Lesson to Redesign or Plan: Briefly describe a favorite or upcoming lesson that you would like to redesign or plan.
Adapted from Interactions Curriculum, Investigation 1, “Why do some things stick together and other things don’t?”
Source: http://concord.org/projects/interactions#curriculum
Core Ideas: List the GPS content standards on which your lesson will focus.
High School Physical Science
SPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of
○ friction
○ induction
○ conduction
Authentic Scenario: Describe a real-world scenario that will engage students in making sense of a phenomenon or designing a solution to a problem that is meaningful to them.
● Examples of static attraction (cat with balloons or styrofoam) or repulsion (pie plates on van de Graaff)
Guiding Question: Craft and open-ended, grade-level appropriate question that will provoke inquiry and engagement focused on the core idea of the lesson.
● Why do some things stick together and other things do not?
Crosscutting Concepts: List the specific elements of
1-2 crosscutting concepts the lesson will emphasize.
Science & Engineering Practices: List the specific elements of 1-2 practices the lesson will emphasize.
Developing & using models

Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.

Use a model to provide mechanistic accounts of phenomena.
Engaging in argument from evidence

Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining what additional information is required to resolve contradictions.

Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence.
How will you support students in developing understandings about the practice(s)?
Cause & Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Systems can be designed to cause a desired effect.
Patterns

Empirical evidence is needed to identify patterns.

Patterns can be used to identify cause-andeffect relationships. (MS)
How will you support students in developing understandings about the crosscutting concept(s)?

Explicit questioning & discussion
How will you engage students in applying the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems?

Students will use patterns they observe as various objects interact to develop the charge model
Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock is licensed under a
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
Introduce model framework (phenomenon, goals, components, interactions)

CER framework for argumentation
How will you engage students in applying the practice(s) to make sense of phenomena and/or to design solutions to problems?

Students will use evidence from investigations, demonstrations, simulation, and readings to develop and refine models to explain pie plates demonstration

Students will use the charge model to explain the pie plates demonstration
Integration: Explain how you will use the authentic scenario to integrate the three dimensions.
● The guiding question and supporting experiences will provide an evidence-rich context in which students can develop their models and use those models to explain and make predictions about charge interactions
Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Lesson Sequence:
5E Stage
Engage
How does the lesson capture student interest, activate prior knowledge, and connect to a complex question, global issue, or real world problem?
Explore
How does the lesson allow students to develop a common base of experiences by actively investigating the phenomenon or problem?
Explain
How does the lesson allow students to develop, share, critique, and revise their own explanations before connecting those to accepted scientific explanations and terminology?
Student Activities
How will students engage actively in the three dimensions throughout the lesson?
Activity 1
Sticky Things
● Video: Cat with styrofoam
● Video: Cat with balloon
● Balloon on wall
Non-sticky Things
● VDG sparks demonstration
● Demonstration: Van de Graaff
(VDG) pie pans
○ Predict
○ Observe
○ Explain
Activity 2
● Tape Investigation
● VDG tape demonstration
Develop model of pie pan demo
● Initial model
● Discussion
● Charge & force reading & concept chart
● Revised model & explanation
○ Add CCC GOs to presentation?
Teacher Activities
How will the teacher facilitate and monitor student learning throughout the lesson?
Assess prior knowledge & prompt student questioning
● Can you think of other examples where certain things stick together but other things do not? Remember, we are focusing on items without glue or other adhesives.
VDG sparks demonstration
● When have you seen or made sparks?
● What do these events have in common?
Record Students’ Driving Questions for
Further Study
Opening questions
●
What were some possible causes for our observations with the Van de
Graaff machine?
● Could there be patterns that would allow us to predict how a new object would interact with the ones we already observed?
● What do we need to know in order to develop more detailed explanations or make predictions?
Support student discourse through talk moves
● Sharing, expanding, & clarifying
● Listening carefully
● Digging deeper
● Thinking with others
Record Students’ Driving Questions for
Further Study
Initial model discussion
● What do you notice about the diagrams? How are they similar/different?
● Did anyone notice something different?
● Does anyone have questions about the models you see?
● What else do we need to figure out?
Revised model & explanation
● Revisit the guiding question: Why do some things stick together and other things do not?
● Help students understand the process of scientific inquiry. Discuss the role of revisiting and revising models in the development of better understandings of phenomena.
Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Elaborate
How does the lesson allow students to extend their conceptual understanding of the three dimensions through opportunities to apply knowledge, skills, and abilities in new experiences?
Evaluate
How does the lesson — through both formative assessments embedded throughout the lesson and a summative assessment that might coincide with the elaborate phase
—make visible students’ thinking and their ability to use practices with core ideas and crosscutting concepts to make sense of phenomena and/or to design solutions?
“how to get rid of static cling”
YouTube video
● https://youtu.be/9jHYmpXmU zg (thru 0:55)
● Rachel says that she doesn’t really understand how static cling works, but she does know how to get rid of it.
Explain to Rachel why her clothes sometimes stick together and why rubbing a non-coated wire hanger over them should prevent them from sticking together.
Formative:
Summative:
● Quickwrite
● Unit assessment
● How do your new models differ from your old ones?
● What have we learned to help answer the question, Why do some things stick together and other things don’t?
● How does this help explain why some clothes stick together when they come out of the dryer?
● What questions do we still have about what makes some clothes stick together in the dryer?
● What do we need to figure out to develop an even better answer?
Record Students’ Driving Questions for
Further Study
● Collect student responses
● Assess student readiness to move on to follow-up investigation
● Provide productive feedback to students
● Ongoing questioning & discussion
● Tape investigation models and explanations
● Pie pans model (initial & revised) and explanation
●
Classroom Reflections:
Based on your experience teaching this lesson, what will you do differently, or what suggestions would you give to someone else using this lesson plan?
 The teacher’s ability to facilitate productive student discussions is critical to supporting student learning through the models developed during this lesson. The series of videos provide on this site
( http://ngss.nsta.org/ngss-videos.aspx
) provide a model of this important teacher role within the
Interactions curriculum.
 Depending students’ level of comfort with conducting investigations, the teacher may want to talk students through the tape investigation. The written directions can be confusing if not followed closely.
Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

References:
Achieve, Inc. and NSTA. (2014). EQuIP Rubric for Lessons & Units: Science . Washington, D.C.: Achieve, Inc.
Bybee, R. (2013). Translating the NGSS for Classroom Instruction . Arlington, VA: NSTA Press.
Chris Embry Mohr. (2015). Personal communication. NGSS Unit Implementation Resources.
Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .