MASTER OF TEACHING (PRIMARY) LESSON PLANNER

Date: 16/05 Year level: 4 Lesson duration (minutes): 15-20

Broad title Title of lesson:
indicating the
content. Magnetic Forces: Attraction and repulsion

Learning Intention(s):
Describe the  Gain basic knowledge of key features of magnets North/South poles (be specific
purpose(s) of with your Learning Intentions – perhaps phrasing it to say students explore the key
the lesson in
features of magnets)
your own words.
Be specific.  Explore and identify magnetic objects and non-magnetic objects.
 Gain basic understanding that attraction and repulsion are two types of magnetic
forces. (try to avoid the word understanding – try: explore the two types of magnetic
forces; attraction and repulsion)
 Know and apply basic vocabularies to describe features of magnets and magnetism
poles, magnetic objects, non-magnetic objects, attract(ion), repulse(sion)

How will you assess Assessment of Student Learning

student learning?
The Learning Intention will be evidenced by:
What will students
do/say/make/write  Formative assessment (how will this be recorded? State whether it is through
to give you anecdotal notes? Exit tickets? Be specific)
evidence of
learning?  Students name some of the features of magnets (e.g., two ends, different colours, it
Identify the
can attract things).
assessment tools  Students explore the forces of attraction and repulsion between magnets and orally
you will use to report back their findings.
collect data and
 Students use taught vocabularies (list the vocab here) while answering questions in
how you will record
it. (Attach copies of the class.
any documentation)

Link learning to Links to Curriculum: Learning Areas and Capabilities

the Victorian
Curriculum Learning Area/Capability: Science
Strand: Physical Science
Include both Substrand: Fource Force
Learning Areas
AND
Content Descriptor(s): Science Understanding
Capabilities Include the specific content descriptor this relates to from the Victorian Curriculum
Forces can be exerted by one object on another through direct contact or from a
distance (VCSSU064)
Go across
levels where Learning Area/Capability:
needed
Strand:
Substrand:
Content Descriptor(s):

How will you Grouping/s and Physical Space:

group your
students? In group discussion, the whole class will be sitting on the floor as a big group.
Whole class,
In small group activities, students will be working in a group of 2-3 around tables.
small groups,
individual?

What classroom
spaces or
learning centres
will students
occupy? How
will classroom
resources be
arranged or
utililised?

Detailed list of Equipment/Resources required:

all equipment
and resources  6 magnets
needed  Some small wooden blocks
throughout
 2 metal spoons
entire lesson.
 Some paper clips
 1 glass water bottle
 1 plastic water bottle
 1 piece of used paper

What will you do to Lesson Introduction:

introduce the
lesson? What  The whole class will be sitting on the floor.
modelling might you  Teacher A will introduce today’s topic: magnets, and give students a brief outline of
undertake? What
today’s class.
are your students
doing? Record the  Teacher A will show students a magnet, and ask students to recall their previous
questions you will experience of playing/using magnets/magnetic objects, and asked students: “have
ask to facilitate you ever played with magnets before?” “how do they play with magnets?”, “what did
discussion.
they do?”, “what do you think they are used for?” Be mindful of tense How did you
play with magnets? What did the magnets do?
 Then teacher B ask students to observe the magnet to name some of the
characteristics of the magnets they know/observe (“What do you know about
magnets?”, “What can you see in this magnet?”, Rather than what can you see in
this magnet – you could ask ‘what do you ‘notice’ about this magnet?’ “What’s the
shape/texture/colour (even smell) of this magnet?”
 Teacher A/C will be drawing a mind map on the white board of attributes named by
students of magnets (e.g., two ends, colours etc).
 Conclude and clarify some of the features students named (two ends of a magnet
called N/S poles) at the end of this session.

This session will last about 5-6 mins.

Describe what you Main Component of Lesson:
will do as a teacher
and what you want Activity 1:
students to do.
Teacher C will take the whole group to the table, then present students 5 types of materials
Provide brief details on the table (wood, glass, spoons, paper, plastic). The teacher C will give a task: (explain
of the learning
activities and think
the task)
carefully about the Students need to put magnet close to the object and see what’s going to happen, namely
purpose when
whether the object will be attract to the magnet or not.
designing these
activities. Students will be given 3 mins to finish this task and complete a worksheet. (include the
If students are worksheet/task sheet with your lesson plan)
grouped, describe
each group’s activity
Teacher A will summarise the session, and classify the objects that can be attracted by
separately. magnet and those that cannot be attracted. Also, teacher A will introduce to students:
Provide examples  What is a magnetic object.
and questions that
 What is a non-magnetic object.
you will use to
prompt thinking and  Magnetic force: attraction
scaffold your
While talking about it, teacher B/C will write down key words on the white board.
learners as they are
working.
Give an estimate of Transition: conclude aforementioned activity, then challenge students with the question:
the duration of each
activity. “Can magnets attract another magnets?”
What scaffolding
and strategic steps
have you included Activity 2:
for ALL students to
Teacher B will ask students to make prediction first, start with the question “what do you
develop in their
learning throughout think would happen if put them close to each other?” Then assign the task to students:
the lesson? To predict and to test what would happen if they put two magnets together.
Ask students working in pair/3 to do the experiment.
Tell students they have 4 mins to complete the task and they will report back their answers.
During experiment, teacher A, B, C will engage will students in the small group.

Then teacher B will gather students to sit on the floor again, and ask each group to present
their findings.
“Can magnates always attract each other? What did you find?”
While students presenting their findings, introduce new vocabulary repulse/repulsion to
students.
Then teacher C will lead all students to review their findings, to specific focus on testing the
result of N/N, S/S, N/S/, S/N.
At the same time, teacher C will explain what is attraction and what is repulsion to students.

How will you draw Lesson Conclusion:

together the ideas
of the lesson? Teacher A will conclude the lesson by revisiting each content/ word on the white board.
The process may
include whole class
sharing, teacher- You could also have students discuss how their thinking or understanding of forces has
directed or student- changed or been confirmed as a result of the mini experiments and the work they undertook
led discussion, this lesson
reflective journal
writing/sharing, a Students might also share & articulate their understanding of certain terms used during the
summary, a scene lesson
setter for the next
lesson, etc.
Record the
questions you will
ask to facilitate
discussion.

In your own words, Personal Reflection on the Lesson

provide your
personal reflection • Asking for feedback (when you see students' reactions are puzzle or they seem to not
on the lesson. sure about what they are doing)
What went well?
• Explain vocab more clearly
• Giving more clear instructions
How do you know?
(Evidence)
What could be
improved?
How could you
improve this?

Share your My reflective notes on the feedback from my MT/ CTS

reflective notes with
your MT/CTS and
seek feedback.
Record similarities
and differences
between the two
here.
Agree on a goal(s)
for the next step for
your teaching

Consider all of the Evaluate the overall effectiveness of the lesson:

data sources from
your lesson (work Monica feedback:
samples, student • Nice voice projector, change of tone
feedback, • Use the students' name: positive environment
observations, • Passionate about the lesson
conversations • Rich materials and a variety of tasks
reflection and
Mentor feedback). At the beginning
How effective was Word wall
this lesson? What Pre-teach: through literacy/spelling unit
evidence tells you
this? -Using objects to tune in students
What do you need -Asking questions to kick off the topic
to do next for -Include learning intentions, write that on the white board
yourself as a clinical (Why we were learning about it? The indicators, After this lesson I can…)
practitioner, AND for
your learners? What Give students time to do group discussion
further learning
Explain some of the vocabulary
could you engage in
What can you add? Is a good strategy
to support your
practice?
Experiment
• Before sending students to the table, make the expectations really clear to children: not
touching the materials yet
• Have a model to demonstrate the experiment first (to actually do one thing for them)
• "If you have any questions?"
• After the experiment, link it back to why we are doing it.
• Unpacking the message for students while doing red-red/black-black/red-black thing.
• Remember about the transition.

Assessment
• Entry Ticket: what they want to do what they already know
• Exit Ticket: what they are still confused about/ what do they want to know more

Conclusion
• Pair-share
• I will pick one from each group to share what they have learned today
• Questioning is very important: questions that prompt their thinking
•
KWO chart

How to differentiate the task

Next step(s):