Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher ​Noah Treffers

Date ​April 3, 2018 ​_ Subject/ Topic/ Theme ​Forces and Interactions - Science​ ​Grade _________3rd grade_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because it has to do with forces and interactions, but specifically looking at electric or magnetic interactions.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Explain magnetic interactions between two objects not in contact with each other. U
● Contrast magnetic interactions between different objects. U
● Comprehend that magnetic interactions are used to determine cardinal directions on our earth. U X
● Write down findings with group members U X
● Contrast both the north and the south poles of magnets. A X

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.
3-G1.0.1: Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate
environment.

(Note​:​ Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Pre-assessment (for learning): ​Students took a pre-assessment before the unit.

Formative (for learning): Students will work through the magnet packet.
Outline assessment
activities
Formative (as learning): Students will check their works with partners and the teacher.
(applicable to this lesson)
Summative (of learning​): Students will take a test at the end of the unit.

Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
What barriers might this -Students will be journaling on their
lesson present? knowledge of forces and
interactions.
What will it take –
neurodevelopmentally,
Provide options for sustaining effort
experientially, emotionally, and persistence- ​optimize challenge,
etc., for your students to do collaboration, mastery-oriented
this lesson? feedback
-Students will be doing a variety
of activities such as an
investigation, journaling, and
discussion. This should
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Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
-Students will be reading an
article about how magnets are
used in the real world and how
our lives would be different
without them.
Provide options for language,
mathematical expressions, and
symbols- ​clarify & connect
language
-Students will be writing,
talking as a class, talking as
partners, and reading. This
should provide multiple options
for language.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
-Students will be working on a
worksheet to work on their short
term goals, but they will also be
journaling about what they have
been learning in this unit to offer
more long-term goals.
Provide options for expression and
communication- ​increase medium
of expression
-Students will be writing,
talking as a class, talking as
partners, and reading. This
should provide multiple options
for language.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
How will your classroom
be set up for this lesson?
optimize challenge and
collaboration.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- ​choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats -Students will be able to ask -Students will be moving
-Students will be able to choose questions and talk with one around the room during the
with their partners some things another at any point in the investigation.
that they want to investigate, lesson.
giving them interest.
-Magnet Worksheet printed off
-Magnets
-Paper clips
-Metal washers
-U.S. coins
-Pencils
-Whiteboard
-Reading printed off
-Journals
-The class will be set up in a circle with a bean bag in the middle.
-There will be space by the whiteboard to meet as a whole class.

III. The Plan

Describe​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Use their journal using the question: Students will make a journal response to this
Motivation
1. What have you predicted about future questions.
(opening/
motions within the last day?
4:00 introduction/
engagement)
Give each students a magnet and have them write in
8:00 their journal everything they know about magnets.

Have the students share what they wrote down

while the teacher write everything that they know
on the board.

Give each student a worksheet to fill out about Students should work on their worksheet with their
magnets. Allow them to work with their thinking partners.
partners.

18:00 The teacher should walk around and answer any

Development questions about the magnets.
(the largest
component or After the students all complete their worksheets
main body of have them come to the carpet area by the white
the lesson) board and talk about their findings from the
worksheet.
Teach them about:
-Magnets are only attracted to Cobalt, Nickel, and
Iron along with some other rare earth metals.
28:00 -The poles of magnets, do this by drawing pictures
of different magnets on the board that attracted to
each other using arrows.
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 Closure When the students complete their worksheet allow
(conclusion, them to read this article:
culmination, https://www.readworks.org/article/Magnetism---Ma
33:00 wrap-up) gnets-Types-and-Uses/882f6944-600e-43d6-96b8-9
855a9c58dcf#!articleTab:content/

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. ​(Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson started off well, but I was disappointed with how the students responded to the motivation. They started with journaling
about what they have seen through predicted motions. They gave me some really great examples. The example that stood out to me
was their example from their Physical Education class. They told me that they threw balls, which they could predict the future motion
of. They also told me that they had played tug of war in class and they told me that they could see unbalanced and balanced forces
within that game, which was pulling ideas back from our first lesson. These were just a few of the ideas that we shared and wrote on
the board, but there were many more discussed during our conversation.

As we went into the motivation I set out stations for the students and put them into groups. They worked on this together, but it was a
bit chaotic because third graders love to play with magnets. I really had to make sure that they were staying on task and doing what
they were supposed to be doing on the worksheet. Overall I think the worksheet worked out really well, but if I had the opportunity to
complete this worksheet in small groups with the students I think it would go over better. This would allow the teacher to really watch
the students while they are doing the worksheet to make sure that they not just ‘playing’ with the magnets, but that they are ‘learning’
with the magnets. After the students completed the worksheet we talked about it as a class and went over any questions that were still
unclear, which was really helpful. This allowed students to change their answers if they had any misconceptions.

After we finished the worksheet the students read the article. This article was great and really got the students thinking about all the
things that magnets are used for. I had conversations about trains that are made out of magnets and how it would be awesome if
someone could make cars that could use magnets. I could see the worksheets and through conversation with the students that they
were starting to grasp the concepts of magnets. I think they learned a lot in this lesson.

Work Cited:

R. (2012). Magnetism - Magnets: Types and Uses. Retrieved April 16, 2018, from
https://www.readworks.org/article/Electric-and-Magnetic-Forces-and-The-Modern-Day-Compass/ada62bc1-41
5a-4a38-a0ac-cc52102ac4cd#!articleTab:content/

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