Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Noah Treffers

Date April 4, 2018 Subject/ Topic/ Theme Science - Forces and Interaction Grade _______3rd_________

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in this unit plan of forces and interactions, this lesson will be looking deeper into magnets.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Develop questions to research about magnet interactions C
● Demonstrate concepts of force using magnets and other manipulatives. X
● Understand what magnetic forces do on the earth. U X
● Explains the relationship between magnets C
● Express curiosity and enthusiasm about how the magnetic force of the earth allows us to live on the earth. X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3-PS2-3: Ask questions to determine cause and effect relationship of electric or magnetic interactions between two objects not in
contact with each other.
3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.

(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 -Students have prior knowledge of magnets and the key concepts about them.
knowledge and skills.

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

Formative (for learning): Students will completing the worksheet.

Outline assessment
activities
Formative (as learning): Students will be checking their answers as we go over the worksheet.
(applicable to this lesson)
Summative (of learning​): Students will be taking a test at the end of the unit.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
-Students will be able to check their
own worksheets as we go through
the correct answers.
Provide options for sustaining effort
and persistence- ​optimize challenge,
collaboration, mastery-oriented
feedback
-Students will be working in
partners for their worksheets
and their review sheets, they
will be using manipulatives to
optimize their learning.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
-Students will be watching a
video for review. This video
will also show them how
magnets apply to their everyday
life.
Provide options for language,
mathematical expressions, and
symbols- ​clarify & connect
language
-Some vocabulary:
1. Attraction
2. Repulsion
3. North Pole
4. South Pole
5. Magnetic field
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 journaling about
what they have learned, they will be
doing a review sheet, and they will
be completing a worksheet.
Provide options for expression and
communication- ​increase medium
of expression
-Students will be discussing,
writing, and drawing.

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 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 -There are manipulatives, -Students will be able to sit
-Students will be able to move videos, worksheets, and review where they want while they
around the classroom as they guides to make this lesson work with their partners and use
want while they are working perceptible. their manipulatives.
with their partners.
-compasses
Materials-what materials
-magnets
(books, handouts, etc) do
-video
you need for this lesson
-projector
and are they ready to use?
-worksheet ​https://www.teachervision.com/magnetism/my-compass-magnet-observations

-The classroom will be set up with all of the desks in a circle with the bean bag in the middle.
- There will be room by the whiteboard and piano for the whole class to sit.
How will your classroom
be set up for this lesson?

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.
-Have the students journal about this questions: Students will be journaling.
Motivation
1. What are some questions you have about
(opening/
magnetism that you want to research?
introduction/
engagement)
Challenge the students to do this for homework so
5:00 that they can share what they found in their next
lesson.

-Talk about the reading that was about magnets. Students will be having a class discussion about
This was a reading from the last lesson. their reading.
1. Ask the students if they have any
questions.
10:00 2. Ask the students in what ways magnets are
used in today’s world.

-Start by telling the students: -Students will be working through the worksheet on
“We are going to be solving a problem that can be magnets and compasses.
solved with our knowledge and scientific ideas of
Development magnets.”
(the largest
component or -Give each student a magnet and a compass and
main body of allow them to do the worksheet with partners.
15:00
the lesson)
-The whole class will go over the answers to the -Students will watch the movie and then review
worksheet. how the earth has a magnetic force.

-Tell the students that they are going to watch this

short video for some review and to learn more
about how the earth is magnet.
https://www.youtube.com/watch?v=MZtTVsIOA9c

Put a picture of the earth on the board and draw a -Students will help draw the compass and needle
compass on the earth to review why the needle along with the cardinal directions.
always point north. (telling them that the south pole

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25:00 of the needle always points to the north pole of the
earth)

35:00 Closure -Students will be given a review sheet to complete -Students will be completing their review sheets.
(conclusion, for the project that they will be working on in the
culmination, next class.
wrap-up)

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 went pretty well. After doing lesson three I decided to teach this lesson as a whole group, I felt that this would give me
more control over the class while making sure that students were staying focused. This went well and I was happy with the results
from the worksheets that the students finished.

As I started the lesson I allowed the students to journal, as they have been doing for the whole unit. When the finished journaling we
discussed the article that we had read in the prior lesson. I liked this time because I was able to hear what students learned from the
article and also answer any questions that they had. I also liked this article because it really connected the lesson to the real world. It
gave many different examples of how magnets are used in our world. When we finished our discussion we moved into our worksheet,
which is what I had them do as a whole class. I gave compasses to each partner (who was sitting by each other) and allowed them to
try to answer the questions on the worksheet while we went through the one at a time with the class. This allowed students to ask
questions to clarify any misconceptions, which I thought was helpful. After the worksheet we watched the movie that I found on
youtube. I really like this video because it does a great job of going more into depth about magnets. The depth that it went in might
have not been necessary for a normal 3rd grade class, but it was great for the gifted and talented class. After this I led the student in to
working on the review sheet. I did this with clear expectations to do quality work so that they could use this as resource for their
writing. This went well and after they finished we discussed each question as a class.

If I had to teach it again I would maybe allow the students more time to investigate the magnets and compasses and make more
findings on their own. I would also maybe split up the lesson so that the review sheet is on a different day because it’s a lot of work.
Overall I was pleased with most of the lesson and there wouldn’t be anything I would change drastically.

Work Cited:
M. (2013, May 22). Retrieved April 16, 2018, from ​https://www.youtube.com/watch?v=MZtTVsIOA9c

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