USF Elementary Education Lesson Plan Template (rev.
F18) Name: ___Angelica Garcia_________________________________
Grade Level Being Taught: 5th
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered your
objectives?
Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD
Part 1: Lesson Content
SC.5. P.10.2- Investigate and explain that energy has the ability to cause motion or create change.
SC.5. N .1.1- Define a problem, use appropriate reference materials to support scientific understanding,
plan and carry out scientific investigations of various types such as: systematic observations, experiments
requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables,
and graphics, analyze information, make predictions, and defend conclusions.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential and kinetic
energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a reasonable
(measure- how well) prediction (also part of the action) for how the main character will respond to a challenge in the
second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to accurately identify and explain the relationships of electromagnets to electricity and
magnetism.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in the
standard? _Analysis_
Which level(s) of thinking is/are called for in your objective? _ Level 3: Strategic Thinking & Complex
Reasoning
Why did you choose this level(s) of thinking?
 Using background knowledge of circuits, currents, conductors, and insulators, students are using more
complex reasoning skills in order to develop why things can become magnetic with the help of electricity.
Describe your assessment plan:
Students will create an independent Electromagnet Poster that includes:
 A labeled picture
 Definition
 Individual fun fact
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia_________________________________

Grade Level Being Taught: 5th Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD

 Support from text

 Support from investigation
(The expectation for students is to create this poster to TEACH someone who doesn’t know what an electromagnet)

Is your assessment formative or summative? Why did you make that assessment decision?
 Summative- student’s products will be graded based on a rubric.
 Formative- Modified KWL FACT #32- I decided to administer this formative because it is an effective way
to monitor a progress of a student’s mastery of a lesson. The modification I had made was to replace the
want to know with adding a furthering questions requirement. This adds an opportunity for higher order
thinking.
How does it align with your objective?
 Students completed product will have all of the elements showing mastery of the understanding of what an
electromagnet is.
Assessment Scoring/Rubric  CREATE A SCORING RUBRIC*
What are the criteria for how you will
assess student learning/student work? PERFORMANCE- 0-1 2 3 NOTES:
If you’re using a rubric, include your Illustrates an Student did Students Student
rubric here. electromagnet not/ attempt drawing illustrated an
to draw an showed accurate
electromagn misconcep electromagne
et tions but t
was
attempted
Labels the Student did Students Student
components of not/ attempt labels correctly
electromagnet to label their showed labeled the
drawing misconcep electromagne
tions but t
was
attempted
Defined an Student did Students Student
electromagnet not/ attempt defintion correctly
to define an showed defined and
electromagn misconcep used
et tions but resources
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia_________________________________

Grade Level Being Taught: 5th Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD

was
attempted
FUN FACT Student did Students Student
not/ attempt fun fact provided a
to add a fun showed fun fact
fact misconcep
tions but
was
attempted
Provides results from Student did Students Student
investigation not/ attempt provided provided
to provide results results from
results from from an
an investigati investigation
investigatio on showed
n misconcep
tions but
was
attempted
Provide real- world Student did Students Student
examples not/ attempt provided provided a
to provide real-world real- world
real-world examples example
examples showed
misconcep
tions but
was
attempted

Understanding the standards over Trace the standard to the previous grade level. What have students already learned or been exposed to related to this
time standard?
 SC.4. P.10.2- Investigate and describe that energy has the ability to cause motion or create change.

Trace the standard to the next grade level. What will students learn next related to this standard?
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
What misconceptions might
students have about this content?
Management & Environment
(integrated throughout your step-
by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes & procedures
will you use? How and when
will you communicate those
to students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who require
a more extensive
management plan? What will
that consist of?
 What will students do it they
complete the task quickly?
Materials
Name: ___Angelica Garcia_________________________________
Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD
 SC.6. P.13.1- Investigate and describe types of forces including contact forces and forces acting at
a distance, such as electrical, magnetic, and gravitational.
 That the iron nail attracts the paperclips without the electrical current.
 Electromagnets HAVE to have an iron core to work- THEY DO NOT
 Why the 12-coil picked up more than the 10-coil.
Part 2: Lesson Implementation
Arrangement-
 Engage-
1. At the desk with the Elmo centered in the class.
2. Front of class during the discussion of KLQ chart
3. Students at their desks
 Explore-
1. During instruction- In the front of the class.
2. During group investigations- Floating around class.
3. Students at their desks and then at the next groups desks after the coil switch.
 Explain-
1. During the discussion students will be at their desks.
2. Teacher will be in the front of the classroom.
 Elaborate & Evaluate-
1. While completing their posters, students will be at their desks.
2. Teacher will be floating checking student progress.
Communication-
 Teacher will communicate expectations before every transition to ensure clear expectation and safety
guidelines.
Extension-
 Students that are not following expectations will be asked to only observe the investigations if rules cannot
be followed.
Finished Task-
 They may open their science textbook and read about electromagnets.
Class attention getter- “Crystal”, “Clear”
 Sticky notes
 Tape
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique learners.)
Name: ___Angelica Garcia_________________________________
Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD
 Elmo
 D-battery
 Iron nail
 Conducted wire
 Investigation sheet
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
 Process- During the engage, students will have pre-created bags to smoothly transition into the
investigation. While students are creating their mini-posters, students will be allowed to use resources such
as their textbook if struggling.
 Readiness- To help with student readiness, this lesson will go over a span of two days to ensure students
understand the content. During the engage, materials will already be placed in experiment bags for them to
pull out materials and start the investigation.
 Learner Profile- Having student(s) with SLD, I will allow certain students additional support of completing
their posters at home providing additional time.
Which specific students will benefit, and why?
 SLD students- extra time if needed
 All students- additional support with textbook resource
What accommodations will you make for students who are English Language Learners? (Refer to your ESOL
Strategies checklist and list specific strategies)
 Visual representations and modeling
 Electro- Electricity (Magnet) Support breakdown of the term for extra support.
 Paired in a group with a bilingual student that can assist with questions (if needed)
What accommodations will you make for students who have an IEP or 504-plan?
 Additional support
 Asking for thumbs up, middle, down for understanding
 Circulating the class and checking for confusion or misconceptions
 Extra time (Take home) for their assessment if they need it.
 Pull a small group if more than one student is struggling.
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia_________________________________

Grade Level Being Taught: 5th Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners N/A

If applicable, how does this lesson connect to/reflect the local community?
N/A

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _____Science/
teaching this lesson? Be thorough. Electromagnets___________________________
Act as if you needed a substitute to
2. What is the expected lesson structure for a lesson taught within this content area? In other words, what
carry out the lesson for you.)
lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual release/etc.)
Where applicable, be sure to address __Whole- Group Investigation________________
the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask?
 How will materials be
Time Range 5E Action Steps
distributed?
5-7 Minutes Engage FACT #32- KLQ chart-
 Who will work together in groups
1. Teacher: “Has anyone heard of an Electromagnet
and how will you determine the
before?”
grouping?
 Students: Shows responses by a raise of hands.
 How will students transition
2. Teacher: “What is an Electromagnet?” Go ahead and
between activities?
 What will you as the teacher do? write down what you think an electromagnet is and
come and stick it on the “K” column on our chart.
 What will you as the teacher say?
3. Teacher: Would anyone like to share what they think
 What will the students do?
an electromagnet is?
 What student data will be
4. Students: By raising their hands two to three students
collected during each phase?
 What are other adults in the room will be selected to share.
5. Teacher: “Now let’s see an example of an
doing? How are they supporting
students’ learning? electromagnet!”
Demonstration of an electromagnet-
1. Teacher: Demonstrates pre-created electromagnet
parts. (under the Elmo)
 Copper coil wrapped screw (10 turns)
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia_________________________________

Grade Level Being Taught: 5th Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD

 Circuit
 D-Battery
 Paper Clip
2. Teacher: Places the coil-screw and paper clip under the
camera.
3. Teacher: “Is the paper clip attracted to the nail?”
4. Students: “No”
5. Teacher: “Alright let’s see what happens if I turn the
circuit switch on”
6. Teacher: “What do we observe?”
7. Students: Whole group call out “That it’s magnetic!”

NOW who is ready to investigate what an electromagnet is by

building your own?

20-25 minutes Explore Building an Electromagnet:

Materials: Iron Nail, Conducted Wire, D- Battery, Tape, 10
Paper Clips
Procedures:
1. Expectations of safety with the nails, batteries, and
wires will be communicated.
2. Teacher: “I would like you to write down on your
Investigation sheet our essential question.”
 “How many paper clips can our electromagnet pick
up?”
3. Teacher: “Now I would like you to discuss for two
minutes with your group how many paper clips you
predict your electromagnet will attract and why”
 Format- I think…. Because….
4. Now we begin to create our electromagnets-
 Two groups will select to build 8 coils
 Two groups will select to build 15 coils
5. Teacher: “Let’s look at the battery now”
 “I need someone in your group to grab the battery and
hold it up”
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia_________________________________

Grade Level Being Taught: 5th Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD

 “Point to the positive end of the battery”

 “Now place it down and someone else hold one end of
the wire, connecting the tip of the battery to the wire,
and another student tape it there”
 *Repeat for the negative side*
6. Our electromagnet is created! Let’s put it to the test of
how many paper clips it can pick up!
7. Teacher: When you have your number record your
data under the amount of coils you have.
8. Students- Do investigation and mark data.
9. Teacher- Students that are at the 10 coils go and switch
with a group that has twelve coils.
10. *Repeat step 7*
11. When done student will return to their original seats
removing one side of the electromagnet.

Explain
Discussion-
 As a whole group fills out data collection chart
together for all groups and coil amounts.
 Results SHOULD BE that the 15-coil nail should have
picked up more paper clips than the 8-coil nail.
1. Teacher: Which nail collected more paper clips? 8 or
15? (Turn and talk with a partner)
2. Teacher- Who wants to share what they think?
3. Teacher- Why do we think the one with more coils
picked up more?
 Adding more coils adds a stronger magnetic force.
4. By a raise of hands how many groups were on the right
track with their hypothesis?

 Video:
https://www.brainpop.com/technology/energytechnolo
gy/electromagnets/
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia_________________________________

Grade Level Being Taught: 5th Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD

Revisit the KLQ WITH STUDENTS WRITING

SOMETHING THEY LEARNED
Elaborate REVISIT THE KLQ PART BY STUDENTS WRITING ANY
FURTHER QUESTIONS THEY HAVE.

APPLYING YOUR UNDERSTANDING

Mini Poster (start)

1. Teacher- Now that we have learned about

electromagnets and you’ve gathered some other
knowledge from videos. It is time to apply what
you’ve learned to creating a poster.
2. Students- Students will be expected to begin creating a
poster that shows and explains their understanding
Directions- Students will be creating an educational poster that
showcases electromagnets.
First, draw a picture- This is where students will draw an
electromagnet. They can replicate the electromagnet created in
our investigation, draw a real-life example, or use the one in
the textbook.
Next, label your picture- This is where students will expand
from their drawings by labeling the different parts of the
electromagnet.
Evaluate MINI POSTER (continued)-
1. Teacher- Continuing our poster creation we have to
make sense of our labeled electromagnets, we need to
add facts and information to add to the educational part
of our work. Now I would like you to;
Define an electromagnet- This is where students will define
their electromagnets. Use of textbook as additional support will
be allowed.
Give us a fun fact! - Students will provide one fun fact they
have learned throughout the lesson.
Support from investigation- Students will provide ways to
explain an electromagnet with support from our investigation,
this can be shown by results, illustration, or what we did.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
Lesson Reflection/Evaluation (To be
completed after the lesson has been
taught): In your reflection answer the
following questions:
- Decisions about the plan:
Why did you choose to teach
this lesson? Why did you
choose the instructional
model for this lesson? Why
did you choose the NOS
standard for this lesson? Why
did you choose the FACT you
chose?
- Evaluations of student
response and learning: Did
student learning occur? How
do you know? Why or why
not? How did the FACT help
you evaluate student
learning?
- Self-analysis of teaching
performance: What do you
think you did well and what
can you improve upon? How
well did you facilitate
explicit, reflective NOS, and
what evidence from your
teaching do you have to
demonstrate that?
Name: ___Angelica Garcia_________________________________
Subject/Content: Science/ 5E Group Size:20 Date of Lesson: TBD
Real life examples- Supported by our video the students will
provide real- world examples that we use daily that are
electromagnets.
1. A big factor in my decision of facilitating this lesson was to go along with the curriculum of my
classroom to ensure that my 5th- grade class was on track with their science content. This led to
my decision of the instructional model used. I wanted to maintain the environment they already
had in their classroom, given that I was in a new collaborating teachers classroom.
2. The NOS standard chosen fit our process of the 5Es. The students had to make predictions,
investigate a question, follow through with a conclusion, then end with a product that shows their
overall mastery of the content.
3. The choice of FACT #32 was a modified version of the KWL. I decided to add a component of
higher-order-thinking by taking away the want to know section and adding a furthering question
section to contribute to the continuation of students want to learn on the topic of electromagnets.
1. During the lesson student learning did occur. I am able to tell by casual conversation with my
students while probing their conclusions of their investigation. Furthering to the development from
students know from their KLQ to their learned showed a connection of furthering knowledge.
1. Truthfully, this lesson was not the smoothest facilitation possible. My students were exhausted
from their previous night (Halloween). I think the lesson itself was constructed to be taught very
well, but next time I would improve upon student excitement to do science. Our investigation
process was the explicit facilitation of NOS. We went through the full process of the standard. In
our investigation we began with a hypothesis, we investigated an essential question, and then
found our results. With the following “Es”, it was then supported by reflection of the mini poster
using their acquired knowledge to create a product.