Lesson Plan

Teacher Maya Bryant Date 9/29/22

Candidate: Taught:

Cooperating Stacie Denius School / Western Branch Primary School

Teacher: District:

Grade: 2nd Field Kelly Kent - Johnson

Supervisor:

Unit / Science - magnetism

Subject:

Lesson Title / Magnets

Focus:

PLANNING AND PREPARATION

Content Knowledge

This lesson was developed .This skill also has many real world applications.

Outcomes/Goals

- I can investigate magnetic forces moving objects.

- I can identify a magnetic object

Standards

2.2 - The student will investigate and understand that different types of forces may cause an
object’s motion to change. Key ideas include:
A. Forces from direct contact can cause an object to move;
 B. Some forces, including gravity and magnetism, can cause objects to move from a
distance; and
C. Forces have applications in our lives.

Resources and Materials

● spoons
● penny
● nickel
● dime
● crayons
● keys
● screws
● scissors
● foil
● 3 different types of magnets
● plastic lids
● paper
● cardboard

Technology

https://docs.google.com/presentation/d/1C_1pDsuewP0M-M51jNVTV1ZGY-7OY5BesercY8ZA
PIs/edit?usp=sharing

INSTRUCTIONAL DELIVERY

Learning Environment

Before beginning the lesson I will remind the students of the expectations for transitioning,
working independently, working collaboratively in groups, turning in assignments, and getting
quiet to prepare for instruction. This will all be done through the use of the “Classroom clap” and
the timer that is used in the classroom to inform the students the teacher needs undivided
attention for the next direction.

Lesson Overview

The teacher will first go over the “I can” statement for this lesson which will be written on the
board. Students at station 1 will be given a magnet mania worksheet and one magnet per student,
they will also have a box of items to share and experiment with magnetism. Once that is
complete students will return everything back to the box and walk around the room finding 4-8
items that are magnetic and that are not magnetic. and list them on the back. While this happens
students at station 2 will be given a “does a magnet work through materials” worksheet and 3
different magnets with different strengths. They will be chaining paper clips together to test the
strength of each 3 magnets. After both stations are complete the students will switch stations.
Then we will collectively discuss as a class as to whether these predictions are correct or not.
While students are working, teachers should walk around the room helping where students are
stuck or confused.

Closure

To close the lesson the class will come back together and discuss the “I can” statement described
at the beginning of the lesson. The students will share how they met this “I can '' statement and
what they know what magnetism is and how it works. We will talk about what we have learned
in a previous lesson about north and south poles and what sides attract and which sides don't.

Assessment:

Formative Assessments:

● Exit Ticket
o Students will each be given a notecard and will be instructed to write their answer
on the notecard to the question that is posted on the board. The question on the
board will read as follows:
▪ Name three objects that are attracted to a magnet?
▪ What is alike about objects that are attracted to magnets?
● Discussion
o Students will do back to back - face to face. and discuss their answers with each
other and either agree or disagree.

Summative Assessments:

● The summative assessment will be the end of the unit test. Considering this is only one
lesson making up an entire unit, the end of the unit test will not be conducted until the
students receive more practice and finish the unit.

4 3 2 1
Participation Student actively Student Student Student does not
participates in participates often participates participate at all.
the activities, in discussions, occasionally but
class activities, and sometimes does
discussions, and answering
 answers questions. Meets not pay
questions. expectations. attention.
Exceeds
expectations.
Understanding Student portrays Student portray The student The student does
a deeper an understanding shows some not demonstrate
understanding of of the topic and understanding of any
the topic. Farther is right on track the topic. One on understanding of
along than the to understand one help is the topic, even
student needs to future lessons helping to after one on one
be. that build off of develop a greater help.
this concept. understanding.
Activity The student goes The student The student The student does
above and accurately completes the not complete the
beyond the completes the assignment but it activity.
expectations activity to meet is not done to
stated for the the specific meet the specific
activity. requirements. requirements or
is not accurate.
Discussions The student The student uses The students The student does
provides correct incorporates not participate in
in-depth terminology and some discussions or
information interacts in a terminology and does so in a
pertaining to the positive manner interacts negative/
topic. The with others occasionally distracting way.
student through the use with others to
participates in of discussions. promote
discussions in an discussion about
appropriate the topic.
manner with the
class and partner.

PROFESSIONAL LEARNING

Reflection