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Science Lesson

Name: Alexandra Carter Lesson Plan Title: Moving Magnets Grade Level: 1st
Acknowledgement(s): None Subject: Science Major Content within Subject: Physical Science Topic: Magnets Expected Time for Lesson: 2 days (30 minutes each day)

1. Standards/Objectives National, State or District Standards NSES Content Standards Physical Science Content Standard B: Students understand that position and motion of objects can be described. Nevada Science Standards Physical Science Forces and Motion (Unifying Concept B) P.2.B.3. Students know magnets can be used to make some things move without being touched. E/S Objective/s: Students will demonstrate magnets can move magnetic items without being touched provided they understand magnets can stick to metal. Prerequisite learning and/or key concepts: Students should be familiar with how magnets stick to certain metals. 1b. Context of the Lesson This lesson fits into the motion unit for grades K-2. After introducing motion, this unit can be used to explore how magnets cause objects to move without touching them. Based on the standards, the next lesson in the unit would be gravity. 2. Materials and/or Technology Resources *All materials with a quantity of 4 will be divided into 4 baggies for the group activity. What Magnets Can Do by Allan Fowler Blank chart (KWL) 4 large magnets 4 cookie sheets 4 nails 4 paper clips 4 pieces of ribbon 4 small magnets 4 buttons 4 crayons 4 metal brad fasteners

4 baggies 15 copes of magnet worksheet (Partners will be sharing a worksheet) Distribution strategy: The materials will be grouped into baggies prior to the lesson. One student from each group will come get a set of materials. Collection strategy: One student from each group will place their supplies at the back table. 2b. Advanced Preparation of Materials The supplies will be grouped into 4 groups before the lesson. The KWL chart will be set up. 2c. Safety Considerations I will explain to the class we will be using sharp objects. Some of these items are small. Please be extremely careful with these items. We will keep the objects on the cookie sheet. I do not want to see objects anyone playing with the objects. These are dangerous and could poke someone in the eye. 3. Procedures (Content Area Specific) Day 1 (30 minutes) Motivation/engagement *Engage The students will gather on the carpet. I will begin the lesson by introducing a few different types of magnets. I will ask the class if they know what I am holding? What do they stick too? I will place the magnets on a few different surfaces to see if it sticks. I will explain the KWL chart to the students. We will fill out what we know about magnets. Then we will fill out what we want to know. I will introduce the book What Magnets Can Do: This book is going to explain magnets. As I am reading the book, I will ask the students questions. (pg. 7- What are magnets made of? Pg.9- What materials do not stick to magnets? Why? Pg. 10- What shapes can magnets be? Pg. 13- What happens when two magnets are put together, one north pole, one south pole? Pg. 15- What happens when we place two magnets together with the same poles? Pg. 16- What happens to the magnet on the string?) I will be stopping after page 17. I will fill the learned section in as I read. Once I finish the book, we will review the KWL chart to close the lesson. Day 2 (30 minutes) Developmental activity *Explore We will begin on the carpet. I will ask the students to review what we learned yesterday about magnets. I will have the KWL chart in the front of the room. They will share one thing they learned with their partner (Kagan). Once they finish, I will ask for volunteers to share what their partner said. Next, I will model the activity we will be doing. I will have a bag of materials and a cookie sheet. I will demonstrate how the magnet stuck on the back of the cookie sheet can move an object stuck on the front. Before everyone starts the activity, I want everyone to make a prediction about each object we will be experimenting with. I will mark down how many students think the magnet will move the object, and how many think the object will not be magnetic. The students will go back to their desks. One student from each group will come get the supplies for the activity. The students will be working with their teams to test each of the objects from the baggies (paper clip, string, button, small magnet, nail). They will test all of the items in their bag.

Each student will test one item. The students will complete a worksheet (attached) after the activity. They will fill in the grid. After completion, the students will compare their findings with another student who also completed the worksheet. Once the students are finished, they will come back to the carpet to discuss the activity *Explain We will try three different materials together. We will discuss why the magnet moved some of the materials and others did not stick. What were the materials made of that did not stick? What was in the materials that stuck? We will compare our predictions to our findings. Accommodation, modifications and differentiations for diverse learners ELL students will be provided a partner for additional help with language during the activities. Closure The students will be given a notecard. They will write two things that were magnetic during the experiment and why. Before returning to the carpet, they will bring me their notecard. On the carpet, three students will share what they learned about magnets. Extension *Extend If students have additional time or need a challenge, they can write a paragraph about how they use magnets at home. What types of material do they stick to? What do you use them for? 4. Student Assessment/Evaluation (Formative and/or Summative) *Evaluate Formative assessment of learning As the students and I are filling out the KWL chart, I will be checking for understanding. If there is confusion, I will address it during the lesson. Summative assessment of achievement based upon objectives *Evaluate I will be looking at the exit slip to see how well students understood the lesson. If there is confusion, I will address it the next day. 4b. Integration Options Because we are reading a book about magnets to start to lesson, the students will be practicing comprehension and discussion skills. After the experiment, they will be writing what they learned about magnets. 5. Reflection The first day went very well. The students were engaged throughout the engagement activity and the reading. I brought additional metal and shiny materials there were not magnetic to show the students not all shiny materials are magnetic. They enjoyed predicting which materials were magnetic and which were not. I would definitely bring in the different materials to disprove misconceptions and reinforce what the book was about. On the second day, I would review the KWL chart again. It refreshes the students memory of the first lesson and gets them thinking. I will make a few changes before I teach this lesson again. On the second day, I would change how the students completed the experiment as a team. Some of the students were not sharing. My mentor suggested giving all of the students a job (holder, tester, recorder) so everyone has a turn. Everyone would be involved the whole time. I would also have specific instructions for transitioning from the experiment to the activity. For example, one student will collect all of the materials and bringing them to the back table.

I learned I need to work on setting expectations and rules before group work. I need to model one round for the students of what the group work should look like. This will make the group work go more smoothly and effectively. I also learned about the importance of differentiated instruction for the students. While some of them could complete the assessment on their own, others could not. The assessment still measured the students understanding of the lesson, but did not require writing skills. The most important aspect of the lesson was the engagement. It kept the students intrigued throughout the lesson.




NOT Magnetic