Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Chris Chapman
Position

3rd Grade Teacher

School/District

Hall County School District

E-mail

chris.chapman@hallco.org

Phone

404-543-7093

Grade Level(s)

3rd

Content Area

Science

Time line

1 Week

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content Standards

S3P2a., b.

NETS*S Standards:

ISTE-S 2a., 3a., 3b.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Lesson Title: Magnetite!
Grade Level: 3rd Grade
Subject: Science/Magnets
Objectives:
O1- Students will be able to explain the magnetic features of magnetite and where it is found as a natural
resource.
O2- Students will be able to describe the properties of magnets and how they attract and repel.
O3- Students will be able to describe and list what objects are attracted and not attracted to magnets.
Summary:
Students will complete a web quest project in which they will research, learn, discover, and present on magnets,
magnetite, and the properties associated with them. They will engage in collaborative research through google
drive and google slides. The web quest and web links provided will allow students to research and learn from a
constructivist model. The google slides presentation will allow students to collaborate and share their findings with
the class. Students will show mastery of these objectives and standards through their presentations and rubric
within the web quest as a summative assessment. This web quest will conclude our unit on magnets and will
finish soon before our unit test.
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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
E1- What are the features of magnetite and where can you find it? What properties make it so special?
E2- What are the properties of magnets? Can you describe how they attract and repel?
E3- What objects are attracted and not attracted to magnets? What are their properties?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
I will formatively assess them throughout the project with each step of the web quest. Students will turn in the
Magnets at Home sheet as well as share their slideshow presentations with me so I can read them as they work
on them. The summative assessment will conclude with their google slides presentations. I will differentiate
products by allowing students to create their own presentations. I will conference with individual students and
groups and differentiate based on their needs. Some students will want to make a PowToon or Prezi, and that will
be acceptable as well. The students will be required to evaluate, analyze, and create with these presentations.
Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
The web quest provides students with digital tools and online resources for research. The websites are linked in
the web quest, but some students will go above and beyond those resources and find their own resources. I have
also included the rubric on the web quest under Evaluation. Students should have a basic knowledge of google
drive and google slides before completing this project. We use these resources often in my classroom, so these
skills will be important. They will also need to know how to research on google and import images and other
media in their slideshows. I will be teaching mini-lessons on these skills throughout the web quest.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Students will need support with coming up with slide topics. They will need some guidance about what topics to
include in their presentations. I purposefully did not require certain slide titles and topics to leave it open for them
to choose, but lower students will need some inspirations for their topics. Students will need to be interested in
magnets and magnetite. Pokemon and superheroes have been recent hits with children. These motivating
interests will keep them motivated to keep learning about these topics. Magnus is a make believe superhero that
guides their web quest. However, it also ties to our previous Social Studies unit on Ancient Greece and greek
gods. This unit will help provide some background knowledge on the super powers and why the greek gods
explain natural forces and resources.
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
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trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
I will post the assignment on Google Classroom where students can write private comments to me for help. This
will also allow me to provide a basic template of the slides for them to use. Each student will get a copy, and they
can work independently or with a partner. We do not have enough chrome books for every student, however, I will
borrow some from my team teacher during this week of instruction. We will have enough for every student to use a
laptop if needed. Since our internet has been improved, there should not be any issues with the network, however,
if there is, they can still research with their science book and library books and create note cards for their slide
facts. As we did our web quests, many wanted to work in partners, however, they both wanted computers to
research facts and collaborate on google slides. Borrowing chrome books ended up working out the best. Also, the
chrome books were easier for students to use for this project than the older laptops. The linked google account
made it easier to add media and images.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Web quests and problem-based learning has been long researched for its effectiveness. Where they excel is
through analysis and creativity. Students gather information, analyze it and form an opinion of their own
(Akhand, 2015). Students will learn and discover new information through exploration within the web quest. They
will have to analyze the information and redeliver the information through a creative presentation. Technology
allows this to happen through slideshow presentations and the amazing research capabilities of google drive.
Students will use these digital tools to communicate and collaborate with other students in google slides and
google drive. Also, in google classroom, students can share their presentations with other students to view and
comment. It is also very easy to facilitate in google classroom by allowing students to post the link to their
slideshows and moderate the conversation and discussion thread. I can easily mute a student or delete
comments that are not appropriate for our learning tasks and objectives.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
Students will be able to use a variety of websites and digital tools. Some students ended up wanting to make a
PowToon instead of a google slides, and I approved it as long as their content was there. Students can choose
what topics about magnets to present on and what facts to share. So, I am allowing student choice for the process
and content. This project also allows itself to open up to enrichment opportunities. Students will be able to go
deeper in their research about topics that interest them about magnets. They are challenged to include as many
facts as possible and to learn as much as they can to help Magnus. For assistive technology, I will use google
chrome extensions for students to help them read articles and type their presentations. I will use Snap and Read
to do this. Students already have this extension installed on every chrome book, so they would just have to
activate it, click the text, and it will read it for them. This is especially helpful for ESOL students that would struggle
on this project when it came down to reading the research and facts about magnets. Also, there are BrainPop
videos that they can watch as well. If I had a student with special needs, I would also use a dictation software to
help them type. Google docs already has speech to text included, so this would be helpful for these students.

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The closing event will be the presentation day. Students will grade each others presentations by a show of
thumbs up or thumbs down with eyes closed. Students will also be able to comment on other students slideshows
and presentations on google classroom and provide feedback. The process for answering these questions will be
observing the engagement of learners in the project presentations. Students will show how engaged they were in
their presentations and if they thought it was worthwhile or not.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I wish I had used a little more self-reflection in this project and lesson. It is hard to incorporate this when you are
trying to follow a timeline, but I wish I had more opportunities for students to reflect. Maybe using google forms
would help with that piece. Overall, I thought the project went well and the students learn a lot. Some students
needed more teacher help than others, however the goal is for them to become independent autonomous
learners. I really love the authentic learning piece of finding magnets and writing down observations at home.
This allowed for students to experience magnets at home and at school. I think this helped them when it came to
making their presentations about magnets and the properties of magnets.
Rubric

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References
Akhand, M. M. "Project Based Learning (PBL) And Webquest: New Dimensions In Achieving Learner Autonomy In
A Class At Tertiary Level". Journal of Pan-Pacific Association of Applied Linguistics 19.2 (2015): 55-74.
Web. 25 Nov. 2016.

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