SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Lauren Smith, Shin Sul 888926102, 891484875 Physics

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Electricity and
Physics Electrostatics 11-12 50
Magnetism
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
HS-PS2-4. Use mathematical representations of
Newton’s Law of Gravitation and Coulomb’s Law to Mathematics -
describe and predict the gravitational and electrostatic MP.2 Reason abstractly and quantitatively. (HS-PS2-4)
forces between objects. [Clarification Statement: Emphasis MP.4 Model with mathematics. (HS-PS2-4)
is on both quantitative and conceptual descriptions of HSN.Q.A.1 Use units as a way to understand problems
gravitational and electric fields.] [Assessment Boundary: and to guide the solution of multi-step problems; choose
Assessment is limited to systems with two objects.] and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data
HS-PS2-6. Communicate scientific and technical displays. (HS-PS2-4)
information about why the molecular-level structure is HSN.Q.A.2 Define appropriate quantities for the
important in the functioning of designed materials.* purpose of descriptive modeling. (HS-PS2-4)
[Clarification Statement: Emphasis is on the attractive and HSN.Q.A.3 Choose a level of accuracy appropriate to
repulsive forces that determine the functioning of the limitations on measurement when reporting quantities.
material. Examples could include why electrically (HS-PS2-4)
conductive materials are often made of metal, flexible but HSA.SSE.A.1 Interpret expressions that represent a
durable materials are made up of long chained molecules, quantity in terms of its context. (HS-PS2-4)
and pharmaceuticals are designed to interact with specific HSA.SSE.B.3 Choose and produce an equivalent form of
receptors.] [Assessment Boundary: Assessment is limited an expression to reveal and explain properties of the
to provided molecular structures of specific designed quantity represented by the expression. (HS-PS2-4)
materials.]

Lesson Objective(s) Evidence

● Students will be able to clearly define the system
of the interacting objects that are mathematically
represented.
- Laboratory Assignment include proper knowledge
● Students will be able to correctly use the given
of interaction of objects as well as mathematical
mathematical formulas to predict the gravitational
laws
force between objects or predict the electrostatic
- Group Presentation include concepts covered in
force between charged objects.
the unit in their models with proper vocabulary as
● Based on the given mathematical models, students
well as representation of concept.
will be able to describe that the ratio between
- Models
gravitational and electric forces between objects
- Worksheets to show correct use of formulas in
with a given charge and mass is a pattern that is
different situations given as well as diagrams to
independent of distance.
show their understanding of interaction of objects.
● Students will be able to use the given formulas for
- Summative Assessment Quiz show choices and
the forces as evidence to describe that the change
answers that show competent understanding of
in the energy of objects interacting through
concept.
electric or gravitational forces depends on the
distance between the objects.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
The teacher will be going Will show if students are
around class to each group for understanding concepts along
Students understand the Immediate feedback with with academic language
Labbook, Worksheets, Quiz,
system of interacting objects question and answer during lab instead of just doing math. Any
EL Group Presentation, model
represented in mathematical and group learning time. misconceptions will be guided
refinement
form, also applying to real life. Teacher will comment on lab- through immediate feedback
books and assignments and or how to change future
return to students. lesson.
The teacher will be going
Will demonstrate if students
around class to each group for
are learning and understanding
To assess how and what Immediate feedback with
Labbook, Worksheets, Quiz, concepts. If students appear to
students are learning and question and answer during lab
PM Group Presentation, model still have misconceptions based
understanding the concept of and group learning time.
refinement. on assessment, topics will be
the lesson. Teacher will comment on lab-
re-addressed or taught again in
books and assignments and
different ways to try to clarify.
return to students.
SA
FOCUS OF INSTRUCTION
Instructional Strategies
1. Modeling
2. Experimentation
3. Group Learning
4. Summative Assessment (Worksheets, Quiz)
5. Presentation
Lesson Outline for the Week
Time Teacher Does Student Does
Monday. Monday.
- Review the concept of Charge and its - Students watch and follow the safety
characteristics with Pie plate capacitor Lab - instructions
VIDEO , Reference info LINK. Safety - Students use their pre-laboratory assignment
Video/instructions will be shown prior to to follow along the laboratory procedures
starting lab, although there are no safety and talk about the concept applied in lab in
concerns for this unit. their lab groups.
- After lab, teacher demonstrate how electric - Students participate in class discussion as
charges are exerting fields. (E-field well as listen carefully to instructions.
visualization model for display Computer - Group into Maglev Groups and work in
Simulation) and the concept of the field groups on application of concept to their
exerting a force *advanced students should project.
make sense of gravity field, leading to next Tuesday.
day* - Students participate in class discussion as
- Have time at end of class to think about how well as listen carefully to instructions.
this applies for maglev - Students work on computer simulation to
Tuesday. explore the interaction of charges in electric
- Coulomb’s Law and comparison to Universal fields.
Gravitation Lesson - Group into Maglev Groups and work in
- Electric fields comparison to Gravity fields groups on application of concept to their
- Electric Field Hockey simulation using electric project.
fields for experimentation by students Wednesday.
Computer Simulation - Students participate in the classroom activity
- Worksheets to solve problems using of real life example of coulomb’s law.
Coulomb’s law and force electric (Due Friday) - Students work on computer simulation to
- Elaborate on characteristics of E-field explore the interaction of charges in electric
- Have time at end of class to think about how fields.
this can be used to explain maglev - Group into Maglev Groups and work in
 Wednesday. groups.
- Continue Coulomb’s law and electric field Thursday.
concept with actual example of charges - Students ask questions they prepared and
interacting with each other so students are participate in class discussion
able to experiment and gain data to apply - Students work on Maglev presentation in
their understanding of mathematical laws their Maglev groups.
(balloons repelling -Coulomb’s law lab) Video Friday.
- Announce maglev progress check by city on - Students take quiz
Friday and give a little bit of time for group - Students are presenting their progress check
work on maglev presentation report along with their models to the class
- Dismiss class with thinking of questions and participate in class discussions for each
(either for homework or presentation) that group.
they can ask tomorrow.
Thursday.
- Ask questions they prepared on the quiz/train
project/E-field concepts
- Group activity to prepare for maglev progress
check presentation on Friday (Work on
model, presentation, etc).
Friday.
- Summative assessment of this section (QUIZ)
- Group Maglev presentation progress check
from the city officials on how MagLev works
(assessment through model/presentation)
Instructional Materials, Equipment, and Multimedia
- Pie Plate Lab (Reference+Materials https://www.exploratorium.edu/snacks/charge-carry)
- Computer Simulation to show electric field https://phet.colorado.edu/en/simulation/charges-and-fields
- Computer Simulation for electric field simulation class lab https://phet.colorado.edu/en/simulation/electric-
hockey
- Coulomb’s law balloon lab (Reference+materials https://www.youtube.com/watch?v=YPmxRKETNKI )
Co-Teaching Strategies
Team Teaching
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Use of visuals and realia (videos, Opportunity to add in advanced
props, graphic/models by teacher, knowledge in model in a group,
Use of visuals and realia; Group
Use of visuals and realia (videos, computer simulations) along with able to question or suggest what
work; any accommodations or
props, graphic/models by teacher, vocabulary words displayed with they would like to learn in future
modifications needed for Special
computer simulations); Group demonstration and/or models to lesson through exit card, giving
Needs Student (504 or IEP).
learning through group work. illustrate point, encouraging to advanced questions for
make a graphic organizer; Group homework/assessment
learning through group work appropriate for student level.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Not yet implemented