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Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __10/20/13______

School: _____SUNY Plattsburgh_________ Subject: __Magnetism_____ Grade Level: __11-12___

Unit/Lesson Title/Number: Electricity and Magnetism Electromagnetism Lesson #4 Context and Class Profile This class is comprised of regents physics students in 11th or 12th grade. All students have the required math and science necessary to participate in this class. This lesson serves to connect electricity and magnetism.

Common Core Standards

Assessed: Core Curriculum Physical Settings/Physics 4.1k Moving electric charges produce magnetic fields. 5.1s Field strength and direction are determined using a suitable test particle Common Core ELA Literacy Standards

CCSS.ELA-Literacy.L.11-12.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Practiced: Students will be learning what electromagnets are and the role that moving electric charges play in creating them. They will be able to determine the field direction and name the factors that can change the field strength.

Interdisciplinary Connections

Students will use literacy to define new vocabulary words.

21st Century Skills

Students will have to Elaborate, refine, analyze and evaluate their own ideas of how electricity is related to magnets.

Lesson Objectives
Label : (Blooms Taxonomy)

1. Students will be able to define (knowledge) electromagnet. 2. Students will be able to model (analysis) the first and second right-hand rules. 3. Students will be able to identify (analysis) the direction of magnetic fields around a wire.

Must be numbered

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1a) Quick Doodle 1b) Homework handout 2) Homework handout 3) Homework handout

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Before class, the teacher will put the agenda on the board. Agenda: 1) Bell Ringer 2) Direct Instruction PPT 3) Electromagnetism demonstration 4) Closure Bell Ringer: Hypothesize how magnets and electricity are related. Students should try to give at least two examples. The students will have 2 minutes after the bell rings to complete the bell ringer. The teacher will ask if there are any students that wish to share their ideas. Because electromagnetism has not been discussed yet, it is expected that the students will have little to say, or that their answers will be incomplete. The purpose of the bell ringer in this case is to get their minds thinking about electricity and magnetism. Transition: The bell ringer will provide a good transition into the days instruction. The teacher will pull up the PowerPoint with the days direct instruction (visual). Students should take notes in their notebooks while the material is being presented. Throughout the PowerPoint there are questions that the students should answer in their notes. The right hand rules that the students learn about will kelp kinesthetic and visual learners who learn best with their hands. The students will watch a video at the end of the PowerPoint that summarizes the material that was presented. They will continue to take notes and fill in the

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter

Label: Transitions

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for

Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions)

blanks of their notes while watching the video.

Transition: The teacher will then set up a demonstration at a central location. The students will be asked to quickly and quietly gather around. Students who need to sit will be allowed chairs and the students who have visual or hearing impairments will be allowed to move closest to the demonstration. The demonstration will have a wire that is connected to a power source. From the power source, students will be able to tell which end is positive and which end is negative and therefore can determine the direction of the current. The teacher will tell the students that he/she is going to ask them a question and give them two options of answers. When the options have been given the teacher will ask the class to answer as a whole. The teacher will call on 2 separate students to explain the directions again. (i.e. who answers? When do they answer?) (CFU-directions). Then the teacher will turn on the power supply and ask the class if the current is flowing to the left or right of him/her (CFU-informal). If everyone answers correctly, the teacher will move on to ask if the magnetic field lines at a certain point are moving towards him/her or away from him/her (CFU-informal). The class will answer and if everyone answers correctly the teacher will be able to move on. Next the teacher will take the same wire and coil it three times. One student will be called on to name the coil (solenoid)(CFU-content, very informal). The wire will again be hooked up to a power supply. The students will be asked as a group if the current is flowing to the left or right of the teacher (CFU-informal) and if the magnetic field lines are moving towards or away from him/her (CFU-informal). Three different students minimum will then be called on to list the three different ways in which the strength of the magnetic field can be increased. The teacher will demonstrate these three processes as the students answer one at a time. The students will be asked to quickly and quietly return to their seats. Once there, the homework on electromagnets will be passed around (formative assessment). The homework has 5 questions about the days topic that will assess their understanding of the objectives. The homework will be due the following day and will test their knowledge on the material presented on electromagnets so far. Closure: The students will be asked to complete a quick doodle and draw a few of the big concepts from the days lesson. Students should be drawing solenoids with currents and/or magnetic fields and/or hands and wires. The teacher will ask 2-3 students to repeat the directions (CFU-informal directions). They will be given the last 5 minutes of class and should use the time to make sure that their ideas

Label: Evidence of Cognitive Student Engagement (CSE)

Label: Closure

are well drawn and every part of their drawing is labeled. There will be crayons and markers and colored pencils provided if the students would like to add color.

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1) Quick Doodle (formative) The quick doodle will allow the teacher to gauge the students understanding of what an electromagnet looks like. If the students have a better understanding of the material then they should be able to label the current and direction of the magnetic field of an electromagnet. The quick doodle will be collected when the students leave class and returned the following day with feedback written on the side. This activity acts as a formative assessment because it will allow the teacher to know the depth of student understanding. 2)Homework handout (formative) The homework will ask more specific questions than the quick doodle did but will still be a formative assessment. The students will be asked questions using higher order thinking and will be given more time to formulate their answers. In this way it will be a much stronger formative assessment than the quick doodle. The homework will be collected the following day and returned with feedback and probing questions to further knowledge.

Describe type and purpose. Include a back-up plan.

A PowerPoint will be used in this lesson during direct instruction. If the technology fails then the teacher will be prepared to present the material using the board. There will be a hard copy of the PowerPoint available for the teacher to reference. The teacher will also need a power supply for the demonstration.

Academic Language required for the lesson

Students will need to know what magnetism is and what a magnetic field is. They will need to recall vocabulary from the electricity lessons and be able to explain what current is. They will also learn to define 1st right hand rule, 2nd right hand rule, and electromagnets.

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff

Accommodations will be made on an as-needed basis.

Resources/ Materials

Materials: PowerPoint, wire, power supply, bar magnet, compass, homework handout

Time Required 40-45 minutes