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Date:
School/Grade Level:
edTPA Info Definition
of Terms
Title/Theme of Unit
Estimated Unit Plan
Duration:
Essential Question(s):
Standard/Goals(s)
List the common Core
Standard(s) and/or Hawaii
Content Standard(s) that
align (s) with the learning
objectives (s).
Student Learning
Objectives (s) Objectives
should be measurable and
aligned with standard (s).
Benjamin Goodson
3/10/16
High School, 11th/12th grade Physics
http://cuhedtpa.weebly.com/about.html
Waves Understand the nature of waves, including the
characteristic properties of the electromagnetic spectrum, optics,
and sound waves
1-2 Days
What is and what are the properties of the Electromagnetic
Spectrum?
Topic
Benchmark SC.PH.6.4
Sample Performance Assessment (SPA)
Assessment (s)
List the types of formative
and summative
assessments that will be
used to monitor and assess
student learning. Include
your pre and post unit
assessment(s).
Group presentation
Worksheet
Topic
Benchmark SC.PH.6.4
Sample Performance Assessment (SPA)
Launch
10 Minutes
How will you
start the lesson
to engage and
motivate
students in
learning?
I will start the lesson off with showing my students on the projector screen
the picture of the same celestial object (galaxy) viewed within many
different wavelengths in the electromagnetic spectrum. (Gamma ray, x-ray,
ultraviolet, visible, infrared, microwave, and radio). I will try to group
images that look nothing alike to make it seem like we are looking at several
different galaxies when we are actually looking at the same galaxy in many
different spectra.
I will have students do a show of hands as to if they think these images are
of different objects or not. I expect the majority to choose that they are
different and when the students find out the image is of the same object, it
will grab their attention.
Instruction
10 Minutes
What will you
do to engage
students in
developing
understanding of
the lesson
objective(s)?
I will start off asking my students, Do you believe that you can see
everything going on around you?
From there I will explain that there are many spectra of light and radiation
around us that we cannot see. I will explain to them that our perception of
reality is so narrow compared to all the light and energy around us that we
cannot see.
I will start with the concept of x-rays that we all have to get when we break a
bone or have to go to the hospital. This should be a pretty relatable example
because everyone, at one time or another, has had x-rays or knows someone
who has and has seen them before. I will explain to my students that we
know the bones are there, but we cannot see them with our naked eyes and
need the help of x-rays to see them. I will explain that the same thing can be
said when viewing stars, and the fact that we can use different wavelengths
of the electromagnetic spectrum to view and learn different things about
stars, galaxies, and planets.
objectives?
Structured
Practice and
Application
30 Minutes
After being split up into groups, students will research their assigned spectra.
They will look up, who discovered the spectra, when, its applications in the
world (communications, technology, atronomy, ect.), and the frequency in
which it lies.
To apply the knowledge that groups had just acquired, they will present their
information to the rest of the class and explain their assigned spectra.
Students will be assessed on the quality of information they have given and
from their answers to the questions I may have for them regarding their
assigned spectra. Students will also display their retained knowledge by me
surprising them with the assignment that each group has to present another
groups information. Students will know that they have to re-present but not
know which group they will be doing. This will keep students on their chairs
to make sure they are paying attention to all the other groups to they dont
have a mental blank when presenting.
How will
students apply
what they have
learned?
How will you
determine if
students are
meeting the
intended
learning
objectives?
Closure
2 Minutes
How will you
end the lesson?
Differentiation/
Planned Support
How will you
provide students
access to
learning based
on individual
and group
needs?
Students will then complete a worksheet mixing and matching the different
properties of different spectra as a final task.
I will end the lesson with a simple question: How has your view of reality
changed from this class today? Students will discuss as a class about their
perspective changes and I will ask each student what they thought about the
lesson.
Whole Class
The class will participate as a whole during the presentations of other
groups. Students will be actively engaged in class discussions after each
presentation.
Individual Students
I will make sure students are working together as a group while doing their
research and assigning each member of a group a particular property of the
assigned wavelength to research (history, wavelength, uses, ect).
Student
Interactions
When splitting students into their different groups, I will make sure each
student is researching a particular aspect of the assigned spectrum. In
forming groups, I will make sure that each group has a range of concept
How will you
knowledge to prevent those who do and dont know the material from
structure
opportunities for segregating into groups.
students to work
with partners or
in groups?
What criteria
will you use
when forming
groups?
What Ifs
What might not
go as planned
and how can
you be ready to
make
adjustment?
Theoretical
Principles
and/or
ResearchBased
Best Practices
Why are the
learning tasks
for this lesson
appropriate for
your students?
The projector might malfunction and the pictures used for the lesson opening
wont be seen. In this case, I will go right into the first question I ask my
students: Do you believe that you can see everything going on around
you?
One of the most important parts of this lesson plan is engaging the students
through the thought that the reality they have been experiencing their whole
lives is only a narrow view of what is really going on around them. This
strategy is the reflection-in-action, In which we question both the
unexpected event and the knowledge-in-action that brought it on.
(Bruning, Schraw, & Norby, 2011 p. 201). The unexpected
event being the information shared with the class at the
beginning will cause students to really think about
everything that they can see and try to imagine all the other
forms of energy going around us that we are oblivious to
with our natural senses. The discussion at the close of the
lesson uses the IRE pattern which involves, (Initiate,
respond, evaluate) (Bruning, Schraw, & Norby, 2011 p.
203). This discourse structure is initiated by the teacher, the
Computer
Projector
Class Books
Worksheets
Pens/Pencils
What materials
do the students
need for this
lesson?
The discourse in the lesson play between peers and students with
the teacher is the main instructional strategy in this lesson plan.
Discourse is the facilitator of this lesson plan and it is important
for the teacher to make sure that the discourse is productive and
constructive.
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson
objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at
the end of the lesson plan.
Evaluation
Criteria - What
evidence of
student learning
(related to the
learning
objectives and
central focus)
does the
Informal
Group Discussion
Formal
Presentation
Formal
Worksheet
assessment
provide?
Each group member will inform Displays
their group mates about the
understanding of
section they researched so that
lesson concepts
all students in the group are
and vocabulary.
familiar with the properties and
background of their assigned
spectra.
Each group will present their
Students will
assigned spectra with each
display their
group member presenting the
understanding
information they researched.
and grasp of the
subject through
their presentation
to the class.
Students will complete a
This will show as
vocabulary and facts worksheet a final check to
to demonstrate their
see that students
understanding of the
understand the
information and properties of
range of the
each spectrum. Also, students
electromagnetic
will list the spectra in order of
spectrum.
largest to smallest wavelength.
Evaluation Rubric
Rubric
Advanced
Proficient
Give examples of
Define the
the frequencies
electromagnetic
within the range of spectrum
the electromagnetic
spectrum
differentiates
spectra from each
other. Be able to
give the wavelength
ranges in
nanometers of each
spectrum.