Laura Tucker

edTPA Indirect Instruction Lesson Plan Template

Magnets
____________________________________________________________________________
Central Focus/Big Idea: Physical Science magnetism
Subject of this lesson: Magnets
Grade Level: 4th Grade
NC Essential Standard(s): 4.P.1.1 Explain how magnets interact with all things made of iron
and with other magnets to produce motion without touching them.
Next Generation Science Standard(s):
3-PS2-3
Plan and conduct an investigation to see if the magnet will attract through each
item.
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.

21st Century Skills: Critical thinking and problem solving and collaboration.

Academic Language Demand

Language Function: Students will be able to predict whether a magnet will attract a paper clip
through a variety of magnetic and nonmagnetic materials.
Analyze

Argue

Categorize

Compare/contras
t

Describe

Interpret

Predict

Question

Retell

Summarize

Explain

Scientific Vocabulary: magnetic, nonmagnetic

Instructional Objective: Students will investigate whether a magnet will attract a paper clip
through a variety of magnetic and nonmagnetic materials.
Prior Knowledge (student): Students should know what a magnet is.
Content Knowledge (teacher): The teacher should have watched all videos as well as have a
clear understanding of magnetism and the investigation the students are taking part in.

Laura Tucker
Accommodations for special needs (individual and/or small group): I will make sure that
students with physical, visual and hearing disabilities are close to the front of the room so they
can clearly see the video being shown. I will help students with a learning disabilities stay
focused. I will also paraphase reading material for struggling readers.

Materials and Technology requirements:

Computer and Projector/doc cam
A key
A pencil
15 magnets (3 per group)
5 paper clips (1 per group)
5 wooden rulers (1 per group)
5 15-cm corrugated cardboard (1 per group)
5 pieces of fabric (1 per group)
5 pieces of aluminum foil (1 per group)
5 clear plastic cups with 3 to 5 cm of water (1 per group)
5 shoes (1 per group)
5 plastic pattern blocks (1 per group)
A copy of the Will A Magnet Attract Through These? worksheet for each student
A copy of the video worksheet for each student
Matching Cards from clipart
Video
Total Estimated Time: 1 class period
Source of lesson: AIMS Education Foundation- Mostly Magnets for Grades 3-5, Kelsie
Laurent
Safety considerations: All picture cards, cardboard, fabric, cups with water and aluminum will
be cut and filled beforehand. Students will be reminded to not throw or hit each other with any
of the objects, especially the rulers and cardboard.

Laura Tucker
Content and Strategies (Procedure)
Engage:
Gather the students on the carpet
Hold up a magnet and ask
-What is this? (Answer: a magnet)
-What does a magnet do? (Answer: sticks to things)
Hold up a pencil and ask
-Do you think the magnet will attach to this pencil? (Answer: no) have the students
predict what will happen. Then test the pencil
Hold up a key and ask
-Do you think the magnet will attach to this key? (Answer: yes) have the students
predict what will happen. Then test the key.
Have the students go back to their desk.

Explore:
Closed Picture Sort
Students are to work in pairs. Each group will receive 8 picture cards. Students are to sort the
cards into 2 groups: magnetic items and nonmagnetic items. Give them time to complete the
sort. Using the doc camera, I will display a T-chart on the board. Do not label it yet. Discuss the
items the students have identified as magnetic and nonmagnetic. As students give answer,
place the picture on the left side of the T-chart if they are truly magnetic, while placing the truly
nonmagnetic picture on the right. Then ask:
Can anyone tell me what we should label the right-hand side of the T-chart?(Answer:
nonmagnetic)
That means that the left-hand side of the T-chart should be labeled what?(Answer: magnetic)
Explanation:
Have the students come to the carpet. Tell them to bring a pencil and their journal.
Give each student a copy of video question sheet. Have students answer the questions while
watching the video.
Show students the video https://www.youtube.com/watch?v=yXCeuSiTOug
After the video, ask the students the same questions from the video, allowing them fill in any
missed answers.
What is a magnet? (Answer: an object that creates an area of magnetic force around them)
What is the area of the magnetic force called? (Answer: magnetic field)
What happens to an object that is inside the magnetic field? (Answer: attracts towards the
object without any physical touch)
-What is an magnetic object? (Answer: an object that gets attracted to a magnet)
-Objects that contain what three things will attract to the magnet? (Answer: Iron,
Nickel, and Cobalt)
- Unlike poles______ each other? (Answer: attract)
If a magnet has a strong magnetic field can it pull an object underwater?(Answer: Yes)

Laura Tucker

Elaborate:
Students will go back to their desks. Break the students into 5 groups of 4. The teacher will
then pass out the Will A Magnet Attract Through These? worksheet to each student. Each
group will receive a paper clip, ruler, piece of cardboard, a cup with water, piece of fabric,
aluminum foil, and a pattern block. The teacher will then explain the worksheet. First, students
will predict whether or not the magnet will attract the paper clip through each of the items by
simply writing yes or no. After they make their predictions, they can then begin the
experiment. Students will put the paper clip under each item and will put the magnet on top to
see if the magnet will attract the paper clip through each item. After they test the item, the
students will write yes or no under the column labelled Test Results.

Evaluate: I will assess each student by seeing if they completed the Will A Magnet Attract
Through These? worksheet. Formative assessment will be conducted in each phase by asking
questions to check for understanding. For the summative assessment, students will work as a
group to figure out whether or not the magnet will attract the paper clip through each of the
tested items. Students are expected to earn 7 out of 8 points.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date:
________________

Reflection:
I put off teaching science until my last day at the school. I was extremely nervous; this
was the first time I had to teach science. However, my science lesson ended up being my

Laura Tucker
favorite lesson that I taught. I do not remember receiving a lot of science instruction while I was
in elementary school. I was worried I would not be able to answer some of the questions the
students may ask. My cooperating teacher was very encouraging and gave me all the time I
needed to complete the lesson. The engage part went very well the students were surprising
involved into the discussion. The students seemed to enjoy the picture sort. However, I feel
like the picture sort was too easy for them. Next time I teach this lesson, I will change the
pictures to make the sort more challenging for the students. To do the picture sort I had the
students work in pairs with the people sitting next to them. I had one student refuse to work
with the student next to her. When I asked her why her response was because he gets on my
nerves, I am not working with him. This was the only time a student gave me any trouble. The
video I had the students watch was short but interesting. While watching the video I had the
students complete a question video sheet. I had one student ask if I would play the video twice.
The first time to allow them to focus solely on the video and a second time to allow them to
focus on answering the questions. I also had a student ask me if I would pause the video after it
answers each question on their worksheet. Making sure they had time to write the answers
down. I loved that the students were comfortable enough to ask me to accommodate their
needs. I thought that it a great idea and decided to do what they asked. Each time I paused the
video, I did not give the class the answer. Instead, I reread the question and asked them to
share the answer with their classmates. After the video, I had the students go back to their deck.
I explained to them the experiment they would be participating in. The students loved
experiment. It was very hands on and they loved working in groups. The students really
impressed me. Once they tested to see if the magnet would attract the paper clip through each
of the items I provided them with. They decided to take the experiment a step farther and find
other items in the classroom to test. I loved seeing the students engaged in the lesson. This is
a lesson I would love to teach again.