Agendas for the week of: 4/10/17 to 4/14/17 Student Teacher: Anjali Abraham

Monday Tuesday Wednesday Thursday Friday

Topic and CA Standard:
HS-PS2-4: Use mathematical representations of Coulombs Law to describe and predict
the electrostatic forces between objects. Emphasis is on both quantitative and
conceptual descriptions of electric fields. Assessment is limited to systems with two
objects.

HS-PS2-6: Communicate scientific and technical information about why the molecular-
level structure is important in the functioning of designed materials.

Objective: What will the What will the Introducing Confirming SIKE! Introducing
What are balloon stick balloon stick to Coulombs Law Coulombs Law Lab insulators vs conductors
they to? PhET. Objective: Help (Just Kidding! Its a in terms of electricity.
learning? Objective: Objective: Students students figure out Discrepant Event) Objective: Work through
How are they Introduce obtain deeper Coulombs Law by Objective: Students the discrepant event of
learning? students to static conceptual connecting concepts to practice Coulombs yesterdays lab. Redesign
How will you electricity. understanding of gravity. Law, and realize that experiment for desired
measure static electricity, not all experiments results.
student How: most importantly that How: go as planned.
progress Present like to like repels and Students know the How:
towards the scenarios and opposite charges equation for How: Ask students a series of
objective? phenomena to attract. gravitational force. Point The lab will ask questions through group
get students to out the similarities students to rub two and class discussion about
start asking How: between the balloons on fur for what happened.
questions/thinkin Students do a PhET gravitational force varying amounts of
g about static simulation about between two planets time to put charges Assessment:
electricity. what they observed and two opposite on them. Then they Summative?
the day before. charges. Discuss how to have to hang the On your warm up sheet,
Assessment: solve problems. Have balloons from string write two sentences
Formative, Assessment: students do practice. and write down the explaining the discrepant
continuously Formative: (Introduce electric field distance between the event yesterday, and then
assessing Worksheet for PhET lines briefly?) two balloons. From tell me how you would
progress based will include this they can get the change the lab to get the
on questions and checkpoints after key Assessment force between the desired results. Get it
answers ideas that the Worksheet practice with two balloons. stamped before you leave.
teacher has to stamp. coulombs law. In reality, the
balloons will spin
around on the strings
and attract each
 other instead of
repel.

Assessment:
Formative
The lab will have
problems that they
can answer despite
the discrepant event.
Intent of Concept Concept Concept, Procedural Procedural, Conceptual, Relational
Lesson: Conceptual Knowledge
Concept,
Procedural or
Relational
Knowledge
Prompt Warm up: You Warm Up: What Warm Up: What was the Warm Up: Given two Warm Up: What do you think
(Engage) shuffle along a happened when I put gravitation equation? charges and the happened yesterday?
carpet in your the balloon on the distance between
socks and then wall? them, find the
touch a metal electric force.
doorknob, what
happens?

Lesson Body Class Discussion: (phet sim already Class discussion but Each group is given Why do you think the
(Explore & What do you loaded on computers) writing key notes on the fur, two balloons, a balloons became attracted
Explain) think causes that board. piece of string, and a to each other? Talk to your
shock? Instructions: Youre ruler. Students blow group
Is it different if going to go to your Take out your notes. the balloons up to Differing amounts of
you just walk groups and work on What was the answer to roughly the same charge
across the the phet. There are the warm up? And this size. They tie them Possibly neutralized
carpet? (try it?) checkpoints that I is the fore between two together with the them?
So if you wanted have to stamp before masses. (Draws two string. Students rub Does that make sense when
to shock you move on. The masses and force on the them on the fur for a you look at the equation?
someone, what goal is to be done board) set amount of time, Talk to your group
do you have to with the whole thing In the PhET simulation then they pinch the No
do first? by the end of the yesterday, what were middle of the string So then what happened?
(take out balloon period. the negatives attracted and suspend them. IDK
and start to? Right, the positives They are supposed to
Do you think some materials
rubbing it on Class time: were pulling on the measure the distance
allow charge to move easier
sweater) Students work on negatives. That means between the two
than others? If so, what do
Can I shock PhET while teacher theres a ______. So how balloons and record
you think they are? Talk to
myself? walks around, listens are we going to figure it.
your group
Hey look its to conversations, out the force between
Yes
sticking, isnt asks and answers two charges. (draw The balloons will
Metals?
 that interesting. questions, stamps positive and negative actually spin around Why? (Hint: Review from
What else do you worksheets at charge with force arrows on the string, polarize chemistry: What are metallic
think it will stick checkpoints. underneath each other, and bonds?)
to? gravitational diagram). attract. Conductivity
(hair, other Closure: Oh hey look theyre dependent on atomic
person, Were the negative similar! Maybe the math Tell them to try and structure and bonds
something charges attracted to is similar too finish questions at What do you call something
metal, wall) or repelled by other the end of the lab. that doesnt let electrons
(Introduce negative charges? After we get the move around?
second balloon Positive charges? equation, Ill do one or Is rubber an insulator or a
and observe two problems from the conductor?
interaction) worksheet with them Did the charge move around
and then let them work on the balloon or stay in the
Closure: independently/in groups same place?
WHY? On warm till the bell.
up sheet, make Spun around because on the
model describing string.
what you think But if one side is charged
happened and and the other is neutral how
why. Get it did they attract? That
stamped before doesnt make sense when
you leave. you look at the equation.
Pushed the electrons
like when the balloon
stuck to the wall?
But balloons dont allow
charge to move around.
IDK
Brief discussion of
polarization.

Assessment Formative, Formative Formative Formative: Assessment:

Formative or continuously Worksheet for PhET Worksheet on coulombs Teacher is walking Summative?
Summative assessing will include law due at the end of around keeping On your warm up sheet,
(Evaluate) progress based checkpoints after key the week. students from giving write two sentences
on questions and ideas that the up, seeking possible explaining the discrepant
answers. teacher has to stamp. explanations, and event yesterday, and then
seeing if they try to tell me how you would
Using exit slip to solve the problem change the lab to get the
see student and how. desired results. Get it
thinking stamped before you leave.
UDL; Support Multiple Multiple Modeling, group work Group work, realia Collaboration, modeling
for Students representations, representations,
use of realia group work,
repetition of concept
Academic Collaborative: Collaborative: Collaborative: Collaborative Collaborative:
Language 1. Exchangin 1. Exchanging 1. Exchanging Exchanging Exchanging ideas
(What and g ideas ideas through ideas through ideas through through conversation
How) through conversation conversation conversation Offering opinions and
conversat 2. Interacting via 3. Offering opinions Offering negotiating with or
ion written and negotiating opinions and persuading others
3. Offering English with or negotiating Interacting via
opinions 4. Adapting persuading with or written English
and language others persuading Adapting language
negotiatin choices 4. Adapting others choices to various
g language choices Adapting contexts
4. Adapting to various language Interpretive:
language contexts choices to Listening actively
choices Interpretive: various
(teacher 5. Listening actively and asking or
contexts answering questions
will and asking or Interpretive:
gradually answering about what was
Listening heard
introduce questions about
actively and Productive
vocabular what was heard.
asking or Writing literary and
y during
answering informational texts
discussion
questions (informal)
)
about what Supporting opinions
Interpretive
was heard. or justifying
5. Listening
Productive arguments and
actively
Supporting evaluating others
and
asking or opinions or opinions or
answering justifying arguments
questions arguments Selecting and
and applying varied and
evaluating precise vocabulary
others and other language
opinions or resources
arguments
ELA College Integrate and Determine the Determine the meaning Determine the Determine the meaning of
and Career evaluate multiple meaning of symbols, of symbols, key terms, meaning of symbols, symbols, key terms, and
Readiness sources of key terms, and other and other domain- key terms, and other other domain-specific words
Standard(s) information domain-specific specific words and domain-specific and phrases as they are
presented in words and phrases as phrases as they are words and phrases as used in a specific scientific
diverse formats they are used in a used in a specific they are used in a or technical context.
and media in specific scientific or scientific or technical specific scientific or
 order to address technical context. context. technical context.
a question or Integrate and evaluate
solve a problem. Integrate and multiple sources of
evaluate multiple Integrate and evaluate Integrate and information presented in
sources of multiple sources of evaluate multiple diverse formats and media
information information presented in sources of in order to address a
presented in diverse diverse formats and information question or solve a problem.
formats and media in media in order to presented in diverse
order to address a address a question or formats and media in
question or solve a solve a problem. order to address a Follow precisely a complex
problem. question or solve a multistep procedure when
problem. carrying out experiments,
taking measurements, or
Follow precisely a performing technical tasks;
complex multistep analyze the specific results
procedure when based on the experiment
carrying out
experiments, taking Synthesize information from
measurements, or a range of sources into a
performing technical coherent understanding of a
tasks; analyze the process, phenomenon, or
specific results based concept, resolving
on the experiment conflicting information when
possible
Assignment(s Draw a model PhET simulation Coulombs Law Lab write up Lab write up
) describing what worksheet worksheet
you think Explanation and revised
happened on design
your warm up
sheet. Get it
stamped before
leaving
How are Students are Students are doing Students are practicing Students are doing Students are coming up with
students being prompted the PhET simulation using coulombs law the experiment questions and possible
active to ask and solutions/explanations
participants answer questions
in the lesson? about
phenomena.
How are They arent PhET is on the Calculators Calculators They arent
students computer Timers
using
technology
during the
lesson?
Specific Computerized Multiple Modeling, equity cards, Modeling, equity Modeling, equity cards,
Equity random selector. representations, multiple representations cards, multiple multiple representations
Strategies group work, representations
First give repetition
students time to
process
individually, then
talk to
neighbors, then
class discussion.
Supplies & Balloons, need to Worksheet, Worksheet, white board Fur, balloons, string, White board + markers
Materials wear a sweater, computers, phet + markers rulers, lab sheets
(worksheets, (socks and
colored carpet sample?)
pencils,
thinking
maps, etc.