Lesson Plan Submission Complete Plan Davis

8/7/2019 Lesson Plan Submission Complete Plan Davis

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Lesson Plan Project # 1

Physical Properties of Matter

Gwenda Davis

ELE-301-502


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Lesson Plan-Properties of Matter

Grade-3rd

Grade

Concept-Teks

(5) Matter and energy. The student knows that matter has measurable physical properties andthose properties determine how matter is classified, changed, and used. The student is expected

to:

(A) measure, test, and record physical properties of matter, including temperature, mass,magnetism, and the ability to sink or float;

What are the verbs in the identified concept TEKS?

Comprehend, Knows

Process TEKS addressed:

(3) Scientific investigation and reasoning. The student knows that information, critical thinking,scientific problem solving, and the contributions of scientists are used in making decisions. The

student is expected to:(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using

empirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encourage

critical thinking by the student;

What are the verbs in the identified TEKS?

Analyze, Evaluate, Predict, Examine


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CRITICAL COROLLARY QUESTIONS:1. What do you want the students to know and understand?

I will want the students to identify different items that are attracted to magnets. They will alsoidentify forces of magnetism.

2. How will you know if they do?

I will know when they can correctly identify how magnets attract and repel.

3. What will you do if they do not?

If they do not comprehend I will provide additional information which can help them make senseof the differences.

4. What will you do if they do?

If the students do understand I would have them pick classroom items to see if their predictionswere correct.


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Engage- Lesson 1

(What will occur so that students are prepared to learn this concept?)

Time ( 45 mins / 1 day)

Activity- What do you think?

I will have the students sit on the floor around me. I will place atray in the center of them with magnetic and nonmagnetic items. I

will say I have an assortment of objects here. How could we sortor classify these objects? (I will have a magnet in my pocket) I

will pick one of the students responses and I will hold up a pair ofstudent scissors. I will ask in which group the scissors would go.

Then I will carefully put the scissors near my pocket until it isattached and let them go. I will then ask the students What just

happened? And What could cause the scissors to stick to mypocket?

Materials- Pink and blue sticky notesMagnet for pocket and scissors

Picture card of items which are sensitive to magentsTeacher Input(What will the teacher

do?)

We will do a quick mini-lesson on what items should never be heldnear a magnet (picture card of items).

I will explain the following

- Magnets are pieces of metal that have the power to attract other

pieces of metal- Magnets attract objects made of iron or steel- Magnets have a 'N' and 'S' pole

- Like poles push away or repel- Different poles pull together or attract

-How magnets can be used in everyday life

Student Work

(What will the studentsdo?)

I will then give the students each 2 sticky notes in different colors. I

will tell them that the pink indicates a yes answer and the blueindicates a no answer. I will tell them to place their sticky notes

around the room. The yes will go on an object that they think ismagnetic and the no will go on an object that is a nonmagnetic

object. I will allow them a minute or two to complete this task.When they return we will complete a quick graphic organizer on the

magnetic and nonmagnetic objects they picked. Next the studentswill be given a magnet data sheet and a tray of objects.


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Discussion / Sharing Once the students have made their observations a class discussion

will be held of what the students picked around the room and whythey think they are magnetic or not. .

Explore- Lesson 2

(What will occur so that students have opportunity to experience this concept?)

Time-(4/day 2)

Activity- What do you think?

Activity will have students using items to attract or repelmagnetism.

Materials- Paper, pencil, paperclip, nail, cork, screw, crayon, wire, and chalk.Magnets for the class, string- Data sheet ,pencil

Teacher Input(What will the teacher

do?)

The teacher will explain the lesson and concept to be learned:

Today we are going to learn more about magnets. Magnets arepieces of metal which are able to attract anything made of iron as

well as other types of metal such as Cobalt, Nickel, and Aluminum

are attracted to magnets. The teacher will have a picture of a bar

Magnet and show the students that each magnet has a north andsouth pole. She will explain the concept that they will see what

happens when the different ends are put together.Did you know that if you tie a string to the middle of the

bar magnet and let it hang, it will turn around until the north endpoints north and the south end points south?

Student Work


Students will have a data sheet. Items will be placed on each groups

table. They will each have their own magnets. They will log on thedata sheet which attracts and which repels. Once they have logged

their data they will tie a string around the middle of the magnet toobserve how when a string his tied to the middle of the magnet and

is spun the magnet will stop spinning and the North pole will pointin the north direction.


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Discussion / Sharing Students will discuss with one another items which attracted and

which ones did not. They will discuss predictions they may havehad prior to the activity. Students will also discuss other things that

they think might or might not be attracted to a magnet.

Explain- Lesson 3

(What will occur so that students have opportunity to explain their learning?)

Time-(30/day 3)

Activity- What do you know about magnetism?

Materials- Pair of magnets for each student. Data sheet and pencil

Teacher Input

(What will the teacherdo?)

Teacher will explain the how poles attract and repel one another:

She will also show a picture of the earth with magnets give furtherexplanation.

Poles which are the same, or likepoles, repeleach other. Thatmeans they push each other away. Poles which are different attracteach other, or pull together.

Attractionand repulsionare forces. The forceof the magnet isstrongest at the poles.

Around every magnet is an invisible magnetic field. The magneticfield makes a pattern around and between the poles. We can see the

pattern if we place the magnet on iron filings.Why do you think there is a picture of the earth with the magnets atthe top of this page? Thats because the earth is like a giant magnet.

The magnetic fields are near the earths north pole and south pole.

Student Work


Students will have 2 magnets each and will experiment on how the

north and south ends attract and repel one another.


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Discussion / Sharing The students will have a data sheet which has the following

questions. The students will work in groups on their data sheet.These are a list of questions will determine what they have learned

during this lesson. Once every group has finished the class as awhole will discuss the answers and explain why they chose the

answers that they did.Students will put an x on the correct answer1. A magnet will attract an elastic band/a paper clip/a cork.2. The ends of the magnet are called the magnesiumpoles/magnetic points/magnetic poles.3. Like poles will attract/repel/force each other.4. Attraction and repulsion are magnetic forces/fences/poles.5. The force of the magnet is weakest/strongest in the middle.6. There is a magnetic valley/field/hill around each magnet.7. The earth is like a giant force/star/magnet.8. The magnetic poles are called N and S/N and E/S and W.

EXTEND / ELABORATE - Lesson 4

(How will the students apply or practice their learning or understandings of this concept?)

Time-(30/1 day)

Activity- What do you have?

Materials- Magnet, items students can bring from home they think are

magnetic


do?)

The previous day the teacher will assign to the students to bringitems from home that they think are magnetic. The teacher will pass

out a blank data sheet and ask the students to all write down theiritems when they come into class as part of their morning meeting.

The teacher will make enough copies prior to the assignment andpass out one to each student. She will instruct the students to

predict if their classmates item is magnetic or not.


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Student Work


The students will fill out the data sheet of their predictions. They

will mark if they feel their classmates item is magnetic or not. Theywill place their items out on their tables. The students will rotate

around the room with their magnets to see if the items are magnetic.They will record the findings on the data sheet

Discussion / Sharing Students will discuss their predictions and outcomes. They willdiscuss which items did and did not attract the magnets.

EVALUATE - Lesson 5

(What will occur to verify that students know, understand, and can apply their learning?)

Time-(45 min/1 day)

Activity- The floating magnets.

Materials- ring magnets (2 or more per student)

--pencils (1 per student)

--optional clay (enough to keep each pencil upright)

--floating magnets Data sheet


do?)

Teacher will explain that like poles of magnets repel each otherwhile opposite poles attract. The repelling force is stronger than the

force of gravity for the ring magnets.

The teacher will divide students into groups of two or three so thatthey can combine their magnets for greater exploration. The

teacher will ask the question: "What would happen if you put two

ring magnets on an upright pencil?" The students will discuss withteacher what they think will happen. The teacher will explain to thestudents that they will log on the data sheet what happens when the

magnets are stacked on the pencil. They will also log they numberof magnets they tried and what happened. The teacher can also ask

some of the questions under discussion/sharing as she is observingthe students.


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Student Work


Have students make predictions on what will happen and discuss

them.

Now the students will try different ways of stacking magnets on

each pencil. Have students return to their predictions to find out

how close they were. This is also a good time to have students fillout their activity sheets describing what happened. Allow studentsto use all their magnets to fill up their pencils with floating magnets

and record what they see. Let them continue exploring by arrangingdifferent numbers of magnets in various ways on their pencils.

Discussion / Sharing These questions can be asked after the activity and also by theteacher while the students are performing the activity.

Why is this student's magnet floating and these others are not?

--What happens if you put your fingers between the floatingmagnets?

--Why does the magnet float when it is on one side, but not when it

is on the other?

--Where are the positive and negative poles on the ring magnets?

--Does the pencil have anything to do with the magnets floating?

--Why doesn't gravity hold the magnets down?

--What happens to the spaces between the magnets as you add more

magnets?

--Can you make the magnets bounce? Why does this happen?

--Can you make the top magnet jump off of the pencil?

Once the students have completed the activity they can discuss as a

class what happened during the activity. They can share with their

classmates of other groups the number of magnets they used andwhat happened.

http://www.lessonsnips.com/docs/pdf/magnet.pdf


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ttp://www.lessonsnips.com/lesson/magnet

http://www.lessonplanspage.com/Sciencemagnetlesson.htm

Lesson Plan Submission Complete Plan Davis

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