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Teacher Candidate: Damaris Martinez Subject: Physics Grade Level: High School Lesson Number: 4

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 different 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. Developing (Synthesis) a model of two objects interacting through electric fields to
Goals illustrate the forces between objects.
edTPA requirement 2. Calculating(Analysis) the electric field strength between two charged objects
Evidence 1.Lab Activity “Electric Field around Point Charges” Worksheet (PheT Simulation),
2 Exit Slip Lesson 4
Common Misconceptions/ A misconception that students may have is that electrostatic forces are not like gravitational
Possible Student Errors &
How they will be addressed
forces. The teacher will address this misconception by comparing the characteristics of
electrical forces and gravitational forces using a venn diagram.
Procedure – Bell Ringer
● Students will pick up a bell ringer and lessons worksheets
Label: Instructional ● The teacher will ask students to find and write the equation for electrostatic force and
method(s), learning gravitational force.
tasks, modeling, ● They will have 5 minutes to complete this. The teacher will give a 1-minute warning,
guided practice, afterwards Bell Ringers will be collected.
scaffolding, Transition: Teacher will display the day's agenda and quickly go over it.
independent practice, Development/Teaching: Electric Field Lines
activities and/or other ● The students will do a turn and talk to discuss what the student wrote for their bell
ringer. Students will have 2 minutes to do this.(Auditory)
● The teacher will as each pair to share what they discussed.
● The teacher will use students answers to fill in class Venn Diagram by using students
Label: Bell Ringer response.
Also may be called: ● The teacher will introduce what an electrical force is and display the definition.
anticipatory set, hook, ● (Academic Language Introduced: Electrical Force)
introduction, review, ● The teacher will ask students to use the information presented to finish filling out a
Do Now, Write Now, “Vocab Tab” for Electrical Force. (Academic Language Practiced:Electrical Force )
Silent Starter, warm- (Kinesthetic)(Visual)
up ● The teacher will ask students “what happens to charges that have similar and different
charges”?
● The students will do a quick turn and talk to discuss this. Students will have 1 minute
to do this. The teacher will ask each pair to share what they discussed.(Auditory)
Label: Transitions ● The teacher will explain and write that electrical fields lines come out of the positive
and go into the negative and the closer the field lines are the stronger the field.
● The teacher will introduce what an electrical force is and display the definition.
(Academic Language Introduced: Electrical fields)
● The teacher will ask students to use the information presented to finish filling out a
“Vocab Tab” for Vocab Word. (Academic Language Practiced:Electric Fields )
Label: (Kinesthetic)(Visual)
Accommodations for
Learning Modalities Transition: Teacher will ask if students need more time to finish writing their final thought in
visual, auditory, and their notes. The teacher will ask the students to go to a computer and log on to and click the
kinesthetic the link will take them to the Phet Simulations. The teacher will hand out the “Electric Field
around Point Charges” worksheet.

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Lab Activity: Electric Field Lines

● Students will be given the “Electric Field around Point Charges” worksheet. That has
them using the simulation to create a model of two objects interacting through electric
Label: Checks for fields to illustrate the forces between objects. (Kinesthetic)
Understanding: ● The students have 4 scenarios where they must mimic what is on the worksheet, then
directions, and/or recreate it on their worksheet and answer questions
content (formal or ● Students will have 15 minutes to work individually on the activity.
informal) ● The teacher will ask for 2 students to volunteer and repeat the instruction and repeat
how much time they have to complete the activity. (CFU-Directions)
Anchor Activity: Students may make up a scenario with three objects, record a distance, using
the Phet Simulation and draw what the electric field lines may look like.
Label: RBIS ● The teacher will give a 5-minute and 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: Electric Field Strength
● The teacher will explain that we can calculate the magnitude of the strength of an
electric field by using the Electric Field Strength Equation.
Label: Evidence of ● The teacher will ask “where can I find this equation” (Auditory)
Cognitive Student ● The teacher will instruct the student to find it and write it down in their notebook and
Engagement (CSE) placing a RTP # of page and circling it. RBIS#1(Visual)
Guided Practice: Electric Field Strength
● The teacher will display Practice Problem 4.1 from “ Lesson 4: Electrostatic Force
Label: Academic Worksheet.
Language ● The teacher will model how to find the electrostatic force between two charged objects
(introduced/practiced/ with a known distance between them.
assessed) ● The teacher will then display Practice Problem 4.2 from the “Lesson 4: Electrostatic
Force Worksheet” and read it out loud.
Label: ● The students will then have to model for the teacher how to do the problem.
21St Century Skills ● 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
Label: Adaptations/ share how they solved the problem
Accommodations for Transition: Teacher will ask if students need more time to finish their writing their final thought.
diverse learning The teacher handout exit slip to students that has an independent problem.
needs (not required) Closure Exit Slip: Independent Practice
● The teacher will ask students to take out an index card and put their name on it.
● The teacher will display Problem 4.3 on “ Lesson 4: Electrostatic Force Worksheet”
Label: Differentiated ● The teacher instructs the student do the problem on the index card. CSE21St Century
Instructions (content, Skills-Solve Problems (CFU-Content, Formal)
process, and/or product ● The student will have until the end of class to finish Independent Practice Problem.
–ability/readiness) –only ● The teacher will instruct students to write down all equations, known variables, all
required in 1 LP given variable (drawings depicting problem are encouraged), and to use the
vocabulary words they learned to write the explanations. (Academic Language
Label: Assessed: electrical force and electric field lines)
Interdisciplinary Skills ● If students are stuck and cannot figure out how to do the problem, they must “Show
Label: Closure Me What You Know” write everything they do know about the topic. RBIS#3
● The teacher will ask for 2 students to repeat the directions. (CFU-directions)
● The teacher will go over all the problems and offer individual feedback, 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))
Lab Activity “Electric Field Around Point Lab Activity “Electric Field Around Point Charges”
Charges”Worksheet Worksheet
Objective 1-Students will be able to explain different 1.Lab Activity Worksheet will be graded out of 15 points
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patterns of motion by developing (Synthesis) a model of 5 3 1 0

two objects interacting through electric fields to illustrate
the forces between objects. Completion of All of the 4 Only 3 Only less than Workshe
Worksheet scenarios scenarios 2 scenarios et was
where were were left blank
completed completed completed

Electric Field Electric Field Electric Field Electric Field

Lines Lines are are not going are not going Left
going from the from the + to from the + to Blank or
+ to the - and the - OR they the - AND they not done
are at right are not at are not at right
angles right angles angles

Written Responses to Responses to Responses to Left

Response the questions the questions the questions blank or
are through are concise are vague and not done
and use at and use at only uses one
least 1 main least 1 main vocabulary
concept and 3 concept OR 3 word
vocabulary vocabulary
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. The teacher will give students 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 4: Electrostatic Force Exit Ticket: “ Lesson 4: Electrostatic Force Worksheet”
Worksheet” Practice Problem 4.3 Practice Problem 4.3
Objective 2-Students will be able to explain different 2 1 0
patterns of motion by calculating (Analysis) the electric
Answer to The answer to The answer to the Left Blank
field strength between two charged objects. Problem problem is correct problem is
incorrect but effort
was shown by
writing down
knows list

Usage of The student used Student misused Left Blank

Equations the correct equation or used
equation and the wrong one
wrote it down

Substations The student Student Left Blank

correctly substituted
substatied values incorrectly

Arithmetic No arithmetic Contain less than Left Blank

mistakes 2 math errors

2. The teacher will provide written criterion-based feedback

to students and give them the opportunity to revise it again
for more points. The teacher will give students 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, electric field lines,

required for the lesson
How will the language be
introduced, practiced, &
assessed?
Introduced: The terms electrical force and electric field lines a 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 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

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vocabulary when completing classwork.

Assessed: Students are required to correctly use the vocabulary completing their Exit
Slip.
Instructional Resources/ ● Computers for all students
Materials ● Computer and Projector for teaching
● “Electric Field Around Point Charges” Worksheet
● Different Colored Writing Utensils (Blue, Green, Purple)
Research and/or Theory RBIS #1- Color Coding Notes
Supporting Instructional According to Marzano(2001) Summarizing and Notetaking, enhances the student's ability
Decisions (at least 2) 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.

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