LESSON PLAN Name:Jeremiah Beaver & | Date: 4/19/2023 Lesson Start and End Time: 11:15- Emerson Spear 11:35 ‘Academic Area: History & — | Grade Level: 9 Co-op initials with date: JB ES Physics 4/17/2023 Pre-Instruction Planning Topic Benjamin Franklin's Leyden jars and how they function to store and release energy. PA Anchor/Standard or Eligible Content CC.8.5.9-10. B - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 3.4.7.B.3 - Explain the conversion of one form of energy to another by applying knowledge of each form of energy. 3.4.7.B.4 - Explain the parts and functions in an electrical circuit, Lesson Objectives ‘The student will be able to: 1, Following a guided exercise, independently or in pairs, students will be able to accurately locate the main points of a primary or secondary source 2. Construct a simple Leyden jar out of plastic bottles. 3._Explain the functions of the parts of the capacitor. Materials: Teacher: PowerPoint, PVC pipe and towel. handouts for students Student: [Plastic bottle, salt water, aluminum foil, grounding wire, a dulled nail, a ping pong ball, and electrical tape] | for every 3 students, Transcript of Benjamin Franklin’s letter to James Bowdoin, Planning for Leamers (Our student with ADHD will be provided with highlighters to locate the main details within the transcript, Before we begin working our way through the passage, we will make sure that the student has all the materials they need. Additionally, questions will be asked to help keep the student engaged and active with the material. A notes sheet will be provided for reference if the student was not paying attention during the lesson and missed key information. Primary Source Reference.pdf‘Our student with a reading disability will be specially monitored by the team teacher whose content area is not being taught. The teacher will be available to read passages aloud During the lab, each group will have a designated role, including that of a reader, so that our student will not have to read a passage to understand, but can focus on listening. The note sheet provided above will be given to this student as a “readable pdf” so that their browser can read the notes to them when they wish to study Primary Source Reference.pdf Primary Document Worksheet.pdf Lesson Presentation Introduction (S minutes) 1. After class begins, students will take the first 3 minutes to complete the bellringer with a partner. 2. Approximately two minutes will be given for students to share their examples from the bellringer. Sequence of activities including assessments (30 minutes) 3. After completing the bellringer, the lesson will begin with an explanation of why properly interpreting and understanding sources is important. This explanation will use student examples from the bellringer as well as the historical example of the British Charge of the Light Brigade, 4. The major points of this section are: © Interpreting events is the main focus of History and how awe leam from the past. * Understanding primary texts is how we leam about the cultures and beliefs of those different from us * We make decisions based on conclusions drawn from historical texts. $. Then, I (Jeremiah) will explain the core components of primary and secondary sources. After providing the definitions and some examples, have students answer the following questions: What are some other examples of primary or secondary sours 6. Then I (Jeremiah) will state that today we will be learning specifically how to read and understand a primary source. Then I will explain the three main components to analyzing a Primary source which are: text of the source Who wrote it and when did they write it? * What type of writing is it? b. Content of the source© What is the author's purpose? What is the text describing or explaining? ¢. Contribution of the source What is the significance of the text within its time? * What does the source teach us about the time period it was written in? 7. After explaining these points, note that certain texts may not contain all these elements. 8. Then each student will be handed a copy of the handout ‘that has an example of a primary source on the front and back. After students read the passage on the front, I (Emerson) will walk them through identifying the key components. The answers to this exercise are as follows: * Context * Author: Ben Franklin © Date written: April 12, 1753 © Type of Source: Letter * Content + Writing to someone about a shipment of a device * Describes the creation of these devices so that it can be replicated * Devices resemble Batteries * Goal is to inform the reader about how to recreate this invention * Contribution * Exciting innovations are being made in science and technology/ electrical currents are being discovered © Informs the reader that Ben Franklin is a skilled scientist’ inventor 9. Following the guided exercise, independently or in pairs, students will be able to accurately locate the main points of a primary or secondary source. (Assessment!) https:/ivww abrahamlincolnonline.org/lincoln/speeches/gettysbur gahtm © Answers: © Context * Speech given by Abraham Lincoln on November 19" 1863 * At the Soldiers National Cemetary * Content * Civil War is a test to see if “all men are created equal” * We must continue to finish the fight they began and create anation of freedom * Contribution + Lincoln inclusive fighting for a form of freedom that was all° He believed that the Civil war was the trial to determine whether America would uphold its own values 10, Once students have completed the exercise, ask what they wrote down for cach question. Once each of the questions has been answered ask the students the following questions: © What are some barriers that can make this process difficult? © What made it difficult to understand or locate information? 11. Then, the class will transition into the lab phase. 12, Benjamin Franklin was working on an early version of capacitor, which stores and releases energy. 13, How do we know Benjamin Franklin’s capacitor stored energy? 14, It shocked him so hard it knocked him down! 15, Parts of a Leyden Jar circuit * Conductors (foil on inside and outside) © Dielectric (glass in between) ‘© Resistor (Ben Franklin/Air) 16, How the parts function ‘© Conductors (collect charge) * Diclectric (separates and immobilizes charge) Resistor (connects the charge) 17, We can make our own version of Ben Franklin’s, experiment! 18. Show a video explaining how to do the Leyden Jar lab. hitps:/youtu.be/GISI8gKh2LQ (6:45) 19, Break into groups of 3 to do the Leyden Jar experiment. 20. Divvy up roles: reader, seribe, leader 21, Handout lab guide and worksheets to leaders. 22, Each group needs a plastic bottle, salt water, aluminum foil, grounding wire, a dulled nail, a ping pong ball, and electrical tape. Assemble according to lab sheet. 23, The teachers will come around to help charge and discharge the Leyden jars. 24, Complete a worksheet which assesses the student's, understanding of the functional parts of a battery. Lesson Wrap-up (G-5 Minutes) exit ticket: Students will break into 3 groups, and each will explain a different component of understanding primary sources (Context, Content, Contribution). They will also provide examples of the key facts that fall into each of these categories. Then, as a class, students will verbally list the functional parts of the Leyden jars.Self-Evaluation Rationale/ Personal Reflection