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 th​
Physics Electrostatics 10-11​ 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 patterns of
electrons on the patterns of electrons in the outermost
energy level of atoms.
● HS-PS1-3 Plan and conduct an investigation to gather
evidence to compare the structure of substances at the
bulk scale to infer the strength of electrical forces
between particles.
● HS-PS2-6 Communicate scientific and technical
information about why the molecular-level structure is
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, misconceptions,
EL
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
Pre-Intro: Write Agenda
Implementation
Initial Model development
(individual and group). Informal.
Students will be refining their
model based on what they
learned in the lesson. Informal.
.
Teacher Does
Feedback Strategy How Informs Teaching
Determines what preexisting
Immediate. No right or wrong in knowledge and ideas there are
initial model design. to work with, and to work
through.
Will demonstrate if students
are learning and understanding
The teacher will be going around
concepts. If students appear to
class to each group for
still have misconceptions based
Immediate feedback with
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

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

(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
Ask each group one thing that they can commonly see on everyone’s
models, writing each points on the board and and point out the
repulsion force (empty gap) from the rail to the train. Lead discussion
to class realizing that there is a force between the two that causes
6. Students participate in identify some of the common aspects
them to repel.
seen on models made in class. The discussion will focus down to
the repelling forces and students might participate in where they
7. Show Bill Nye​ video​ on balloons. Demonstrate with Balloon on a
have seen such forces or what they think the causes are. Students
string with stick (attraction) and then with balloons (repel). Ask the
write in their notebook the vocab words: Repulsion and
students what would happen in each scenario before experimenting.
Attraction
The demonstration will involve the static electricity that the students
are familiar with and will show the different forces to illustrate
7. Students participate in guessing the outcome of the
repelling and attractive forces. Define Repulsion and Attraction.
experiment using their prior experiences. The students take down
the Tier II vocabulary.
8. Cause of Attractive and Repulsive Forces
Why are there different forces? Ask students why the balloon is
8. Students suggest some of their opinions why the balloon had
attracted to the pvc pipe, but repels the balloon made out of rubber.
different reactions to different objects.
Lead the answer to having different materials, and transition into the
fact that each material or element has different properties and we
9. Students recall their knowledge about period table from
need to go deep into what constructs an atom of each element.
previous science classes and answer to their best knowledge as
(Remind the students to disappoint them with the news we are using
they are called on. Students participate in discussion on the
Chemistry here)
characteristics of each component of the atom.
9. Link back to properties on the periodic table.
10. Students listen carefully
Ask each group/person what it tells us about each element (number
of protons, electrons, atomic weight, etc). Write down answers and
11. Class discussion
lead them to the fact that atoms are composed of Protons, Neutrons,
Electrons. Activate prior knowledge gained from chemistry by
12. Students watch demonstration as well as Phet Simulations to
discussing characteristics of each component of the atom.
realize how objects gain positive and negative charge as well as
(positive,negative neutral charge)
their interactions with other objects.
10. Atom, how is held together? Why are electrons arranged that
13. Students refine their model by adding in concepts they
way? (core of attraction and repulsion
acquired during the lesson today. (opposite charges repel)
Protons and Electrons are attracted and kept together. (Very simple
terms, electric force holds the electrons to the nucleus, and strong
14. Students throw out ideas on how to control the dstance
force holds the nucleus together)
between the rail and the train (like adding more electrons or
Electrons align themselves to create the greatest distance between
neutrons to the rail, etc)
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 Student 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 15. Students write daily exit journal on what concept they learned
they have or one thing they are confused about. 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, computer
Use of visuals and realia (videos, Use of visuals and realia; Group Opportunity to add in advanced
simulations, and models from other
balloon and other props, work; any accommodations or knowledge in model in a group,
groups) along with vocabulary
computer simulations, and models modifications needed for Special able to question or suggest what
words displayed with
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