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 Circuit Theory 11-12 50
Magnetism
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections

HS-PS2-6. Communicate scientific and technical

information about why the molecular-level structure is
important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and
Mathematics -
repulsive forces that determine the functioning of the
MP.2 Reason abstractly and quantitatively. (HS-PS2-4)
material. Examples could include why electrically
MP.4 Model with mathematics. (HS-PS2-4)
conductive materials are often made of metal, flexible but
HSN.Q.A.1 Use units as a way to understand problems
durable materials are made up of long chained molecules,
and to guide the solution of multi-step problems; choose
and pharmaceuticals are designed to interact with specific
and interpret units consistently in formulas; choose and
receptors.] [Assessment Boundary: Assessment is limited
interpret the scale and the origin in graphs and data
to provided molecular structures of specific designed
displays. (HS-PS2-4)
materials.]
HSN.Q.A.2 Define appropriate quantities for the
purpose of descriptive modeling. (HS-PS2-4)
HS-PS3-2. Develop and use models to illustrate that energy
HSN.Q.A.3 Choose a level of accuracy appropriate to
at the macroscopic scale can be accounted for as a
limitations on measurement when reporting quantities.
combination of energy associated with the motion of
(HS-PS2-4)
particles (objects) and energy associated with the
HSA.SSE.A.1 Interpret expressions that represent a
relative position of particles (objects). [Clarification
quantity in terms of its context. (HS-PS2-4)
Statement: Examples of phenomena at the macroscopic
HSA.SSE.B.3 Choose and produce an equivalent form of
scale could include the conversion
an expression to reveal and explain properties of the
of kinetic energy to thermal energy , the energy stored due
quantity represented by the expression. (HS-PS2-4)
to position of an object above the earth, and the energy
stored between two electrically-charged plates.
Examples of models could include diagrams, drawings,
descriptions, and computer simulations.]

Lesson Objective(s) Evidence

- Laboratory Assignment include proper knowledge
of interaction of objects as well as mathematical
laws
- Group Presentation include concepts covered in
● Students will be able to relate resistance, current, the unit in their models with proper vocabulary as
voltage, and power mathematically and well as representation of concept.
conceptually. - Models
- Worksheets to show correct use of formulas in
different situations given as well as diagrams to
show their understanding of interaction of objects.
- Summative Assessment Quiz show choices and
 answers that show competent understanding of
concept.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Will show what students
understand/know about
The teacher will be going
Snap circuit activity and group circuits and electricity at the
around class to each group for
To assess students’ prior discussion. (informal) Teacher start of the lesson and if there
Immediate feedback with
EL knowledge, misconceptions, questions to see if students are are any major misconceptions
question and answer during lab
and preconceptions. able to make connections to that will need to be addressed
and group learning time.
prior concepts. (this is anticipated --
http://strandmaps.dls.ucar.edu
/?id=SMS-MAP-2085)
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, Group concepts. If students appear to
students are learning and question and answer during lab
PM 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.
To assess how well and how Quiz Students’ grades will be posted Will show if students have
much students learned and within 24 hours learned and understand the
understood the concept. concept of circuit electricity..
SA
Any misconceptions will need
to be 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.
- Introduce circuits (static electricity -- now - Students participate in class discussion as
what happens if we have sustained charges). well as listen carefully to instructions.
Snap circuit activity -- look for students’ - Students watch and follow the safety
conversations for EL/PM. How to solve a instructions
simple circuit (current, voltage, resistance) - Students use their newly gained concept on
and Ohm’s Law Video and Simulation. Show circuits and experiment in their lab groups.
how light bulbs work with video for simple - Students work on computer simulation to
applications to look for this week. explore the concept of Ohm’s Law
Tuesday. Tuesday.
- Can you light a lightbulb with just 1 wire and - Students participate in class discussion as
a battery? activity (in groups -- each group well as listen carefully to instructions.
gets a little lightbulb, a battery, and a wire). - Students watch and follow the safety
- Parallel/Series Circuit behaviors concept instructions
Video (resistor/capacitor) and lab to see the - Students brainstorm in groups about “Can
difference between the two types of circuits. you light a lightbulb with just 1 wire and a
Wednesday. battery?” and experiment to find if their ideas
- Concept of AC/DC explained along with are valid.
Video. There will be a discussion on brief - Students experiment to compare the two
history of AC/DC and how we use the two (parallel/series) circuits and its effect on
with transformers, stepping up or down resistors/capacitors.
voltage or switching between the AC/DC. Wednesday.
 - Transfer of concept to real life of how - Students listen carefully to the teacher on the
power/electricity gets to your house (Video) new concept being introduced.
after having knowledge on AC/DC. Open up - Students participate in class discussion as
discussions on why the grid is designed so. well as listen carefully to instructions.
Thursday. Thursday.
- Basics of how a generator works with - Students work on computer simulation to
Simulation explore the concept of Generator
- Maglev Model refinement with concepts - Students work on Maglev presentation in
learned this week. their Maglev groups.
Friday. Friday.
- Summative assessment of this section (QUIZ - - Students take quiz
students solve a simple circuit, plus some - Students are presenting their progress check
conceptual Q’s) report along with their models to the class
- Group Maglev presentation progress check and participate in class discussions for each
from the city officials on how MagLev works group.
(assessment through model/presentation)
Instructional Materials, Equipment, and Multimedia
- Snap Circuits
- Ohm’s Law - https://youtu.be/HXOok3mfMLM
- Generator Simulation - https://phet.colorado.edu/en/simulation/legacy/generator
- EMF Video - https://youtu.be/9kgzA0Vd8S8
- Ohm’s Law simulation - https://phet.colorado.edu/sims/html/ohms-law/latest/ohms-law_en.html
- Circuit Constructin Simulation - https://phet.colorado.edu/sims/html/circuit-construction-kit-dc/latest/circuit-
construction-kit-dc_en.html
- DC Resistors & Batteries - https://youtu.be/g-wjP1otQWI
- AC/DC - https://www.youtube.com/watch?v=vN9aR2wKv0U
- Series/Parallel Circuits - https://youtu.be/-w-VTw0tQlE
- How Light Bulbs Work - https://youtu.be/oCEKMEeZXug
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