LESSON PLAN Lesson #__3____

Format and Cooperating Teacher Feedback Form

Name: Rebecca Schnell Content Area: Science

Date: 3/23/18 Grade Level: 4th

Standard: Standard SCI.PS2: Students use science and engineering practices, crosscutting
concepts, and an understanding of forces, interactions, motion and stability to make sense of
phenomena and solve problems.

Engage: I will start off by asking the students if they remember how to create a electromagnet
again? I will then be telling them that we will be creating our very own electromagnets in class. I
will be having small groups come to the back table to create their own electromagnet with my
help. I will review with them that we will be handling wire, batteries, tape, a nail, and paper
clips. I will state that even though these things may not seem harmful, we need to be extremely
careful while preforming our experiments. We need to handle the materials with care and respect
otherwise no one will be handling them and I will be preforming the experiment and they can
watch and observe.

Explore: As a class we will go over what the investigation question is, the materials, and the
definition of a hypothesis is. A hypothesis is an idea or explanation that you then test through
study and experimentation. I will tell them that we will be creating a magnet at the back table
and testing to see if either paper clips or a penny will be magnetic. As a class we will fill the
hypothesis portion on the worksheet, having them do this independently. I will take back small
groups to the desk and have them bring along their worksheet as well to fill in a drawing of their
experiment.
Explain: . I will then send them back to their seats and they will independently fill in what I
observed and learned and a new question I have about this investigation portion of the
worksheet. I will be making sure that students know to finish their worksheet when they go back
to their seats.
Elaborate: In the last two lessons I have taught we have been talking about electromagnets and
the many different facts about them such as how to make them and electromagnets are magnets
that electricity is flowing through and also that electromagnets have off and on switches a nnd
ormal magnets do not. This lesson I am letting students work hands on with an electromagnet,
really helping them see a electromagnet up close to examine what properties it has and to test
what the electromagnet will be attracted to.

Evaluate: The evaluation portion of this lesson will be through the worksheet that is given in the
beginning of the lesson. They will fill this out as the lesson progresses. I will the collect this at
the end of the lesson and grade it on a rubric grading scale. After everyone has participated in the
experiment I will then be giving them summative assessment that should relate to all that we
have talked about in the last three days. This summative assessment is a short quiz that the
students will work on independently. I will have two questions on the on the board, one True or
False statement, and one question that requires students to draw a picture. The questions will be;
o How are electromagnets incorporated in our daily lives?
o Describe one way to make an electromagnet stronger.
o True or False, an electromagnet is a temporary magnet.
o Please draw one way to create an electromagnet (Hint: Remember our experiment
from today).

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 Rubric for Science Investigation Form
√+
Investigation -The question is copied
Question correctly from the board.
-All spelling and punctuation
is copied correctly from the
board.
Hypothesis -Their hypothesis is very
Statement clean and can be answered
by doing an experiment.
-The hypothesis addresses
the investigation very
clearly.
Experimental -All of the materials are
Materials copied from the board.
-All spelling and punctuation
is copied correctly from
board.
Drawing of -Drawing of experiment is
Experiment very neat and organized.
- ALL the listed materials are
drawn.
Conclusion -Conclusions are clearly
(What I supported by the data.
Observed -There are very little spelling
and Learned) and punctuation errors.
Level of -The student shows a high
Student amount of involvement in
Involvement experiment.
-The student takes part in
group discussion and asks
questions.
√ √-
-The question from the
board is copied.
-There are some spelling
and punctuation errors.
-Hypothesis is somewhat
clear.
-Hypothesis somewhat
address the investigation
question.
-There are some spelling
and punctuation errors.
-Most of the materials are
listed.
-There are some spelling
and punctuation errors.
-Drawing is somewhat neat
and organized.
-Most of the materials are
drawn.
-Minor attention to detail.
-Conclusion is not clearly
supported by the data.
-Some spelling and
punctuation errors.
-The student shows medium
amount of involvement in
experiment.
-The student somewhat
takes part in group
discussion.
- Question is not copied
from the board.
-Question is not properly
copied from the board.
-Questions has man spelling
and punctuation errors.
-Hypothesis is not written.
-Hypothesis is not clear if
written.
-Hypothesis does not
address the investigation
question at all.
-Materials are not copied
from the board correctly.
-Only some of the materials
were copied from the
board.
-There are many spelling
and punctuation errors.
-There is no drawing of the
experiment.
-Drawing is neither neat or
organized.
-No attention to detail.
-Many materials are missing
from drawing.
-Conclusion is not written in.
-Conclusion is not supported
by the data.
-The student shows a very
low amount of involvement
in experiment.
-The student does not take
part in group discussion.