Teacher
School/District
Subject Area(s)
Grade Level(s)/Course
Lesson/Unit Duration
Date Submitted
Mrs. Winske
Marlborough
Science
4
30 – 40 minutes
03/09/12
Instructional Lesson Plan
(Coded per MA Professional
Standards for Teachers)
Lesson/Unit Title
I.
Goals and Objectives
A. Lesson Goals
What are the goals for this lesson?
(A1, A2, A3, A5, A8, D3)
Students will identify which materials magnetism is able to
pass through.
How to the lesson goals integrate with unit goals?
This lesson is part of a unit on magnetism where students
discover the properties of magnets and how they react with
each other, discover the presence of a magnetic field
surrounding a magnet, identify the materials through which
magnetism can pass, and study the magnetic poles of the
Earth. All of these lessons lead into the students’ study of
static and current electricity and their relationship to
magnetism.
Why are the lesson goals suitable for this group of
students?
Students are discovering the basic concepts of magnetism,
static electricity, and current electricity through hands on
experiences. These experiences and discoveries will lead
students to an understanding of these concepts and the
relationship among all three.
B. Lesson Objectives
(A5, B1, B2, B3, B4)
C. Curriculum Frameworks
What are specific behavioral objectives that meet lesson
goals?
Students will use science processing skills such as
observing, making and testing hypotheses, reporting data
and classifying materials.
Physical Science Grades 3 – 5 ; Magnetic Energy, Learning
Standards Addressed*
(List # and text of stds.)
Standard 9; Recognize that magnets have poles that repel
and attract each other.
Magnetic Energy, Learning Standard 10, Identify and
classify objects and materials that a magnet will attract and
objects and materials that a magnet will not attract.
D. Technology/Resources
Needed
(A3, A6, A7, B2f)
E. Levels of Critical Thinking
Content Resources (books,
articles, speakers, handouts,
community resources, etc.)
Software/Web Resources
(CD-ROMs, DVDs, URLs,
etc.)
Hardware (computers, TV,
DVD player, etc.)
Other media, video,
satellite, etc.
Check all that apply
(A1, A2, A3, A5, B2e, D1, D2)
_x__Remembering x___Applying
_x__Evaluating
__x_Understanding __x_Analyzing ___Creating
F. 21st Century Learning and
Innovation Skills**
(D1, D2, D4)
Check all that apply
___ Creativity and Innovation
__x_ Critical Thinking and Problem Solving
__x_ Communication and Collaboration
___ Information, Media, and Technology Skills
II.
Instructional Plan
A. Pre-Instruction
(A4, B1, D1-3, E1-2 )
What student needs/interests/prior learning will be a
foundation for this lesson?
Students should understand magnets have two poles which
are designated north (positive) and south (negative).
Opposite poles of two magnets will attract; poles which are
the same will repel each other.
Students should understand magnets will stick only to items
which have iron, cobalt, or nickel in them.
How will you engage students in lesson content?
I will pose the question, Will magnetism pass through
everything?
What curriculum connections can you make to broader
content area knowledge?
ELA connection- (etymology) Word derivative (magnet is
derived from the word magnesia which is the name of a
region where the natural magnet, Lodestone, was
discovered)
Writing connection – Understanding the meaning of the
word magnetic (exerting a strong attractive power), write an
essay describing someone you think has a magnetic
personality. Be sure to include elaborative detail which
shows the reader how this person is magnetic.
Math connection – The degrees of a circle were identified
because of the need to have more precise markings on a
compass (originally only the cardinal compass points were
marked on a compass). A compass is made from a
magnet.
B. Instruction
(B2, D3)
Presentation of new material
– teacher role
1. Through discussion,
review students’
knowledge of the
properties of magnets
and the magnetic
field.
2. Pose the question,
Will magnetism pass
through everything?
3. Have students think,
pair, share.
4. Discuss student
ideas.
5. Tell students they will
work in groups to
investigate a
magnets ability to
attract a paper clip
through different
types of materials.
6. Break students into
groups of 4 students
to perform
investigation.
Student role
Students will express their
knowledge of the properties
of magnets and their
knowledge of the magnetic
field.
Students will think, pair ,
share with their neighbors
to answer the question and
provide evidence to back up
their prediction.
Application (moving from
guided, scaffolded practice
to increasingly independent
practice/gradual release of
responsibility) – teacher role
7. Show students the
materials they will
use in their
investigation (circular
magnet, paper clip,
yarn, tinfoil, glass,
metal, wood, paper,
cardboard, water, air,
skin and bone)
8. Students must
observe each
object/material and
predict whether or not
they think magnetism
will be able to pass
through it. Students
record their prediction
on their investigation
sheet.
9. Students must figure
out how to use the
magnet and paper
clip to test
magnetism’s ability to
pass through a
particular material.
10. Instruct students to
test each object and
record their results.
C. Closure
(B3)
Student role
Students will observe
objects / materials and
make a prediction whether
or not they think magnetism
will be able to pass through
that particular object /
material.
Students will record their
predictions.
Students will gather
materials and begin to work
with their groups to test
each of the materials using
a magnet and a paper clip.
How will you wrap up the lesson and anticipate future
learning in the unit?
Once all students have completed the investigation,
gather students together to discuss their results.
Ask students to identify and classify the materials
magnetism was able to pass through.
If groups get different results, have each group
demonstrate how they tested their material.
Ask students why results may have differed.
D. Assessment
(A2, A3, B3b, B4)
How will you know students reached lesson goals?
Student responses to questions posed will provide
evidence of the attainment of lesson goals
What formative and/or summative assessment strategies
will you use?
Students will be required to complete a ticket out of today’s
lesson stating what they learned from our investigation
on magnetism and its ability to pass through materials.
Students will take a unit test at the end of the magnetism
unit.
How will students be involved in ongoing assessment?
At the beginning of each lesson in this unit on magnetism,
students are involved in a class discussion regarding their
understanding of the concepts previously learned.
The class KWL chart that was begun at the beginning of
the magnetism unit is revisited each lesson to see if the
students possess any incorrect schema regarding
magnetism. If so, it is corrected on the chart. The KWL
chart is also revisited to see if the students have found any
answers to the questions they had at the beginning of the
unit.
How will students assess themselves?
Revisiting the class KWL chart.
III.
Strategic Analysis of Instruction
A. Management
What strategies will you employ to successfully manage
(C1-4)
student learning and behavior during this lesson?
Student groups will be comprised of students with varying
skills in order to help each other meet with success during
this investigation.
How will the learning environment support planned
activities?
All supplies will be readily available for students to use.
Students will work at groups of desks or classroom tables.
B. Options for Differentiation
(A3, A8, B2b, B2d, B3b, D2)
How will you provide for students with special needs and/or
English Language Learners?
Content specific vocabulary is posted on a large classroom
bulletin board to ensure all students understand the
vocabulary being used.
All activities in this lesson are hands on. Each student
must conduct the test for him/herself. This allows all
students to experience the investigation and contribute to
class discussions.
How will you modify lesson for individual learning needs?
If a student has difficulty with fine motor skills, an
investigation sheet that allows for an x to be placed under a
heading of magnetism will pass through or magnetism will
not pass through will be provided to that student. This will
alleviate the student having to write the words yes or no.
How will you integrate additional resources to extend
lesson?
I will show the Bill Nye DVD on magnetism to the class.
Students will be required to write down 3 things they
learned from the video, one question they may still have
afer viewing the DVD, and the most interesting fact they
learned from the DVD.
Students will construct a magnetism book of magnet facts.
C. Reflections on Lesson
(E6)
What are next steps for student learning related to
lesson/unit goals?
The next lesson in this unit will involve showing the
magnetic field to students. This will be done with the use of
bar magnets, horseshoe magnets, U magnets, a clear
plastic plate, and iron fillings.
What is your self-assessment of your instructional practice
and effectiveness in this lesson?
I think this is an effective lesson in getting students to
understand that magnetism can pass through non-magnetic
materials and that if a magnet is placed near iron or steel
the metal becomes temporarily magnetized and prevents
the magnetism from passing through.