Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Opposites Attract (Particles of an Atom)

Date

November 26, 15

Group

Grade 4/5

Time
Duration

90 min

General
Learning
Outcomes:
Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

51 Design and carry out an investigation, using procedures that provide a fair test of the question being
investigated.
Identify one or more possible approaches to solving the problem and plan, with guidance, a set
of steps to follow
Select appropriate materials and identify how they will be used
LEARNING OBJECTIVES

Students will:
1. Complete will write or draw their answers into their opposites attract worksheet
2. Students will work together to observe and extract answers from the results of the experiment

Observations:

Key Questions:

Products/Performances:

ASSESSMENTS
Are students following instruction and feeling relaxed after the breathing techniques
portion of the assignment
How they completed their worksheets
Are the students able to observe electricity in a physical manner and understand the
electricity as such (electricity manifesting in a physical form)
Opposites attract worksheets will be draw in or written in

LEARNING RESOURCES CONSULTED

https://education.alberta.ca/media/654825/elemsci.pdf

Prior to lesson

Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour

MATERIALS AND EQUIPMENT

26 copies of Opposites Attract worksheets
26 Find the Clues worksheets (already printed)

PROCEDURE
Teacher will write instructions for the experiment on the board along with the experiments
Set up time bomb on the Smart Board
Introduction
Time
Students will come in to gentle music
Teacher will ask students if they have some examples as to how
opposites attract (with regards to science)
Students will listen intently as the teacher explains what will be
happening during the experiment
During the experiment: students will be talking with one another and
working together to complete the experiment

Advance
Organizer/Agenda
Learning Activity #1

Body
BREATHING EXERCISES
--Teacher will let the students know they will be starting the day with some
breathing exercises
--Teacher will start quiet music and ask another student to dim the lights for
the purpose of relaxation

Time

5 min

Teacher will let the students know to breath in then hold for two seconds
before exhaling, breathing out all the breath. The teacher will instruct
students to repeat this exercise three times in a row. Teacher will stand in
front of the class and demonstrate how the breaths are to be taken and will
take part in the exercises with the students
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

Are students listening to instruction and appearing relaxed after the

exercise
REVIEW
--Teacher will ask for two volunteers to act out the particle drama
Teacher will give the students a proton and neutron then ask the class what
the two particles would do if they came into contact with one another

Adapted from a template created by Dr. K. Roscoe

10 min

Lesson Plan Template ED 3501 (Version C)

Students may respond with, they will not bond because the neutron has no
charge
Teacher will let the students know the proton and neutron would not connect
because the neutron has no charge and that they were correct in their answer
--Teacher will let the students standing know they can sit down once again
then ask for two new volunteers
Teacher will give the volunteers a proton and an electron then ask the
students what would happen if the two of the particles met up with one
another
Students may respond with, they will join
Teacher will answer, yes! They will join because opposites attract
Teacher will thank the volunteers for coming up to the room in order to
demonstrate then let the students know they are going to see a real, live
example of how opposites attract
PASS OUT WORKSHEETS Teacher will ask two students to hand out the
Opposites Attract worksheets
Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

Were students able to answer questions posed during the particle drama
Teacher will let the students know they are going to test out an
experiment. Students are going to watch matching particles come into
contact with one another and see their reaction to one another
Teacher will explain the experiment to students.
--Teacher will let students know they will be in groups of three to work on the
experiment but will not move until the instructions are told
EXPLAINING THE EXPERIMENT (teacher will write instructions on the
board beforehand and will use these instructions to lead the students)
One of the three students will come gather two balloons
Set one balloon 1 aside
Hang balloon 2 off desk
Charge one balloon by rubbing it against hair. Do this to balloon number 2
as well

15 min

Experiment 1:
Bring balloon 1 close to balloon 2. Write or draw observation here (what
happened to balloon 1? What happened to balloon 2?)

15 min

Experiment 2:
One member of the group brings his or her head close to the hanging
balloon. Write or draw what you observe here: (what is the balloon
doing?)
Experiment 3:
Remove the charge from one the balloons by rubbing both hands over the
balloon. Have your partner move the other balloon out of the way. Bring
the charged balloon close to the uncharged balloon. Write or draw your
observations.
Teacher will explain the making of groups to students
--Teacher will lets students know they will be placed in groups of three
--Teacher will let students know he or she is going to pull popsicle sticks to
figure out who will be in which group
--Teacher will let students know they are to not move from their desks until
everyone has been placed in their group
--Teacher will let students know they are to make sure they are beside
something they can hang their balloon off of (teacher will show the students
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

an example of this. Teacher will tape the balloon to the front of Paulines desk
as an example
--Teacher will let students know everyone is to complete an opposites attract
worksheet (they can do this by drawing or writing)
--Teacher will let students know they are to put their names at the top of their
worksheet
--Teacher will let students know that once they are finished they will hand
their sheets in. Completed sheets will be given a sticker for completion
--After everyone has been given a group they will be allowed to move to
work with their friend
--Teacher will let students know that when the bomb goes off on the smart
board it is time for them to come back to their desks. If students have finished
they will hand their sheets in if not they will hold onto their sheets while the
teacher goes over what should have been on their sheets
15-20
min

Students will take part in the Opposites Attract experiment

--If students are finished early they will be given Find the Clues worksheets
to finish
If time allots students will play a couple rounds of electricity

Teacher Notes:
Assessments/
Differentiation

Did students complete their worksheets

Consolidation of
Learning:
Feedback From Students:
Feedback To Students
Transition To Next Lesson

Sponge Activity/Activities

Closure
Teacher will ask students what they observed about the first experiment
and how it was different from what they observed in the second
experiment
Teacher will ask students if they enjoyed the activities they experienced
that day
Teacher will let students know they will be learning more about electricity
and how it effects the world around us

Time

1 min

Find the Clues worksheets

Electricity safety worksheets

Lesson
Title/Focus

Soccer Skills/Dribbling

Date

November 26, 15

Group

Grade 4/5

Time
Duration

30 minutes

General
Learning
Outcomes:
Specific
Learning
Outcomes:

15-20
min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Manipulative: receiving; e.g., catching, collecting: retaining; e.g., dribbling, carrying, bouncing,
trapping: sending; e.g., throwing, kicking, striking
A45 select, perform and refine ways to receive, retain and send an object with control
A46 consistently and confidently perform manipulative skills by using elements of body and space
awareness, effort and relationship

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

LEARNING OBJECTIVES
Students will:
3. Demonstrate an understanding of dribbling by dribbling with the ball and following instructions

ASSESSMENTS
Are students able to control the ball
Are students able to multitask on the task at hand
Are students frustrated or are they having fun
Are students practicing their ball control skills

Key Questions:

Products/Performances:

Students will have stretched then played red light, green light

Observations:

LEARNING RESOURCES CONSULTED

https://education.alberta.ca/media/654825/elemsci.pdf

Prior to lesson

Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1

MATERIALS AND EQUIPMENT

26 soccer balls

PROCEDURE
Find out where soccer balls are
Introduction
We are going to be learning some soccer skills today!

Time

Teacher will ask students who has played soccer before

Students will be involved in soccer game, kicking, running after and
controlling the ball

Body
ONE STRETCHTeacher will let students know they are going to take
part in one stretching exercise, the leg stretch. Teacher will demonstrate
what the stretch looks like and explain the stretch is helping loosen
muscles in the leg.
RED LIGHT GREEN LIGHT
Teacher will explain: this next activity is to help us improve in our
football or soccer handling skills
--Students will be asked to grab a soccer ball and meet at the far side of the
gym. Students will be told by the teacher, we are going to practice our
dribbling today and our starting and stopping skills with a ball.

Time
5 min
(3:05)

20 min
(3:05-3:25)

Teacher will show students what dribbling looks like by running to one side
of the gym while dribbling the ball. Teacher will let students know they are
going to touch the ball with the insides of their feet while they dribble
Teacher will tell students, When I blow the whistle everyone will start
dribbling from this side of the gym to the other.
Teacher will say, when I blow the whistle I need complete silence in order to
make my command

The Commands
GREEN LIGHT: When I say green light you will try to dribble the ball faster
YELLOW LIGHT: slow your dribbling down
RED LIGHT: you will stop and put your foot on top of the ball. You will stay
still
When exercise is finished all balls will be put away
Adapted from a template created by Dr. K. Roscoe

15 min
4

Lesson Plan Template ED 3501 (Version C)

ALTERNATIVE GAMEWhat time is it Mr. Fox

--Teacher will explain the game to students: one student will be at one end of
the gym with their face towards the wall. This student will be called the fox
The rest of the students will be at the other side of the gym. Students on the
other side of the gym will ask of that student, what time is it Mr. Fox?
The fox will let students know that it is 12 oclock. If fox says 12 oclock
other students will move ahead twelve steps
The students keep asking what time is it Mr. Fox until Mr. Fox says
lunchtime! and runs towards the other students trying to catch one of them
for its lunch

5 min
(3:25-3:30)

The student that is caught becomes the next Mr. Fox but for the sake of time
the students will end this activity after one round

Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

Teacher Notes:
Assessments/
Differentiation
Closure
Consolidation of
Learning:
Feedback From Students:
Transition To Next Lesson

Are students able to dribble next class

Sponge Activity/Activities

Colour tag

Time

Teacher will ask students if they enjoyed the games

We will be learning more about control next class

Adapted from a template created by Dr. K. Roscoe