Secondary Lesson Plan Template

Student Teachers Name: Kayla Rhodes

Date: 2/24/2015
Lesson Title: Magnetism Investigation
Subject: Conceptual Physics
Instruction time: 1 hr. 25 min.
Students level by grade: 9th
Standard(s) to be addressed:

Understand and apply knowledge of conservation of energy and increase in disorder.

o Energy Systems: Electromagnetism

Enduring Understandings/Essential Questions targeted in this lesson:

What happens to the force between two magnets as the distance between them decreases?
Which direction do the lines of a magnetic field point?
Where is the magnetic field strength the greatest?

Learning objectives for this lesson:

Students will be able to construct a map of a magnetic field lines for a single magnet
using a compass.
Students will be able to explain the relationship between electrons and magnetism.
Students will be able to design an experiment that tests magnetic strength.
Students will be able to illustrate the direction in which magnetic field lines point.

Identified student needs and plans for differentiation:

Nonlinguistic representations, grouping, modeling, and providing instructions in several

forms (verbally, student copy, and on overhead).

Specific resources needed for this lesson:

Compasses, magnets(weak & strong), two labs (magnetic strength & field lines), large
sheets of paper for drawings, and meter sticks.

Instructional method(s) used in this lesson:

Demonstration, inquiry, discussion, modeling, and nonlinguistic representations.

Lesson Sequence:

Hook: Van de graph machine investigation, and hands-on, student-led magnetism

investigation.
Direct instruction/modeling: Demonstration of how to draw magnetic field lines using a
compass and a magnet.
Guided practice: group work and inquiry. How is testing the strength of the magnets like
what we did with the balloon and the can in our static electricity investigation?
Independent practice: investigating how a compass interacts with the magnets, answering
key questions, and hypothesizing the magnetic field around two bar magnets.
Checks for understanding and scaffolding of student learning: movement around the
room, inquiry, discussions addressing key points and goals for students.
Assessment of/for learning: collect the students drawings of magnetic field lines,
including their answers to the key point questions. These will serve as an exit slip and
formative assessment.
Closure of the lesson: make connections back to static electricity during discussions
about magnetism.
Bridge to next lesson: key point question that asks, Where is the magnetic field
strength the greatest?

How will you modify or adjust this lesson in the future?

I will consider providing graphing paper to support a more structured investigation of magnetic
field lines for students with special needs. Also, I might find more ways to connect the lesson to
cell phones or something that students can relate to.