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Brianna Ubel

ELED 3221
October 29, 2015
edTPA Indirect Instruction Lesson Plan Template
Magnetic Interaction
_____________________________________________________________________________
Central Focus/Big Idea: Forces and Motion
Subject of this lesson: Students use prior knowledge of magnetism to further their knowledge of
magnetism.
Grade Level: 4th Grade
NC Essential Standard(s):
4.P.1 Explain how various forces affect the motion of an object.
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
Next Generation Science Standard(s):
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
21st Century Skills:
Productivity & Accountability
8th Grade Outcome: Students can articulate the importance of accurate data collection and record
keeping in science, and are able to demonstrate good practices for data collection, and identify
common sources of error.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
Analyze

Compare/contras Describe
Explain
t
Interpret
Predict
Question
Retell
Summarize
Explain: Students are going to use their prior knowledge of magnets to better explain why
something is attracted to the magnets.
Retell: Students will use their prior knowledge of magnets to retell why things are attracted to
each other.

Argue

Categorize

Scientific Vocabulary: magnets, iron, attract, repel, motion

Instructional Objective: What specific learning objective are you going to use? What are the
students going to be expected to learn? How will you know? Does your instructional objective
include: conditions, performance, and criteria?
Prior Knowledge (student): Students will have already gone over magnetism as a class. This
lesson will be a review. Students should already know what is and is not attracted to iron.
Students should know what a magnet is.
Content Knowledge (teacher): The teacher will has a clear understanding of magnets and how
they work. The teacher should have reviewed all the materials needed to complete the lesson.
Accommodations for special needs (individual and/or small group): Students with disabilities
will be close to the teacher. This will help the teacher to better monitor these students in case
they need extra help. For students that are ELL and need extra help the teacher can create
worksheets in their language. The teacher can also phrase the direction in s simpler manner so
that the students are able to understand.
Materials and Technology requirements:
Whiteboard
Computer
Internet
2-3 Magnets per group
2-3 Paper Clips per group
1 piece of tin foil per group
1 shoe per group
1 piece of cardboard per group
1 piece of lined paper per group
1 ruler per group
Total Estimated Time: 1 class period
Source of lesson: Web site, textbook, colleague?
Safety considerations: Any cutting will be complete before giving students the supplies.
Students will ask for help if anything seems too difficult for them.

Content and Strategies (Procedure)


Engage:
Ask students the following question:
What do you know about magnets? (Answers vary, write answer on the whiteboard)
Show students Magnetism | The Dr. Binocs Show | Learn Series For Kids
video on YouTube.
Video Link: https://www.youtube.com/watch?v=yXCeuSiTOug
Ask students the following question:
What did you learn about magnets from this video? (Answers very)
Explore:
Teacher says, Today we are going to take different materials and see whether a magnet is
strong enough to attract a paper clip through the object. We will do the first example
together.
The first example will be a book. Teacher will use a book they are reading as a class or notebook
to test the magnetism. Teacher will ask for a volunteer to hold the book. Then the teacher will
place the magnet on one side of the book and the paper clip on the other side of the book to see if
the magnet is able to hold the paperclip.

Teacher will ask, Did the magnet hold the paperclip through the book? (Answer may
vary depending on the thickness of the book.)

Teacher will send students to seat with a worksheet for each student. Students will work in group
at their tables. Teacher will pass out the required materials for each group. While groups are
working teacher will go around asking students questions.
Example Questions:
o Was the paperclip attracted to the magnet?
o Why was the paperclip attracted to the magnet?
o Do you think the paperclip with be attracted to this magnet through this object?
Why? Why not?
When all students as finished class will come back together to go over the worksheet.
Explanation:
Teacher will show a PowerPoint. On each slide there will be pictures of objects. Students will be
expected to decide whether or not the item on the slide is magnetic or whether they are not
magnetic.
Image 1: Soup Can
Teacher asks: Do you think a soup can is magnetic?
Students Answer: Yes or no depending on their opinion
Image 2: White Board
Teacher asks: Do you think a soup can is magnetic?

Students Answer: Yes or no depending on their opinion


Image 3: Soda Can
Teacher asks: Do you think a soup can is magnetic?
Students Answer: Yes or no depending on their opinion
Image 4: DVD/CD
Teacher asks: Do you think a soup can is magnetic?
Students Answer: Yes or no depending on their opinion
Image 5: Stapler
Teacher asks: Do you think a soup can is magnetic?
Students Answer: Yes or no depending on their opinion
For each image have students explain whether or not the item is magnetic. Have the students be
specific in their answer.
Elaborate:
What is magnetic sort?
Students will be sent back to their table groups. Teacher will hand out the required materials.
Students will be given 5 minutes to sort the objects. Then as a class you will come together to
decide whether or not the objects are magnetic.
Object 1: Scissors (YES)
Object 2: Paperclips (YES)
Object 3: Nail (YES)
Object 4: Eraser (NO)
Object 5: Lego (NO)
Object 6: Ruler (NO)
Teacher will call on students to explain why they are or are not magnetic. Students must use
detail when they are explaing their reasoning.
Evaluate:
Formative: Teacher will walk around the classroom during independent time to ask studnets
question about magnetism and what things are or are not magnetic.
Summative: Teacher will collect the students worksheet from the Explore section of the lesson.
Students will be expected to get at least 3 of 4 correct.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________