Based on what you know about electricity and subatomic particles, how would you
describe the movement of subatomic particles throughout the electroscope?
(3 times for 3 sections on worksheet about 12 minutes)
I will release the class sporadically for the students to answer questions on their worksheet or
draw a required item on their sheets. I will observe, praise, prompt, and leave during this time.
This time will be interrupted lecture style for about 3 4 minutes each time. This will help
students to use cooperative learning to enhance their knowledge of the new material as it
pertains to the question/task.
- The independent practice piece is connected throughout the lesson as they go through
each section and answer questions
- I will also be asking that they complete a ticket out the door response to gage
individual understanding and drive further instruction (see assessment below for
question)
- The next lesson will be the Electricity & Magnetism Stations lab days.
- We will discuss to connect, in terms of energy transfer and electricity, the observations
from the electroscope and how they are connected.
- Relating everything back to the Law of Conservation of Energy and energy transfer will
be key for connecting the first part of the unit with this second part.
o

Teaching
Strategy:
Guided Practice
&
Differentiation
Teaching
Strategy:
(Independent
Practice)
Closure

Materials

Accommodatio
ns
&
Modifications

- 1 pencil for every student

- 56 worksheets
- Smart Board slides
- Bill Nye Video clip
To modify:
IEP students: Students will be placed in a group that will aid in the learning of all level students
- orally present/explain data gathered to teacher I have one student that is unable to
write
- Give examples of a conductor and an insulator and provide and explanation as to how
they relate to the electroscope lab previously done in class.
To extend: Students will have an extension assignment that asks them to research the history of
electricity and identify key parts to why electricity provides us with power. This is a precursor
into generators and motors.

Assessment

Formative Assessment:
o Informal:

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CEP Lesson Plan Form

Participation in group (observed)

Formal:
I will require student to complete a Ticket out the door short response
activity to gage their learning achievement for the lesson. The question
they will be asked will be:
What is the definition of electricity and how is electricity moved
from one object to another
o I want this to generate thinking towards these objectives:
(listed above as well)
o Electrical energy is produced and converted to other forms of
energy for our consumption
o The Law of Electric Charges
o

Electricity is the flow of electrons

Atomic model is made of protons, neutrons, and electrons

Electrons are the most easily transferred subatomic particle

between other atoms creating electricity

Electricity is transferring for our use from one object to

another by way of conductors and insulators

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved?
Electricity is a difficult concept for students to grasp the first time that they
learn about it, so when the ticket out the door quick response assessment
showed that 70% of the students achieved the lesson objectives I was
satisfied. Electricity is a topic that has to be dissected and fully digested, at
times, for complete comprehension to occur. This lesson was the first direct
instruction of the concepts most of the students had seen at all. I am pleased
with this data, but I know that students will need a higher level of
comprehension before moving on to complete the 8th grade Colorado science
standard revolving around electrical energy being converted into motors for
our use.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
For future re-teaching, I would like to spend two days going over this
lesson/instruction to hopefully apply the concepts a little bit more as we
learn them, and to ask more inquiry questions to drive their thoughts. I
believe that spending an extra class period could make the 70%
achievement rate move much higher.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
For the next lesson students will be completing an Electricity and Magnetism
Stations Lab. During this lab they will be able to experiment with electricity
concepts more while applying them at their desks. The magnetism piece will
begin to generate further thinking about how electrical energy and
magnetism work together to run a motor.

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
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

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

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

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

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

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Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
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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 how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate 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.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
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.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

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

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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

CEP Lesson Plan Form

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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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 lesson.

CEP Lesson Plan Form

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