LESSON Day 1
Designer Author: Melissa Kroll, Kristin Kirkpatrick, Andrea Balarezo, Kevin Swartz, Lindsi Ciuffetelli, Katherine Rountree
Grade Level: 1st/2nd
Date to be taught: Monday November 10, 2008
Time Frame: 35 min.
Subject: Science
Topic: Magnets
Summary: Introduce KLEW Chart (complete K), Magnet Safety, Magnetic object Sort-Test-Record
Objectives:
· Students should be able to sort objects according to properties.
· Students should demonstrate knowledge that sorting is a way to organize objects.
· Student should be able to predict the types of objects a magnet will attract.
Standards: PA Science & Technology Standards:
· 3.2.4.C Recognize and use the elements of scientific inquiry to solve problems
· 3.4.4.C Observe and describe different types of force and motion
· 3.7.4.A Explore the use of basic tools, simple materials, and techniques to safely solve problems
Prerequisite skills:
· Work in cooperative groups
· List examples of magnets (and where they’ve seen them)
Assessment:
· Note that all items have been separated into a category.
· Observe and note discussion during sort.
Student materials:
· 6 bins containing one of each of the following:
o silver paper clip
o color paper clip
o kid scissors
o pencil
o magnetic jewelry
o non-magnetic jewelry
o magnetic fork
o non-magnetic fork
o glue stick
o aluminum foil
o soda can
o key
o penny
o quarter
o unifix cube
o marble
o magnetic screw
o non-magnetic screw
o rock
· Pencils
· Paper
· 6 magnets (1 per student)
Teacher materials:
· Butcher Paper (for KLEW chart)
· Marker
· Magnet
· Magnetic Object
· Magnet song
Use of Technology:
N/A
Introduction:
During morning meeting, the day of the first science lesson, we will introduce the magnet song.
Teacher gathers students to carpet with magnet in pocket and a magnetic object stuck to teacher’s pants. “Today we will be doing some fun things with magnets…”. Student at this point should notice that something is stuck to teacher’s pants.
Sequence of instruction:
1. Point out KLEW chart and explain that this is what we will use to record what we learn throughout the unit.
2. Tell students that during our magnet lessons we will be using the song as an attention getter. As soon as they hear the song, they should sing along until we have everyone’s attention.
3. Ask students to raise hands and share they think they know about magnets (teacher records on KLEW chart under “K”). Students who call out will be reminded to raise hands.
4. Explain that before we get to explore magnets we need to know safety rules:
- Keep magnets away from all electronics because it can BREAK THEM. If anyone is seen going near an electronic they will be removed from the activity.
- Explain that magnets could pinch skin.
5. Explain and demonstrate sort.
6. Split children into pre-planned groups of 4 (each group is on a colored piece of paper with each name numbered) and send them to different bins.
7. Students will sort all items into 2 groups. One group that will “stick” to magnets, one group of items that will not “stick” to magnets.
8. Teacher will walk around observing sorting process and keeping students on task.
9. As groups finish, students will raise hands, teacher will check that all items are sorted, and distribute 1 magnet per group for students to check predictions and resort into correct piles. Remind students to take turns with the magnet.
10. Hand out two sheets of pre-labeled papers (Attract/Doesn’t Attract) and ask students to sketch (or paste premade pictures) of the items in each category onto appropriate paper. Assign 2 students to each paper as recorder. Take away magnet.
Closure:
1. Instruct students to return all items to the bin, place bin on back table, and place papers onto finished work area.
2. Let students know that we will talk about our findings the next science class.
Independent Practice:
N/A - The sort and the gluing will be their independent group work.
Differentiated instruction:
If any group is finished early, they will be provided with some other materials to explore and test with their magnet.
Possible Follow-up Activity:
Discuss findings & wonderings.
Analysis:
Reflection: