Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Gradelevel(s): Date:

AbigailGutierrez
Standard:

Science

4th

11/17/2015

4 PS1.F Physical Sciences Students know that magnets have two poles (north and south) and that like
poles repel each other while unlike poles attract each other.
4 IE6.A Investigation and Experimentation Differentiate observation from inference (interpretation)
and know scientists explanations come partly from what they observe and partly from how they interpret
their observations.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:
Students are learning about magnets and their north and south pole. Therefore, students observe and
explain that like poles of magnets repel each other and that unlike poles attract each other. They should
be able to explain to their group members and also on their handout.
II. LEARNING OUTCOME:
Given the materials, students will observe and explain that like poles of magnets repel each other and that
unlike poles attract each other by experimenting with two magnets and a pencil.
DOK/Cognitive Rigor Level:
Skill / Concept DOK #2: It engages mental process beyond habitual response using information or
conceptual knowledge such as, infer, make observations, interpret, predict, sketch, show, solve,
summarize, and use context clues.
Language Demands:
The demands in terms of language that this lesson requires of students are for them to know basic words
and objects in English. English learners in particular need to also know what attract and repel mean.
It also requires for them to understand what an observation is and how to apply it to the experiment.
III. CURRICULUM CONNECTION:
This lesson fits into a larger unit sequence under Physical Science and the different forms of magnetisms
and magnetic fields. Prior to this lesson students will have completed the lesson on parallel circuits
and series, consisting on electromagnets and magnetic fields. Therefore, after this lesson on magnets
the following lesson will be on magnetic fields.
IV. INSTRUCTION
A. ENGAGEMENT:
Start the lesson by activating student prior knowledge and relating it to the lesson. Begin by showing them

a floating paper clip on a paper plate. Meaning that the paper clip is on the front of the plate while
behind the paper plate there is a magnet, which is controlling the paper clip.
i. a) Okay boys and girls. Do any of you know what is causing this paper clip to move? Randomly choose a
student to give out their guess. Choose a few more, and then move on.
b) So let me tell you, what is causing it to move is a magnet. Have any of you heard of magnets before?
We are going to think to ourselves for a few seconds about the magnets we have heard of. Draw a t-chart
on the overhead projector to write ideas.
c) Turn to someone close to you and share your ideas, we will then share them to the class. You have 1
minute. (Circle the class making sure conversations are on track)
d) Okay boys and girls, can anyone share what kinds of magnets they know of? Picks a student using the
Stick Pick App writes ideas on the overhead projector.
e) Great job! You all have great ideas, and today we will learn more about magnets. Are you ready for
some experimenting? (Gets students excited to learn and explore)
Student friendly objective: By the end of our lesson you should know the difference between attract
and repel by labeling the north and south pole on your worksheet.
Purpose: Students are learning this because it is important for them to understand how magnets work
in everyday life.
B. INSTRUCTIONAL SEQUENCE:
Step #1: Have students read the three vocabulary words at the top of the worksheet
a. T input: Explain the meaning of the three vocabulary words.
a. T model: Draw an example of the meaning of each word on the white board. Ask students the
meaning of the words in a random order. What is the space around a magnet in which magnetic forces
operate? ask for the remaining two definitions.
b. Student response: Choral Response, magnetism, magnetic field, or magnetic poles.
Step #2: Read the first two paragraphs under Magnetism
a. T input- What are magnets? What is magnetism? What can magnets move?
a. T model- Reference back to first 2 paragraphs and writes answer on the separate worksheet.
b. Student response: Check for understanding: Think-Pair-Share
Step #3: Read Paragraph 3 & 4 under Magnetic Field
a. T input- Every magnet has a space around it called? Can you see a magnetic field? What can you
use to see the shape of a magnetic field?
a. T model- Reference back to paragraph 3 & 4 and writes answer on the separate worksheet.
b. Student response: Check for understanding: Think-Pair-Share
Step #4: Read Paragraph 5 Magnetic Poles
a. T input- Where is the magnetic field the strongest? What are the two ends of the magnet called?
What are the names of the two poles?
a. T model- Reference back to paragraph 5 and write answers on the separate worksheet.
b. Student response: Check for understanding: Think-Pair-Share

Step #5: Read Paragraph 6 How magnetic Poles Behave

a. T input- what are poles that are the same called? What happens? What if they are different? what
are they called? What do they do?
a. T model- Reference back to paragraph 6 and write answers on the separate worksheet.
b. Student response: Check for understanding: Think-Pair-Share
Step #6: Read Paragraph 7 Broken Magnets
a. T input: What happens when you break a magnet into two pieces?
a. T model: Reference back to paragraph 7 and write answer on the separate worksheet.
b. Student response: Check for understanding: Think-Pair-Share
Step #7: Materials
a. T input: You have 3 donut magnets and 1 unsharpened pencil at your desk. We will now conduct an
experiment that will help us practice what we just learned.
a. T model: -Visually display the different materials
b. Student response: Students pick up the materials being listed
Step #8: Experiment
a. T input: Place one end of the pencil on the desk, so that its standing. Then place a magnet on the
pencil. Put the second magnet and observe. What do you see?
a. T model: Do the experiment with the students from as you stand in front of the class.
b. Student response: Students are hands on, conducting the experiment.
Step #9: Experiment
a. T input: Keep the first two magnets on the pencil and now add the third magnet. Observe. What
happens to the magnets, based on the information we read about?
a. T model: Do the experiment with the students from as you stand in front of the class.
b. Student response: Students are hands on, conducting the experiment.
Step #10: Handout Explain your results
a. T input: On your own go ahead and finish the rest of the worksheet. You can use the vocabulary
words and informational worksheet to help guide you. Also you can conduct the experiment one more
time to look at your observations closely. You can quietly work with a partner to answer these
questions. Once you are done you can quietly turn your worksheet in, and read your reading book
quietly while we wait for the rest of the class.
a. T model- Point to where sentence starters are located to help answer the 2 questions. Walk around to
observe.
b. Student response: Observable work
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will be drawing on the back of the directed inquiry worksheet, as well as writing two or
more sentences about their observation when they placed both poles together. They will also write two
or more sentences on what they infer about how the two poles of bar magnets affect each other.
D. MATERIALS & RESOURCES:
1. 3 donut magnets with poles clearly marked
2. Unsharpened pencil

3. White gel pen (teacher use)

4. Lesson 1: What are magnets? (Handout)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Teacher asks students questions about the handout and the key terms. Students think-pairshare, raise their fingers to answer questions, and teacher walks around to observe work. Teacher has
visuals to assist the students such as, word banks, sentence starters, and sentence frames.
Summative: At the end of the lesson, students will participate in a closing activity as an entire class.
Discussing what they learned about magnets and confirming if they understood what sides of the
magnet attracts, and what sides repel.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS:
In order to provide equal access to all students, I will pace myself and allow students to have more time to
complete a step and give preferential seating to those who need it; for example, sitting closer to the board.
To challenge the higher-level students, I will have them write more than just one
sentence on the observe and infer page without using the sentence frames
placed on the board.
VII. HOMEWORK:
No homework assigned