SCAFFOLDING COMPREHENSION LESSON PLAN
Name: Maram Mbow
Lesson title: Introduction to electromagnetic spectrum (file em1.w of Post # 4 disciplinary textsets)
Date: January 10, 2014
1)
Who are my students (level, background, interests)? The students in my high school physics
class have different cultural and knowledge backgrounds. However they collaborate, want to
understand physics and the world around them. They have the same goal of becoming well
prepared for college.
Some of the students do not have all the prerequisite experience and knowledge for this class. To
address that issue we will find the time limited, but we will get around by using differentiated
instruction helps. The ability level for some activities will labeled -Basic, General, and
Advanced. This text introduces the electromagnetic spectrum and the use of the electromagnetic
energy. Electromagnetic waves are present almost everywhere around us, from the text messages
we send to the TV we watch and more. Help students understand electromagnetic waves and
their applications in real life is crucial to understand more advanced topics in science and
technology. Before the reading: In the previous lessons we have studied the electric and
magnetic fields. We have also studied energy, vibrations and waves, sound and light.
Electromagnetic waves are created by oscillating electric and magnetic fields. Light is an
electromagnetic wave. Although some reviews may be done, we have explored all the concepts
needed to comprehend the lesson. After the reading Students would be able to: -Describe
what electromagnetic waves are and how they are produced.-Recognize that electricity and
magnetism are two aspects of a single electromagnetic force.-Explain how electromagnetic
waves transfer energy.-Describe various applications of electromagnetic waves.
2) Text complexity description
Qualitatively this text can be accessed by students in a high school physics level. It is written by
experts with clarity and scientific language. To fully understand the text the reader must have a
good knowledge in general science.
I did a quantitative evaluation of the text using the readability measure of Story toolz. The
average grade level of the text is 12.9
The structure, coherence and organization of the text are suited for comprehension.
It would be helpful if the reader is provided with the following information:
-Check his/her prior knowledge
-Define waves
-Explain electromagnetic waves, their components and characteristics
-Explain what electromagnetic energy is, how it is transmitted, and how it is related to frequency
The reader must be motivated and willing to review or learn all the cross cutting terms and
concepts in this text.
The images displayed can help the reader go beyond the text, use critical thinking and have
greater understanding.
3) Guiding questions/purpose:
Demonstration/ Misconceptions check/alert
Van de Graaf Generator -Purpose: To show how an electric charge that is moving between
surfaces produces electromagnetic radiation in the radio part of the spectrum. Students will be
working in group of three. They will collaborate, use what they already know, collect and
organize data, and share their findings. I will maintain a safe learning environment and I will
listen to them and guide them.
Without evaluating them I will ask relevant questions while they experiment on their own,
looking for preconceptions and misconceptions. Those guiding questions will depend on what
they think and how they perform. For example they may think that radio waves are always
associated with sound. In fact modulated radio waves in the FM part of the spectrum provide the
picture component of a broadcast television signal. Radio astronomy involves “seeing” rather
than “listening” at very long electromagnetic wavelengths.
The purpose gives to students a reason for engaging the material. They will be motivated and
will have a greater understanding.
4)
Name: Maram Mbow
Lesson title: Introduction to electromagnetic spectrum
Date: January 10, 2014
LESSON JUSTIFICATION
Who are my students? (background, interest, and needs)
The students in my high school physics class have different cultural and knowledge
backgrounds. However they collaborate, want to understand physics and the world around
them.
They have the same goal of becoming well prepared for college.
What conditions/limitations might impact the planning and delivery of the lesson?
Some of the students do not have all the prerequisite experience and knowledge for this
class. To address that issue we will find the time limited, but we will get around by using
differentiated instruction helps. The ability level for some activities will labeled -Basic,
General, and Advanced.
What research/theory supports my intended teaching goals?
There are a lot of theories and researches on this field. For example Karl Pawer: “Wave
Propagation in the Ionosphere”. Kluwer, Dordrecht 1993. ISBN 0-7923-0775-5, “Preface of
Electromagnetic wave theory”, last edition in 2008 by J.A. Kong
Why am I teaching this lesson? (justify content and instructional strategy)
Electromagnetic waves are present almost everywhere around us, from the text messages we
send to the TV we watch and more. Help students understand electromagnetic waves and
their applications in real life is crucial to understand more advanced topics in science and
technology.
How does this lesson connect with and build on previous/subsequent lesson(s)?
In the previous lessons we have studied the electric and magnetic fields. We have also
studied energy, vibrations and waves, sound and light. Electromagnetic waves are created by
oscillating electric and magnetic fields. Light is an electromagnetic wave. Although some
reviews may be done, we have explored all the concepts needed to comprehend the lesson.
ACADEMIC LANGUAGE (Identify academic language, particular words/phrases that are
essential to understanding the contents of this lesson).
Electromagnetic radiation
Frequency
Wavelength
Wave
Oscillation
Photon
Electric field
Magnetic field
Energy
LEARNING GOALS AND OBJECTIVES
Goal
Content objective
Students will -Describe what electromagnetic waves are and how
be able to:
they are produced.
-define, plan, -Recognize that electricity and magnetism are two
calculate and aspects of a single electromagnetic force.
evaluate to
-Explain how electromagnetic waves transfer energy.
strengthen
Describe various applications of electromagnetic
their
waves.
analytical
skills.
-apply
analytical
skills while
reinforcing
physics
concepts.
Assessment
(formative and/or
summative)
Interviews/Questio
ns
-Quiz
-Test
MATERIALS
Video: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm
Visual: photos
Textbook: Holt Physics
Worksheets hand-out
4
)
Van de Graaf generator
Metal rod with insulated handle
Portable radio
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Time
Frontloadin
g (before
reading)
5 minutes
5 minutes
5 minutes
15 minutes
Instructional Strategies/learning tasks
Opening/stimulus:
-Video on light by Studyjams:
http://studyjams.scholastic.com/studyjams/jams/science/e
nergy-light-sound/light.htm
-Engaging visual and closely related to the text:
Images showing what the sun would like if we could
“see” it at different wavelengths of electromagnetic
radiation.
Purpose/focus
-Relevant features that relate physics to the world
encourage students’ interest in the lesson: Radio and
TV broadcasts. In 1920, Reginald Fessenden
accomplished the first modulation of radio waves by
sound signals. The basic principle of transmitting
sound by radio waves, or radiotelephony, involved
imposing the waveform of a sound signal onto a radio
carrier wave.
Background knowledge
Students will try to explain their preconceptions about
the science content involved in the lesson. They will
use a KWL chart to write what they know about waves.
Demonstration/ Misconceptions check/alert
Van de Graaf Generator -Purpose: To show how an
electric charge that is moving between surfaces
produces electromagnetic radiation in the radio part of
the spectrum. Students will be working in group of
three. They will collaborate, use what they already
know, collect and organize data, and share their
Differentiation
Basic
Advanced
General
//
//
findings. I will maintain a safe learning environment
and I will listen to them and guide them.
Without evaluating them I will ask relevant questions
to students while they experiment on their own, looking
for preconceptions and misconceptions. For example
they may think that radio waves are always associated
with sound. In fact modulated radio waves in the FM
part of the spectrum provide the picture component of a
broadcast television signal. Radio astronomy involves
“seeing” rather than “listening” at very long
electromagnetic wavelengths.
-I will ask each group to share findings with the rest of General
Guiding
the classroom. Next I will define and use the
(during
vocabulary/key terms, introduce and explain the
reading)
science concept involved in the lesson. And then I will
15 minutes
show them power point slides of the text or ask them to
open their textbooks.
-I will handout worksheets for assignment with
conceptual questions to encourage students to apply
their understanding. The worksheet will also contain
practice problems to test their problem-solving
techniques.
Advanced/General
Consolidatio I will present new situations to the students in which I
ask them to apply what they have learned:
n (after
-I will give them additional labs that reinforce concept
//
reading)
development and encourage exploration. They will
10minutes
apply inquiry skills by designing their own labs. I will
also ask them to complete the KWL chart and use exit
slips to write on their own words some main ideas.
Finally I will give them more resources to further their
understanding and broaden their learning:
-go.hrw.com includes worksheets for review and
practice and exercises that enrich and extend their
study.
-TutorVista.com is another very helpful website.
5) Rationale for instructional decisions:
a) Relevant media (video): I use this activity as an opening of the lesson. It brings the text to life and
helps students engaged and focus. Also it sets a purpose for the reading. It is a good pre-reading activity
that has many other characteristics such as check of prior knowledge. It can be also used to set up a
little discussion about the text that is going to be read so as a tool of assessment.
Source/link: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htmhe
“Images afford different ways of shaping knowledge, imagination, and design, rather than functioning
simply as an illustrative feature for the written text” Source: “Finding space and time for time for the
visual in k-12 literacy instruction” Davnere and Melissa -pdf file found in d2l currins 545
b) Visualization activity: …Images showing what the sun would like if we could “see” it at
different wavelengths of electromagnetic radiation…
I use this activity because it is another great way to communicate and make meaning. Also it helps a lot
analyze and understand printed texts.
Source: Moore-Russo & Shanahan (2014) visual literacy jaal -pdf file found in d2l currins 545
c) Vocabulary building / Graghic organizer: I use those activities somewhat embedded during my
instructional strategies to primarily explain the meanings of the words that describe the main physics
concepts. Those words called concept vocabulary (Tier 1) are critical to understanding the information
and ideas within the text. First I will have students work collaboratively to build concepts maps while
exploring the concepts involved in the lesson. Next I will define words that require partial concept
knowledge called the topic-specific vocabulary (Tier 2). I will use word sort as strategy to define those
words. Word sort is done by providing students with a list of topic-specific terms that they will
categorize into groups and the label. It will also help assess students’ prior knowledge and
understanding. I will also define some new general academic terms that surround the concept words.
They are called generally academic vocabulary (Tier 3), are not concept words but significantly increase
comprehension.
Source: Lattimer, page 79
e) Writing to learn activity: … Students will try to explain their preconceptions about the science
content involved in the lesson. They will use a KWL chart to write what they know about waves…
I use that activity at the beginning at the lesson to check students’ prior knowledge. After the reading I
will also ask them to complete the KWL chart and use exit slips to write on their own words
some main ideas.
I use this activity to give students the opportunity to act upon the ideas they learn so that they can
understand. If they put ideas in their own words they will have a greater learning power.
Source: Daniels, page 25
f) Peer collaboration: … First I will have students work collaboratively to build concepts maps while
exploring the concepts involved in the lesson. Students will be working in group of three. They will
collaborate, use what they already know, collect and organize data, and share their findings… I
use this activity to make each student a dynamic contributor to both the learning and the teaching
process so that they can have a deeper understanding and critical thinking abilities.
I sequence the activities in the way I did to create a learning cycle which is constructivist, to use
instructional scaffolding which is a great way to help students understand better and be more
independent in the learning process. The learning cycle contains three phases that can be
correlated to the “before reading, during reading and after reading” respectively: the exploration
phase, the content phase, and the expansion phase.
7) Bibliograghy/list of sources cited above:
Source/link: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htmhe
Source: Moore-Russo & Shanahan (2014) visual literacy jaal -pdf file found in d2l currins 545
Source: “Finding space and time for time for the visual in k-12 literacy instruction” Davnere and Melissa pdf file found in d2l currins 545
Source: Lattimer, page 79
Source: Daniels, page 25
”. Kluwer, Dordrecht 1993. ISBN 0-7923-0775-5, “Preface of Electromagnetic wave theory”,
last edition in 2008 by J.A. Kong
go.hrw.com
-TutorVista.com