Lander University Teacher Education Lesson Plan

Rev. 2013

Teacher Candidate: Amber Jordan Lesson # 1 Subject/Grade: Science/Second Date and Time of Lesson: October 8, 2013 10:45 am Title: How Strong is a Magnet? Approximation time of lesson: 45 minutes Learning Objective: Students will be able to classify magnets according to the magnets strength. Alignment with Standards: SC Science Academic Standards: 2.P.3B. Conceptual Understanding: Magnets are a specific type of solid that can attract and repel certain other kinds of materials, including other magnets. There are some materials that are neither attracted to nor repelled by magnets. Because of their special properties, magnets are used in various ways. Indicators: 2.P.3B.1 Conduct structured investigations to answer questions about how the poles of magnets attract and repel each other. 2.P.3B.2 Analyze and interpret data from observations to compare the effects of magnets on various materials. Developmental Appropriateness or Cross-curricular connections: Learning objectives are appropriate for development because they state exactly what the students should know after given a lesson on the standards. Prerequisite knowledge is important for students to be able to understand the lesson being taught. Prerequisite knowledge gives students knowledge that they can build off of. In this lesson, students should be able to recognize that magnets either repel or attract based on current lessons being taught before this lesson. These objectives ensure that students are able to analyze and understand the lesson being taught based off of students needs and grade levels. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Assessment for Objective 1: Students will be assessed on if they comprehended that the strength of the magnet depended on what size the magnet was. They will also be asked to have an understanding of attract and strength. Use of Formative Assessment I can use the assessment data to determine if the students are grasping what a magnet is and how well they understand the features of a magnet.

Objective 1: Students will be able to classify magnets according to the magnets strength.

Pre-Assessment: Before this actual lesson, students will be assessed on what is a magnet, what shape is a magnet, and what ends on the magnet repel and attract by the cooperating teacher. These will each be lessons of their own. During-Assessment: During the lesson, the students will be assessed on how well they interact with their group members. They will be asked questions throughout the lesson and while in their groups. The questions will consist of: Why do you think this magnet picked up the least paper clips? (It was smaller/it was different

Lander University Teacher Education Lesson Plan

Rev. 2013

size/it wasnt as strong) Do you think the magnet will pick up the same amount of paper clips each time? Why or Why not? How do you know which magnet is the strongest? (The one that picks up the most paper clips) Post-Assessment: The students will work in groups to see how strong a magnet is. The students will be assessed on if they filled their worksheet out with the correct numbers of paper clips. They will be asked what attract and strength mean and will write in their science journals. If there is time, students will be able to illustrate what they learned as well. Accommodations: For my speech therapy students, I will give them assistance if they need me to read a word. These students will be placed near me, so I can give instruction where needed and answer questions when needed. For my ESOL students, I will assign a buddy to work with and sit beside the students. This will provide help when I cannot get to the student immediately. I will explain to them if the ESOL student is having problems or has a question they may talk through it quietly. I will also explain to the ESOL students that they can always ask questions if needed so that they can understand fully. The extended resource student is not usually in the classroom, she is mostly out of the classroom. If she is in the classroom while we have this lesson, I will make sure she is given direct instruction from me. I will explain to her if she has any questions or needs help to raise her hand, and I will be sure to help her as soon as possible. For early finishers, they will have the opportunity to go around the room or in their desks to find other objects that can be picked up by their magnets. Slower paced learners will have time to finish their activity during their free time and if there is none they will be able to finish their science journals at home. Materials: Copy of lesson plan Paper Clip Attraction Worksheet for each student Glue Pencils Magnets (3 magnets for each group: one round, one long skinny, and one long thick magnet/8 groups) Paper clips (30 per group) Smart board Bar graph for smart board Science journals for each student Procedures: 1. Before this actual lesson, students will be assessed on what is a magnet, what shape is a magnet, and what ends on the magnet repel and attract by the cooperating teacher. These will each be lessons of their own. The students will have a different activity worksheets to practice with magnets in these lessons. 2. Before starting the lesson get students calm and quiet on the colorful meeting rug. Allow students to get settled with their legs crossed, hands in their lap, and eyes on the teacher. 3. Begin the lesson by reviewing previous lessons. Students will be asked, What is a magnet? (An object that can pull something toward it), What will a magnet stick to? (Metal objects-file cabinets, white board, etc.), what shape is a magnet (magnets can be many shapes. Some magnets are round. Other magnets are shaped like a long bar, or a rectangle), and what ends on a magnet repel and attract. (Repel- to push away: The same ends on a magnet repel) (Attract- pull toward or to come together: The opposite ends attract on a magnet) I will show magnets to remind students exactly what these words mean.

Lander University Teacher Education Lesson Plan

Rev. 2013

4. Next, review vocabulary words, attract and strength. I will write both words on the smart board and students will tell me what the words are and what they think they mean. I will write out beside both words what they mean. Attract means to pull something toward. I will show students how the magnets attract with two magnets. Strength means how strong something can be. 5. Next, I will have several magnets with me. I will ask students, Which magnet do you think will pick up the most paper clips? After students have predicted which magnet will pick up the most magnets, I will draw the magnet in the first box on the paper clip attraction sheet. I will show the worksheet to students and explain it to them. This will show the students an example of what they will be doing in groups. The students will be split into groups by each row of desks. The max number of students in a group should be four or five. 6. In groups, the students will figure out how strong a magnet is. Each group will have three magnets to determine how strong each magnet is by seeing how many paper clips the magnet picked up. They will have 30 paper clips in each group. 7. Students will be sitting at their desk in their groups for this part of the lesson. The students will first pick one magnet to start with. They will draw the magnet in the 1st magnet box on the worksheet. When they are finished drawing the magnet the students will pick up as many paper clips with the magnet. They will then count each of the paper clips and write the number down in the right column where it says, It picked up____ magnets. While students are working on each one of these I will ask them, How will we know which one is the strongest. (The one that picks up the most paper clips) After students have finished this one, they will repeat the process two more times with two different magnets. This activity will be teacher led in while at the desk experimenting with lessons I have taught. I will walk students step by step through this activity. The students will be in their groups at their desks. When the students are finished, I will ask them which magnet was the strongest. (The one that picked up the most paper clips) 8. After, we will have a group discussion about our evidence that we found, or what the students learned. I will ask questions such as, How could you tell which magnet was the strongest? (The one that picked up the most paper clips) What can you tell me about the strengths of the magnets? (Each magnet has different strengths, they are not all the same) 9. After discussing these questions we will make a bar graph with the data we collected. Each group will be asked, What was their groups highest number of paper clips that were picked up. I will make a bar graph on the smart board for the students to see and observe. 10. To wrap up our lesson, students will glue the activity worksheet into their science journal. The paper will be folded in half so that it will fit in the journal. I will show students how to do this and help those that need assistance. After gluing the paper into the journal the students will write a brief sentence of what they learned in the lesson. They can also illustrate this if there is time. The last part will be written in their science journals and the questions will be what does attract and strength mean? 11. Finally, collect all materials. 12. After the lesson, I will check the science journals and read what the students wrote to obtain data to see if the students understood the lesson. Activity Analysis: Magnets and Paper Clips This activity was planned to allow the students to explore how strong magnets can be. They will test this by seeing how many paper clips each of the three magnets will hold. They will count the paper clips and write their number on their worksheet. After the class is finished with the activity, we will collect the data from their activity and make a bar graph of the most paper clips picked up at one time. During this activity, the students will work in groups which will allow them to practice their social skills. Working in groups will also

Lander University Teacher Education Lesson Plan

Rev. 2013

ensure that all students will be able to finish their activity and will be able to have evidence of their work in their science journal. This will be a way students can review magnets in the future. This activity was meant for the students to have a hands-on experience to understand the objective and standards. This activity gives them explanation and examples of the strengths of magnets depending on the magnets size. The smart board will be used to review vocabulary as well as making a bar graph to wrap the lesson up. The smart board will be used by the teacher. Illustrating the Different Magnets Used in Group Activity Illustrating the different magnets on the worksheet will help the students to visualize that the size of the magnet determines the strength of the magnet. My students like to draw, so I thought this would be a great way to incorporate illustrating in my lesson. This will also help the students to recognize that magnets can be in different shapes. This will reinforce that magnets pick up metal objects. The students will also be able to illustrate something they learned in their science journals and write about it. I will also illustrate a magnet on the smart board to help students to visualize what to do on their worksheets. This gives plenty of opportunities for the students to review what they have learned in this lesson. References: Klee, S., Prieto, S., & Tipton, T. (2004). May the force be with you:. Retrieved from http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1026/MAY THE FORCE BE WITH YOU A UNIT ON MAGNETS.pdf