Context: This lesson was created under the instruction of Dr. Terry Carroll at Appalachian State University, Fall 2007.  This lesson was designed to be taught to a fourth grade class and focuses on making a motor run.

Impact:

Third Grade Science:

Competency Goal 3: The learner will make observations and conduct investigations to build an understanding of magnetism and electricity.

3.03 Design and test an electric circuit as a closed pathway including an energy source,

energy conductor, and an energy receiver.

3.06 Describe and identify materials that are conductors and nonconductors of electricity.

3.07 Observe and investigate that parallel and series circuits have different characteristics.

Alignment:

Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.

Indicator 2: Teachers have knowledge of basic physical science concepts including:

• Systems of measurements, analysis, and interpretation of data
• Structure and properties of matter
• Factors affecting chemical reactions
• Forces of motion
• Electromagnetism
• Waves and optics (light, heat, and sound)
• Sources, forms, conservation of energy

 This standard was met because, the lesson that I taught dealt with motors and how they ran.  In order to teach this, we had to discuss electricity, circuits, as well as conserving energy.  All of these are elements of basic physical science. 

Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing).

This standard was met because entire purpose of the lesson was to make it an inquiry based lesson.  I focused on Bloom's Taxonomy when creating the lesson plan and was sure to ask higher order thinking questions.  I wanted my students to have to really think about what was necessary to make a motor run. 

Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:

• Utilize community resources
• Give personal attention and encouragement to underrepresented groups of students
• Use relevant and real-world applications that interest a diverse population
• Encourage underrepresented groups to assume leadership roles