Name Jean Hutcheson (Jenna)

Class First Grade Mallard Creek Elementary (Science)

Date 3.34.16
edTPA Indirect Instruction Lesson Plan Template
Place a title for your lesson here
_____________________________________________________________________________
Central Focus/Big Idea: Forces & Motion
Subject of this lesson: Magnets
Grade Level: First Grade
NC Essential Standard(s): Standard: 1.P.1 Understand how forces (pushes or pulls) affect the
motion of an object.
Clarifying Standard: 1.P.1.2 - Explain how some forces (pushes and pulls) can be
used to make things move without touching them, such as magnets.
Next Generation Science Standard(s): What K-5 performance expectation is addressed?
Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here:
http://www.nextgenscience.org/next-generation-science-standards.
***There was no K-5 performance expectation that went with force & motion/magnets.
21st Century Skills:
Critical Thinking and Problem Solving Students will use critical thinking/problem solving to
determine whether or classroom objects are magnetic or not.
Productivity & Accountability Students will need to work independently and productively in
order to finish their work and develop an understanding of magnets.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
Categorize Students will categorize various classroom objects into two categories: magnetic
and non-magnetic.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?

Vocabulary: Magnet, hypothesis, conclusion, electron, attract, magnetic field, magnetism, north
pole, south pole, and repel.
Magnet - Something made of iron or steel, so that it is attracted only to substances made of
magnetic material (including iron, steel, nickel, or cobalt).
Hypothesis What a scientist believes is the correct answer to the question formed
Conclusion How the experiment turned out the answer
Electron **SEE BOOK
Attract - What happens when unlike poles pull together
Magnetic Field - A region of magnetic force surrounding a magnet
Magnetism - A region of magnetic force surrounding a magnet
North Pole One end of the magnet where the pull is the strongest, which will attract the south
pole and repel the north pole
South Pole One end of the magnet where the pull is the strongest, which will attract the north
pole and repel the south pole.
Repel - What happens when like poles push away
Instructional Objective: Students will be taught about magnets, predict what they think will
attract to the magnets, and finally complete an experiment where they test the magnetism of
various classroom items. Students are expected to learn what magnets are and understand the
types of items that are magnetic. Students are expected to correctly sort classroom items into two
categories: magnetic and non-magnetic. Students must have at least four out five correct in both
sections to display mastery.
Prior Knowledge (student): Students should know what it means to make a prediction and what
a magnet is.
Content Knowledge (teacher): The teacher should have a thorough knowledge of magnets and
understand completely why magnets attract to a specific kind of item.
Accommodations for special needs (individual and/or small group):
Struggling Students For students struggling with content or the experiment teacher will offer
brief one-on-one clarification/help. If student continues to struggle teacher will pair them with
another student in their desk pod to work with.
ELL - Pairing students with ELL with another student to work with.
Materials and Technology requirements:
Book: Experiments with Magnets by Dale-Marie Bryan
What will a Magnet Attract? Handout (assessment)
Chalk, scissors, eraser, marble, coin, paperclip, fasteners, stapler, rubberband, and staples.
MATERIALS TO TEST DURING EXPERIMENT
Pencils
Board/Markers for magnet diagram and magnet vocabulary
Youtube Video: Magnetism The Dr. Bincos Show Learn Series for Kids
https://www.youtube.com/watch?v=yXCeuSiTOug

Total Estimated Time: Approximately 45 minutes

Source of lesson: Teacher made lesson, book: Experiments with Magnets by Dale-Marie Bryan,
and the internet for facts on magnets.
Safety considerations: To ensure safety I will intently supervise students as they test objects,
specifically the sharper objects, and work to prevent any dangerous situations from occurring.

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. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Will first engage students by having a classroom discussion about magnets.
Demonstrate: Two magnets attracting to one another.
Questions:
Who can tell me what they think a magnet is?
Does anyone have a guess about what was happening when the magnets stuck together?
Where have you seen magnets before?
Explore: Reading parts of the book, Experiments with Magnets by Dale-Marie Bryan
Chapter 1 read stop to go over highlighted vocabulary words
Chapter 2 read pg. 15 Where do Magnets Fit In?
Watch Video: Magnetism The Dr. Bincos Show Learn Series for Kids
https://www.youtube.com/watch?v=yXCeuSiTOug
Explanation: Discussion on video/magnet details.
**DRAW two magnets with both poles on the board.
Ask:
Who can quietly raise their hand and tell me one thing they remember from the video?
FACTS:
-Every magnet has a north and south pole
-Opposite poles attract
-Identical poles repel
-Magnets have invisible magnetic fields which attract and affect certain metals
-Other materials (glass, plastic, wood, etc.) not affected
Explanation of what theyre going to do: Now you all are going to test whether things in this
classroom are magnetic or not all by yourselves. You all are going to go back to your seats and
complete these steps:
1: Cut out the individual pictures on your handout.
2: Test whether or not all of those materials are magnetic or not
3: Depending on your results glue the pictures down in the correct categories.

Elaborate: Students will test: chalk, scissors, eraser, marble, coin, paperclip, fasteners,
rubberband (pins/nails might be finding substitute items) and determine whether they are
magnetic or not.
Students will work at their desks independently. However, they will be able to collaborate with
students in their desk pods if necessary.
Students will sort the pictures of the items into two categories: magnetic and non-magnetic.
Evaluate:
Formative Students will be assessed informally and orally through questioning and discussion
throughout the lesson.
Summative Students will be assessed based on their What Will a Magnet Attract? handout.
Students are expected to correctly have at least four out of five items in each category.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________