USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science

4th

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and
attract and repel other magnets.

Why are some objects attracted to magnets while others are not?

By the end of this lesson students should understand what a magnet is and how it works.
Students should also know other vocabulary terms such as magnetism, attract, pole, and
repel.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am teaching this lesson because this is the unit students are moving into this week. It is
important for students to learn and investigate just what uses magnets and how they
work.

Evaluation Plan- How will

you know students have
mastered your objectives?

Formative: Not only will I be walking around to catch students misconceptions but I will
also be giving the students a quiz so I can see where their knowledge is with magnets
and what I need to teach.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Summative: The summative assessment is going to be the same quiz I gave as the
formative to see how much the students learned during the unit (course of two days)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

The content knowledge necessary for a teacher to know is the understanding of magnets
and how they work. It is also important for the teacher to know the vocabulary terms that
are going to be used in this lesson.

The background knowledge necessary for the students to understand is their knowledge
of magnets from grades past. This is the beginning of the unit so students will be just
now learning what magnetism is.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Some misconceptions student might have are:
*Magnets attract all metals.
*Magnets do not attract objects that contain iron and other magnetic metals.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

* Many metals are not non-magnetic objects.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be

I believe this lesson is scaffolding, because it is the beginning of the unit and we are
building things based off of the vocabulary terms.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Materials Needed:
*Pencils
*Science Notebook
Science Textbook

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

Step By Step:
1. Pass out the mini quiz that has questions about magnets.
2. Allow the students 15-20 min to answer the questions from
the quiz and collect them.
3. Have the students move to the carpet with their science
book.
4. Ask the students using non-verbal cues if that have used a
computer, television, microphones, stereo speaks, doorbell,
credit card, or ATM card.
5. Explain to the students that all of these common items need
magnetism to work.
6. Have students take turns reading page 442-443.
7. Have the students study the photos on these pages
8. Have them turn and talk to their shoulder partner about what
they saw.
9. Ask a few students to share.
10.Talk about how magnetism can either be a pulling force that
acts on magnetic materials.
11.Ask how you can infer that the magnets are sticking to the
metal in the door and not the paper.
12.Ask students what important fact do the papers separating
the magnets form the door show you about magnetism.
13.Have students look at the picture on 443.
14.Have students read the orange part.
15.Ask what you happen to the paper clip if the boy turned the
magnet upside down?
16.Have the students turn and talk to their neighbors about what
they think would happen.
17.Ask students to tell their neighbors why they think this would
happen.
18.Ask the students what they think attract means based on the
information they just learned.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

19.Read page 444-445 for students.

20.Explain to the students that a magnet has two ends a north
and a should pole.
21.Have a student read pg 446.
22.Ask students based off their reading what do they think repel
means.
23.Have students go back to their seats and grab their science
notebook.
24.The students will make two columns and in the first column
they will write metal tacks, metal button, nail, colored pencils,
ceramic mug, and seashells. In the next column students will
write if they are magnetic or non magnetic.

What will you do if

a student struggles with the content?

If a student struggles with the content I would have them move to the red table during
the chart at the end of the lesson. This way I will be able to further explain the difference
between magnetic objects and non-magnetic objects.

What will you do if

a student masters the content quickly?

If a student finishes quickly I will have them go around the room and add to their chart
magnetic objects.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Magnets and magnetism is everywhere they look. It is in everyday objects that they use
as well. It is important for students to see that everyone uses some sort of magnetism

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

everyday.

If applicable, how does this lesson connect to/reflect the local community?
Students will buy things with magnets in them all the time. It is important for them to
understand how they work and what objects magnets attract and do not attract.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have these students go out in the classroom and investigate objects that they think
are magnetic and write them on their chart. Then I will have them connect it to things
they think are magnetic at home and outside.

How will you differentiate instruction for students who need additional
language support?
For my ELL learners I will help them use language about magnets. Then I will have them
write the words and choose one to fill in these two statements:
A _____ object is pulled by an magnet.
A ______ object is not pulled by a magnet.
This will give them extra practice using this vocabulary.

Accommodations (If
needed)
(What students need specific
accommodation? List

L and S need additional time and support. I will have them move to the red table once
they need to write in their notebooks. This will allow them to get further support with the
work and extra practice with the vocabulary.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole

individual students (initials),

and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Teachers Science Book

Quiz
White Board
Expo Marker

Formative/ Summative Test:

Name and Date:
Directions:
1. Which one of these metals do magnets NOT attract?
a) Iron
b) Aluminum Foil
c) Nickel
d) Cobalt
2. True or False. You can use a magnet to pick up a coin.
a) True
b) False
3. What is a good way to investigate if an object is magnetic?
a) The magnet does not stick to the object.
b) The magnet flies away from the object.

Name: Caitlin Snider

Date of Lesson: October
18th

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th
c) The magnet does not help.
d) The magnet attracts the object.
4. Magnetism is strongest at a magnets two _______?
a) Poles
b) Ends
c) Middle
d) Underneath
5. What is the difference between attract and repel?
a) Attract is a push and repel us a pull.
b) Repel is a flip and attract is a rotation.
c) Attract is a pull and repel is a push.
d) Repel is a rotation and attract is a flip.
6. What does the N stand for on a magnet?
a) Neither
b) North
c) Nothing
d) None
7. What does the S stand for on a magnet?
a) South
b) Silly
c) Stuck
d) Sorry
8. True or False. A refrigerator door has a magnet in it.
a) True
b) False

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th
9. True or False. Magnets are not magnetic.
a) True
b) False
10.

True or False. Magnets can pull without touching.

a) True
b) False

Answer Key
1) B- Aluminum Foil
2) False
3) D The magnet attracts the object
4) A - Poles
5) C Attract is a pull, repel is a push
6) B- North
7) A - South
8) True
9) False
10) True

Group
Size:
Whole

Name: Caitlin Snider

Date of Lesson: October
18th