KEY: SW: Students will TW: Teacher will SWBAT: Students will be able to Melia Collins Cohort # 5 SIOP Lesson Plan Title: Magic Magnets-Magnets Attract or Not Attract: scientific inquiry through the study of magnets and magnetism. Content Science Standards: Strand-5 Physical Science Concept-3 Energy and Magnetism Strand-1 Inquiry Process Concept-1 Observation, Questions & Hypothesis PO.2 Predict results Concept-2 Scientific Testing Concept-4 Communication PO.4 Record PO.1 Talk about results ELP Standards: Stage II (2 nd grade) Emergent Listening and Speaking: Reading: Writing: E-2 (Standard 1): Responding to main ideas from read-alouds (fiction and nonfiction) using key words with instructional support. E-5 (Standard 1): Responding to comments in social conversations. E-3 (Standard 4): Answering yes/no questions about text heard or read. E-9 (Standard 4): Identifying the purpose for reading specific books (to be informed) E-3 (Standard 5): Recording and labeling observations of objects, people or events for a class report (diagrams, pictures, charts) with instructional support. Language Strand: a. Adverbs: E-1 (Standard 1): Using the when adverb (first, then, next, after, before, finally) with instructional support. b. Vocabulary: E-5 (Standard 2): Recognizing content area words with visual support. Objectives: (will be written on the board & stated orally) SW be able to experiment, predict and record things that a magnet is attracted to and is not (repels) using when adverbs to follow steps/directions. SW be able to model magnetic attraction with items provided and around the room and will discuss in a group and/or as a class the results. SW be able to use new vocabulary in order to communicate with others about the day s activities. Key Vocabulary: Magnet (key word): a material that sticks to some items, but not others
Magnetic (key word): objects able to be attracted by a magnet or attract to items Attract (key word): to pull something toward Nonmagnetic (key word): when an object is not attracted to a magnet or repels items Repel (key word): to pull away from something Experiment: the process to test or try something Prediction: a guess about what s going to happen Observe: something you notice Record: to write down something for the purpose of saving information or data. Visual/Resources/Supplementary Materials: Vocabulary photo words (magnetic & nonmagnetic) Magnets Pencil to write Magnetic items (nail, scissors, key, paper clip, chair, bell, cabinet, desk and etc.) Nonmagnetic items (rubber band, marble, eraser, crayon, paper, glue, stuffed toy, pencil etc.) Will a Magnet attract worksheet Magnetic Book Magnetic Classroom Items Worksheet (Predict, Experiment, Record and write) Clip art of Magnetic things and Nonmagnetic things Tape to put up Vocab words and pictures Connections to Prior Knowledge/Building Background/Anticipatory Set: TW will allow the students to hands on free play with the magnets that are in a bag on each groups table. After a minute or two of informal free play the TW ask slowly These are Magnets (word will be emphasized), has anyone ever played or used magnets before?, What is a magnet?, Do we need magnets? TW tell them to think about these questions while they pull out their journals. TW have them write at the very top the word Magnets and then draw 1 line in the middle to divide the paper which she will demonstrate this from a projector for them to see. TW then re-ask each prior question and write it out. TW have them write answers to those question or anything that they know about magnets in their journals on the left side of the page. SW then write any information that they can about magnets or answers to the question on the left side of the journal. TW will then provide opportunity for students to table talk with their table group and then the entire class about the questions that were asked. SW converse with others in their table and later the entire class to discuss what they put in their journals and how they responded to the questions which can be a yes or no response or simple sentence II-R-4:E-3 allowing a wait time when needed. By having them to talk with their table before the class it allows them to practice their answer before sharing it with the class. If they are not sure or only receive a few response, TW will give them a real demonstration example of when I the teacher use magnets in the classroom. Such as holding up posters in and around the room by showing them that if I did not use magnets which are attracted to the board the posters/flyers will fall. I will then repeat the question and ask again if anyone else can think of a way to use or need magnets for and emphasizing the word magnets again. I will ask them to listen to the other students when they are talking about their responses throughout the lesson in groups and as a class.
Lesson Design Overview: TW allow students to free play with magnets before starting lesson then will ask questions for them respond too. TW will then explain that I am going to read a book called Magnets which is what we will learn about today II-R-4:E-9 and to listen for the two new vocabulary words magnetic (attract) and nonmagnetic (repel). To demonstrate hand gestures of the vocabulary words attract (brining hands together) and repel (starting with hands together then pulling them apart) with hands repeating this a few times II-L-2:E-5. SW will act out hand gestures and echo the vocabulary word after the teacher. TW then read the book and have students listen for the vocabulary word Magnetic (attract) and Nonmagnetic (repel) from the book and remind them to do the hand gestures when they hear those words from the book II-LS-1:E-2. TW then will write and slowly say each questions from the book for the students to think and then write in their journals before conversing it with the group and class as a whole II-LS-1:E-5. TW then will introduce the other vocabulary words with key words photos (magnetic & nonmagnetic) and tell students they will be predicting, experimenting, recording and discussing information about magnets today in class. TW demonstrate step by step process of using magnets including using the when adverbs of first, then, next II-L-1:E-1 with real items (Stuffed toy, penny, nail and Bell etc.) that magnets are attracted to some items and repels others. TW think aloud to them and fills in the information on the Magnet attract or not worksheet for the first demonstration example. I will then have a student volunteer re-explain my step by step process and then TW explain it again before letting them start by paraphrasing what the volunteer student said. SW use the Magnetic attract or not worksheet to predict the last few items and draw the image, observe and record the information as the teacher presents each item at a time. TW displays another real item one at a time for them to predict and state their own opinion of what will happen. SW draw the object or spell it if they can as the teacher shows it to them, they will circle either the attract or not attract for their prediction of what they think will happen and then after the teacher demonstrates it record it by circling yes or no if it attracted to the item on their paper. TW do the experiment demonstration of each item and then go over their predictions and results with the students before moving on to the next real thing. TW do that by having students give her a thumbs up if they believe it is magnetic (attracted) and thumbs down if they believe it is not magnetic (repels). SW tell why they predicted it that way to their shoulder partner then TW ask for any volunteers to share their prediction with the class again allowing a wait time. TW then tell the students that now is their turn to experiment with magnets. TW then group students into small groups of two or three and hand out a classroom magnetic worksheet for them to record and label things as they find and locate the items in the classroom II-W-5:E-3. TW explain to the students that in each group 1 person will be the recorder (writing things down), another is the experimenter (demonstrated magnet action) and the other is the summarizer which will describe what is happening. SW predict, experiment, record and write that information on the sheet of the items around the classroom which they need to find. SW then go back to their own seats where they will share that information with the other students at the table using the vocabulary words magnetic and nonmagnetic and/or attracted and repels. TW then ask student to match the real life items that they experimented on and will be in clipart to the vocabulary words magnetic and nonmagnetic. Content Objectives: SWBAT follow direction to predict, explore, discuss and record the function (actions) of a magnet and if it is magnetic (attracted) and what it is nonmagnetic too (repels): Magnetic, nonmagnetic vocabulary words with clip art and definition. SWBAT communicate with other individuals to compare results of a common investigation on magnets and explain it using key vocabulary words.
Meaningful Activities: SW will be able to individually free play with magnets before the lesson is taught to get an idea of what a magnet is, what it does and to possibly trigger any memories of using or seeing magnets before. SW in small groups work with magnets to inquiry information and experiment with magnets. SW be able to identify what things a magnet is and is not attracted too with the material provided and around the room and will share that information with others in class using the learned vocabulary words. Check for Understanding: TW walk around observing and discussing with students the experiment with questions about their investigation of magnets. (Such as what is or was your prediction, was that item magnetic or not?) Then we will do give one, get one with the entire class. I will have one student volunteer start us by giving one example from their investigation of what they predicted and what actually happened using vocabulary and then they can get one by calling another students name and this will go on until we have gone through all of the items on the sheet. Review/Assessment: TW have students give her a thumbs up/thumbs down for the activity with the worksheet of what they believe will happen before she demonstrates it live to see if they were right or not. SW be able to give the teacher a thumbs up or down on their view of items that are magnetic or not. TW provide feedback orally supported with facial expressions and body language such as nodding, smiling, encouraged look. TW will walk around observing and listening to students discussions about their discovery. TW then ask students to focus on her again to match pictures of items with the matching key vocabulary words of Magnetic and nonmagnetic. Such as Magnetic is the vocabulary word the pictures that will match it are nails, paper clip, etc. and the vocabulary word nonmagnetic would be pictures of eraser, crayon etc. ELP Language Objectives: SWBAT to identify and respond to the main idea from the book we will be reading by using vocabulary related to the main idea E-2 (Standard 1). SWBAT to answer questions from the book read using yes or no E-3 (Standard 4). SWBAT recognize the purpose for reading the specific book Magnets E-9 (Standard 4). SWBAT discuss and respond to the topic or questions as a group and class environment. E-5 (Standard 1) SWBAT record, and illustrate the things magnets are and are not attracted from observation using the worksheet provided. E-3 (Standard 5) SWBAT follow directions with their group using when adverbs such as first, then, next, before, and finally to do the magnet experiment. E-1 (Standard 1) SWBAT identify important words using visuals that will be placed on the board. E-5 (Standard 2) Meaningful Activities: SW understand a magnet attraction or repelling nature by hands on experiment to identify the main idea of the lesson. SW be using the When adverb to know what to do first, then, before and finally during the experiment process. SW will follow the teachers lead with hand gestures of the vocabulary words (attract & repel) by pushing hands together for attract or apart for repel. SW follow directions for the experiment with visual cues from the teacher if needed such as (Predict-think so use pointer finger to point to head, experiment-
do so show them the hand gestures pulling together and apart, Record-write so pretend like your writing). TW present vocabulary in an echo response from the students. Teacher will ask simple questions with simple responses and yes or no responses. Check for Understanding: TW walk around observing and listening to students reactions of magnets. SW respond to question that the teacher present from the book and comment their thoughts of what they believe will happen (if an item will attract or not) to other students around them and listen and respond to the other students comments as well. Students will identify which pictures support the vocabulary picture word by telling the teacher what item pictures go under each vocabulary word (magnetic or nonmagnetic) which they know from the experiment they did and it is recorded on the worksheet. TW after reading the book will explain the purpose of that specific book and why it was chosen. SW use worksheets to draw, record and label observation of objects. TW walk around observing students worksheets and ask questions such as what did you predict and what actually happened. TW and SW use key words or vocabulary words as they talk about magnets as a class or group. Review/Assessment: Have student write a simple sentence or draw a picture of what they did and learned today in their journals on the other side of the line. SW be able to see in their journals what they first knew if anything about magnets which is on the left side and then what they know now about magnets on the right side of the journal page. TW ask if anyone wants to share that information with the class. I will regularly provide feedback to students on responses to my questions or class discussions by clarifying or correcting responses. Warm-Up/Closure: Free Play of magnets for a minute or two as a warm-up. For the closure ask for 2-3 volunteers to share what they put in their journals about today s learning in a quick talk conversation (only 30 seconds to response). Extensions: Explore moving items such as paper clips around the tops of their desk or on a printed out path paper using different magnets. Have students bring refrigerator magnets from home and test them by picking up paper clips to see who has the strongest magnet by adding one at a time paper clips.