Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Mrs. H. Easter / Date(s): SeptemberGrade Level or Course: Second Grade Science / Content or Unit: Magnets
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning Objective / SOL: 2.2
The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metals. Key concepts include:
a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and
b) important applications of magnetism.
Verbs
Investigate
Learning Objective:
Given several types of materials, the student will identify those which would be attracted to a magnet with 90% accuracy.
Essential Questions & Understandings/Big Ideas / · How do people use magnets?
· What makes a magnet magnetic?
· What are some characteristics of magnets?
· What types of metals does a magnet attract?
Key Vocabulary / observe, magnetism, classify, communicate, predict,
experiment, scientific investigation, variable, hypothesis,
define, attract, repel, compass, iron, nickel, poles, magnetic,
nonmagnetic, north pole, south pole, lodestone, magnetite,
natural magnet, artificial magnet
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1 / • Teacher observation of students engaged in cooperative
learning investigations.
• KWL
• Science notebook (questions, predictions, observations,
summaries, charts, drawings)
• Conduct simple experiments using appropriate tools
• Record data on scientific investigations performed
• Cooperative learning groups – hands-on experiments
with magnets
Possible misconceptions or learning gaps / 1. All metals are attracted to a magnet.
2. All silver colored items are attracted to a magnet.
3. All magnets are made of iron.
4. Larger magnets are stronger than smaller magnets.
5. The magnetic and geographic poles of the earth are located at the same place.
6. The magnetic pole of the earth in the northern hemisphere is a north pole, and the pole in the southern hemisphere is a south pole.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up Activity / · How do people use magnets?
· What makes a magnet magnetic?
· What are some characteristics of magnets?
· What types of metals does a magnet attract?
· Describe the properties of magnets, and how they can be used to identify and separate mixtures of solid materials.
Instructional Strategies / · Generating and Testing Hypotheses
· Three-Minute Pause-Every 10-15 minutes in class, ask students to do the following in three minutes:
Summarize what they have experienced.
Identify interesting aspects of what they have experienced.
Identify confusion and try to clear up
· Identifying similarities and differences-
Students will select items they want to compare
Explain how the items are similar and different with respect to
the characteristics.
Teaching and Learning Activities / 1. What will stick to a magnet? (quarters, feathers, buttons, eraser, soda cap, paper clip, spoon, bolt, screw, magnet, science notebook) Ask students to make one group of objects you think will stick to a magnet; then make another group that won’t stick to magnet. The students should test the objects with the magnet and make new groups after testing all of the objects. Discussion/summary questions: Why do you think some objects stuck to the magnet and others didn’t? Draw a picture or summarize the experiment in your science notebook.
2. Will a magnet attract through different materials? (magnet, paper clip, paper, cloth, foil, waxed paper, and science notebook) Wrap the magnet in the paper and put the paper clip on a hard surface. Touch the paper wrapped magnet to the paper clip. Does the paper clip stick to the magnet through the paper? Record the results. Repeat with cloth, foil, and waxed paper. Record results in science notebook.
3. Are some magnets stronger than others? (five magnets of different shapes and sizes, paper clips, and science notebook) Make a pile of paper clips on a flat surface and place each magnet into the pile. Pull the paper clips off each magnet and record the number of paper clips each magnet attracts (the students should draw the magnet and write the number of Richmond Public Schools 2014 clips in science notebook) Which magnet is the strongest and how do you know? (The stronger the magnet, the more nickel in the magnet)
4. When do magnets attract each other? (two bar magnets, yardstick, two chairs, string, and science notebook) Tie the string to one magnet and hang the magnet from the string. The yardstick should be lying horizontally resting on the back of the two chairs with the string hanging from the middle. The students should hold each end of the second magnet near the same end of the hanging magnet and record the results in the science notebook. Discuss/summary questions: What ends of the magnets are attracted? Which ends weren’t attracted? What happened when the ends were not attracted?
5. The main attraction: (bar magnet with north and south marked, string, ruler, two heavy books, and science notebook) Stack the books on a desk or table, and place the ruler under the books so it will stick out over the edge of the table. Tie he string to the magnet and hang the magnet from the ruler. Let the magnet spin freely and see what happens. Record in your science notebook. Discussion/summary questions: Which way did the magnet point when it stopped turning? Repeat this experiment two or more times. Connect with a compass.
6. Can you make a magnet? (bar magnet, pencil, small paper clips, large paper clip, steel nail, and science notebook) Rub one end of the magnet along the nail. Rub 50 times in the same direction. Use the end of the nail to see if it picks up the small paper clips (try one, then two etc.). Repeat with a pencil and the large paper clip. Discuss/summary questions: Which objects picked up paper clips? How many did each object pick up? The students should make a graph in your science journal to show how many objects were attracted to the magnets.
7. Make a magnetic toy: (small plastic sandwich bags, face cutouts, glue sticks, small bar magnets, ¼ teaspoon of iron fillings, scissors) Students glue or tape a face cutout onto the inside of the plastic bag. They put the iron fillings inside the bag and close the bag. Use the bar magnet to move the iron fillings around on top of the face. Discuss how the iron fillings move around the bag when the magnet is touching them.
8. Go fishing with a magnetic fishing pole: (small magnetic and nonmagnetic objects make believe pond, string, popsicle sticks, ring magnets with holes in the middle, data sheet) Divide students into groups. Place small objects in the “pond” and have students predict which ones they will be able to “catch.” Give each student a popsicle stick/string/magnet fishing pole and have them “fish” for objects. Students record which objects are magnetic on the data sheet. Students may make a bar or picture graph of their results.
Students share results as a whole group.
Differentiation
· various graphic organizers (tiered to ability)
· tiered assignments
· center activities
· RAFT
· modified learning logs
· hands-on activities
· challenging activities (internet projects and extension activities)
· Think-Tac-Toe / Higher Level Thinking
· Students will be given materials to design and build an electromagnet.
· Students will use Venn Diagrams to write Science journal entries for designing & constructing electromagnets
· Students will be given a variety of materials to design a lab experiment to test the magnetism of materials with assorted magnets. / Technology Use
Discovery Education:
• Junior Electrician: Magnetism. (Gr. K-2). Run time: 15:00
• Junior Electrician: Static Electricity. (Gr. K-2). Run time: 15:00
• Junior Electrician: Our Electric World. (Gr. K-2). Run time: 15:00
• The Magic of Magnetism. (Gr. K-2). Run time: 14:00
• Electricity and Magnetism: The Magic of Magnets. (Gr. K-2). Run time: 17:14
• Music Makes it Memorable: Magnets. (Gr. K-2). Run time: 1.42 (audio content)
www.brainpopjr.com
http://www.magnetgames.net / Connections to other subject areas and/or authentic applications
Math – measurement, data collection and analysis & graphing
Social Studies – compass explorations
Checking for Understanding / Ø Distribute index cards and ask students to write:
Based on our study of magnets, list a big idea that you understand and write a brief summary of it. [Front]
Identify something about magnets that you do not fully understand and word it as a question. [Back]
Ø Each student will be given an exit ticket to complete before leaving the room answering: What is the most important thing I learned today? What questions do I still have?
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student Summarizing of their Learning / · Reviewing the key points of the lesson.
· Give students opportunities to draw conclusions from the lesson.
· Describe when the students can use this new information.
· Previewing future lessons.
Assessment Part 2 / · Assessment
· Students design an experiment to demonstrate a property of magnets. They write a few sentences about what property of magnets their experiment demonstrates.
Teacher Reflection / Effectiveness of Learning
Teacher will reflect on the student learning and use assessment data to determine if students have mastered the material. Teacher will also consider how to make the lesson better and what strategies to use for those students struggling.