University of Houston

Science for ELLs

Teachers Name: Emily Staska

Basic Lesson Components

Grade Level: 1st grade

Time Estimate: 45 minutes

Science Content: Magnets attract other objects that are made with iron. Magnets have two
poles a north pole and a south pole. The opposite poles of magnets will attract, or pull toward
each other. The poles that are alike will repel from each other (push away). Magnets have a
magnetic field which is the area surrounding the magnet that repeals or attracts objects. The
only way a magnet can attract another magnetic object is if it is in its magnetic field other than
that it can not.

http://www.howmagnetswork.com

TEKS: 1.6B Predict and describe how a magnet can be used to push or pull an object.

Content Objective(s): Students will be able to use a magnet and describe what objects will
work and not work. Students will be able to know how to push or pull an object with a magnet.
Students will learn that a magnets have a north and south pole. The opposite sides of magnets

Domjan, Emenaha, & Wong (2016)

will attract, or pull toward each other.

ELPS: Speaking, mainly speak using single words and short phrases consisting of recently
practiced, memorized, or highly familiar material to get immediate needs met; may be hesitant
to speak and often give up in their attempts to communicate.

Language Objective (s): The student is expected to: practice producing sounds of newly
acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to
pronounce English words in a manner that is increasingly comprehensible.
Vocabulary: Definition: Cognate (T or F):
Push: Moving away from oneself or something. (F) Empujar

Pull: Taking hold of something or oneself and (F) Halar

bringing it with you or moving it towards
you.

Attract: When two things are directed towards each (T)Atraer

other.

Magnet: A piece of iron that sticks to other iron (F)Iman

objects.
Misconceptions:
That every object will be ferromagnetic.
Materials/Resources/Technology Needs:
Materials: Magnets, Nail, Nickel, Paper clip, Candles, Aluminum, Spoon, Rubber band.

Book: Magnets Push Magnets Pull by David Adler

Technology: Computer, Promethean board

Safety:
Do not eat the magnets or put them up or in your nose.

5E Instructional Procedures
What Teacher Does What Student Does:
Engage  Teacher will engage students  Students will provide the teacher with
into the lesson by showing them their prior knowledge of magnets.
a magnet and asking them what  Students will be in groups.
it is to get their brains working.  Each group will be given a magnet to
 Then the teacher will ask use.
students what they know about  Students will then walk around the
magnets. classroom with the magnet.
 Teacher will record student’s  Students will then begin to

Domjan, Emenaha, & Wong (2016)

 responses on an anchor chart. investigate for themselves what they
 After the class has a whole observed with the magnet.
group discussion about what  When they are done with this part
they know. The teacher will then they will go back to their seats.
split them into 5 groups of 4.  Students will then turn and talk to
 Each group will be given a their group members and summarize
magnet to use. or talk about what they just observed.
 The teacher will walk around to  Students will be working and
make sure all students are on challenging their brain to answer
task. blooms questions.
 She will ask students questions
as they are investigating.

Explore  Teacher will be the facilitator at  Students will be in 5 groups of 4. The

this part in the lesson. same groups they were in.
 While the students are getting  Each group will be given a magnet
to experiment with the magnets, some groups will have a horseshoe
the teacher will walk around the magnet and others will have a
classroom. magnetic wand.
 She will make sure all students  Each group will have a bag of objects
are on task during their on their desk. The bag will contain a
experiment. variety of objects that are magnetic
 The teacher will help or answer and objects that are not magnetic.
any questions the students may  The bags will contain a rubber band,
have. candle, paper clip and steel nail.
 Teacher will encourage  Students will pull out one object at a
cooperative learning and have time and experiment with it.
students talk to each other about  Students will so be called by group
what they are observing. one at a time to explore the room
 The teacher will be walking with the magnet.
around observing the students  Students will be able to tell which
while also asking different level items and objects around the room
blooms questions. are attracted to the magnet and which
ones are not.
 Students will be talking to their group
members as they do this experiment
about what they are learning about
magnets.
 They will be able to describe if it is
magnet or not. They will also be able
to experiment with the north and
south pole and the magnetic field.
Explain  Teacher will ask students  Students will begin to explain what
questions in a whole group they noticed and learned about
setting. magnets.

Domjan, Emenaha, & Wong (2016)

  Class will begin to have a  They will be able to answer questions
whole group discussion on what that are being asked with reasonable
they learned and observed responses.
about magnets.  They will interact with a whole group
 Teacher will listen to what instruction and listen to their
students observed and start a classmate’s responses.
discussion from student’s  They will be able to gain knowledge
feedback. off of what their classmates observed.
 Teacher will accept all  Students will watch a brain pop video
reasonable responses, and over magnets.
understand their reasoning. This  Students will be able to have a clear
is when the teacher provides understanding of magnets and their
vocabulary words and attributes.
definitions.  They will learn that magnets can pull
 After students give feedback or attract objects that have iron in
about what they learned and them. They will also learn that not all
observed teacher will show objects are magnetic. They will learn
brain pop video over magnets. that magnets have two poles. North
 After the video the teacher will pole and a south pole. Opposite poles
then have a whole group always attract (North and South). The
discussion over their anchor same sides will not attract they will
chart to compare their prior repeal (North and North).
knowledge from their gained  They will understand that the object
knowledge. has to be placed in the magnetic field
to attract to the magnet.
 Students will also learn that liquids
and solids can both be magnetic.
 Students will be able to compare their
prior knowledge from their gained.
Elaborate  The students will be broken up  Students will experiment with the
into 5 groups of 4. metal objects.
 Teacher will give each group of  They will observe each metal object
students different types of metal to see if it does or does not attract to
objects. the magnet.
 That includes a spoon, nail,  Then if the object repels from the
paper clip, aluminum, and magnet the students will have to
nickel. explain why the object is repelling
 The teacher will be the and not attracting even though they
facilitator. are all metals.
 Ask will ask the students higher
level blooms questions over the
objects.
 Teacher will explain that the
spoon, nail, paperclip and
nickel are ferromagnetic

Domjan, Emenaha, & Wong (2016)

 because how much iron is in
them.
Evaluate  The teacher will start to assess  Students will be assessed and take a
the students on the lesson they test over what they learned and
learned. observed during the lesson.
 The students will be given an  They will complete an assessment
assessment over magnets. over what objects were magnetic and
 They will cut and paste pictures which ones were not.
to the correct box they belong  They will demonstrate their
in. Such as if the objects were understanding or knowledge of the
magnetic or not magnetic. concept.
 Teacher will be able to  They will be evaluating their own
recognize what students fully progress through the assessment.
mastered the lesson and which
ones are struggling.

Domjan, Emenaha, & Wong (2016)