Teacher Candidate:

Victoria Liu and Sharon Shi

Cohort:

Date:

5/1/2011

UCI MULTIPLE SUBJECT CREDENTIAL PROGRAM LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

Grade:	4		Content Area:		Magnetism
School/UA:		OCEAA				Group Size:	32	Length:	60	minutes
Student Context:				13 EO, 3 IFEP/RFEP, 4 Advanced, 8 Early Advanced, 7 Intermediate

PRE-PLANNING FOR THE LESSON

Key Content Standard(s):

· G4 1: Electricity and magnetism are related effects hat have many useful applications in everyday life.

· G 4 6.d: Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.

Key ELD Standard(s) if ELA Lesson

Learning Objective: Students will explore the properties of magnets through prediction and experimentation with magnets and various objects. Students will learn about the attributes of magnets and the force of attraction and the force of repulsion through discussion with the class.

Assessment

· What, specifically, will students do to show that they have met the learning objective?

Students will complete a sorting activity with various objects to actively predict objects they think might or might not stick to magnets. Throughout their experimentations, students will record their predictions about magnets, their discoveries, and their conclusions on the provided handouts.

· What modifications of the above assessment would you use for language learners and/or special needs students?

All activities will be modeled for students using gestures and examples will be provided to guide students. Sentence frames will be provided to assist students with completion of their handouts.

Prerequisite Skills and Knowledge

· Has this topic been studied in previous grades?

G3. 5.d: Predict the outcome of a simple investigation and compare the result with the prediction

G2. 1.f: Students know magnets can be used to make some objects move without being touched

G2. 1. d: Students know tools and machines are used to apply pushes and pulls (forces) to make things move.

· Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?)

We will begin by discussion what students know about the scientific process to gauge how familiar students re with forming predictions/hypotheses, experimenting, and drawing conclusions from their discoveries. If students already recognize the magnet form the start of the lesson, we will discuss what they know about magnets, where they’ve seen magnets, and what they think magnets do.

Lesson Resources/Materials:

· Magnets

· Predictions handout

· Magnets & Objects handout

· Detecting Iron handout

· Bag of test objects (aluminum nail, iron nail, soda straw, sponge, black rock, river pebble, screen, paper fastener, paper clip, copper, screw, yarn, cardboard, rubber band, brass ring, stick, washer, plastic chip, aluminum foil)

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction			(5	minutes):
· Discuss what students know about the scientific process to gauge how familiar students re with forming predictions/hypotheses, experimenting, and drawing conclusions from their discoveries. Record responses on the board. · Explain that today, we will be experimenting with this object [hold up a magnet]. If students already recognize the magnet form the start of the lesson, we will discuss what they know about magnets, where they’ve seen magnets, and what they think magnets do. · Explain each of the handouts to students. We are going to start off with a brief experimentation with magnets and you will record your findings on your Predictions handout. Do not write down your prediction/hypothesis yet. Later on, we will continue to experiment with magnets with a bag of materials I will give you and you will record your findings there as well on the Magnets and Objects handout. Then, we will come back together to discuss and complete the Detecting Iron handout.

Body of the Lesson					(45	minutes):
· Pass out 1 magnet to each student, but ask them to keep them on their desks until further instruction. Any goofing off will result in confiscation of their magnet. · Pass out the Prediction handout to students. Ask students to take a few moments to observe the properties of the magnet and take any volunteered answers. · Ask students to place the magnet close to or onto some objects around their seat (i.e., their chair, their desk, their books, their pencil boxes, etc…). · After 5 minutes, bring students back together and ask them what they found out about the magnets [magnets don’t stick to all objects, they stick to some objects that are metals] · Ask students to record their prediction on their Prediction handout: what do they think magnets stick to? · Explain to students that now they are going to experiment with a bag of test objects. Students will complete the Magnets and Objects handout as they experiment. · First, students will pair-up and sort the objects into 2 piles: things that stick and things that don’t stick. Students will record their hypotheses on the Prediction handout on the lines provided. Ask students to set the Prediction handout aside after they finish. · When students have recorded all of their predictions, they may then use the magnet to conduct their experiments in determining which objects magnets stick to. · Explain to students that as they experiment, they should record their experiment results on the Magnets and Objects handout. · After 10 minutes, bring students back together and ask them to put the test objects back in the bag and set their magnet down on the table. · Discuss students’ findings: · Were you surprised by any of the objects you tested? · Is there anything you notice that is the same about all of the things listed in the column for things that stick? · Are any metals in the things that don’t stick column? · What do you think is different about the metal items in the first column compared to those in the second column? · Slide 2 magnets onto a pencil for a demonstration. Explain to students that magnets exert a force and a force is a push or a pull. Ask students to record the information being provided on their Predictions handout in the Conclusions section. · When 2 magnets come together, they are exerting a force of attraction. Write this definition on the board for students to refer to and record in their Conclusions section. Demonstrate with the 2 magnets on the pencil (have their opposite poles facing each other so they snap together). · When 2 magnets push away from each other, they are exerting a force of repulsion. Write this definition on the board for students to refer to and record in their Conclusions section. Demonstrate with 2 magnets on the pencil (have the same poles facing each other so they push away from each other across the pencil). · Explain to students that there is only 2 common kind of metal that magnets stick to. All magnets stick to iron. Sometimes iron is mixed with other metals to make steel and magnets will stick to steel objects as well because they contain a lot of iron. Thus, we can conclude that if a magnet sticks to an object, that object is iron or steel. · Write the explanation on the board for students to record on their Magnets and Objects handout as well as their Predictions handout. · Ask students to take 5 minutes to go around the room and find which objects are made of iron or steel based on which objects the magnet sticks to. Have students record their findings on the Detecting Iron handout. · Bring students back together to discuss their findings: · Which objects you tested in the room surprised you? · Were there any objects you thought might be iron, but were not? · Did you find any steel that was hidden by paint or anything else? How do you know? · Explain that next time, Ms. Shi will go into more detail about the forces of attraction and repulsion.

Closure	(5	minutes):
· Ask students if they learned something interesting today and take volunteered answers · Explain that today, we utilized the scientific method of hypothesizing, experimenting, and drawing conclusions to help us discover something new. · Review vocabulary: force, force of attraction, force of repulsion · Review what we learned: magnets stick to objects made of iron or steel. · Ask students to complete numbers 2 and 3 on their Detecting Iron handout and circulate to help students draw generalizations from today’s lesson.

ACADEMIC LANGUAGE

Ensuring the presence of intentional, systematic work to develop academic language.

Key Content Task(s): What rich learning task(s) will the students be engaged in?

· Students will explore the properties of magnets through prediction and experimentation with magnets and various objects. Students will learn about the attributes of magnets and the force of attraction and the force of repulsion through discussion with the class.

What are the language demands for the students related to the learning objectives?

Reading	Students will be reading the written definitions for today’s vocabulary on the board
Writing	Students will be completing 3 handouts with predictions and conclusions
Listening	Students will be discussing with the class and they will need to listen to volunteered answers
Speaking	During discussion, students will be encouraged to volunteer answers and findings
Viewing	All parts of the lesson will be modeled with examples, visuals, and gestures

What key components do you need to make explicit or support students in developing?		What instructional strategies/support will the teacher use to build academic language?
R:	Follow along as definitions are being recorded on the board	Have students read aloud what is being written on the board and repeat it to help them absorb the information
W:	Record predictions and conclusions	Model how to record their predictions as they go on in the experiment and how to draw conclusions from their findings
L:	Pay respect to their classmates and listen during discussion	Manage students in the class and stop the lesson if necessary to check for students’ attention
S:	Encourage students to volunteer their answers and pair-share during discussion	Encourage students to use the new vocabulary in their discussions and use probing questions to guide discussions
V:	Students should watch the teachers model all parts of the lesson	Manage students and check for students’ attention during instruction; ask students to repeat the definition/instructions to grab their attention and guide absorption of the information. Also, students are more likely to pay attention if called on randomly.

Name__________________________

PREDICTIONS

Look for things that stick

What can magnets stick to right around your seat?

Objects that stick Objects that don’t stick

___________________________ ____________________________

Prediction/Hypothesis: Magnets stick to _________________________________________

CONCLUSION

Conclusion: Magnets stick to ____________________________________________________

Force:

Force of attraction:

Force of repulsion:

Name__________________________

MAGNETS AND OBJECTS

Look for things that stick

How does your magnet interact with the test objects?

Objects that stick Objects that don’t stick

___________________________ ____________________________

Test Objects

Aluminum nail                  Screw

Iron nail                              Yarn

Soda straw                         Cardboard

Sponge                                  Rubber band

Black rock                           Brass ring

River pebble                         Stick

Screen                                               Washer

Paper fastener                  Plastic chip

Paper clip                             Aluminum foil

Copper

Name__________________________

DETECTING IRON

Look for things that stick

1. Where did you detect iron or steel in the classroom?

Objects that stick Objects that don’t stick

___________________________ ____________________________

2. At home, what objects do you think a magnet will stick to?

______________________________________________________________

3. Why do you think a magnet will stick to those objects?

______________________________________________________________

LESSON REFLECTION

1. What was (were) the main content learning goal for this lesson?

Students will explore the properties of magnets through prediction and experimentation with magnets and various objects. Students will learn about the attributes of magnets and the force of attraction and the force of repulsion through discussion with the class.

2. What did you observe/notice about student learning as related to the learning goal during this lesson?

· Students understood the concepts of culture and responsibility easily because they have done projects on their countries of origin and family background. Also, they were able to draw on their experiences with their classroom jobs and responsibilities at home. They also understood the concept of citizen, but it was a little more abstract and they experienced difficulty remembering the difference between rights and freedom. The latter were more abstract concepts and they don’t have that much experience with it, but they understood my example using their rights and freedoms at recess.

3. What specific examples of student learning do you have that showed students met or made progress toward this goal?

a. Give specific examples of student evidence (actions and/or talk) that show students were successful? Make sure evidence connects to the learning goal for this lesson.

· When asked during closing, students were able to recite:

o “A member of a community is a…[citizen]”

o “Citizens of the U.S. come from many different…[cultures]”

o “All citizens have…[rights] and…[freedoms] and…[responsibilities]”

· Students were able to draw parallels between the new vocabulary and their own experiences during their discussions and volunteered answers.

· When asked to discuss what kinds of responsibilities they have as citizens, students volunteered answers about their classroom jobs as well as taking care of their younger siblings at home.

b. Give specific examples of student work that show students were successful. Make sure evidence connects to the learning goal for this lesson.

· Students were able to complete the handout with few mistakes, demonstrating their understanding of how to use vocabulary associated with the concept of being a citizen.

c. What concepts or ideas related to the learning goal have students mastered?

· Students understood the definitions of the new vocabulary: citizen, culture, responsibilities, rights, and freedom.

· Students understood the concept that as a citizen, you are part of a community. As students, they are part of the classroom community. Just as U.S. citizens consist of many different cultures and work together, students in the class consist of many different cultures and work together.

d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that built successful student learning?

· I made sure to use a great deal of visuals: interactive charts, pocket charts, word walls, overheads, and graphics to scaffold student understanding of abstract vocabulary.

· I directed discussion of the text towards building connections between students’ experiences at school and the concepts of U.S. citizenship.

· I structured the lesson so that discussions were interspersed throughout their reading and builds upon the text so that students were engaged in the text, not simply reading.

4. What specific examples of student learning do you have that showed students struggled to meet or make progress toward this goal?

a. Give specific examples of student evidence (actions and/or talk) that show students struggled? Make sure evidence connects to the learning goal for this lesson.

· There were a few students who volunteered answers that showed they did not fully understand the concept of rights and freedom. They used the terms as if they were interchangeable, even though I explained rights as things citizens are allowed to do, whereas freedom has to do with citizens choosing to exercise their rights.

· When completing the rules chart, a couple of students’ volunteered answers did not complement each other. For example, one student said that a rule that he follows in the class is to share supplies. When asked whether that helps others or it helps himself, he said that it helps himself. I had to explain to him that that helps others because if they do not have supplies, he can help them.

b. Give specific examples of student work that show students struggled. Make sure evidence connects to the learning goal for this lesson.

· A couple of the handouts did not have complete sentences even though students were instructed to answer the questions in complete sentences. The content of the sentences demonstrated understanding of the concept of citizenship, however.

c. What concepts or ideas related to the learning goal proved most troublesome for students? Why do you think this is so?

· The concepts of rights and freedom were confusing for students because when I asked students: “All citizens have…[rights] and…[freedoms] and…[responsibilities]”, a student raised his hand to ask what’s the difference between rights and freedom. I had to repeat my analogy: all of you have the right to play at recess. You also have the freedom to choose to read instead of playing.

· The terms seem interchangeable, but freedom has to do with choice. They are also very abstract concepts that were difficult for students to grasp.

d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? What missed opportunities were there?

· I think I could have given a few more examples or asked the student what he is allowed to do at home. Perhaps he would have said, “Watch TV”, for example. Then, I could have said, “Ok, you have the RIGHT to watch TV at home. Can you choose not to?” The student would probably say, “Yes,” to which I could respond, “So, you are free to choose. That is your FREEDOM.”

· This way, it would have made the concepts more concrete and also relatable for the student.

5. What was the main academic language goal for this lesson? What strategy did you use to have students develop/practice this language goal?

· I structured this lesson to build vocabulary based on students’ experiences and schema. The overall structure consists of: text reading, discussion to draw parallels between the text and students’ lives, a group activity to establish what rules we follow, and an independent activity to reinforce the concept of being a good citizen.

a. Was this strategy successful in developing this academic language? Why or why not?

· I think it was successful for the most part because most of the students were able to complete my questions during closing:

o “A member of a community is a…[citizen]”

o “Citizens of the U.S. come from many different…[cultures]”

o “All citizens have…[rights] and…[freedoms] and…[responsibilities].

· Also, students were able to correctly use the term citizen in their handout at the end.

· During discussions, students were accurately using their terms as I circulated.

b. Give specific examples of student evidence (actions and/or talk) that support your conclusion?

· Students were able to complete my questions during closing:

o “A member of a community is a…[citizen]”

o “Citizens of the U.S. come from many different…[cultures]”

o “All citizens have…[rights] and…[freedoms] and…[responsibilities].

· One of the volunteered answers from students during our culture discussion was: “I thought an interesting part of Ila’s culture is that she gets henna tattoos during celebrations.” This shows that the student understood the concept of culture.

6. Using the evidence of student learning described above, what are the next steps you would take with this class as a whole and/or with small groups of students to meet specific student successes and/or needs?

· I would make sure that students understand how to use their vocabulary and newly learned concepts in writing. I would administer a writing activity where students have to write a few sentences and they have to include the vocabulary from the lesson. The prompt would be: how is being a citizen of the U.S. like being a member of our classroom community?

· I would also meet with my EL students in a small group to go over the vocabulary using the pocket chart. I would point to the visuals and chorally recite the corresponding vocabulary word.

7. Knowing that good teachers always make changes, how will you use what you have learned from the above reflections to teach this or another lesson to a group of students?

· I would have given more concrete examples and applied the concepts to individual students’ lives, especially the ones I know would have trouble with the abstract vocabulary.

· Given more time, I would consider doing some play acting for the concepts so that students could see a physical representation of rights and freedoms, since they were able to grasp most of the other concepts.

· I would slow down my questions and leave more room for further responses instead of getting 1 response and moving on. Slowing down will allow students to think more about the answer given, and let that sink in.