KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Nicola Giangiacomo Date: February 15, 2022

Cooperating Teacher: Mrs Mongahan Coop. Initials

Group Size: 27-28 Allotted Time 35 Minutes Grade Level 4th grade

Subject or Topic: Science: Temporary Magnets Section

STANDARD:

Standard - 3.2.4.B4
Apply knowledge of basic electrical circuits to the design and construction of simple
direct current circuits.

Compare and contrast series and parallel circuits.

Demonstrate that magnets have poles that repel and attract each other.

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. 3-PS2-3

4-PS3-4
Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another. 4-PS3-4

I. Performance Objectives (Learning Outcomes):

Students will be able to create a temporary magnet using a magnet and paperclips
II. Instructional Materials
● Unit Packet (One per student)
● PowerPoint
● Paper Clips (two per student)
 ● Magnet (One per student)
● timer
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
● Understanding how magnets work, what permanent magnets are, and how they
work.
● Temporary Magnets- Magnetic field interacts with a magnetic metal turning it
into a weak magnet.
● Inquiry
○ Turn a paperclip into a temporary magnet.
IV. Implementation
A. Introduction
● While students are coming in and taking seats, the teacher will ask that students
take out their Magnet packet and turn to the fill-in notes.
● Once the packets are out, the teacher will put on the youtube video about magnets
and the different types of magnets to refresh students’ minds about magnets
throughout the unit. https://www.youtube.com/watch?v=-aNpmCSZHbk
● Once the video is finished, the teacher will regain attention by asking students
something they learned from the video. Then, the teacher will call on three
students to give something that they knew.
B. Development
● After the video, the teacher will introduce more of the word temporary magnet,
encouraging students to write the definition of the temporary magnet; the teacher
will walk around the classroom to check who’s on task and who is not on duty.
● The students will keep out their packet that they write in definitions and turn to
the observation paper.
● The teacher will demonstrate how to correctly connect the paper clips to the
magnet, showing how it looks slow but will describe that you need to go fast for
the temporary magnet to work.
● The teacher will tell the students to try the temporary magnet paper clip, only
magnetizing one paper clip for 30 seconds. Then to test if it stays on or works.
● The teacher will put on a timer for 30 seconds where students will make circular
motions of the paperclip to the magnet; then, after those 30 seconds, the students
will repeat it once again with the other paperclip.
● While the paperclips are magnetized, the students will see how long they will last
connected by counting by seconds how long until the paperclip is no longer
magnetized.
● The teacher will encourage students to see how long they can make the temporary
magnet last and how long one paperclip will stay onto the other paperclip until it
falls off.
● The students will write in their observation form of the packet about what
happened with the paperclips and magnets; they will also write about what
happened when only one side was magnetic and why they think that happened to
the magnets.
C. Closure
 ● After making temporary magnets, the class will discuss what happened with the
temporary magnet and why it worked the way it did. Finally, the students will
share ideas on why it worked or why it didn’t work.
● The teacher will then ask three students to give three takeaways that they have
learned on magnets throughout the last week or the last day.
D. Accommodations/Differentiation
● Single directions for some students.
● Auditory reading for one student
● Another student has an aide who helps him learn what he is learning.

E. Assessment/Evaluation Plan
1. Formative
Observation form of Temporary Magnets
2. Summative
Unit test at the end of the unit.

V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after the
lesson is taught)

Remediation Plan

B. Personal Reflection

VI. Resources

Delta Education. (2015). Energy.

Delta Education. (2015). Energy: Teacher resources.

YouTube. (2019). YouTube. Retrieved February 4, 2022, from

https://www.youtube.com/watch?v=-aNpmCSZHbk.