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Names of Teacher Candidates: Lauren Lesson #: 7/7

Moss
Grade Level: 5th

Lesson Title: How Strong is a Magnet?

Curriculum Areas Addressed: Math and Science

Time Required: Instructional Groupings:

60 minutes Whole class, Small groups/partners, individual
Standards:

MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge
lengths in the context of solving real world and mathematical problems.

S5P3. Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.
a. Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a
magnet. (Clarification statement: Function is limited to understanding temporary and permanent magnetism.)
b. Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object. (Clarification statement: The
interaction should include placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between the magnet and the
magnetic object.)

Enduring Understandings: Students will understand the properties of magnetism in relation to the volume of an object. They will be able to
find the volume of given objects and examine the magnetic field surrounding each object.

Essential Questions:
● What types of objects are magnetic and what types of objects interfere with the magnets?
● How is the volume of an interfering object related to the effect it has on the magnet? What about the volume of the magnet?

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Learning Objectives: As a result of this lesson students will know and be able to…

1. Recognize volume as an attribute of solid figures

2. Understand concepts of volume measurement
3. Decide which objects would be good magnets, magnetic objects, and repellents
4. Design an experiment to test the relationship between volume and magnetism, then display the findings
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.) How will you provide support for using this vocabulary?
Volume
Units
Cubic units
Magnets
Magnetic Field
Electromagnetism
Metals
Nonmetals
Magnetic poles
Attraction
Repel

Language Demands and Supports- The demands (discourse/syntax) should be aligned with the standard/element and the supports should
provide instruction and scaffolding to meet these demands.
● High demand - writing summaries of the experiment, taking notes during lectures, recording data, communicate information about
similarities between magnets,
● Low demand - fill in the blank notes during lecture, designing an experiment, analyzing data, calculating/measuring volumes

Assessment
Assessment Strategy: Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of
the lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected
to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?) (Identify the assessment
strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective should be assessed. DO NOT
restate the learning objective.) Think in terms of balanced assessment- Pre-assessment, formative and summative, employing multiple means of
assessment.
Classroom discussion - Pre-assessment
- Students will demonstrate clear and sufficient knowledge of the topics from previous lessons by answering questions proposed by the
Lesson Plan Template John H. Lounsbury College of Education, Georgia College
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teacher and engaging in discussion. This will ensure that their participation during the lesson activity builds on solid understanding.
- Objectives 1 and 2 addressed
Experiment following a designed rubric - summative assessment
- Students will follow the rubric to effectively design an experiment that tests the relationship between volume and magnetism . Teachers
will provide feedback throughout the experimental design and protocol while encouraging students to ask questions. The students will
demonstrate that they can effectively design an experiment, gather data about interfering volume, and display their findings.
- Objectives 1 and 2 built upon while objective 4 explicitly addressed
Ticket out the door worksheet - formative assessment
- Students will complete an assignment prior to leaving where they complete a worksheet based on the topics of the lesson. This
worksheet will force them to utilize what they learned about calculating volume, similarities between magnetic objects, and the incorporation of
the two fields.
- Objective 3 explicitly addressed while other objectives are built upon
.
Steps in the Lesson (Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Activate learning (Hook):
Classroom discussion (10 minutes)
- Students will demonstrate clear and sufficient knowledge of the topics from previous lessons by answering questions proposed by the
teacher and engaging in discussion. This will ensure that their participation during the lesson activity builds on solid understanding.
Introduction:
Short lecture (10 minutes
- about objects that interfere with magnetism, using the volume of an object as a depiction of how it will affect a magnetic field, and
similarities between magnetic objects.
- Following the lecture, the teachers will introduce the experiment and provide the rubric and materials necessary for students to design
the experiment, perform the experiment, and display the results. (5 minutes)
Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the
lesson – what the teacher will do as well as what the student will do. Describe the strategies which will be used to support students’ learning.
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)

● Students will work in small groups of 3-4

● Students will be given a variety of objects and two magnet types. They will also have a recording sheet for this activity.
● Prior to the labs, students will write down the question they are trying to answer and their predictions based on prior knowledge.
● Students will then work with their groups to test the effects of magnets on different objects. They will record which magnet they used,
the volume of the object, and what they observed.
● The teacher will walk around the room observing each group and provide guidance where needed.
● Following the tests, students will then summarize what they observed overall and reflect on why this occurred.
Lesson Plan Template John H. Lounsbury College of Education, Georgia College
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Closure/Summarizing/Wrap up:
Ticket out the door worksheet (5 minutes)
- Students will complete an assignment prior to leaving where they complete a worksheet based on the topics of the lesson. This
worksheet will force them to utilize what they learned about calculating volume, similarities between magnetic objects, and the incorporation of
the two fields.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
● Students will be grouped heterogeneously so they can help one another
● Students who need extra assistance will be given the opportunity to work with the teacher on how to answer questions

Instructional Supports
Resources and Materials Used to Engage Students in Learning

- Recording sheet https://docs.google.com/presentation/d/1OSMM-f_97LsgkzPCrIamd8s1a7ixdg7Hc7Lr8Ih0t84/edit?usp=sharing

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: ( List any websites and
sources of materials and background information that you will need or use as the teacher to engage the students.)

Additional resources with magnets:

- https://my.daemen.edu/offices/tlqp/LE/AlyssaSerba/learncontext.html
- https://www.khanacademy.org/science/physics/magnetic-forces-and-magnetic-fields
- https://www.youtube.com/watch?v=yXCeuSiTOug
Additional Resources for Volume:
- https://www.youtube.com/watch?v=u1nWI2b0fT4
- https://www.khanacademy.org/math/cc-fifth-grade-math/5th-volume
- https://www.helpingwithmath.com/by_subject/geometry/geo_volume.htm

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
- This lesson builds on the theory of connectivism because of the fact that the students are learning to accommodate their prior
knowledge of mathematics and science and real world principles to understand the unit and lesson.
- The hands-on approach to learning and experiential approach will help to accommodate students who learn in this fashion while the end
of the lesson analyzing and summarizing findings will help those students who learn in a more visual or contextual manner.
Lesson Plan Template John H. Lounsbury College of Education, Georgia College
Type only in the white areas. The grey areas serve as headings or dividers. Reminders of what an effective lesson plan includes are italicized.
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Connections to Technology and/or the Arts:
- This lesson connects the fields of science and mathematics, and can be connected to various technological applications. There are a lot
of things used commonly in medicine and other science fields that rely heavily on the use of magnets including, magnetic resonance imaging
(MRI), school bells/alarms, and powerplants. By understanding the properties of magnets and how the volume of magnets is important, the
students can begin to get a better understanding of some modern forms of technology.
Description of Collaboration with Others:
- There will be no additional collaboration or supplemental instruction during this lesson

Lesson Plan Template John H. Lounsbury College of Education, Georgia College