Lesson Plan #3_ Induction Of Objects .docx

1 Teacher Candidate: Damaris Martinez

Subject: Physics Grade Level: High School Lesson Number: 3

Central Focus/Overall Goal: Students will be able to analyze what electrostatic is with all of its components, how it is produced, how it works and its application to electricity Learning Segment/Unit Language Function: Analyze State-adopted NYS Common Curriculum Physical Setting/Physics Major Understandings 5.1: student academic Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular content standards motion, velocity and acceleration, momentum and inertia). CCSS.ELA-LITERACY.RST.11-12.3 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. 21st Century Learning Skills: Communicate Clearly: Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts Lesson Objectives/Target Evidence Common Misconceptions/ Procedure – Label: Instructional method(s), learning tasks, modeling, guided practice, scaffolding, independent practice, activities and/or other Label: Bell Ringer Also may be called: anticipatory set, hook, introduction, review, Do Now, Write Now, Silent Starter, warm-up Label: Transitions Label: Accommodations for Learning Modalities visual, auditory, and kinesthetic Label: Checks for Understanding:

Students will be able to explain different patterns of motion by 1. Describing (Evaluation)the creation of a changed object and movement of electrons. 1a. Lesson 3 Independent Problem: Induction 1b. Revision of “ Prediction, Observation, and Revision “ Worksheet A misconception students may have is that only metals can hold a charge. Although we do use metals because they are good conductors this does not mean they are the only thing that can hold a charge. The teacher will use a balloon (non-metal material), charge it by friction and use it to pick up pieces of paper. Neither of these objects where metal or metal like but they were able to hold a charge briefly. Demonstration ● The teacher will start the instructional portion of the class with a demonstration. (Visual) ● The teacher will pass out the “Prediction, Observation, Explanation, and Revision” worksheet as the warm-up. (RBIS #1). ● The teacher will have six to seven pieces of tinsel tied together at the ends, a segment of PVC pipe and a furry fabric material. The teacher will then “charge” PVC pipe by rubbing it with the fabric. ● Meanwhile, students will be instructed to write and draw at least one prediction in the “Prediction” Section. The teacher will tell the students they have two minutes to do this. ● The teacher will ask the students which square will they write and draw their prediction in. The teacher will then ask the students how much time they have to complete the task.(CFUdirections) ● The teacher starts the demonstration by holding the pipe in one hand and hold the tinsel in the other. The teacher will let the tinsel fall towards the pipe from above. Tinsel will then float upwards and create a floating sphere. ● The teacher will then ask the student to draw, write at least 2 observation in the “Observation” section. (CSE)(21st Century Skills-Communicate Clearly) ● The teacher will then give the students an opportunity to try the experiment, this will last 6 minutes. (Kinesthetic) Transition:. After 4 minutes the teacher will use “Physicist, Yes” for the class to regroup and instruct the students to put the materials on the teacher's desk and use the next 2 minutes to continue writing their observations or write any new ones they made. The teacher will give a 1-minute warning. ● The teacher will then instruct students to write a rationale for each of the observation in the “Explanation” section. The teacher will tell students they have 4 minutes to complete the following task. 21st Century Skills-Communicate Clearly (CSE) ● The teacher will ask for two volunteers to repeat the criteria for the task and how much time they have to do it. (CFU-Directions) ● After 3 minutes the teacher will give students a 1-minute warning to ask the student to finish their final thought. ● The teacher will ask for at least 3 volunteers to share the observation and their explanations. The teacher will ask probing question and prompt a discussion that will lead to the instructional portion of the lesson. Transition: The teacher will ask the students to set their “ Prediction, Observation, and Revision “ Worksheets aside but not to put them away because they will use them at the end of the class period. The teacher will start the teaching portion of the lesson by passing out class worksheets for the lesson.

Copyright Pending – S. Hackett 2018

2 directions, and/or content (formal or informal) Label: RBIS ( Research-Based Instructional Strategies) Label: Evidence of Cognitive Student Engagement (CSE) Label: Academic Language (introduced/practic ed/assessed) Label: 21St Century Skills Label: Adaptations/ Accommodations for diverse learning needs (not required)

Label: Differentiated Instructions (content, process, and/or product – ability/readiness) – only required in 1 LP

Label: Interdisciplinary Skills Label:

Closure

Development/Teaching: Induction ● The teacher will then explain charge by contact happens when a charged rod is placed in contact with a neutral object. ● The teacher will next introduce that electric charge can be transferred by friction. ● The teacher will write and explain that charge by friction happens when one material rubs against each other. ● The teacher will ask students if they know of any examples charged by friction. ● The teacher will instruct students to do a turn and talk to discuss examples, students will be given 3 minutes. (Auditory) ● The teacher will ask each pair to share at least one thing that they discussed. Typical answers can include but are not limited to ■ combing your hair ■ rubbing your socks on the carpet ■ rubbing a balloon on your head ■ rubbing the PVC pipe in the demonstration. ● The teacher will explain that this is done because of the materials transfers electrons to each other when they come in contact. This causes the object to have more or fewer electrons, these atoms are called Electrically Charged Objects. (Academic Language Introduction: Electrically Charged Objects) Transition:The teacher will have 3 different induction stations set up. One that mimics combing your hair, another that mimics rubbing your socks, and another one rubbing a balloon on your head. Students will start at the station that most resembles the situation that they shared with the class. Lab Activity ● Students will have the opportunity to go to each station and try the scenario for themselves. (Kinesthetic) ● They will have 10 minutes to do so and complete the accompanying section of the handout for each station. Transition: The teacher will give students a 2-minute warning. After the time is up the teacher will use “Physicists, Yes” to regroup and have students go back to their seats. Development/Teaching: Induction Cont. ● The teacher will explain what happens in each step and how objects are charged by induction using Lesson 3 Classwork Sheet: Induction. (Academic Language Introduction: Induction)(Visual) ● The worksheet has a diagram that resembles the scenario at each induction station. The teacher and the student will explore what is happening in the diagram, by using their observations made at each station. ● This will be done by the teacher asking probing questions and labeling each stage with the student's answers. The teacher will require the use the vocab learned in the lesson in their explanation when sharing. ● The teacher will introduce net charge and grounding and give its definition. (Academic Language Introduced: Net charge, Grounding) ● The teacher will ask students to use the information presented to finish filling out a “Vocab Tab” for Charged Objects, Induction, Charge. (Academic Language Practiced: Net charge, Induction, Electrically Charged Object, Grounding)(Kinesthetic)(Visual) ● The teacher will ask “ Can non-metal objects hold a charge” ● Students will do a quick turn and talk to brainstorm answers. They will have 2 minutes (Auditory) ● The teacher will then ask for each pair to share what they discussed. ● The teacher will use a balloon (non-metal material), charge it by friction and use it to pick up pieces of paper. Neither of these objects where metal or metal like but they were able to hold a charge briefly. Although we do use metals because they are good conductors this does not mean they are the only thing that can hold a charge. Transition: Teacher will ask students to pull out “ Lesson 3: Independent Practice Problem” Worksheet. Independent Practice: Induction ● The teacher will instruct students that they will have 10 minutes complete this worksheet individually. They must least 4 vocabulary words from the unit. They may use their notes as a reference. (CFU-Content, Formal)21st Century Skills-Communicate Clearly (CSE) ● The teacher will ask for 2 students to repeat the directions. (CFU-directions) ● The teacher will give students a 2- minute warning.

Copyright Pending – S. Hackett 2018

3 Transition: The teacher will hand out the Mid-Unit Self Assessment Self-Assessment: Mid-0 Unit Review ● The students will have 7 minutes to complete this assignment. The teacher will explain the directions. ● Students will be given a checklist with all objectives on it. ● Students will assess the comfort level, create a goal to increase their confidence in the material, and the come up with strategies to achieve their goal. ● The teacher will give students a 2- minute warning. Transition: Teacher will ask the students to finish writing their final thought The teacher will then instruct students to take out their “ Prediction, Observation, and Revision “ Worksheet (which is also their ExitTicket). The teacher will ask the students to put away their pens and pencils. The teacher will hand out different colored writing utensils. Teacher will also handout the Mid-Unit Self Assessment. Closure- Exit Slip Using their new knowledge, students will work independently to revise what they wrote in the “Explanation” section (without erasing) and rewrite the revised version it in the “Revision” section with a justification of their changes using there colored writing utensils. The student will have the ability to do the demonstration while completing the Exit Ticket in order to help the revision process.(CFU-Content, Formal) (CSE)21st Century Skills-Communicate Clearly.When students are done with their exit ticket they will complete the mid-unit self assessment.

Formal Assessments 1. Evaluation Criteria and 2. Feedback Method

Name the assessment and describe the purpose/what is being assessed (include related objective(s)) Lesson 3 Independent Problem: Induction

Lesson 3 Independent Problem: Induction

Students will be able to explain different patterns of motion by describing (Evaluation) the creation of a changed object and movement of electrons.

1. Practice Problems will be graded as classwork grade. Satisfactory Grade= 3

Exit Slip : Revision of “ Prediction, Observation, and Revision “ Worksheet Students will be able to explain different patterns of motion by describing (Evaluation) the creation of a changed object and movement of electrons.

Copyright Pending – S. Hackett 2018

2

1

0

Writing Conventions

The student used full sentences

The student did not use full sentences

left blank

Vocabulary

The students used 4 vocab words appropriately

The student used at least 2 vocab words

left blank

Movement of electrons

The movement of electrons was correctly described

The movement of electrons was mostly described correctly

left blank

2. The teacher will provide written criterion-based feedback to students and give them the opportunity to revise it again for more points.. Students must write corrections in a different color and include at least 1 goal for themselves to implement to drive their learning. Exit Slip 1. The Exit Slip will be graded out of 8 points. Evaluation Criteria: Satisfactory Score = 5 2

1

0

Prediction

At least 1 prediction written using a complete sentence

1 prediction written, not a complete sentence

Observation

At least 2 observations written using a complete sentence

Only 1 observation written or did not use complete sentences

Left Blank

Explanation

Same number of

Number of

Left Blank

Left Blank

4

Revision

Academic Language required for the lesson How will the language be introduced, practiced, & assessed?

Instructional Resources/ Materials

Research and/or Theory Supporting Instructional Decisions (at least 2)

explanations as observations

explanation is less than observations

Student revised explanations using a different color or added more details and facts Used 1 main concept and at least 5 vocab words

Student rewrote explanations statement with no corrections. Used 1 main concept or used less than 5 vocab words

Left Blank

2. The teacher will provide written criterion-based feedback to students and give them the opportunity to revise it again for more points. Students must write corrections in a different color and include at least 1 goal for themselves to implement to drive their learning. Academic Language: Electrically charged objects, induction, net charge, and grounding Introduced: The terms Elementary Charge and Conservation of Charge will all be introduced in the instructional portion of the lesson. The teacher will describe the term by using it in a scenario and give the definition. Students will what was learned in class to add to their “Vocab Tabs” Practiced: Students will have an opportunity to practice vocabulary by creating their own definitions and apply them to their work. Students also use “Vocab Tabs” to practice lesson vocabulary words. Students are required to appropriately use and apply their new vocabulary when completing classwork. Assessed: Students are required to correctly use the vocabulary completing their Exit Slip by using the vocabulary words to revise the explanations. ● “Predict, Observe, Explain, Revised”worksheet ● Material needed for the demonstration and induction stations. ● Computer and Projector ● Whiteboard/Chalkboard/Smart Board RBIS #1- Prediction, Observation, Explanation, Revision Worksheet: According to “Cues, Questions, and Advance Organizers” Marzano(2001) believes that organizers enhance a student’s ability to retrieve, use, and organize what they already know about the topic. According to the UDL Guidelines, 6.4 Enhances capacity for monitoring progress and 9.3 Develop self-assessment and reflection. By using “Prediction, Observation, Explanation, Revision Worksheet” worksheet it will help students keep a record of what they knew about induction and movement of electrons previously and what they learned afterward. It will help organize their thoughts, pushes them to self-regulate their misconceptions, mind map the adaptations to their schemas and create self-driven learners. RBIS #2- Physicist”Yes” UDL Guidelines support providing students with multiple means of Engagement. it also supports minimizing threats and distractions (7.3) by implementing an age-appropriate way of gathering the student's attention and limiting possible distractions in the learning environment. By using “Physicists, Yes”, I signal to my students that I need their attention in order to give the next order of directions. Using this age-appropriate method, I do not have to yell, compete for their attention, and optimize class time.

Copyright Pending – S. Hackett 2018