Communication and Collaboration Tool

Lesson Idea

Lesson Idea Name: Electromagnets and Permanent Magnets

Grade Level/Content Area: 5th Grade Science
Content Standard Addressed:

S5P3 – Obtain, evaluate, and communicate information about magnetism and its relationship
to electricity.

S5P3.a – Construct an argument based on experimental evidence to communicate the

differences in function and purpose of an electromagnet and a magnet.

ISTE Technology Standard Addressed: What would you like students to know and
be able to do by the end of this lesson:
Empowered Learner:
1.1.c. – Students use technology to seek Students will evaluate information about
feedback that informs and improves their magnetism and its relationship to electricity.
practice and to demonstrate their learning in
a variety of ways. Students will communicate the differences in
function and purpose between
Digital Citizen: electromagnets and permanent magnets.
1.2.b. – Students engage in positive, safe,
legal, and ethical behavior when using
technology, including social interactions
online or when using networked devices.

What is the student learning goal for this lesson idea?

I will communicate information about magnetism and its relationship to electricity.

I will communicate the differences in function and purpose between electromagnets and
permeant magnets.

Selected Basic Productivity Tool: Pear Deck (Google Slides)

URL(s) to support the lesson (if applicable):

https://app.peardeck.com/student/tjtlmhavq

Bloom’s Digital Taxonomy Level(s):

 Communication and Collaboration Tool
Lesson Idea

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

How will this lesson be implemented? Check all that apply.

☐ Teacher-directed: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations.

☐ Student-Led: Students are given voice and choice in the activities. They may select the topic for
presentation and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed. Teacher simply facilitates the learning in a lesson like this.

☐ Project-based and/or Publishable: Students are completing projects to demonstrate their learning
and the projects can be shared outside of the classroom. This objective could be reached by
displaying the project on the school’s morning newscast, posting the project to the classroom
blog, presenting it to another class, or publishing it via an outside source.

Lesson idea implementation:

First, I will introduce the lesson with the students learning targets so that students know
what they will do for the lesson. Then students will have a video played through Pear Deck
about electromagnets. After watching the video students will answer three questions with
their table group. Once each table has had time to discuss their thoughts from the video, they
will write a brief summary of what was said at their tables. Using Pear Deck, I will ask student
to assess how they feel so far about today’s lesson. After a stress check, I will introduce our
lab and pose a question to students. Students will write a short answer to an objective
question, “What are we trying to determine?”. Then I will explain in our lab we will build
electromagnets to investigate the relationship between electricity and magnets. I will
introduce the materials need. Each table will build an electromagnet and see how many
paper clips their magnet can pick up. Once students have built an electromagnet and tested
it, using Pear Deck they will give a thumbs up or thumbs down if their table was successful in
making an electromagnet. Then students will answer how many paper clips their magnet was
able to pick up. Each table will discuss any observations they had during their experiment.
Once each table has discussed, as a whole class we will share our observations. After a whole
class discussion students will write a short summary of the observations shared. The final part
of the lesson will have students individually write an argument that supports or refutes a
statement related to electromagnets and permanent magnets. As a closing students will pick
an answer of too hard, just right, or too easy based on if the lesson was interesting and
challenging.

Managing the technology/engagement: Describe a way to use this technology in a way that
 Communication and Collaboration Tool
Lesson Idea

gets students actively involved in authentic tasks and contexts? How will you manage the
classroom behaviors on the technology:

Using Pear Deck on Google Slides allows students to interact with the lesson information and
collaborate with their peers. With Pear Deck, I as the teacher can see each students
responses and use that data to adjust my teaching method or teaching speed. To manage the
classroom behaviors on the technology I will limit the time the students are on their laptops. I
will use Pear Deck to introduce the lesson, show a video, and have students answer short
questions. Then I will move on to the lab and introduce the materials. After that students will
close their laptops to focus on their experiment. Students will open Pear Deck for the
observations and to write their argument that supports or refutes a statement.

Universal Design for Learning (UDL):

This communication and collaboration tool provides students with an interactive learning
experience by allowing students to directly give responses during the lesson. With this tool
teachers can review students responses for each slide. This tool keeps students engaged and
interested in the lessons rather than listening to a teacher read off a presentation. This
activity covers the UDL principles of multiple means of engagement, by providing options for
self-regulation.

Reflecting on enhanced learning:

This lesson will give 5th graders a balance of collaborative and individual activities while using
technology instead of worksheets and textbooks. I look forward to implementing Pear Deck
into more of my lesson since it is an engaging presentation and a great way to gather student
data and monitor students as they work.