Teacher Candidate: Anjali Abraham Date:

THE UCI Cal Teach LESSON PLANNER

Grade: __11-12___ Content Area/Class Title: Honors + AP Physics

School/MT: Century High School Group Size: 4-5 Lesson Length: 55 minutes

Language Proficiency Level (# of students at each level):

Emerging: ____0______ Expanding: ____2______ Bridging: ____3______ RFEP:
___22____

Student Context: These classes are honors physics with a few AP students in each
class. The AP students are seated together and complete some more work than the rest
of the students. Most of the students are motivated to do well, but their math and
reasoning skills are a bit weak because theyre not used to using them. This sometimes
discourages them.

Students with Specific Learning Needs

**Again, I forgot to ask for this information. I included what I know based on talking to
the students**
IEP/504 Plans: Number of Students Supports, Accommodations,
Classifications/Needs Modifications, Pertinent IEP Goals
Seizure Disorder 1 Student seems to space out
during seizure. They said it hasnt
happened in a while. The student
is seated with groupmates who will
tell him whats going on if he
needs it.

Other Learning Needs Number of Students Supports, Accommodations,

Modifications
Example: Struggling 2 Provide oral explanations for
Readers directions and simplified text for
word problems

PlanningfortheLesson

Practices/HabitsofMind:
AnalyzingandInterpretingData:Analyzedatausingtools,technologies,and/ormodelsinorderto
makevalidandreliablescientificclaimsordetermineanoptimaldesignsolution.

UsingMathematicalandComputationalThinking:Usemathematicalrepresentationsof
phenomenatodescribeexplanations

ConstructingExplanationsandDesigningSolutions:Applyscientificideastosolveadesign
problem,takingintoaccountpossibleunanticipatedeffects.
Obtaining,Evaluating,andCommunicatingInformation:Communicatingscientificandtechnical
information(designandperformanceofaproposedprocessorsystem)inmultipleformats
(graphically,textually,andmathematically).

ConnectionstoNatureofScience
ScienceModels,Laws,Mechanisms,andTheoriesExplainNaturalPhenomena:Theoriesand
lawsprovideexplanationsinscience.Lawsarestatementsordescriptionsoftherelationshipsamong
observablephenomena.

KeyContentStandards:
HSPS24:UsemathematicalrepresentationsofCoulombsLawtodescribeandpredictthe
electrostaticforcesbetweenobjects.(ClarificationStatement:Emphasisisonbothquantitativeand
conceptualdescriptionsofelectricfields.AssessmentBoundary:Assessmentislimitedtosystemswith
twoobjects)
HSPS26:Communicatescientificandtechnicalinformationaboutwhythemolecularlevelstructure
isimportantinthefunctioningofdesignedmaterials.

KeyELDStandards(OnlyneedtoincludeifyouhaveEnglishlanguagelearnersinyourclass):
A.Collaborative(engagementindialoguewithothers)
1.Exchanginginformationandideasviaoralcommunicationandconversations
2.InteractingviawrittenEnglish(printandmultimedia)
3.Offeringopinionsandnegotiatingwithorpersuadingothers
4.Adaptinglanguagechoicestovariouscontexts
B.Interpretive(comprehensionandanalysisofwrittenandspokentexts)
5.Listeningactivelyandaskingoransweringquestionsaboutwhatwasheard
6.Readingcloselyandexplaininginterpretationsandideasfromreading
7.Evaluatinghowwellwritersandspeakersuselanguagetopresentorsupportideas
8.Analyzinghowwritersusevocabularyandotherlanguageresources
C.Productive(creationoforalpresentationsandwrittentexts)
9.Expressinginformationandideasinoralpresentations
10.Writingliteraryandinformationaltexts
11.Supportingopinionsorjustifyingargumentsandevaluatingothersopinionsorarguments
12.Selectingandapplyingvariedandprecisevocabularyandotherlanguageresources

LearningObjective(RefertoDepthofKnowledge handoutforcognitiveverbstoincludeinyour
objective):

A. CognitiveTask:
Whattheyexpecttohappen:
Studentsareassignedthetaskofcalculatingtheelectrostaticforcebetweentwocharged
balloons.Theyareaskedtodomultipletrials.Duringeachtrial,theymustrubboth
balloonsonfurforvaryinglengthsoftime;forexample,fortrialonetheymightrubthe
balloonsfor5seconds,andfortrialtwotheywillrubthemfor10seconds.Theythenhang
theballoonsfromstringandobserveandrecordthedistancebetweenthetwoballoons.
Theywillusethisandsomegivenvaluestocalculatetheelectrostaticforcebetweenthe
twochargedballoons.
Whatwillhappen:
 Studentswillfinditdifficulttocollectdatabecausetheballoonswillspinonthestrings,
polarizeeachother,andattractinsteadofrepelling.

B. UnderstandingorSkilltobeEnhanced:Studentsareenhancingtheirunderstandingof
CoulombsLawandelectrostaticforces.Theywillalsoenhancetheircriticalthinkingskills
astheyworkthroughthereasoningbehindthediscrepantevent.Oncetheydothistheywill
haveadeeperunderstandingofhowchargesmovethroughdifferentmaterialsandthe
affectstheyhaveonotheratoms/charges.

C. TransferGoal:(Howwillthestudentusethis?):Thediscrepanteventwillbeusedto
introducetheconceptsofinsulationandconductionwithregardstoelectricity.Theywill
usetheseconceptstodeveloptheirunderstandingofcircuits.

FormativeandSummativeAssessments:
During:
Formative: The teacher is walking around keeping students from giving up, seeking
possible explanations, and seeing if they try to solve the problem and how.

Questionsatdifferentdepthsofknowledge:
Facts/Memorization Skills/Procedure Conceptual Application or
Relational
Knowledge
What is Coulombs Use Coulombs Law Is it safe to assume Why are the
Law? to calculate the that the two balloons behaving
What are the electrostatic force. balloons have the like that?
different variables in same charge? Why?
Coulombs Law? Draw a force body How can you find
diagram of the the electrostatic
phenomena. Why are the force and the
balloons behaving charges of the
like that? balloons if youve
only measured the
mass of the balloons
and the distance
between them?
(Using concepts
from previous units
in current unit)

PrerequisiteSkillsandKnowledge:Howwasthestandardaddressedinpreviouslessons?
Studentshavedonesimulationsonstaticelectricity.TheyhavelearnedCoulombsLawandhavedone
afewpracticeproblemswithit.
Describecommonmathematicalorscientificpreconceptions,errorsormisunderstandingswithyour
lessonandhowyouwilladdressthem.
It might be hard for students to grasp that the electric force is inversely proportional to the
square of the distance between the two charges. They may think it is (1/r) instead of (1/(r^2)). Some
students might still have difficulty remembering that opposite charges attract and like charges repel.
They might think it is the other way around. If I ask them to draw a force body diagram, they might
have trouble breaking up the two tensions into their x and y components and determining how they
relate to the entire system.
LessonResources/Materials:
16Balloons,8piecesofstring(60cm),rulers,fur.
Theballoonsshouldbeblownupandweighedbeforethelesson.Stringshouldbemeasured,cut,and
attachedtotheballoons.Stringlengthis60cm.
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING
PROCESS

Introduction (10 minutes): (How will you engage students, connect to prior knowledge
and review necessary academic language?) Highlight student discourse strategies in
blue.

Time Teacher Student Universal Design for

Learning
5 min Warm Up Warm Up Using equity cards to
Give two charge Plug values into Coulombs call on students to
values and the Law equation and get the read.
distance between answer stamped.
them. Calculate the
electrostatic force.

5 min Instructions Instructions

Teacher calls on Students are reading the
students to read procedures aloud when called
procedure steps aloud upon.
and models the steps
of the labs.

Body of the Lesson (40 minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson. Include questions you will use to help
make thinking visible, and code questions as to higher level (HL) and lower level
(LL). Highlight student discourse strategies in blue.

Time Teacher Student Universal

30 Lab
min The teacher will be walking around
keeping the students from giving
up, eliciting student explanations,
and observing if/how the students
try to solve the problem.
What are we observing in this lab?
How are we measuring it? (LL)
Can you describe your
observations in terms of coulombs
law? (HL)
Why do the balloons move like
that? (HL)
Can you draw a picture
representing the forces acting on
the balloons? (LL)
Design for
Learning
Lab Group work
Students will be working Roles
through the steps of the
lab and encountering
difficulty when the
balloons attract instead of
repelling.
Students should be talking
to each other and the
teacher in order to figure
out whats happening.

Talk about it with your group and

then Ill come back and ask again.
Closure (15 minutes): Summarize how you will bring the lesson to a close allowing
students to reflect or summarize what they learned in regards to the lesson objective.
Highlight any student discourse strategies in blue.
Time Teacher Student Universal Design for
Learning
15 Try to work through Students try to work through Group work
min some of the questions some of the questions on the
on the back of the lab back of the lab.
with your group.

Academic Language
**Most of the academic language development for this set of lessons will
happen when were discussing what happened the next day.
1. Describe the cognitive task related to the content learning objective: Students
think theyre doing a lab to confirm Coulombs Law, but it is actually a discrepant
event that they will work through the next day.

2. Language Demands: Describe how students will be communicating in relation to

the content in the cognitive task? Identify the communicative mode.

A.Collaborative(engagementindialoguewithothers)
1.Exchanginginformationandideasviaoralcommunicationandconversations
2.InteractingviawrittenEnglish(printandmultimedia)
3.Offeringopinionsandnegotiatingwithorpersuadingothers
4.Adaptinglanguagechoicestovariouscontexts
B.Interpretive(comprehensionandanalysisofwrittenandspokentexts)
5.Listeningactivelyandaskingoransweringquestionsaboutwhatwasheard
6.Readingcloselyandexplaininginterpretationsandideasfromreading
7.Evaluatinghowwellwritersandspeakersuselanguagetopresentorsupportideas
8.Analyzinghowwritersusevocabularyandotherlanguageresources
C.Productive(creationoforalpresentationsandwrittentexts)
9.Expressinginformationandideasinoralpresentations
10.Writingliteraryandinformationaltexts
11.Supportingopinionsorjustifyingargumentsandevaluatingothersopinionsorarguments
12.Selectingandapplyingvariedandprecisevocabularyandotherlanguageresources

3. Language Function: Choose one language function essential for student learning.
Highlight the language function of the lesson.
Science Analyze Explain Interpret Justify with
Evidence
Math Compare/Contrast Conjecture Describe Explain Prove

4. What language demand (written or oral) will you help the students develop during
the lesson?
Vocabulary and/or symbols
Mathematical precision (e.g., using clear definitions, labeling axes, specifying
units of measure, stating the meaning of symbols), appropriate to your
students mathematical and language development.
Plus at least one of the following:
o Syntax
o Discourse

5. List the instructional strategies you will use to support the development of
academic language skills (related to the identified language demand above).
I will be asking students questions to see if they can try to explain the
phenomenon to me. I will use opportunities as they arise to introduce and
lightly correct vocabulary that theyre using.
6. Describe additional strategies you will use to meet the needs of students with
varying levels of language proficiency.

o Emerging: NA

o Expanding:

o Group work
o Using realia/phenomena to provide basis for vocabulary and concept
development

o Bridging:
o Probing them to use slightly more advanced vocabulary

In your lesson plan, integrate, label and highlight where you will be providing
the instruction and guided practice related to the selected language demand.