KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Katie Shields
Cooperating Teacher: Mrs. Sell
Group Size: 25
Subject or Topic: Magnetism: The Force Part 2
Date: 9/16/14 Time: 2:15-3:00
Coop. Initials:
Grade Level: 4th
Section:
STANDARD: (Common Core):
S4.A.2.1.1: Generate questions about objects, organisms, or events that can
be answered through scientific investigations.
I.
Performance Objectives (Learning Outcomes):
a. Students will discover that iron objects can becomes temporary magnets.
b. Students will discover that magnets can attract through some objects.
II. Instructional Materials:
-Magnets (25)
-Test objects (12)
-Promethean Board
-Response Sheets (25)
II.
Subject Matter/ Content (prerequisite skills, key vocabulary, big idea):
a. Prerequisite Skills
i. Knowledge of scientific fact and opinion
b. Key Vocabulary
i. Temporary magnet
ii. Induced magnetism
c. Big Idea
i. Magnetism can be induced only in iron or steel.
ii. The magnetic force acts through space and most materials.
iii. The magnetic force of attraction between two magnets decreases with
distance.
IV. Implementation:
A. Introduction
a. Review the last investigation.
b. Make sure to mention:
i. Magnets only stick to iron.
ii. Magnets can be used to detect iron.
iii. When magnets are close to each other, you can feel them push (repel)
or pull (attract).
c. Tell students we are going to be working with magnets again but we want to
find out more about what they can do.
d. Propose the two questions:
i. How do magnets and iron objects work together?
e.
ii. Can the force of magnetism go through materials?
Write questions on board for students to look back on.
B. Development
a. Have students get into pairs.
b. Pass out a magnet to each student.
c. Pass out a bag of test objects to each group.
d. Let students begin their investigation.
e. If a group is stalled, ask them some questions:
i. Can you chain objects from the magnet?
ii. Can a steel nail stuck to a magnet pick up a paper clip?
iii. Can a magnet attract a paper clip through a piece of paper, or through a
piece of metal foil?
f. Tell students that you want them to have something to report to the class about
what they discovered.
g. Students should have discovered that some steel objects seem to become
temporary magnets when they are touching a magnet and that magnets can
attract a piece of steel right through a piece of paper or plastic.
h. Ask students to continue to investigate.
i. Tell students that they may try to use more test objects that they can find
throughout the classroom.
j. Ask some more questions:
i. Does an iron object have to touch a magnet to become a temporary
magnet?
ii. Can magnets attract steel through all kinds of materials?
iii. Can a magnet attract a paper clip through a thin sheet of metal like
copper or aluminum?
iv. Can a magnet attract a paper clip through a large, thin sheet of steel,
like the side of a file cabinet?
k. Have students return their test objects and magnets.
l. Ask students to share their findings.
m. They should find that the magnetic force acts through all of the objects they
tried except those with a large surface area made of iron.
n. Students should have also found that when the distance between the magnet
and the steel object is large enough, the magnetic force is not strong enough to
attract the object.
o. When students mention that the nail or another iron object acted like a magnet
to pick up other things, tell them that when a magnet touches an iron object,
that iron object becomes a temporary magnet.
p. Iron objects are not magnets themselves, but a property of iron allows it to
become magnetized quite easily.
q. This kind of temporary magnetism is called induced magnetism.
r. Have students complete the response sheet in their books. Have them finish for
homework if they don't have enough time.
C.
Closure
a. Add new words to the class word bank.
i. temporary magnet - a piece of iron that behaves like a magnet when it
is touching a permanent magnet
ii. induced magnetism - the influence of a permanent magnet's magnetic
field on a piece of iron, which makes the iron act like a magnet
b. Ask students what they learned and record it on the board.
D. Accommodations / Differentiation
a. Seating available in the front of the classroom for students who have trouble
seeing the board
b. Extra help for students who struggle
c. Support provided as stated by IEPs
d. Grouping of seats to help with behavioral issues
E. Assessment/Evaluation plan 1. Formative - Student understanding will be checked by informal
observation by listening to students reports and checking that students are completing their
response sheets.
2. Summative
V. Reflective Response:
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed
to meet acceptable level of achievement)
B. Personal Reflection (Questions written before lesson is taught. Reflective answers to
questions recorded after lesson is taught.)
1.
Is there a way I could have improved my lesson?
2.
Did I provide my students with enough practice?
3.
Was my lesson engaging?
VI. Resources (in APA format):
(2005). Magnetism and electricity. California: Delta Education.
