USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science

4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,

Standard: SC.4.P.8.4 Investigate and describe that magnets can attract magnetic
materials and attract and repel other magnets.

How strong are magnets. Are rectangular magnets stronger or weaker than
doughnut-shaped magnets?

Students by the end of this lesson will be able to organize data on a table, identify
a temporary magnet, and identify observations that support an inference.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

"C: Given a sentence written

in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during

I am teaching this lesson to give students extra practice with the vocabulary they learned
yesterday and to build upon those words by actually carrying out an experiment. Also for
the curriculum this week students are supposed to be learning all about magnets.

Formative: Taking the pre assessment from yesterday I will review the information with
the students and walk around during their stations. While I am observing them at their
stations I will make sure they are using the vocabulary terms they learned about
yesterday.
Summative: The summative assessment will be the same test I gave the students
yesterday before the lesson. I will be able to gage their growth based off of their results
from before the first lesson to this one.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this

The content knowledge necessary for the teacher to know are the vocabulary terms
magnet, magnetism, repel, attract, and pole. It is also important that the teacher
understands the use of magnets and how they work.

Students need to know how to make data charts, what a hypothesis is, how magnets
work, and their vocabulary terms from the day before.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

content?
What misconceptions
might students have about
this content?

Some misconceptions a student might have are:

*Magnets are not attracted to paperclips.
*Data charts are not needed.
*One magnet is stronger than the other.
*How to set up trails.
*How to make a hypothesis.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be

The teaching methods I am using for this lesson is guided release. I am going to show the
students how to conduct the lesson then allow them to work in groups to explore for
themselves. I am also using scaffolding by reviewing the vocabulary terms from
yesterday and allowing the students to explore based off of what they learned from the
day before.

Time

Who is
responsibl
e (Teacher

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

thorough. Act as if you needed

a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

or
Students)?

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

(Engage/Encountering the Idea; Exploring the Idea;

Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Student Materials:
Magnet Power Data Sheet
Pencils
Colored Pencils
Clip Board
Step By Step:
1) Have students go to the carpet with their science
notebook.
2) Based off of the test data review vocabulary terms
from yesterday (magnet, magnetism, attract, repel,
pole).
3) Ask students what they think each of these terms
mean
4) Ask students what the N and S mean on a pole.
5) Review some other test questions that the students
might have been concerned with.
6) Explain to students how we are going to be testing to
see what magnet is the strongest (rectangular or
doughnut)
7) Have the students explain why they believe one will

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

be stronger than the other and how they know this.

8) Have the students write their hypothesis in their
science journal.
9) Have the paper passers hand out the magnet power
worksheet and have the students put their names on
these.
10) Explain the directions to the students: We are
going to be investing how strong magnets are. You
are going to be getting your items in a bag and be
put into groups.
11) Break students up into groups by giving them a
number.
12) Have students move to a station with their magnet
power data chart and materials.
13) The students will conduct their experiment and
record their data.
14) We will come back together as a group and discuss
their findings.
15) The students will then go back to their seats and
retake the assessment from yesterday to test their
growth from the two days.
What will you do if

a student struggles with the content?

For a student who struggles with the content I will have them in a small group working
with my CT while they are investigating. This will allow them to have the additional
support they need while conducting the experiment.

What will you do if

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

I will have these students go around the classroom and find other magnetic objects. I will
then have them record this data on their data sheet and see which magnet is stronger
with holding the object.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students make hypothesis about everything in the world. They also investigate things.
This relates directly with the cultural background of students when they are learning
about other cultures and their own.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community by students going out and investigating the
world. Students are always going to find new information by hypothesizing, investigating,
and experimenting with new things. This allows them to apply their science investigation
with the real world.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
With students who need an additional challenge I will allow them to go around the
classroom and find magnetic objects. I will then allow them to test and record their
information about which magnet holds which object. I will them have them reflect on why
they believe one magnet is stronger or equal to the other and why magnets pick up some
metal objects but not all of them.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

How will you differentiate instruction for students who need additional
language support?
For students who need language support I will allow them to work in the group with
myself while after I conduct the lesson. This will allow them to have additional support
and for the lesson to be re-broken down. This will also allow them to work one-on-one
with a teacher and really learn the vocabulary.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

L and S need extra support and to be put into a small group to be redirected.

Doughnut Shapes Magnets

Rectangular Shaped Magnets
15 Paper clips at each station

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

Group
Size:
Whole
Group/Sm
all Group

Formative/ Summative Test:

Name and Date:
Directions:
1. Which one of these metals do magnets NOT attract?
a) Iron
b) Aluminum Foil
c) Nickel
d) Cobalt
2. True or False. You can use a magnet to pick up a coin.
a) True
b) False
3. What is a good way to investigate if an object is magnetic?
a) The magnet does not stick to the object.
b) The magnet flies away from the object.
c) The magnet does not help.
d) The magnet attracts the object.
4. Magnetism is strongest at a magnets two _______?
a) Poles
b) Ends
c) Middle

Name: Caitlin Snider

Date of Lesson: 10/19/2016

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

d) Underneath
5. What is the difference between attract and repel?
a) Attract is a push and repel us a pull.
b) Repel is a flip and attract is a rotation.
c) Attract is a pull and repel is a push.
d) Repel is a rotation and attract is a flip.
6. What does the N stand for on a magnet?
a) Neither
b) North
c) Nothing
d) None
7. What does the S stand for on a magnet?
a) South
b) Silly
c) Stuck
d) Sorry
8. True or False. A refrigerator door has a magnet in it.
a) True
b) False
9. True or False. Magnets are not magnetic.
a) True
b) False
10.

True or False. Magnets can pull without touching.

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
4th

a) True
b) False
Answer Key
1) B- Aluminum Foil
2) False
3) D The magnet attracts the object
4) A - Poles
5) C Attract is a pull, repel is a push
6) B- North
7) A - South
8) True
9) False
10) True

Group
Size:
Whole
Group/Sm
all Group

Name: Caitlin Snider

Date of Lesson: 10/19/2016