TEAM Lesson Plan Framework
Teacher:
High School Physics Teacher
Course:
High School Physics
Course Unit: Electricity
Lesson Title: Superconductors
Learning Goals: What do you want students to be able to know or do as a result of this lesson?
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Students will learn the mechanism and uses of superconductors.
Students will also receive practice for state mandated writing tests.
Teachers will practice Common CORE curriculum requirements when using this lesson plan.
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STANDARDS: Reference State, Common Core, ACT College Readiness, ORS Standards and/or State CTE Competencies.
CLE 3231.5.1 Examine the properties of electric forces, electric charges, and electric fields.
CLE 3231.5.2 Explore the flow of charge and electric currents.
Review: How will you build Hook: How will you catch the
Real World Connection:
Student Reflection:
on prior knowledge?
attention of your students and
focus their minds on today’s
learning goals?
How is this learning goal relevant
to students’ lives?
How will you provide for
student reflection?
Students will have been
previously introduced to
Ohm’s Law and the
normal behavior of
electrons in room
temperature conductors.
The instruction should discuss
the problem of not being able
to use electricity where it is
easily produced by natural
methods.
Students have all been
introduced to the concept of
renewable power. This is
relevant because we can
reliably produce solar power in
the desert in wind power in
the mountains. However
transmission of this power is
an issue because of the voltage
drop.
At the end of the
lesson, students will
discuss their articles in
a group forum.
Assignments require students to: (Check all that apply)
What evidence will you collect that students have mastered the learning goals?
X
X
X
X
X
Organize
Interpret
Analyze
Synthesize
Evaluate information
x Writing: Draw Conclusions
x Make Generalizations
x Produce arguments
Assessment: How will performance be measured? (Check all
that apply)
Project
x Essay
 Experiment
Short Answer
 Presentation
Multiple Choice
 Other _________________________________
Connection to: x prior learning
X life experiences
Other disciplines:
Measurement Criteria: How will you define mastery?
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Students will be able to explain the normal
method of electron flow.
Students will discuss the difference between
conduction of electrons normally and super
conductor electron conduction.
Students will be able to discuss graphically how
they can show that superconductors are
working.
Students will discuss that the difference
between superconducting material and nonsuperconducting material is within the
crystalline structure and how the lattice is
constructed.
Activities and Pacing: What strategies, procedures, and transitions will you use?
Time
5 min
Beginning
How will you begin?
 Superconductors can and will play a major part in our future lives.
Transition
10
min
Time
10
min
Assignment:
 Every Class Member is tasked to write a three paragraph article.
Time
How will you Close the lesson?
 The teacher holds a group discussion with all groups participating; discussing the critical
questions.
Time
Beginning Day 2
END OF DAY 1
Day 2  Students will be reminded of the Critical Questions and meet in groups to share answers for the
critical questions with the other members of their group.
Time
End Day 1
Transition
How will you close the first day of the lesson?
 Summary; students will be reminded of some of the Critical questions.
40
min
Middle
The assignment:
 After seeing the presentation write an article that thoroughly discusses how
superconductivity works and why we need them.
Critical Questions to be answered in the article:
 Why do we need Superconductors?
 What are some of the magnetic effects of Superconductors?
 What structural property is common in all low temperature Superconductors?
 What happens to electrons in low temperature superconductors at normal
temperatures?
 When low temperature superconductors are chilled to their critical temperature, how
do the electrons react?
 What about the low temperature superconductor structure that creates the
superconducting environment?
 Has anyone determined why high temperature superconductors work differently than
low temperature superconductors?
 If low temperature superconductors work, why is it important to find
superconductors that will work at high temperature or room temperature?
 What are the major benefits of superconductor use?
30
min
End of Day 2
10
min
Materials
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How do they align with learning goals and
allow for higher order thinking?
The PowerPoint

o “HowDoesSuperconductivityWork.pptx”
will be shown to the class and posted in
pdf format for students to review at home.
Included in this PowerPoint is the video:
o SuperconductorGraph.wmv
This information is with regard to the charge, field
forces and the flow of charge.
Texts: Which texts will be used? What is the level of
Questions: What are some questions you plan, and what
complexity?
evidence will students be required to cite?
None
1. Why do we need Superconductors?
2. What are some of the magnetic effects of
Superconductors?
3. What structural property is common in all low
temperature Superconductors?
4. What happens to electrons in low temperature
superconductors at normal temperatures?
5. When low temperature superconductors are
chilled to their critical temperature, how do
the electrons react?
6. What about the low temperature
superconductor structure that creates the
superconducting environment?
7. Has anyone determined why high temperature
superconductors work differently than low
temperature superconductors?
8. If low temperature superconductors work, why
is it important to find superconductors that
will work at high temperature or room
temperature?
9. What are the major benefits of
superconductor use?
10. Students will write an article that explores
construction and benefits of superconductors.
Differentiation: How will you differentiate instruction to
Grouping: How will your groups be organized? What roles
will students fulfill?
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accommodate individual students’ anticipated learning
difficulties, interests, and/or cultural heritage?
There are no barriers for students with disabilities.
Students should be grouped in groups of 3 students to
Kinesthetic, Visual and Auditory learners are all targeted in
a maximum of 5 students.
aspects of this lesson. With the group doing the analysis of the
Student roles should include a group leader, and
information; members without strong skills will be scaffolded by
researchers. Suggested is that group members become
experts in certain questions and share their information stronger students.
with the group.
Intervention: How will you use the results of the
Thinking: What kinds of thinking will students do, and how will
assessment(s) to inform future instruction?
you model this thinking?
Questions after the first day of this lesson will help
determine misconceptions. Second day instruction will be
initiated by dispelling of first day misconceptions.
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The presentation is multi-media with intervention by
instructor after the first day.
Group members sharing information will greatly assist
understanding of this topic prior to the writing of their
article.