KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate: Nicola Giangiacomo Date: February 9 and 10 2022

Cooperating Teacher: Coop. Initials

Group Size: 27-28 Allotted Time 1 Hour 10 Minutes Grade Level 4th grade

Subject or Topic: Science: Magnetic Field/ What is Magnetic? Section

STANDARD:

Standard - 3.2.4.B4
Apply knowledge of basic electrical circuits to the design and construction of simple
direct current circuits.

Compare and contrast series and parallel circuits.

Demonstrate that magnets have poles that repel and attract each other.

3-PS2-3
Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other. 3-PS2-3

4-PS3-4
Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another. 4-PS3-4

I. Performance Objectives (Learning Outcomes):

Students will be able to predict what would be magnetic or not magnetic on the list
provided.
Students will be able to explain what happens with the magnet to the iron filings in a
discussion.
II. Instructional Materials
 ● Unit Packet (One per student)
● PowerPoint
● Iron Fillings
● Magnets
● Bag sets of a mixture of magnetic and not magnetic items
● Zoom
● Phone Stand
● Plastic container lid
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
● Force of Magnetism
○ Magnetic Field
■ Earth is surrounded by a magnetic Field
○ Force: Push and pull
○ Induced Magnetism
● Demonstration
○ Show magnetic fields with iron fillings via zoom.
● What attracts Magnets?
○ Iron
○ Nickel
○ Cobalt:
● Inquiry
○ Which is magnetic and which one isn’t? (A guess paper the first day
without testing it, allowing hands-on with touching each item) The next
day, have them see which is magnetic or not using the magnets (Then
compare after finding out if it is or is not magnetic)
IV. Implementation
A. Introduction
Day One:
● Before the science students come in the teacher will set up the zoom and station
for iron fillings and the magnet with the container.
● The teacher will start the lesson asking the students to think pair share with their
partner or someone nearby to discuss what they remember learning about magnets
and their magnetic poles. After 30 seconds of talking the teacher will count down
to regain attention.
● Once the students have their attention regained the teacher will ask for volunteers
to share what they said or their partner said and have them share it out loud.
● After the discussion the teacher will ask for the students to take out their fill in
notes that they used the day prior.
Day Two:
● The teacher will start the lesson asking the students to think pair share with their
partner or someone nearby to discuss what they remember learning about
magnetic fields or about the demonstration the previous day.
● After 30 seconds of talking the teacher will count down to regain attention. Once
the students have their attention regained the teacher will ask for volunteers to
share what they said or their partner said and have them share it out loud. After
 the discussion, the teacher will ask for the students to take out their fill in notes
that they used the day prior.
B. Development
Day One:
● The teacher will start the lesson with the students by asking if anyone has heard of
Magnetic Forces and what they think it means. After a few students answer the
teacher will then continue on with the lesson.
● The teacher will introduce Magnetism and how it is a force, a force is a push and
pull. Usually, magnetism comes from a magnetic field which is an invisible area
or lines forming a field around a magnet where only specific metals are attracted
by the magnetic field. Magnetic Fields also create one of the types of magnets, the
temporary magnet, but we will talk about that magnet another day.
● The Magnetic Field also creates induced magnetism where when a magnet is
closeby the force between the magnet and a magnetic object will become the
other pole that is the opposite of the magnet.
● The teacher will also share a little fact about the Earth, how it is magnetic with
it’s magnetic fields allowing magnets that are used in Earth tend to face and
match up facing north, compasses are usually used when your lost as it will
always point towards the Earths north pole.
● After learning about magnetic forces, the teacher will ask students what they think
will happen with the iron fillings vs the magnet. Allow students to discuss as
partners and then reconvene and talk about what will happen. Then the teacher
will then show the students what a magnetic force looks like with iron fillings
poured ontop of a magnet, it will show the students the direction that the force is
going but also shows what our human eyes cannot see.
Day Two:
● The next day the teacher will pass back out the prediction sheets of what is or is
not magnetic. The teacher will then put out the group bags of magnetic and
nonmagnetic items, the students will then test their theories of what is or isn’t
magnetic while working as a team to figure out whether something is or is not
magnetic.
● Once finished the students will place their sheets of paper into the upper test bin.
Once everyone is finished the teacher will then regather the students to talk about
what is and what is not magnetic.
● The teacher will ask the students what they saw was magnetic and what was not
magnetic. The teacher will then explain that magnets only stick to four main
metals, Iron, Nickel, Cobalt and Steel which is an iron Alloy which is a mixture of
two or more metals.
● The students will then write in their notes packet about what is magnetic and what
is not magnetic.

C. Closure
Day One:
● After the demonstration, in the packets provided the day before the students will
work on their predictions of what is or what isn’t magnetic.
Day Two:
 ● After the students have taken their notes the teacher will direct them to their
homework of five items in their house that is magnetic and five items that are not
magnetic. Once the students have written down their homework the teacher will
line each row up.
D. Accommodations/Differentiation
● Single directions for some students.
● Auditory reading for one student
● Another student has an aide who helps him out in what he is learning.

E. Assessment/Evaluation Plan
1. Formative
Predictions of what is magnetic and what is not magnetic, as well as the fill in
a sheet of what is and is not magnetic after testing it.
Five items in house that is magnetic and then five items that are not magnetic
2. Summative
Unit test at the end of the unit.

V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)

Remediation Plan

B. Personal Reflection

VI. Resources

Delta Education. (2015). Energy.

Delta Education. (2015). Energy: Teacher resources.