Download Instructional Approach/Activity Sequence for Science

TE 804 Learning Goals & EPE Table Template
Spring 2012
Name:
School: Red Cedar
Grade Level: 4th
Science Topic: Energy Transfer
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Learning Goals
Students will collect, measure, record, and present data on electricity, and magnetism
Students will know that electricity and magnetism are forms of energy
Students will know that an electric circuit is a continues path through which electricity
flows
Students will know that the components of an electrical circuit are: source, path, and load
Students will know that different materials conduct electricity
Students will be able to classify materials that are magnetic and non-magnetic
Students will know that all metals are not attracted to a magnet
Students will be able to describe magnetic attraction and repulsion as push and pull
Students will know that like poles of magnets repel and unlike poles attract
Describe the Science Process GLCEs and Standards that you will address in your unit.
Michigan Grade Level Content Expectation
Inquiry Process
S.IP.E.1 Inquiry involves generating questions, conducting
investigations, and developing solutions to problems through
reasoning and observation.
S.IP.04.11 Make purposeful observations of the natural world using the
appropriate senses
S.IP.04.12 Generate questions based on observations.
S.IP.04.13 plan and conduct simple and fair investigations
S.IP.04.16 Construct simple charts and graphs from data and observations.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities
Content Standards
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TE 804 Learning Goals & EPE Table Template
Spring 2012
P.EN.04.12 Identify heat and electricity as forms of energy.
P.PM.04.33 Demonstrate magnetic fields by observing the patterns formed with iron
fillings using a variety of magnets
P.PM.04.34 Demonstrate that magnetic objects are affected by the strength of the
magnet and the distance of the magnet
P.PM.04.53 Identify objects that are good conductors or poor conductors of heat and
electricity
P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the
use of a simple circuit
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TE804 Learning Goals Template
Spring 2012
Experiences
EPE Chart For (Energy Transfer)
Patterns*
Students will use balloons and combs to
explore static electricity
Objects become attracted to one another
because of the static electricity.
Students will look at different examples of
pictures and items that use current
electricity
Different types of electricity make certain
items work. Electrical energy comes from
plugging things into wall sockets, and
running on batteries.
Students will demonstrate the transfer of
electrical energy to light energy using a
circuit
There is more than one way in which the
light bulb will light. All of the parts must
be connected in order for the light to turn
on
Students will test Iron nails, plastic spoons,
The objects tested that were made of metal
paper clips, pins, paper, rubber band, and
Styrofoam peanuts to determine whether or are good conductors of electricity. By
not they are good conductors of electricity creating a circuit students will see that
conductors of electricity allow for the light
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Explanations*
Static electricity occurs when conditions
are just right for charges in the air to line
up and cause attraction between objects or
a small “shock” This is not the form of
electricity that runs our appliances. Current
electricity is a form of electrical energy
that transfers energy from one source to
another, created a useful form of energy.
Example electrical energy from a flashlight
is transferred to light energy.
As long as the metal tip of the bulb or a
side of the metal bulb touch one end of the
battery, and the wire touches both the light
bulb and the battery the light will turn on.
If these parts are not connected the bulb
does not light. This is an example of an
electric circuit. An electric circuit has three
different parts. The source, which is what
pushes electricity through the circuit. The
path carries electricity between the source
and load. The load, which uses the
electrical current.
A conductor is a material that allows
electricity to flow through it. Metals are
examples of good conductors. A conductor
of electricity is a material which electricity
TE804 Learning Goals Template
Spring 2012
bulb to work. The materials we are using
are not harmful to students
Students will test iron nails, plastic spoons,
paper clips, pins, paper, rubber band, and
Styrofoam peanuts to determine what
materials are attracted to magnets.
The objects that are metal are the ones that
are attracted to magnets, and non metals
are not attracted to magnets
Students will test only metals to determine
if all metals are magnetic
Students create an experiment to see if
distance between magnetic materials has
an affect on the attraction.
Students will create an experiment to
determine if a magnet continues to attract
magnetic object with a barrier placed
between them.
Not all metals are attracted to magnets
Magnets are able to attract magnetic
objects over a distance.
The thickness of the barrier will have an
affect on whether a magnetic attraction
will occur
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moves easily. Poor conductors of
electricity are usually used as insulators,
which are used to control the path of
electricity
It is a common misconception that all
metals are attracted to magnets. Magnets
are attracted to iron, steel, nickel, and
cobalt. Not all metals are made of the same
material. When materials are attracted to a
magnet it is called magnetic attraction.
Magnetic attraction is when two objects
are pulled towards one another. Magnets
are use to find materials in the sand, and in
oceans. Obviously the power of the magnet
will have an affect on how far of a distance
magnetic attraction will occur. The barriers
demonstrate that the magnetic properties
can travel through some materials and
other materials block or affect the
magnetic strength.
TE804 Learning Goals Template
Spring 2012
Students will investigate to find the
strongest part of a magnet.
Students will have two magnets and see
how the magnets affect one another
Students will create a closed circuit and
change the load from a light bulb to a nail.
Students will create an electromagnet.
They will use paper clips to test the
strength of the magnet
A magnet is stronger at some places than
others. The ends of a magnet are stronger.
A magnetic field is the area of attraction
and repulsion that surrounds a magnet. The
reason magnets are stronger at the poles is
because the lines of force are more
concentrated at the poles, we also know
this because more paper clips are attracted
Magnets are either attracted to each other
or repel from one another. When the poles to the poles than the middle or the side.
are the same they will push away from one The two ends of a bar magnet are the
another, and when the poles are opposite or poles. Each pole of a magnet it different. If
magnetic poles are alike then they will
unlike they will attract
repel from one another. These are called
like poles. If two magnets are different,
they attract each other. These are called
unlike poles.
When you wrap the copper wire or the path
around the load it creates a magnetic
effect. The may notice that if they add a
battery or wrap the copper wire around the
nail more times it will increase the
magnetic attraction
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Electricity can have an effect on
magnetism. When electricity flows through
a circuit, a magnetic field forms around the
wire or the path of the circuit. When the
wire is wrapped in a coil the magnetic
effect is stronger, and similar to a bar
magnet. This is called an electromagnet
and can be formed from an electrical
circuit.
TE804 Learning Goals Template
Spring 2012
Application
Inquiry
* Document each statement with the code for national standards benchmarks or other source.
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Unit Central Question and Model Response
Central Question
What connection can be made between electricity and magnetism?
Model Response
Electricity can have an effect on magnetism. When electricity flows through a circuit, a
magnetic field forms around the wire or the path of the circuit. When the wire is wrapped
in a coil the magnetic effect is stronger, and similar to a bar magnet. This is called an
electromagnet and can be formed from an electrical circuit. The reason an electromagnet
is better than a regular bar magnet is because they can be turned off. Another connection
is that many household appliances have electric motors. An electric motor contains
magnets and electromagnets, which put forces on one another to allow the motor to turn.
Examples of this are refrigerators, vacuum cleaners, washer and dryers, televisions and
computers. Large electromagnets are used in junkyards to sort iron and steel from other
metals. The idea of sorting materials brings forth a final connection. All objects and
substances are classified by their physical properties. Objects can be classified by
attraction to magnets and their ability to conduct electricity. All metals that are attracted
to magnets are also good conductors of electricity.
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TE804 Spring 2012
Instructional Sequence for Science Unit
Directions. Before writing your lesson plans and teaching your lessons, it is often helpful to know where your unit is going and
how the individual activities and lessons fit in to that sequence. This instructional approach table is the outline of your science unit
that includes labels for your activities and the function of those activities in your sequence (e.g., does the activity provide
experiences for students around the central question, enable them to observe and discuss patterns, etc.). This instructional approach
should encompass one or sometimes two cycles through the I-AIM sequence of effective science practice. The instructional
approach is very important as this is the main document (other than your lesson plans) that guides what you will be teaching and
indicates why you are teaching this way.
Use the template below to outline the activities in your instructional sequence. There are a couple of things to notice. Activities are
not lessons. You will have several (2-5) activities that make up a science lesson that you might teach in a single day. Activities are
classroom actions that differ from one another and have particular purposes. Discussions, investigations, small group work, are all
examples of different kinds of activities. Separate activities that have different structures and purposes. Also, you will need to be
fairly elaborate in your activity description. The activity might require 2-3 sentences to describe it so that your CT, myself, or a
substitute might understand what is involved. Most often, the activity description will be 1 paragraph in length. This is the only
document your CT and I will see other than a few lesson plans for your unit. To help yourself think things through and to help
your CT, field instructor and myself better understand what you have in mind and how we can help you, we need to understand
what you plan on doing.
Finally, the activity function is important for helping you and others identify what you are hoping to do for your activity. Is the
activity meant to motivate and establish the problem? Help students share their ideas? Provide experiences with the phenomena
related to the question? Establish patterns? Share scientific information and vocabulary? Apply the science ideas to other contexts?
Use the I-AIM model and its labels to describe the activity function. If you are unsure about an activity function, use your own
words and write a comment in the margin for feedback.
Your instructional approach will be given feedback and graded with respect to:
1. The quality of the science activities you propose to teach (with respect to best teaching practices of EPE/I-AIM, etc.)
2. The sequence of the activities and how they address children’s learning
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TE804 Spring 2012
3. The quality/comprehensibility of the activity description and the accuracy of the activity function for the sequence
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Instructional Sequence
for
Energy Transfer
Ryan Mariouw
Students will collect, measure, record, and present data on electricity, and magnetism
Students will know that electricity and magnetism are forms of energy
Students will know that an electric circuit is a continues path through which electricity flows
Students will know that the components of an electrical circuit are: source, path, and load
Students will know that different materials conduct electricity
Students will be able to classify materials that are magnetic and non-magnetic
Students will know that all metals are not attracted to a magnet
Students will be able to describe magnetic attraction and repulsion as push and pull
Students will know that like poles of magnets repel and unlike poles attract
Activity label
Activity function and why its there
Activity description
Question
Poses a question and invites students to share ideas
Lesson 1 – As a class we will fill out a
chart brainstorming our ideas about
electrical energy. “What do we think
about electricity as energy?” “How can
we find out”
Lesson 6- Create a chart to get students
understanding of magnetism. Ask the
questions “What do we think about
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TE804 Spring 2012
magnetism?” “How can we find out?”
Lesson 11- What connection can be
made between electricity and
magnetism?
Explore and
investigate
Giving students the hand on activities to explore and think of
what’s going on. Conducting investigations, sharing ideas are
some examples
Lesson 2 – students are given 1 D-cell
battery, 1 light bulb, and one piece of
copper wire. They are to figure out how
many different ways they can get the
light bulb to work. Students then draw a
diagram of how they got the bulb to
light, and a way the light bulb did not
work.
Lesson 9- Students use a bar magnet to
manipulate 20 paper clips. Students will
then use a bar magnet to test the ends,
side, and middle to determine which part
of the magnet is strongest. Students will
display their results on a data table
Lesson 11- Students will make two
different circuits. Observe and describe
what happens when you change a
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variable of the path.
Explain
Provide scientific explanations and concepts students are
expected to learn
Lesson 3 – In groups of four, students
will create a song to explain Source,
Path, and Load in a circuit
Lesson 7 – I will explain to students that
from are data we can tell not all metals
are attracted to magnets. First ask the
students their thought, then I will explain
Lesson 10- When two poles are attracted
to each other, they are unlike or different.
When two poles repel or push away from
each other, the poles are alike.
Apply
Give students opportunity to apply what they have learned to new
contexts
Lesson 8 – Students will apply their
knowledge of the scientific method
before starting the experiment. Write the
question you are investigating. What do
you think will happen? List the
materials, write the steps, create a data
table
Lesson 11 – Students apply what they
learned about from the electricity lesson
to create a circuit that produces
magnetism.
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TE804 Spring 2012
.
Sample Outline for a Daily Lesson Plan
Teacher: Ryan Mariouw
Date submitted:
Lesson date: 2/15
Overall lesson topic/title: Electrical energy being transferred to light energy /How many ways
can you make a light bulb light/
GLCEs for this lesson:
P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the
use of a simple circuit
S.IP.04.11 Make purposeful observations of the natural world using the appropriate senses
S.IP.04.12 Generate questions based on observations.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models,
exhibits, and activities
Rationale: (What function(s) of the Inquiry and Application Instructional Model do the activities fulfill?)
Students will be given a question at the beginning of the lesson. Not only will this engage
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TE804 Spring 2012
students about the topic but they will also be asked to express their initial ideas and thought.
Both aspects of the question function are being used so the class as a whole can have an
understanding about what it is they will be doing in the science lesson. Instead of just giving
them an answer, students will also be able to explore this idea in their own way. With limited
directions, students will have the freedom to explore the idea of electrical energy changing into
light in ways that push their initial thoughts. This allows them to explore an idea and look for
patterns. Based on the way this unit is set up students will have a chance to explain the patterns,
to the class and try and come up with an explanation for the patterns as a whole without
instruction from the teacher. This gives them the power of authority and really allows them to
draw conclusions based off their findings.
Materials & supplies needed:
 D-cell battery
 Mini light bulb
 Piece of copper wire
 Student pages
 Sandpaper
Procedures and approximate time allocated for each event
Academic, Social and Linguistic
Support during each event):
• Introduction to the lesson
(What will I say to help children understand
the purpose of the lesson? How will I help them make connections to prior
lessons or experiences? How will I motivate them to become engaged in the
lesson?) (10_minutes)
To start I will bring students attention to the topic we covered in the lesson
from the day before. On the smart board I will have a sorting
activity that will make students think about the ideas of static and current
electricity. Then I will have students explain the difference between the two
types of electricity. “Today we will focus on current electricity.” On the next
slide I will have the question we are going to explore. “How can electrical
energy be transferred or changed to light energy?” I will ask students for
Having the visual aide of the smart
board will allow my ELL students a
chance to see the difference between
static and current electricity. I will
also use pictures to help support the
language
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TE804 Spring 2012
their initial ideas. Before we begin our exploration I will engage them by
time traveling. We will put on our imaginary hats, and pretend we are living
back when there electricity did not exist. “Today we are going to all
discovered what Thomas Edison discovered. How to make a light bulb!
• OUTLINE of activities during the lesson (Include details about how
I will begin and end each activity; what discussion questions I will use; How will key ideas
be expressed? What kinds of specific activities or tasks will I engage them in? How I will
help children understand behavior expectations during the lesson; when/how I will
distribute supplies and materials) Identify each activity and the estimated time for each.
15 minutes
Group jobs
Getter-gets all materials
Keeper- keeps track of time, and results
Watcher- makes sure students are on task, and completing assignments
properly
Sender- brings the information to the teacher to complete class data
chart
The getters will be instructed to get materials from the back table. I will
remind students not to touch any of the material until they are instructed
to do so. “How many combinations can you create that will make the
light bulb work?” Do not be afraid of the materials, you can touch them
without being harmed. Before letting the students explore I will leave
recite a famous quote from Thomas Edison “Each trial was a success
because he learned something from it.” Students will work
independently for 5 minutes. I will set a timer and walk around the class
to different students. If students are having trouble I will ask questions
to scaffold them. “Can you show me what you have tried?” “ What
would happen if..” “What other ways might work?” Once five minutes
are up I will clap a pattern to gain their attention. “Now work in your
groups for 5 minutes and see what other members have tried. Make sure
you create two different diagrams one that shows a way the light bulb lit
up, and one that show the light bulb not working.” If students want to
Because I have an LD student who
is mainstreamed into the classroom I
will have him work with another
student during the exploration.
Because the materials are not
dangerous I will allow him to have
his own materials. I will pull the
students to the side before the lesson
to inform him that he will be
working with Kristion, and be
encouraged to help him. I will also
have my MT work with that group.
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TE804 Spring 2012
work together to see what happens if they put several batteries together I
will allow it to happen, but any more than 3 batteries together will cause
the bulbs to burn out.
Transition – I will ring the xylophone, and have students bring
there attention to the class
• Closing summary for the lesson (How will I bring closure to the lesson
and help children reflect on their experiences? How will I help them make connections to
prior lessons or prepare for future experiences? What kind of feedback do I want from
them at this time?) (_10
minutes)
I will call up certain students to share what they found. I
will ask the class what they notice when the light bulb
worked, and what they noticed when the light bulb did not.
“Describe the evidence you observed that shows how
electrical energy is transferred to create light energy?” The
students should describe the idea that if the three parts are
not connected the light bulb does not work. Before class
ends I will explain to them that they have create an electric
circuit, and we will learn about the different parts of an
electric circuit tomorrow.
Basis for assessment
(How will I gauge the students’ learning as I implement the
lesson plan and once the lesson is completed? Specifically, what will I look for? How will I
use what I am learning to inform my next steps?)
As I walk around the class I will be observing which students
are having trouble with the concept. Also I will collect their
science journals that have the two different diagrams in them.
Because many of the students in my
class speak in a very soft tone, when
giving their explanation I will have
them wear a microphone.
Academic, Social, and Linguistic
Support during assessment
My LD students, and Japanese
student will only be asked to
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TE804 Spring 2012
Finally the class whole group discussion at the end will allow
draw the diagram, they will
students to show their understanding, and I will have other
not be asked to write down
students who are observing explain what a student shared. I will their explanation.
look for the idea that all three things must be connected. When
they are not the light bulb does not work. Another concept I will
expect to see is the idea that the battery sends electrical energy
through the wire, and transfers that into light energy to allow
the light to work.
Sample Outline for a Daily Lesson Plan
Teacher: Ryan Mariouw
Date submitted:
Lesson date:
Overall lesson topic/title: Recognize that objects can be classified according to their physical
attributes/ What Materials Are Attracted to a Magnet?
GLCEs for this lesson:
P.PM.E.3 Magnets – magnets can repel or attract other magnets. Margents can also attract
and repel certain objects at a distance.
P.PM.04.33 Demonstrate magnetic fields by observing the patterns formed with iron
fillings using a variety of magnets
P.PM.04.34 Demonstrate that magnetic objects are affected by the strength of the magnet
and the distance of the magnet
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TE804 Spring 2012
S.IP.04.11 Make purposeful observations of the natural world using the appropriate senses
S.IP.04.12 Generate questions based on observations.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models,
exhibits, and activities
Rationale: (What function(s) of the Inquiry and Application Instructional Model do the activities fulfill?)
Before the lesson begins I will have a general question about magnetism. I will hear students
ideas about what they already know about magnets, and they will have a chance to come up
with ways to find out how to check our thinking. The students will have a chance to explore
different material they will not only be looking for patterns, but they will also have a question in
mind, and have the opportunity to share their ideas with the rest of the class. Then once they
have an idea in their mind, they will have a chance to investigate and explore their ideas about a
pattern. Once students have had time to explore they will be able to explain whether or not their
ideas were correct. On their own they will be able to explain the idea that metals are attracted to
magnets, and non-metals are not attracted.
Materials & supplies needed:
 Bags of objects (Plastic spoon, small nail, paper clip, washer, paper, Styrofoam peanut,
rubber band)
 Bar magnet
Academic, Social and Linguistic
Procedures and approximate time allocated for each event
Support during each event):
• Introduction to the lesson
(What will I say to help children understand
the purpose of the lesson? How will I help them make connections to prior
lessons or experiences? How will I motivate them to become engaged in the
lesson?) (10_minutes)
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TE804 Spring 2012
I will bring students attention to the fact that we are moving from electrical
energy to magnetism. There will be a chart on the smart board that we will
fill out as a class. The idea is to introduce a new concept and record student’s
initial ideas. The chart will have three columns. What do we think we know
about magnetism, how can we find out, what can we conclude. My hope is
that students will come up with on their own that different objects can
“stick” or are attracted to magnets. And that we could test different objects to
find out the information. I will explain to them that this is what we will be
investigating today.
• OUTLINE of activities during the lesson (Include details about how
I will begin and end each activity; what discussion questions I will use; How will key ideas
be expressed? What kinds of specific activities or tasks will I engage them in? How I will
help children understand behavior expectations during the lesson; when/how I will
distribute supplies and materials) Identify each activity and the estimated time for each.
15 minutes
Group jobs
Getter-gets all materials
Keeper- keeps track of time, and results
Watcher- makes sure students are on task, and completing assignments
properly
Sender- brings the information to the teacher to complete class data
chart
The getters will be instructed to get materials from the back table. I will
remind students not to touch any of the material until they are instructed
to do so. In groups students will predict which items in the bag are or
are not attracted to a magnet and sort them out. I will collect student’s
information on the smart board. The getter will come up to me to collect
a magnet for their group. This will put a halt to any group arguments.
“Using the bar magnet test your predictions” As groups are working I
will circulate around the groups and ask different questions. “Can you
explain what you have discovered so far?” What do you mean when you
say…?” “What do you think the data tells us?” If groups finish early, I
I will use the smart board, and
images to support my ELL students.
Because I have an LD student who
is mainstreamed into the classroom I
will have him work with another
student during the exploration. I will
pull the students to the side before
the lesson to inform him that he will
be working with Kristion, and be
encouraged to help him. I will also
have my MT work with that group. I
try to have him work with different
students in each lesson.
To make sure that each student has
an opportunity to test an object, I
will explain the rotation of the
magnet to the class using group
jobs. The Keeper gets to test the first
object, then the watcher, then the
sender, and finally the getter.
Repeat.
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TE804 Spring 2012
will allow them to test different objects in the room. Once groups have
collected their information, the sender will bring the data up to me so I
can add it to the smart board. We will compare our predictions with the
actual data.
Transition – I will ring the xylophone, and have students bring
there attention to the class
• Closing summary for the lesson (How will I bring closure to the lesson
and help children reflect on their experiences? How will I help them make connections to
prior lessons or prepare for future experiences? What kind of feedback do I want from
them at this time?) (_10
minutes)
We will compare our predictions with the actual data.
Students will complete their journal page to answer three
questions. How are all the objects that are attracted to the
magnets alike? How are all the objects that are not attracted
to a magnet alike? What conclusion can you make from this
activity? These ideas were addressed in the class discussion.
Once they have finished I ask one final question to end the
lesson. Are all metals attracted to magnets? The class will
most likely shout yes, and I will tell them they are in for a
surprise tomorrow
Basis for assessment
(How will I gauge the students’ learning as I implement the
lesson plan and once the lesson is completed? Specifically, what will I look for? How will I
use what I am learning to inform my next steps?)
The student journal pages will asses students understanding.
The will need to use evidence from the experiment to explain
their answer. Students should infer that all metals are attracted
to magnets.
Academic, Social, and Linguistic
Support during assessment
Both my LD student and
Japanese student will be
allowed to draw pictures to
explain their reasoning.
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TE804 Spring 2012
Sample Outline for a Daily Lesson Plan
Teacher: Ryan Mariouw
Date submitted:
Lesson date:
Overall lesson topic/title: How can electricity be used to produce a magnetic effect/ Make the
Connection Electricity and Magnetism
GLCEs for this lesson:
P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the
use of a simple circuit
P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit
S.IP.04.11 Make purposeful observations of the natural world using the appropriate senses
S.IP.04.12 Generate questions based on observations.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models,
exhibits, and activities
Rationale: (What function(s) of the Inquiry and Application Instructional Model do the activities fulfill?)
Again I stress the importance of using all aspect of the question phase in the I-AIM model. It is
important that you pose a question that will spark inquiry, but also allow for the students to
share their initial thoughts and ideas. Once students have had time to think, they will then apply
the scientific idea of electrical circuits to magnetism. As they apply this knowledge with support
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from the teacher, they will also be investigating an idea looking for patterns. Once students have
had time to apply, and explore I will look for an explanation for the pattern. I will compare
students thinking to the scientific idea.
Materials & supplies needed:
 D-cell battery / battery holder
 Piece of copper wire -ends striped
 Student pages
 Nails
 Aluminum foil
Procedures and approximate time allocated for each event
Academic, Social and Linguistic
Support during each event):
• Introduction to the lesson
(What will I say to help children understand
the purpose of the lesson? How will I help them make connections to prior
lessons or experiences? How will I motivate them to become engaged in the
lesson?) (10_minutes)
I will start the lesson by making it clear that we will be connecting all of
the information we have collected to answer a final question. “ How can
electricity be used to produce magnetic effects?” I will allow the
students a couple minutes to look through their student journals before
having a conversation. After allowing time for the students to talk about
their initial ideas I will explain that they will apply their knowledge of
building a circuit to producing a magnetic effect.
Having the visual aide of the smart
board will allow my ELL students a
chance to see the difference between
static and current electricity. I will
also use pictures to help support the
language
• OUTLINE of activities during the lesson (Include details about how
I will begin and end each activity; what discussion questions I will use; How will key ideas
be expressed? What kinds of specific activities or tasks will I engage them in? How I will
help children understand behavior expectations during the lesson; when/how I will
distribute supplies and materials) Identify each activity and the estimated time for each.
15 minutes
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TE804 Spring 2012
Group jobs
Getter-gets all materials
Keeper- keeps track of time, and results
Watcher- makes sure students are on task, and completing assignments
properly
Sender- brings the information to the teacher to complete class data
chart
The getters will be instructed to get materials from the back table. I will
remind students not to touch any of the material until they are instructed
to do so. Instead of getting a light bulb they will get a nail. Groups will
then take 5 minutes to design a plan with out using the material. I will
check the status of the class, and groups that think they have a plan, will
be given 20 paper clips and a green light to begin the exploration. Any
group that has yet to come up with a plan will get my attention first. I
will scaffold using questions. “Can you explain what you have come up
with so far?” “Which part of the circuit has been replace? The source,
path, or load? I will continue to circulate around the room to watch
groups work. After groups have completed I will tell them they have
created an electromagnet, I will encourage them to combine with other
groups to try and build a stronger electromagnet. I will ring the bell
three times to get the attention of the class, and remind them to not
touch the materials while we discuss. We will discuss student’s
observations, as well as expand on the idea, by applying what we
learned to different questions “Why do you think it is necessary to wrap
the wire around the nail?” “What do you think would happen if you
increase the length of the wire? How could we find out?
Because I have an LD student who
is mainstreamed into the classroom I
will have him work with another
student during the exploration.
Because the materials are not
dangerous I will allow him to have
his own materials. I will pull the
students to the side before the lesson
to inform him that he will be
working with Kristion, and be
encouraged to help him.
I will have my MT work with this
group of students.
Transition – I will ring the xylophone, and have students bring
there attention to the class
• Closing summary for the lesson (How will I bring closure to the lesson
and help children reflect on their experiences? How will I help them make connections to
prior lessons or prepare for future experiences? What kind of feedback do I want from
them at this time?) (_10
minutes)
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To end the lesson we will connect what we learned to the real
world. We will discuss the use of electromagnets that are found
in household appliances and tools. I will ask students how an
electromagnet can be more useful than a natural magnet.
Students should determine that electromagnets can be turned off
and a natural magnet cannot. How can this be helpful?
Basis for assessment
(How will I gauge the students’ learning as I implement the
lesson plan and once the lesson is completed? Specifically, what will I look for? How will I
use what I am learning to inform my next steps?)
By completing the student journal pages and with the class
discussion to assess how students understand how electrical
energy can be transferred to magnetism. Also by watching
students complete the model will show understanding.
Because many of the students in my
class speak in a very soft tone, when
giving their explanation I will have
them wear a microphone.
Academic, Social, and Linguistic
Support during assessment
With my LD and Japanese
students I will pay close
attention to their interaction
with the activity. They will be
assessed on their ability to
work with a group, and their
effort in being involved.
Ryan Mariouw
TE 804
February 5, 2012
Science Learning Community Inquiry Project
Issue: When many of the students in my class participate they speak in such a quiet voice that no one pays attention or hears their
ideas.
Inquiry Question: How can I encourage students to speak in a voice loud enough that everyone can hear what they have to say?
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TE804 Spring 2012
During a whole group discussion it is important for students to speak clearly and loud enough for everyone to hear their
thoughts and ideas. Especially in science it is important for students to share their findings and ideas about a topic. In my class
students have a hard time projecting their voice, so that everyone can hear what they have to say. Many of them speak towards the
ground, and do not seem confident in what they are saying. If you ask a student sitting in the group next to the student speaking what
they said, the response is usually I did not hear what they said. The reason this is such a problem is because if students are not
listening to their peers they can miss important information, or ideas that could help clear misconceptions, or increase understanding.
Also when students speak so softly it allows other students to not pay attention and cause other distractions and management
problems. A final issue is that it takes away the voice of the student, and makes the teacher seem like the authority for determining
right and wrong answers, and determining the outcome of a science investigation. I believe the root of the problem is that many of the
students in my class are English language learners, so many of the terms and ideas are new to them in a language sense. However this
is not the sole problem because they are not the only students with this problem. Arguably are most advanced student is also the
quietest. This causes problems because her peers value her ideas, but if no one hears what she is saying how can she add to the
conversation. We always talk about the importance of student-to-student interaction during whole group discuss. How can I encourage
students to speak in a voice loud enough for the rest of the class to hear?
I plan to attack this problem two different ways. For starters I will take some of the more advanced students aside and talk with them
about the value of their voice. I will explain to them how important their thoughts and ideas are to the class, and that if no one hears
them, they get tossed to the side and forgotten. This will take place before my unit begins. The reason for this is because it will give
them an idea of why I think they are such an asset to the learning of our community, and understanding of science topics. My other
plan will help English language learners, as well as other students feel more comfortable and confident when they speak. Before
having a whole class discussion I will have students talk in groups. They will write down exactly what they would say to the class if
their group was called on. When a student is selected to share their ideas, thoughts, or discoveries I will have them stand up at their
desk and read what they wrote. This will make them more confident, and comfortable speaking as well as increase the projection of
their voice. In order for this to work I will need to explain to the class why we are doing this. I will tell them I have noticed that many
of the students are speaking in a voice that many students in the class cannot hear. By standing up we are going to be able to project
our voice in a way for everyone to hear. I will also explain that I will no longer lean in close to hear what you have to say, and repeat
it. Once student begin to speak more loudly standing up I will allow them to talk while sitting. I will also offer give students the option
of wearing the classroom microphone when we start this intervention. I believe this will work because if it is a confidence issue, by
having the words prepared ahead of time will let them focus more on speaking loudly then trying to remember what to say. Also by
giving them the incentive of not having to stand anymore once they can speak in a loud enough voice will push them to try harder, and
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TE804 Spring 2012
encourage them to do so more quickly. A final reason I believe it will work is because I will no longer be revoiceing their ideas. So
now the responsibility is being put on the student.
Reflection
The first part of my plan to attack the issue of students not speaking in a voice loud enough for the rest of the class to hear was
to have a private conversation with the more advanced students in my class. After talking with the four girls they seemed to
understand the message. I told them that it is important for the rest of the class to hear what they have to say. I explained to them how
their ideas and explanations really helped other students understand the content we were learning about. After having this conversation
the students were more vocal when they would participate, until one of the student left the class because she moved. This added more
pressure on the remaining students and they seemed to fade into the background.
The second part of my plan called for students to stand up when they spoke so they could project their voice better. The
problem with this idea was that student felt uncomfortable, and even more nervous when I asked them to stand up. My CT noted that
four students in particular really responded negatively to this new concept. It turned out to be almost more of a learning distraction
then a building block to a better learning community.
I had my CT collect data as I implemented my plan. Each time a student would participate, and I had to remind them to speak
louder so the rest of the class could here, he would make a tally mark by the students name. After two weeks of lessons, we sat down
and looked at the data. The number of students who needed to be reminded to speak up increased by ten from the first week to the
second. This was upsetting to me because clearly my plan was having little to no effect on the classroom community. Instead of sitting
their feeling bad for myself, my CT and I brainstormed some ways we could alter the project to get more positive results.
What we decided on was that we needed to change the voice level chart in our class. We initially had 4 voice levels. 0-no
talking 1-whisper 2- talking 3 outside. What we did was simply add a 5th voice. 0-no talking, 1- whisper (no vocal chords) 2- inside
voice, 3- presentation voice, 4-outside. Once we had the voice levels in place we modeled the behavior for the class using a positivenegative-positive model. First we had student display the voice level correctly. Then we modeled what the voice level should not
look/sound like. Finally we again had them show us the correct way. Another simple modification we made was to be more explicit in
out direction. When I would begin a whole group discussion, I would say, “okay remember we are going to be using our 3 voice for
this discussion.”
With this simple modification my CT and I say changes in the data. After the first week of the new plan the amount of times a
student needed a reminder to speak up was cut in half. From time to time there was a student who needed to be reminded to use their 3
voices. But unlike the previous plan, once a student received their first reminder to use their presentation voice they did not need to be
told again.
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TE804 Spring 2012
Ryan Mariouw
April 20, 2012
Post Assessment
For my two assessment tasks I wanted to have students show me their understanding of the ideas and concepts we covered
throughout the unit. I also wanted them to apply their understanding to the overall purpose of the unit, which was to make a
connection between electricity and magnetism. For The first task I had students show me their understanding by creating models. This
part of the assessment had two parts. First Students had to construct a simple circuit and identify the source, path, and load. The
second aspect of the modeling assessment was for students to apply their knowledge of circuits to construct an electromagnet, and
explain why we can use a circuit to create a magnetic field. For the second assessment task students had to answer a written question
that showed their understanding of both electricity and magnetism. “What connection can be made between electricity and
magnetism?” Students were able to use their science journals to help them answer this question.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the use of a simple circuit.
P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit.
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TE804 Spring 2012
For the first task I had a clipboard with a set of ideas and concepts I expected students to talk about when they were modeling
both the simple circuit and electromagnet. For a simple circuit I expected each student to correctly identify the source, path, and load
as well as explain their function. For the electromagnet I expected students to apply their knowledge of a circuit to create magnetic
effects
High answer task one
The source is was pushes electricity through a circuit
The path is where the electricity travels
The load is the part when electricity is changed from one form of energy to create a new form in this case light
Medium
Was able to correctly describe 2 or more of the above answers.
Low
Was only able to recognize the name of each object i.e., a battery, copper wire, light bulb.
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TE804 Spring 2012
Task two – understand / needs re-teaching for the second task either the student was able to demonstrate magnetic effect in a simple
circuit or was unable to perform the task
A high scored answer would look something similar to this
Electricity can have an effect on magnetism. When electricity flows through a circuit, a magnetic field forms around the wire
or the path of the circuit. When the wire is wrapped in a coil the magnetic effect is stronger, and similar to a bar magnet. This is called
an electromagnet and can be formed from an electrical circuit. All objects and substances are classified by their physical properties.
Objects can be classified by attraction to magnets and their ability to conduct electricity. All metals that are attracted to magnets are
also good conductors of electricity.
A medium scored answer would look something similar to this…
The connection you can make between electricity and magnetism is that when you build a simple circuit and coil a wire or the path
around a nail, which is the load you get magnetic effects. When this happens you get an electromagnet. Also objects that are attracted
to magnets are good conductors of electricity.
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TE804 Spring 2012
A low scored answer would look something similar to this…
Electricity and magnetism are connected because when you build a circuit and wrap a wire around a nail there are some magnetic
affects. Another connection that can be made is that objects attracted to magnets are also good conductors of electricity.
Task Number
Simple circuit
Electromagnet
Written Response
High
16
14
7
Medium
1
N/A
7
Low
1
4
4
Response to the data
After the two assessment tasks I learned a lot about student thinking and understanding. For starters I expected majority of the
students to be able to demonstrate and explain how a simple circuit is constructed. We spent a lot of time working on this concept and
I believe the lesson where we created songs to explain the different parts of a circuit really helped. Also I did a lesson with our
kindergarten buddies where the students in my class helped teach this concept to their K-buddies by singing the song. For the first
assessment task I covered the concept using many different forms of the I-AIM model. Not only did we pose a question about the
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TE804 Spring 2012
ideas, we also explored and investigated the concept, and were able to explain it. With the other two assessment tasks I did not see
evidence in my unit of exploring the topic as in-depth.
When students had to apply their knowledge of the simple circuit to the electromagnet most of the students were able to
complete the task. Of the four who failed the task, one was a beginning ELL student, another was new to our class, basically in the
middle of the unit. The two students who had trouble with the model failed to wrap the wire or the path around the nail. They were
stuck with the misconception of the simple circuit and were unable to create a magnetic field. Overall most of the students were able
to complete the task, probably because it was similar to one of the last lessons in the unit.
For the written portion of the assessment a lot of students failed to add as much detail as I would have liked. This is not the
first time this has happened, and I think students in fourth grade have a hard time thinking about the bigger picture. When I asked the
question a few students turned in their response in a matter of minutes. The did not apply all of what they had learned to the unit. One
student answer read as follows. “When you create a circuit you get electricity and sometimes you can get it to be like a magnet.”
Although the student probably has an understanding of the connection this answer was considered low because they did not take the
time to apply everything their learned. I figured by making the written part open note I would find more complete answers. But most
of the students with medium answered failed to make the connection between conductors of electricity and magnetic attraction. The
aspect of objects having physical proprieties was a pretty large aspect of the unit; I spent 2-3 days on both conductors of electricity
and objects that are attracted to magnets. For them to not even mention it, was evidence of a medium scored answer.
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TE804 Spring 2012
In the end I learned a lot from teaching my unit. First of all teaching science by modeling is a very effective strategy. It allows
students to be apart of the scientific process and makes learning more authentic. Second trying to teach science in a thirty-minute time
block is stressful, and extremely hard to manage. Lessons I thought would take one day took three, and it seemed like a lot of the time
science was the first subject to get tossed to the side when other things needed to be completed. I would like to push for more science
being brought into the classroom. I tried my best to do this with lead teach by bringing in students from the neuroscience lab at MSU,
however kids in elementary school are not immersed in enough science.
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