ed 451-krystle devera-lesson plan 1[1]

8/14/2019 ED 451-Krystle DeVera-Lesson Plan 1[1]

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ASSURE Model Instructional Plan

Exploring with Magnets!Krystle Lynn S. DeVera

3rd Grade

Science/ Math

45 minutes

Analyze Learners

1. 18 students

2. 8 males/ 10 females

3. Ages 7-8

4. Mental, Social, Physical, Social Notes such as:

Disabilities: N/A

Learning Differences: High and low achievers

Cultural Ethnic Notes: Multicultural

5. Reading levels: high, average, and low6. Learning Styles

(Estimate % of Students)

Visual: 35%

Auditory (Aural): 25%

Kinesthetic (Hands On): 40%

State Objectives

Students will be able to predict the kinds of objects which are attracted

to a magnet.Students will identify the type of materials that move and do not move

when near a magnet.

Students will determine/discuss how barriers and increased distance can

vary the strength of a magnet.Students will record the number of paper clips the three different

magnets can hold with and without barriers in between.

Students will create a graph of their findings showing how the magnets

strength changes as the distance from the magnet increases.

Students will form a conclusion based on their observations and graph.


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Select Media, Materials, and Methods

All media and materials needed for the lesson are listed, and are lesson

appropriate.

3 different kinds of magnet:

horseshoe, bar, disk

A bag of objects containing:

a paper clip, button, rubber

band, screw, pencil, eraser,

safety pin, aluminum can, marble,

scissors

pencil

piece of cardboard

magazine

paper plate

book

plastic lid (coffee can)

cloth

foil

glass filled w/ some water

activity sheet

computer

Program: Microsoft Excel

Composition notebook:

Science journal

Utilize Media, Materials, and MethodsUsing different types of media and materials: Students will observe andexplore usingmagnets.Students will develop hands-on by manipulating with the different kinds ofmagnets and other objects listed above.Computers: Students will be paired off, and record their findings/results onMicrosoft Excel.

Require Learner ParticipationIntroduction:Begin the lesson by asking students to predict whether or not a magnet will

exert a force on a paper clip and why. (Use this discussion as an opportunity to

review what students know about magnets.)Use the KWL chart.

Show students the bag of objects such as a rubber band, buttons, scissors,

pencil, etc. As a class, ask them to predict whether or not a magnet will

attract the objects. On the board, create a chart on their predictions.

(Accept all responses)

Example shown below:Magnetic Non-Magnetic

Paper clip Aluminum can Pencil Buttons Safety pin

Scissors screws Eraser Marble


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Activity 1:Have students get into groups of 2.

Distribute, or have students collect the necessary materials for this activity.

-the bag of materials containing: a paper clip, button, rubber band,

screw, pencil, eraser, aluminum can, marble, scissors, safety pin

Each group will experiment with the objects to determine if they are magnetic

or not. As each item is tested, students sort the objects into two groups by

putting magnetic objects to the left and non-magnet objects to the right.

Once finished, the students will record the results in their science journals.

The students will then record what material the object is made of (for example:

wood, plastic, metal, glass, etc).

When all students have completed this first activity, bring the students

together for discussion.Ask students:

Were there more objects magnetic or non-magnetic?

Were there any objects that surprised you? Why?

Do you see anything in common among the objects that are

magnetic?

Were all the metal objects magnetic?

What conclusions can we draw from our observations?

After discussion, have students write about their conclusions based on theirobservations in their science journals.

Activity 2:Group discussion:

Ask students:

Do you think a magnetic force can travel through objects?

If a magnet is placed on top of a paper plate, and a paperclip is

underneath the paper plate, will it be able to move? (Show or draw

on the board)

Tell students to write their hypotheses in their science journals.


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Review the following procedure with students prior to the second activity.

Students will:

1. Work with their partner on the activity sheet shown below:

Magnet Strength

Magnet Barrier # of Paper ClipsHorseshoe Magnet: none

glass of water

magazine

Science journal

paper plate

plastic lid

cardboard

clothDisk Magnet: none

foil

glass of water

magazine

Science journal

paper plate

plastic lid

cardboard Bar Magnet: none

cloth

foil

glass of water

magazine

Science journal

paper plate

plastic lidcardboard

cloth

foil


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2. Take turns with their partner with exploring each magnet and see how

many paper clips it can hold without any barrier between the magnet and

paperclips. They will count the total number of paperclips and record

their data on the activity sheet.

3. Repeat experiment with adding the barriers (refer to the activity

sheet). Write findings on activity sheet.

4. After completing the activity sheet, students will graph results on

Microsoft Excel. Example shown below (results not true):

Ask students:

As you add different barriers to the different magnets, what do you

notice about the number of paperclips it can hold? Is the magnet able to

hold more, the same, or fewer clips? Do you think the barriers are

causing this? Why?

Wrap-upQuestions to ask during the activity:

1. How many paper clips can you hold without any barrier between the

paperclips and magnet?

2. As you begin adding barriers between the paperclip and magnet, what

happens? Why?

0

2

4

6

8

10

12

none

glassofwater

magazine

Sciencejournal

paperplate

plasticlid

cardboard

cloth

none

foil

glassofwater

magazine

Sciencejournal

paperplate

plasticlid

cardboard

none

cloth

foil

glassofwater

magazine

Sciencejournal

paperplate

plasticlid

cardboard

cloth

foil

Horseshoe Magnet: Disk Magnet: Bar Magnet:

Magnet Strength

# of Paper Clips


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3. Are the different barriers magnetic? How do you know? If not, why

are the paper clips attracted to it?

4. What happens to the strength of the magnet as you add barriers? Why?

Is the magnetic attraction blocked by the barrier, or is it just that the

barrier adds distance between the magnet and the paper clip?

5. What does the graph tell us?Extension (follow-up activity):Teacher will use the class findings to create a class chart showing the

results of the experiment. Make a large graph on butcher paper or on the white

board. Average student findings and graph the class findings.

Evaluate & ReviseStudent PerformanceStudents will be evaluated on how well they worked with their partner.

The teacher will observe and go around the room and see how they worktogether in pairs. This will also be seen in their mini oral presentation of their

findings in their graph.

Journals will be graded on completion and content. Students could have

likes/dislikes about Exploring with Magnets with their partner.

Open-ended questions students might have.

Media EffectivenessDid the hands-on materials promote learning? Was it helpful for

kinesthetic learners?Did the activity sheet and oral questions promote classroom discussion?

Were the journal activities helpful in focusing on students response and

knowing what they accomplished and learned?

Did the computer spreadsheet effectively show the results of the

students findings? Did it explain experience/observation/exploration?

Instructor PerformanceDid the lesson run smoothly? Was it well-planned?

Did the class respond well to the lesson?

Were the learning objectives achieved?

Could the lesson be improved in the future?

ed 451-krystle devera-lesson plan 1[1]

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