Developmental Lesson Plan

Teacher Candidate: Amanda Johns and Erica Lis Date:

Group Size: 17 students Allotted Time: 25 minutes Grade Level: 3rd

Subject or Topic: Some More Forces - Matter and Motion Unit

Common Core/PA Standard(s):

3.2.3.B1- Explain how movement can be described in many ways.

S4.C.3.1 - Identify and describe different types of force and motion resulting from these
forces, or the effect of the interaction between force and motion

S4.C.3.1.1 - Describe changes in motion caused by forces (e.g. pushes or pulls, gravity,
friction)
Learning Targets/Objectives:
Students will be able to identify that when a magnet attracts another magnet it pulls it and
when a magnet repels another magnet it pushes the magnet away.

Students will also be able to identify that magnets can stop forces from acting on an object,
like gravity.

Assessment Approaches: Evidence:

1. Observation 1. The teacher will be walking around
during the inquiry time to see if
students are completing the activities
correctly.

2. Inquiry Form 2. Students will submit their findings

from the inquiry by answering 4
questions on a Google Form.

3. Formative Assessment 3. Students will answer 5 questions

about the lesson on a Google Form.
Assessment Scale:

Inquiry Grade
4 points - student answered all 4 questions correctly
3 points - student answered all but 1 question correctly
2 points - student answered 2 of the 4 questions correctly
1 point - student answered 1 of the 4 questions correctly
0 points - student answered none of the questions correctly
Formative Assessment Grade
5 points - student answered all 5 questions correctly
4 points - student answered 4 of the 5 questions correctly
3 points - student answered 3 of the 5 question correctly
2 points - student answered 2 of the 5 questions correctly
1 point - student answered 1 of the 5 questions correctly
0 points - student answered none of the questions correctly

Subject Matter/Content: Science - Force and Motion

Prerequisites: Newton’s Laws of Motion, Push and Pull, Balanced and Unbalanced Forces,
Gravity, Friction, and Mass.
Key Vocabulary:
Repel - two magnets pushing away from each other
Attract - two magnets pulling towards each other
Magnetic Fields - extends out from a magnet and and reaches out to certain materials
(metals)
Positive Pole - the part of a magnet that is attracted to the North Pole of Earth
Negative Pole - the part of a magnet that is attracted to the South Pole of the Earth
Content/Facts:
● Every magnet has two poles that are oppositely charged. These opposite poles will
attract each other, meaning that they pull each other closer.
● Magnets attract ferrous metals (which are metals that have iron in them)
● Magnets can be used in many theme park rides

Introduction/Activating/Launch Strategies-
“We have learned about many forces in our unit so far. Who can name a force we
have talked about?” The teacher will have students name the forces that they have learned
about so far. If possible, they will explain what the force means and how it is often used or
observed.

“One force that is always present is gravity. It is kind of hard to get away from. When I
jump into the air, gravity pulls me back down to the earth. What if there was a way to
counteract the force of gravity and prevent gravity from bringing an object down? ”
The teacher will pull out the paper clip with the string attached and tape it to her desk. She
will hold the paper clip in the air so that the string is tight. “What would happen if I let go
of the paper clip?” Allow possible responses. Teacher lets go of the paperclip and it falls
down.

Teacher then picks up a magnet. “This is a magnet, who can tell me what a magnet
does?” Allow for student responses. “A magnet attracts objects made from metal and
this paper clip is made from metal. If I hold the magnet above the paper clip, it will
attract the paper clip, causing it to defy gravity .” The teacher will hold the magnet above
the paper clip, suspending it in air. “Today we are going to learn all about magnets and
the different uses for them.”

Development/Teaching Approaches-
“Earlier in our unit we talked about the two ways forces can be applied to an object.
You can either push or pull something. When we are talking about magnets, if they
push apart from each other, they ‘repel’ each other.” Teacher shows the students two
magnets that have opposite poles. “Every magnet has a positive magnetic force and a
negative magnetic force called poles. They are normally marked with a plus sign and a
minus sign. No matter how hard I push two magnets of the same charge together,
they will not come together and touch because the magnetic force is too strong.” The
teacher demonstrates with the magnets. “However, if I take the two oppositly charged
poles and bring them together, they attract each other and the magnetic force pulls
the magnets closer together. As the saying goes opposites attract!” The teacher
demonstrates.

“We can use magnets to help us fight forces, like gravity, so that we can accomplish
goals we wouldn’t be able to do without magnets. Think about when you get a 100%
on your math test and you want your mom to hang it on the refrigerator because you
are so proud of your hard work. You cannot walk up to the fridge, put the paper
against it and let go expecting it to stay there. It will fall down because gravity pulls it
down. You have to have a magnet to help you counteract the force of gravity. The
magnet’s attraction to the metal of your fridge is stronger than the force of gravity
pulling the paper down. So the magnet keeps your fantastic test from falling down. ”

“Now think about our theme park rides. Is the refrigerator magnet going to have
enough force to stop a roller coaster train from moving?” Allow students to respond.
“No, it’s too tiny to produce enough force to move or stop a big heavy train. Engineers
need to use heavy duty magnets, and a lot of them, in their roller coaster and theme
park designs.”

Teacher will then play the video Magnets as Brakes?

https://www.youtube.com/watch?v=F66pBxgFNBI

After the video, each student will then receive 1 magnet, a paper clip, coins and will have
access to their play doh for the following activity. The teacher will instruct them to access the
Google Form on their Webquest and complete the investigations as they are instructed using
the materials given to them.
https://forms.gle/pTcFDzP9VsfYxzUB8
 ● The questions on the form asks the students to experiment with their magnets. The
first question asks them to put the magnet in their pocket and then asks them if the
magnet will still attract a paper clip through their clothes.

● Then they are asked to try to pick up a few coins using their magnet. Then they are
asked to use their findings to decide if magnets would make a good metal detector for
a beach.

● Then they are instructed to wrap their magnet in play doh and see if it will still attract
the paper clip.

● Then the students will answer a few questions about the content learned earlier in
the lesson like; the difference between repel and attract and what kinds of objects are
attracted to magnets.

During the inquiry and formative assessment time, the teacher will be walking around the
room assisting students as needed. This may include reading the question to the students,
helping them type in answers, or guiding them through the experiments.

Performance Assessment Connection

Students’ desks will be arranged so that they are near the other students who are in the
same land as they are for our Hurricane Haven Theme Park. This will represent working in
groups while remaining socially distanced. They will sit in these spots for the remainder of
the unit. This does not need to take up class time and can be done at any point during the
day.

Closure/Summarizing Strategies
“Today we learned a little bit about magnets and how we can use their force in our
everyday life as well as our theme park ride designs. We learned that magnets
pushing towards each other have to be oppositely charged so that they attract and
two magnets that are the same charge will repel from each other and push away.
Magnets help us overcome the forces of gravity and can help us do work. Tomorrow
we are going to learn about a different type of force called a pendulum. I want you to
think in your heads about what a pendulum might be so you can come to me with
some ideas tomorrow. Until then, goodbye engineers!”
Accommodations/Differentiation:
The inquiry and formative assessment is designed with mostly yes no answers where the
students can click on their answers instead of type. This accommodates learners with fine
motor disabilities, cognitive disabilities, and students with limited typing abilities.

Subtitles can be activated on the video for students with hearing disabilities.
Materials/Resources:
 Dowling Magnets. (n.d.). Retrieved January 17, 2021, from
https://www.dowlingmagnets.com/about_magnets/#:~:text=Magnets%20are%20made
%20by%20exposing,polarized%2C%20it%20becomes%20a%20magnet.

Magnets as Brakes Video - https://www.youtube.com/watch?v=F66pBxgFNBI

Google Form - https://forms.gle/pTcFDzP9VsfYxzUB8
Magnets, Paperclips, Coins, Play doh, Computers Headphones (Optional)
String, Tape - for teacher
Webquest, Google Forms, Youtube video

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts