Colin Chang

ESA (science lesson) format

1. Learning Segment Central Focus: Phenomenon: This is a paragraph describing the

backdrop and context of the lesson described in the ESA below. Must include attention to
NGSS and phenomenon-based learning.

The phenomenon for the unit will be: I can feel a push or pull when two magnets are close to
each other.

The driving question for the sub-unit is: What forces act between objects when they are not in
contact?

This lesson is part of an 8th grade unit on Forces and Motion and will be used to explore
magnetic forces present around magnets. Students will have been previously introduced to
forces and have explored unseen/non-contact forces such as gravity. Students will also be
familiar with magnetic domains and fields from previous lessons. This lesson involves
students modeling magnetic fields and should take one period to complete.

2. Lesson plan supports:

a. NGSS Content Standard(s):

MS-PS2-5. Conduct an investigation and evaluate the experimental design

to provide evidence that fields exist between objects exerting forces on each
other even though the objects are not in contact.

b. Objective(s)(be sure these are measurable and observable and aligned with the
NGSS and the assessments):

Students will model the magnetic forces present around magnets. Students will
create a model diagram and assess the forces that act between objects that
are not in contact. Students should apply concepts related to magnetic field
direction and strength to their model. Students should recall attractive or
repulsive forces between magnetic poles and analyze the effect they have on
interacting magnetic fields.

c. Possible Challenges /Misconceptions:

 Models are simple representations that focus on representing specific

aspects of complex phenomenon.
 Recalling magnetic poles and which direction magnetic field lines run.
 Misconception that magnetic fields are 2-dimensional.
 Confusion with colors indicating poles on magnets, not all magnets are
marked red and blue.
 Maintaining lab safety and proper procedures.

d. Language Supports: be specific regarding strategies you are choosing to support the
access of science language

The following methods will be used to support students with problems processing
visual, written, or oral material:

 Revisit academic vocabulary from previous lessons to prompt prior

knowledge. Display key vocabulary along with definitions for students. This

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will support students who learn best through oral and written instruction.
 Revisit magnetic fields and field direction to reinforce key concepts
related to the lab. Recreate a magnetic field diagram with proper labels and
direction arrows. This will support students who learn best through visual and
oral instruction.
 Teacher models how to use the lab materials to reinforce detailed written
lab procedure. This will support students who struggle with reading,
comprehension, and written instruction.

e. Materials Needed (indicate any safety measures that need to be considered, cite
references for outside sources here as well):

 Several different magnets, with at least 2 bar magnets

 Iron filings
 Clear plastic baggies
 Plastic bin
 Shaker for filings (e.g. salt shaker)
 Lab worksheets
 Board to revisit vocab, key ideas, and model lab procedure

f. Formative Assessment strategies (indicate WHY these are chosen – WHAT are you
assessing – concepts, skills):

Students will model the magnetic forces acting around a magnet with a
diagram. The model will represent multiple forms of magnetic fields acting
around magnets in several configurations. Students will be assessed on their
modeling of magnetic fields and the ability to analyze evidence from labs and
apply the evidence as related to the interactions of non-contact forces.

3. Lesson plan components (include the use of the 5Es as indicated)

a. Opening: (engage) Activate prior knowledge and student interest- teacher presents an
interesting situation, phenomenon, or dilemma/ controversial issue that helps students
connect to the content.
i. Teacher Actions

Ask students to recall magnetic fields vocabulary and diagram models as

discussed in previous lessons. Do they think there is a way to model those fields
so that we might be able to visualize them? Accept all answers.

ii. Student Actions

Students will recall their knowledge of magnetic fields. Students should recall
magnetic domains, magnetic field directions, and that ferromagnetic objects are
affected when placed within a magnetic field. Students will consider ways they
could visualize a magnetic field.

b. Introduction: Getting students ready - teacher introduces the task and makes sure
students understand what they are trying to accomplish and why.
i. Teacher Actions

Introduce students to the magnetic field lab. Reinforce that we are trying to model
a magnetic field that is otherwise not visible to the human eye. Using
ferromagnetic materials we will model magnetic fields around different magnets
in various orientations.

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ii. Student Actions

Students will connect concepts regarding the interaction of ferromagnetic

materials within a magnetic field and the lab’s purpose of modeling magnetic
fields.

c. Body of lesson: (explore, explain, elaborate) Students working on content – teacher

observes students, monitors their progress, and provides clarification as necessary
i. Teacher Actions

Teacher will model how to perform the magnetic fields lab. Remind students that
we are modeling magnetic fields that will be simplified representations of reality.
Direct students to make observational drawings that will be translated into model
diagrams that synthesize what the students observe and the concepts we have
learned in previous lessons.

ii. Student Actions

Students will take perform the magnetic field lab. Students should create model
diagrams from the magnetic fields modeled by iron filings. Students will recall the
direction of magnetic fields based on models shown in previous lessons.
Students will analyze similarities and differences between model diagrams to use
as evidence for the claim that magnets interact even when not in contact.

d. Closure (evaluate): Wrapping Up – teacher facilitates group discussion, helps students

share their work/progress, helps students make connections, and ensures that big ideas
are brought forward.
i. Have you connected your lesson back to the overarching phenomenon?

Students should relate models of magnetic fields to the phenomenon of magnets

interacting, resulting in a push or pull (force).

ii. What skills (SEPs), concepts (DCIs) and overarching connections (CCCs) have
you included and assessed?

SEPs would include:

 Developing and using models

DCIs would include:

 Physical Science

CCCs would include:

 Systems and system models

Students will be assessed on their ability to create and analyze a model diagram
representing the interactions between magnetic fields as evidence to support the
interaction of non-contact forces as related to magnetic forces and fields.

iii. Teacher Actions

During a whole class discussion, reflect with students on these questions:

1. How can we model forces that are otherwise not seen?

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2. Where are magnetic fields strongest?
3. What types of interactions do we see between magnetic poles?
Overall class understanding should be assessed on their ability to accurately
address the above questions. Individual understanding of the lesson can be
assessed using the results of the model diagram and its use as evidence for non-
contact forces between magnets.

iv. Student Actions

Students analyze the model they created and connect it to magnetic fields and
interactions between non-contact forces. Students should analyze their models
and conclude that magnetic fields interact and are affected by proximity, field
strength/size, and orientation of the poles.

EdTPA Reflections
Rubric #1
My lesson plan includes students learning science concepts (3.a/3.b),
investigating a phenomenon through inquiry (1, 3.a, 3.c), and constructing an
evidence based explanation of the phenomenon (3.d). These three areas are all
linked to the main phenomenon and support each other in teaching students
about non-contact forces related to magnetism.

Rubric #2
Language and learning supports are addressed in Section 2.d. For example,
students with low reading comprehension will be supported when the teacher
models proper lab procedures.

Rubric #3
In Section 1 & 3.a students recall prior academic instruction and link the lesson to
prior experiences with magnets and non-contact forces.

Rubric #4
In Section 2.d and 3.a supports are provided for students both regarding
academic vocabulary and the use of symbols in modeling magnetic fields.

Rubric #5
Assessments are discussed in Sections 2.f & 3.d, students are assessed on
understanding of the concepts related to magnetic forces and the phenomenon
as well as the application of scientific practices while performing the lab and
analyzing results.

Rubric #6
In 3.a and 3.d students are asked to contribute their knowledge and provide
thoughts on how you might model a magnetic field visually. All answers will be
accepted and considered. Students are expected to respect the ideas shared by
peers and contribute constructively to the conversation.

Rubric #7
After recalling previous lessons to implement in this lesson (Section 3.a), in
Section 2.f and 3.d students will be using evidence from their lab to create an
explanation to support the phenomenon while incorporating ideas from the
previous lessons.

Rubric #8
In Sections 3.a and 3.d student responses are elicited with regards to modeling
magnetic fields and the use of evidence to support interactions between non-

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contact forces. As students share ideas they are built upon by peers and the
teacher during discussion.

Rubric #9
In Sections 3.c and 3.d students will record evidence in a diagram based on the
interactions of iron filings with magnetic fields. Students will look for patterns
related to the similarities and differences observed when magnets are arranged
in different orientations. Students then discuss their results based on the
observations they have made.

Rubric #10
Based on prior experience, in section 3.a students are prompted to recall
previous lessons and guided through creating a diagram of magnetic fields
before attempting to do so on their own during the lab. These supports are based
on common misconceptions that arise during the lesson. Additionally in 2.c I
added a comment to address misconceptions regarding the colors related to a
magnet’s poles as students were consistently having difficulty with this aspect of
the lab.

Rubric #11
Assessment for students’ learning comes from completion of the lab worksheet
as well as the end of class discussion (Section 3.d) Students should create
models that synthesize the observed patterns in magnetic fields with concepts
learned in previous lessons to create an evidence based claim regarding the
interaction of magnetic non-contact forces. Students will be assessed on an
individual level based on the worksheets turned in, whole class assessment will
occur at the end of the lesson via a discussion where students can share their
findings and thoughts regarding the magnetic field diagram models.