Final Mini Unit Assignment

Assignment #4: Mini Unit Plan
Mini Unit Plan
Teacher
Subject
Topic/Focus
Kyle Visser
Grade 2 Science
Magnetism
Lesson overview rationale

My overarching question for my three lessons planed for the grade 2 magnetism unit is: What are
magnets, and what materials/objects are magnetized by them. The overarching outcome/objective for the
class would be that students will explore what magnets are and why they are use, as well as what type of
materials are attracted to the magnets. In this unit this is the first time in which the students will
discuss/learn about magnetism. Therefore Ive decided to start from scratch, building on each lesson.
First the class will learn about what magnets are and why they are used. I choose to do this first
because if you dont know what magnets are and why they are used it is very difficult to learn about the
materials that are attracted to magnets. This first lesson really helps to build the basics for the rest of the
unit. Without the basics it is very difficult to learn the other topics included in the rest of the unit. In the
first lesson the class will see examples of magnets, and then go on a magnet hunt through the school
searching for magnets and why they are used. I choose this approach because it is similar to the discovery
learning approach where students will discover where magnets are used and why. Some assessment
methods that will, be used though out this lesson is questioning, observing, listening, and finally
formatively assessing the worksheet. This lesson is fully based on formative assessment, making sure that
the students are understanding the main topic.
Looking at my second lesson students will be introduced to the topic of magnetic/attraction. In
this lesson the use of demonstrations, as well as discovery learning will be used to help learn about the
Mini-Unit Assignment
topic of magnetism. The students will be asked to make predictions on why things are happening the way
they are. For example why are the needles floating (demo in lesson 2). This way it helps students make
predictions, and discover why things are happening the way they are. Some assessment methods that I am
using in this lesson is questioning, observing, and listening. These methods will, be done formatively, and
will help to tell me if the students are understanding the material.
Finally looking at my final lesson students will be working in groups to help discover what type
materials are attracted/magnetized by a magnet, and what materials arent. This will be hands on work
where the groups will have a magnet, and a set of a variety of materials. They will make a prediction and
then write their observations. After going through the material students will make a mind map of what
was attracted and what was not attracted. I choose this approach because some learners are tactile
learners, this lesson will help these students understand the topic of magnetism, and what material are
attracted to the magnets. The assessment methods in this lesson is, listening, observing, questioning, and
assessing worksheets/mind maps.
After this lesson the performance task will be done, because they hopefully will understand
magnets and the materials they attract. Now that the lessons have been described you can see why I began
with the lesson I did. Without the basics it would be very difficult to understand the topics being discussed
in future lessons. This is why I choose what I did in my first lesson, and why each lesson after builds on
each other. This is the first time these students will be introduced to the topic of magnetism, therefore
starting from scratch is the only way to begin a unit such as this.
Student Task Description

Name: _______________
Date: ________________
Magnetic Attraction
1. Cut the pictures and sort the objects into 2 categories:
a. Attracted/magnetic
b. Not attracted/nonmagnetic.
Glue them under the correct headings on the pages provided.
Thumb tack
Bread
Glue Stick
Paper Clip
Nail
Coins
Comb
Ice cube
Needle
Whistle
Marbles
Wood
Staples
Feather
Scissors
Plastic Buttons
Keys
Nuts and Bolts
Attracted/Magnetic
Not Attracted/Non-Magnetic
2. Find 4 pictures in magazines 2 objects that are attracted/magnetic and 2

objects that are not attracted/non-magnetic glue them to the boxes they
fit in. Please pick object besides the ones used in the last activity
Attracted/Magnetic
Attracted/Magnetic
Not Attracted/Non-magnetic
Performance task:
Note: Students will be given the work booklet to work on. This clearly states each question clearly, and
what is expected of them. Due to the fact that we may have students who struggle with reading. I will be
reading out the directions orally as well. Explaining each step thoroughly along the way. As well as the
expectations I have for them such as neatness (rubric). Checking for understanding by asking questions,
as well as observing and listening.
Assessment Criteria
Level
Criteria
A.
Sorting
Question 1
Excellent
Proficient
Adequate
Limited *
Insufficient /
Blank *
Sorting of objects
according to
expectations
(attracted verses
not attracted) has
1 or 2 errors
Sorting of objects
according to
expectations
(attracted verses
not attracted) has
3 or 4 errors
Sorting of objects
according to
expectations
(attracted verses
not attracted) has
more than 4 errors
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Sorting of objects
according to
expectations
(attracted verses
not attracted is
error free
B.
Magazine hunt
Question 2
C. Neatness (of
cutting and
gluing)
All images found

fit into the right
box (attracted/not
attracted)
3 images found fit

into the right box
(attracted/not
attracted)
2 images found fit

into the right box
(attracted/not
attracted)
1 image found fits

into the right box
(attracted/not
attracted)
Cutting and gluing

of pictures are
very neat no gob
of glue, and/or
wavy lines
Cutting and gluing

of pictures are
mostly neat 1 or
2 gob of glue,
and/or 1 or 2 wavy
lines
Cutting and gluing

of pictures is
getting a bit messy
3 or 4 gob of
glue, and or 3 or
4 wavy lines
Cutting and gluing

is messy more
than 4 gobs or
glue and/or more
than 4 wavy lines
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
Lesson Plans
Lesson Plan 1
Name: Kyle Visser
Grade/Subject: Grade 2 Science
Unit: Magnetism
Topic: Magnets What are they?
Date: November 2, 2015
Length of Lesson: 50
minutes.
General
Students will:
Learning
2-8. Describe the interaction of magnets with other magnets and with common
Outcomes
materials
(P.O.S.)
Specific
1. Identify where magnets are used in the environment and why they are used
Leaning
Outcomes
(P.O.S.)
Learning
Students will
Objectives
1. Recognize objects that are magnets.
2. Explain why the magnets are being used
Materials
Magnet Max- Monica Lozano Hughes
Magnets horseshoe, bar and ring magnets

Worksheet Master #2 Edmonton public school board
Exit Slips
Procedure
Introduction
(10 min.)
Body of Lesson
(30 min.)
Closure (10
Assessment Methods
1. Begin with reading the book magnet max by Monica
Lozano Hughes
2. Ask students:
a. Can anyone make predictions as what is
going to happen?
b. What is the magnet doing?
3. Explain to the students that we are beginning a new
unit in science focusing on magnets, and magnetism
1. Show the students many examples of magnets and how
they interact with each other
a. Horseshoe magnet
b. Bar magnet
c. Ring magnet
2. Ask students:
a. Does anyone know anything about magnets
b. Where would you find magnets being used
c. What are magnets used for?
3. Explain to the students what we will be doing
a. Magnet hunt - Point out magnets that are found in the
school
b. Explain worksheet that Students will fill out, describing
the magnet, and why it was being used.
i. See worksheet attached (master #2magnetism -Edmonton public school
board)
c. Constantly ask questions for instruction understanding
4. Ask students before leaving classroom:
a. What are the hallway expectations?
b. the hall way expectations:
i. raise your hand when you have a
question or an answer
ii. Quite in the hallways unless asked to
speak
iii. Straight line
5. Begin Magnet hunt always cueing students about
hallway expectations
6. In each room/part of the school ask students:
a. Do you see any magnets here?
b. What about this one?
c. If magnet is found, why is it being used?
i. If students are unsure teacher can help
explain
7. After magnet hunt recap some of the magnets that were
found
1. Ask students to brainstorm ideas of where in your
Formative assessment
for good
listeners/reader:
Answers to questions
Formative preassessment of prior

knowledge:
answers to question
Formatively assessing
for understanding:
Answers to worksheet
questions
answers to questions
for understanding of
expectations:
for understanding:
min.)
Sponge
Activity
house do you think magnets will be found

a. Write on smart board ideas of example of
magnets in the house
2. Send worksheet for students to fill out about 2 magnets
in their homes
a. Ask students to worksheet to share examples
with the class
1. Exit slips:
a. Im excited about
b. Id like to learn more about
c. A question I have is
Resources:
Alberta Science program of studies
Edmonton public school board Magnetism Teacher resources
Magnet Max - Monica Lozano Hughes
Reflection
Name: _________________
Date: __________________
Magnet:
Magnet Hunt
Why its used:
for understanding:
Brain storming ideas
answers to exit slip
Name:______________
Im excited about
Id like to learn more about.
A question I have is
Name:______________
Im excited about
Id like to learn more about.
A question I have is
Lesson Plan 2
Name: Kyle Visser
Topic: Magnets - Attraction
Grade/Subject: Grade 2 Science

Date: November 6, 2015
Unit: Magnetism
Length of Lesson: 50 minutes.
General
Learning
Outcomes
(P.O.S.)
Specific
Leaning
Outcomes
(P.O.S.)
Learning
Objectives
Students will:
materials
Materials
SMART notebook file named Magnetism unit

Magnets Bar magnet, horse shoe magnet, and ring magnet
Needle
Thread
Duct Tape
A Holding device for the magnets
Paper clip
Assessment
Methods
1. Ask students: (Whole class discussion)
a. What did we begin learning last science class? Formatively
2. Using SMART notebook students will share with the
assessing prior
class what magnets they found at home:
knowledge:
3. Ask students:
answers to
a. Why is that magnet being used?
questions
Procedure
Introduction
(10 minutes)
Body of Lesson
(30 minutes)
2. Distinguish material that are attracted by a magnet from those that are not.
Students will:
1. Distinguish items that are attracted to a magnet verses those that are not
attracted.
1. Show the magnet trick (demonstration)

a. Similar to this video:
https://www.youtube.com/watch?
v=HZpoT3j063U
2. Ask students: (whole class discussion)
a. What do you think is happening?
b. Why do you think the needles floated in
midair?
3. Show magnet trick (demonstration)
a. Paper clip on top of table
b. Magnet on the bottom of the table
c. Move magnet showing that the paper clip
moves as well
4. Ask Students to answer questions with elbow partner
share answers with class
a. What do you think is happening
b. Why do you think the paper clip is moving
around with the magnet?
5. Explain that the needles are floating in midair and the
paper clip is moving because they are attracted to the
Formatively
assessing for
understanding:
answers to
questions
Formatively
assessing for
understanding:
answers to
questions
6.
Closure (10
min.)
1.
2.
Sponge Activity
1.
2.
magnet (direct teaching)

a. Show that the needle and the paper clip are
attracted/picked up by the magnet
b. Show that only certain items are attracted
i. Use a piece of wood show that it is
not picked up
Ask students: (whole class discussion)
a. Can some explain an example of attraction
from a magnet in the school or at home?
Ask students if they have questions
Close with a comment such as:
a. Today we saw how attraction works, next
class we will practice in groups sorting
items that are attracted verses not attracted
Magnetism Gizmo from learn Alberta
a. https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&Res
ourceID=631&certificate=authorizer
%3DLearnAlberta%26userid%3Dlps24%26i
%3D0%26expires
%3D2015%252F11%252F06%2B21%253A0
6%253A46%26hash
%3DtleEMiXCXDSednQz6LzEUg%253D
%253D
b. Ask questions throughout gizmo
i. Do you think this will be attracted?
ii. Why do you think this was attracted?
Explain that only certain objects are attracted while
others are not
Resources
Alberta Education Science Program of Studies
Learn Alberta gizmo
Reflection
Lesson Plan 3
Formatively
assessing for
understanding:
answers to
questions
Formatively
assessing for
understanding:
questions being
asked
Formatively
assessing for
understanding
Answers to
questions
Name: Kyle Visser

Grade/Subject: Grade 4 Music
Unit: Magnetism
Topic: Magnets attraction
Date: Oct. 21, 2009
Length of Lesson: 60 min.
General
Students will:
Learning
Outcomes
materials
(P.O.S.)
Specific
2. Distinguish material that are attracted by a magnet from those that are not.
Leaning
Outcomes
(P.O.S.)
Learning
Students will
Objectives
1. Organize item into groups on whether they were attracted or not
Materials
Procedure
Introduction
(5 minutes.)
Body of
Lesson (45
min.)
Magnets for each group

Paper clips
Needles
Marbles
Crayons
Cloth
Nails
Thumb Tacks
Coins
Plastic Buttons
Tin foil
copper wire
Keys
Rubber bands
White Board Markers
Wood
Paper
Worksheet What kinds of materials will a magnet attract?
Computers
Printer
Assessment Methods
1. Ask Students:
a. What did we do last class?
of prior knowledge/for
b. What did we learn last science class?
understanding
c. Is there any questions from last class?
1. Explain the activity/worksheet that we will be
doing during the duration of the class:
a. What kind of materials will a magnet
attract?
i. Based on Edmonton public
for understanding:
schools
Answers to questions
b. Ask questions throughout explanation
2. Do the activity in groups of 2-3
a. Groups will be pre-made by the teacher
i. Grouping strong students with
struggling students
3.
Closure (10
min.)
1.
2.
Sponge
Activity
1.
2.
b. After finished - Groups will find teacher

to hand in worksheet, and hear further
instructions on mind map activity
After activity explain mind map activity with the
students
a. Students will use computers and a mind
map app (mindmeister) to build a mind
map
i. This will be individually done
ii. Students will have the main
topic of magnets
iii. Two branches of attracted and
non-attracted
iv. Then sub branches with the
material that were attracted
verses non-attracted
b. Students will print of mind maps
Give time for students to share mind maps with the
class:
a. Ask Students to point out one attracted
item, and one non-attracted item
Exit Slips
a. One thing I learned is
b. One this I still dont understand is.
Reading to from, your book box
Ask students to share ideas of other items that can
be attracted verses not attracted
for
understanding/learning:
Worksheet answers
for
Assessing mind map
for
Assessing exit slips
for
Assessing responses
Resources
Alberta education science program of studies
Edmonton public schools board What kind of materials will a magnet attracts
Reflection
What Kind of Materials will a magnet Attract?

Name: __________
Date: ____________
Object
Predictions
Will it be
attracted?
(Yes/No)
Observations
Was it attracted?
(Yes/No)
Paper clips
Marbles
Crayons
Cloth
Nails
Thumb Tacks
Coins
Plastic Buttons
Tin Foil
Copper Wire
Keys
Rubber Bands
Wood
Paper
White Board Marker
Pencil
Attracted/Magnetic
Name:______________
1. One thing I learned is
2. One this I still dont understand is.
Name:______________
1. One thing I learned is
2. One this I still dont understand is.
Lesson Plan Rationale

Teaching Strategies and Classroom Climate Rationale:
Strategy:
Direct Instruction:
Why:
This strategy was used to relay/give information. There are many important
things that the students need to know, and the one way to give them this
information is by teaching them directly. For example in my first lesson I use
direct teaching to speak to them about magnets and why they are used. If the
students are not given this information they will struggle with the upcoming
lesson because it all builds on each other. Since this is an elementary class
the best way to give information is through orally given instruction,
Therefore this is why felt like direct instruction was important in teaching the
students the important information. One limitation behind this type of
instruction is that it can lead to boredom. The teacher needs to ensure that the
students are engaged in their learning. One way in which this can be
completed is the teacher can be constantly asking question throughout the
instruction that way it forces the students to pay close attention. Another way
to keep students engaged during this time is to have brain breaks when you
Demonstration:
see them beginning to shut down.

This strategy was used to show students what a single important topic in a
lesson. In my lessons the demonstration introduced the topic of attraction and
how magnets attract certain objects. Having a demonstration can help the
visual students learn a concept to the best of their abilities. Visual learners
need to see something to be able to understand it. Therefore a demonstration
such as the one that I am doing will help the visual learners learn. Another
positive about this is that students are shown how things work, whereas with
a hand on assignment there is a possibility that something may go wrong and
they might not learn to the best of their abilities. One limitation with this
however is that there is no hands on part to the lesson. Students may again
get bored or not be engaged with the demo. One way to get students engaged
is by having opportunities to have volunteers help in the demonstration. This
is one way they can be engaged the other way is again by questioning.
Whole class
Asking questions forces student to pay attention.

The next strategy is only used once in my three lessons. I introduce the topic
reading:
of magnets, with the book magnet max. I have the student practice what it
means to be good readers, as well as good listeners. This strategy has student
predict what is going on in the book. One limitation of this is that you may
get students who dont understand the reading. However one way to bypass
this is by stopping and explaining along the way. This will help the students
who are confused on a topic come to understand what is being spoke about.
Therefore one way to engage the students in reading would be to make sure
they understand. As well as asking questions/getting the students to predict
Brainstorming:
can help engage students

Brainstorming is another strategy used in my lessons. This strategy is used
because it can help students begin to think about their leaning. They begin to
actively think about what they are learning, and how to answer the certain
question that was posed. It also can help the students who are struggling
because they can learn from listening to ideas from other students. Another
positive is it stimulates thinking, and problem solving. A limitation is the
classroom climate needs to be one of a non-judgmental atmosphere that way
everyone will feel safe to share. Having participation marks for when
Small group
brainstorming can help engage students in class.

Finally, looking at small group learning, this strategy is used in the final
learning:
lesson. The students are broken up into groups where they will work on
sorting material between whether or not they are attracted by the magnet or
not. I choose this strategy because then students have a chance to learn from
each other. As well as they can collaborate together to learn. Another reason I
picked this is because then the tactile learns can use their hands to help them
be successful. One way to engage students is by encouraging them that they
get to work with their friends for the class. Most of the time group projects
gets the student engaged.
Teacher Resources Rationale

Resources:
Science program of
studies
Why:
Grabbed all my general learner outcomes, as well as specific learner
outcomes from the program of studies. This resource really set out what you
have to do in your lessons for it to be successful. It tell us teachers what we
have to teach to the students, as well as the information they are supposed to
know for a grade 2 level. This is a resource that all teachers should be
looking at, for any curriculum they are supposed to be teaching. Without the
program of studies it would be very difficult to know what you are supposed
Edmonton public
schools
to be teaching
This resource came in handy when forming, how to teach each and every
SLO in the program of studies. For example in my lessons the activity called
what kind of materials will a magnet attract? These activities are set up with
masters/worksheets that the kids can use to help solidify their learning. If you
are teaching science this is one resource I would recommend to all teachers,
as it helps to build ideas, as well as assignments for the class, whether they
Learn Alberta gizmo
are formatively or summativly assessed.

Learn Alberta is a great resource for teachers to help find gizmos that can be
used on the computer to help solidify learning. This resource can be use by
any grade and any subject. However in my case used it in a grade 2 science
YouTube
class.
This is a resource that can be used in the classroom as well. In my case I
used it as a way to find idea of tricks that I can do in my lesson. Teachers
do need to be careful as to what videos they show in class, making sure they
University
Professors
are appropriate for the class.

My university professors from PS1 has always been a great resource for me!
Any time you have a chance to use people as a resource take advantage of
that as they have many great ideas, and they are willing to help you process
your ideas. They have been doing this longer then we have therefore take
advantage of them.
Rationale: Assessment A
Scaffolding Lesson Plans

Lesson 1:
Description
Lesson
Overview:
Lesson Outcome:
1. identify where
magnets are used
in the environment
and why they are
used
How does your lesson

scaffold to your
performance task?
This lesson is the
introductory lesson to
magnetism. In order for
future topics in this unit to
make sense you need to
start with the basics. This
What core assessment

concepts inform your design
choice?
In this lesson I focus on
assessing prior knowledge, and
assessing through discovery
learning. This lesson is set up to
see what students know about
magnets, if they can find, and
Students will:
1. Recognize objects
that are magnets.
2. Explain why the
magnets are being
used
Instruction
al Processes
Description of what
teacher is doing:
is what I have done in this

lesson. I am giving the
students the basic
information on magnets,
and why they are used.
Without understanding
things such as
magnetism/attraction.
Another thing is that
without the basic
information on magnets
the performance task is
very difficult to complete.
This is why my lesson
scaffolds to the
performance task.
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
In this lesson I (the
teacher) will be asking
students questions to
determine what the
students know already.
Once I know where they
are at it will make it easier
to begin the direct teaching
part of the lesson. Once I
know what they know it
will be easier for me to
introduce what magnets
are and why they are used.
While on the magnet hunt,
the teacher will be
continuously asking
questions to see if the
students can find magnets,
and find out why they are
used. Another thing the
teacher will do during this
time is explain anything
that may cause confusion
(direct teaching). Finally
throughout my lesson I
will be constantly
what they are used for.

Depending on what the students
know will tell me the way in
which my lesson goes, and how
I am going to teach. One way in
which I assess their prior
knowledge is through
questioning, asking students
about magnets help me to see if
they know the concepts yet or
not. In this first lesson, it is too
early to do summative
assessment, because it is an
introduction lesson. We as
teacher dont know what the
students know until we assess
prior knowledge.
How does your use of
formative assessment reflect
key assessment concepts?
My assessment concepts are

questioning, for prior
knowledge, and understanding.
This methods will be done
formatively. The methods are
checking for prior knowledge as
well as learning of the basics of
magnetism that are presented in
class.
checking for instructional

understanding. For
example, asking student
what I just said, or give me
examples.
Description of what
students are doing:
The students will

participate by answering
questions, as well as
actively listening
throughout the lesson.
Sequence of key
questions:
Where would you find

magnets being used? What
are magnets used for?
Do you see any magnets
here?
Why is the magnet being
used?
Where in your house do
you think magnets will be
found?
Evidence of Lesson
Components
(opening, closing,
content, timeline)
In opening I will: use

formative assessment by
questioning to check for
prior
knowledge/understanding
In the body I will use:
formative feedback via
questioning during the
magnet hunt, as well as the
worksheet to assess for
understanding.
In the closing I will:
Use formative assessment
via brainstorming to check
for understanding.

Lesson 2:
Description

scaffold to your performance
task?

choice?
Lesson
Overview:
Lesson Outcome:
2. Distinguish
material that
are attracted
by a magnet
from those that
are not.
Students will:
1. Distinguish
items that are
attracted to a
magnet verses
those that are
not attracted.
Instruction
al Processes
Description of
what teacher is
doing:
This next lesson follows from

what the class was discussing
the last time. During the intro
of the lesson. The class will
share the magnets they found
at home and why they were
being used. While the students
are sharing the teacher will
observe and listen to the
students share. Assessing for
understanding of the materials
from last class. The teacher can
also resolve any
misunderstanding of material if
there is any at this time. After
this the teacher will move onto
a demonstration of the law of
attraction/magnetism, during
the demonstration the teacher
will ask the students to make
predictions on what is
happening. This is a way for
the teacher to assess to see if
any students have any prior
knowledge. Without the
knowledge of magnets learning
the law of attraction would be
difficult. This lesson focuses
on introducing attraction. If
you dont know what attraction
is it would be very difficult to
sort material on whether it was
attracted or not
What formative assessment
techniques will you be using?
What information will you be
collecting? How will you use
that information?
In this lesson I (the teacher)
will be asking students
questions to determine what
the students know already and
whether or not they have
learned anything. . Once I
know where they are and what
they understand it will make it
easier to begin the direct
teaching part of the lesson.
Once I know what they know
The core assessment concepts

used were all formative type of
assessment. Questioning is a big
part of the questions, where the
teacher will gather predictions
on why something is the way it
is. Another big formative piece
of assessment is the use of
giving the students a chance to
ask questions. This can tell the
teacher a lot. If there is no
questions the class may
understand the topic, if they ask
questions then there is a
possibility that the class is
confused.

My techniques assess for
learning. They will be used to
check if the students understand
the concepts or if they need
more help.
from last time, it will be easier

for me to introduce attraction.
During the demonstration, the
teacher will be continuously
asking questions to see if the
students can make predictions
as to what is happening.
Another thing the teacher will
do during this time is explain
anything that may cause
confusion (direct teaching).
Finally throughout my lesson I
will be constantly checking for
instructional understanding.
For example, asking student
what I just said, or give me
examples.
Description of
The students will participate by
what students are answering questions, as well as
doing:
actively listening throughout
the lesson. Another thing the
students will be doing is
discovery learning. Learning
through test/experimenting
Sequence of key
What did we begin learning
questions:
last class?
Why do you think the needles
are floating in midair?
Why do you think the
paperclips are moving around
with the magnet?
Can someone explain an
example of attraction from a
magnet in the school or at
home?
Any questions?
Evidence of
In the opening: I will
Lesson
formatively assess for
Components
understating from last class.
(opening, closing, Body: I will formatively assess
content, timeline) the class through observing,
listening, and question
throughout the demonstration
Closing: I will use the
opportunity for the class to ask
question to see if the students
understand or if they are
confused

Lesson 3:
Description
Lesson
Overview:

scaffold to your performance
task?
Lesson Outcome: This lesson scaffolds from the
2. Distinguish
last 2 lessons. It brings
material that
information from lesson 1, and
are attracted
lesson 2. Students will have the
by a magnet
opportunity to show what they
from those that have learned in a group
are not.
experiment. Where they get to
use magnet sorting through
Students will:
1. Organize item what material attract versus
into groups on materials that dont attract.
Information from lesson 1 and
whether they
were attracted 2 will need to be applied for
students to be successful.
or not
Instruction
al Processes
Description of
what teacher is
doing:
What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
I will use questioning once
again to help understand where
the students are, and areas in
which they are struggling.
Another thing that I will be
doing is observing, and
listening. During their
experiment I will have the
opportunity to walk around
listening to the conversations
going on in class. There might
be some specific conversations
that I would deal with. These
conversations include thing
such as I Dont understand
this if this happened being the
teacher I would approach and
try to explain the topics in a
different way to build
understanding. Another thing
that I will be formatively

choice?
Due to the fact that the students
will have the performance task
at the end of this lesson. I have
decided to make this lesson
about formative assessment.
Some of the core assessment
practices being used will be
questioning, observing,
listening, participating, and
feedback. All these parts are
assessments for learning.

I will be using
questioning, listening,
and observing once again
to see whether or not
they understand the
topics being discussed. If
they dont understand
then the teacher will help
them, buy teacher them
the topics again in a
different way.
assessing is the exit slips at the

end of class, as well as the
mind maps. This will show me
the students who need help
verses the students/groups who
understand the topics being
covered.
Description of
Students will work
what students are collaboratively on the
doing:
assignment at hand. The
assignment includes finding
out what materials are attracted
by a magnet. Students will
understand the rules of a safe
classroom environment where
all opinions matter.
Sequence of key
What did we learn last time?
questions:
What is attraction?
What kind of objects are
attracted by a magnet?
Evidence of
Opening: I use formative
Lesson
assessment to see if they
Components
understand what we talked
(opening, closing, about last class
content, timeline) Body: I will formatively assess
by observing, and listening to
the groups collaboratively
working.
Closing: I will formatively
assess for understanding
through the exit slips, as well
as the mind maps that will be
handed in.
Rationale: Ed Psychology A

Lesson #3:
Description
Lesson
Overview:
Lesson Outcome:
2. Distinguish material that are attracted
by a magnet from those that are not.
Students will:
1. Organize item into groups on whether
they were attracted or not
Lesson description: During this lesson
students will be put into groups to work
on finding what objects are attracted by a
magnet and what objects are not. After
the experiment they will return to their
desks to work on a mind map of what
objects were attracted verses what objects
Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate
This lesson, and the experiments that the
students will be working on requires the
teacher to remember what stage of
development they are in according to
Piaget, and Erikson. According to Piaget
the students would be in the preoperational
phase of development. According to
Erikson students will be in the industry
versus inferiority stage. Another thing the
teacher needs to think about when planning
is the zone of proximal development, from
Vygotskys theory, as well as the idea of
scaffolding to help students learn. Looking
at motivation in this lesson teachers need to
were not. At the end of the lesson the

students will have time to share their
mind maps, as well as fill out an exit slip
so the teacher can see if they understand
the material.
Instructional Description of what teacher is doing:
Processes
remember that each students is going to be

motivated in a different way. The teacher
needs to set up a positive learning
environment that will help motivate
students to success.
Looking at this lesson, the teacher needs to
remember what stage of development the
students are at. That way she can insure that
she is always helping the students
positively develop. For example during
this lesson the students will be in the
industry versus inferiority stage according
to Erik Erikson. Therefore to encourage the
positive outcome of the stage teachers must
help students build positive self-esteem
which Is a major part of motivation.
Without self-esteem, and self-efficacy
students will struggle to be motivated in the
classroom. The teacher needs to build a
classroom that is a positive environment. In
this lesson the students will be working in
groups therefore, the teacher should ensure
that different opinions are ok, and that the
classroom is a safe place. This will ensure
that each student has a chance to share
his/her opinion. If the classroom is unsafe,
arguments may break out as well as selfesteem may lower causing less motivation
to share.
Description of what students are doing: In this lesson I have the students working in
groups. Group work helps students become
motivated to get a task complete, this is
because they have a chance to pair up with
their friends, and work on an assignment
together. Group work can help satisfy the
deficiency needs in Maslows hierarchy and
can help improve/work on the growth
needs. Group work can also ease the
amount of anxiety in the classroom as the
students have the chance to work together
on an assignment.
Sequence of key questions:
What is attraction?
What kind of objects are attracted by a
magnet?
Does anyone want to share their mind map?
Evidence of Lesson Components
Opening: I use formative assessment to see
(opening, closing, content, timeline)
if they understand what we talked about last
class. This can help the teacher determine
the zone of proximal development

Body: I will formatively assess by
observing, and listening to the groups
collaboratively working. During this time I
will motivate the students to stay on task,
through prompting, and cueing
Closing: I will formatively assess for
understanding through the exit slips, as well
as the mind maps that will be handed in.
This will tell me if I need to change the
classroom climate/setup. As well as if the
zone of proximal development was good or
not.
Rationale: Ed Technology A

Lesson #3:
Description
Describe how communication technology

used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
Lesson
Lesson Outcome:
Students will use SMART notebook to recall
Overview:
2. Distinguish material that are attracted what was talked about last class, as well as the
by a magnet from those that are not.
teacher will describe the instructions for the
activities using SMART notebook as well. An
Students will:
example of the finish product can be shown
1. Organize item into groups on whether on the SMART board, therefore the student
they were attracted or not
can see what is expected of them. Using
computers to build mind maps of what they
Lesson description: During this lesson
observed in the experiment, is a good way to
students will be put into groups to work
get the students engaged with what they are
on finding what objects are attracted by a doing. Usually having computers in the class
magnet and what objects are not. After
gets the students excited about what they are
the experiment they will return to their
going to be doing that day. Having the
desks to work on a mind map of what
students make a mind map also helps them
objects were attracted verses what
solidify their learning. Instead of just doing
objects were not. At the end of the lesson the experiment, the students now have to take
the students will have time to share their what they learned and apply it to a mind map
mind maps, as well as fill out an exit slip that meets the expectations.
so the teacher can see if they understand
the material.
Instructional
Describe any potential downsides to using
Processes
this technology.
Description of what teacher is doing:
Description of what students are

doing:
Sequence of key questions:
Evidence of Lesson Components

(opening, closing, content, timeline)
In the intro of the lesson SMART notebook

will be used to help remind student on what
we were learning about last class. This will
help cue students to remember what it was we
were talking about. This part of the lesson
helps the teacher see where the students are in
their learning, and what they are
understanding. One down side of this is that
you can run into some technical difficulties
once in a while. One wat to avoid this is by
always backing up your information on a
USB
Students will be building a simple mind map
of the items that are attracted verses the items
that were not attracted. They will use a site
such a mind mister to build their mind map.
One positive is that usually using the
computers motivates them to finish their
work, therefore the experiment will be done at
a faster rate so that they can go on the
computer. One down side to this is the student
may not know how to use this properly. The
teacher will need to take time to describe how
it works and how to build a proper mind map.
Another thing is that this might be too
complicated for a grade 2 class. Wasnt sure
how else to represent this using technology.
What is attraction?
What kind of objects are attracted by a
magnet?
Does anyone want to share their mind map?
Opening: I use formative assessment to see if
they understand what we talked about last
class. Using SMART notebook to cue the
students. Also can show a quick video of the
demo that was shown in class the day before.
Body: I will formatively assess by observing,
and listening to the groups collaboratively
working. During this time I will motivate the
students to stay on task, through prompting,
and cueing Computers will be used to make
mind maps.
Closing: I will formatively assess for
understanding through the exit slips, as well
as the mind maps that will be handed in.
Teacher needs to make sure the students have
access to a printer or USB stick to put their
files on.

Final Mini Unit Assignment

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Final Mini Unit Assignment

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Assignment #4: Mini Unit Plan

Mini Unit Plan

Lesson overview rationale

Student Task Description

Nuts and Bolts

2. Find 4 pictures in magazines 2 objects that are attracted/magnetic and 2

All images found

3 images found fit

2 images found fit

1 image found fits

Cutting and gluing

Cutting and gluing

Cutting and gluing

Cutting and gluing

Magnets horseshoe, bar and ring magnets

Formative preassessment of prior

house do you think magnets will be found

Id like to learn more about.

Id like to learn more about.

Grade/Subject: Grade 2 Science

SMART notebook file named Magnetism unit

1. Show the magnet trick (demonstration)

magnet (direct teaching)

Name: Kyle Visser

Magnets for each group

b. After finished - Groups will find teacher

What Kind of Materials will a magnet Attract?

1. One thing I learned is

2. One this I still dont understand is.

2. One this I still dont understand is.

Lesson Plan Rationale

see them beginning to shut down.

Asking questions forces student to pay attention.

can help engage students

brainstorming can help engage students in class.

Teacher Resources Rationale

Learn Alberta gizmo

are formatively or summativly assessed.

are appropriate for the class.

Scaffolding Lesson Plans

How does your lesson

What core assessment

is what I have done in this

what they are used for.

My assessment concepts are

checking for instructional

The students will

Where would you find

In opening I will: use

Scaffolding Lesson Plans

How does your lesson

What core assessment

This next lesson follows from

The core assessment concepts

How does your use of

from last time, it will be easier

Scaffolding Lesson Plans

How does your lesson

What formative assessment

What core assessment

How does your use of

assessing is the exit slips at the

Scaffolding Lesson Plans