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 Electric Fields 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.
● Students will be able to correctly use the given - Models
mathematical formulas to explain and predict the - Worksheets to show correct use of formulas in
characteristics of uniform electric field and point different situations given as well as diagrams to
charge. show their understanding of electric fields.
● Based on the given mathematical models, students - Summative Assessment Quiz show choices and
will be able to describe and calculate the answers that show competent understanding of
acceleration of a particle in a given electric field. concept.
● Students will be able to draw electric field lines for
an object in electrostatic equilibrium.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Students understand the
system of interacting objects
EL
represented in mathematical
form, also applying to real life.
Implementation Feedback Strategy
The teacher will be going
Labbook, Worksheets, Quiz,
around class to each group for
Group Presentation, model
Immediate feedback with
refinement
question and answer during lab
How Informs Teaching
Will show if students are
understanding concepts along
with academic language
instead of just doing math. Any
 and group learning time. misconceptions will be guided
Teacher will comment on lab- through immediate feedback
books and assignments and or how to change future
return to students. lesson.
PM The teacher will be going
Will demonstrate if students
Progress around class to each group for
are learning and understanding
Monitori To assess how and what Immediate feedback with
Labbook, Worksheets, Quiz, concepts. If students appear to
ng students are learning and question and answer during lab
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 To assess how well and how Quiz Students’ grades will be posted Will show if students have
Summati much students learned and within 24 hours learned and understand the
ve understood the concept. concept of electrostatics. Any
Assessme misconceptions will need to be
nt addressed before moving on to
next topic.
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.
- Revisit concept of Electric Fields with PhET - Students participate in class discussion on
simulation to show electric field lines, revisiting concept.
direction of travel for charged particle in an - Students work on a guided computer
electric field simulation worksheet as a group, asking
- Electric Potential Energy: Potential Difference questions when needed.
(dV=dPE/q) and computer simulation Tuesday.
worksheet activity for students on their - Students listen carefully to teacher lecture,
chromebooks for electric asking questions to clarify concept when
potential/equipotential line needed.
Tuesday. - Students participate in group discussions and
- Characteristics of Electric Field as Uniform reasoning to (hopefully) conclude Proton and
Field and Point Charge (Uniform field: V=Ed, electron feel same force, but different
E=V/d, E=-dV/dt) (point charge V=kQ/r) and acceleration because they have different
calculating acceleration of a particle in E-field masses (same but opposite charge). Students
(F=ma=qEd). form explanations using prior knowledge and
- Have students get into groups to discuss how mathematical reasoning.
a proton and an electron move in an electric Wednesday.
field, using equations just discussed. - Students participate in the classroom activity
Wednesday. of real life example of electrostatic
- Van der graaf generator demo to equilibrium via Van de Graaf Generator (Hair
demonstrate characteristics of electric fields stands up)
in Electrostatic Equilibrium and do a seeds - Students observe the demonstration of
demo for the same purpose. (Radial electric field with seeds and ask questions,
direction/perpendicular to surface, no field in compare notes and textbook notes on
the center, etc) Lab Sample video - (potential phenomenon explained vs demonstrated.
danger to students, hence demo) Thursday.
Thursday. - Students listen carefully to instructions on
 - Characteristics of Capacitor and how it capacitor and compare its relationship with
charges with electric field (relationship of concept of uniform fields.
uniform field, etc. Capacitor levitation demo - Students observe demonstration of capacitor
(Lab Sample Video potential danger to levitation using aluminum foil, realize/ask
students, hence demo) to show a questions about the invisible “field” they
demonstration of “particle/object” in uniform learned about acting on the foil.
field to give the students idea of some sort of - Students work on Maglev presentation in
“field” is acting on the maglev for levitation their Maglev groups.
- Model refinement for maglev with the idea of - Students ask questions they prepared and
fields involved. Instruct students to include participate in class discussion
explanations/reasonings for the changes they Friday.
make to their models. - Students take quiz
- Quiz Review (any questions) - Students are presenting their progress check
Friday. report along with their models to the class
- Summative assessment of this section (QUIZ) and participate in class discussions for each
- Group Maglev presentation progress check group.
from the city officials on how MagLev works - Students hand in exit cards with
(assessment through model/presentation) questions/suggestions with any questions,
- Call for Exit Cards with questions/suggestions clarification, things the students want to
the students would like to learn or questions learn, thoughts on maglev, etc.
they have on maglev to be discussed.
Instructional Materials, Equipment, and Multimedia
- Computer Simulation to show electric field https://phet.colorado.edu/en/simulation/charges-and-fields
- Van Der Graaf Generator
- Demonstrations involving electric field/seeds (lab/materials listed in video)
https://www.youtube.com/watch?v=Y6YdC2UoDYY
- Capacitor Levitation Demo (lab/materials listed on video)
https://www.youtube.com/watch?v=RqgslPPHvDw
Co-Teaching Strategies
Team Teaching/Parallel 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