Lesson Plan for Implementing NETS•S—Template I(More Directed Learning Activities)

Template with guiding questionsTeacher(s) Name LaNadia Pugh

Position Science Teacher

School/District Gwinnett County Public School

E-mail lanadia_pugh@gwinnett.k12.ga.us

Phone 770-338-4855

Grade Level(s) 11th and 12th grade

Content Area Physics

Time line Three Weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed.

Students should be able to know curriculum content knowledge from the Georgia Performance Standards, Gwinnett County AKS, and demonstrate their learning in a culminating activity through use of NETS-S technology standards. After completing this lessons along with other lessons throughout my unit plan, students will be able to gain the knowledge, skills, and strategies to analyze, apply and evaluate electric currents and circuits. Connections to other curriculum areas and subject area benchmarks, will be apparent in the enduring understanding concepts that I teach them, the products produced, as well as on-going assessments throughout the lesson.

Content Standards:Georgia Performance Standards (GPS) Correlations:AKS Standards for Electric Circuits, Electromagnets, and Electric Motors

AKS 21 - calculate the values of current, voltage, resistance and power in various circuits using Ohm's Law (GPS, HSGT)

AKS 22 - analyze (via laboratory analysis) the properties of magnetic fields and their relationship to electric fields (GPS, HSGT)

Students will know: Formulas to calculate current, power, voltage, and resistance. How to construct simple circuits from materials provided. The cost of electrical energy from household appliances. How batteries and wires can transfer energy to light (a light bulb) and/or heat. Explain the path of electricity in a circuit (open, closed, parallel, series circuit) Wire a simple electrical circuit to light a light bulb. Construct a circuit in more than one way using the same materials.

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Use symbols to represent the different parts of an electric circuit schematic. Classify materials as conductors of electricity and others materials as insulators based on tests using

simple electrical circuits. Explain how electricity is essential to our modern world. Apply troubleshooting strategies (knowledge of electrical circuits) to complete an incomplete circuit.

Students will do: Complete an expository or persuasive writing prompt give on electric currents and potential. Calculate power, current, voltage, and resistance in various circuits using mathematical calculations and

formulas. Students will build a complete parallel and series circuit in the laboratory. Evaluate the use of household appliances with alternating and direct current in real-life situations. Observe objects and describe commonalities and differences among series and parallel circuits. Design an investigation to help answer an investigable question. Employ simple equipment and measuring tools to investigate current, power and voltage. Organize appropriate and accurate measurements of data collection and observations using graphic

organizers, charts/graphs, illustrations or diagrams, and Web 2.0 internet tools. Draw conclusions based on data, observations, or findings and communicate results or information in an

appropriate manner.

NETS*S Standards:

ISTE Standards: 1a,b,3a,b,c,d2,a,bc,d, 4a,b,c,d,6b,6d,

1. Creativity and innovation: Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will also apply existing knowledge to generate new ideas, products, or processes and create original works as a means of personal or group expression. (Creating Circuits screencast and uploading to YouTube)

3.Research and information fluency: Students apply digital tools to gather, evaluate, and use information. Students will also plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks, and process data and/or report results. (Students must choose a Internet tool to compare and contrast different circuits)

2. Communication and collaboration: Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. During this lesson students will interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems.(Students will work in groups as well as individually to create final products. These final products will be assessed with a rubric.)

4. Critical thinking, problem solving, and decision-making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Students will use multiple processes and diverse perspectives to explore alternative solutions. (Student will take on a real adult professional role and use their knowledge of circuits to troubleshoot and solve problems.)

6. Technology operations and concepts: Students will demonstrate a sound understanding of technology concepts, systems, and operations. Students will select and use applications effectively and productively and transfer current knowledge to learning of new technologies. (Students will demonstrate understanding of technology in the products they create, the Internet tools they use (Padlet, Screen-o-matic, Popplet, YouTube) and mastery of learning objectives.)

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

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In this unit, students will be invited to discover that electricity in circuits can generate energy in the form of light, heat and magnetism through the inquiry process. Students will use Internet tools of their choice to compare and contrast circuits. Through a series of investigations, students will learn that electric circuits require a complete path through which an electrical current passes, and that different types of circuits show different characteristics. Students will use an online simulation from the Phet Colorado site to create multiple circuits and complete a Screencast. This screencast will be uploaded to YouTube and their final products will be assessed using a rubric. Students will also discover which materials are conductors and insulators of electricity. Students will also understand how the energy conservation theorem is used to help explain the behavior of current and voltage in parallel and series circuits. At the same time, a discussion of how matter responds to the presence of current is given with the introduction of the concept of resistance. Students will complete a 3 Color Writing activity and post their responses to Padlet. Writing prompts will be assed using a rubric. As a culminating activity, students will apply their new knowledge by researching testable questions and the wiring of circuits to create their final products. The fundamental concepts studied throughout the lesson are presented as they relate to observable phenomena. Students will be assessed formatively throughout the lesson in a variety of ways. The Summative assessment will be given using Plickers. This strategy allows the teacher to integrate the Characteristics of Science standards, Nature of Science standards, along with the NETS-S technology standards. Furthermore, activities specifically designed to improve student’s skills in technology, literacy, mathematical operations, critical thinking and problem solving are embedded throughout the lesson.

The essential questions and enduring understandings are listed below. These are the things that I would want students to know about, generate interest from, and will be able to help students focus on the important aspects of the topic. Background or prior knowledge I expect students to bring to this lesson would have been generated from the 8th grade curriculum of Physical Science. I will build on this knowledge through scaffolding, a culminating activity, various assessment strategies, and making connections between what they learn in the classroom, to the modern world.

Essential Questions: What are the differences between series, parallel, and mixed circuits? How is electricity used to create heat, sound, light, and motion? How is current and how can we distinguish between AC and DC? How is energy used in our world? How do batteries and wires conduct electricity to a light a bulb? What types of materials are conductors of electricity and what materials are not conductors (insulators)? How is inquiry used to investigate the answers to questions we pose?

Enduring Understandings: Electrical circuits require a complete loop through which an electrical current passes. Electricity is used to generate energy that can be transformed into other forms of energy (sound, light,

heat and motion). Some materials conduct electricity and some materials do not. Electricity is essential to living in today’s modern, technologically advanced world. Students will understand how to calculate electric potential and current that will be used to build circuits. Students will understand how to calculate power, current, voltage, and resistance in various circuits.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

In this project, students will use Web 2.0 tools of their choice to create their final products. Students may use Internet tools such as Popplet, Gliffy, Padlet, Youtube, Jing, Screen-o-matic etc. and products will be assessed using a rubric. For students to generate new knowledge, they must be able to master Physics AKS and ISTE-S standards. Students will demonstrate their learning in a culminating activity with the creation of the final products. I will differentiate my student’s learning by the process, by the content and by the product. To cater to all learning styles, I will use My Eclass in Desire 2 Learn to help deliver instructional content. There are videos, online simulations, cloze notes, independent practice, homework checks, quizzes and test. To ensure I differentiate instruction by the product, students will be given a list of Web 2.0 tools to use and a rubric to complete the culminating activity. Lastly, I will assess students progress by use of the following Formative, Summative, and Self-Reflected Assessments.Formative Assessments

Teacher observations Questionings and Cueing My Eclass Desire 2 Learn Instructional Physics Lessons Use essential questions as pre-writes and 3 Color Writing Prompts (password: physics) Super Teacher Tools Review Game Jeopardy Exit Tickets , Quizzes, Test Stop-Drop and Summarize

Summative Assessments Plickers Assessment Rubrics Culminating Activity on Electric Currents and Circuits (product created by the student)

Evaluation & Reflection Project Evaluation (Google Docs)

Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)

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Technology can support students learning in a variety of ways. First, utilizing technology will allow my students to work at their own pace, increases cooperative learning, and afford students the opportunity to connect prior learning experiences to what the students are currently learning. Digital tools and resources that I intend to use to increase mastery of educational content are listed below. My Eclass will provide videos, online simulations, independent practice, quizzes, collaborative discussions boards and test. These various tools cater to all learning abilities, as well as bridge the gap between what they learn and the technology used to support the learner. Students will also gather meaning and construct their own understanding based on the Web 2.0 tools of their choice. Previous technology skills a student would need include Internet Safety, Digital citizenship, use of Productivity tools such as MS Word, Excel or PowerPoint. Moreover, students should have experiences in publishing content to the Web, computer software and multimedia, editing, innovation and communication skills. Lastly, technology will be used to support student’s learning, because it will enrich or enhance the final product, build their own enduring understandings, communication with other learners, collaboration, rigor, and make what they learn relevant to their lives.

Digital Tools Used: Web 2.0 Tools,Google Docs , Plickers, Padlet (password: physics), YouTube, Screencast ,

Instructional Resources: My Eclass, Phet Colorado , Khan Academy, Symbaloo

Instructional Plan Preparation

(What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)

Students would need to understand how to construct simple circuits from materials provided, and differences between series, parallel, and mixed circuits. Student must also be able to calculate current, power, voltage, and resistance and use symbols to represent the different parts of an electric circuit schematic. I can find out if students have the foundation by assessing prior knowledge, using a pre-test or pre-concept check, anticipation guide, or quick write from the unit topic. Difficulties students may have would include the mathematical operations needed to understand electric currents and circuits, along with the circuit symbols. Listed below is my instructional plan for this lesson to ensure the product they create will include the learning aligned to the curriculum and technology standards. After that I have listed the instructional sequence and planning of the learning experiences by day to ensure my students can complete their projects in the time frame parallel to Gwinnett County Instructional Calendar.

Instructional Plan Concept Map

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Lesson Title: Electric Currents and CircuitsLesson Culminating Essential Question: How can we investigate electric current and potential to build various circuits and determine the required amount of electricity to power a home?

Concept: AKS 21a,b

21a) Relate electric power to current and voltage21b) Compare and contrast series and parallel, and mixed circuits

Concept: AKS 21c, c1

21c) Construct and analyze simple series and parallel DC circuits using simulations21c1) Demonstrate proper use of ammeters and voltmeters in measuring voltage, current, and resistance through the use of Ohm’s Law

Concept: AKS 21d

21d) Illustrate and analyze steady-state DC circuits in series and parallel to determine the voltage, current through, total resistance of, and power dissipated/added by each element in the circuit.

EQ: What is Ohm’s Law?

Ideas/Skills: Students will calculate how voltage through a wire is directly proportional to both the current and resistance in the wire. It is represented by the equation, V = IR

V is voltage, I is current, R is resistance

EQ: How is the electrical power of a device determined?

EQ: How are simple series and parallel, and mixed circuit s constructed?

Ideas/Skills: The electrical power of a device can be calculated if the voltage and current through it are known. The equation for electric power is P = VI.

Ideas/Skills: Circuit diagrams are used to represent how series and parallel circuits are constructed. Symbols are used to represent the various electrical components found in the circuit.

EQ: How can one determine the voltage, current, resistance, and power of elements in series and parallel, and mixed circuits?

Ideas/Skills: The following equations are used for determining the voltage, current, resistance, and power through resistors within a series circuit:

Essential Vocabulary for this Lesson:Current, voltage, potential difference, resistance, electrical power, volt, ampere, Ohm, Ohm’s Law, resistor, load, voltage source, series circuit, parallel circuit, direct current, alternating current, conventional current, equivalent resistance, ammeter, voltmeter, electromagnet

Day 1-2 Day 3-4 Day 5-6 Day 7-8 Day 9-10 Day 11-12 Day 13-14 Day 15-20 Day 20-21

Topic/Skill Ohm’s Law Electric Current & Voltage

Conductors & Insulators

Types of Circuits

Schematic. & Lifelike Circuit Construction

Energy Use & Real-World Applications

Electric Current & Potential Review

Work on Culminating Project

Assessments

Activating BackgroundKnowledge and Practice

My Eclass

PoppletFrayer Diagram

My Eclass

Show video

My Eclass

Reading Activity & take notes

My Eclass

Phet Colorado Simulation

My Eclass

Web 2.0 tools tutorial(Symabloo, Padlet, Plickers, Popplet etc)

My Eclass

Module Lessons

My Eclass

Module Lessons

Work on Projects Google Docs Form

Evidence of Learning/Assessments

Formative:IndependentActivity

Complete Homework Check

Formative:

Current Calculations& Homework CheckTeacher Observations

Formative: EQ answered

3 Color Writing& RubricExit TicketObservations

Quiz

Formative:Observations/Questioning

EQ answered as Exit Ticket

Formative: Class discussion

Work on ProjectsProducts created from rubrics

Summative:Plickers Assessment Benchmark

Technology Computer & Smart board

Video & Computer

Padlet & Computer

Smart board Phet Simulation &Computer

Computer-Instructional Content

Computer-Instructional Content

Computer-Instructional Content

Work on ProjectsComputer, Internet, Web 2.0 tools (Youtube, Screencast etc.)

Smart Board Application & Jeopardy Review GameGoogle Docs

Differentiated Instruction

Content Content Process Content, Process, and Product

Content & Process

Content Content Product-Work on ProjectsStudents use of Web 2.0 tools, Assist Special education students (more one on one)

Planning Learning Experiences - Instructional Sequence Chart for Lesson

Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed.

Classroom management strategies I will you use to manage my students and the use of digital tools and resources would include planned seating arrangements, reviewing technology expectations, and differentiate instruction to meet the needs of my learners. First, I will have students seated no more than two per table, and they each will be issued a personal laptop computer. I will be able to project the lessons on the smart board and constantly move around the room to assist students using a wireless keyboard. My special education students have preferential seating and must be in close proximity to the teacher. If I need to pair students up, I can use my color cones or colored stickers to randomly assign groups. I can put a high independent student with a struggling one or create a high, medium, low set of groups so I can focus more one on one with the medium and struggling groups.

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Classroom Organization

I have students seated at large science tables or desk. I normally sit two per table facing the direction of the smart board projector. Students will have their own personal laptop computer to use. This enables me to only project the lessons for students to see, and use the white board, but also allows me to work in the back of the room with a wireless keyboard, so that I can monitor student’s actions on their personal computers. Lastly, if I need to modify the seating, I can easily rearrange the large work tables.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration?

Research-based instructional strategies I will use with this lesson will include Gwinnett County Public School Quality Plus Teaching Strategies. This includes the use of vocabulary to explicitly teach essential content related vocabulary. Nonverbal representations of content skills (student brain maps created from Popplet). Problem-solving strategies are embedded through games and simulations (Super Teacher Tools). Questioning and Assessments to frequently assess students learning of the AKS (Rubistar & Plickers). Modeling and Practice to give students opportunities for guided practice followed by independent practice (Khan Academy Instructional Resources). Collaborative learning opportunities (Padlet, Prezi, Slideshare), as well as Goal setting to improve academic achievement (Symbaloo). Lastly, assessing back ground knowledge and experience from Discovery Education videos and lesson content, are embed in the online modules in My Eclass. I will ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy by using higher level Questioning and Cueing. Use of a Rubric to guide students rather than me giving a list of instructions, is another way to increase rigor. Moreover, allowing students to breakdown or analyze complex concepts helps increase higher order thinking.

Technology will be used to support my teaching, because my students will be able to work at their own pace, promotes collaboration with other students, gain the opportunity to connect background knowledge to what the students are currently learning, and equip students with the knowledge and skills to be technological literate. Students will build knowledge and skills by use of the various activation strategies, such as showing video clips in the Desire 2 Learn (My EClass) Modules, completing a Popplet Frayer diagram, working through the lessons on electric currents and circuits, creating the final product and completing all formative and summative assessments. Authentic, relevant, and meaningful learning activities and tasks my students will complete includes the creating of their final product, explorations of the Web 2.0 tools, simulations, and gaining enduring understandings of electric currents and circuits. Students use digital tools and resources to communicate and collaborate with each other and through use of Padlet. Also I have students post to the discussion boards once a week in My Eclass. I have created a board where they can collaborate, post questions and receive help from the teacher. I will facilitate collaboration by posting a 3CR Writing Prompt to Padlet, creating a Discussion Board for students to collaborate back and forth, and allowing students to work together in class.

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I will manage technology use by monitoring their computer screens at all times, and reviewing the technology expectations before, during, and after the lesson is implemented. In addition, strategies I will use to achieve equitable access to the Internet while completing this lesson would be to devote classroom time to complete the project. I will also give students a list of local libraries and a few restaurants that contain free Wi-Fi. This ensures each student will have access to the internet. Since our school enrollment is small, students are given permission to check out their personal laptops if they fill out a form provided from our local LSTC. Every student will have a PC to use in school or to take home if necessary. Technical issues that might arise during the Internet lesson could be that the school local server is down (Internet and Desire 2 Learn), and this happens periodically. We are required to have a backup lesson available, so I will make sure I have students working on drafts of what the final project will look like on paper. They can also write or type the text in Microsoft Office and transfer it to the Web 2.0 tool later. I will resolve or trouble-shoot problems by first staying calm, the students don’t know what’s on the lesson plan. Second, try to resolve the issue on my own or ask another teacher. If I can’t, I can call my local LSTC to come and help. Lastly, I will run through the lesson a few days in advance to make sure web links can open, or Web 2.0 tools are free of charge. This ensures my ability to trouble shoot before, during and after the lesson for issues that may arise.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)

I will you differentiate by the content and process, to accommodate various learning styles and abilities. By using MyEclass content Modules, I will deliver various engaging lessons, online simulations, and interactive discussions with my students. I will help students learn independently, by allowing them to login and work at their own pace. There are lots of videos, online resources, and note taking outlines available. If students need help, they know to ask their elbow buddy first. If students are still struggling, I provide one on one or we project the lessons as a class and work on it together. I will provide extensions and opportunities for enrichment by giving students extra resources if needed. This could include Khan Academy, Discovery Education or use of other Online Resources given from Gwinnett County Science Department. I could also extend students learning by use of blogging about their experience on my home web page, or receive verbal feedback and written feedback through Google Forms. The only assistive technologies I would need to provide for my special education students would be earphones, and the text to speech function, which is downloaded on their personal computers search bar. No other students require any additional assistive technology.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

• Did students find the lesson meaningful and worth completing?• In what ways was this lesson effective? • What went well and why? • What did not go well and why? • How would you teach this lesson differently?)

There will not be a closing event, but students will come to the front of the room to give a brief synopsis of what they learned and share their projects with the class. Students will be asked to reflect upon their work by completing a project Evaluation through Google Forms. Students can also provide feedback on the assignments in class, but not on the assignment itself. I will help students answer these following questions by using a Google Form Doc. They will answer the questions and the feedback will be submitted to me for review.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation.

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Reflections I have regarding this lessons is to keep the district testing schedule in mind. Students were often pulled out of class to go to review sessions or take state mandated test. This was completely out of my control. Next time, I will allot more time for students to complete the projects, or plan ahead of the testing schedule. Advice that I would give others if they were to implement the lesson would be to be organize, plan, have access to technology, and be ready to differentiate. Make sure your students have equitable access to technology, and are aware of internet safety. Setting expectations about the use of technology before, during and after the lesson implementation helps. Also be mind of modifying the instruction to meet the need of special education students while maintaining rigor and relevance. I also believe that students met and mastered the AKS curriculum, because they were able to demonstrate a sound understanding and applied knowledge gained. Along with the NETS-S technology standards, students were able to create a meaningful product. Differentiating by the content and process to accommodate various learning styles and abilities was very beneficial. Formative and summative assessments data showed improvement in mastery of standards for regular ed. students as well as special ed. In addition, using inquiry-based learning from the simulations, lesson content, and answering of the essential questions, helped students to gain enduring understandings of Electric Currents and Circuits. Moreover, students enhanced their learning by using technology to complete the culminating activity. It really helped my students to have choice in creating the final product. Not all students final products looked the same, but they were assessed with the same rubric. This gave students choice and the freedom to create a product meaningful to them. Technology was also used to support students learning in a variety of ways. I utilized lots of technology, which allowed my students to work at their own pace, work cooperatively in groups, connect prior learning experiences to what the students were currently learning, and made the lesson relevant to their lives. Since I managed technology use by monitoring their computer screens at all times, and reviewing the technology expectations before, during, and after the lesson was implemented, there were no issues with student abusing the internet or computers. Also I gave students a list before hand of local libraries, places with free internet, and the protocol for checking out a computer to take home, so everyone was able to participate and complete the project. Devoting the classroom time to complete the culminating activity also helped. Lastly, when using the Plickers to assess my students, the app crashed and was in the process of being fixed. Instead of using my iPhone to scan the room and record student responses, I pulled out index cards, gave four to each student and told them to write A, B, C, and D on them. I was able to assess the students manually and jotted the results down on paper. I then recorded their scores on a spreadsheet. Thinking on my feet by trouble shooting quickly and solving the problem, still allowed the lesson to go smoothly. Staying calm was a big help! Creating and implementing this lesson plan ultimately strengthen my abilities as a technology coach. I feel prepared to not only integrate technology into my pedagogical practices, but also help teachers effectively utilize technology for teaching and learning. Gaining this experience was well worth it and allowed me to see how technology use is put into practice. I am elated that my students learned, and made a product meaningful to them, and they are very excited to complete another project similar to this one in the near future.

Culminating Performance Task Assessment – GRASPSStudent Assignment Sheet

Goal You will show that you are capable of applying the concepts of electric currents, electric

circuits and power. Students will obtain, compute and interpret information from a real world scenario and create a final product using a Web 2.0 tool.

Role This task is to be completed and you are to play the role of interns for “Mr. Sparky” the Electrician.

Audience The target audience will be Georgia Power customers.

Situation Mr. Sparky is out sick today, and needs Physics intern students to help. Customers are complaining to Mr. Sparky that their Georgia Power bills are too high and want to determine the cause. Mr. Sparky knows that it must be the design of the circuits in the customer’s home, and the amount of voltage they are receiving. He wants you to look at the customer’s bills, and determine an appropriate circuit design to reduce energy consumptions in the customers’ homes. He needs a report with sketches, explanations, and mathematical data to support your claims. The challenge involves a group of student to carefully and meticulously help “Mr. Sparky” build and design a series and parallel or mixed circuits to reduce energy loss for a

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Georgia Power customer.Product and Performance

You will design functional electric circuits created by Screen-o-matic, sketch and record the various types of circuits, complete Ohm’s Law calculations for energy consumptions, and use a Web 2.0 tool to report how you manage to accomplish your goal.

Standards for Success

You must meet the following the following criteria: neatly designed circuit using Phet Colorado simulations, accurate written information about circuits and accurate mathematical information obtained from calculations. See the Rubric for help in creating your final product.

CATEGORY Excellent (4) Proficient (3) Basic (2) Below Basic (1)ENGINEERS DESIGNS/ INNOVATION

All diagrams are clear and easy to follow and accurately describe. No adult help was needed to accomplish this.

All diagrams are lacking in clarity or completeness. Some adult help was needed to accomplish this.

All diagrams are confusing. There may be unnecessary diagrams and equipment listed.Student requires explanation even after adult feedback had been given.

Multiple materials or diagrams are missing.Design not complete or incomplete or not sequential, even after adult feedback had been given.

CALCULATIONS All calculations are shown and the results are correctly and labeled appropriately. Units are included, along correct usage of significant figures.

Calculations are shown and the results are correct and labeled appropriately. Most units are shown, most significant figures are correct.

Some calculations are shown and the results labeled appropriately. Most units are shown.

Some calculations are shown or results are inaccurate or mislabeled or units are mostly unused.

DIAGRAMS/DESIGN

Provided an accurate, easy-to-follow design to illustrate the procedure or the process being studied. Professional looking and accurate representation of circuits.

Provided an accurate design to illustrate the procedure or the process being studied. Accurate representation of the circuit design. Design has some uncertainty.

Provided an easy-to-follow diagram to illustrate the procedure or process, but one key step was left out. Designs are poorly formatted or presented, or multiple omissions or uncertainty.

Did not provide a diagram or the diagram was quite incomplete. Design is out of order and impossible to understand.

TECHNOLOGY COMPONENT

Student used a web 2.0 tool to display results. Everything is detailed and thorough. Excellent use of technical vocabulary and content knowledge.

Student used a web 2.0 tool to display results. Some errors, but not many. Student provided a somewhat detailed. Proficient use of technical vocabulary and content knowledge.

Student used a web 2.0 tool to display results. Product showed errors and lack of effort. Important sources or error are omitted. Student provided a some reference of material. Basic use of technical vocabulary and content knowledge.

Student used a web 2.0 tool or no web 2.0 tool. Product contains errors and major source of data is omitted. Apparent or important details were overlooked. Below basic to no use of technical vocabulary and content knowledge.

Rubric Grading Scale: A = 15–16 points B = 14–13 points C =12–11points D = 10–9 points F = 8-0 points

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Summative Assessment: Electric Currents and Circuits1. True/False A break anywhere in the path of an electric circuit stops the electron flow in the entire circuit.

2. True/False To prevent a circuit from overloading a(n) electrician may install a fuse as a safety precaution.

3. True/False DC current is derived from batteries.

4. True/False DC current can be transmitted greater distances than can AC current.

5. True/False A series circuit has more than one pathway for electricity.

6. The voltage of AC current in North America is ___.a. 110 V b. 60 Hertz c. 120 V d. 110 Hz

7. Where do the electrons come from that produce heat and light in a light bulb?a. the wall plug b. the power company c. the bulb’s wire filament d. the air e. none are correct

8. Electric power is defined as __.a. current x voltage b. current divided by voltage c. voltage divided by current d. current times resistance e. none are correct

9. The reason that a bird is not electrocuted when sitting on a power line is __.a. birds don’t conduct electricityb. there is no potential difference between the bird’s feet

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c. the wires are insulated so the bird doesn’t encounter any electricity

10. A squirrel who comes to the end of a power line, but doesn’t jump to the pole will __.a. not live to jump againb. be just finec. feel a little pop, but not be hurt

11. When a 10-V battery is connected to a resistor, 2 A of current flows in the resistor. What is the resistor’s value?a. 2 Ohm b. 5 Ohms c. 12 Ohms d. 20 Ohms e. more than 20 Ohms

12. The current through a 10-Ohm resistor connected to a 120 V power supply is __.a. 1 A b. 12 A c. 120 A d. 1200 A e. none are correct

13. A 10-Ohm resistor has a 6-A current in it. What is the voltage across the resistor?a. 4 Volts b. 16 Volts c. about 1.5 Volts d. 60 Volts e. none are correct

14. How much power is used by a 6.0 V flashlight battery that draws 0.5 A of current?a. 5.5 Watts b. 6.5 Watts c. 3 watts d. 30 Watts e. none are correct

15. When plugged into a 120 Volt wall outlet, how much current is used by a toaster rated at 1200 W?a. 144,000 A b. 1200 A c. 120 A d. 10 A e. none are correct

16. If lights are wired in series and one light goes outA. The other lights remain on B. The other lights go outC. No generalization may be made.

17. In order for there to be a flow of charge from one place to another, there must be a __.a. potential difference between the two places b. conductor, such as a wire, connecting the two places c. both are correct d. neither is correct

18. An ampere is a ___a. unit of voltage b. unit of current c. voltage d. unit of resistance e. unit of power

19. An Ohm is a ___a. unit of voltage b. unit of current c. voltage d. unit of resistance e. unit of power

20. Electrical resistance in a wire depends upon the wire’s __a. conductivity b. length c. thickness d. all of the above e. none are correct

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21. This current electrons alternate their direction of flow______.a. Alternating Current b. Direct Current c. Electromotive Force d.Diode

22. If lights are wired in parallel and one light goes out, the other lights willa. stay on b. go out c. do different things at different times 23. In order for current to exist in a circuit, you must have ____________.A. two light bulbs in series B. two light bulbs in parallelC. a complete path for the current D. a switch that is open

24. A voltmeter will measure:A. Electrical current B. Charge C. Resistance D. Potential difference

25. If three resistors are connected in parallel, there are _________ current paths in the circuit.A. one B. two C. three D. four

Sketch26. Draw a circuit with 2 resistors in series that is parallel to an open switch and powered by a 110-volt power source.

Calculations: Complete the following calculations. YOU MUST SHOW YOUR WORK, YOU MUST HAVE THE CORRECT NUMERICAL ANSWER, AND YOU MUST HAVE THE CORRECT UNITS to receive FULL CREDIT.

27. Priscila pushes the shutter button of her camera and the flash unit releases the 4.5 x 10-3 C of charge that was stored in the 500. F capacitor. What is the potential difference across the plates of the capacitor inside the flash?

28. The lighter in Chuck’s car (which he only uses to power his blackberry), has a resistance of 50.0 . How much current does the lighter draw when it is run off the car’s 12-V battery?

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29. A 120-V outlet in Josh’s room is wired with a circuit breaker on a 6 A line so that he cannot overload the circuit. If Josh tries to iron a shirt for his hot date with a 600-W iron, will he trip the circuit breaker? (Hint: Solve for Current and show your work)

Circle one Yes, he will trip the circuit breaker or No, he will not trip the circuit breaker

30. How much power is used by Julie’s contact lens heating unit that draws 0.090 amps of current from a 120 V line?

31. Julia was experimenting in the lab and hooked up 3 resistors in series. The resistors had 10, 12 and 30 of resistance. What was the total resistance? B) if the circuit is powered by 120 V, what is the current flowing through the circuit?

32. Laurin took apart Julia’s work and rewired the circuit with two 4Ω resistors now in parallel. What is the total resistance now?

33. What is the resistance of the heating element in Robert’s car lock de-icer that contains a 1.5 volt battery supplying a current of 0.7 A to the circuit?

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34 . While cooking dinner, Whitney’s oven uses a 220.0 V line and draws 6.00 A of current when heated to its maximum temperature. What is the resistance of the oven when it is fully heated?

Links to Final Lesson Plan Samples

3 Color Writing Samples Password: physics

Popplet Web 2.0 Tools Final Product from Student

Google Forms Assessments

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References

Carr, S. (2012). Teaching With Purpose. Retrieved from Teaching with Purpose and Passion

Center, E. S. (2009). Electricity. Davis, California, United States: The Morgan Family Fund.

Georgia Department of Education. (2015). Georgia performance standards http://www.georgiastandards.org/.

Gwinnett County Public Schools AKS. (2015). Gwinnett County Public Schools.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Thousand Oak, California: Corwin

University of Colorado Boulder. (2015). Interactive Simulations Current & Circuit Construction Kits. Retrieved from PHet Colorado

Wallingford Public Schools. (n.d.). Electric circuits and magnets. Retrieved Feb 3, 2015

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