SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE R​ evised 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 conductive MP.4 Model with mathematics. (HS-PS2-4)
materials are often made of metal, flexible but durable HSN.Q.A.1 Use units as a way to understand problems
materials are made up of long chained molecules, and and to guide the solution of multi-step problems; choose
pharmaceuticals are designed to interact with specific and interpret units consistently in formulas; choose and
receptors.] [Assessment Boundary: Assessment is limited to interpret the scale and the origin in graphs and data
provided molecular structures of specific designed materials.] displays. (HS-PS2-4)
HSN.Q.A.2 Define appropriate quantities for the
HS-PS3-2​. Develop and use models to illustrate that energy at purpose of descriptive modeling. (HS-PS2-4)
the macroscopic scale can be accounted for as a HSN.Q.A.3 Choose a level of accuracy appropriate to
combination of energy associated with the motion of limitations on measurement when reporting quantities.
particles (objects) and energy associated with the (HS-PS2-4)
relative position of particles (objects). [Clarification HSA.SSE.A.1 Interpret expressions that represent a
Statement: Examples of phenomena at the macroscopic scale quantity in terms of its context. (HS-PS2-4)
could include the conversion HSA.SSE.B.3 Choose and produce an equivalent form of
of kinetic energy to thermal energy , the energy stored due an expression to reveal and explain properties of the
to position of an object above the earth, and the energy quantity represented by the expression. (HS-PS2-4)
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 the
● Students will be able to relate resistance, current, unit in their models with proper vocabulary as well
voltage, and power mathematically and conceptually. as representation of concept.
- 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 around
Snap circuit activity and group circuits and electricity at the
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, and questions to see if students are are any major misconceptions
question and answer during lab
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 around
Will demonstrate if students
class to each group for
are learning and understanding
To assess how and what Immediate feedback with
concepts. If students appear to
students are learning and Labbook, Worksheets, Group question and answer during lab
PM still have misconceptions based
understanding the concept of Presentation, model refinement. and group learning time.
on assessment, topics will be
the lesson. Teacher will comment on
re-addressed or taught again in
lab-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 what - Students participate in class discussion as well
happens if we have sustained charges). Snap as listen carefully to instructions.
circuit activity -- look for students’ conversations - Students watch and follow the safety
for EL/PM. How to solve a simple circuit (current, instructions
voltage, resistance) and Ohm’s Law ​Video​ and - Students use their newly gained concept on
Simulation​. Show how light bulbs work with circuits and experiment in their lab groups.
video​ for simple applications to look for this - Students work on computer simulation to
week. explore the concept of Ohm’s Law
Tuesday. Tuesday.
- Can you light a lightbulb with just 1 wire and a - Students participate in class discussion as well
battery? activity (in groups -- each group gets a as listen carefully to instructions.
little lightbulb, a battery, and a wire). - Students watch and follow the safety
- Parallel/Series Circuit behaviors concept ​Video instructions
(resistor/capacitor) and lab to see the difference - Students brainstorm in groups about “Can
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 ​Video​. are valid.
There will be a discussion on brief history of - Students experiment to compare the two
AC/DC and how we use the two with (parallel/series) circuits and its effect on
transformers, stepping up or down voltage or resistors/capacitors.
switching between the AC/DC. Wednesday.
 - Transfer of concept to real life of how
power/electricity gets to your house (​Video​)
after having knowledge on AC/DC. Open up
discussions on why the grid is designed so.
Thursday.
- Basics of how a generator works with ​Simulation
- Maglev Model refinement with concepts learned
this week.
Friday.
- Summative assessment of this section (QUIZ -
students solve a simple circuit, plus some
conceptual Q’s)
- Group Maglev presentation progress check from
the city officials on how MagLev works
(assessment through model/presentation)
- Students listen carefully to the teacher on the
new concept being introduced.
- Students participate in class discussion as well
as listen carefully to instructions.
Thursday.
- Students work on computer simulation to
explore the concept of Generator
- Students work on Maglev presentation in
their Maglev groups.
Friday.
- Students take quiz
- Students are presenting their progress check
report along with their models to the class
and participate in class discussions for each
group.

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