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 10-11th Grade 60 Minutes
Magnetism
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections

● HS-PS1-1. Use the periodic table as a model to predict

the relative properties of elements based on the ELA/Literacy -
patterns of electrons on the patterns of electrons in the RST.9-10.7
outermost energy level of atoms. Translate quantitative or technical information expressed in words in a
text into visual form (e.g., a table or chart) and translate information
● HS-PS1-3 Plan and conduct an investigation to gather expressed visually or mathematically (e.g., in an equation) into words.
evidence to compare the structure of substances at the (HS-PS1-1)
bulk scale to infer the strength of electrical forces
between particles. Mathematics -
● HS-PS2-6 Communicate scientific and technical MP.2
information about why the molecular-level structure is Reason abstractly and quantitatively. (HS-PS2-4)
important in the functioning of designed materials.

Lesson Objective(s) Evidence

- Students will be able to identify that there is a repulsive and
attractive force caused by like and opposite charge.
- Students will be able to understand how objects are positively
charged and negatively charged.
- Editing of the first model to include opposite charge in
scenario when repulsive forces are present, and like charges
when attractive forces are present.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
To determine students’
preconceptions,
EL
misconceptions, and level of
knowledge about the subject
To assess how and what
students are learning and
PM
understanding the concept of
the lesson.
SA
FOCUS OF INSTRUCTION
Instructional Strategies
Accessing and assessing prior knowledge; Model out situation; video demonstration of concept
Lesson Introduction/Anticipatory Set
Time Teacher Does
Pre-Intro: Write Agenda
Implementation Feedback Strategy How Informs Teaching
Determines what preexisting
Initial Model development
Immediate. No right or wrong knowledge and ideas there are
(individual and group).
in initial model design. to work with, and to work
Informal.
through.
Will demonstrate if students
are learning and understanding
The teacher will be going
Students will be refining their concepts. If students appear to
around class to each group for
model based on what they still have misconceptions based
Immediate feedback with
learned in the lesson. Informal. on models, topics will be
question and answer.
readdressed or retaught in
different ways to try to clarify.
.
Student Does
Pre-Intro: Students write down agenda

15 min (2 min) 1. Introduces Video – Narrative along the lines of: I was at 1. Students might respond to their own experience of watching
the movies watching Black Panther and I noticed something in the mentioned movie and/or maglev trains.
this scene when Black Panther is fighting with his cousin towards
 the end (Show video link spoiler), I couldn’t help noticing the 2. Students watch the video
floating train that carries the Vibranium. Lead into a little bit of
discussion with “Did you know that the actual technology to make 3. Students listen to the scenario
that train exists?”
4. Students draw their own initial models then get in to groups of
(2min) 2. Play Video 4 and start working on their initial model of how maglev train
Leads conversation from introduction to the objective video works. The students will discuss and use their prior knowledge of
Video2 to introduce anchoring activity for the unit. free body diagrams to include arrows to show interactions of
forces.
(1 min) 3. Introduce Scenario
As seen on the video, there are projects and funding actually 5. Each group will come up and present their model. EVERYONE in
being proposed using the train. Your group is the engineering the group will take turns on presenting the idea. The group that is
consultant hired by a city to manage a new train project for the not presenting will listen, take notes or ask questions.
state that will be going through your town. The city council
summons your team to their boardroom because they do not
understand this new-fangled train technology. Your team needs
to create a presentation to explain to them how this train works.

(5 min) 4. Draw Initial Model

Students draw individual models. Then group students into
groups of 4 and have them discuss and draw a model (initial
model) of how a Maglev train works. The model should include
arrows indicating force that is affecting their model to their best
knowledge..

(5 min) 5. Share out Thoughts

Call each group up to the board and have them presents their
model to the class. Encourage groups that are not presenting to
ask questions or take notes on new ideas. THEY ARE ALL GOOD
IDEAS!
Lesson Body
Time Teacher Does Student Does
6. Identify Repulsion Force on Model 6. Students participate in identify some of the common aspects
Ask each group one thing that they can commonly see on seen on models made in class. The discussion will focus down to
everyone’s models, writing each points on the board and and the repelling forces and students might participate in where they
point out the repulsion force (empty gap) from the rail to the have seen such forces or what they think the causes are. Students
train. Lead discussion to class realizing that there is a force write in their notebook the vocab words: Repulsion and
between the two that causes them to repel. Attraction

7. Show Bill Nye video on balloons. Demonstrate with Balloon on
a string with stick (attraction) and then with balloons (repel). Ask
the students what would happen in each scenario before
experimenting. The demonstration will involve the static
electricity that the students are familiar with and will show the
different forces to illustrate repelling and attractive forces. Define
Repulsion and Attraction.
8. Cause of Attractive and Repulsive Forces
Why are there different forces? Ask students why the balloon is
attracted to the pvc pipe, but repels the balloon made out of
rubber. Lead the answer to having different materials, and
transition into the fact that each material or element has
different properties and we need to go deep into what constructs
an atom of each element. (Remind the students to disappoint
them with the news we are using Chemistry here)
9. Link back to properties on the periodic table.
Ask each group/person what it tells us about each element
(number of protons, electrons, atomic weight, etc). Write down
answers and lead them to the fact that atoms are composed of
Protons, Neutrons, Electrons. Activate prior knowledge gained
from chemistry by discussing characteristics of each component
of the atom. (positive,negative neutral charge)
10. Atom, how is held together? Why are electrons arranged that
7. Students participate in guessing the outcome of the
experiment using their prior experiences. The students take down
the Tier II vocabulary.
8. Students suggest some of their opinions why the balloon had
different reactions to different objects.
9. Students recall their knowledge about period table from
previous science classes and answer to their best knowledge as
they are called on. Students participate in discussion on the
characteristics of each component of the atom.
10. Students listen carefully
11. Class discussion
12. Students watch demonstration as well as Phet Simulations to
realize how objects gain positive and negative charge as well as
their interactions with other objects.
13. Students refine their model by adding in concepts they
acquired during the lesson today. (opposite charges repel)
14. Students throw out ideas on how to control the dstance
between the rail and the train (like adding more electrons or
neutrons to the rail, etc)
 way? (core of attraction and repulsion
Protons and Electrons are attracted and kept together. (Very
simple terms, electric force holds the electrons to the nucleus,
and strong force holds the nucleus together)
Electrons align themselves to create the greatest distance
between them because they are attracted to the protons in the
nucleus but repelled by other electrons, hence the funny shapes
of the orbitals. At the microscopic levels, they are affected and
this in turn causes it to affect us in macroscopic levels.

11. Lead to opposites attract! Define charge and the charge of an

electron and proton, and the units, Coulomb.

12. How do we change the charges? Demonstration with Balloon

– STRIP THAT ELECTRON OFF
Ask students how do we make something positive or negative?
(Do we add or take away more protons or electrons?)
Rub on hair, make attract to the board and repel each other.
What might be causing this attraction/repulsion?

When we rub, we strip away electrons! Lead back to periodic

table to see which elements that easily give up electrons.

Demonstrate with Balloon Simulation. (phet)

Show John Travoltage simulation to demonstrate he becomes
negative. (phet)

13. Ask students to refine their model based on what they have
learned today. Teacher goes around and checks to see things like:
forces are labeled as repulsive, opposite charges are indicated on
the tracks to cause repulsion.

14. Throw out a final question in the line of: how far do you think
the train has to be from the rail and how do we control that?

Lesson Closure
Time Teacher Does
15. Carry out the routine of exit journal cards on what they
learned that day. Have students write one thing they learned, or
one question they have or one thing they are confused about.
Student Does
15. Students write daily exit journal on what concept they learned
and hands it in to the teacher for a stamp.

Instructional Materials, Equipment, and Multimedia

https://www.youtube.com/watch?v=Bi-jbAtbCVE – MagLev
https://www.youtube.com/watch?v=oU8Fe6846d4 - Bill Nye
https://phet.colorado.edu/en/simulation/john-travoltage - John Travoltage
https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-static-electricity_en.html - Balloon Sim
https://drive.google.com/file/d/1m2UVtM7cYzKFCasgsRAT-rbBRcG5M4EO - Black Panther scene

Co-Teaching Strategies
Team teaching

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Use of visuals and realia (videos,
balloon and other props,
Use of visuals and realia (videos, Use of visuals and realia; Group Opportunity to add in advanced
computer simulations, and models
balloon and other props, work; any accommodations or knowledge in model in a group,
from other groups) along with
computer simulations, and modifications needed for Special able to question or suggest what
vocabulary words displayed with
models from other groups); Group Needs Student. they would like to learn in future
demonstration and/or models to
learning through group work lesson through exit card.
illustrate point; Group learning
through group work
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION