USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th

Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

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.)

Science Content Standard:

SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass,
shape, volume, color, hardness, texture, odor, taste, and attraction to magnets.
SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel
other magnets.
SC.4.1.1 Raise questions about the natural world, use appropriate reference materials that support
understanding to obtain information (identifying the source), conduct both individual and team
investigations through free exploration and systematic investigations, and generate appropriate
explanations based on those explanations.
SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations
from ideas and inferences about the observations.

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?)
MW: What one piece will students
walk away with understanding after
engaging in this lesson?

Essential question:
What is magnetism and what types of objects are attracted to magnets?
Science concept:
Physical Properties of Matter
Process skills/science practices:
Observation, Classification, Communication, Prediction, Inferring

Formatted: Highlight

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

Nature of Science:
The world is understandable. Scientific ideas are subject to change, Science demands evidence, science
explains and predicts, Science is a complex social activity

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 rewrite the sentence in 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? (Within
grade level AND K-5 education)
Why are you teaching it this
way?

Magnets are used in our everyday lives. Students who go on to the engineering and medical fields will use
magnets in their profession. Magnets are used in compasses and many tools that carpenters and
contractors use as well.
Cognitive scientists tell us that students need to relate new ideas to their experience and place new ideas
into a framework for understanding (Bransford, Brown, and Cocking 2001
Using a 5-E model helps to put these new ideas into a framework for students. In doing a 5Es model,
students are able to relate their prior experiences to their new observations and investigations of a topic.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter
Why is it important for
students to learn this concept?

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

In learning about magnets, students are loosely learning that the Earth is a magnet, and the magnetic
forces (such as gravity), that help to Earth to be the way that it is.
By exploring magnets, students are indirectly introduced to the idea that there are forces that occur on
earth which cannot be seen. This idea can then be developed into an understanding that objects, such as
the earth or electrically charged objects, can pull on other objects. It is important that students get a sense
of electric and magnetic force fields (as well as gravity) and of some simple relations between magnetic
and electric currents (Benchmarks for Science Literacy, p. 93.) In later years, students will learn about
gravitational force and how electric currents and magnets can exert a force as well.

Evaluation Plan- How will you

know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during EACH phase of
the lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Students have been working with properties of matter throughout their k-5 career. In kindergarten,
students sorted objects by observable properties such as size, shape, color, temperature, weight and
texture. In first grade students sorted objects by all of these properties, adding sorting an object by
whether it sinks or floats. In second grade, students observed and measured objects in terms of their
properties, which includes size, shape, color, temperature ,weight, texture, sinking or floating, and
attraction to magnets. In third grad, they are comparing materials and objects according to properties
such as size, shape, color, texture, and hardness. In fourth grade, students are measuring and comparing
objects and materials based on their physical properties, physical properties including all that has been
previously stated. In fifth grade, students are using their previous knowledge of physical properties of
matter and applying it to their knowledge of solids, liquids, and gases. In fifth grade, students are
comparing and contrasting the basic properties of solids, liquids, and gases, such as: mass, volume, color,
texture, and temperature. Attraction to magnets
Formative Evidence:
Engage: observing students answers to the questions that are asked
-What is a magnet?
Students at this stage should have a vague understanding of what magnets are: they have two poles, and
they attract and repel objects. Go over these two vocabulary terms if student discussion does not bring
them up.
-How are magnets used?
Possible student answers: magnets are used in toys, medical equipment, the whiteboard, etc.
-How do we know when something is magnetic?
Possible student answer: when the object sticks to the magnet
When the object is attracted to the magnet
-Answers to the first two questions on the worksheets

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter
Be sure to include a scoring
guide.

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

These are prediction questions, student may answer yes or no as long as they provide an explanation as to
why they chose that answer.
Explore:
-Observations of students throughout the investigation.
-What they are writing on their worksheets
Explain:
- One-on-one conversations with the students throughout the investigation
-What objects were attracted to the magnets?
Possible student answers: the paper clip, the tack, and the piece of metal
-What were these objects made out of?
Students should be able to answer that these objects are made out of metal
Through the explanation, students will learn that iron, cobalt, steel, and nickel are attracted to magnets,
and that aluminum and copper are not
Students will extend their thinking when asked if all of the metal objects were attracted to the magnets.
They should realize that only some of the metals were attracted to the magnets.
Ask the students if the aluminum foil was attracted to the magnets. Students should respond that the
aluminum foil, and the penny were not attracted to the magnet. Students should be able to answer that
only some of the metal objects were attracted to magnets.
Extend:
-Students will extend their thinking when asked if all of the metal objects were attracted to the magnets.
They should realize that only some of the metals were attracted to the magnets.
Student responses to the extension activity questions
Rubric for extension activity
0 Points: Student does not attempt to answer the question
1 Point: Student answers with a yes/no answer
2 Points: Students answers vaguely on whether or not a magnet would be a good tool for separating the
metal objects
3 Points: Student answers both parts of the question and can accurately explain why a magnet would not

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

be a good tool to separate the metals out of the trash.

Evaluate (summative):
-Exit Question
Did weight or size affect whether not the object was attracted to the magnet? Explain
Scoring guide for exit question:
0 Points: Student does not attempt to answer the question
1 Point: Student answers the question with a yes/no answer
2 Points: Student answers vaguely whether the size or weight of the object affected the magnetism
3 Points: Student answers both parts of the question and can accurately explain why the size or weight of
the object did not affect the magnetism.
What Content Knowledge is
necessary for a teacher to teach
this material?
Be sure to cite all resources you
used to learn the content

Teacher needs to have an excessive knowledge of magnets and what types of objects are attracted to
objects. Teacher needs to know specific vocabulary related to magnets: attract, repel, no interaction.
Teacher needs to be aware that not all metals are attracted to magnets.
Teacher needs to understand that students were exposed to physical properties of matter previously, but
attraction to magnets is a new physical property of matter that they have not been exposed to yet.
Resources to learn about magnets:
Magnets are objects that produce an area of magnetic force called a magnetic field.
Magnetic fields by themselves are invisible to the human eye.
Iron filings can be used to show magnetic fields created by magnets (such as in the picture to the right).
Magnets only attract certain types of metals, other materials such as glass, plastic and wood aren't
attracted.
Metals such as iron, nickel and cobalt are attracted to magnets.
Most metals however are not attracted to magnets, these include copper, silver, gold, magnesium,
platinum, aluminium and more. They may however magnetize a small amount while placed in a magnetic
field.
Magnetism can attract magnetic objects or push them away.
Magnets have a magnetic north pole and a magnetic south pole. If the same pole of two magnets are
placed near each other they will push away (repel), while if different poles are placed near each other

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

they will pull together (attract).

Magnetic objects must be inside the magnetic field to respond, which is why you may have to move a
magnet closer for it to have an effect.
The Earth's core is believed to be a mix (alloy) of iron and nickel, giving the Earth its own magnetic field.
The Earth's magnetic field is responsible for deflecting the solar wind, charged particles that come from
the Sun.
Magnetic compasses use the Earth's magnetic field to help navigate in north, south, east and west
directions.
Electromagnets are created by an electric current running through a surrounding coil. They have many
uses including the generation of electricity in hydroelectric dams.
(http://www.sciencekids.co.nz/sciencefacts/magnets.html)
This resource provides great facts about magnets. This website is also kid friendly and can be a resource
that a teacher can provide to their students.
Here is another kid friendly website that can one can use to learn about magnets:
https://kidskonnect.com/science/magnets/
Properties of Matter:
http://studyjams.scholastic.com/studyjams/jams/science/matter/properties-of-matter.htm
This is a great video to brush up on your knowledge about properties of matter, this would also be a great
video to play for students to activate their prior knowledge.
What background knowledge is
necessary for a student to
successfully meet these
objectives?
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

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

readiness for this content?

What misconceptions might
students have about this content?

Students might believe that all metals are attracted to magnets

Students might believe that size and weight affect whether something has magnetism or not
Students might not understand that an object can have no interaction with a magnet.
Students might agree or disagree with the following statements:
Magnets attract some objects, and repel others.
Magnets attract metals
Magnetism can pass through other materials.

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.)

Lesson Implementation
You will utilize the 5E teaching model for this lesson. Below, write out the purpose for each phase of the
5E model.
Engage:
The purpose of this part of the lesson is to get the students interested in the topic and to access prior
knowledge
Explore:
The purpose of this part of the lesson is for students to investigate the concept in which you are trying to
teach and to start to come up with explanations on their own.
Explain:
This part of the lesson is to solidify the explanations that the students come up with. This is the time to
provide students with definitions and why something happened inside of the investigation.
Extend:
This part of the lesson is to expand the knowledge of the students and to further develop their thinking.
This is the section where a lot of the H.O.T. questions will come in.
Evaluate:
This part of the lesson is embedded into every section. It is important to evaluate in every part of the

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

lesson so a teacher knows where to differentiate and where a student might be confused.
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.)

Time

Who is
responsible
(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).

Where applicable, be sure to

address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
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?

10 min
(total)
5 min

Teacher

Engage
Hang up anchor chat, covering up the section that has attraction to magnets.
Ask the students what they know about physical properties of matter.
How can you classify objects?
Clear up any misconceptions that students may have about the physical
properties.
Divide the students into pre-selected pairs and give each pair a bag of objects.
(objects inside the mag are listed in the materials section)
Have the students explain what materials they have and make a list on the board
Ask the students to study all the objects and then classify or group them based
on what they know about the materials (refer to the physical properties of
matter anchor chart). Explain why sorting objects based on smell or taste might
not be the best method.
Have the students record their sorting method on the worksheet provided

5 min

30 min
(total)
10 min

Explore (whole Group)

Have the students get their science journals out and set them up
Ask the students to place all objects at the top of their desks and to have the
worksheet in front of them
Uncover the section about attraction to magnets and explain to the students that
they will learn about a new property of matter: attraction to magnets.
Ask the students How magnets used in our everyday lives?
Work together with the students to come up with a definition for the word
attract.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

2 min

2 min
2 min

14 min

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

Ex. Moving towards each other

Write word and definition on board (students record in their journals)
Ask students if they know the word for when objects move away from each other
Work together to come up with the word repel.
Write the definition and word on the board (students write in their journals)
Ask the students Do you think that an object can have no interaction with a
magnet?
Take a couple of answers: one yes and one no
Both of these students will say why they chose the answer that they did and their
reasoning behind it.
Leave this question open and tell the students that this is one of the questions
that they will be investigating.
Tell the students that they will investigate whether or not an objects weight or
size will affect its magnetism
Say Did any of you sort the objects by weight? Heavy or light?
Take a couple of answers and sort your own personal objects the way that the
students provided
Ask Will an objects weight affect whether or not it is attracted to the magnet?
Have the students answer the first question on the worksheet
Walk around and collect evidence on the students answers
Ask will an objects size affect whether or not it is attracted to magnets?
Have the students write their answer to the second question.
Walk around and collect evidence on students answers
Take a couple of answers: one yes and one no
Distribute a magnet to each of the groups and have the students flip their paper
over. Explain that students will first predict whether or not the object will be
attracted to the magnet and record their prediction. Then they will teach each
object for its magnetism and record their results.
Have the students get started on their investigation
Walk around and collect evidence on their students predictions and results.
If any groups finish early, they may go to the second lesson and invesitgatetest

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

the strength of their magnet

7 min
Total

8 min

5 min

Explain
Call an attention getter and bring all of the students back together
Tell the students to place all objects back inside of the bag and place the bag at
the top of the desks.
Collect all bags of objects.
Work together with the students to come up with a definition for the word
attract.
Ex. Moving towards each other
Write word and definition on board (students record in their journals)
Ask students if they know the word for when objects move away from each
other
Work together to come up with the word repel.
Write the definition and word on the board (students write in their
journals)
Ask: which of the items were attracted to the magnets? What were they made
out of?
Students should come to the conclusion that many metals are magnetic. To
further the investigation, discuss that more specifically iron, steel, nickel, and
cobalt are magnetic. Be sure to discuss that some metals (copper and aluminum)
are not attracted to magnets.
Expand
Pose the question (have it on the board):
Ms. Houlihan is trying to speed up her recycling process. She is trying to
separate her metals from the rest of her trash to be recycled. She has decided to
invest in an extra strength magnet to help to get her metals out of the trash. Do
you think that this will be the most effective way to get her metals out of the
trash can? Why or why not?
Have the students write the answer inside of their science notebooks
Discuss answers

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

Literature Connections:

Video:
https://www.youtube.com/watch?v=yXCeuSiTOug
This is a great video to play for students to build their vocabulary knowledge.
Students can write down new vocabulary and facts into their science journals
Evaluate
Have the students answer the exit question and glue into their science journals
What will you do if

a student struggles with the content?

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

What will you do if

a student masters the content quickly?

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?
The students have many toys and objects that they use on an everyday basis that have magnets in them. It
is important that they know how the objects around them work.
If applicable, how does this lesson connect to/reflect the local community?
There are many magnets that are displayed throughout the community. The students are
constantly exposed to magnets, whether it be at the doctors office, at school, or even at the local
grocery store.N/a

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

How will you differentiate instruction for students who need additional language support?

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

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!)

Paper Clip
Pennies
Hair Tie
Tack
Rubber Bands
Aluminum Foil
Piece of IronMetal
Foam Shapes
Magnets
Worksheets

Original Lesson:

PURPOSE
Students will gain an understanding that certain materials are attracted to magnets and some are not.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

CONTEXT
This lesson is the first in a two-lesson series on magnets. Students should carry out many investigations in order to familiarize themselves with the
pushes and pulls of magnets. By exploring magnets, students are indirectly introduced to the idea that there are forces that occur on earth which
cannot be seen. This idea can then be developed into an understanding that objects, such as the earth or electrically charged objects, can pull on other
objects. It is important that students get a sense of electric and magnetic force fields (as well as gravity) and of some simple relations between
magnetic and electric currents (Benchmarks for Science Literacy, p. 93.) In later years, students will learn about gravitational force and how electric
currents and magnets can exert a force as well.
Students at this level should have already discovered that magnets can make an object move without touching it. What they may not have paid
attention to is the type of materials that move and do not move when near a magnet.
In Magnets 1: Magnetic Pick-ups, students will look at various objects, make predictions about whether they are magnetic, and then test their
predictions. This exploration is an introductory activity to magnets and magnetism.
In Magnets 2: How Strong is Your Magnet?, students will discover how barriers and increased distance can vary the strength of a magnet.

PLANNING AHEAD
You will need various objects to test. Suggestions:

wooden toothpick
penny
jewelry
plastic cup
paper clips
thread
needles or pins
rubber bands
elastic hair bands
tin can

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

glass
aluminum foil
crayon
nail
mitten
paper
school scissors
tack
staples
bobby pin or barrette

MOTIVATION
Divide students into pairs and provide each pair with a bag of objects to test (students should not have magnets at this time). Tell students to empty
their bags of materials and investigate what is inside. Ask students to study all the objects and then classify or group them based on what they know
about the materials. Students may choose to sort by size, shape, material make-up, weight, or some other scheme. After students have had enough
time to sort the objects, have them record their sorting method on the student sheet, Methods of Classification. Then ask students to think of another way
to classify the objects and again, record their thoughts. Once students have determined two or three ways to classify the objects, have each group
share one of its methods, and perhaps discuss which objects would fall under which categories. You may wish to record the various classification
methods on the board.
Now hold up a bar or horseshoe magnet and ask students the following questions:

What is this object?

How are magnets used in our everyday lives?
How do you know when something is a magnet?
How can you tell if an object is magnetic or not?

Tell students that they will explore magnets and the types of objects that are attracted to them. Explain to students that they will make predictions about
whether or not the objects in front of them are magnetic, and then discover if their predictions are correct.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

DEVELOPMENT
Before starting the lab, students will speculate on whether an object's weight, texture, or size affects its magnetism. You may want to do the first
question from the Methods of Classification sheet together so that students understand what they are being asked. The discussion may be similar to the
following:
Say to students: Did any of you sort the object by weight? Heavy or light? Take a minute and classify the objects by weight. Perhaps decide which are
heavy, light, or something in-between.
Once students have finished, ask them:

Will an object's weight affect whether or not it is attracted to the magnet?

Provide more explanation if needed. Then have students record their thoughts on the activity sheet Methods of Classification. Students should then
continue and answer similar questions found on the student sheet. Once students have completed the questions, you many want to discuss their
responses. Students will revisit them again once the lab is complete to see if their thoughts have changed.
Distribute a bar or horseshoe magnet and the student sheet, Magnetic Pickups, to each group. The activity sheet is designed so that students can work
independently if appropriate. You may want to reinforce that students will first record and make predictions for all the objects, then they will test each
object for magnetism and record results.

ASSESSMENT
Once students have recorded their predictions and results, they will reflect on their findings by answering questions on the Magnetic Pickups student
sheet. Students should come to the conclusion that many metals are magnetic. You may wish to discuss more specifically that iron, steel, nickel, and
cobalt are magnetic. Be sure to address that some metals (e.g., copper and aluminum) are not attracted to magnets.

Second Lesson:
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/4341

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Anchor Chart:

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Worksheet

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Worksheet:

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: 4th
Subject/Content:
Science/Physical Properties of
Matter

Exit Question:

Name: ________Kristen Houlihan____________________________

Group Size:
Date of Lesson: 10/4/2016
Whole Class