LESSON PLAN OUTLINE JMU Elementary Education Program A. TITLE OF LESSON Magnet Mania!- A Science Lesson on Magnets B.

. CONTEXT OF LESSON Through numerous observations and interactions, I have become very familiar with the interests and learning preferences of each of the students in my second grade practicum classroom. Through these observations and interactions, I have learned that the students in Mrs. Dupuis class prefer to be actively engaged and learn best when they are put to a task that involves hands-on activities. This lesson will allow students to explore and investigate the characteristics and functions of magnets and magnetic materials through five different stations. This type of activity is appropriate for these students at this time because it is being used as an introduction to the scientific unit on magnets. Therefore, students will have the opportunity to make their own discoveries and conclusions about magnets before being formally taught the content. In terms of curriculum sequence, this lesson is appropriate due to the fact that it is derived from the Virginia SOLs for second grade Science. Furthermore, students have been exposed to magnets as early as kindergarten (K.3), where they investigate and learn that magnets can be used to make some objects move without touching them by either attracting them or repelling them. In second grade (2.2), students continue the study of magnets by investigating and understanding that magnets have certain characteristics and functions. This investigation will be guided through the use of scientific investigation, reasoning, and logic skills (2.1). Based on child development, this lesson is suitable for students in the second grade because at this age, children are generally in the concrete operational stage of cognitive development. At this stage, children begin to use their logic and better understand cause-and-effect relationships. Furthermore, children at this stage, gain an understanding of classification. In result, this lesson will facilitate not only the cognitive development of the students but will also meet the needs of kinesthetic, visual and auditory learners. As a pre-assessment for this lesson, I will hold up a magnet and ask the students, Who can tell me what I am holding in my hand. If students respond with a magnet, I will then ask students what we use magnets for. Based on their responses, I will begin to introduce or review new vocabulary. I will also ask if magnets attract all objects and if magnets attract other magnets. Hearing what the students already know about magnets will be a good indicator of how my lesson and activities will proceed. C. LEARNING OBJECTIVES Understand U1. The student will be able to understand that magnets have certain characteristics. U2. The student will be able to understand that magnets attract specific types of metal. Know K1. The student will be able to know that magnets have a north and south pole. K2. The student will be able to know that the north pole of one magnet attracts the south pole of a second magnet, while the north pole of a magnet repels the other magnets north pole. K3. The student will be able to know that magnets attract objects made of iron, nickel, or cobalt.
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Do D1.The student will be able to predict/ conclude which types of materials attract to magnets. D2.The student will be able to test their predictions using a magnet and a variety of material.

D3. The student will be able to sort objects based on the characteristics of magnetic and nonmagnetic

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K.4 The student will be able to know that the magnetic force of a magnet can pass through thin nonmagnetic materials and attract magnetic objects.

D4. The student will be able to investigate how the different poles of magnets react to the poles of other magnets. D5.The student will be able to describe the force of magnets on other magnets and/or objects. D6. The student will be able to identify objects around the classroom that are magnetic.

D. ASSESSING LEARNING . Learning Objectives (The student will be able to) U1. The student will be able to understand that magnets have certain characteristics. Assessment Plan The student will investigate and conclude that magnets only attract certain objects (ones that contain metals such as iron, nickel, or cobalt). The student will label the two poles of a magnet in their booklet. The student will describe and draw the effect between two poles of different magnets. U2. The student will be able to understand that magnets attract specific types of metal. The student will make a prediction in their booklet for each of the objects, predicting whether the object is magnetic or nonmagnetic. After testing their predictions, students will sort the objects, into two groups, magnetic and nonmagnetic, based on their results and record it in their booklet (on the designated page). Students will also make a conclusion about the type of objects that are attracted to magnets. The student will label the two poles of a magnet in their booklet.

K1. The student will be able to know that magnets have a north and south pole. K2. The student will be able to know that the north pole of one magnet attracts the south pole of a second magnet, while the north pole of a magnet repels the other magnets north pole. K3. The student will be able to know that magnets attract objects made of iron, nickel, or cobalt. ! !

The students will draw/describe, in their booklet, what happens when two magnets are joined together. Students should discover two different relationships based on their investigation. Students will describe what they see in the station involving magnets, iron filings and sand, using words and pictures. ! "#$%!'! !

K4. The student will be able to know the magnetic force of a magnet can pass through non-magnetic materials that are thin.

Through the use of various materials, students will record which objects allow magnetic force to go through them and which do not. Students will make a conclusion about which kind of materials allow for magnetic force to go through them and which dont. In the booklet, students will first make a prediction as to what they think is magnetic and what is nonmagnetic. Student will then investigate using their magnets and sort the items based on whether they are actually magnetic or nonmagnetic. Based on their results, students will explain why they think magnets only attract some items. In the booklet, students will first make a prediction as to what they think is magnetic and what is nonmagnetic. Student will then investigate using their magnets and sort the items based on whether they are actually magnetic or nonmagnetic. Students will sort the objects in their appropriate category. Students will draw conclusions as to why magnets only attract some objects. I will listen for students to say, I cant push the magnets together or The magnets went together so quickly! The student will draw their results in the booklet.

D1. The student will be able to predict/ conclude which types of materials attract to magnets.

D2. The student will be able to test their predictions using a magnet and a variety of materials.

D3. The student will be able to sort objects based on the characteristics of magnetic and non-magnetic

D4. The student will be able to investigate how the different poles of magnets react to the poles of other magnets.

D5. The student will be able to describe the force of magnets on other magnets and/or objects.

The student will record what they see in their booklet at the stations involving: Magnets with magnets and magnets with other objects. The student will draw the effects of magnets. The student will list at least 10 objects in the classroom that are magnetic, in their booklet.

D6. The student will be able to identify objects around the classroom that are magnetic.

E. RELATED VIRGINIA STANDARDS OF LEARNING Science 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 2.2 The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metal. a) Magnetism, iron, magnetic/nonmagnetic, poles, attract/repel ! ! "#$%!(! ! !

Oral Language 2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking abilities b) Use words that reflect a growing range of interests and knowledge Writing 2.12 The student will write stories, letters and simple explanations a) Expand writing to include descriptive detail

F. MATERIALS NEEDED Magnet Mania booklet Station Number Cards Magnets Iron Filing Container for water Container for Iron Filing station Sand and/or pencil shaving Paper: Card Stock Pencil Cotton ball Penny Paper clip Aluminum Foil Spoon Container lid Books about Magnets *I will supply all the materials for this lesson G. PROCEDURE Preparation of the learning environment I will have complete responsibility in prepping for this learning environment. In doing so, I will have all booklets put together and stapled prior to the lesson. I will also be sure to have all materials collected and prepared prior to the lesson. Furthermore, I will have student groups (for the stations) planned out strategically. By doing this, I will be able to factor in the needs of each student and save much needed time. I will also be labeling the North and South poles of each magnet using tape so that students are able to correctly identify which are the North and South poles. While the students are at recess, I will be organizing the classroom so that all of the five stations are ready to go, prior to the lesson. I have planned to set up the stations based on how much room is needed for each. Station 1, Magnetic vs. Nonmagnetic, will be set up at the group of desks closest to Mrs. Dupuis desk. Station 2, Magnetic Force Through Materials, will be set up at the group of desks in the back, right of the classroom. Station 3,Whats Happening?, will be set up at the reading table, in the corner of the classroom. Station 4, The North and South Poles of Magnets, will be at the group of desks closest to the door. And finally, Station 5, I SPY: Magnetic Objects in the Classroom, will be situated on the reading rug. Each station will be labeled with its designated number so that students are able to identify which station they are at or will be going to. The stations will also be in numerical and clockwise order so that the flow of traffic is manageable during transitions. Furthermore, I ! !
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will have the booklets at each of the beginning stations for the students to access themselves. This will help with time management for this lesson. Engage-Introduction of Lesson As students are walking in from recess, I will direct them to the reading rug. To engage and introduce the lesson, I will hold up a magnet and ask the students, Who can tell me what it is I have in my hand? (a magnet). Hopefully, students will respond with, A magnet. If not, I will hold up other types of magnets to acquire the correct answer. I will then ask students, Well, what do we use magnets for? Students may respond with answers such as, To hold things up, To hang papers on the refrigerator, To pull things etc. I will then tell students, Magnets are very special in that they can attract and/or repel objects. Does anyone know what attract and repel means? I will look for answers such as, Attract means to pull and Repel means to push away. In response to these answers, I will show students a hand motion to help them remember the two terms. To attract, I will show my hands clap together, to repel I will show my hands trying to meet, but not allowing them too. I will tell students, When magnets attract and repel, they are using a force called magnetic force. I will then say, repeat after me magnetic force. I will also be sure to tell students, Just like the earth, magnets have two types of poles, a North and South pole. I will point these two poles out on a magnet and show the students that usually these poles are marked with the letters N for North and S for South. To reiterate, I will ask students to repeat after me, A magnet has a North and South pole. This engagement and introduction is being utilized to provide students with broad information about magnets and related vocabulary, so that they can make connections during their explorations at each station. This introduction is meant to be brief and limited in information so that students are able to make conclusions about magnets through their own discoveries. Implementation of the lesson (specific procedures and directions for teacher and students) Following the brief introduction, I will then inform students, Today we will be further exploring magnets, through small group activities. I will tell the students that they will all have the opportunity to visit each of the five stations. I will then show students the Magnetic Mania booklet. I will tell the students that they will each have their own booklet to fill out at each station. I will hold up the booklet and show the students the layout and contents of the booklet, including the table of contents and the designated pages for each station. I will inform the students that it is their job to follow the directions provided and fill out the booklet to its entirety. The tasks at each station are designed to direct students to the appropriate discoveries; therefore it is critical that they use the booklet as a guide for each station, instead of just playing with the magnets. To further motivate students to take this booklet seriously, I will tell them that it will be graded. Following the introduction and instructions of the booklet, I will then go around and briefly introduce each station and explain what is expected of them at each station. I will tell the students that the time they have at each station will be very quick and seem very short (7 minutes), therefore it is their job to follow the directions at each station and complete the task. I will also tell the students that they may need to take turns at each station. After going through each station, I will ask students if they have any questions. Following the walk through of each station, I will tell students that I have already assigned groups for the activities. Prior to assigning groups aloud, I will tell students to listen closely for their name and which station they will be starting at. Once I have assigned groups to each station, I will tell students that the first thing they should do when they get to the station is to grab a booklet and write their name on the cover. I will then tell the students that after they write their name, they should continue to turn to the page designated to the station they are at. Once they are on the correct page, students may read the directions and begin exploring! Each station is designed as follows and will be about 7 minutes: Station 1: Magnetic vs. Nonmagnetic At this station, students will explore objects that are magnetic and nonmagnetic. The directions in the Magnet Mania booklet first has students predict which objects they think are magnetic and which they think are nonmagnetic. After students have made their predictions in the booklet, they are then instructed to ! !
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use the magnets to test, which objects are attracted to magnets and which do not do anything. Based on their results, students are asked to sort the objects in the correct category, Magnetic and Nonmagnetic, using the table in their booklet. In concluding this station, students are then asked to explain why they think only some objects are attracted to magnets. Objects will include: Paper clip (Magnetic) Cotton ball (Nonmagnetic) Aluminum foil (Nonmagnetic) Can Lid (magnetic) Spoon (Magnetic) Penny (Nonmagnetic) Pencil (Nonmagnetic) Materials: Paper clip Cotton ball Aluminum foil Keys Spoon Penny Pencil Magnets (5) Station 2: Magnetic Force Through Materials At this station, students will be exploring whether or not the magnetic force of a magnet is strong enough to go through a nonmagnetic material in order to attract a magnetic object. There will be two nonmagnetic components provided for this station- a bowl of water and sheets of cardstock paper. Students will investigate if they can attract a paper clip through water and (a) sheet(s) of paper, using a magnet. To test the magnetic force through water, students will put the paper clip at the bottom of the bowl of water and use a magnet either in or on top of the water to attract the paper clip. To test the magnetic force through cardstock paper, students will first use one sheet of paper. Students will be instructed to lay a sheet of paper on top of the paper clip and use the magnet on top of the paper to attract the paper clip. Students will be instructed to continue to add sheets of paper to the stack, one by one, exploring whether or not the magnetic force holds. Students should discover that as more sheets of paper are being put in between the paper clip and magnet, the magnetic force becomes weaker and weaker. Therefore, the thicker the in between material is, the weaker the magnet force is to attract objects. Materials: Bowl Water 5 small sheets of cardstock Magnets (5) Station 3: Whats Happening?! At this station, students will observe two containers labeled Iron Filing and Sand. In their booklet, students are first asked to draw what they see in both containers. After they have drawn what they see, students will then investigate what happens when you put a magnet on top of the container and move the magnet around. After their investigation, students will be asked to draw what they see when they apply the ! !
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magnet to the top of the container. Students drawings should display that effects a magnetic has on iron filing and sand. Materials: 2 aluminum containers Iron filing Sand Plastic wrap 5 magnets Labels for containers Station 4: The North and South Poles of Magnets At this station, students will explore whether or not magnets can attract each other. First students will predict in their booklets. These predictions will include whether or not they think magnets can attract or repel each other. Using the labels on the magnets, which indicate the North and South poles, students will follow the directions in their booklet to join the poles of two magnets. The variations will include: The North pole and South pole, the North and North pole, the South and South pole, and the South and North pole. Students are instructed to draw what happens in each variation. Based on their results, students are asked to make a conclusion about when magnets attract and when they repel. North and South: Attract North and North: Repel South and South: Repel South and North: Attract *Opposites poles attract. Similar poles repel. Materials: 10 magnets with labeled poles Station 5: I SPY: Magnetic Objects in the Classroom At this station, students are instructed to find 10 objects in the classroom that are magnetic, using the provided magnets. Students are to record, in their booklet, the 10 objects they found in the classroom that are magnetic. Materials: 5 magnets Closure After all groups and students have visited each of the five stations, we will then meet again on the reading rug. Here we will discuss the different characteristics of magnets that students discovered or observed at each station. To confirm student discoveries, I will use the books Magnetic and Nonmagnetic by Angela Royston and Magnets by Peter Riley to refer to and add further meaning to the discoveries. The entirety of both books will not be used, but instead only selected pages that refer specifically to the activities at each station. If time permits, I will then have the students return to their seats and complete the last two pages in their booklet, in which they are asked to write two things that they learned today about magnets. ! ! Clean-up
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Immediately following the lesson, I will be sure to cleanup any materials that may still be situated at students desks. This way, Mrs. Dupuis will be able to carry on with her Math lesson without any distractions at the desks. H. DIFFERENTIATION Through this lesson, I have planned to meet the needs of all students in the classroom; in respect to learning styles and abilities, English language proficiency and physical ability. Using the booklet, I was able to differentiate learning abilities by using a variety of related instructions and questions. In this classroom, there is an array of abilities, therefore I was sure to include both concrete and abstract instructions and questions. I also decided to include labels for some of the materials being used at the stations so that students can make the connection between the object and how it looks in written term. This will help support any English language learners and also students who are still learning to read and spell. I have also arranged for a parent to come in during the lesson to assist with students who need further support at each station. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? A student may not understand the activity in whole therefore I will provide further clarification and repeat the procedure directions until the student is comfortable in the activity objectives A student may not have any interest in this activity therefore I will encourage and promote the activity with enthusiasm. If a student becomes sick during the activity, I will briefly pause the activity so that I can bring the student to his or her teacher for further care. An emergency drill may interrupt the activity so I will follow standard procedures until the drill is over. I will continue the activity if time permits. If a students behavior is unacceptable I will give him or her a warning or tell the student to switch color cards. It may appear that students may have too much or too little time at each station, therefore I will gauge the time based on my observations. If I finish early, I will ask students to write down something that they have learned at each station.

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