UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate:
Christina Martin

Date developed:
September 2016

Lesson Title:
Investigation of Magnets
Grade Level: 3
Number of students: 24
Unit/theme:
Motion and Forces

Date of lesson:
October 10th, 2016
Knowledge domain/subject:
Science
Period/time/estimated duration:
One class period

Where in the unit does this lesson occur?

Beginning

Structure(s) or grouping for the lesson (all that apply):

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT:

In our classroom, there are 13 female students and 11 male students. One student has a 504 plan due to major hearing loss. This
student will have several accommodations. The student will always be placed at the front of the room or nearest to the teacher. The
student will also be given a FM system that the instructor will comply with at all times in order for the student to hear effectively in
the classroom. There are 2 students with IEPs; these students have been diagnosed with ADHD. These students will be allowed to
sit on stability balls at specific times during the lesson. They will also have a Velcro strip placed on their desk in order to help with
their sensory needs. During times in which they have to work in groups they will be placed with strong peer support in which they
are able to work effectively. Finally, our class has two ELL students. The teacher will provide videos with Spanish subtitles shown in
class. Audio books and tapes in the first language of each ESL student will be provided. Peer support and teacher made picture
cards will accompany each lesson and concept covered in class.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)
Magnets (assorted types)
Cups and water
Paperclips
Spoons
Cardboard
Safety Pins
Pennies
Paper plates
Popsicle sticks
Aluminum foil
https://www.youtube.com/watch?v=8PyqL9y7VZo

CENTRAL FOCUS:
Students will investigate magnets and use information to apply their knowledge to real world situations.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)
This is an important lesson in order to understand motion and forces that leads into other aspects of science as we continue on in
our unit.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)
Students prior knowledge is formed from their everyday experiences with magnets and how they have used them in the past.

LEARNING OBJECTIVE(S)
Teacher:
The Student will know what materials are attracted to magnets.
The student will learn that magnets are able to work through materials.
The student will be able to find things in their own life that are magnetic.
Student:
I can identify materials that are attracted to magnets.
I can give examples of how magnets are able to work through materials.
I can find things at home that are magnetic.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)
S3P2. Students will investigate magnets and how they affect other magnets and common objects.
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.

ACADEMIC LANGUAGE DEMANDS

LANGUAGE FUNCTION: Investigate
Language Demand:
(VOCABULARY)
Tier 1: Investigate, observe, determine
Tier 2: negative, positive, attract, repel, north, south
(DISCOURSE)
Students will investigate magnets. They will observe how magnets attract or repel based on positive and negatives charges (north
and south).
LANGUAGE SUPPORT:
Manipulatives
Lab experience
Circulate and listen

PLAN FOR ASSESSMENT OF STUDENT LEARNING

Diagnostic/pre-assessment: A pre-test will be given prior to starting the lesson.
Formative assessment/feedback to learners: The students and I will evaluate our checklist in order to better understand the topic
and the things that we have learned.
Summative assessment (if any): A post test will be given at the end of the unit.

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: Students will be able to discuss the purposes of magnets and identify magnetism in the natural world.
Meets expectations: Students will be able to complete worksheet based on facts of our hands on investigation.
Below expectations: Student cannot complete worksheet, does not participate, and cannot identify magnetic materials.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
What common objects are attracted to magnets?
What are the characteristics of objects that are attracted to magnets?
How do magnets interact with one another?
Why do magnets attract and repel one another?

BEGINNING:
Supervised (Engage):
Ask students to tell you what they already know about magnets
Discuss properties of magnets
Show Bill Nye video

MIDDLE:
Independent (explore):
Students will explore what kinds of materials will attract to a magnet and which materials will not (Cooperative learing)
Students will be given a plastic bag will different types of materials and will use a checklist to discover which materials are
magnetic and which are not. (Nonlinguistic representation)
Next, students will explore to see id a magnet can attract through another object. (Generating and testing hypothesis)
Students will be given objects to place between the magnet and a paper clip in order to see if the magnet can attract the paper clip
through that object.

END:
Explain:
Students will discuss in groups and then with the entire class what they have learned.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)
Supporting students with special needs:
For our student with hearing loss we will give instructions via the FM system, and allow the students to communicate questions
either in writing or if possible by verbally answering the question. For our students with ADHD collaborative learning will give them
the opportunity to get up and move around in the classroom, hopefully giving them the ability to better concentrate in discussion.
Strong peer support and pictures and videos in the childrens first language will be provided for the ELL students.
Challenging experienced learners: Students will be given the chance to further research this topic on an iPad or computer. This will
allow these students to find how magnet affect something that interest them (i.e. cars, weather, sports, etc.)
Facilitating a classroom environment that supports student learning: The classroom has stability balls, Velcro strips, multilingual
audio books and print books, etc. All of these things contribute to student learning. The environment of the room will invite
childrens curiosity and encourage exploration along with the freedom to ask questions. Positive feedback will be given to
encourage and develop student learning.

Extension:
I will meet with students how seem to be struggling with the material and we will work together to see how we can help the
students become more successful in their understanding of the material.

WHAT Ifs:
What if students find the material too easy?
If the material seems to be too easy for students we will begin to discuss in detail how magnets affect motion and force and how it
leads into other topics that we will learn about in our unit.
What if students cannot stay focused during the activity and end up having outside discussions with other group members.
The teacher will be walking around in order to see if students are on track. The teacher will discuss what is happening with each
group and what they learning through their investigations.

REFERENCES:
https://www.youtube.com/watch?v=8PyqL9y7VZo

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.