5E Learning Cycle Lesson Plan
Your written lesson plan will be added to TK20 for final grading. This lesson plan should
include the following items; please be sure to number them as they are numbered here. Except
where noted, please use an outline or bulleted format rather than a paragraph format so it
is easier to use.
1. Title: Force and Motion
2. Overview and Statement of Purpose.
A, Include a several sentence statement of purpose for the lesson.
The purpose of this lesson is to help students understand the concepts of force and
motion and the relationships between the and to help students understand magnets and
how they are an unseen force.
B. How does it connect to the real world?
Magnets are around children all the time. The North and South Pole are magnetic
fields that give us direction in our daily lives. Compasses, money, credit cards, TV,
computers, and many more have magnets in them. Magnets can even make electricity.
MRI’s use magnets as well as friction-less trains.
3. Grade Level and Objectives.
A. First Grade
1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.
1.P.1.1 Explain the importance of a push or pull to changing the motion of an
object.
1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things
move without touching them, such as magnets.
B. Explain clearly in one or two sentences specifically how each objective will be met in
the lesson.
Students will understand that a magnet is an unseen force through seeing metal
objects drawn to a magnet without touching them. It also will show students how objects
will stay at rest unless acted upon by an outside force which is the magnet.
4. 21st Century Skills.
A. Please list 21st Century Skills targeted by this lesson.
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Communicate and Collaborate
o Communicate Clearly
o Collaborate with Others
Initiative and Self-direction
o Manage Goals and Time
Social and cross-cultural skills
o Interact Effectively with Others
o Work Effectively in Diverse Teams
Productivity and Accountability
o Manage Projects
o Produce Results
B. Explain how you will meet each.
Students will have to listen effectively to decipher meaning including knowledge
to understand what they are to be doing during the explore. They have to communicate to
me and their group to explain their reasoning behind why they think some objects was
magnetic and others were not. They are working in groups and have to work effectively
and respectively together in diverse teams to fill out their chart. They have to exercise
flexibility and willingness to be helpful in making compromises to work together and
share the three magnets they will be using. Students will have a set time to work on the
magnet charts and will have to set, balance, and manage their workload effectively.
Students will be interacting effectively with others when they are watching me
model magnets and the activities they will be doing. They will know when it is
appropriate to listen and when they will be able to speak. They cannot speak when I am
teaching but will be listening. When I ask a question, it will be their turn to speak. They
have to be able to conduct themselves in a respectable, professional manner to learn how
to correctly and effectively complete their assignment. When they are working effectively
in diverse teams to discover which materials will be attracted the magnets, they will be
respecting their teammates that have differences and different cultural backgrounds.
Different ideas will come up while they work through their assignment that they will
have to acknowledge and come to an agreement about to increase their quality of work.
Students will have to prioritize, plan and manage work to finish this assignment.
They will have to work through which magnets to use and make hypothesizes about what
objects will be attracted or repelled. They will have to fill out the chart and produce
results. They will be working positively and ethically as well as working on task. They
have a set amount of time to complete the activity and it has to be finished to receive
marks.
5. Curricular Integration. (Note: You do not actually have to teach these activities during your
5E lesson. This just shows that you are aware of some ways that you could integrate).
A. First Activity:
i. What is an additional curricular integration activity (from language arts, social
studies, health etc.) you could use with your lesson plan?
Language Arts.
ii. How would you integrate this activity?
A Think aloud with The Shivers in the Fridge by Fran Manushkin. I would
use this story to ask students questions about what kind of magnets are used in the
book.
iii. Which competency goal from your same grade does this activity address?
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CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key
details in a text read aloud or information presented orally or
through other media.
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a
story to describe its characters, setting, or events.
CCSS.ELA-Literacy.RL.1.9 Compare and contrast the
adventures and experiences of characters in stories.
B. Second activity:
i. What is a second additional curricular integration activity (from language arts,
social studies, health etc.) you could use with your lesson plan?
Social Studies
ii. How would you integrate this activity?
Create a map of the school or the hallway that the classroom is on. Use the
directions of a compass to create the direction on the map correctly. Discuss how
the magnets work in a compass and how the North and South Pole relate on a
globe.
iii. Which competency goal from your same grade does this activity address?

1.G.1.2 Give examples showing the location of places (home, classroom,
school and community).
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1.G.1.3 Understand the basic elements of geographic representations
using maps (cardinal directions and map symbols).
6. Essential Knowledge (for teacher).
For teachers to effectively teach this subject they must understand Newton’s first two
laws of motion. These laws explain the concepts behind motion involved in our everyday
lives.
1. The first law states that an object in motion will stay in motion unless an
unbalanced outside force acts upon it. It will continue in a straight line at same
speed. In the same notion, objects at rest will stay at rest unless an unbalanced
outside force acts upon it.
a. Inertiai. Things will keep doing what they are doing; they are stubborn.
ii. Moving things will keep going in a straight line at the same speed
unless acted on by an unbalanced force. Still things will stay still
unless acted on by an unbalanced force.
iii. The more massive something is, the more inertia has (the more
stubborn it is).
2. Newton’s second law states acceleration is produced when a force acts on a mass.
The greater the mass of an object, the greater amount of force needed. FORCE =
MASS times ACCELERATION (F=MA). The bigger the force is on a same
mass, the bigger the acceleration. It is easy to push a ball compared to a wall.
Someone might need some help trying to move a wall but someone could kick a
soccer ball easily across the room.
The ball will move due to
it having less mass. It takes less force for it to accelerate. The wall will
accelerate with a simple kick.
Magnets produce
an area of magnetic
force
called
a
magnetic field. They
are invisible to the
eye and vary is force.
Magnetism
can
attract
or
repel
objects
away.
Magnets have a magnetic north pole and a magnetic south pole. If the same
pole of two magnets are placed near each other they will push away (repel),
while if different poles are placed near each other they will pull together
(attract). The objects have to be in the magnetic field for the
magnet to respond.
Magnet domains are a region within a magnetic material
which has uniform magnetization. All the individual magnetic
moments of the atoms are aligned with one another and they
point in the same direction. This causes the magnet to attract
other materials. The domain can get messed up by being dropped
or being used over time. The domains start to point in different
directions instead of the same direction which lowers the
magnetic force.
Objects that are magnetic have to have magnetic fields that
are able to move freely in order to line up within the material. In
many materials, the atoms are held too rigidly in place to be able
to line up with any external magnetic field. If the magnetic fields
are randomly oriented, then they would cancel each other out and
the material would not have a magnetic field.
The
earth
has
a
magnetic field. The core of the earth is believed to be a mix of iron and nickel,
which gives the Earth its own magnetic field. Compasses point to the north
pole of the Earth. North and South poles are attracted to each other since they
are opposites. This is probably where the term opposites attract come from. So
on a compass, the south pole is actually the one pointing North.
7. Developmental Level/Student Background Knowledge.
A. How does this lesson fit the students coming to you in terms of what they might have
experienced in real life?
Students will have been exposed to magnets before in their lives. They have
refrigerators at home and that is a force that they most likely have never thought of
before. This lesson will help students have a better grasp of the forces around them and
that not all forces are seen.
B. Explain how it is matched to their physical skills (what they can do with their bodies)?
At this age, students can show off their improving locomotor skills. They will be
able to move around during the investigation to grab the materials needed and be able to
effectively use them with their eye-hand coordination. They should also be able to follow
rules at this developmental age. They will able to follow the directions I give them and
ask questions when they need clarification. They will also be able to read and follow the
directions on the worksheet.
C. How is it matched to their conceptual skills (what is going on developmentally in their
minds)?
According to Piaget, some children at this stage tend to be egocentric. They lack
the ability to see a situation from another person’s point of view. The developmentally
more mature students are beginning to think logically or operationally but they can only
apply logic to physical objects. Children also become less egocentric and better at
conservation tasks. This means that the child understands that although the appearance of
something changes, the thing itself does not.
D. How does it relate to what they would have learned in previous grade levels (look at
the curriculum!)?
In Kindergarten, students have learned about relative position and being able to
describe and give examples of ways that objects move. In first grade, we build off of that
in what is the force that makes an object move.
K.P.1.1 Compare the relative position of various objects observed in the
classroom and outside using position words such as: in front of, behind, between, on top
of, under, above, below and beside.
K.P.1.2 Give examples of different ways objects and organisms move (to include
falling to the ground when dropped):
• Straight, Zigzag, Round and round, Back and forth, and Fast and slow
E. How does it relate to what they will learn in the future (look at the curriculum!)?
The standards in second grade about force and motion relate to vibrations and
sound.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an
object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the
same distance in different amounts of time.
3.P.1.3 Explain the effects of earth’s gravity on the motion of any object on or
near the earth.
8. Detailed Lesson Plan. The Learning Cycle (5E’s) should be developed in enough detail for a
knowledgeable substitute to use. (Be sure to see your rubric for specific details of what to
include in each of the phases of the 5E Learning Cycle.)
A. Engagement with transition question, challenge, or problem
i. What will you do to engage the students? (Observing, Analyzing, Predicting)
I will be showing the students a demonstration about how a dollar bill is
magnetic due to the magnetic ink it is printed in.
1. Ask the students if this piece of paper will be attracted to magnet.
2. Take the magnet and use it on a regular piece of paper. The magnet doesn’t move
it.
3. Ask the students if they think a dollar bill will be different or the same.
4. Fold the dollar bill in half as shown above and hold the neodymium magnet near
the bottom of the bill.
5. Notice how the bottom of the bill moves when the iron in the bill is attracted to
the magnet.
ii. How will you connect to students’ everyday lives? (Communicate)
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What other money have you seen that uses magnets?
o Other bills to prevent counterfeit. Credit cards work based off of
magnets.
Where else are magnets in your house?
o Refrigerators, washing machines, televisions, generators, electric
motors, loudspeakers, computer hard drives, magnetic audio and
videotapes
iii. What questions will you ask? (Provide sample answers.)
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Discuss some reasons why the dollar is printed in magnetic ink. (Students
will probably need some guidance with coming up with counterfeit.)
Infer how magnetic ink would help against counterfeit bills. (Ink would be
hard to find or make, hard to print with. Easy to detect.)
Create a list of machines that could use the magnetic ink on the paper to
distinguish what amount the bill is. (Vending machines, ATMs, etc.)
B. Exploration (Observe, Predict, Organize, Infer, Record Hypothesize)
i. How will you transition from the engagement to the exploration?
Show part of the Bill Nye video from Youtube. (to 2:47 time slot)
(http://www.youtube.com/watch?v=ak8Bh9Zka50)
ii. How will you set up this exploration? Include a table or example.
What will move to a magnet?
1. Divide the groups into small groups. Hand each student a copy of the chart
below. Having listed the objects that will be used in the activity.
Item
Block
Safety Pin
Penny
Paper Clip (Plastic covered)
Crayon
Button
Predict
Results
2. Have the students discuss their predictions and write them in the
appropriate space on the chart.
3. Demonstrate how to test the objects. Circulate among the groups to help
children conduct their test.
a. Guide children by asking them what objects moved or the objects
that did not move have in common.
iii. What data will students gather? (Organize, Record)
Students will gather that the objects that move are a type of metal while
the objects that do not move are not metal. They should gather this information
and record it on their chart.
iv. How will you help students generate their own questions?
I would be moving around the classroom to guide them if I saw they were
moving in the wrong direction. I would give them time to generate their own
questions. I would ask them what they wonder about. Why they think these things
are happening?
v. What questions will you ask? (Provide sample answers.)
Compare the graphs on the board. (The paper clips were attracted to the magnet.
The block wasn’t. If something is different demonstrate it in front of the class and
ask prediction question. What do you think will happen? Why would it be
attracted? Why wouldn’t it?)
What assumptions can you make about the objects that are attracted to the
magnets? (Are all silver/metal)
What assumptions can you make about the objects that are repelled by the
magnets? (Not made of metal, not shiny)
Can you group by characteristics the objects that are not being pulled to the
magnet? (Wood, plastic, wax, etc)
Could you hypothesis what would happen with a plastic spoon? (It won’t be
attracted to the magnet)
Can you analyze why the objects are moving? (The magnet is pulling it.)
Remind me what a force is? (Something that pushes or pulls something else)
Is a magnet a force then? Even though I can’t see it being pushed or pulled? (Yes!
It’s an unseen force.)
C. Explanation (Infer, Organize, Hypothesize)
i. How will you get students to share their data?
I would have someone from each group come to the board and recreate
their results column.
ii. What guiding questions will you ask? (Provide sample answers.)
How were your predictions different from the actual results? (Answers
depend on how they predicted the results. If they went based off color, metal
looking vs. metal made they would have predicted wrong.)
If predictions were off, why did you predict that was or was not magnetic?
(It didn’t look like it was made of metal or I didn’t know what objects were
magnetic.)
iii. What ideas will you be trying to develop? (Hypothesis, Organize, Infer)
A magnet can pull or attract things that have iron in them. Iron is a metal
that magnets attract.
A magnet is an unseen force that can be used to move objects without
touching them.
iv. How might you act out or demonstrate the ideas you’re developing?
I could pretend to be an object and have the board be a magnet. Ask the
students what would happen I were made of wood, glass, plastic, etc. what would
happen? I would stay still. What if I were iron? I would be zapped to the board.
Now what if the board was a really strong magnet? I would fly to the board and
not be able to get off easily. What if the board was a weaker magnet? I would be
drawn to the board but would be easier to get off.
iv. What terminology will you introduce, and how will you relate this to the data?
Magnetic Field- the magnetic field only affects the objects that have magnetic
domains.
Unseen Force- a force is still being acted upon the objects but we can’t see it.
D. Expansion (Predict, Observe, Record, Measure, Analyze)
i. What will students do in the Expansion phase?
Students will use different types and strengths of magnets to predict and
explore how many paper clips each magnet will hold. They will create their own
chart that would look similar to this.
Type of Magnet
Horseshoe
Ring
Bar
Refrigerator Magnets
Ball
Prediction
Actual amount of paper clips
ii. What concepts will you be having them apply?
Magnets can be different sizes, shapes, and colors. Some magnets are
stronger than others (money magnet is stronger than the magnets they are using).
A strong magnet pulls things with more force than a weak magnet.
iii. How is this different but related to what came before?
It is related due to magnets still being attracted to metals but is an
extension about the types of magnets used. The strength of a magnet can have
different uses.
iv. What guiding questions will you ask? (Provide sample answers.)
Which magnet is used in a refrigerator door? Explain your reasoning. (A
medium magnet so it will stay closed but not so strong it is hard to open and could
smash your finger.)
Explain the benefits and uses of having strong magnets. (Help find things.
Metal detector, Huge magnets at junk yards to move heavy equipment, etc.)
Explain the benefits and uses of having weak magnets. (Easier to hold
things in place. Refrigerator magnets, etc.)
E. Evaluation
i. What formative assessments will you use, and when in the lesson will you use
them?
I will check for understanding as I walk around the room while the
students are exploring. I can hear their thought process and planning. I will also
be able to check when they come to the board and write what was magnetic and
what wasn’t. I will assess them through my questions about why they were
magnetic.
ii. What specifically will you be looking for in these?
I will be looking for understanding that magnets are an unseen force. That
different strength of magnets exists for different reasons. Different shapes can be
used too but they are all magnets even though they look different.
iii. What summative assessment will you use?
I will have them complete a worksheet that can be used as a test or a
simple assignment depending on the class or if the unit is over. (Appendix A)
iv. What specifically will you be looking for in this?
I will be checking for understanding about magnets; that magnets are an
unseen force. They will need to understand that the poles of magnets attract and
repel. I will be checking for correct answers on the worksheet and understanding
with the activity. (Appendix B)
v. Provide a sample response to the summative assessment and a rubric for
grading this.
The key of the worksheet is listed in the appendices.
***Now go back through the 5E’s above and put in parentheses all the process skills
used in the lesson where they belong.
9. Modifications.
A. How will you modify this lesson to meet the needs of students with ADD/ADHD?
I will have students with ADD/ADHD sit away from the door to lower possible
interruptions. They will be able to move around using the different types of magnets.
They will have their worksheet with the directions for easy reference with questions if
they missed it during the instructional time. I will make expectations known to them
during this experiment. I will praise when I see good behavior and immediately give out
consequences when I see bad behavior.
B. How will you modify this lesson to meet the needs of learning disabled students?
Note: connect these to the Extended Essential Standards.
For the students that are low in reading, I will read the directions out loud and
make sure to clarify if they have any questions to ask. I will also place them with students
that I know can read well and is kind to help those who are farther behind. To meet the
extended essential standards, students will have to be able to identify that a push or pull is
causing a stationary object and that they will move in the direction of the push or pull.
Magnets will either attract or repel the object. Students with learning disabilities will
focus on learning these two standards.
C. How will you modify this lesson to meet the needs of AG students?
I have my extension plan focused on the students who will finish the explore
before the rest of the class. It will allow those students who are ahead to continue to
analyze magnets using different types of magnets. The questions will be more thought
provoking asking them to find the north and south poles on the magnets as well as which
materials are magnetic.
D. How will you modify this lesson to meet the needs of ESL students?
I will have simple words on the worksheet and create a chart on the graph for
them to have an idea of what I am asking them to complete. With the video I am using to
help transition into the explore, I will have a written version of the material to allow ESl
students another way to get meaning from it if the video is spoken too fast for them to
understand. I will also use frequent positive reinforcement for small improvements and
brief comments. To lower fear of speaking out loud, I will try and limit asking questions
individually and in small groups instead of the whole class.
10. List of Materials.
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
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



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
Dollar Bill
Strong Magnet
Wooden Block
Safety Pin
Penny
Paper Clip (Plastic covered)
Crayon
Button
Magnets: Horseshoe, Ring, Bar, Refrigerator Magnets, Ball
White Board
Paper and Pencil
11. Safety Considerations.


Keep magnets away from computers, CDs, TVs, telephones, and other electronic
equipment
Make sure the strength of the magnets is low is enough for students to use safely.
12. Sources.
A. Note a minimum of three different science sources used for developing the lesson plan
and background information. The SCOS is not considered one of your sources. Each
source should include a title, bibliographic information, and a short annotation.
ADD / ADHD and School. (n.d.). : Helping Children with ADHD Succeed at School.
Retrieved November 9, 2013.
http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm#symptoms.
This website was used as a references for modifications for students with ADHD.
Daniel, L. H., & Macmillan/McGraw-Hill School Publishing Company. (2006).
Macmillan/McGraw-Hill science. New York: Macmillan/McGraw-Hill School
Pub. Co.
Teaching binder was used for the explore magnet lesson.
"Dowling Magnets|Quality Language & Math Magnet Sets, Motor Magnets and
Magnetic Science Fair Projects." Dowling Magnets|Quality Language & Math
Magnet Sets, Motor Magnets and Magnetic Science Fair Projects. N.p., n.d. Web.
23 Oct. 2013. <http://www.dowlingmagnets.com/about_magnets.php>.
This website was used to further my understanding of magnets and frequently
asked questions. This website needs to be looked over by teachers reading this
lesson for the basics of magnets.
Exploring Magnetism - background material. (n.d.). Exploring Magnetism - background
material. Retrieved November 9, 2013, from
http://cse.ssl.berkeley.edu/segwayed/lessons/exploring_magnetism/Exploring_Ma
gnetism/background.html
This website was used to get a better understanding of magnets and their domains.
"Fun Magnet Facts for Kids - Magnetic Information about Magnetism." Fun Magnet
Facts for Kids - Magnetic Information about Magnetism. N.p., n.d. Web. 23 Oct.
2013. <http://www.sciencekids.co.nz/sciencefacts/magnets.html>.
This website was used for additional information on magnets.
Jean Piaget. (n.d.). Simply Psychology. Retrieved November 9, 2013, from
http://www.simplypsychology.org/piaget.html
This website gives an analysis of what stages children are at according to Piaget.
It was used to help explain what children at this age are able to accomplish.
"Newton's 3 Laws of Motion." Newton's 3 Laws of Motion. N.p., n.d. Web. 1 Oct. 2013.
<http://teachertech.rice.edu/Participants/ louviere/Newton/law2.html>.
This website was used to further my understanding of Newton’s Law of Motion.
Physical Development in Children: Guide to Your Growing Grade-Schooler.
(n.d.).About.com School-Age Children. Retrieved November 9, 2013, from
http://childparenting.about.com/od/physicalemotionalgrowth/a/physmilestones.ht
m
This website was used to expand on what children ability levels are at this age.
Teachers First - Thinking Teachers Teaching Thinkers. (n.d.). TeachersFirst: Adjusting
Lessons for ESL/ELL Students. Retrieved November 9, 2013, from
http://www.teachersfirst.com/content/esl/adaptstrat.cfm#newvocab
This resource was used to help modify this lesson for ESL students.
B. List at least one video you could use showing this concept in real life. This should not
be an animation or video lesson, but a real life example related to your topic. (This should
be used somewhere in the 5E directly.)
Videos:
“Bar Magnet & a Compass.” YouTube. Youtube. 15 Feb. 2011. Web, 9 Nov. 2013.
http://www.youtube.com/watch?v=7lnGRHVRaNw.
“Magnets & Magnetism.” YouTube. Youtube, 12 Feb. 2011. Web. 23 Oct. 2013.
http://www.youtube.com/watch?v=ak8Bh9Zka50.
13. Appendices A and B
Magnet Worksheet
Word Bank:
Poles
Attract
Repel
Magnetism
Unseen force
Fill in the Blank:
1. A magnet’s force is more powerful at its ________________.
2. ________________exists when objects are attracted to each other
due to their oppositely charged poles.
3. Magnets apply an ___________________________that makes
some things move without touching them.
4. Magnets have poles that __________________ or
_____________________ each other.
List three uses for magnets in every day life:
1.____________________________________________________
2.____________________________________________________
3.____________________________________________________
Magnet Worksheet Key
Word Bank:
Poles
Attract
Repel
Magnetism
Unseen force
Fill in the Blank:
1. A magnet’s force is more powerful at its ___poles_____________.
2. ____Magnetism____________exists when objects are attracted to
each other due to their oppositely charged poles.
3. Magnets apply an ____unseen force_________________that
makes some things move without touching them.
4. Magnets have poles that ____attract______________ or
______repel_______________ each other.
List three uses for magnets in every day life:
1._________ Refrigerator________________________________
2._________Credit Cards_________________________________
3.__________TV_______________________________________