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WVSU LESSON PLAN FORMAT (Updated 1/13) Teacher Candidate: Jessyka McCormick Date: April 7th, 2014 School:

Bridgeview Elementary. Grade/Subject: Second. Unit Topic: Magnets. Lesson Topic: Science- How magnets work. Lesson 1, Lesson 2, or Lesson 3? Lesson 1. INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will predict that some objects will attract or repel a magnet. 2. Students will classify items in their world that are attracted or repelled by a magnet. WV CSOS SC.O.2.1.5 manipulate scientific instruments and everyday materials to investigate the natural world (e.g., hand lens, balance, thermometer, metric ruler, magnets, weather instruments, or calculators). SC.O.2.2.7 demonstrate that a magnet can attract or repel objects. NATIONAL STANDARDS N/A MANAGEMENT FRAMEWORK Overall Time- 45 Minutes Time Frame- 5 minute pre test 10 minute teacher and student discussion 25 minute work in pairs 5 minute post test and answer questions STRATEGIES

Teacher/student led discussion, cooperative groups, discovery learning. DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (Learning Styles, Students with Special Needs, Cultural Differences, ELL) Auditory Learners: Discussion. Visual Learners: Recording data. Kinesthetic Learners: Hands on activity. PROCEDURES: Introduction/ Lesson Set Give students pre-test. Read questions and answers aloud with students as they are taking pre-test. Read a paragraph about magnets using the smart board. Teacher and student discussion on magnets. Introduce focus question.

PROCEDURES: Body & Transitions Split the students into groups of 2. Give each group a bag of test objects and the Observation sheet. Have students predict whether the magnet with stick to the item After students predict, have them test the items and then place the item on the Stick or NoStick handout. Have each student record the data in their Observation data tables. Have students analyze their data by writing a sentence about the materials that stick to the magnets.

PROCEDURES: Closure Have the students share their results about their data they collected. Allow time for questions. Students answer focus question.

ASSESSMENT: Diagnostic A unit Pre-test labeled See What You Know. ASSESSMENT: Formative Walking around while students are doing testing the magnets. If students seem stumped, prompt them with questions. Also check to make sure students are filling out their Observation sheet. ASSESSMENT: Summative Students will answer a focus question. MATERIALS

2 Magnets per group 1 Bag of test objects with the inventory list per group Magnetic Observations for each student Stick or No-Stick Handout for each student EXTENDED ACTIVITIES If Student Finishes Early The student can complete a magnet acrostic. If Lesson Finishes Early The students can share what they wrote down for their focus questions. If Technology Fails Give students copy of paragraph that would be read at the beginning of the lesson. POST-TEACHING Reflections: The students started out by taking the pre-test, which I thought that I would just give it to them and walk around to make sure they were taking their test. Instead I ended up putting a copy under the elmo so the students could see it on the smart board and I read each question and the answer choices, if they were any. I think that the students would not have done as well on the pre-test if I did not read over it with them. Next there was a discussion between the students and I about magnets and I read a paragraph on magnets which the students seemed to enjoy. I split them into groups of 2, but some groups had 3 because there werent enough bags of materials. It still worked out well and each student was able to participate and the students enjoyed the activity. As the students were doing their activity, they were writing down the things that were attracted to the magnet and the things that were not. At the end they told me things that did stick to the magnet, which was the focus question. The time management worked out well, and was about 45 minutes. Data Based Decision Making: For the diagnostic assessment, there were 6 questions. Question 1- 18/24 students got it correct, making that 75%. Question 2- 18/24 students got it correct, making that 75%. Question 3- 15/24 students got it correct, making that 63%. Question 4- 5/24 students got it correct, making that 21%. Question 5- 10/24 students got it correct, making that 42%. Question 6- 12/24 students got it correct, making that 50%. For the formative assessment, I walked around to make sure students were doing their activity and looking over what they had written down and seeing if they had any questions. For the summative assessment, the students named at least one thing that stuck to magnets, and they were all able to do this.