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Teacher Candidate:​Damaris Martinez​ Subject:​Physics Grade Level:​High School Lesson Number: ​1

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
content standards circular motion, velocity and acceleration, momentum and inertia).
CCSS.ELA-LITERACY.RST.11-12.2:
Determine the central ideas​ or conclusions of a text; ​summarize complex concepts, processes, or
information presented​ in a text ​by paraphrasing them in simpler but still accurate terms.
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 Objectives Students will be able to explain different patterns of motion by
Targets, Goals 1. Analyzing (Analysis) the behavior of similar and differently charged particles
1a. “Similarly and Differently Charged Particles” Worksheet- Independent Practice
Evidence 1b. Exit Slip “Attraction & Repulsion”
1c. Venn Diagram: Compare & Contrast Motion in Space and on Earth
Common A misconception that student might have about this topic is that the concepts of attraction and
Misconceptions/ repulsion may only be applied to magnets. The teacher will describe that the North and south
Possible Student magnetic poles are created by the alignment of the spins of electrons on a particular material.
Errors & How they Charge is a property of matter. Electrons are negatively charged while protons are positively
will be addressed charged.
Procedure Unit Hook
Label:​ Instructional ● The teacher will greet students at the door and ask them to place cell phones, calculators,
method(s), learning watches, anything that runs on electricity in their backpacks before they enter the
tasks, modeling, classroom
guided practice, ● In preparation teacher will have all the lights turned off. Anything in the room that runs on
scaffolding, electricity will be removed, covered, or turned off in attempt to make the room dark.
independent practice, ● Teacher will have students attempt to copy “ Good morning and welcome to physics class”
activities and/or other from the board on to their notebook while in the dark.
● The teacher will ask the students if they need extra time to copy the board.
● The teacher will expect student to say that they can see the board and the teacher will ask
why?
Label:​ ​Bell Ringer ● The teacher will use the students responses to being in a dark room to explore the
Also may be called: important role that electricity plays in our daily lives
anticipatory set, ●
hook, introduction, Language Function: Introduced
review, Do Now, ● The teacher will have students pick up “Vocab Tab” as they enter the classroom.
Write Now, Silent ● The teacher will introduce unit language function by asking students, “What does “Analyze”
Starter, warm-up mean?
● Students will do turn and talk for 3 minutes to come up with a definition for analyze and
Label:​ ​Transitions write it down. ​(​Auditory)​
● The teacher will ask each pair to share their answers
Label: ● The teacher to use this form a class definition of the word Analyze.
Accommodations for ● The teacher will have students write their definition in the “Define your word” Section.
Learning Modalities ● The teacher will teach students jingle and hand gestures that will help them remember
visual,​ ​auditory​, and what apply means.
kinesthetic Jingle: “An-a-lyze, break it down, down, down. Then explain what you found, found ,found”
● Students and teacher will do jingle together, then the students will do it on their own as a
Label:​ ​Checks for group. ​(​Auditory​) (​Kinesthetic​)
Understanding: ● The teacher will ask students, “ What are some examples or synonyms of Analyze?”
directions​, and/or ● The teacher will write the student’s answers on the board.
content​ (formal or ● The teacher will give the students 10 minutes to complete the “Vocab Tab”.
informal)

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● The teacher will give students a 3 & 1-minute warning. ​(Academic Language Introduced:
Label:​ ​RBIS Analyze)
Transition:​The teacher will pass out boxes that contain a single object in them. Teacher will have
Label:​ Evidence of stations that all have boxes that contain a different object.
Cognitive Student Language Function: Analyze Activity
Engagement​ ​(CSE) ● The teacher will have students will fill out an Analysis Worksheet. Analysis Worksheets
Label:​ Academic are differentiated based on readiness. Green Analysis Worksheets are for below target
Language students, Yellow Analysis Worksheets are for on target students, and Blue are for above
(​introduced/practiced target students. (​DI: Readiness)
/assessed​) ● Students will fill their “Analysis Worksheet” by clearly writing observations made from the
Label: object inside their box. ​21​St​ Century S​kills- Communicate Clearly
​21​St​ Century Skills ● Students will have 10 minutes to complete this.
● The teacher will ask 2 students to volunteer to repeat the directions. (​CFU-Directions​)
Label:​ ​Adaptations/ ● The teacher will give students a 3 & 1-minute warning.
Accommodations​ for Anchor Activity
diverse learning ● If a student who has a “Green Analysis Worksheet” finished before time they will be given
needs (not required) the “Yellow Analysis Worksheet” and a new box to analyze.
Label:​ ​Differentiated ● If a student who has a “Yellow Analysis Worksheet” finished before time they will be given
Instructions​ (content, a “Blue Analysis Worksheet” and a new box to analyze.
process, and/or ● If a student who has a “Blue Analysis Worksheet” finished before time they will pair up with
product another student who finished and attempt to guess what the object they had was based on
–ability/readiness) their observation made on their worksheet.
–only required in 1 Transition:​ The teacher will instruct students to take out notebooks and a writing utensil. The
LP teacher will display the day’s agenda. (​RBIS #1)
Label: Development/Teaching of Vocabulary
Interdisciplinary Skills ● The teacher will display a vocabulary list with the Academic Language a for the unit on the
board.
Label:​ ​ ​Closure ● The teacher will ask for student volunteers to read the definitions out loud.
● The teacher will also give students a handout with vocabulary words and definitions for the
unit.
● The teacher will give the students “Vocab Tabs” to fill out for each word.
● The students will have to write the word, the definition in their own words, draw a picture,
write a synonym, use it to write a sentence, and create a jingle or gesture that will help
them remember the meaning of the vocabulary word. ​(​Visual​)(K ​ inesthetic​)
● The students will have 15 minutes to get as many of the Vocab Tabs done. Students will
use “Vocab Tabs” and update them after each lesson in the unit to reflect their new
knowledge.
Transition:​The teacher will give students a 2 minute warning and after ask to take out material
needed for the rest of the lesson.
Development/ Teaching: Anatomy of an Atom
● The teacher will then review and write the elementary parts of the atom. The teacher will
then introduce the word charge and give its definition.
● The teacher will draw an atom and instruct students to draw it their notebook (​Visual​)
● The teacher will display and read the 3 characteristics of an atom. Students will also write
the next three points down.
○ Atoms have a positively charged nucleus and are surrounded by electrons.
○ All electrons are identical in mass and charge. Same holds true for protons and
neutrons.
○ The nucleus is made up of protons and neutrons.
● The teacher will then ask students probing questions like, “How does the atom stay
together”, “What happens to an electron and proton if they are close enough”, “What
happens if two protons come close together”, “What happens if two electrons come close
together”.
● Students will do a quick turn and talk to brainstorm answers. ​(​Auditory)​
● The teacher will then ask for each pair to share what they discussed. 
● The teacher will point out and write that this is a fundamental rule of all electrical
phenomena, that like charges repel and opposite charges attract.

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● Students will write this main concept in their notebooks in their own words using a green
writing utensil. ​(RBIS #2)​ (Academic Language Introduced: Charge)
Transition:​ Teacher will hand out magnets with the North and South ends labeled (+) and (-). The
teacher will pass out the “Similarly and Differently Charged Particles” worksheet that has 6
scenarios drawn that contain similar and different negatively and positively charged objects.
Independent Practice: Attraction and Repulsion
● The teacher will explain that charged particles on the worksheet are like the magnets the
teacher passed out. They can be negatively or positively charged.
● The teacher will address the misconception that attraction and repulsion only applies to
magnets by explaining how magnets get their charge from the electrons that are in it.
● The teacher will ask students to draw an arrow showing which direction the objects will go
on the worksheet and use at least 1 complete sentence to justify their answer.​CSE ​21st
Century Skills-Communicate Clearly
● The teacher will instruct the students to simulate the scenarios on the worksheet by using
the magnets for verification of their answers. (​Kinesthetic​)
● The teacher will tell students that they have 10 minutes to do this.
● The teacher will do a check for understanding of instructions by asking for 2 students to
volunteer to repeat directions. ​(CFU-Directions)
● The teacher will monitor students at close proximity to conduct a formal formative
assessment using the Roster Check to check for readiness of learning objective #1 and
write down any comments.(​CFU-Content,Formal​)
● For students who finish early, the teacher will have student flip their, “Similarly and
Differently Charged Particles” worksheet, and ask them to come up with 2 scenarios that
include at least 3 particles and describe their movement using arrows.
● The teacher will give a 1-minute warning
Transition​: Teacher will use “Physicists, Yes” for the class to regroup and collect worksheets after
time is up. The teacher will then introduce the next topic.
Development/Teaching: Charged Objects
● The teacher will review that neutral atoms have the same number of electrons and protons
giving them a net charge of zero.
● The teacher will also introduce and write that atoms transfer or receive electrons causing
them to have more or fewer electrons than protons. This could cause the atom to be
positively charged or negatively charged, these atoms are Electrically Charged Objects.
● The teacher will reinforce that electrons cannot be created or destroyed but simply
transferred one material to another and emphasize that this concept is known as
Conservation of Charge.
● The teacher will ask students to use information presented to finish filling out their “Vocab
Tab” for Conservation of Charge. ​(Academic Language Introduction: Conservation of
Charge) ​(K​ inesthetic​)(​Visual​)
Transition:​ Teacher will ask if students need more time to finish writing their final thought in their
notes and pass out the exit slip
Closure- Exit Slip
● The teacher will have students answer an exit slip where students will have to explain why
similarly charged objects are attracted or repelled by one another.The teacher will instruct
the students to use the vocabulary words used in lesson to write the explanations.
(Academic Language Assessed: Charge)​.​CSE​21​St​ Century S​kills-Communicate
Clearly​(​CFU-Content, Formal​)
● Students will turn exit slips as they leave at the end of class.The teacher will go over all the
problems and offer individual feedback the next class.
Formal Assessments
Name the assessment and describe the purpose/what is 1.Evaluation Criteria and 2. Feedback Method
being assessed (include related objective(s))
“Similarly and Differently Charged Particles” “Similarly and Differently Charged Particles” Worksheet-
Worksheet- Independent Practice Problem Worksheet Independent Practice Problem Worksheet and Exit Slip.
and Exit Slip.
Objective 1- Students will be able to explain different 1.Practice Problems will be graded as classwork grade.
patterns of motion by analyzing (Analysis) the behavior of Satisfactory Grade= 3
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similar and differently charged particles

2 1 0

Classification All questions are At least 4 Left Blank

correctly classified questions are
correctly classified

Justification All answers have At least 4 answers Left Blank

a justification have a justification
statement of at statement of at
least 1 complete least 1 complete
sentence using sentence without
the main concept/ mentioning the
main vocab main concept or
main vocab.

2. The teacher will provide 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.
“​Analysis Worksheet” “ ​Analysis Worksheet”
Objective 1- Students will be able to explain different 1. Analysis Worksheet will be graded out of 9
patterns of motion by analyzing (Analysis) the behavior of Satisfactory Grade= 6
similar and differently charged particles 3 2 1 0

Number of The student has The student has The student has Left Blank
observations made 3 made most of not made most
observations the of the
for each observations in observations in
section each section each section
and miss at and more than
least 3 3 observations
observations

Type of All of the More than half Less than half Left Blank
observation student’s of the student’s of the student’s
observation is observations observation is
correlated with are correlated correlated with
the sense that with the sense the sense that
made it that made it made it

Observations All of the More than half Less than half Left Blank
correlation to student's of the student's of the student's
object observations observation observation
correlate with correlated with correlated with
the object the object the object
being observed being observed being observed

2. The teacher will provide criterion-based feedback to

Academic Language
required for the lesson
How​ will the language be
introduced, practiced, &
assessed?
Instructional Resources/
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:​ ​Electrostatic, charge, ion, electrically charged objects, conservation
of charge, induction by friction and contact, induction, grounding, attraction, and repulsion.
Introduced:​ The terms “ 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
scenario and give the definition. Students will record these words in their Vocabulary
notebook using a “Vocab Tab” method.
Practiced: ​Students are required to appropriately use and apply their new vocabulary when
completing classwork. Students also continue adding to their “Vocab Tabs” to practice
lesson vocabulary words and create memory devices for each vocabulary word.
Assessed: ​Students are expected to correctly use the vocabulary when justifying their
answer on the ​“​Similarly and Differently Charged Particles” Worksheet and when
answering exit slip
● “Similarly and Differently Charged Particles” Worksheet and Analysis Worksheets

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Materials ● Computer and Projector

● Whiteboard/Chalkboard/Smart Board
● Magnets and Boxed with different objects inside
Research and/or Theory RBIS #1- Sharing Objectives, Learning Objectives, and Class Agenda:
Supporting Instructional By sharing the class objectives and the class agenda at the beginning of the class, I am
Decisions (at least 2) preparing my students and showing my expectations for the class. UDL Guideline 6
supports providing options for executive function by 6.1 Guide appropriate goal-setting & 6.2
Support planning and strategy development. By beginning class by putting up or displaying
that day’s lesson/learning objective and sharing the day’s agenda so students, they are
aware of what they are doing in class.
RBIS #2- Color Coding Notes
By color coding notes written on the board, color coding important information on handouts,
and in their interactive vocabulary journal, the teacher heightens the importance of main
concepts, equations, theorems, and vocabulary words.Marzano(2001) supports
summarizing and notetaking. He suggests that by doing this we enhance the student's ability
to synthesize information and organize it in a way that captures main ideas and supporting
details. UDL Guidelines support highlighting patterns, critical features, big ideas (3.2) while
(3.3) guiding information processing and visualization. By color coding notes we enable our
students to process information and organize it in a way that can be easier to retrieve later.

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