K5 Science Endorsement GPS Lesson Plan

Title Aladdin’s Magnetic Carpet Ride

Teacher(s) Maggie, Elmore, Lauren Ross, Kim Sanders
E-mail Maggie.Gudgel@cobbk12.org Kimberly.sanders@cobbk12.org
Lauren.Ross@cobbk12.org
School Frey Elementary School
Grade Level 1&5 Concept(s) Targeted Magnetism
Performance Expectation –

 Students will design a structure to solve a problem.

 Students will use the engineering design model to brainstorm, design, test, and
evaluate their structure.

Science & Engineering Disciplinary Core Ideas Crosscutting

Practice (Content) Concept
 Developing and using o ETS1: Engineering Design  Cause and Effect
models o ETS1.A: Defining and  Structure and
 Planning and carrying out Delimiting an Engineering Function
investigations Problem
 Analyzing and o ETS1.B: Developing Possible
interpreting data Solutions
 Constructing explanations o ETS1.C: Optimizing the Design
and designing solutions Solution
Georgia Performance Standards

S1P2. Obtain, evaluate, & communicate information to demonstrate the effects of magnets
on other magnets & other objects.

S5P3. Obtain, evaluate and communicate information about magnetism & its relationship
to electricity.
 Safety Considerations – Students are appropriately partnered for all activities.
Students will understand that magnets should be away from most electronic devices. I
will also explain to the students how to be careful handling the sharp items when testing
objects such as and magnets.

The Learning Plan:

 Ask/Engage-Students will be presented with a problem.

o First Grade-How can I design a structure using magnets that can pull a pencil
 towards me an push it away from me?
o Fifth Grade-How can I design a structure using magnets that allows a pencil to
levitate?
 Imagine/Brainstorm-Students will draw and label their ideas to provide solutions to the
problem being asked.
 Plan/ Design-Students will get into groups and share their ideas and decide on a final
design plan.
 Create/Test-Students will use their design to create and build their solution.
 Evaluate/Improve-Students will reflect on their design and improve it.
 Extension-Students will apply what they have learned to solve a new problem.
First Grade
Lesson Logistics/Materials:

Learning Style: Grouped (4-5)

Materials:

 Index cards
 Various types of magnets
 Pencils
 Tape
 Rubber bands
 String
 Markers
 Recording sheet
Other Considerations: TW model prior to lesson magnetism and proper use of magnets and
remind students of safety with magnets

Opening/Hook/Initial Focus:

ENGAGE:

 Tw have Arabian music playing to set the mood.

 SW transition to the “magic” class carpet. TW will show clip from popular Aladdin film from
the magic carpet ride scene and the unraveling scene ( 25 s. into the video clip)

https://www.youtube.com/watch?v=sVxUUotm1P4

https://www.youtube.com/watch?v=2iRlViQ7rAI

TW spend 5-10 minutes to identify/explain to problem: Aladdin and jasmine’s magic carpet has
stopped working. Oh no! They need to get back to the palace before the Sultan finds out Jasmine
has snuck out. Aladdin and Jasmine need your help. By the end of this STEM challenge SW build a
magic carpet and apply their knowledge of magnets to pull/push the magic carpet back to the
palace

ASK/ENGAGE:

Prior to building and designing the carpet, TW explain that students must first test their theory on a
smaller object (pencil etc.) The initial problem is how the student can design the structure using
magnets that can pull a pencil towards them and push it away.

IMAGINE/BRAINSTORM:

SW come up with individual solutions to the problem and draw/label their ideas.

PLAN/DESIGN:

SW share their ideas with their group. Collaboratively the students will decide on a final design
plan; SW draw their design and create a list of materials needed to complete the design.

CREATE/TEST:

SW use their design plan to build their solution and test their design. Successful designs will be able
to move the pencil with the magnetic force applied.

EVALUATE/IMPROVE:

SW discuss in their groups what was successful and improvements that can be made.

EXTENSION:

After testing theories, the SW apply what they have learned to successfully move the carpet. They
will design and construct a unique “magic carpet” from an index card, markers, and other materials
provided.

Closing: SW implement Chatterpix App to reflect and describe their findings throughout the
challenge. Specifically explaining the challenges, misconceptions, and improvements during the
process
Documentation of Resources –

 YouTube

 iPads

 Seesaw

 Chatterpix

Fifth Grade
Learning Style: Grouped (4-5)
Materials:

 Index cards
 Various types of magnets
 Pencils
 Tape
 Rubber bands
 String
 Markers
 Recording sheet
Other Considerations: TW model prior to lesson effects of magnetic fields, proper use of
magnets and remind students of safety with magnets
ENGAGE:
  Tw have Arabian music playing to set the mood.
 SW transition to the “magic” class carpet. TW will show clip from popular Aladdin film from
the magic carpet ride scene and the unraveling scene ( 25 s. into the video clip)

https://www.youtube.com/watch?v=sVxUUotm1P4

https://www.youtube.com/watch?v=2iRlViQ7rAI

TW spend 5-10 minutes to identify/explain to problem: Aladdin and jasmine’s magic carpet has
stopped working. Oh no! They need to get back to the palace before the Sultan finds out Jasmine
has snuck out. Aladdin and Jasmine need your help. By the end of this STEM challenge SW build a
magic carpet and apply their knowledge of magnetic fields to design and build a magic carpet that
levitates.

ASK/ENGAGE:

Prior to building and designing the carpet, TW explain that students must first test their theory on a
smaller object (pencil etc.) The initial problem is how the student can design the structure using
magnets that allows a pencil to levitate.

IMAGINE/BRAINSTORM:

SW come up with individual solutions to the problem and draw/label their ideas.

PLAN/DESIGN:

SW share their ideas with their group. Collaboratively the students will decide on a final design
plan; SW draw their design and create a list of materials needed to complete the design.

CREATE/TEST:

SW use their design plan to build their solution and test their design. Successful designs will use the
magnetic field to levitate the pencil. SW then reflect on their result explaining their thoughts.

EVALUATE/IMPROVE:

SW discuss in their groups what was successful and improvements that can be made. Next, SW
draw and label their improved design.

EXTENSION:

After testing theories, the SW apply what they have learned to successfully levitate the carpet.
They will design and construct a unique “magic carpet” from an index card, markers, and other
materials provided.

CLOSING:

SW implement SEESAW App to reflect and describe their findings throughout the challenge.
Specifically students will create a video to showcase their design and explain the challenges,
misconceptions, and improvements during the process.

Documentation of Resources –

 YouTube

 iPads

 Seesaw

 Chatterpix