Instructional Software

Lesson Idea Name: Pushing and Pulling

Content Area: Science
Grade Level(s): 1st Grade

Content Standard Addressed: S1P2. Obtain, evaluate, and communicate information to demonstrate the
effects of magnets on other magnets and other objects.
b. Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the
effect of magnets on common objects.

ISTE Technology Standard Addressed: Level 3-Knowledge Constructor

Selected Technology Tool: BrainPOP

URL(s) to support the lesson (if applicable): https://jr.brainpop.com/science/forces/magnets/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

 Provides written transcripts for videos or auditory clips
 Activates prior knowledge about magnets
 Lesson provides alternatives as to how to physically interact with the material
 Compose in multimedia (drawing or skit)
SBooker, 2020
 Instructional Software
 Provide learners with autonomy by providing choices

Lesson idea implementation:

The standard the students are working on involves obtaining, evaluating, and communicating information to
demonstrate the effects of magnets on other magnets and other objects. Additionally, students are tasked
with planning and carrying out an investigation to demonstrate how magnets attract and repel each other and
the effect of magnets on common objects. To begin the lesson, the teacher will facilitate a conversation with
students about magnets and discuss how the student believe they work. The teacher will then play the
BrainPOP Jr. video for the students. After the video, the students will be asked to share one fact they found
interesting from the video with an elbow partner. This may serve as a formative assessment tool to prove that
the students were paying attention to the video.

Next, the teacher will split the class into five groups. Using the “word play” function on BrainPOP Jr. the
teacher will assign each group a word pertaining to magnets. Each group will be tasked with creating a
drawing or skit explaining the word and what it has to do with magnets. After 15 minutes of work time, each
group will be asked to share their final projects with the class. If the group chose to do a skit, they will
physically present it to the class. If the group chose to create a drawing, they may physically present it to the
class or use the “draw about it” function on BrainPOP Jr. to draw it electronically. The different presentations
will serve as the lesson closure.

Feedback will be given to each group after all the presentations are complete. Additionally, other students
will be allowed to provide comments or ask questions after the conclusion of each presentation. By allowing
two different presentation options, concepts of differentiation are incorporated in the lesson.

Reflective Practice:
I feel as though the lesson I created would be engaging to students because the topic is relevant to things
they see/use in everyday life (refrigerator magnets, magnets on the class whiteboard, etc). This lesson is
designed as an introduction to magnets. I could further enhance this topic by creating similar lessons where
we create our own magnets and see what objects they stick to. I could use iPads to allow students to do
conduct independent research on how to create magnets.

SBooker, 2020