Mykayla Perry

ELED 3221
Date 13 October 2017

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Place a title for your lesson here

Elementary Science
_____________________________________________________________________________

Big Idea: Magnets use force and motion to attract and repel some metal objects without having
to touch them.

Grade Level: First Grade

Rationale: Why are you teaching this content? Why are students learning this material? Why is
it important for students to learn? How does it connect to their lives?
I am teaching this material so students will be able to articulate what magnets are and what they
do as well as be able to recognize magnets. It is important for students to learn this because of
the implications magnets have on students everyday lives. Magnets and force and motion
connect to students everyday lives because magnets are always all around them. From
refrigerator magnets to magnets they may use in future science classes, magnets are all around
them. Additionally the planet in which they live upon operates on somewhat of a magnetic field
with its two poles and this knowledge will help them understand their world a little better.

NC Essential Standard(s): What specific standards are you going to address in this lesson?
Write it out, dont just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/

1.P.1.2: Explain how some forces (pushes and pulls) can be used to make things
move without touching them, such as magnets

Instructional Objective: What specific learning objective are you going to use? What are the
students going to do? Does your instructional objective include: conditions, performance, and
criteria?

Students will be able to articulate what a magnet is and how it works as well as recall the
makeup of a magnet.

Students will work independently as well in groups of 4-5.

I will know students have met the standard when they score a on an exit ticket.

Prerequisite knowledge and skills: What knowledge and skills should students already have to
be successful in this lesson? What background knowledge does the teacher need to have?

Students will need to have prior knowledge of force and motion in the subject of push and pull
which they learned in their one previous lesson plan.

Materials/Resources: What materials do you (as teacher) and students need? What resources
will be used? If materials are exotic, where can they be found? You need to be specific with
the amount of stuff you will need.

Smartboard
Powerpoint on magnets
Magnet video
Magnet worksheet
Examples of metal and non-metal objects

Source of your lesson: Where did you get this idea from?

My cooperating teacher and I created this lesson together.

Estimated Time: How long do you think your lesson will take?

This lesson will take about 45 minutes.

Accommodation for Special Needs/different learning styles: What should be done for students
with special needs (both physical and emotional)? Different learning styles? ESL students?
(NOTE: YOU MUST ADDRESS ESL STUDENTS AND ONE OTHER NEED/LEARNING
STYLE FOR CREDIT)

Students who are struggling and have different learning styles will have the opportunity to
engage in either group work or independent work, depending on which is better for their
particular learning need. In addition, students who have different learning styles will be catered
to through kinetic learning, visual learning, as well as discussion based learning throughout the
lesson.

ESL students in my classroom will be able to use me as a resource throughout the lesson. The
majority of my students are Spanish speakers so my fluency in Spanish will provide them a
resource to have success during this lesson. In addition, a few students are fluent in both
English and Spanish and can therefore be paired up with other students who arent as good in
English in order to have assistance during the lesson.

Safety considerations: How will you make sure students are safe in your lesson?

Students will be expected to follow normal classroom and safety rules. Nothing in my lesson
requires protective gear or any dangerous elements.
Mykayla Perry
ELED 3221
13 October 2017
______________________________________________________________________________

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: How will students attention or interest be captured? How will you identify prior
conceptions?
I will gather students on the carpet in front of the smartboard. We will do a short review of force
and motion. I will ask questions such as:
Can anyone tell me what a force is from your last lesson?
Can someone demonstrate pushing something to the class?
Can I have a volunteer to show me what a pull is?
These questions will allow them to review what they learned in their one previous science
lesson as well as capture their interest in how what they learned last time relates to what we are
going to be doing today.

I will then take time to introduce some new vocabulary and build background knowledge, first
asking students what they think the word means and engaging in a discussion. This will give
students more prior knowledge and allow the lesson to go more smoothly.
Magnet
Attract
Repel
Force
North
South
Pull

Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration?
I am going to draw a chart on the board. This is called a KWL chart. The K stands for what we
already know and we will fill that in. The W stands for what we want to know so we will fill that in
next. Lastly, we will fill in the L which stands for learn so what we want to learn about magnets.

Fill out KWL chart:

What do you guys already know about magnets? Can anyone tell me where they may
have seen a magnet in this classroom or at home?
What do you guys want to know about magnets? What do you think it is important to
 know this about magnets that you want to find out?
After we find out exactly what magnets are and learn a little more about them we will come
back to fill out what we learned.

Explanation: How will you structure student sharing from exploration? How will you facilitate
students conceptual development? How will you help students connect explanations back to
their experience? How will you build on students explanations to help students use appropriate
vocabulary to label concepts and ideas?

I will start off the explanation portion of this lesson by using a powerpoint on magnets or a smart
exchange lesson to deliver information to the students as well as start discussions. I will also
include a youtube video on magnets to help students make connections as well as explain
magnets more in depth
https://docs.google.com/presentation/d/1AYEXA73tNSrQl5CvjVgaSfwdZW7MgxQhKB_b
9c4cF68/edit#slide=id.g26fcbe1c52_0_78
https://www.youtube.com/watch?v=DR9w4koW2EA&t=2s

To facilitate students conceptual development, I will pause at appropriate times during the
powerpoint and youtube I will pause, read the points out to the children and lead a discussion
about the vocabulary words we previously discussed and a conversation about magnets to
assist with their comprehension.

Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal)

Students will work collaboratively to complete a sort of graphic organizer. They will separate
pictures of different items into either yes or no, meaning yes this item will be attracted by a
magnet or no this item will not be attracted by a magnet. They will apply the newly learned
idea that magnets only attract metal objects and they will use their knowledge of certain items to
be able to categorize what an item is made out of.

Items to be categorized:
Pencil
Paperclip
Plastic cup
T-shirt
Metal lock
Metal nails

Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)?
I will assess each student's progress towards the complement of the science objective stated
earlier in my lesson plan by having students work independently to complete the following:

Students will independently complete the KWL chart on a blank sheet of paper:
Name 3 things you learned about magnets today, including how magnets pull items
towards them. Also draw a picture of a horseshoe magnet and include the north and
south poles.
Rubric:
2 points per thing learned on sheet and 4 points for the picture for a total of 10 points.
Students should earn an 8/10 on this exit ticket.

Closure: How are you going to close your lesson? Briefly describe how you will close the
lesson, help students understand the purpose of the lesson, and show how it will connect to future
learning. (Rather than an administrative closure, interact with learners to elicit evidence of
student understanding of purpose(s) for learning and mastery of objectives)

Today we expanded on our knowledge of what force and motion was to also include magnets.
We learned about the different types of magnets, how magnets can attract things without
touching them, as well as the types of things magnets attract or repel! I want all of you scientists
to think about and observe different types of magnets and what they are doing in your everyday
life because magnets are all around us. As scientists in the future you will have to use this
knowledge of magnets to solve problems or answer some questions you may have.

In addition to this closure, I will ask if there are any additional questions about magnets or force
and motion in general as well as ask questions to facilitate a small closing discussion:
Know that you all are magnet experts, can anyone name somewhere else they may
have seen a magnet?
Does anyone know anywhere else a magnet could be used?
What was everyones favorite type of magnet?

Reflection on lesson:
I believe my strengths while preparing for and teaching this specific lesson were my overall
enthusiasm and the flow of the lesson. While creating it, everything seemed to make sense and
follow a sequence on what I should say or teach next. As far as enthusiasm, I was very excited
to teach the lesson and for the students to learn which then made the students more confident
and excited to learn about a science which they almost never get taught.

My weaknesses were unfortunately many on this lesson. I wasnt very aware of what my
students actually skill and learning levels were. While creating the lesson and teaching it, I did
not really know when to stop with how much information I was giving them. This has a little to do
with not knowing my students as well as not having much experience teaching science to 6 year
olds. I also could have included more hands on and kinesthetic activities for them to do in order
to solidify their understanding of the lesson.

The main thing I learned from this lesson was how important it is to know your class and your
students. Knowing what the class as a whole is capable of accomplishing is important. I was
trying to adhere to a typical first grade science lesson, not realizing that my class was very
behind in their ability to explain themselves and their thinking by even writing a basic sentence.
Most of my class struggles with the alphabet still. I learned that students, especially in younger
grades, tend to learn best through active engagement.

In the future I would most likely have more activities for students to do. I would focus less on
having children this young on explaining their understanding through writing and doing it more
through projects or something hands on.