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Teacher Candidate: ​Damaris Martinez​ ​ hysics​ Grade Level: ​High School​ Lesson Number: ​3
Subject: P

Central Focus/​Overall Goal:​ ​Students will be able to ​analyze​ what electrostatic is with all of its components, how it is
produced, how it works and its application to electricity
Learning Segment​/Unit Language Function: ​Analyze
State-adopted NYS Common Curriculum Physical Setting/Physics Major Understandings 5.1:
student academic Students can explain​ and predict d ​ ifferent patterns of motion of objects​ (e.g., linear and uniform circular
content standards motion, velocity and acceleration, momentum and inertia).
CCSS.ELA-LITERACY.RST.11-12.3
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context ​relevant to ​grades 11-12 texts and topics​.
21st Century Learning Skills:
Communicate Clearly: Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
Lesson Students will be able to explain different patterns of motion by
Objectives/Target 1. Describing (Evaluation)the creation of a changed object and movement of electrons.
Evidence 1a. Lesson 3 Independent Problem: Induction
1b. Revision of “ Prediction, Observation, and Revision “ Worksheet
Common A misconception students may have is that only metals can hold a charge. Although we do use metals
Misconceptions/ because they are good conductors this does not mean they are the only thing that can hold a charge.
The teacher will use a balloon (non-metal material), charge it by friction and use it to pick up pieces of
paper. Neither of these objects where metal or metal like but they were able to hold a charge briefly.
Procedure – Demonstration
● The teacher will start the instructional portion of the class with a demonstration. ​(​Visual​)
Label: ● The teacher will pass out the “Prediction, Observation, Explanation, and Revision” worksheet as
Instructional the warm-up. (​RBIS #1​).
method(s), ● The teacher will have six to seven pieces of tinsel tied together at the ends, a segment of PVC
learning tasks, pipe and a furry fabric material. The teacher will then “charge” PVC pipe by rubbing it with the
modeling, guided fabric.
practice, ● Meanwhile, students will be instructed to write and draw at least one prediction in the
scaffolding, “Prediction” Section. The teacher will tell the students they have two minutes to do this.
independent ● The teacher will ask the students which square will they write and draw their prediction in. The
practice, activities teacher will then ask the students how much time they have to complete the
and/or other task.​(CFU-directions)
● The teacher starts the demonstration by holding the pipe in one hand and hold the tinsel in the
Label:​ ​Bell other. The teacher will let the tinsel fall towards the pipe from above. Tinsel will then float
Ringer upwards and create a floating sphere.
Also may be ● The teacher will then ask the student to draw, write at least 2 observation in the “Observation”
called: anticipatory section. (​CSE)​(​21st Century Skills-Communicate Clearly)
set, hook, ● The teacher will then give the students an opportunity to try the experiment, this will last 6
introduction, minutes. (​Kinesthetic​)
review, Do Now, Transition:​. After 4 minutes the teacher will use “Physicist, Yes” for the class to regroup and instruct the
Write Now, Silent students to put the materials on the teacher's desk and use the next 2 minutes to continue writing their
Starter, warm-up observations or write any new ones they made. The teacher will give a 1-minute warning.
● The teacher will then instruct students to write a rationale for each of the observation in the
Label: “Explanation” section. The teacher will tell students they have 4 minutes to complete the
Transitions following task. ​21st Century Skills-Communicate Clearly ​(CSE)
● The teacher will ask for two volunteers to repeat the criteria for the task and how much time they
Label: have to do it. ​(CFU-Directions)
Accommodations ● After 3 minutes the teacher will give students a 1-minute warning to ask the student to finish
for Learning their final thought.
Modalities ● The teacher will ask for at least 3 volunteers to share the observation and their explanations.
visual,​ ​auditory​, The teacher will ask probing question and prompt a discussion that will lead to the instructional
and k​ inesthetic portion of the lesson.

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Label:​ ​Checks for Transition: ​The teacher will ask the students to set their “ Prediction, Observation, and Revision “
Understanding: Worksheets aside but not to put them away because they will use them at the end of the class period.
directions​, and/or The teacher will start the teaching portion of the lesson by passing out class worksheets for the lesson.
content​ (formal or Development/Teaching: Induction
informal) ● The teacher will then explain charge by contact happens when a charged rod is placed in
contact with a neutral object.
Label:​ ​RBIS ● The teacher will next introduce that electric charge can be transferred by friction.
( Research-Based ● The teacher will write and explain that charge by friction happens when one material rubs
Instructional against each other.
Strategies) ● The teacher will ask students if they know of any examples charged by friction.
● The teacher will instruct students to do a turn and talk to discuss examples, students will be
Label:​ Evidence given 3 minutes. (​Auditory​)
of ​Cognitive ● The teacher will ask each pair to share at least one thing that they discussed.
Student Typical answers can include but are not limited to
Engagement ■ combing your hair
(CSE) ■ rubbing your socks on the carpet
■ rubbing a balloon on your head
Label:​ Academic ■ rubbing the PVC pipe in the demonstration.
Language ● The teacher will explain that this is done because of the materials transfers electrons to each
(​introduced/practic other when they come in contact. This causes the object to have more or fewer electrons, these
ed/assessed​) atoms are called Electrically Charged Objects. ​(Academic Language Introduction: Electrically
Charged Objects)
Label: Transition​:The teacher will have 3 different induction stations set up. One that mimics combing your hair,
​21​St​ Century another that mimics rubbing your socks, and another one rubbing a balloon on your head. Students will
Skills start at the station that most resembles the situation that they shared with the class.
Lab Activity
Label: ● Students will have the opportunity to go to each station and try the scenario for themselves.
Adaptations/ (​Kinesthetic​)
Accommodations ● They will have 10 minutes to do so and complete the accompanying section of the handout for
for diverse each station.
learning needs ​(not Transition​: The teacher will give students a 2-minute warning. After the time is up the teacher will use
required) “Physicists, Yes” to regroup and have students go back to their seats.
Development/Teaching: Induction Cont.
Label: ● The teacher will explain what happens in each step and how objects are charged by induction
Differentiated using Lesson 3 Classwork Sheet: Induction. ​(Academic Language Introduction:
Instructions Induction)​(​Visual​)
(content, process, ● The worksheet has a diagram that resembles the scenario at each induction station. The
and/or product
teacher and the student will explore what is happening in the diagram, by using their
–ability/readiness)
–only required in 1 observations made at each station.
LP ● This will be done by the teacher asking probing questions and labeling each stage with the
student's answers. The teacher will require the use the vocab learned in the lesson in their
Label: explanation when sharing.
Interdisciplinary ● The teacher will introduce net charge and grounding and give its definition.​ (Academic
Skills Language Introduced: Net charge, Grounding)
● The teacher will ask students to use the information presented to finish filling out a “Vocab Tab”
Label:​ ​ ​Closure for Charged Objects, Induction, Charge. ​(Academic Language Practiced: Net charge, Induction,
Electrically Charged Object, Grounding)​(​Kinesthetic)​ (V
​ isual​)
● The teacher will ask “ Can non-metal objects hold a charge”
● Students will do a quick turn and talk to brainstorm answers. They will have 2 minutes ​(​Auditory)​
● The teacher will then ask for each pair to share what they discussed. 
● The teacher will use a balloon (non-metal material), charge it by friction and use it to pick up
pieces of paper. Neither of these objects where metal or metal like but they were able to hold a
charge briefly. Although we do use metals because they are good conductors this does not
mean they are the only thing that can hold a charge.
Transition: Teacher will ask students to pull out “ Lesson 3: Independent Practice Problem” Worksheet.
Independent Practice: Induction
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● The teacher will instruct students that they will have 10 minutes complete this worksheet
individually. They must least 4 vocabulary words from the unit. They may use their notes as a
reference. (​CFU-Content, Formal​)​21st Century Skills-Communicate Clearly ​(CSE)
● The teacher will ask for 2 students to repeat the directions. (​CFU-directions​)
● The teacher will give students a 2- minute warning.
Transition: ​The teacher will hand out the Mid-Unit Self Assessment
Self-Assessment: Mid-0 Unit Review
● The students will have 7 minutes to complete this assignment. The teacher will explain the
directions.
● Students will be given a checklist with all objectives on it.
● Students will assess the comfort level, create a goal to increase their confidence in the material,
and the come up with strategies to achieve their goal.
● The teacher will give students a 2- minute warning.
Transition:​ Teacher will ask the students to finish writing their final thought The teacher will then instruct
students to take out their “ Prediction, Observation, and Revision “ Worksheet (which is also their
Exit-Ticket). The teacher will ask the students to put away their pens and pencils. The teacher will hand
out different colored writing utensils. Teacher will also handout the Mid-Unit Self Assessment.
Closure- Exit Slip
Using their new knowledge, students will work independently to revise what they wrote in the
“Explanation” section (without erasing) and rewrite the revised version it in the “Revision” section with a
justification of their changes using there colored writing utensils. The student will have the ability to do
the demonstration while completing the Exit Ticket in order to help the revision process.(​CFU-Content,
Formal​) (​CSE)​21st Century Skills-Communicate Clearly.​When students are done with their exit ticket
they will complete the mid-unit self assessment.
Formal Assessments
Name the assessment and describe the purpose/what is 1. Evaluation Criteria and 2. Feedback Method
being assessed (include related objective(s))
Lesson 3 Independent Problem: Induction Lesson 3 Independent Problem: Induction

Students will be able to explain different patterns of 1. Practice Problems will be graded as classwork grade.
motion by describing (Evaluation) the creation of a Satisfactory Grade= 3
changed object and movement of electrons. 2 1 0

Writing The student used The student did not left blank
Conventions full sentences use full sentences

Vocabulary The students used The student used left blank

4 vocab words at least 2 vocab
appropriately words

Movement of The movement of The movement of left blank

electrons electrons was electrons was
correctly described mostly described
correctly

2. The teacher will provide written criterion-based feedback to

students and give them the opportunity to revise it again for
more points.. Students must write corrections in a different color
and include at least 1 goal for themselves to implement to drive
their learning.
Exit Slip : ​Revision of “ Prediction, Observation, and Exit Slip
Revision “ Worksheet 1. The Exit Slip will be graded out of 8 points.
Evaluation Criteria:
Students will be able to explain different patterns of Satisfactory Score = 5
motion by describing (Evaluation) the creation of a 2 1 0
changed object and movement of electrons.
Prediction At least 1 prediction 1 prediction written, Left Blank
written using a not a complete

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complete sentence sentence

Observation At least 2 Only 1 observation Left Blank

observations written written or did not
using a complete use complete
sentence sentences

Explanation Same number of Number of Left Blank

explanations as explanation is less
observations than observations

Revision Student revised Student rewrote Left Blank

explanations using explanations
a different color or statement with no
added more details corrections.
and facts Used 1 main
Used 1 main concept or used
concept and at least less than 5 vocab
5 vocab words words

2. The teacher will provide written criterion-based feedback to

students and give them the opportunity to revise it again for
more points. Students must write corrections in a different color
and include at least 1 goal for themselves to implement to drive
their learning.
Academic Language Academic Language:​ ​Electrically charged objects, induction, net charge, and grounding
required for the lesson Introduced: ​The terms Elementary Charge and Conservation of Charge will all be introduced
in the instructional portion of the lesson. The teacher will describe the term by using it in a
How​ will the language be scenario and give the definition. Students will what was learned in class to add to their “Vocab
introduced, practiced, & Tabs”
assessed? Practiced: ​Students will have an opportunity to practice vocabulary by creating their own
definitions and apply them to their work. Students also use “Vocab Tabs” to practice lesson
vocabulary words. Students are required to appropriately use and apply their new vocabulary
when completing classwork.
Assessed: ​Students are required to correctly use the vocabulary completing their Exit Slip by
using the vocabulary words to revise the explanations.
Instructional Resources/ ● “Predict, Observe, Explain, Revised”worksheet
Materials ● Material needed for the demonstration and induction stations.
● Computer and Projector
● Whiteboard/Chalkboard/Smart Board
Research and/or Theory RBIS #1- Prediction, Observation, Explanation, Revision Worksheet:
Supporting Instructional According to ​“​Cues, Questions, and Advance Organizers” ​Marzano(2001) believes that
Decisions (at least 2) organizers enhance a student’s ability to retrieve, use, and organize what they already know
about the topic. According to the UDL Guidelines, 6.4 Enhances capacity for monitoring
progress and 9.3 Develop self-assessment and reflection. By using “Prediction, Observation,
Explanation, Revision Worksheet” worksheet it will help students keep a record of what they
knew about induction and movement of electrons previously and what they learned afterward.
It will help organize their thoughts, pushes them to self-regulate their misconceptions, mind
map the adaptations to their schemas and create self-driven learners.
RBIS #2- Physicist”Yes”
UDL Guidelines support providing students with multiple means of Engagement. it also
supports minimizing threats and distractions (7.3) by implementing an age-appropriate way of
gathering the student's attention and limiting possible distractions in the learning environment.
By using “Physicists, Yes”, I signal to my students that I need their attention in order to give
the next order of directions. Using this age-appropriate method, I do not have to yell, compete
for their attention, and optimize class time.

Copyright Pending – S. Hackett 2018