Magnets lesson plan

UNLV Student: Brittany Barber PSMT Name: Jennifer Revis

Lesson Plan What will magnets Lesson Plan Topic: Science
Title: attract?
Date: 2/9/2017 Estimated Time: 25-30 minutes
Grade Level: Kindergarten School Site: Treem Elementary
School

1. State Standard(s):

P.2.B.3: Students know magnets can be used to make somethings move without being touched

2. Teaching Model(s):
Small group
Student centered learning
Post It Lemov Strategy
Exit Ticket Lemov Strategy
Think Pair Share Engagement strategy
3. Objective(s):
Students will explore with magnets to see what is attracted to it and if they can use the
magnets to make the objects move without touching them.
4. Materials and Technology Resources
8 small round magnets
22 Magnet worksheets (exit ticket)
1 Eraser
1 Pencil
3 Coins (1 penny, 1 nickel, 1 dime)
1 key
1 paper clip
22 pieces of scratch paper
12 crayons/colored pencils
5. Instructional Procedures:
a. Motivation/Engagement:
I will assign centers for students to go to (4 students in library, 2 students on iPads, 2
students on Smartboard, 4 students in Art, 4 students in Science, 3 students on
Computers, and 3 students in Word Play)
The students in assigned to Science for this rotation are with me learning about magnets
We will sit at the table that is always for the Science center
I will say: Ok, I want you guys to take a couple of minutes of think time to think about
what you already know about magnets.
After a couple of minutes I will say: Now turn to your partner and talk to them about what
 you came up with about magnets. You have 2 minutes. Go.
After about 2 minutes I will say: Okay now what were some things you came up with?
Remember to give me quiet hands and I will call on you.
Expected answers: Magnets stick to things. I have magnets on my refrigerator. Magnets
have two poles.
I will ask: Do you remember the power point Mrs. Revis showed you on Monday about
magnets? Show me the same signal if you remember. (if they remember they will use the
sign language signal for same)

b .Developmental Activities or Learning Experiences:

I will ask: Do you remember it showed that magnetic fields can go through objects such as
water, sand, and wood? (they will do the same signal if they remember)
I will say: I will show you how this works.
I will take two magnets and put one against the top of the table and one against the bottom
of the table.
I will then move the magnet that is under the table around and this will cause the magnet
on top of the table to move.
I will say: I will let you experiment with this after we complete our activity.
I will pass out the magnets (2 per student)
Then I will pass out the scratch paper, colored pencils, and crayons
I will say: Before we start, what does repel and attract mean?
Expected Answer: Repel means doesnt stick to the magnet or moves away from the
magnet. Attract means does stick to the magnet or it goes towards the magnet.
I will say: I am going to give you objects you will test them to see if they are attracted to or
repelled by the magnet. On your scratch paper I want you to use the crayons or colored
pencils and draw or write the object them write yes if it is attracted to the magnet or no if
it is repelled by the magnet. Ready?
I will get out the first item (a washable marker).
I will ask: What do you guys predict or guess? Will it be attracted to or repelled by the
magnet.
Expected answer: Yes, and no.
I will say: Okay lets see if you are right.
I will pass around the marker so they can all try to pick it up with the magnet
I will ask: What did you guys observe or see?
Expected answer: It repelled the marker.
I will say: Okay guys then draw your picture or write marker on your paper and write no
next to it.
When everyone is done I will say: okay we will do one more together.
I will then hold up the paper clip.
I will ask: How about this paper clip? Will it be attracted by or repelled by the magnet?
Expected answer: Yes, No
I will say: Lets see if you guys are right.
I will pass the paper clip around and they will test it with their magnets.
I will ask: What did you observe this time?
 Expected answer: The paper clip was attracted to the magnet.
I will say: Okay, remember to write or draw the paper clip on your paper and write yes
next to it.
After a couple of minutes I will ask: Is everyone done? (the students will nod their heads or
shake their heads)
I will say: You are going to do the rest yourselves. Pass the items around like we did
together. Make sure you write down or draw each item and write yes or no on your paper.
This will help you with your exit ticket.
I will set the rest of the items needed to complete the activity (coins, pencil, scissors, key,
and hair tie) on the table.
I will say: You can go ahead and get started I will be here to answer questions. Raise your
hand when you are done and I will give you your exit ticket.

c. Closure:
I will pass out the exit ticket as the students raise their hands.
I will say: What you are going to do is use your answers you wrote down to complete
the center ticket. If the items that are listed were attracted to the magnet you will
use a crayon or colored pencil and color in the smiley face. If it was repelled from
the magnet color in the smiley face.
I will ask: Does everyone understand? Thumbs up if you understand.
I will say: When you are done, give me your exit ticket and your center card. I will
send you to your next center.
When everyone is done I will call another group and repeat this activity two more
times so I get to work with every student.

d. Extension: They can write 2 sentences about what they learned about magnets in their
Science notebooks.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

I have pictures of each item listed on the exit ticket and I will be there to assist any students who
have problems.

7. Assessment and Evaluation of Learning:

a. Formative: exit ticket, observation
b. Summative: quiz at the end of the unit

8. Homework Assignment:
No homework as the classwork covers all of the objectives.

9. Reflection:
a. Strengths: All of the students were engaged for the whole lesson. This is different from
my last lesson when I had a few not engaged. Over all this lesson was a success. The
students listened and were able to answer questions about what they learned about
magnets. The students seemed to like the topic of magnets and they liked being able to do
a hands on activity about the topic.
 b. Concerns:
One of my concerns was if I taught the lesson in such a way that the students will
remember it for more than a day or not. Another concern I had was if I had enough
differentiation and accommodations in my lesson because we have students who are
ELLs, Advanced and sudents needing support.

c. Insights:
I loved teaching this lesson almost as much as the students loved learning it. I felt a lot
more confident during this lesson and I am sure I will get surer of myself as I get more
lessons under my belt and I get to know my students a bit more, know their strengths and
weaknesses, and learn a bit more about classroom management. In my next lesson I will
try different engagement techniques and differentiation strategies.

Exit Ticket
Object: Magnetic?

markers

paper clip

coins

scissors

keys

pencil
hair tie