Lesson Plan

Title: Electronics Claim Evidence Reasoning

Guiding Question: Can you test for something you can’t see?

Name: Brian D’Auteuil Date: 10/4/18

Subject/ Grade Level: Physics/ Robotics Engineering Curriculum Class Length: 72 min     

Science Standards (NGSS; MI Science Standards):

 
HS-PS4-5: ​Communicate technical information about​ ​how some technological devices use the principles of
wave behavior and wave interactions with matter​ ​to transmit and capture information and energy.*

How does your lesson fit in with each of the 5 dimensions of science learning?
1. Science and 2. Cross Cutting 3. Disciplinary Core 4. Interest 5. Identity
Engineering Concepts Ideas           
Practices ● Cause and effect       ● Our students ● How energy
● Energy and ● enjoy hands-on powers their
      matter: flows,
Physical Science
learning homes and
● Develop and use ● Engineering
cycles and ● Learning about communities
models conservation electronics (such
● Planning and as cell phones,
carrying out wifi)
investigations
● Construct
explanations
and design
solutions
● Engage in
argument from
evidence

Scientific Phenomenon:
Describe the phenomenon this lesson aims to explore. This may be related to this specific lesson, or it may be related to a set of phenomena or
one phenomenon within a unit of study.

Students learn about the phenomenon of electricity and the properties associated with it.

Lesson Objective(s):
Students can test for something they can not see.
Students can write a claim, create a test to prove their claim, and then explain how their test proves or
 disproves their claim.
Materials: (Please attach any necessary handouts, reading materials, etc. at the end of this document.)
Hand out
Circuit boards and accompanying circuit materials
 Van De Graff Machines
Safety Notes:
Any students with heart conditions?
 Do NOT connect the positive and negative terminals of the battery with a wire
ENGAGE Time: 20 min
      
Describe how the teacher will capture students’ interest, access prior knowledge/understanding, and/or generate questions.
Include teacher actions as well as student actions.
Explain how students might struggle or any common alternative ideas they may have and how the teacher will support them?
Description of activity: Aspect(s) related to 5 dimensions
of science learning?
Think, pair, share on the question, “Can you test for something you
can’t see?” 1.Argument and evidence.
3. Physical science.
Teacher writes student examples of things you can test for but can’t      
see on the board. Meanwhile, teacher pushes students to be clear in
their argument while trying to provide counterexamples.

Teacher demonstrates a simple lightbulb circuit to show an example of

how you can test for electricity even though you can’t see it.
Students will: Teacher will: Differentiation strategies during
this time:
Think about counter examples of Make sure students are focusing
things you can’t see but can test on providing evidence and Think, pair, share allows students
for. Debate with their classmates reasoning to back up their claims. to work together to push each
about their examples. Seek to During share out, push students to others’ reasoning.
back up their claim with evidence. explain how they ​know​ things
exist that they can’t see. Many students in this class are
Follow along with teacher’s demo During demonstration, teacher more successful with verbal skills
on their own worksheets. relates the light coming from the compared to reading and writing.
lightbulb to claim, evidence, and Think pair shares allow them to
reasoning. Teacher writes an showcase these skills.
example of claim, evidence
reasoning on the board for
students to copy down into their
notes.
I know students are making progress towards lesson objectives during this time because…
The think pair share is a practice round of the skill we are hoping to develop in the lesson objective.
Then, they see claim, evidence, reasoning modeled by teacher
     
 EXPLORE Time: 20 min     
Describe the activity students will be doing. Include teacher actions as well as student actions.
List conceptual questions the teacher will use to encourage and/or focus students’ exploration.
Explain how students might struggle and how you will support them.

Description of activity: Aspect(s) related to 5 dimensions

     ​Students explore circuit boards. They are told the safety warning, of science learning? (List
but are allowed to experiment with their components. In handout, they number(s) as indicated in
are given broad guidelines of things they can test, but are not told how standards section)
to test for it. 1. Develop and use models
Planning and carrying out
investigations
 Construct explanations and design
solutions
Engage in argument from evidence
   ​ ​ 2​.​ ​Cause and effect
Energy and matter: flows, cycles
and conservation
3. Physical science and Engineering
4. Hands on learning

Students will: Teacher will: Differentiation strategies during

Be creative in their exploration of Walk around the room providing this time:
electricity. Write claim evidence general support for the students
and reasoning for their findings. who struggle with lack ofStudents work in lab partners
guidance. Again, really encourage
which are mixed ability groups.
the claim, evidence, and reasoning
Teacher can provide more
aspect of this assignment.
guidance for students who need
it.
I know students are making progress towards lesson objectives during this time because…
They are writing down their findings from exploration in the format of claim, evidence, reasoning.

 EXPLAIN Time: 15 min     

What big idea or phenomenon are students explaining given the standards and objectives listed?
How will students connect prior knowledge to today’s exploration?
List higher order thinking questions the teacher will use to elicit student explanations and allow them to justify their explanations.
Explain how students might struggle and how you will support them.
Description of activity: Aspect(s) related to 5 dimensions
    ​ In their lab groups, students explain one property of electricity of science learning? (List
they found to the class. They show the class their circuit board used to number(s) as indicated in
demonstrate the property while sharing out. Teacher pushes students standards section)
to use claim, evidence, reasoning in their share out and to connect 1. Engage in argument from evidence
2. Cause and effect
their findings to prior knowledge. 5. How electricity powers homes and
communities.

Students will: Teacher will: Differentiation strategies during

Use claim, evidence, reasoning in Guide the students to make sure
this time:
their share out. Explain where their responses are in the format
Students have option to present
electricity is flowing by providing of claim evidence reasoning.
at their desk instead of getting up
evidence using their circuit. Connect their findings to prior
to present. Generally, the lab
knowledge.    ​  group has at least one student
who likes to present.  ​  
I know students are making progress towards lesson objectives during this time because…
    ​ They are starting to formulate their arguments using their circuit board as evidence instead of just
saying “because someone told me it happens this way.”
 ELABORATE Time: 15 min     
Describe how students will develop a more sophisticated understanding and apply their understanding to a new situation(s).
How is this knowledge and/or understanding applied in our daily lives?
Description of activity: Aspect(s) related to 5 dimensions
First, teacher asks what students think they are about to observe when of science learning? (List
the Van De Graff Machine is turned on. Teacher demos the Van De number(s) as indicated in
Graff machine. Teacher prompts students to connect what they are standards section)
observing to what we just discussed and to prior knowledge. 1. Engage in argument from
evidence​     
2. Energy and matter
3. Physical sciences and
engineering
4. Hands on learning
5. Powering homes and
communities

Students will: Teacher will: Differentiation strategies during

Predict, observe and explain this Guide students’ explanations this time:
phenomena using claim, evidence, while connecting back to our
reasoning. Enjoy getting shocked. circuit findings, especially when
circuits can be open or closed.
Connect to lightning and and
shocking your finger on a door
handle.
I know students are making progress towards lesson objectives during this time because…
They use claim, evidence, reasoning to explain a concept that ​has not​ been modeled or seen in class. Can
use the evidence from class to make a more abstract claim.

 EVALUATE Time:  15 min    

Describe how the teacher will formally or informally check for understanding throughout the lesson.
How will students demonstrate that they have achieved the lesson objective(s)?
      

Description of activity: Aspect(s) related to 5 dimensions

Students re-do claim evidence reasoning for the big question, “Can you of science learning? (List
test for something you can’t see?” number(s) as indicated in
standards section)
1. Argument and evidence.
3. Physical science.

     

Students will: Teacher will: Differentiation strategies during

Reflect on how to write a claim Reiterate how to write claim this time:
evidence reasoning.   ​    evidence reasoning while Special ed student has help from
providing examples from various teacher consultant​      
 contexts. Refers back to the
examples earlier in the worksheet.
I know students are making progress towards lesson objectives during this time because…
We can compare the claim, evidence, reasoning from the beginning of class to the final product at the end
of class.

Post-Instruction Reflection
Describe how the lesson went. In the future, what will you do differently when teaching this lesson again? How might you use what you learned
from/about students during this lesson to inform future instruction?

It went very well! The guiding question had them hooked! I will continue to put a lot of importance on a
strong guiding question in the future. I was worried that students would not have enough structure
considering they didn’t have explicit directions for what to do with the circuit boards. However, they came
up with 3 different properties of electricity without much guidance. Also, students loved playing with the
circuits and investigating the different properties by themselves. I didn’t get a great spark with the Van De
Graff, so I lost some of their attention while they were waiting for something spectacular. Next time, I will
make sure I have less worn down rubber bands to build up charge.