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Teacher Candidate: ​Damaris Martinez​ ​ hysics​ Grade Level: ​High School​ Lesson Number: ​5
Subject: P

Central Focus/​Overall Goal:​ ​Students will be able to ​analyze ​ what electricity is with all of its components, how it is
produced, and how it works.
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
content standards uniform circular motion, velocity and acceleration, momentum and inertia).
CCSS.ELA-LITERACY.RST.11-12.4
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:
Solve Problems: Solve different kinds of non-familiar problems in both conventional and
innovative ways.
Lesson Students will be able to explain different patterns of motion by
Objectives/Targets/ 1. Calculating (​Analysis)​ the electrostatic force between two charged particles whose
Goals distance of separation and the exact charge is known.
Evidence 1a. “Coulomb’s Law Video Worksheet” Practice Problems 5.3
1b. Exit Ticket: Lesson 5
Common Misconceptions/ A common misconception is that electrons carry energy. Instead, the electrons flow very slowly
Possible Student Errors &
while the electrical energy flows rapidly along the columns of electrons. Imagine a wheel that's
How they will be
addressed free to spin. For example, turn a bicycle upside-down in your mind. Give the front tire a spin.
When you spin the wheel, your hand injects energy into the entire wheel all at once. Now put
your hand lightly against some part of the tire so the spinning wheel is slowed and stopped by
friction. Your hand gets hot. Your hand extracts energy from the entire wheel, all at once, and
the whole wheel slows down.
Procedure – Bell Ringer
● Students will be instructed to pick up a bell ringer and lessons worksheets from the
Label:​ Instructional front of the room as they are walking into the classroom to take their seats.They will
method(s), learning have 5 minutes to complete this.
tasks, modeling, ● Students will have to look up the value of a coulomb and the equation used to find it.
guided practice, ● The teacher will give a 1-minute warning, afterward, Bell Ringers will be collected.
scaffolding, Transition​: Teacher will display the day's agenda and review it by reading it out loud to the
independent practice, students.
activities and/or other Development/Teaching: Coulomb’s Law
● The teacher will have the students do a turn and talk to discuss what they have written
on their Bell Ringers about Coulomb's Law. They will have 4 minutes to do this
(​Auditory​)
Label:​ ​Bell Ringer ● As the students discuss what they wrote on the Bell Ringer, the teacher will be read
Also may be called: through the student’s responses.
anticipatory set, ● The teacher will ask each pair to share what they discussed with the rest of the class.
hook, introduction, (​CFU-Content-Informal​)
review, Do Now, ● The teacher will also display the RTP’s the section being discussed (​Visual​)
Write Now, Silent ● The teacher will then use the student’s responses from the bell ringer introduce and
Starter, warm-up connect what the students already know about Coulomb's Law and display the
definition.
Label:​ ​Transitions ● The teacher will ask students to use the information presented to finish filling out a
“Vocab Tab” for ​Vocab Word.​ ​(Academic Language Introduced: Coulomb’s Law )
Label: (​Kinesthetic​)(​Visual​)
Accommodations for ● The teacher will ask the students to pull out their “Coulomb’s Law Video Worksheet”
Learning Modalities ● The teacher will have students fill out the worksheet while they watch the video.
visual,​ ​auditory​, and ● The teacher will then show the student’s a video about Coulomb’s Law.
kinesthetic ● Students will be asked to write notes and question that they may have after watching
the video. (​Visual)​ (​Auditory​)
Label:​ ​Checks for Coulomb's Law Video: ​https://www.youtube.com/watch?v=rYjo774UpHI
Understanding:
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directions​, and/or
content​ (formal or
informal)
Label:​ ​RBIS
Label:​ Evidence of
Cognitive Student
Engagement​ ​(CSE) Guided Practice: Coulomb’s Law
Label:​ Academic
Language
(​introduced/practiced/
assessed​)
Label:
​21​St​ Century Skills
Label:​ ​Adaptations/
Accommodations​ for
diverse learning Independent Practice: Coulomb’s Law
needs ​(not required)
Label:​ ​Differentiated
Instructions​ ​(content,
process, and/or product
–ability/readiness) –only
required in 1 LP
Label:
Interdisciplinary Skills
Label:​ ​ ​Closure
Self-Assessment: Unit Review
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● After the video is over the teacher will have the students will do a turn and talk to
discuss what they wrote on their “Coulomb’s Law Video Worksheet”. Students flip their
sheet over and write 1 thing that they learned, 1 thing that they want to learn more
about, and 1 question that they have about the topic.
● They will have 7 minutes to do this ​(​Auditory)​
● The teacher will ask each pair to share what they discussed. (​CFU-Content-Informal​)
● The teacher will then construct a definition and characteristic of Coulomb’s Law with
the help of student input. ​(Academic Language Introduction: Coulomb’s Law)
● The teacher will display Practice Problem 5.1 from the “Coulomb’s Law Practice
Problems Worksheet” and read it out loud. (​Visual​)(​Auditory​)
● The teacher will model how to find the electrostatic force between two charged objects
with a known distance between them.
● The teacher will then display Practice Problem 5.2 from the “Coulomb’s Law Practice
Problems Worksheet” and read it out loud.
● The students will then have to model for the teacher how to do the problem.
● The students will have 5 minutes to work by themselves or with a partner to solve the
problem.
● The teacher will ask for 2 students to repeat the directions. (​CFU-directions​)
● The teacher will give students a 1-minute warning. Afterward, she will ask 2 groups to
share how they solved the problem.
● The teacher will ask students to take out an index card and put their name on it.
● The teacher will display problem 5.3 from the “Coulomb’s Law Practice Problems
Worksheet” and read it out loud.
● The teacher instructs the student to write and do the problem on the sheet of paper.
CSE​21​St​ Century S​kills-Solve Problems​ (​CFU-Content, Formal​)
● The students will have 5 minutes to complete the problem.
● If students are stuck and cannot figure out how to do the problem, they must write
“Show Me What You Know” and write everything they do know about the topic.
RBIS#2
● The teacher will ask for 2 students to repeat the directions. (​CFU-directions​)
● The students will start the problem. The teacher will give them a 1-minute warning.
Afterward, the teacher will collect all the papers and begin separating them into yes
and no piles.
● The teacher will then pick her Favorite “No” from the pile and go over it with the
class.​RBIS #1
● The teacher will rewrite the student’s work to keep them anonymous.
● The teacher will ask the student what they thought the student did well.
(​CFU-Content-Informal​)
● Then the teacher will ask about any improvement to the problem
● Then the teacher will model how to complete the problem with the help of the students.
● The students will have 15 minutes to complete this assignment. The teacher will
explain the directions.
● Students will be given a checklist and rubric with all objectives on it.
● Students will have to self-assess their knowledge and all the work they have done in
the classroom so far. This includes but is not limited to worksheets, bell ringers, exit
slips, labs, etc.
● Students will have to pick 5 individuals pieces of their personal work to put into the
Physics Portfolio.
● Students will be given a rubric specifically designed for the type of work (Bell Ringer
Rubric, Worksheet Rubric, Exit Ticket Rubric, ect.), must indicate where on the rubric
their work falls, and a justification for it.
● Students can use this portfolio to showcase their readiness of the objectives or their
growth.
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● Students will have to revisit the goal that they have set for themselves in the context of
this class from the beginning of the school year. If the student has met their goal they
must reflect on strategies that they used to achieve it and must set up a new goal. If
the student is currently still working on achieving their goal they must reflect on what
strategies they have been using and create new ones that will help drive their learning.
● The teacher will give students a 5- minute warning.
Transition:​ Teacher will ask to wrap up their final thought and to clear their desks. The teacher
will pass out the Exit-Ticket. Teacher will also handout the Unit Self-Assessment
Closure​: Exit Ticket & Unit Self- Assessment
● The teacher will instruct students to do the problems on a separate sheet of paper that
they will turn in as they leave at the end of class.​CSE​21​St​ Century S​kills-Use Systems
Thinking​ (​CFU-Content, Formal​)
● The teacher will instruct students to write down all equations, known variables, all
given variable (drawings depicting problem are encouraged), and to use the
vocabulary words they learned to write the explanations. ​(Academic Language
Assessed: Coulomb’s Law)
● The teacher will also encourage students to show as much as possible even if they
come stuck. ​RBIS #2
● The teacher will go over all the problems and offer individual feedback in the next
class, next class.
● After the students complete their exit ticket, they will complete a 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))
Coulomb’s Law Worksheet” Practice Problems 5.3 Coulomb’s Law Worksheet” Practice Problems 5.3
Objective 1- 1.Evaluations Criteria:
Students will be able to explain different patterns of Satisfactory Score = 5
motion by calculating (​Analysis)​ the electrostatic force 2 1 0
between two charged particles whose distance of
separation and the exact charge is known. Answer to The answer to the The answer to the Left Blank
Problem problem is correct problem is
incorrect but an
effort was shown

Usage The student used The student used Left Blank

equations the correct the wrong
equations and equation or
wrote them down misused equation

Usage The student The student may Left Blank

Substitution correctly have substituted
substituted values incorrectly

Arithmetic No arithmetic Contains less Left Blank

mistakes than 2 arithmetic
mistake

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.

Exit Ticket: Lesson 5

Exit Ticket: Lesson 5 1. Evaluations Criteria:
Objective 1- Satisfactory Score = 10
Students will be able to explain different patterns of
3 2 1 0
motion by calculating (​Analysis)​ the electrostatic force
between two charged particles whose distance of Student Student Student
separation and the exact charge is known. provided the provided the answer was
Answer to correct correct wrong but

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Problem answer to the answer with right with Left Blank

problem no units or methods
using proper incorrect used
units

The student The student The student

used the used the used
Usage of correct correct incorrect Left Blank or
Equations equations equations equations not done
and wrote and but did and may
them down not write it have
down included it

Usage of The student The student The student

substitutions correctly correctly incorrectly
and substituted used used
Concepts values and substituted substation Left Blank or
wrote values but and or not done
concepts forgot to concept
include
concepts

No arithmetic 1 arithmetic 2 arithmetic

Arithmetic mistakes mistakes mistakes Left Blank or
not done

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.
Academic Language Academic Language:​ ​Electrical Force and Coulomb's Law,
required for the lesson Introduced: ​The terms Coulomb's Law 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
How​ will the language be definition. Students will record these words in their Vocabulary notebook using a “Vocab
introduced, practiced, & Tab” method.
assessed? Practiced: ​Students will have an opportunity to practice vocabulary by creating their own
definitions in the Vocab Tabs. Students will also have the opportunity to apply their
knowledge of the vocabulary by encouraging them to appropriately use and apply their
new vocabulary when completing classwork.
Assessed: ​Students are required to correctly use the vocabulary completing their Exit
Ticket.
Instructional Resources/ ● Computers for all students
Materials ● Computer and Projector for teaching
● Accompanying Lesson Worksheets
● Whiteboard/Chalkboard/Smart Board
● Different Colored Writing Utensils (Blue, Green, Purple)
Research and/or Theory RBIS #1- Favorite “No”
Supporting Instructional According to ​“​Cooperative Learning” M ​ arzano(2001) believes that providing students
Decisions (at least 2) with opportunities to interact with one another in ways that enhances their learning. The
UDL Guidelines supports providing students with moments where we can (8.3) foster
collaboration and community within the learning environment while developing
self-assessment and reflection within our students(9.3). They using Favorite “No” we do
just that foster a community where students give feedback to one another that helps their
peers self-reflect and self-assess.
RBIS #2- “Show Me What You Know”
According to “Reinforcing Effort” Marzano(2001) believes that as teachers we should
enhance student’s understanding of the relationship between efforts and achievement. By
allowing the student to write what they know about the subject even if they are unsure
about the answer we reinforce effort. This encourages students to keep trying and
rewards them for what they do know instead of penalizing them for what they do not
know.

Copyright Pending – S. Hackett 2018