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ASSURE Model Instructional Plan

“Exploring with Magnets!”


Krystle Lynn S. DeVera
3rd Grade
Science/ Math
45 minutes
Analyze Learners
1. 18 students
2. 8 males/ 10 females
3. Ages 7-8
4. Mental, Social, Physical, Social Notes such as:
Disabilities: N/A
Learning Differences: High and low achievers
Cultural Ethnic Notes: Multicultural
5. Reading levels: high, average, and low
6. Learning Styles
(Estimate % of Students)
Visual: 35%
Auditory (Aural): 25%
Kinesthetic (Hands On): 40%

State Objectives
Students will be able to predict the kinds of objects which are attracted
to a magnet.
Students will identify the type of materials that move and do not move
when near a magnet.
Students will determine/discuss how barriers and increased distance can
vary the strength of a magnet.
Students will record the number of paper clips the three different
magnets can hold with and without barriers in between.
Students will create a graph of their findings showing how the magnet’s
strength changes as the distance from the magnet increases.
Students will form a conclusion based on their observations and graph.
Select Media, Materials, and Methods
All media and materials needed for the lesson are listed, and are lesson
appropriate.
3 different kinds of magnet: plastic lid (coffee can)
horseshoe, bar, disk cloth
A bag of objects containing: foil
a paper clip, button, rubber glass filled w/ some water
band, screw, pencil, eraser, activity sheet
safety pin, aluminum can, marble, computer
scissors Program: Microsoft Excel
pencil Composition notebook:
piece of cardboard Science journal
magazine
paper plate
book

Utilize Media, Materials, and Methods


Using different types of media and materials: Students will observe and
explore using magnets.
Students will develop hands-on by manipulating with the different kinds of
magnets and other objects listed above.
Computers: Students will be paired off, and record their findings/results on
Microsoft Excel.

Require Learner Participation


Introduction:
Begin the lesson by asking students to predict whether or not a magnet will
exert a force on a paper clip and why. (Use this discussion as an opportunity to
review what students know about magnets.) – Use the KWL chart.
Show students the bag of objects such as a rubber band, buttons, scissors,
pencil, etc. As a class, ask them to predict whether or not a magnet will
attract the objects. On the board, create a chart on their predictions.
(Accept all responses)
Example shown below:
Magnetic Non-Magnetic

Paper clip Aluminum can Pencil Buttons Safety pin


Scissors screws Eraser Marble
Activity 1:
Have students get into groups of 2.
Distribute, or have students collect the necessary materials for this activity.
-the bag of materials containing: a paper clip, button, rubber band,
screw, pencil, eraser, aluminum can, marble, scissors, safety pin
Each group will experiment with the objects to determine if they are magnetic
or not. As each item is tested, students sort the objects into two groups by
putting magnetic objects to the left and non-magnet objects to the right.

Once finished, the students will record the results in their science journals.
The students will then record what material the object is made of (for example:
wood, plastic, metal, glass, etc).

When all students have completed this first activity, bring the students
together for discussion.
Ask students:
Were there more objects magnetic or non-magnetic?
Were there any objects that surprised you? Why?
Do you see anything in common among the objects that are
magnetic?
Were all the metal objects magnetic?
What conclusions can we draw from our observations?

After discussion, have students write about their conclusions based on their
observations in their science journals.

Activity 2:
Group discussion:
Ask students:
Do you think a magnetic force can travel through objects?
If a magnet is placed on top of a paper plate, and a paperclip is
underneath the paper plate, will it be able to move? (Show or draw
on the board)
Tell students to write their hypotheses in their science journals.
Review the following procedure with students prior to the second activity.
Students will:
1. Work with their partner on the activity sheet shown below:
Magnet Strength
Magnet Barrier # of Paper Clips
Horseshoe Magnet: none
glass of water
magazine
Science journal
paper plate
plastic lid
cardboard
cloth
Disk Magnet: none
foil
glass of water
magazine
Science journal
paper plate
plastic lid
cardboard
Bar Magnet: none
cloth
foil
glass of water
magazine
Science journal
paper plate
plastic lid
cardboard
cloth
foil
2. Take turns with their partner with exploring each magnet and see how
many paper clips it can hold without any barrier between the magnet and
paperclips. They will count the total number of paperclips and record
their data on the activity sheet.
3. Repeat experiment with adding the barriers (refer to the activity
sheet). Write findings on activity sheet.
4. After completing the activity sheet, students will graph results on
Microsoft Excel. Example shown below (results not true):

Magnet Strength
12

10

6 # of Paper Clips

0
glass of water

glass of water

glass of water
magazine

magazine

magazine
cardboard

cardboard

cardboard
none

none

none
paper plate

foil

paper plate

foil

paper plate

foil
Science journal

plastic lid

Science journal

plastic lid

Science journal

plastic lid
cloth

cloth

cloth

Horseshoe Magnet: Disk Magnet: Bar Magnet:

Ask students:
As you add different barriers to the different magnets, what do you
notice about the number of paperclips it can hold? Is the magnet able to
hold more, the same, or fewer clips? Do you think the barriers are
causing this? Why?

Wrap-up
Questions to ask during the activity:
1. How many paper clips can you hold without any barrier between the
paperclips and magnet?
2. As you begin adding barriers between the paperclip and magnet, what
happens? Why?
3. Are the different barriers magnetic? How do you know? If not, why
are the paper clips attracted to it?
4. What happens to the strength of the magnet as you add barriers? Why?
Is the magnetic attraction blocked by the barrier, or is it just that the
barrier adds distance between the magnet and the paper clip?
5. What does the graph tell us?
Extension (follow-up activity):
Teacher will use the class findings to create a class chart showing the
results of the experiment. Make a large graph on butcher paper or on the white
board. Average student findings and graph the class findings.

Evaluate & Revise


Student Performance
Students will be evaluated on how well they worked with their partner.
The teacher will observe and go around the room and see how they work
together in pairs. This will also be seen in their mini oral presentation of their
findings in their graph.
Journals will be graded on completion and content. Students could have
likes/dislikes about “Exploring with Magnets” with their partner.
Open-ended questions students might have.

Media Effectiveness
Did the hands-on materials promote learning? Was it helpful for
kinesthetic learners?
Did the activity sheet and oral questions promote classroom discussion?
Were the journal activities helpful in focusing on students’ response and
knowing what they accomplished and learned?
Did the computer spreadsheet effectively show the results of the
students’ findings? Did it explain experience/observation/exploration?

Instructor Performance
Did the lesson run smoothly? Was it well-planned?
Did the class respond well to the lesson?
Were the learning objectives achieved?
Could the lesson be improved in the future?

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