LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number:
Competency 602.4.17: Teaching MethodsScience (Elementary) - The
graduate provides safe, effective, research-based science instruction.
Objective 602.4.17-07: Plan and teach concepts of accuracy and error with
regard to recording data during a science lesson.
GENERAL INFORMATION

Lesson Title & Subject(s): Science

Topic or Unit of Study: Magnets
Grade/Level: 2

nd

Grade

Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a typical 2nd grade inclusion classroom. The class has 18 students
of mixed ability. Three of the students have IEP's. The desks are arranged in groups of two with one
row of six desks that wrap around the back corner. There is a bulliten board with a poster about
magnets. The counter located on the side of the classroom displays different items that students may
investigate with magnets such as paper clips, pins, tins, keys, a mason jar, staples and other various
classroom items.
STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).

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.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
a) observations and predictions are made and questions are formed;
c) observations are repeated to ensure accuracy;
g) conditions that influence a change are identified and inferences are made;

h) data are collected and recorded, and bar graphs are constructed using numbered
axes;
i) data are analyzed, and unexpected or unusual quantitative data are recognized;
j) conclusions are drawn;
k) observations and data are communicated;
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of the lesson, the student will understand how to accuractely record data.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
At the end of the lesson, the student will be able to record data on magnetism and non-magentism. The
student will be expected to record data with accuracy at least 80% of the time.
MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Magnets that vary in sizes, shapes and strengths provided by the teacher
-Paper with a drawn table for organizing and recording data
-Conclusion sheet for each student
-Pencils for each student

Resources:
Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
The students will be told that today they will be conducting a scientific investigation. The
students will be collecting and recording data on what objects in the classroom are magnetic
and non-magnetic.
Before we begin our investigation, lets review what we learned yesterday.

The students will think-pair-share with their partner a definition for magnetic.
The teacher will look for this definition: Magnetic when two objects are attracted to one
another
The students will do the hand motion they have learned for magnetic
Can anyone tell me what it may look like if two objects are magentic when we are
investigating?
-objects that stick together
The students will think-pair-share with their partner a definition for magnetic.
The teacher will look for this definition
Non-magnetic when to objects repel each other
The students will do the hand gesture they have learned for non-magnetic
Can anyone tell me what it may look like if two objects are non-magnetic when we are
investigating?
-They won't touch or the magnet just falls off

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5 minutes
Before we begin our investigations, we need to go over some very important terms that
scientists use every day. They are accuracy and error.
Whenever we are gathering data, we need to remember to use accuracy. Accuracy
means free from mistakes. Why would it be important our data is accurate, or free from mistakes during
a scientific investigation?
-Because if it is incorrect, we could reach the wrong conclusion
How can we make sure we are accuracte when we are investigating?
-By testing each object, recording it correctly, etc.
Exactly! So when we record our data today, we need to be sure that we are thoroughly testing
each surface and that we are recording our data in the right category of either magnetic or nonmagnetic.
The students will be told that they will be working in groups to discover whether objects and
surfaces in the classroom are and are not magnetic. The students will add up all the magnetic
and non-magnetic totals. At the end of the class, they will review the total number of items in
the magnetic and non-magnetic categories to ensure they are accurate.
Now the teacher will model how to use the data recording sheet.
The teacher will pass out a data recording sheet to each student.
The teacher will draw a mock data sheet on the board. She will look at the space labeled
whiteboard. The teacher will grab a magnetic clip off of the whiteboard to use to investigate.
The teacher will test the whiteboard surface. The teacher will find that it sticks, so it is
magnetic. She will draw a check in the mangetic section.
The teacher will show the students where on the sheet they will add up the totals.
Students will be asked if they have any questions about recording data.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 5 minutes
The teacher and the students will work together to investigate one surface in the classroom. The
teacher will hold up one magnet to the desk leg as an example. The teacher and students willl mark their
sheet on the section marked desk leg for being either magnetic or nonmagnetic. Which in this case would
be magnetic.
The teacher will ask the students to show her their sheets to ensure that they marked it in the
right category.

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 20 minutes
The students will be paired up and set off to investigate the areas in the classroom.

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 15 minutes
The students will be asked if they have been able to investigate each surface that was marked. If not, the
students will be provided a few extra minutes to investigate the surfaces they did not have a chance to
visit during independent practice.
When the students have recorded their data, they will tally up how many magnetic and nonmagnetic
surfaces they encountered in the classroom and the hallway.
The students will share the number of magnetic and nonmagnetic surfaces they discovered. These
numbers will be recorded on the board and compared for accuracy.
The teacher will compare the student's numbers to the data she recorded when doing her own
investigations. The teacher and the students will work together to figure out where the inaccuracies
occurred and what could be done to prevent the inaccuracies from happening again.
The teacher and students will now work on the conclusion worksheet.
The teacher will call on one or two students from each group to name one surface that they investigated
and what information they found about it's magnetism. The teacher will write this on the on the board
under magnetic or non-magnetic. This will go on until the teacher has at least 5 items in each category.
The teacher and the students will work together to figure out why some surfaces were magnetic and
others were not using the knowledge they have gained about magnets from the previous coursework.

The teacher will be shaping student answers to draw the conclusion of only the metal items were
magnetic. This will be written in the conclusion as metal items are magnetic.
The teacher will tell the students that tomorrow they will learn why metal items are magnetic and what
types of metal are the most magnetic.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Prerequisite skills - think-pair-share
Modeling direct instruction
Guided practice Cooperative learning
Independent practice cooperative learning

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with intellectual disabilities will have have the surfaces to be tested already written on the data
recording sheet along with a photo represntation of the item.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
The data recording sheet will be used as the assessment for this lesson. The student will be expected
to record data with accuracy at least 80% of the time.