Name: Colin Baron

When do you plan to teach this lesson: Monday, 11/19

Content Area: Science

Grade Level: Third
Topic: Solving Simple Problems Using Magnets.
Standards​: ​NGSS 3-PS2-4:
Define a simple design problem that can be solved by applying scientific ideas about magnets

Objective
This lesson involves the learner taking the information they already know about magnets and
applying that knowledge to create a solution to a real-world problem.

The learner will be able to create a solution to a problem using magnets

Rationale
This is an important lesson because it helps students to understand how they can apply their
knowledge to craft creative solutions in the real world.

Pre Assessment
Emily and I are team-teaching the force and motion section of the next generation science
standards. On Thursday, she will have an exploration day with the students where they will
discover lots of different properties of magnets. After her lesson, I will use the data she collects
to assess what the students will know for my lesson, and what I may need to cover or go over
before I let the students begin working.

Summative Assessment
The students will fill out a sheet during their investigation. This worksheet will be collected and
evaluated to measure student understanding.

Thinking about the lesson

Connections
During the recall portion, I will quickly remind students of what the learned in the previous class
with Emily. I will check with her after her lesson to get a better idea of what exactly the students
know, but at this point I am going into the lesson assuming the students understand that
magnets can either attract or repel.

Introduction
I will show the students a short powerpoint presentation with all kinds of real-world examples of
how magnets are used to solve problems.
Examples:
Knife board
Scrap yard magnet
Bullet train
Shelf
Fish tank cleaner
etc.

Task
In table groups, students will be given several task cards with different options for real-world
problems they could solve using magnets. As a group, they will choose problems and work to
create a solution following the worksheet provided.

Closure
At the end of the lesson, each group will have time to share their an invention with the rest of
the class.

Student Thinking
During this class, students will be thinking more abstractly as the translate their knowledge
about magnets to their inventions.

Formative Assessment
During the group work. I will walk around and monitor how the discussion seems to be going. If
there are issues in understanding, I can use this time as a teaching moment.

Accommodations
Since the activity utilizes group work, students will be able to work collaboratively and help each
other where it is needed. If any groups finish too fast, I will have extra sheets available and I will
let students create their own inventions (rather than working as a group) to solve another of the
problems. There are also students in the class who may struggle (or even refuse) to work in a
group. These students are creative so I believe they would work well on their own so if there are
any issues I will give them the option of working individually as well.

Technology
I will use powerpoint to showcase different everyday uses of magnets.

Logistics
Directions:
You will be working together in a group to design your inventions and fill out the worksheet.
When we are working as a group, should we be working way ahead of everyone else in our
group? Should we be talking to people from other groups?

As I am walking around, I want to hear everyone getting a chance to participate. Let's also keep
our discussions at a level 1. Remember, the people in the group are the only ones who need to
hear you so there is no need to talk too loudly.

Once you finish the worksheet with your group, raise a quiet hand and I will come around to give
you the next instruction.

Materials:
Task cards:
*This is not the exact working but it is the main idea. I am trying to create nicer looking task
cards now and I am creating each scenario into more of a story problem.
- You want to clean the inside of a bottle but your hand is too big to fit inside. How can you
use magnets to help you?
- You are wearing a nametag and the pin in the back keeps poking you. How could you
use magnets to solve this problem
- Your folder always opens up in your backpack and the papers spill everywhere. How can
you use magnets to solve this problem?
- The cabinet does not stay closed in the house, how can you use magnets to solve this?
- While building, some screws accidentally drop into a drink, how can magnets be used to
get them out?
- You open a chip bag and do not have a clip to close it. How can you use magnets to
solve this problem?
- You drop a bunch o pins on the floor and don’t want to pick them up with your fingers
since they are sharp. How can you use magnets to get them back into the box without
touching them?
- You want to push a toy car across the floor without using your hands, how can you use
magnets to do this?
- You forgot to wear a belt and your pants keep falling down. How can magnets help solve
this problem?

Worksheet:
The worksheet will include space for three student inventions which will be completed in each
group.

The sections include:

- What is the problem?
- Drawing of invention (with labels)
- Materials for the invention
- How does the invention work?
Magnets
- For students to experiment with while designing their invention

Time:
Introduction: 5 minutes
Exploration: 30-35 minutes
Sharing out: 10 minutes
Problem Number​: ​_____________________________

How does your invention work? 

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