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Name: Stephanie Halkovitch
Class: Mon 5pm
Date: 10/27/14
edTPA Indirect Instruction Lesson Plan Template
Magnetism & Electricity (Review Centers)
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Central Focus/Big Idea: Both Electricity and Magnetism are forces.
Subject of this lesson: Magnetism & Electricity
Grade Level: 4th Grade
NC Essential Standard(s):
Forces and Motion
4.P.1 Explain how various forces affect the motion of an object.
1. 4.P.1.1 Explain how magnets interact with all things made of iron and with other
magnets to produce motion without touching them.
2. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically
charged objects and produce motion.
Energy: Conservation and Transfer
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as
the ability to cause motion or create change.
Next Generation Science Standard(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from
place to place by sound, light, heat, and electric currents.
21st Century Skills:
 Critical Thinking & Problem Solving-Outcome for 4th grade addresses importance of
students constructing their own scientific understanding and developing their scientific
process by asking questions, designing and conducting investigations, and constructing
explanations from their observations.
 Collaboration-Outcome for 4th grade addresses importance of working with others in
small groups to discuss their explanations with others.
Academic Language Demand
Language Function: Analyze- I chose this language function because students will be analyzing
their results from their experiments to make observations and draw conclusions about the data
they have collected.
Analyze
Interpret
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Argue
Predict
Categorize
Question
Compare/contrast Describe
Retell
Summarize
Explain
Scientific Vocabulary:
1. Magnet: A piece of metal that can attract another piece of metal.
2. Repel: to push away from each other.
3. Magnetic Force/Field: an area of force around a magnet or magnetized object.
4. Attract: to stick together.
5. Circuit: a conducting pathway that current flows through.
6. Conductor: material that allows current to pass through it.
7. Electric current: stream of flowing electric charges.
8. Electron: Tiny charged particle that flows to make electric current.
9. Insulator: material that tends to prevent current from passing through it.
10. Parallel circuit: a circuit that has more than one pathway for current to flow.
11. Series circuit: a circuit in which there is only one pathway for current to flow.
12. Static electricity: electric charge that builds up on an object and does not move.
13. Atom: a tiny particle that makes up all objects.
14. Current electricity: the flow of electrons through a circuit or path.
15. Electricity: the movement of electrons along a path.
16. Electromagnet: a magnet powered by an electric current.
17. Electron: a negative particle in an atom that travels around the nucleus.
18. Magnetism: attracting and repelling property of magnets.
19. Pole: a magnetized end of a magnet.
Instructional Objective:
Students will be able to define 7 magnetism and electricity vocabulary terms accurately through
a matching activity. Students will be able to correctly sort 16 objects that are magnetic/nonmagnetic by separating the objects in a chart. Students will be able to collaboratively create a
chart comparing and contrasting objects that are attracted to magnets and those that repel from
magnets. Students will be able to create and design a foldable containing 4 electricity
vocabulary terms. Students will be able to experiment and draw conclusions about static
electricity through a static electricity pickup game.
Prior Knowledge (student): Students should fully understand the basics of magnetism and
electricity that the teacher has already taught in the unit, this lesson is strictly a review. Students
should know the concepts listed above and their definitions. Students should know what a
magnet is and how to use it; they should know what a circuit is and what it looks like. Students
should already understand the concept of static electricity and magnetism.
Content Knowledge (teacher): Teacher needs to understand magnetism and electricity basics
such as: circuits, magnets, static electricity, poles, electron, atom, conductors/insulators, and
attract/repel. Teacher should know what magnets are and how to use them, should also know
what circuits are, how they work, and what they look like. Teacher should be able to explain the
above terms in a more simple understandable way.
Accommodations for special needs (small groups of 4): We have a lot of ELL learners that are
at low levels so I will have to probably read and explain directions to them and work closely with
them as they will have many questions as they move throughout the centers. AIG students will
get bored easily because the work will be easy for them so I will have them do the circuit
activities on the iPAD’s to extend and apply the knowledge they already received in the centers.
Materials and Technology requirements:
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Scissors (students)
Glue (students)
Magnetism & Electricity Match Up Sheets (22 student copies)
Magnetic or Not sheet (22 student copies)
Colored Construction Paper/copy paper (23 copies-22 student & 1 teacher)
Cotton balls (10)-for student experiment
1 plastic comb-for student experiment
Newspaper (1 pre cut into tiny pieces)-for student experiment
Plastic Wrap (2 pieces pre cut)-for student experiment
Aluminum Foil (2 pieces pre cut)-for student experiment
Salt (1 shaker-teacher will determine each groups amount)
Pepper (1 shaker-teacher will determine each groups amount)
Wooden Ruler (1)-for student experiment
Bill Nye The Science Guy YouTube video on Magnetism
Doc Cam & Projector
Total Estimated Time: Lesson duration is exactly 1 hour.
Source of lesson:
1.
2.
3.
4.
My own creativity.
Working with Electricity and Magnetism by: Kathy Furgang
What Magnets Can Do by: Allan Fowler
Electricity Adds Up by: Suzanne Lyons
Safety considerations: Students will need to be supervised by teacher while they use scissors so
that they don’t get cut or try to attack each other with them. Students will need to be supervised
by teacher when using glue, salt, and pepper, so that it doesn’t get all over the place. Students
will need to be watched closely when using foil to make sure they don’t get cut on the sharp
edges. Students will need to be watched when using cotton balls, to make sure they don’t try to
eat them.
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 E’s. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Don’t just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage:
Students will sit on the carpet and watch a short 10 minute Bill Nye the Science Guy Clip
on Magnetism to review the concepts they will be working with in the centers. After the class
has finished watching the video we will have a class discussion about the concepts that they
saw in the video that they remember from the unit Mrs. Wherritt taught them on Magnetism
and Electricity and I will clear up any misconceptions or confusions before starting the
lesson. Then students will be put into their groups and sent to move about the centers.
(http://www.youtube.com/watch?v=079ROtsEf2k)
Concepts discussed/reviewed from the video:
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Poles
What are magnets? What are they made of? (iron, nickel, cobalt)
Magnetic field
Compass’
Electrons, Atoms & Electricity
The Earth is a magnet
Which objects are magnetic/non magnetic?
Currents
Attract/repel
Explore:
Students will be put in groups of 4 and will rotate through 5 centers to review magnetism
and electricity. Centers will be set up around the room, there will be 5 centers. The groups will
rotate through all the centers so that every student gets a chance to work at all the centers. I will
walk around and facilitate learning but I will also supervise the Static Pickup Game center, and
Mrs. Wherritt will be assisting with the Electricity foldable center.
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Center #1: Magnetism and Electricity vocabulary match up; in this center students will
work on a match up sheet (2 sided) where they match the vocabulary term to the
definition.
CFU: At this center I may say to students if you’re stuck on an electricity term that you don’t
know what it means try using the clues on the front side about magnets and what you already
know, to try and determine some of the definitions of the terms you don’t know. For
example, you know what electricity is and you know what static electricity is from the Static
Pickup Game center so what kind of guess can you make about what current electricity might
be?
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Center #2: Static Pickup game, in this center students will experiment to find out which
common house hold objects can be picked up using static electricity. The following are
the steps/instructions for the static pickup game:
1. Put each material into its own pile.
2. Make a chart labeled on one side materials and the other results.
3. Charge the comb by rubbing it several times with the cotton fabric.
4. Move the charged comb close to the pile of tissue paper pieces. Record what
happens.
5. Rub the comb with the fabric to charge it again. Repeat step 4 with the pieces of
newspaper. Record what happens.
6. Repeat step 4 for each of the materials and record your results. Which materials
could be picked up with the charged comb?
7. Try the activity again this time use a wooden ruler instead of a comb. Add a
column to your chart to record the results.
CFU: At this center I may ask students “If the comb picked up that object, does that mean
the ruler will too?” “If we don’t use the comb and try charging one of the objects, will
that object pick up the other objects?” “Why do we use a cotton ball to charge the
comb?” “What experience have you had before that kind of relates to this experiment?”
(Looking for the answer: when you shock someone with your finger). “Which object is
picked up by the comb the most?” “Which object is picked up by the ruler the most?” “Is
there an object that wasn’t picked up at all by the comb or the ruler, why?”
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Center #3: Which ones are magnetic? Students will fill out a chart labeled one side
magnetic and the other labeled not magnetic. The students will cut out the pictures and
glue them into the columns that they believe the object fits into.
CFU: Here I might ask students “Why is the metal ladder magnetic and the plastic one is
not?” “Is a refrigerator magnetic, why?” “Can one magnetic object pick up another?” “Is the
metal trash can magnetic, why?” “What makes something magnetic, what makes an object
nonmagnetic?” “Is the metal piece of a pencil that holds together the eraser magnetic, why do
you think so?” “Is a car magnetic or are only parts of the car magnetic?”
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Center #4: Electricity foldable: Students will create their own foldable with the assistance
of a teacher to have a study guide for the following terms: insulator, conductor, static
electricity, and electricity.
Center #5: Attract/Repel Chart, students will be given an object by the teacher and they
will have to draw that object and name it and place it under the category it fits in, while
below the picture writing one sentence why that object would attract to or repel from a
magnet.
CFU: Here I might say to students “You say that object is magnetic, so does that mean it
attracts to a magnet or does it repel away from one?” “Why might a key attract to a
magnet and a kite would not?” “Is a light bulb magnet, why do you think so or why do
you think it’s not, what parts of a light bulb might make it magnetic and what parts may
make it not magnetic?” “If we think about hammers, are all hammers magnetic, is the
whole hammer magnetic or is only part of it magnetic?”
Explanation:
I pull out 3 of the materials used in the Static Pickup Game center and have the class sit
on the carpet in front of me, remaining in their center groups of 4. I hold up the first object used
in that center, the cotton ball. I ask the students why did we use a cotton ball to charge up the
comb and the ruler?
Class response: We used the cotton ball because when you rub it really hard it makes friction and
makes static electricity, static electricity is when things stick to each other.
Correct class, this is very similar to when you rub your feet really quickly on the carpet
and go run over to shock your friend, this is static electricity also. Let’s talk about static
electricity and the results we found in our static pickup game experiment. The newspaper, was
anyone able to get the comb or ruler to stick to the newspaper pieces? Why do you think class
that it was able to stick or not stick? (Kids turn and talk in their group to discuss their thoughts
and ideas)
Now let’s discuss our results for the cling wrap, were you able to get the cling wrap to stick to
the comb or the ruler?
Class response: The cling wrap was the object that stuck the best.
Why is it that the cling wrap stuck to the comb better than any other object? Did the cling
wrap stick to the ruler too? (Kids turn and talk in their group to discuss their thoughts and ideas)
Did anyone get the salt and pepper to stick, even just a little bit?
One group’s response: We got the salt and pepper to stick to the comb a little bit but we had to
charge the cotton balls a lot to get it to stick, we tried multiple times because the first couple of
times there wasn’t enough friction.
So class here’s a question to consider but don’t answer it out loud: “does how much we
charge the cotton balls have an effect on how well objects stick to the comb or the ruler you
think?” These are great conclusions that you all are drawing from your experiments so far. Keep
trying and testing out the rest of the materials and we will meet back and see what else you
discovered after you have completed all the centers.
Elaborate:
There was not enough time to do another activity.
But the activity was going to be them taking what they learned from the centers and
having them create a Venn diagram comparing objects that are magnetic (attract) to those that are
not magnetic (repel). They would write out factors in each side of the diagram. For example, the
magnetic side of the diagram may have things like: are made of metal, nickel, cobalt, or iron.
Where the non-magnetic side of the diagram may have things like: made of plastic, are same
poles (N with N or S with S).
Magnetic
 Made of
nickel, iron,
or cobalt.
Non-Magnetic
 Made of
plastic
 Same poles
Evaluate:
Formative/informal: The class will come back together at the end of the lesson and sit on
the carpet. Think, pair, share, will be used to have students find a partner and talk with
their partner and share with them the results that they observed from the center where
they experimented with the Static Pickup Game. Students should discuss at this time the
findings on all the objects, from using the comb and the ruler. Students will pick 2 objects
with their partner and share with the class whether those 2 objects were able to be picked
up by the comb and/or the ruler. Then as an entire class we will make a chart on the
whiteboard to compare our results/findings on 3 objects, I will have the class as a whole
choose which 3 objects we use to analyze. We will graph whether each of the 3 objects
were able to get picked up by the comb and which ones were able to be picked up by the
ruler, which were picked up by both and which were picked up by neither. Then as a
class we will discuss why the students think our 3 objects resulted in the ways that they
did.
Summative/Formal:
Students will correctly categorize pictures of objects into categories (magnetic,
nonmagnetic in center #3) (attract to magnet/repel away from magnet in center #5) in a
T-chart based on the material the object is made of, its characteristics, and using the
magnetism vocabulary. Students will correctly match up Magnetism vocabulary terms to
their definitions.
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Mastery Criteria
Can correctly categorize 11-16 objects as magnetic/nonmagnetic.
Can correctly categorize 6-8 objects as being able to attract to a magnet/repel away from
a magnet.
Can correctly match up 6-7 magnetism vocabulary terms to their definitions.
Moderate Proficiency
 Can correctly categorize 8 objects as magnetic/nonmagnetic.
 Can correctly categorize 4-5 objects as being able to attract to a magnet/repel
away from a magnet.
 Can correctly match up 4-5 magnetism vocabulary terms to their definitions.
No Mastery
 Can only correctly categorize 2-3 objects as magnetic/nonmagnetic.
 Can only correctly categorize 2-3 objects as being able to attract to a magnet/repel
away from a magnet.
 Can only correctly match up 2-3 magnetism vocabulary terms to their definitions.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________