Name: Serina Young

Class: Eled 3221

Date: 10/22/14
edTPA Indirect Instruction Lesson Plan
Magnets
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Big Idea: Magnetic substances
Subject of this Lesson: Ferrous substances are able to interact with magnets to produce motion,
and iron can become magnetic.
Grade Level: 4th grade
NC Essential Standard(s): 4.P.1 Explain how various forces affect the motion of an object.
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to
produce motion without touching them.
Next Generation Science Standard(s): 3-PS2-3. Ask questions to determine cause and effect
relationships of electric or magnetic interactions between two objects not in contact with each
other.
21st Century Skills: Learning and Innovation skills--collaboration: Students work together as a
table to make predictions for magnetic objects.
Life and Career Skills: Students form hypothesis and test them in an experiment on magnets.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Students will predict which substances are magnetic and be able to explain why.

Scientific Vocabulary: Ferrous, iron, nickel, cobalt, magnetic, hypothesis, polarity

Instructional Objective: After an experiment on magnets, students will record their

observations and answer questions, referring to what they learned about ferrous substances in the
lesson. Students should answer question 1 on their worksheet by saying that they learned iron
can become magnetic. For question 2 their explanation should show an understanding that only
iron can become magnetic.

Prior Knowledge (student): Students should know that usually only metals are attracted to
magnets, and they should know that magnets have a north and south pole. They should have
experience making predictions.
Content Knowledge (teacher): The teacher needs to know that only ferrous substances are
magnetic, which include iron, nickel, and cobalt. Magnets have their attractive power because
the energy within the magnet aligns to create a magnetic field. The teacher should know that iron
and nickel make up the core of the Earth, and this is why the Earth has a North and South Pole.
Iron can be magnetized because it contains similar energies to a permanent magnet, but they are
not aligned unless exposed to a magnetic substance.
Accommodations for special needs (individual and/or small group): Student with a broken arm
will receive help from a partner with her experiments and writing assignments.
Materials and Technology requirements:

--one bar magnet for each student, or enough to share

--Smartboard with computer
--small and large paper clips
--Prediction worksheet
--Assessment worksheet
6 metal and non-metal objects, some attracted to magnets and others not
--An aluminum pot lid (non-magnetic)
--Steel kitchen utensil (magnetic)
--Dollar Bill (magnetic)
--Penny (non-magnetic)
--Water glass (non-magnetic)
--Kitchen magnet (magnetic)

Total Estimated Time: 40 mins

Source of lesson: Websites below
Magnet Pick up lesson
http://sciencenetlinks.com/lessons/magnets-1-magnetic-pick-ups/
Magnet info and pictures
http://science.howstuffworks.com/magnet1.htm
Money information
http://nicholasacademy.com/scienceexperiment309magneticmoney.html#.VEHOvfl4pcR
Magnetic field sun image
http://www.nasa.gov/mission_pages/sdo/multimedia/potw/potw-417.html

Magnetic pins
http://www.lovemyscience.com/makeneedlemagnets.html
Magnetic field Earth Image
http://www.nasa.gov/topics/earth/features/2012-poleReversal.html
Composition of Earths Core
http://www.angelfire.com/az3/mohgameil/physical.html
The Iron Triad + Images of Metals
http://chemwiki.ucdavis.edu/Inorganic_Chemistry/Descriptive_Chemistry/dBlock_Elements/The_Iron_triad%3A_Iron,_Cobalt,_and_Nickel

Safety considerations: Students will be advised to be careful with magnets, not to let powerful
magnets snap together pinch their skin. If students are trying to hit the iron with magnets (to
magnetize them), the teacher will remind the students of safety rules, including not hitting the
iron too hard and not playing with any iron objects or magnets.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Ask students: What do you know about magnets? What kinds of objects are attracted to
magnets? Is it metals, plastics? What kinds of metals? Determine if they know that not all metals,
but only certain metals, are magnetic.
Have an image of the Earths core on the Smartboard. Ask students what they remember about a
previous lesson on the Earth and magnets: Does the Earth have a magnetic field? Do you
remember what is inside the Earth that makes it magnetic? Tell them that if they can remember
whats inside the Earths core, that might help them during the next activity.
Explore: Have 5-7 objects available for students to observe on the teachers desk. Some will be
magnetic and others not. The students will be given a worksheet, divided into three groups, and
asked as a group to determine which ones they think will be attracted to magnets. They can
explore the objects by touching them, but they cannot use magnets. They will also be allowed to
ask the teacher questions about the objects.
After theyve written their predictions on the worksheet, the teacher will then reveal which
objects are magnetic by holding a magnet to the object. The magnetic objects include the dollar
bill (the ink), the steel kitchen tongs, and the kitchen magnet. The non-magnetic objects include
the penny, the aluminum lid, and the glass container.
Ask: Which materials do you think are magnetic? How can you tell? What questions can you ask
to help determine which objects are magnetic? Which ones are you certain cannot be magnetic?
Why?
Explanation: Review with students what predictions they made, and ask why they chose the
objects that they did. Ask them what they think the objects that were attracted to the magnets
have in common. Let them offer suggestions, and then reveal to them the components of each
material. For example, steel is made of carbon and iron, a penny is mostly copper, a dollar bill is
paper with iron-based ink. Guide them to understand that all of the objects that were attracted
were made of iron. The other objects, the penny, the lid, and the glass container were not made
of iron, so they were not attracted to the magnet.
To extend to real world applications, explain that the ink in a dollar bill is magnetic to protect
from fraud and counterfeit bills.
The students have an organizer on the back of their prediction sheet. Prompt them to fill it out
based on what we talk about in the discussion.

Formally explain that iron, nickel, and cobalt are all ferromagnetic materials, which means that
they are attracted to magnets. Other metals arent attracted to magnets because they are not
ferromagnetic. Show images of what iron, nickel, and cobalt look like so students have a visual.
Ask the students: Why do you think the objects were only attracted to the iron? Do you know
what the Earths core is made out of? Does the Earth have a north and a south pole, like a
magnet? Why is the Earths core magnetic, but not these iron objects?
Remind the students that the Earths core is made of iron and nickel, which are both substances
which are attracted to magnets. The Earth generates a magnetic field around the Earth. On the
Smartboard show students a picture of the Earths magnetic field, and also the magnetic field of
the sun.
Pose this question to students: Why is the Earths iron and nickel core magnetic, but our iron is
not? Let them offer explanations. Perhaps there is something inside iron that could make it
magnetic?
Elaborate: Ask students: could we perhaps make a magnet out of the iron? What could we do
with only a magnet and a piece of iron to create another magnet? Let students offer their
suggestions, and then lead them to form a testable hypothesis based on their answers.
An example of a class hypothesis: If iron can become a magnetic, then a paperclip that we rub
with a magnet will be able to pick up a smaller paperclip. The students will test this hypothesis
by performing the experiment of rubbing a paperclip with a magnet. They will do this twenty to
thirty times, and then try to carefully pick up a smaller paperclip with the larger paperclip. If they
are successful, it proves the hypothesis is correct, and iron can become magnetic.
Ask: Did your paperclip pick up the magnet? What do you think happened to the iron to make it
do this? What other ways can you find to make the iron magnetic? How can you test them?

Evaluate:
Informal Assessment: The teacher will observe students responses during Explain to determine
if they understand what makes an object magnetic. During Elaborate the teacher will informally
assess that students are trying to prove their hypothesis about magnetism.
Formative Assessment: Students will be given a worksheet that will allow them to write down
their observations during the magnet experiment. The students will be assessed on their answers
to the last two questions, and their responses need to show an understanding of ferromagnetism.
Students will show mastery in problem 1 by writing that their experiment shows that iron can
become magnetic, and in problem 2 by choosing answer c as correct because only iron, nickel,
and copper are magnetic.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________