Teacher Candidate: Emily Craft

Subject/Grade: Science/Kindergarten

Lesson #: 1
Date and Time of Lesson: 2/12/15 at 1:00pm

Learning Objective:
Students will be able to identify whether or not certain items attract or repel to magnets using individual
magnets after listening to a poem called, Magnets, and reviewing the terms magnet, attract, and repel.
Alignment with Standards:
o Standard K-5: The student will demonstrate the understanding that objects can be described by their
observable properties. (Physical Science)
o K-5.1 Classify objects by observable properties (including size, color, shape, magnetic
attraction, heaviness, texture, and the ability to float in water).
o K-5.2 Compare the properties of different types of materials (including wood, plastic, metal,
cloth, and paper) from which objects are made
Developmental Appropriateness or Cross-curricular connections:
Students will experience and use magnets throughout their lives, so it is important for students to have an
understanding of how and why we use magnets. Students will have already have an idea of what magnets are
due to a prior lesson, but they may not have a full understanding of what attracts to magnets and what repels to
magnets. Grasping a full understanding of magnets and when, why, and how we use them will prepare students
for later grades throughout elementary school.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able to

identify whether or not
certain items attract or repel
to magnets using individual
magnets after listening to a
poem called, Magnets,
and reviewing the terms
magnet, attract, and repel.

Pre I will lead a class

discussion on the carpet
about what exactly magnets
are to refresh their memory
from a previous lesson. If the
students are answering
correctly, I will go more in
depth to the subject by
asking the class if they can
remember what it means to
attract to magnet and what it
means to repel to a magnet.
At this moment, students will
listen to a poem called,
Magnets and read along
with me.
During Each table will be
given different objects such
as, pennies, steel wool,
aluminum foil, rubber band,
plastic spoon, and paper clips
to explore with magnets to
see which items attract to

The end results of the

pre assessment will
determine how in depth
I will need to go with
the lesson and will also
determine what the
students have already
learned and how much
more they are capable of
learning. The during
and post assessments
will determine what
students have a full
understanding of
magnets and which do
not. I will also be able
to learn if this learning
typed worked for all
students, and if it didnt
work for some students
how I could fix this for
my next lesson.

magnets verses which items

repel.
Post After completing the
experiment, students will be
writing two sentences on
what they have discovered
along with drawing a picture
to go with it. I will collect
these after the lesson for my
own records.
Accommodations:
For my students who finish early, I will ask them to flip their paper over and draw a picture on the back or add
on to their sentences the best way they can. For low-level and resource students, I will make it a point
throughout my lesson to call on them to answer a small question in order to ensure that they are paying attention
and comprehending the information that is being reviewed. I will provide the poem on the Smartboard in a large
font in order for my visual learners to be able to see clearly and efficiently. For my auditory learners, I will use
the class microphone to ensure they can hear my soft voice along with repeating through the microphone what
other students are responding to the questions. If I notice that my students are becoming bored or restless with
the lesson especially the pre-assessment, I will ask them to stand up and stretch and complete a YouTube
moving activity.
Materials:
o Magnets poem
o Magnets, one for each student
o Supplies around the room: such as, pennies, steel wool, aluminum foil rubber band, plastic spoon, and
paper clips.
o Paper
o Pencil
o Smartboard
o Crayons
Procedures:
Probing Question: What is a Magnet?
1. I will have the students on the carpet already due to them returning from activity. I will ask the probing
question: Can anyone tell me what a magnet is? I will give my students a few minutes to think about this
and respond to my question before moving to the pre-assessment questions.
2. I will ask students what they know about magnets and why do we use them. If the students are giving
me accurate responses I will then briefly discuss my more in depth questions such as, what does it mean
for an object to attract to a magnet? What does it mean when an item repels magnets?
3. After a allow time for multiple students to answer these questions, I will have them stand up and learn
the poem, Magnets. This will give students a stretch break from sitting down.
4. After students learn the poem and movements with me, I will then have the class sit back down on their
carpet squares and continue to explain what we will be doing this afternoon.
5. I will then explain and show the class the items that we will be using along with the magnets. I will
explain that with the help from their tables (1-5) they will determine whether or not their individual
magnets stick to the objects or not.
6. I will give the class an observation of me completing what they will be doing so they understand fully
what exactly they have been asked to do.

7. I will allow about 10-15 minutes for students to complete this.

8. When I feel that the class is ready to begin I will call them to their tables (2-5) by color rows (red,
orange, green, and blue). I will start with the row that appears to be the quietest and the row that I feel is
eager to begin while following directions.
9. After each row has been called to their tables, I will begin handing out supplies that will be placed in
individual baskets for each set of 5-6 students. I will be sure to ask the class to not begin until all tables
have been given their supplies.
10. Next, I will pass out the individual magnets and ask students to begin observing and exploring their
objects with their given magnets.
11. After 10-15 minutes if needed, I will ask students to put all of their supplies back into their baskets
carefully and neatly and to sit patiently until they are given their worksheet with a drawing box and lines
that I have created myself.
12. I will ask the table helpers to pass out these papers to their given tables and ask the students to begin
working quietly.
13. They will be asked to write 1-2 sentences describing what they have observed and draw a picture of
what they observed as well.
Activity Analysis:
1. My first activity is pretty simple; it is a brief review of what the students have already learned in a
previous lesson. This is discussing the meaning and purpose of magnets along with what repels and
attracts to magnets. After a short review, we will be reading a poem called Magnets and the hand
movements that go along with it. This activity will give the students physical movement along with a
review on prior knowledge. I believe reflective discussion will be used in the first part of my lesson
because we will be discussing information that students have already learned and talked about before.
2. My second activity is students observing objects to determine if they are magnetic or not along with a
post-assessment of students writing and drawing their observations on paper for me to collect for my
own records. This activity will conclude my lesson plan, but it does allow students to use interactive
instruction because the students will have the opportunity to turn to their neighbor and talk about what
they are observing through their objects and magnets. This lesson will help my visual, auditory, and
resource learners due to being able to work with others to have a better understanding of their
assignment.
References:
Magnet Poems. (n.d.). Retrieved February 4, 2015, from
http://www.tooter4kids.com/Magnets/magnet_poems.htm