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Kristen McNally Primary Grades: 7-9: 2nd Grade

Jaffrey Grade School: Dorothy Meehan Science: Magnets

Table of Contents

Part I: Background Knowledge (Pgs. 3-14)A. Developmental level (general)B. Developmental level (class composition) C. Content Knowledge

Part II: The Plan (Pgs. 15-21)A. Goals/Standards B. Objectives C. Unit Assessment Plan D. Child Guidance Plan E. Planning ProcessF. Scope and Sequence G. Family and Community Involvement PlanH. Technology Plan (K-3 placement)

Part III: Annotated Bibliography (Pgs. 22-23)

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Part 1: Background Knowledge A. Developmental Level: GeneralThe early grades are a time for children to shine, where they gain increasing mastery in every

area of their development and learning. They are increasingly aware of how they compare with

peers and care a great deal about social approval. Children at this age learn best and achieve

optimally when the curriculum is intellectually challenging and also emphasizes positive

relationships between children and, of course, students engagement in the learning experiences

(Myers & Pianta 2008). One of the most important goals for this age group is developing an

enthusiasm for learning. Children are more likely to regain their earlier enthusiasm and

engagement if teachers tap into each child’s interests, encourage children to persist, support them

to plan ahead, demonstrate different ways of solving problems, and build the kind of relationship

with them that helps young learners feel secure (Copple & Bredekamp, 2009).

I was placed in a 2nd grade classroom at JGS. The school is a K-5 public school. My particular

class has 15 children ranging from ages 7 to 9. They participate in mathematics, phonics

foundation, personal narratives, science, social studies, and specials (music, physical education

and art). The range of levels right now is very wide. A few children are able to do the work but

have ADD or ADHD and have no outside support so they are unable to focus to finish their

work. This class also has a range of economic status, which affects some of the children. The

programs being used in my class are Literacy By Design, Phonics Foundations, enVision

Mathematics and correspond with NH State Standards as well as Common Core.

Physical Development

Although the rate of children’s physical growth is slower than during the pervious five

years of life, development is relatively steady with occasional growth spurts. On average,

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children grow two to three inches and gain three to five pounds per year during this phase of

development. Environmental factors throughout a child’s life will have played an important role

in a child life will have played an important role in a child’s growth. Access to nutritious foods

and adequate activity and exercise interact with genetics to determine growth rates. For most of

this age span, boys and girls are of relatively equal size and strength; by age 8, some girls might

experience a preadolescent growth spurt and overtake boys in size, although probably not in

strength. During these years, there is a growth spurt of the brain. By age 8, the brain is about 90

percent of its adult size, and head growth slows. The surface area of the frontal lobes of the

cortex, which control thought and emotion, increases somewhat as neurons continue to branch

out and become more efficient (Copple & Bredekamp, 2009).

Gross motor development in primary grades children, “have refined their major gross

motor skills, becoming more purposeful and controlled in their movements. They have greater

coordination of their bodies in space, such as balance tasks, and learn to sequence a series of

movement skills (Mayesky 2002).” On average, girls are slightly ahead of boys physiologically

in this age range but gender differences in motor skills are mostly insignificant, with boys and

girls developing at a similar pace given similar opportunities. Their interests are similar at the

beginning of the age range but begin to diverge around age 8. They become more interested in

active team sports such as kickball and soccer, since they not only have better physical

coordination and endurance but also the more sophisticated cognitive and social awareness that

allows for cooperation and following rules. But, because of their high need for movement at this

age, some children, especially boys, may become more fatigued by long periods of sitting than

by active motion such as running. Individual differences in children’s approaches to physical

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activity are evident at this age, and children become more aware of how their skills compare with

their peers.

Fine motor development, depending on prior opportunities, children may enter the

primary grades with reasonably developed fine motor skills. During the primary grades, children

practice and refine their fine motor development, and they become more capable of doing fine

motor work without the neurological fatigue that younger children often experience. Noticeably,

children’s writing and drawing skills become more controlled and precise. Overall, during this

time, girls are ahead of boys in this area of development (Copple & Bredekamp, 2009).

Although primary grades children gain greater control over their bodies and can sit for

longer time periods, they nevertheless have lots of energy, are far from mature physically, and

need to be active. Movement activities are very important at this age, movement promotes

critical thinking skills, verbal and communication skills, and problem-solving abilities and

enhances self-confidence (Copple & Bredekamp, 2009). Children in this age range become

increasingly sensitive to social comparison of all kinds, including physical abilities, and it is

especially difficult for them to lose. They enjoy playing with others, but they become

increasingly self-conscious as they start to value peer approval as much as adult approval.

Social Development

The gains in complex cognitive capacity, maturing language and communication skills,

and self-regulation that take place during the primary grades influence children’s increasingly

multi-faced social and emotional skills. They develop more nuanced and complex

understandings of how their behavior affects others, roles in society, and the importance of

showing caring attitudes in their relationships. Their peer relationships in particular are more

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elaborate and influential. The primary grade years are an important time not only to support

children’s intellectual development but also to help them develop the ability to work

collaboratively with peers; express respect and appreciation for diversity, empathy, and caring

for other people; function responsibility; and gain positive approaches to learning such as

curiosity, initiative, risk taking, and persistence. Having social skills and healthy emotional

states are crucial developments affecting children’s success and happiness in almost every aspect

of school and life (Copple & Bredekamp, 2009).

Social development, at this age, children are very interested in their peers’ opinions and

abilities, both for social comparison and for the sake of making friends. They are better able

than before to cooperate and engage each other in extended conversations and rich social

interactions. Like younger children, primary grade children flourish in environments in which

they feel supported and safe and have close emotional attachments to the pivotal adults in their

lives; including teachers. Close teacher-child attachments and supportive social environments

are important not only for enhancing self-esteem and shaping a positive self-concept but also for

promoting school adjustment, academic achievement, and social skills. Primary grades children

flourish in environments in which they feel supported and safe and have close emotional

attachments to the pivotal adults in their lives. Close teacher-child attachments and supportive

social environments are important not only for enhancing self esteem and shaping a positive self-

concept but also for promoting school achievement, and social skills. During these years,

children’s gender identification becomes very strong. During the early school years, children’s

sense of their own gender becomes connected to culturally accepted roles and expectations, and

it more strongly influences their behavior and choice of friends. Children show a marked

preference for same-gender playmates and an almost stereotypic rejection of the opposite sex.

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Children of primary grade age now are more capable of playing cooperative, rule regulated

games and sticking to the rules. The structure of peer groups is flexible; children tend to enter

and leave social circles easily at this age, such that groups are fluid and permeable in most cases

(Copple & Bredekamp, 2009). During the primary grade years, children’s self-esteem (their

estimation of their self-worth and either pride or shame in their competence) becomes more

realistic and accurate.

Social development in the primary grade children begins to struggle between developing

a sense of “industry” versus feelings of inferiority. To develop this sense of competence or

industry, primary grade children need to acquire the knowledge and skills recognized as

important by their culture. Toward the goal of mastery, school age children are willing to

practice skills, persisting for longer than they would have as preschoolers. Experiences that

shape self-concept and self-esteem are especially important because children’s self-esteem

influences their behavior.

Emotional development

Emotions, both positive and negative, are the main force guiding behavior and learning

from infancy through adulthood. With support, children in the primary grades become

increasingly adept at reading others’ emotions and managing their own. During these years, they

become increasingly able to consider others’ feelings and perspectives. By 7 or 8 children

usually have more awareness of the other’s feelings and perspective, and they understand that

people think about what others are thinking. Also around that age, children understand that they

can feel two emotions at the same time. And by age 8, they are better able to empathize with

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other people and can accept with varying degrees of graciousness the idea of giving special

consideration to those in greater need (Copple & Bredekamp, 2009).

Self-regulation is the ability to contain and mange one’s own behavior without relying on

others for impulse control. It is an internalized mechanism that develops through instruction and

support and is a central ability to success in school and life. The process of becoming self-

regulated requires internalizing an understanding of what behaviors are considered acceptable

and desirable as opposed to unacceptable and wrong. Another major developmental

achievement for children in this age range is evolving sense of conscience, but they tend to be

rigid in terms of interpreting and applying rules, for both themselves and others. Because these

are formative years for children’s development of self-concept and self-esteem, it is important

for teachers to create environments in which all children will thrive and develop a positive self-

image (Copple & Bredekamp, 2009).

Teachers are a major role in children’s emotional development in the primary grades.

Because a major goal of these children is to tap into children’s strong motivation for mastery,

teachers are wise to give children the opportunities and support they need to develop skills, while

keeping in mind that children call too easily can feel that they have failed and become

discouraged. Also, because blossoming peer relationships and social skills play such a pivotal

role in learning and development in this age range, teachers should try to promote social

competence for each child. And lastly, besides fostering positive peer relationships that directly

benefit each child, such collaborative work also contributes to children’s cognitive and language

development and their ability to take on and solve problems (Copple & Bredekamp, 2009).

Cognitive Development

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The changes that occur in children’s cognitive development during these primary grade

years equip them to perform the mental operations required for reading, mathematics, and other

content learning in the early grades. These changes affect not only their academic and

intellectual functioning but, also social cognition, moral reasoning, and language abilities.

Children in second grade, can solve some abstract problems, they are not yet able to grasp highly

complex, abstract concepts or learn by text or direct instruction alone. While they can

symbolically or mentally manipulate concrete concepts, it will be some time before they can

mentally manipulate abstract ideas; they still need those concrete reference points.

Piaget believes that after the age of 5 children’s thinking is different than before, such as

the ability to think about things more dimensionally, and to solve a wider range of problems.

These changing cognitive abilities happen because of brain lateralization, which is when the two

hemispheres of the brain start to function more efficiently in connecting the two halves of the

brain. These changes in the brain positively effect performance in many areas of development,

such as the mental abilities required for reading, math, social cognition, moral reasoning and

language abilities.

Most children in second grade are now able to solve more abstract problems while using

concrete reference points, however, they are not yet able to grasp highly complex abstract

problems. Children at this age are able to understand whole/part relationships, sequencing, and

have an increased capacity to consider multiple perspectives, and their understanding of one-to-

one correspondence and number is complete (Copple & Bredekamp, 2009).

Moral Development is largely developed during the second grade year. As their

reasoning improves and their ability to understand multiple perspectives increase, children

become better able to think about and reflect on rules of behavior and to understand right and

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wrong. At this time children are also able to consider a person’s intention when deciding

whether an action is right or wrong. Cognitive development is also allowing children to

empathize better, and consider others needs (Copple & Bredekamp, 2009).

Language & Literacy Development

Closely tied to cognitive development are changes in children’s language and

communication capacity. The primary grades is the movement from listening, speaking, and

emerging reading skills to “real” reading and written self-expression. Depending on their prior

experiences and exposure to vocabulary and printed materials, children enter the primary grades

with a range of abilities in these areas. But no matter the starting point, children’s development

in this period in the cognitive, social, and approaches to learning domains intersect to make

language and literacy exciting field for children and teachers alike (Copple & Bredekamp, 2009).

At this age children are becoming ‘real readers’ and independently seek out independent reading

opportunities. Vocabulary knowledge helps in reading comprehension as was in social situations.

Second graders have improved spelling based on previous knowledge and use that same

judgment during writing activities. Children are now able to respond creatively to what they have

read, and can answer why questions and give deeper explanations in their own words.

Overall every child is unique and develops differently than any other child. Educators

play a big role in children’s development, so we need to keep an eye on areas that need support

and try to help children exceed to their highest potential.

(See Annotated Bibliography)

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B. Developmental Level: Class Composition My second grade classroom consists of fifteen children, seven boys and eight girls, with a

range of developmental levels. My classroom consists of four children who are above grade

level, six children who are at grade level, and five children who are below grade level. My class

also has a variety of special education services including; speech therapy with two children, sight

words and phonics with four children, as well as mathematics help with two children.

JGS is located in Jaffrey, NH which is considered a lower socioeconomic area, which affects

some of the children outside of school. Although a few of the children in my classroom are

upper/middle class, the majority of my class consists of middle/low socioeconomic status

families. There is no cultural diversity that I am aware of in my classroom. The majority of

children live with both parents, but the few that do not have broken families, constantly getting

bounced around (moms, dads, grandparents, etc.).

While discussing individual children with my cooperating teacher, there is a need for extra

help. A few children have been diagnosed with ADD but the parents refuse to medicate their

child, or forget to give the medication to their children and it is affecting their educational

growth due to the inability to focus. There also seems to be a few processing complications that

may be a concern in the future for some children’s development.

Overall my second grade classroom is made up of a group of high-energy creative

children with a range of interests and abilities. My class has shown a lot of progress since the

beginning of the year, in both academics as well as classroom rapport. I am looking forward to

seeing them grow within the seven weeks I am with them.

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C. Content Knowledge: Background Knowledge on Magnets Magnets are usually made of metal iron, or another material that has lots of iron in it, such as

steel. Magnets are objects that produce a type of energy called magnetic fields. Magnets can be

of various shapes, but all of them have the ability to pull things towards themselves. This

invisible force is called magnetism. Magnets only attract (pull) metals that are made of iron or

that contain iron. Magnets come in different strengths, most often measured in units called gauss

(G).

In the early days, the Greeks observed that the naturally occurring 'lodestone' attracted iron

pieces. From that day onwards began the journey into the discovery of magnets. All magnets

possess a property called polarity--that is, a magnet's power of attraction is strongest at its

opposite ends, usually called the north and south poles. The north and south poles attract each

other, but north repels north and south repels south. All magnets attract iron.

These days’ magnets are made artificially in various shapes and sizes depending on their use.

One of the most common magnets - the bar magnet - is a long, rectangular bar of uniform cross-

section that attracts pieces of ferrous objects. The magnetic compass needle is also commonly

used. The compass needle is a tiny magnet, which is free to move horizontally on a pivot. One

end of the compass needle points in the North direction and the other end points in the South

direction. The end of a freely pivoted magnet will always point in the North-South direction.

Magnetism is concentrated around the poles (ends) of a magnet. A magnet has two poles,

called the north pole and the south pole. The two poles may look the same but they behave

differently. Put one pole of a magnet near to a pole of another magnet, and watch what happens.

You may feel an attraction (pulling) force as the two poles stick together. Alternatively, you may

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feel a repulsion (pushing) force, as the two poles push away from each other. In all magnets,

identical poles will repel (push away) each other. In all magnets, identical poles will repel (push

away) each other, while different poles will pull towards each other.

What is a magnetic field? The space surrounding a magnet, in which magnetic force is

exerted, is called a magnetic field. If a bar magnet is placed in such a field, it will experience

magnetic forces. However, the field will continue to exist even if the magnet is removed. The

direction of magnetic field at a point is the direction of the resultant force acting on a

hypothetical North Pole placed at that point. When current flows in a wire, a magnetic field is

created around the wire. From this it has been inferred that the motion of electrical charges

produces magnetic fields. A magnetic field of a bar magnet results from the motion of negatively

charged electrons in the magnet.

Common Vocabulary

Magnet: Iron or steel that attracts other objects of iron or steel

Lodestone: is one of the only two minerals that is found naturally magnetized (the other is pyrrhonist). Magnetite is black or brownish-black with a metallic luster.

Attract: The force when magnetic poles are different

Repel: The force when magnetic poles are the same

Force: Any push or pull that moves an object

Motion: The act of moving

Gravity: The force that keeps things on the ground

Metal: A solid material that is typically hard, opaque, shiny, and features good electrical and thermal conductivity.

Non-Metal: is a chemical element, which mostly lacks metallic attributes.

North Magnetic Pole: the shifting point on the Earth to which the north end of a dipole magnet

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points

South Magnetic Pole: the shifting point on the Earth to which the south end of a dipole magnet points

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Part II: The Plan A. Goals/StandardsThis unit will be interactive, hands-on approach to learning about magnets and magnetism. It

will look at the origin of magnets along with the important properties of magnetism. Students

will participate in activities and experiments that are specifically designed to help them

understand magnetism and the laws of magnetic attraction.

NH Curriculum Frameworks: Forces: S: PS3: 2.1.1

Describe the properties of magnetism and demonstrate how magnets can be used to move

some things without touching them.

Scientific Inquiry and Critical Thinking Skills: S:SPS1:2:2.2

Suggest a plan and describe a sequence of events for conducting an exploration

Scientific Inquiry and Critical Thinking Skills: S:SPS1:2:3.1

Follow their own plan for conducting an investigation.

Personal, Social, and Technological Perspectives: S:SPS3:2:2.1

Ask questions of others about their work.

Science Skills for Information, Communication and Media Literacy:

S:SPS4:2:4.1

Ask questions and take part in investigations.

Common Core State Standards: CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book

they are writing about, state an opinion, supply reasons that support the opinion, use linking

words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding

statement or section.

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CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a

topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA –Literacy. W.2.3 Write narratives in which they recount a well-elaborated event

or short sequence of events, include details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

B. Objectives o Playing with, exploring, collecting, handling, sorting, and classifying objects.

o Using graphic organizers and other strategies to motivate, organize, and identify

the questions children ask about the world. (Test Guess)

o Using tools to enhance observations, collect, represent and interpret data.

o Organizing and manipulating data in multiple ways, which may include tools of

technology, calculators, and computers.

o Communicating (through reading, writing speaking, listening, movement and

viewing) to describe their observations of the world.

o Students will learn the oldest use of a magnet was a compass, which was used for

orienteering and be able to orientate themselves using a compass.

o Students will be able to effectively work together in a group to find a solution

(their own experiment)

C. Unit Assessment PlanI will be assessing student learning in a wide variety of ways. I will be assessing children

with; anecdotal records, running records, response sheets, writing prompts, worksheets, and

creativity in creating their own experiments, photo documentation, behavioral records, a pretest,

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and an end of the unit test. This range of assessment is due to the wide variety of individual

strengths and weaknesses. Families will receive the graded worksheets, writing prompts and

tests.

D. Child Guidance PlanThis is a hands-on unit, so children will be exploring with multiple different types of

materials. In order to be successful, ground rules will have to be addressed. If rules are being

disrespected, children will first turn there card on the number chart and will receive laps at

recess. If rules are disrespected again, rules will be re-addressed and students will have to

explain to me why they were disrespectful, and lastly children will be given a worksheet rather

than be able to use the materials for a few days before they can earn my trust back that they will

be respectful with the materials.

I will also use Mrs. M’s clapping sequence for transitions or new directions. I will create a

clap sequence and children will repeat it and then have eyes and ears on me. This helps students

stop what they are doing, and be able to focus and listen to me without playing with the

materials.

E. Planning Process I have created my various plans from books, pinterest ideas, creating experiments that I think

would be beneficial for my class, talking with my CT about ideas she think would be beneficial,

as well as created worksheets and texts in order to see what the children are truly learning over

the course of the unit. I am also going off of the program Literacy By Design which is the

program my school uses. I am currently on Theme 8: Thinking Like a Scientist, which is

focusing on magnets.

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Magnets’ is a piece of the overall second grade science curriculum. Students will build on

previous knowledge of the scientific procedure, specifically focusing on (1) Making predictions;

(2) Conducting and experiment as a means of answering a specific question; (3) Recording

results; and (4) Discussing and organizing conclusions.

This unit is a series of hands-on experiments, each one designed to allow students to

investigate a specific part of a magnet. Every experiment is organized as follows: (1) Students

receive clear directions to work with a partner or in a small group; (2) Students use an

experiment guide to follow the experiment and record results; (3) Students discuss or record

conclusions. At the end of the unit students will make a real life application by constructing and

creating their own experiment with magnets.

F. Scope and Sequence I will begin the unit with a “what do we know?” sheet on the board, and have children share

things they know about magnets. Then I will have them ask questions about things they want to

learn about or things they may be curious about. I will write that information on a poster with a

black marker and then add things they have learned/discovered with a red marker so they can see

what they knew when they started and what they know by the end of the unit. My lessons will

include;

1. What do we know?

Pre-Assessment (“what do we know?”)

Identify ways in which to use magnets safely (no magnets near electronics).

Identify everyday uses of magnets.

Hands on time with different types of magnets (free exploration).

2. Attract or Not Attract?

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Magnetism demonstrates there are forces we can not see

Go over William Gilbert & Michael Faraday (scientists who studied magnetism).

Recording sheet including 12 objects (attract or not attract) predict and then

record.

Introduce the vocabulary word repel.

3. North and South Poles

Demonstrate attracting and repelling in front of the class.

Identify the strongest part of a magnet.

Worksheets where children have to explain attract and repel in their own words

and then color magnets that demonstrate repelling and attracting (North and

South).

4. The field around a Magnet

Experiment.

Video.

Exploration at tables in groups with magnetic force using other magnets and

objects.

5. What Goes Through?

Worksheet on what things magnets will still attract even if there is something

between them (Hand, phonebook, desk, etc.).

6. Making a Magnet Compass

I will demonstrate how to make one in front of the class and create a procedural

text about it.

I will introduce procedural text more in depth.

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Then I will have children make their own compass.

7. Using a Compass in the Classroom

Introduce North, East, South, West using a compass.

Treasure hunt using their compasses they made in class.

Use compass to move around the room and find treasure.

This will be done in pairs.

8. Create Their Own Experiment (2 class periods)

Fill out the “What have we learned?” on the board.

Brainstorm ideas of experiments children may want to explore.

Have them create a hypothesis.

Write a procedural text of their experiment.

Implement experiments, record results, and share their findings with the class.

9. Unit test

a. This will be the last component of the unit.

b. Exam will include; multiple choice, fill in the blank, draw a picture, write

complete sentences, and yes or no questions.

c. If time allows us, I will have a fun video to show to rap up the unit.

G. Family and Community Involvement Plan I will be sending out a newsletter each Friday consisting of things we have done throughout

the week, and a list of materials that families might have laying around the house that could be

helpful for our classroom and our experiments. I will also send home at least photo

documentation and two individual notes explaining something each student has discovered or

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experimented. In the newsletter I will include activities that students can do with their families

at home, to create that home-school connection. My introduction letter explained;

Dear Parents,

Hello! My name is Miss McNally and I am your child’s Student Teacher. I will be working with your child’s class through the first week of March. I was born and raised in Dover, New Hampshire but I am currently living in Keene, New Hampshire attending Keene State College. I am majoring in Early Childhood Education and Psychology and will be earning my Bachelor’s degree this May.

As a Student Teacher, I will be working closely with Mrs. M’s to plan and prepare lessons to teach to the class. I will also be assisting her during class. Prior to working with Mrs. M’s classroom, I have worked in various other schools both assisting and teaching lessons. I am thrilled to be spending my Student Teaching experience with your child’s class!

Throughout my time with your children, I will be creating a hands-on unit about magnets. I will introduce the basics of magnets and have a variety of experiments for your children to explore. By the end of the unit your children will create their own experiment and share their findings with the class. I will be sending home documentation, so you can stay connected.

Teaching and working with children is a joy to me, and I am so pleased to finally be able to work in a classroom full-time! Part of my goals as an educator is to spark curiosity in the minds of students.

In addition, I am writing to ask you to become a partner with me in your child’s education. I will only have your child for a short time so I want to make a contribution that will last a lifetime. Would you please help me by taking a moment to write about your child? What are his or her favorites? What are things you know as a parent, which would be important for me to know? What are his or her interests? If you have a minute, use the attached envelope and paper and send in your response as soon as you can.

Thank you for your help, I look forward to a wonderful partnership in your child’s educational growth.

Love, Miss McNally

H. Technology Plan (K-3 placement only)To help enhance the students’ learning, I will have the children use the Internet to find

information they are curious about. I will create a type of digital storybook on my IPad for

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children to scroll through on times where they have finished an activity early, or are waiting for

another activity to begin. I will also be showing a video at the end of the unit for a fun closure

activity.

Part III: Annotated Bibliography

A. Content Knowledge Sources

Catherall, E. (1982). Magnets. Morristown, NJ. Silver Burdett. Discusses magnets and the magnetic force, including making magnets, electromagnets,

and the Earth as a magnet.

Feravolo, R.V. (1960). Junior science book of magnets. Champaign, IL. Garrard Press. This is an elementary explanation of magnetic toys, compasses, and electromagnets. This

is a great source for background information, as well as learning about how certain magnetic toys work.

Jeffers, F. (2007). Mondo magnets. Chicago, IL. Chicago Review Press. This electronic resource provides various ways that magnets are used and how. This is a

great resource for background information for teachers. It is also a great resource to look for examples or experiments to use in whole group discussions.

Kuskowski, A. (2014). Science experiments with magnets. Minneapolis, Minnesota. ABDO Publishing Company.

This book features easy and fun science experiments with magnets using household items. Each activity includes easy instructions with how-to photos, and short science explanations.

Podendorf, I. (1961). The true book of magnets and electricity. Chicago, Childrens Press.

This book is an introduction to permanent magnets, electricity, and electric magnets, how they work, and their uses.

Siepak, K.L. (1995). Magnets and Electricity. Greensboro, NC: Carson-Dellosa PublishingCompany, Inc.

This is a great resource for teachers to learn about magnets and electricity in a simple way. Very user friendly and very easy to follow. Great resource for experiments.

VanCleave, J.P. (1993). New York, NY. Wiley.This is a collection of science projects and experiments using magnets. This is a very

helpful resource for not only student teachers but also for lead teachers. This collection includes hands-on experiments and worksheets.

Vogel, J. (2011). Push and pull! Mankato, MI. Child’s World.

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Amazing magnets are everywhere: on the refrigerator and inside machines and toys. Even Earth is a giant magnet! A magnet can be strong enough to lift a car. But, Magnets work only in a certain way. This simple, colorful book explores the attractive power of magnets.

B. Children’s Literature Appropriate to Topic Adler, D. (1983). The Question & Answer Book: Amazing Magnets. Mahwah, NJ: Troll Associates.

Questions and answers provide basic information about magnets and magnetism. This easy read also includes several experiments.

Anderson, L. (2011). Fun with Magnets: Set Of 6: Early Connections Series. N.p.: Benchmark Education Company.

A great book for children, to learn new vocabulary, explore magnetism, experiments with magnets, as well as fun facts about magnets.

Branley, F. & Vaughan, E. (1956). Mickey’s Magnet. New York, NY. Scholastic Inc. This is a great easy read about a young boy who drops pins on the floor and picks them

all up with a horseshoe magnet. Then it goes on to experimenting with other materials and why some things are magnetic and some are not.

Berger, M. (1995). The Mystery of Magnets. New York, NY: Newbridge Educational Publishing.A picture book explaining and showing shapes of magnets, North and South poles, the

magnetic field, and what will stick to a magnet.

Potter, J. (1995) Science in Seconds for Kids. New York, NY: John Wiley and Sons, Inc.This is an easy picture book explaining magnets in child language. This is a great book

for parents and children to read together at home.

Pritchett, J. (2003). How Are Magnets Used? Washington, D.C.: National Geographic Society.A windows on Literacy simple picture book about how magnets are used. Helpful for

children with knowledge about how common household magnets and how they are used.

Royston, A. (2003). My World of Science: Magnetic and Nonmagnetic. Chicago, IL: Heinemann Library.

Each book in the My World of Science series explains the science that you see in the world around you. It is science that you use every day. This is a good book for a teacher-child or parent-child connection to learn how people use magnets every day, and how magnets can ever work in water.

Vogel, J. (2011). Push and Pull! Learn about magnets. Mankato, MN: Child's World.This simple, colorful book for children that explores that magnets are everywhere, and

explores the attractive power of magnets.

C. Other Teacher Resources Consulted Charney, R. (2002) Teaching Children to Care, 2nd edition. Turners Falls MA: Northeast Foundation for Children, Inc.

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Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs (3rd ed.). Washington DC: National Association for the Education of Young Children

Wortham, S. (2013). Assessment in early childhood education (6th ed.). Boston, MA: Pearson Education, Inc.

NAEYC Assessment #5Student Teaching Unit Assessment and Reflection

EDUC 410 Early Childhood Student Teaching Seminar Part 1: Assessment of Student Learning

By: Kristen McNally

Learning Experience Plan #1LBD: Thinking Like a Scientist

Your Name: Kristen McNally Grade/Developmental Level: 2nd Grade

Subject Area: Introduce Procedural Text and Monitor Understanding Specific Topic: Magnets

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Length of Time: 20-25 minutes Date taught: January 31, 2014

Purpose:Students will be exposed to a new genre: procedural text, which explains how to make or do something. The text usually includes a list of materials and directions. Introducing the procedural text will help children get a sense of how they will be introduced to magnets and how they will have to write for when they create their own experiment within the next few weeks.

Curriculum Standard(s): CCSS.ELA-Literacy.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

CCSS.ELA-Literacy.RI.2.5: Know and use various text features (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

CCSS.ELA-Literacy.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Objectives: Children will be able to identify the key components in a procedural text. Children will be able to make connections between why we are introducing procedural

texts and creating experiments. Children will also be able to monitor their understanding of the text.

Background Knowledge Needed: Students have practiced monitoring their understanding when we read the story about Marta’s Magnets. Children were also introduced to the vocabulary words attract, magnet, and object so when they are explaining key details in the story they are able to use their background vocabulary words to help them with understanding of the text.

Materials Needed: By teacher: Big Book version of Presenting: Amazing Magnets by Teresa Celsi, notes and possible questions children may ask or point out, questions to ask to engage children in the discussion.

By student: Listening ears, calm bodies, and eyes on the speaker.

Student Grouping: This will be a whole group activity.

Preparation for Experience: I will have the Big Book up in front of the classroom (where I will be sitting). I will need to have the vocabulary words written on the board for reference.

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I will need to come up with questions I may ask students if they are not doing their job (sitting quietly, eyes on me, ears are listening, etc).

Outline of Experience:

Introduction/Orientation To introduce the lesson I will have the children think to themselves about different kinds of puppets. Then I will ask them how do the different types of puppets move? Then after children share their thoughts and experiences, I will ask them to join me in finding out what this book (Presenting: Amazing Magnets) teaches us to do with magnets.

Body of Lesson After students are ready to listen to the story, I will ask them to remind me of what we

need to do while they listen to the story. o What strategies should we use to monitor our understanding?

Rereading and asking yourself questions As I read I will stop on pages 4/5 and ask the children why these pages are important for

a procedural text?o Because you need to have a list of materials before you make something.

Then I will read pages 6-13 and ask why there are numbers next to each sentence and why it is important for them to be numbered?

o Because the author is explaining the steps in the process of making magnet puppets, stage, and theater.

Then I will proceed on reading pages 16 - 21 and ask children what they thought were important facts about magnets?

o Magnets only attract certain metals. Steel and iron are easy for a magnet to attract.o Magnets cannot attract copper or brass.o You cannot see a magnet’s power, but you can see what it does.o Magnets do not work from very far away.o You need to hold the magnet right underneath the puppet to make it move.o Magnets help people do their jobs.o Huge magnets move metal junk.o Magnets also let people have fun.o Televisions have magnets to help make a picture you can see.

Conclusion I will bring closure to the activity by asking children why it is important to monitor your

understanding as you read?o Because it is important to understand the beginning of a text before moving on to

fully understand what is important. o To make sure I understand what I am reading and be able to talk about what I

have read and make connections. Then I will ask how often should you check to see if you understand what you are

reading?o As often as possible! The more the better.

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Then I will dismiss children who are doing their job (sitting, eyes on me, listening ears on) to line up for special.

Assessment Plan: I will have a checklist of the questions I ask and every child’s name to monitor; behavior, participation, understanding, strategy skills, and the ability to stay focused and engaged.

Child Guidance/Classroom Management Plan: If specific children are having a hard time listening or staying focused, I will first repeat

what the classroom rules are, and if it happens multiple times I will have them sit at the back table until they think they are ready to be respectful and rejoin the group.

If children are getting too distracted and don’t seem interested, I will ask them why this doesn’t seem interesting to them and then explain to them that procedural texts are what we will be creating when we create our magnet experiments within the next few weeks,

Adaptations and Modifications: If some children aren’t participating with answering questions or making comments, I

will start writing things on the board so they are able to look at them as they are reading to help them monitor their understanding.

If children start going off topic, I will have them go back to the beginning and explain why it is important to learn about this genre.

Extension Plan: If children finish early, I will have them go back to their seats and I will pass out their vocabulary journals and have them write two complete sentences about something they learned about a procedural text. Reflection:

Although my main goal was monitoring understanding, I didn’t end up talking a lot about

it. The program I was going off of is called Literacy By Design, and it is a comprehensive based

learning concept. It introduces different comprehension strategies for reading to help children

comprehended what they are reading and also to help them with writing. Although I didn’t talk

much about monitor understanding I plan on introducing it more throughout the week. The

children were more interested in the puppets and magnets in the story. I went over procedural

text a few times to get them thinking what is important about procedural texts and why we might

use them or what we would use them for. They gave very mature responses, in my opinion.

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They really understood what a procedural text was and that ended up being my goal for that day

since comprehension could be introduced more in depth later in the week.

The reason why I introduced procedural text is because at the end of my unit on magnets,

the children will be writing procedural texts on experiments and implementing them. We also

stopped and talked about magnets because a lot of children had very minimal knowledge of

them. I explained to them that we would be learning all about magnets in the next couple weeks.

Throughout the entire lesson the children were very engaged and curious. One thing I realized I

need to work on is answering the children’s questions right then and there instead of waiting

because for some questions I ran out of time so I had to talk to them later in the day. I was so

focused on getting them to understand what a procedural text was I forgot to just sit back and

listen to what they were curious about and let them make comments and have a discussion about

the book.

After I discussed with my supervisor she noticed that the children were engaged and truly

saw me as a teacher and respected what I had to say when reminding them of the rules while the

teacher is reading or another child is speaking. Although she noticed that although I answered

the questions children had about the reading that I need more confidence in my answers, because

I was correct with my responses but she said it seemed like I was unsure of the response. I feel

as though this is part of a confidence that I need to build in this classroom. I haven’t quite

gained the comfort of being in the classroom yet. But, it will be my goal from now on to work on

this part of my professionalism everyday.

My assessment strategy for this lesson seemed appropriate until I realized that it was hard

to truly listen and answer to the responses of the students as well as document what they were

saying. Looking at the checklist afterwards didn’t help me truly see who understood and who

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didn’t. So next time instead of a checklist, maybe I could have a more discussion based

approach. I think I will have to introduce procedural text a little more in depth to fully see how

the students are understanding it, because although students were able to tell me what parts of a

procedural text are important I don’t think they truly understood the concept and how it is

relevant to them. I think a poster or some practice with procedural texts will help them in my

future lesson plans involving procedural texts.

Learning Experience Plan #2Introduction to Magnets


Subject Area: Introduction to Magnets Specific Topic: Magnets

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Length of Time: 50 minutes Date taught: February 3, 2014

Purpose:The purpose of this activity is to first see what the students already know about magnets, give them a chance to explore magnets hands-on, and see what they have questions about and things they might want to know more about. This is a way of planning to see what the students know, what they are interested in, and what they are hoping to learn about.

Curriculum Standard(s): Forces: S: PS3: 2: 1.1

o Describe the properties of magnetism and demonstrate how magnets can be used to move some things without touching them.

Science Skills for Information, Communication and Media Literacy: S: SPS4: 2: 4.1o Ask questions and take part in investigations.

Objectives: Identify uses for magnets in their everyday lives. Exploring, handling, sorting, and classifying objects. Communicate by describing their observations.

Background Knowledge Needed: The students will have very minimal knowledge about magnets because this is there chance to explore magnets hands-on and begin to ask questions. To be able to answer questions or go more in depth with students you will need to know that magnets are usually made of metal iron, or another material that has lots of iron in it, such as steel. Magnets are objects that produce a type of energy called magnetic fields. Magnets can be of various shapes, but all of them have the ability to pull things towards themselves. This invisible force is called magnetism. Magnets only attract (pull) metals that are made of iron or that contain iron.

Materials Needed: By teacher: KWL Chart, No Magnets Signs, Chart paper, magnets, scissors, paper clip, nail, and 4 trays.

By student: Listening ears, calm bodies, to raise hands, and ask questions.

Student Grouping: This will be a whole group activity and then they will go back to their tables for small group exploration.

Preparation for Experience: Use chart paper to write WHAT DO WE KNOW ABOUT MAGNETS? And on the other

side it will read WHAT DID WE DISCOVER ABOUT MAGNETS? Put the paper on the board before children start entering the room. Place magnets behind the paper and put the paper clip, nail, and scissors on top of the

chart paper so it looks as though nothing is holding them there.

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Make 4 trays of different types of magnets. Laminate NO MAGNETS cards.


Introduction/Orientation Ask students: What is wrong with this poster? Give the class a few minutes to

discuss with children next to them. Then call on volunteers to answer the question. Then call a different student to come to the front of the room to show the class the hidden magnets.

Point to the word Magnets. Ask students: Who can tell me what a magnet is? Give students a chance to answer. Make sure they understand a magnet is a piece of iron, steel, cobalt, or nickel that attracts other metals.

Body of Lesson After ask students what they know about magnets. Write their responses on the chart

paper with a black marker. Tell students: We will be learning all about magnets for the next few

weeks. Before we can begin to use magnets, we need to know how to use them safely. There are some things that magnets cannot touch. Does anybody know what those things are?

Call on students for ideas, and have students place the NO MAGNETS sign on these items in the classroom (computers, lap tops, and overhead cart).

Read Mickey’s Magnets to the class, with expression. Ask students: Do we need to add anything new that we learned about

magnets to our list? Use a red marker to record their responses. Dismiss children back to their tables (Four tables of three to four children). Tell the students: I will be passing out a tray of magnets to each table, this

is your chance to explore the magnets and what they can do and questions you are thinking about. You will have five minutes at each table.

Hand out a tray of magnets to each table. After five minutes do a clapping pattern to get their attention. Tell the students: When I

am finished talking please put all of your magnets back onto your tray and move to the table to your right. Please be mindful of your body and be respectful with the materials. Do this four times.

Conclusion Bring closure to the activity by having the children come back to the rug and talk about

some of the things they observed, questions they have, and things they want to know more about. Write responses on the backside of the chart paper.

Assessment Plan: Group anecdotal records, and chart paper recordings.

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Child Guidance/Classroom Management Plan: If specific children are having a hard time with the materials, first repeat what the

classroom rules are, and if it happens multiple times have them turn their card and if they are warned again they will look at books and will not be able to have hands-on time with the magnets.

Adaptations and Modifications: If some children aren’t participating with answering questions or making comments, I

will start writing things on the board so they are able to look at them as they are reading to help them monitor their understanding.

Extension Plan: If children finish early, ask the students: What are some ways we can find out more about magnets?

Reflection:

This activity went smoothly for the most part. This lesson made me realize that I need

more research and confidence in my lessons. I knew why we needed to put the NO MAGNETS

signs on the computers because there are magnets inside of them and it will ruin them but for

some reason I clammed up and froze and looked to my facilitating teacher for guidance. When

children were asking questions they had been wondering about I was unsure of how to respond. I

wasn’t sure if I should answer them, try and answer them on their own even if they are incorrect,

or ask them questions to help them find their answer. So I will need to talk to my facilitating

teacher for guidance in this area in the future.

Also, I need a better planned out transition in-between stations because I confused myself

as well as them. When I said go to the table to the right I meant my right and they thought their

right and then others were confused and so I had them freeze and I said: “table 1 go to table 2,

table 2 go to table 3,” etc. It was chaotic for about a minute but then it was resolved and they

knew where to go for the next switch.

Some children when using different magnets were curious as to how many different types

of magnets there were and why there are so many different types. So I feel as though we should

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explore this a little bit. Maybe I can make a poster with different pictures of magnets or have 15

to 20 minutes on another day to go over the different types. I also discovered that I should give

directions before handing out the materials. Children started exploring the materials before I got

to hand them out to every table so when I gave directions they weren’t fully tuned in (regardless

that the directions were very minimal).

Although there were some bumps along the way this lesson went well. Children were

able to comprehend facts about magnets from the book and were able to gain a better sense of

magnets through their own hands-on exploration. The children were very respectful with the

materials and very creative with using them. Their discoveries were eye opening of how in

depth second graders could go when learning about a subject. Timing went beautifully

throughout the entire lesson and we were able to finish off with the extension. Children were

very interested in learning more about magnets so it was a chance to really get them thinking and

open their minds to a new topic of discussion.

The assessment wasn’t as in depth that I was hoping for it to be. My group observations

were helpful but I didn’t write down who said what in the group and if I had I could of gained a

better understanding of what each child knows about magnets and what they are curious about

knowing. The chart paper ended up going better than I thought because we were able at the end

to look back at things the students had said and were able to cross out things we found the truth

about and add things they discovered and learned in different colors. I am hoping to leave this

up in the classroom so we can add things to it each lesson.

Learning Experience Plan #3Attract or Not Attract

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Subject Area: Introduction to Magnets Specific Topic: Magnets


Purpose:The purpose of this lesson is to give children a chance to have more hands-on time with the magnets. It is also a chance for the students to get a better understanding of what magnets attract to.

Curriculum Standard(s): Forces: S: PS3: 2.1.1


Scientific Inquiry and Critical Thinking Skills: S:SPS1:2:2.2o Suggest a plan and describe a sequence of events for conducting an exploration

Science Skills for Information, Communication and Media Literacy: S:SPS4:2:4.1

o Ask questions and take part in investigations.

Objectives: Identify objects that will attract to magnets and objects that do not attract to magnets. Have a better understanding of what the word attract means. Identify everyday uses of magnets. Make connections involving magnets and the classroom. Use tools to enhance observations, collect, represent and interpret data. Using graphic organizers and other strategies to motivate, organize,

and identify the questions children ask about the world. (Test Guess)

Background Knowledge Needed: A minimal understanding of magnets and their uses for the students. For the teacher you will need to know that magnets can be of various shapes, but all of them have the ability to pull things towards themselves. This invisible force is called magnetism. Magnets only attract (pull) metals that are made of iron or that contain iron. Magnets come in different strengths.

Materials Needed: By teacher: 15 bar magnets (one for each child in the class), 15 worksheets, four trays (with: a pin, plastic button, paper clip, craft stick, penny, aluminum foil, and a nail), definition of a magnet, attract, and repel.

By student: Worksheet and a pencil.

Student Grouping: This will be an individual activity but materials are shared in small groups.

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Preparation for Experience: Make four trays containing the materials each table will need for the lesson. Make sure there is at least one magnet per student. Do the worksheet and make sure the objects that are supposed to attract, do in fact attract.


Introduction/Orientation To introduce this activity write the word attract on the board. Ask students: “What do we know about this word? What are some things we know that attract?” Give children time to respond. Make sure students understand that attract means to pull an object close or to come together. Then write the word repel on the board. Ask students: “What do we know about this word? What are some things we know that repel?” Give children time to respond. Make sure students understand that repel means to push an object away.

Begin the lesson explaining what they will be doing. “Today we will be making predictions and testing different objects to see what attracts and what does not attract to a magnet.”

Body of Lesson Use a magnet to hold up the worksheet on the board in front of the classroom. Explain that: “This is the worksheet you will be doing today, it looks

confusing but if you pay close attention and ask questions if you are confused it will be easy!”

Tell students: “First you will write your name and date. The date is on the board if you don’t remember.”

Read the title and question of the worksheet to students: “Magnets. What kinds of objects will a magnet pick up?”

Explain that we will be filling out a magnet data chart for this lesson. Bring a tray of materials up to the front of the classroom. Read and show each object. (Example: The first word is a pin. Show them which object is

a pin.) Tell the students: “When you go back to your seats I only want you to

focus on the first two columns (point to the columns), you are putting a check mark under either yes or no for if you think the object will attract to the magnet or if you do not think the object will attract to the magnet. That is it! When I see that your table is finished with their predictions I will pass out the materials and you can fill in the last two columns after testing each object.” “I will explain this again when you are at your seats to make sure everyone understands.”

Dismiss students by row and hand them a worksheet as they get up and ask them to get a pencil.

After students are all seated with a pencil remind them, “You are writing your name and the date, and filling out the first two columns of the

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worksheet.” “If you forget what an object is, raise your hand and I will show you.”

Once a table of four has finished their predictions had them a tray of materials and let them investigate!

Conclusion Bring closure to the activity by having the tables discuss what they found and discuss

objects they thought were going to attract but didn’t, and objects they didn’t think were going to attract but did, and why.

Assessment Plan: Make copies of their worksheets with anecdotal notes.

Child Guidance/Classroom Management Plan: If specific children are having a hard time listening or staying focused, first repeat what

the classroom rules are, and if it happens multiple times have them sit at the back table until they think they are ready to be respectful and rejoin the group.

If children are being disrespectful or unsafe with the materials after being warned, have them flip their card or remove them from the lesson and have them write in their journal about why they were removed from the lesson.

Adaptations and Modifications: Students who aren’t able to read the list of objects I will read and show each object for

their predictions and remind them when they have the materials for the test portion. If students are having a hard time doing the activity because they are too distracted by

playing with the materials, I will remind them that if they don’t finish the activity they will be doing it during recess.

Extension Plan: If students finish early, I will have them grab a clipboard and walk around the room with a magnet and find things in the room that a magnet attracts to, and write them on the back of their worksheet.

Reflection:This activity went very well! Students were engaged, timing was right on point, and

students were excited to talk about what they had discovered. Since some of my past lessons I

didn’t give a clear explanation of what they needed to do, I explained and showed everything in

front of the class before I had them go back to their seats. I introduced the definition of attract.

And then I added, for the visual learners, two magnets attracting and repelling. I then let the

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students have a chance to feel two magnets attracting and repelling so they could get a better

understanding of what the words mean. Then I proceeded to explain the worksheet. As I began

explaining it the students seemed a little overwhelmed so I grabbed one of the trays of materials

and did the first one on the worksheet in front of the classroom.

One thing I saw improvement in my lesson was explaining the directions and having

them do the predictions before handing out the materials. When I handed out the materials first

and then explained the directions during the last lesson, students were not tuned in and were

distracted. After the materials were passed out, students were very respectful in sharing the

different objects with the other students at the table and without mentioning to them that they

should test one object and then write down if it attracted or didn’t they did the worksheet one

object at a time and when the whole table was finished they raised their hands, so I had them do

the extension. I thought the lesson was going to take longer than it did, but I am glad I got to do

the extension but I think making those connections to things in the classroom really helped them

with the word attract.

After students had about 10 to 15 minutes of the extension, I had them all come back to

the rug. We then went over the worksheet and discussed which ones attracted and which ones

didn’t attract. A lot of children thought that aluminum foil would attract so I explained that yes,

it is a type of metal and then reminded them that only nickel, iron, steel, and cobalt are the only

metals that magnets attract. Then we discussed various things in the room that the students

discovered that attracted to magnets and I had volunteers show get up and show us in the room.

Overall this lesson went great. This lesson has brought my confidence up that I can improve

each and every day.

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Personally, I thought this assessment strategy was helpful because although we discussed

as a whole group, I noticed that one of my higher students marked “didn’t attract” for pin and

nail. So at the end of the day I was able to talk with him and see what happened. This

assessment also was a good way to see their predictions and see who has a sense of magnetism

and who needs additional time. Seeing the variety of different things in the room that attracted to

a magnet was also interesting to see, because students were getting into it and really trying to

explore.

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Learning Experience Plan #4

Exploring Magnetic Poles


Subject Area: Introduce North and South Poles Specific Topic: Magnets


Purpose:Students will be exposed to a new topic: North and South Poles. Students will also asses their knowledge of attract and repel and come to a better understanding of what they mean.

Curriculum Standard(s): Science Skills for Information, Communication and Media Literacy: S: SPS4: 2: 4.1

o Ask questions and take part in investigations.

Objectives: Children will be able to see the world as a big magnet. Children will gain a better understanding of the words attract and repel. Students will be able to identify North-seeking and South seeking poles. Students will understand that like poles repel and unlike poles attract.

Background Knowledge Needed: Students have had a small introduction to magnets. They have seen and felt a demonstration of attract and repel. Students have also been exposed to magnet materials as well as things that are magnetic and non magnetic.

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Materials Needed: By teacher:

Magnetized globe and compass magnet Attract and Repel worksheet Bar-Magnets Poster

By student: Pencil Magnets Listening ears Calm bodies Eyes on the speaker

Student Grouping: This will be a whole group activity and the worksheet will be an individual activity.

Preparation for Experience: Have the poster, globe, and magnets in the front of the classroom for demonstration. Have the vocabulary words written on the board for reference.


Introduction/Orientation To introduce the lesson have students think to themselves about different kinds of magnets. Then pass out two magnets to partners. Have them attract and repel them. Then ask partners to talk to one another about what they feel when like poles are next to each other and what they feel when unlike poles are next to each other. Then have them turn back to the front of the room and call on a volunteer to come up and show us magnets repelling and have the other partner explain what is happening to them, and then another volunteer to show us magnets attracting and have the other partner explain what is happening.

Body of Lesson After students return their magnets to the box upfront, post a worksheet on the board.

o Then explain and give directions on what they are doing. Writing each definition and then describing what happens with the

pictures. Then once they are finished writing and explaining on their worksheets. Ask the children

to color in the correct colors of the magnets that we have been using in class. o North will be red and South will be blue.

When children have finished, briefly check over it and if it is evident that they understand attract and repel they can put it in the green bin and look at books about magnets.

Then once the whole group is finished have everyone find a spot on the rug in front of the classroom.

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Then explain that the Earth is like a gigantic magnet. Show the student the magnetized globe. Use the compass magnet to show how the magnet attracts the North Pole and South Pole.

Then explain north seeking and south seeking poles.o North-seeking means the magnet is south magnetized and is searching for north.o South-seeking means the magnet is north magnetized and is searching for south.

Explain how the earth is like a giant bar magnet (since that is the magnet they are most familiar with).

o Draw a picture of the “world” and explain that inside of the earth the south pole of the magnet is facing the north pole of the world and the north pole of the magnet is facing the south pole of the world.

o Explain that’s why the North Pole attracts north and the South Pole attracts south.

Conclusion Bring closure to the activity by giving students their science journals and having them

draw the earth as a magnet and explain why that’s important.

Assessment Plan: Make copies of worksheets.

Child Guidance/Classroom Management Plan: If specific students are having a hard time listening or staying focused, first repeat what


Adaptations and Modifications: If students start going off topic, have them go back to focus on what we are learning

today.

Extension Plan: If students finish early, have them go back to their seats and let them use hands-on time with the magnet materials.

Reflection:To add to this lesson, right before I introduced it I made a poster of the definition of a

magnet, definition of attract, definition of repel, and pictures to go along with it, for those

students who are visual learners. This lesson seemed very confusing to the students, which was

frustrating for me because I thought this lesson was going to be more of a fun review for them.

After explaining the directions to the students for the worksheet a lot of children were confused

on what they were supposed to be doing. I am not sure if it was the layout of the worksheet or if

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it was the way I explained it to them. Although it seemed confusing for them they all understood

what attract and repel were and were able to show the direction in which the magnets moved and

able to explain it using sentences; which was the goal of the lesson. So overall that went well.

On the other hand, explaining north seeking and south seeking was in one ear and out the

next! I even had a visual for them using a magnetized globe and compass magnet as well as

drawing it on the board for a better understanding but it seemed way over their heads even

though it was a simple concept. So, I am thinking of creating a game that I can introduce at the

end of the day tomorrow to help them gain a better understanding of what they mean.

After talking with my supervisor, we discussed how the students seemed confused with

the worksheet because I explained it and it seemed very straight forward to the both of us, so she

recommend that I do the first question with them so I would be modeling it as well as giving step

by step directions, like I did for my last lesson. She also said to relax and smile, which is

something I have been struggling with during this placement. So my goal for my future lessons

is to take a breath and have fun with it. I think I got overwhelmed by the students not

understanding the worksheet and not understanding what north-seeking and south-seeking was,

and just seemed like I wasn’t enjoying it, but to me it was more of thinking about different ways

I could explain it for them to understand it. But, now that I am aware that my thinking face looks

unhappy I need to be conscious of that in order to truly grabbed the students attention. Thinking

on my feet is something I have always struggled with, but I will get the hang of it! I just need to

stay positive and find an alternative way of getting the concept across.

Photocopies and anecdotal notes of the students work were very helpful for this activity.

It was an opportunity to see that the majority of the students understood the concept of attract

and repel and were able to explain them using pictures. This assessment was rewarding to me,

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because I was discouraged in my ability to teach after this lesson. This assessment strategy also

gave me a chance to see students ability to use the new vocabulary words when describing the

pictures, I noticed that a lot of students used the words “stick, and not stick” instead of attract

and repel.

Learning Experience Plan #5Stations: All about Magnets


Subject Area: Stations (containing different subject areas) Specific Topic: Magnets


Purpose:The purpose of this lesson is to give children a wide variety of different subject areas involving magnets.



Scientific Inquiry and Critical Thinking Skills: S:SPS1:2:2.2o Suggest a plan and describe a sequence of events for conducting an exploration


o Ask questions and take part in investigations. CCSS.ELA-Literacy.W.2.2

o Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Objectives: Identify objects that will attract to magnets and objects that do not attract to magnets. Understand what a magnetic field is.

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Identify everyday uses of magnets. Understand that different types of magnets have different strengths. Use tools to enhance observations, collect, represent and interpret data. Using graphic organizers and other strategies to motivate, organize,

and identify the questions children ask about the world. (Test Guess)

Background Knowledge Needed: A minimal understanding of magnets and their uses for the students. For the teacher you will need to know that magnets can be of various shapes, but all of them have the ability to pull things towards themselves. This invisible force is called magnetism. Magnets only attract (pull) metals that are made of iron or that contain iron. Magnets come in different strengths.

Materials Needed: By teacher:

(Station1) Steel wool pads, gloves, 15 pieces of construction paper, tape, 15 bar magnets/disk magnets, and scissors.

(Station 2) 4 horseshoe magnets, 4 bar magnets, 4 disk magnets, and 15 worksheets. (Station 3) Books about magnets and 15 worksheets. (Station 4) 200 paper clips, and 4 hand-wand magnets.

o Extension word search worksheet

By student: Pencil

Student Grouping: This will be an individual activity but materials are shared in small groups.

Preparation for Experience: Collect all materials needed for each station and put them on individual trays Make sure you have 15 copies of each worksheet Communicate that you will need assistance with one of the stations during the lesson


Introduction/Orientation Ask students: Who can tell us what they think stations means? Give time for students to respond. Then explain that they will be going through stations today. With the trays in the front of the room, explain each station and what materials they will have, and what the worksheet they are responsible for is. Give time to answer questions about worksheets.

Body of Lesson Dismiss students back to their tables. Hand out worksheets, have students put their name

on the worksheet and then pass out the materials for each station. When passing out the materials to each table remind them of what they are doing at that station.

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Tell students: I will be working with the magnetic field group and Mrs. M will be working with the strength of a magnet group. If you have a question, feel free to raise your hand and one of us will be over shortly to help.

(Station 1) Have students choose a piece of construction paper, and a magnet (bar or disk). Then have them write their name on the piece of paper and then tape their magnet on the middle of their piece of paper. When they are ready, start clipping! Clip enough steel wool to show the entire magnetic field of their magnet. As you are doing it explain what a magnetic field is and what a magnetic force is. Then once they are done, have them bring it to the back table and look at books.

(Station 2) (Needed assistance) Have students look at the three different types of magnets on the tray. Then can hold one at a time if they would like. Then pose the first question of the worksheet: “Which magnet do you think will be the strongest? And Why? Have them write their responses accordingly. Then read the “experiment” portion of step 2. Use one of the magnets and show the group where to place the magnet and where to place the paperclip. Then have them do that for each magnet labeled. Then talk with them. “What did you find out?” “Was one magnet stronger than the other? Were you right about your prediction?” Pose questions to help them write a response.

(Station 3) This station have children either write responses to the questions from things they already know from past experiences or let them use books to answer the questions. This gets them thinking about past experiments as well as experiments that we may do together in the future.

(Station 4) Have students first write their name on their paper, and then have them write the word guess on one side and actual on the other side. Hand out a magnet to each child (or let them choose) and then pose the question: “How many paperclips do you think your magnet can hold?” Have them record that number under guess and then let them add paperclips to their magnets. Once they have put as many paperclips as they think their magnet can hold, have them take the paperclips off and count them. Then have the students record that number under actual. Once they have finished this activity have them draw and color their magnet.

o Extension: Magnetism Word Search

Conclusion Bring closure to the activity by having the students come back to the rug and discuss

some of the things they learned about today.

Assessment Plan: Photo documentation, copies of worksheets, and anecdotal records.

Child Guidance/Classroom Management Plan:

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If specific children are having a hard time listening or staying focused, first repeat what the classroom rules are, and if it happens multiple times have them sit at the back table until they think they are ready to be respectful and rejoin the group.


Adaptations and Modifications: If children are being disrespectful or unsafe with the materials after being warned, have

them flip their card or remove them from the lesson and have them write in their journal about why they were removed from the lesson.

Be aware of the where abouts of certain children and keep an eye on them to make sure they are being safe with the materials or staying on task and doing their job.

Extension Plan: If children finish early, have them look at books about magnets and bookmark things they want to learn more about.

Reflection:

After realizing I have yet to incorporate any technology into my unit, I decided to show

the video: Bill Nye the Science Guy on Magnetism (first half of video). Then I explained that

they would be doing experiments just like Bill Nye was doing with magnets, during today’s

stations. Then we went on and did step by step of each station. Although I explained each step

of each station I could tell it was overwhelming as I was explaining it, so during transitions I did

a brief overview of what each station was and what was expected of them. As chaotic as this

lesson sounds, they were all engaged and focused the entire time. I had minimal behavioral

issues and minimal respect issues. The only struggle I had with this lesson was that I was unable

to observe the students at different stations because I was doing the clippings of steel wool. If I

ever wanted to do this again, in advance I would order iron shavings and let them do it on their

own rather than cut for them. Another reason I personally had a hard time with this lesson was,

that I didn’t feel myself as engaged as I wanted to be with them, cutting the steel wool ended up

being a bigger production than I had thought. But, I am glad there was time for a group

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discussion so I got a glimpse of what they got out of the experience and the worksheets gave me

a chance to see what stations worked well and what ones didn’t, what groups were able to stay

on task and what groups had interruptions/distractions.

What I did notice about these stations was that my management skills and transition skills

have improved immensely since my second lesson. I had a plan of transactions and it was to the

point and clear and all audiences saw it as clear and appropriate. Also I think having the variety

of activities helped students stay engaged and excited about the topics. And from looking at the

worksheets, the students did a wonderful job with every station. They truly put their focus and

attention into each station and were able to get something out of it. During our discussion at the

end of the lesson we went over the guess/actual station since there was such a variety of answers

and so we did it as a class quickly to see what we got as a whole class rather than individually. I

think “being part of” something is a great way for children to become engaged and interested so I

try to incorporate that at least once in every lesson.

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Learning Experience Plan #6Making a Magnetic Compass


Subject Area: Compasses and why they are important Specific Topic: Magnets


Purpose:The purpose of this lesson is to give children an overview of what a compass is, why it is important, and how we can make our own compasses using a magnet.






Objectives: Students will be able to understand that the Earth acts like a magnet.

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Students will be able to recognize that magnetic north and south poles are near to but not the same as Earth’s North and South Poles.

Background Knowledge Needed: Students have been introduced to the earth being a magnet, north and south poles, as well as

north and south poles of the earth. For the teacher you will need to know that a compass is just a magnet that is free to move. The compass needle is a tiny magnet, which is free to move horizontally on a pivot. One end of the compass needle points in the North direction and the other end points in the South direction. The end of a freely pivoted magnet will always point in the North-South direction. Magnetism is concentrated around the poles (ends) of a magnet. A magnet has two poles, called the North Pole and the South Pole. The two poles may look the same but they behave differently. Put one pole of a magnet near to a pole of another magnet, and watch what happens. You may feel an attraction (pulling) force as the two poles stick together. Alternatively, you may feel a repulsion (pushing) force, as the two poles push away from each other. In all magnets, identical poles will repel (push away) each other. In all magnets, identical poles will repel (push away) each other, while different poles will pull towards each other. What is a magnetic field? The space surrounding a magnet, in which magnetic force is exerted, is called a magnetic field. If a bar magnet is placed in such a field, it will experience magnetic forces. However, the field will continue to exist even if the magnet is removed. The direction of magnetic field at a point is the direction of the resultant force acting on a hypothetical North Pole placed at that point.

Materials Needed: By teacher: 5 bowls of water, 5 needles, 5 compasses, 5 magnets, and 5 pieces of bubble wrap.

By student: Materials assigned to them, and listening ears.

Student Grouping: This will be a small group activity.

Preparation for Experience: Fill five bowls of water (3/4 full) Have materials ready to distribute at the back table


Introduction/Orientation To introduce this lesson Begin by asking students: Did you know that we live on a magnet? Earth is a giant magnet just like the magnets we have been using in class! Hold up a magnet. Ask students: Who can remind us, what do we call the ends of a magnet? Allow students time to answer.

Body of Lesson Then hold up a globe, and ask students: What do we call the ends of the Earth? Guide

students to answer North Pole and South Pole.

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Explain to students that the Earth has magnetic poles, which are close to the North Pole and South Pole, but not exactly the same.

Tell students: Just like the magnetic force of this magnet (hold up magnet) is strongest at the poles, the magnetic force from Earth (hold up globe) is strongest at its poles.

Write the word compass on the board and hold up a compass. Explain to students: A compass is a tool with a magnetic needle that always points north.

Ask students: How is the compass always able to point north? Guide students to answer, it always points north because the Earth’s magnetic pole is pulling it.

Tell students: Today, we are going to do an experiment to see how this works. We are going to find out if the magnetic poles of Earth are really that strong? You are each going to work together at your tables to make your own compass to see if it points to the magnetic north pole.

Dismiss students by their table numbers. Distribute a needle, a magnet, a small piece of bubble wrap, a bowl of water, and a small piece of cork to each table.

Instruct students to press the needle on top of the clay so that it does not move. Next instruct students to carefully place the needle structure on top of the water, and give it time to settle and stop moving in the water.

DEMONSTARTE EACH STEP FOR STUDENTS. Call one student to the front of the room to look at the store bought compass. Ask the

student: Which direction is north? Tell the class: Raise your hand if your magnet is pointing north. Have students discuss in their groups. Did the experiment work? Did it not work? What

could we have done differently? Uses for compasses? Etc.

Conclusion Bring closure to the activity by having the class come back to the rug and discuss these

two questions: What makes the compass point north? Why do you think we need compasses?

Assessment Plan: Checklist of groups and short anecdotal notes on each group.

Child Guidance/Classroom Management Plan: While you are giving out step-by-step instructions walk around the room and make sure

students are doing their jobs. If children are being disrespectful or unsafe with the materials after being warned, have

them flip their card or remove them from the lesson and have them write in their journal about why they were removed from the lesson.

Adaptations and Modifications: If some groups are having a hard time with one group member I will have that group

member come and do the experiment with me so it doesn’t distract the whole group. If a group’s compass doesn’t end up working, I will have them either come up to my

compass and see it or have them observe another groups compass pointing north.

Extension Plan:

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If children finish early, pass out their science journals and have them draw a picture of their compass and explain what a compass is and why it is important.

Reflection:

The night before I taught this lesson I knew I needed to make some changes. I had

adapted it before due to re-introducing the magnetic globe and compass because my previous

lesson plan #4 they had difficulty with, but I ended up adding a Bill Nye Video. I noticed that

yesterday having the children watch the Bill Nye portion of the magnetic field it really stuck in

their brains. So, I thought letting them make a connection with yesterdays lesson we would view

the rest of the video that includes Compass Man. This video had a different way of explaining

compasses and their uses and why they are important. I think this helped children visualize the

use of compass in more of a broad spectrum. So I started the lesson off with the video and then I

had them come to the rug and talk about compasses a little more for those who had a harder time

understanding the video. Then I followed the lesson plan. The only other portion that I changed

was instead of just handing out all of the materials and just giving the directions step-by-step, I

assigned each group member a job, and they were assigned a number. They were in charge of

doing that certain step. So when I modeled and explained step 1, I had the “ones” do the step,

and so forth. This worked beautifully, I think if I had just given them the materials, some groups

would of argued on who was going to do what, because we have a few power struggles in this

class.

This lesson went very smoothly, I felt very confident during the lesson and students were

able to make connections during the discussions and the pacing and timing of this lesson went

very well as well. Although we didn’t end up getting to the extension, we went over the

questions as a group so I could reassure those who were still confused on the topic. One thing I

did notice that I had to mention during the experiment was understanding how to read the

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compass. I didn’t have this written up, but I explained to the students during the last step that the

compass on the piece of bubble wrap should slowly spin around to point from north to south. If

it doesn’t move, rub or tap the needle again to magnetize it. This lesson I truly saw improvement

in my “on the spot” thinking, made me feel like I truly gained the component of teacher skills I

have been lacking.

The assessment strategy I utilized was effective to me, but someone else looking at it

without being present wasn’t very strong. I think photo documentation would of expanded this

assessment much further, because it would give you a glimpse of how in tune and focused, and

respectful the students were with the materials, listening, and with their group members.

Learning Experience Plan #7Magnet Unit Test


Subject Area: Overview of what they have learned Specific Topic: Magnets


Purpose:The purpose of this lesson is to give children an overview of what a compass is, why it is important, and how we can make our own.


o Describe the properties of magnetism.

CCSS.ELA-Literacy.W.2.2 o Write informative/explanatory texts in which they introduce a topic, use facts and

definitions to develop points, and provide a concluding statement or section.

Objectives:

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Students will be able to explain key concepts about magnets.

Background Knowledge Needed: Magnets are usually made of metal iron, or another material that has lots of iron in it, such as

steel. Magnets are objects that produce a type of energy called magnetic fields. Magnets can be of various shapes, but all of them have the ability to pull things towards themselves. This invisible force is called magnetism. Magnets only attract (pull) metals that are made of iron or that contain iron. Magnets come in different strengths.

These days’ magnets are made artificially in various shapes and sizes depending on their use. One of the most common magnets - the bar magnet - is a long, rectangular bar of uniform cross-section that attracts pieces of ferrous objects. The magnetic compass needle is also commonly used. The compass needle is a tiny magnet, which is free to move horizontally on a pivot. One end of the compass needle points in the North direction and the other end points in the South direction. The end of a freely pivoted magnet will always point in the North-South direction.

Magnetism is concentrated around the poles (ends) of a magnet. A magnet has two poles, called the north pole and the south pole. The two poles may look the same but they behave differently. Put one pole of a magnet near to a pole of another magnet, and watch what happens. You may feel an attraction (pulling) force as the two poles stick together. Alternatively, you may feel a repulsion (pushing) force, as the two poles push away from each other. In all magnets, identical poles will repel (push away) each other. In all magnets, identical poles will repel (push away) each other, while different poles will pull towards each other.

What is a magnetic field? The space surrounding a magnet, in which magnetic force is exerted, is called a magnetic field. If a bar magnet is placed in such a field, it will experience magnetic forces. However, the field will continue to exist even if the magnet is removed.

Materials Needed: 15 Unit Assessment Exams, and 15 Sharpened pencils.


Preparation for Experience: I will photo copy and staple 15 unit assessment exams Sharpen 15 pencils with erasers (so there is no excuses of interruption during the exam) Make a few pre-made “quiet” folders, in case students bins distract them


Introduction/Orientation Tell students: Today we are going to think about all that we have learned about magnets.

Body of Lesson Have a sample test in the front of the room. Go over each question, and explain what you

expect for each question.

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Ask the class if they have any questions and answer them accordingly. Then dismiss students by row and have them grab their bins and find a spot in the

classroom where they can work their best. Once everyone is back at their seats, have them grab a pencil and begin passing out the

exams. Let students begin the exam when they are given it. Remind the students to read each question carefully and look for what it is asking you.

Conclusion When children seem to be finishing up, have them read each question and their answer to

see if it makes sense! And then have them place their exam in the green bin and go to read to self.

Assessment Plan: Copies of exams.

Child Guidance/Classroom Management Plan: Walk around the classroom to make sure eyes are on their papers and not others. Move

students who aren’t being productive where they are. Explain to students who have been warned that the next warning will result in recess

time.

Adaptations and Modifications: If some students have a hard time reading the questions, have them raise their hand and

read the question they are having trouble with. If children have a hard time explaining in words, have them discuss it out loud with you

and then have them write it down.

Extension Plan: If children finish early, it will be read-to-self-time.

Reflection:The students did amazing! I was blown away. The brains of my students are sponges, the

majority of them soaked up everything that was every taught. Students used sentences to

explain, they were able to tell me something they learned that was interesting to them. I am truly

blown away with what an amazing job they did. I knew they were going to do well, but my test

out of the other two classes was by far the hardest and they did a wonderful job. A copy of the

worksheets was a perfect way to see how they did since it was an exam. They were well

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behaved and wanted to take it. As a growing student teacher this was a rewarding moment. I

was capable of teaching a topic and was able to have them get something out of it.

After speaking with my cooperating teacher, she also agreed that they did exceptionally

well on the exam and was impressed with how much they enjoyed taking the test. I think the

different types of questions helped certain students get out of the mindset of an exam. Overall

this was very successful and I am ecstatic with my students. Of course there was one or two

exams that seemed like they hadn’t been there for the past three weeks, but these certain students

were already noted in the success of the exam.

An addition to this lesson, everyone had finished very early, so after read to self for 15

minutes I broke students off into their assigned groups to look at book about magnets and talk

about an experiment they might want to do together. I ended up getting every group to come up

with one experiment. This went a lot smoother than I imagined. So this will help when I re-

introduce procedural texts so we have more time.

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Learning Experience Plan #8 & #9Procedural Texts (3 parts)

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Subject Area: Procedural Texts Specific Topic: Magnets

Length of Time: 50 minutes Date taught: February 19, 2014 -(vacation)– March 3, 2014

Purpose:The purpose of this lesson is to give children an overview of what a procedural text is and why it is important. This lesson also is the basis of conducting their own experiments.






Objectives: Students will be able to understand what a procedural text is. Students will be able to recognize key parts of a procedural text (Title, Name, Materials,

Steps, Conclusion) Students will be able to write their own procedural text. Students will be able to work in small groups to come up with a experiment that they will

be implementing on their own.

Background Knowledge Needed: Students have been introduced to a variety of magnet materials and experiments. Students

have also been introduced to several procedural texts.

Materials Needed: By teacher: Books, Poster of Procedural text, rough draft procedural texts, how to procedural books.

By student: Materials assigned to them, and listening ears.

Student Grouping: Individual for example procedural text. Small groups consisting of 2 to 3 students for rough drafts and how to books.

Preparation for Experience: Create a procedural text poster consisting of what is expected. Create a “How to Build a Snowman” procedural text.

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Make 40 copies (to be safe) of the rough draft procedural text worksheets. Make 25 “How to” procedural text booklets.


Introduction/Orientation Tell students: “Let’s think back to when we read Marta’s Magnets. What do we remember about Marta’s magnets?” Give students time to respond. Ask students: “Who remembers what type of text was Marta’s Magnets?” Guide them to answer procedural text. Ask students: “Who remembers what is important in a procedural text?” Guide them to answer: title, name, list of materials, steps, and the final product.

Body of Lesson Tell students: “Today we will be writing our own procedural texts! I will first go over the

very important parts of a procedural text, that you just told me, and then we will be wiring our own.”

Have poster on white board so the whole class can see it. Read each red, black, and gray portion. Then at the end turn the poster around. Post the worksheet on the board using magnets. Tell them, “As a class, we are going to write how to make a peanut butter and jelly sandwich.”

Do the procedural text worksheet as they tell you materials and steps. Break students off into their groups and assign tables. Have groups talk about a “How

to” title for the experiment they will be doing together. Once they figured that out, write down their title and then have them brainstorm materials that they will need.

Once each group seems like they have idea of what to do give them a rough draft (each child) and have them write it together, step by step.

Walk around the room and look at rough drafts to see who is getting it and who needs some extra help.

Collect all rough drafts when they are done and staple them together so you don’t forget who is in which group.

Then make corrections or have the group look over their paper and try to add a step or add materials.

Make all corrections that need to be made. Ask them if they are ready to do their final draft.

Conclusion Bring closure to this activity by having students make their final drafts and to save time, at home, cut out and create the “How to” booklets for them to use for their experiments.

Assessment Plan: Copies of students rough drafts and “How to” booklets.



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Adaptations and Modifications: If some group members are having a difficulty time working with other students in the

group, explain to them that if they aren’t able to work with their group members they will not be doing an experiment at all when the whole class will be doing experiments.

Offer read-to-self for those who are unable to be a group member.

Extension Plan: If children finish early, I will have them start cutting out their “How to” booklets.

Reflection:This activity was a long drawn out experience. But, ended up being very successful.

During the rough drafts students weren’t working as a group so they had different steps so I

retold the class that, “If you don’t have the same directions to do your experiment how will you

be able to follow along with each other when implementing it?” Everyone understood this and I

had to handout more copies of the rough drafts for some students to start over and follow along

with their group. Having the “How to Make a Peanut Butter and Jelly Sandwich” procedural text

really helped certain students. We hung it in the classroom for reference. After the hassle of the

rough drafts the transition to the “How to” procedural book ended up being a breeze. I thought

students were going to have a hard time with the layout but they knew exactly what to do without

me telling them. I originally was going to cut them out myself and make them for them, but

since two snow days happened I am intending for them to cut them out their self when we

implement the experiments. When a whole group finishes cutting out their procedural text I will

staple them and then they will be the first group to implement their experiment.

The copies of the rough drafts were very helpful (before I marked them) to see the variety

of experiments and to see the variety of materials and steps needed. Some experiments were

very complex and thought out and others were very simple but had a clear outcome. So the

booklets I have are the original booklets because I wanted to laminate them and give them to the

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children to keep but the pencil smudged on a few so I made photo copies of each book and then

laminate them to keep. They LOVED this. They told other classes that they wrote their own

“procedural texts.” It was great to see how excited they were about writing as well as

implementing the actual experiment. And they remembered what kind of text they wrote!

Learning Experience Plan #10 & #11Experiments and Presentations

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Subject Area: Own Experiments & Presenting their discoveries Specific Topic: Magnets

Length of Time: 50minutes/ 30 minutes Date taught: March 4, 2014 – March 5, 2014

Purpose:The purpose of this lesson is to give children a chance to use their procedural text booklets to lead them through an experiment of their choice.

Curriculum Standard(s): Science Skills for Information, Communication and Media Literacy:

S:SPS4:2:4.1 o Ask questions and take part in investigations.

CCSS.ELA-Literacy.W.2.2o Write informative/explanatory texts in which they introduce a topic, use facts and

definitions to develop points, and provide a concluding statement or section.

Objectives: Students will be able to reference a book to implement an experiment. Students will be able to work in a small group to find an outcome. Students will be able to convey what they discovered from their experiment in sentences.

Background Knowledge Needed: Magnets are usually made of metal iron, or another material that has lots of iron in it, such as

steel. Magnets are objects that produce a type of energy called magnetic fields. Magnets can be of various shapes, but all of them have the ability to pull things towards themselves. This invisible force is called magnetism. Magnets only attract (pull) metals that are made of iron or that contain iron. Magnets come in different strengths.

These days’ magnets are made artificially in various shapes and sizes depending on their use. One of the most common magnets - the bar magnet - is a long, rectangular bar of uniform cross-section that attracts pieces of ferrous objects. The magnetic compass needle is also commonly used. The compass needle is a tiny magnet, which is free to move horizontally on a pivot. One end of the compass needle points in the North direction and the other end points in the South direction. The end of a freely pivoted magnet will always point in the North-South direction.

Magnetism is concentrated around the poles (ends) of a magnet. A magnet has two poles, called the north pole and the south pole. The two poles may look the same but they behave differently. Put one pole of a magnet near to a pole of another magnet, and watch what happens. You may feel an attraction (pulling) force as the two poles stick together. Alternatively, you may feel a repulsion (pushing) force, as the two poles push away from each other. In all magnets, identical poles will repel (push away) each other. In all magnets, identical poles will repel (push away) each other, while different poles will pull towards each other.

What is a magnetic field? The space surrounding a magnet, in which magnetic force is exerted, is called a magnetic field. If a bar magnet is placed in such a field, it will experience

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magnetic forces. However, the field will continue to exist even if the magnet is removed.

Materials Needed: By teacher: All materials listed on each “How to” booklet, camera, pen, and paper for observations.

By student: All materials listed on their ‘How to” booklet and their procedural booklet.


Preparation for Experience: Have one large bucket full of all materials in every experiment. Print out 2 extension worksheets to do while they are waiting for their turn to do their

experiment.


Introduction/Orientation Tell students: “Today we will be doing our experiments! And guess what? You and your group will be doing them all on your own!”

Body of Lesson Explain: “I will have a bucket of materials in the front of the room and you will need to

look at your booklets to find all materials you listed and then you can begin your experiment.

“For those of you that are not implementing your experiment at that time you will have these two worksheets to work on if you are already done with making your book.”

Explain the worksheets. “Worksheet #1 Read the front and then answer the questions on the back side. Worksheet #2 you are fitting the words into the squares. So count the amount of letters in the word and count how many boxes are in the row or column.”

Conclusion Bring closure to the lesson by coming back to the rug as a whole class and discussing the

worksheets not the experiments (since they will be telling the class about them tomorrow).

Assessment Plan: Anecdotal records of groups working together and how their experiment went, as well as photo documentation.



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Adaptations and Modifications: If some groups don’t finish, make time at the end of the day to make sure they get it

done.

Extension Plan: If children finish early, I will have them color their booklets before I laminate them.

Reflection:

This lesson was by far the best for me. Although I was just sitting back and letting them

do their experiments on their own and managing the rest of the class doing their worksheets, I

felt most relaxed in the classroom. I was able to keep those who were doing worksheets on task

as well as manage and document the group implementing their experiment. Students were so

well behaved I didn’t end up having to talk to anyone about behavioral issues. This is a milestone

for me. Students were respectful, engaged, curious, and eager to learn and do. Timing ended up

allowing us for a different extension. I had groups make posters for presenting. They came out

amazing! I am so happy I went with this extension rather than the coloring of the booklets. The

next day when we did the actual presentations, the posters really helped some groups. We have

our fair share of shy/high anxiety students in the class so the posters helped direct them with

what they wanted to tell the class about their experiment.

I was very nervous for this lesson because my supervisor made comments about another

student teacher’s management of the whole class and small group skills and I was scared I was

going to fail. But, because of that fear I think is the reason why it went so well. I planned in

advance for situations that may happen and what I would do about them. This lesson truly gave

me back the passion for teaching.

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Overall Reflection

Over the course of the semester, this unit went very well. Students were engaged,

excited, and curious about every experiment and concept I introduced. They met every standard

as well as objective. Yes, there was a few bumps but what unit doesn’t? This unit gave a variety

of ways to explore a topic, through technology, hands-on experiments, and books. This unit was

also a way to see children’s develop and expand their abilities. The different assessment

strategies utilized were also a great way to see children’s strengths and weaknesses.

This unit also gave me a chance to see my growth as a professional. It gave me a chance

to teach the curriculum that was expected as well as go outside of the box and have children

engaged and excited about the topic. This unit gave me the confidence of how open-minded I

am cable of being. In the beginning of the semester I had a hard transition to flexibility within a

lesson, with time I was able to take risks, remove lessons and change lessons, as well as add

lessons that I wasn’t planning on implementing. This unit gave me the management and

transition skills that I have been looking for my whole methods experiences. I saw so much in

my growth as a teacher as well as a professional. Emailing and contacting my supervisor a week

in advance rather than a day in advance, and being able to complete reflections right after the

lesson rather than searching for the words of the experience in the aftermath.

Family Involvement Reflection

I didn’t go in depth as much as I hoped to in my family involvement plan. I had planned

on sending out a newsletter each Friday consisting of things we did throughout the week. I only

sent one newsletter explaining what my unit consisted of that also asked parents to write me a

little about their children. I got a lot of feedback, which was surprising to my cooperating

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teacher because she said she sent notes similar home in the beginning of the year and she only

got two responses. This made me feel welcomed as a student teacher, and excited to learn about

each child. Although I didn’t include newsletters each week, I did send notes home to parents at

least once or twice a week about something their child did attached to work they did or included

a sticky note with photo documentation of an experiment.

In the mornings I had great feedback with this method, because parents reassured that it

was a nice quick note that involved them enough to have a conversation with their child about

what they did that day. This opened my eyes because in public schools, parents aren’t able to

have that home-school connection as much, in the primary grades. One parent came to me and

said, “I apologize for not responding to your letter to parents but I just don’t have time at night to

write up about my child and their interests, but I do appreciate the short notes attached to my

child’s work, because sometimes I have no idea what the point of their work was and what they

were doing.” So even though I felt like I was obligated to do more, my strategy was effective to

those few parents that I spoke with. I also sent out a paragraph asking parents for materials such

as cereal boxes, paper, cardboard, etc. for the student’s experiments but I only received cereal

boxes from one parent. In my next placement, I hope to gain a better student teacher-parent

relationship. Family involvement is so important, and I am eager to see alternative ways of

including it.

At the end of the unit, after the experiments the students had explored and implemented,

a photo of the their group presenting, photos of their children implementing the experiments, and

photos of their poster that was hung up in the hallway were sent to families. This was a great

way to give the children confidence and have pride in their work because they all did an

incredible job. This also gave an opportunity for parents to show pride in their child’s work as

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well. These strategies empower families to become engaged in their child’s learning because it

gives them a chance to participate in the outcome of the child’s experiment, it gives them a

chance to see their child create an experiment and implement, as well as talk with their child at

home about something they have been excited for in school. Family involvement is so important

in the early years because that’s where you first gain the home-school connection.

Student Development and Learning Reflection

Physical Development

Fine motor development, depending on prior opportunities, children may enter the

primary grades with reasonably developed fine motor skills. During the primary grades, children

practice and refine their fine motor development, and they become more capable of doing fine

motor work without the neurological fatigue that younger children often experience. Noticeably,

children’s writing and drawing skills become more controlled and precise. Overall, during this

time, girls are ahead of boys in this area of development (Copple & Bredekamp, 2009).

This unit gave student the chance to build on their writing skills, having to write on

response sheets, having to write in books, and having to draw pictures. Many students were still

using the grip on their pencil to help them hold the pencil, but now with all of the writing that

was required they are natural with their abilities to form appropriate size letters and numbers.

These experiments also were all hands-on. Every experiment required each student to use

materials to gain an understanding of a concept. They were also exposed to very small objects,

giving them a chance to be more controlled and precise with the materials in order for the

experiment to work.

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Social Development

Social development, at this age, children are very interested in their peers’

opinions and abilities, both for social comparison and for the sake of making friends. They are

better able than before to cooperate and engage each other in extended conversations and rich

social interactions. Like younger children, primary grade children flourish in environments in

which they feel supported and safe and have close emotional attachments to the pivotal adults in

their lives; including teachers. Close teacher-child attachments and supportive social

environments are important not only for enhancing self-esteem and shaping a positive self-

concept but also for promoting school adjustment, academic achievement, and social skills.

Primary grades children flourish in environments in which they feel supported and safe and have

close emotional attachments to the pivotal adults in their lives. Close teacher-child attachments

and supportive social environments are important not only for enhancing self esteem and shaping

a positive self-concept but also for promoting school achievement, and social skills. During

these years, children’s gender identification becomes very strong. During the early school years,

children’s sense of their own gender becomes connected to culturally accepted roles and

expectations, and it more strongly influences their behavior and choice of friends. Children

show a marked preference for same-gender playmates and an almost stereotypic rejection of the

opposite sex. Children of primary grade age now are more capable of playing cooperative, rule

regulated games and sticking to the rules. The structure of peer groups is flexible; children tend

to enter and leave social circles easily at this age, such that groups are fluid and permeable in

most cases (Copple & Bredekamp, 2009). During the primary grade years, children’s self-esteem

(their estimation of their self-worth and either pride or shame in their competence) becomes

more realistic and accurate.

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This unit had a very large role in social development. I did this for a reason. Although

they were being introduced about magnet concepts, they were involved in whole class lessons,

small groups lessons, individual lessons, as well as being a part of group and working together to

get an outcome. This class struggles with social interactions so I thought it would be helpful to

do small group activities in order to build relationships as well as understand how important it is

to be a part of a group, and be a group member. Although their were power struggles once and a

while, I have seen immense growth in their social development skills. Relationships and

friendships were built as well as being a part of the whole group and how being disruptive

doesn’t only hurt that child but it hurts the other children in the group. This was a big eye opener

for some of my students. They didn’t care that they were being disruptive but they cared that

they were bothering their friends.

Emotional development

Emotions, both positive and negative, are the main force guiding behavior and learning

from infancy through adulthood. With support, children in the primary grades become

increasingly adept at reading others’ emotions and managing their own. During these years, they

become increasingly able to consider others’ feelings and perspectives. By 7 or 8 children

usually have more awareness of the other’s feelings and perspective, and they understand that

people think about what others are thinking. Also around that age, children understand that they

can feel two emotions at the same time. And by age 8, they are better able to empathize with

other people and can accept with varying degrees of graciousness the idea of giving special

consideration to those in greater need (Copple & Bredekamp, 2009).

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Self-regulation is the ability to contain and mange one’s own behavior without relying on

others for impulse control. It is an internalized mechanism that develops through instruction and

support and is a central ability to success in school and life. The process of becoming self-

regulated requires internalizing an understanding of what behaviors are considered acceptable

and desirable as opposed to unacceptable and wrong. Another major developmental

achievement for children in this age range is evolving sense of conscience, but they tend to be

rigid in terms of interpreting and applying rules, for both themselves and others. Because these

are formative years for children’s development of self-concept and self-esteem, it is important

for teachers to create environments in which all children will thrive and develop a positive self-

image (Copple & Bredekamp, 2009).

Another immense growth I saw in my class through this unit was their emotional

development. Along with social development, my students were able to have opportunities to

develop these skills while learning its ok to not always get what you want, and it is ok to be

discouraged if something doesn’t work out, but it is what you do about it, that matters.

Also, because peer relationships and social skills were developing so quickly, I made sure to give

each child a chance in a different group of students to see if they had something they could

connect with someone other than their “best friend.”

Cognitive Development

The changes that occur in children’s cognitive development during these primary grade

years equip them to perform the mental operations required for reading, mathematics, and other

content learning in the early grades. These changes affect not only their academic and

intellectual functioning but, also social cognition, moral reasoning, and language abilities.

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Children in second grade, can solve some abstract problems, they are not yet able to grasp highly

complex, abstract concepts or learn by text or direct instruction alone. While they can

symbolically or mentally manipulate concrete concepts, it will be some time before they can

mentally manipulate abstract ideas; they still need those concrete reference points.

Piaget believes that after the age of 5 children’s thinking is different than before, such as

the ability to think about things more dimensionally, and to solve a wider range of problems.

Cognitive development was amazing to see my students growth and capabilities. My

students were able to solve abstract problems while using reference points to support their

answers as well as consume complex topics. They were so curious about everything. They

wanted to know the: who, what, why, when, and how of absolutely everything about magnets.

The amount of information these children could sustain was amazing. My students would ask

me a question about magnets and I would have to look up more information about the topic to

fulfill their needs. As the unit went on the more complex the questions and answers became. It

was amazing seeing some children go from not understanding a topic, to understanding the topic

and explaining it to a friend.

Language & Literacy Development

At this age children are becoming ‘real readers’ and independently seek out independent

reading opportunities. Vocabulary knowledge helps in reading comprehension as was in social

situations. Second graders have improved spelling based on previous knowledge and use that

same judgment during writing activities. Children are now able to respond creatively to what

they have read, and can answer why questions and give deeper explanations in their own words.

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Over the course of this unit, language and literacy development was my focus. Being

able to use their previous vocabulary words to help them answer new questions and explain their

comprehension of an experiment was exceptional. Yes, their response sheets didn’t fluctuate a

whole lot, but having a conversation with them about a topic improved every single day. Giving

them the chance to present in front of the class was a huge risk because they had never done

something like that before, besides writing a math problem on the board. That was a huge step

for a lot of my high anxiety students, and in the end it gave some children the confidence they

needed to speak up and answer questions.

References:

Charney, R. (2002) Teaching Children to Care, 2nd edition. Turners Falls MA: Northeast Foundation for Children, Inc.

Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs (3rd ed.). Washington DC: National Association for the Education of Young Children

Wortham, S. (2013). Assessment in early childhood education (6th ed.). Boston, MA: Pearson Education, Inc.

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Part II: Self-Assessment and Professional Reflection

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Introduction: I was currently placed in a second grade classroom at Jaffrey Grade

School from January to March 2014. Jaffrey Grade School is located in a rural area of southern

New Hampshire. The school services approximately 375 students in grades kindergarten to five.

My second grade classroom consisted of fifteen children, seven boys and eight girls, with a range

of developmental levels. My classroom consisted of four children who are above grade level, six

children who are at grade level, and five children who are below grade level. My class also has a

variety of special education services including; speech therapy with two children, sight words

and phonics with four children, as well as mathematics intervention with two children.

Overall my second grade classroom was made up of a group of high-energy creative children

with a range of interests and abilities. My class has shown a lot of progress since the beginning

of the year, in both academics as well as classroom rapport. I was very lucky to be a part of such

a creative group.

Throughout this unit on magnets, I have seen growth in myself in all of the Danielson

domains as well as every development domain in my students. Although this placement took a

toll on me, looking back I learned a lot about myself as a teacher as well as dealing with

situations that I am unfamiliar with as a colleague. One growth I saw immensely in myself was

with transitions and classroom management. This has always been an area I have had trouble

with, but this unit, and lead teaching really gave me the chance to use a variety of ways to

manage the classroom and manage transitions. Having the variety of three placements was very

helpful here because I was able to use some methods of other placements in this classroom.

Assessment and documentation improved throughout the unit, because I was able to see

what worked and what didn’t work with this class to fully gain an understanding of what the

students learned as well as what questions they had, observations they made, and photos to show

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them actually implementing the lesson. Family involvement is something that I saw myself

struggle through. Family involvement has never been a strong attribute of mine, but this

placement showed me how important it truly is. After speaking with my cooperating teacher,

parents haven’t had much involvement in their child’s learning experience this year. After

discovering this halfway through my placement, I made a point to go out of my way to write a

quick note or include a photo of something the students did in class that day, just so the parents

can have a glimpse of what their child is doing in school, because we all know children “don’t

remember” what they did in school that day. Also, having the different teaching strategies

(worksheets, hands-on, writing prompts, presentations, etc.) it was a great way to see children

develop in all domains and be able to assess them utilizing different strategies.

Planning and Preparation: Throughout this placement I have noticed that the

planning process is the most extensive but also the most important. For me, having an outline of

the whole unit was very helpful, even though I ended up adding lessons and excluding lessons.

Having set goals for each lesson finally became evident during this unit. Having goals first,

makes the lesson planning process a lot easier and more effective. After a few weeks with the

students and being able to see their strengths and weaknesses made it so I could make certain

adaptations and modifications for students who need extra time with certain activities as well as

children who need an enrichment of the lesson after they complete the activity. So knowledge of

students and school setting became very important, quickly. One thing I could of improved my

preparation was truly understand everything I had for my content knowledge of magnets. I wish

I had a more in depth understanding of certain topics so I could of gone more in depth with my

students because they were so hungry for more information. Throughout this unit I found that

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anecdotal notes on photo documentation, worksheets, writing prompts, and checklists is so

effective and important. Without anecdotal notes on my documentation it is so hard for an

outsider to see what the student was doing, or gained out of the experience.

Due to not having the guidance I was looking for, I overcompensated thinking about

every possible outcome and bumps that might come along, which in the end really gave me the

chance to go as in depth as I wanted. I was able to prepare ahead of time and by the end of the

unit I was able to change lessons on the spot if need be.

Learning Environment: My supervisor as well as my cooperating teacher opened my

eyes on my ability to manage the class through transitions and routines. To me, this is a huge

improvement from previous placements, because it just came natural to me during this

placement. Students responded effectively and respectively to transitions and knew the

consequences for when they weren’t doing their job. Guiding student’s behavior was something

I progressed with throughout the seven weeks. I found that modeling behavior and steps was key

for my class. I also learned that without a type of visual, the students were not able to gain a full

understanding of the topic or lesson. Social curriculum was also a big part of the success of this

class. There were many power struggles throughout the class as well as students who not

making friends was effecting their learning environment as well as others. This is why I chose to

do a lot of small group activities, to have children become effective group members and this

gave students a chance to build relationships with other students in the class. Improvement in

social curriculum is important for me in the primary grades because I have minimal experience

and I think observing other placements would help me gain a better understanding of what is

expected and how they implement it through everyday teaching. What I was fortunate of

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viewing was the JGS’s guidance counselor came in every two to three weeks and presented

friendship activities and managing emotions which I think was truly effective for the students.

Instruction: I have learned so much in instruction during this placement. For me, I did

a lot of trial and error for pacing and timing as well as feedback and responding to student’s

needs. I grew a lot in this area, with flexibility and responsiveness. It was a long and hard

growth, but I think it will be something that I will continue to improve on because I had such a

hard time with it during this placement. I came to the realization that although you need to focus

on the goals and the outcome of the lesson, but you also need to make time to expand on

questions and interests of the students during each lesson. I found that finding ways to explore

or explain questions or interests throughout different lessons was most effective. You only have

so much time to get through the required curriculum but you have to make time for things that

the students are truly curious about along with what is needed to be taught. Feedback was also a

challenge for me during this placement because I never knew what was appropriate and what

wasn’t after asking my cooperating teacher. Looking back, I had an all or nothing approach to

feedback. I either gave a lot of feedback, or I gave none. Moderation is something that I need to

improve on, with everything in my life. Pacing and timing became smooth once I was

comfortable in the classroom, during the last three weeks of my placement. Speaking slower and

doing the activities at home helped me immensely in this area. Improving in this area would

include making time for children’s interests and creating a range of activities to help the

development in all domains.

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Professional Responsibility: This is an area where I have never had a problem with

until this placement. Although this was an intrusive situation, I have never seen so much growth

in myself as a professional. Communication was important to me this placement because in my

previous placement I gave short notice, and was unclear of my questions and directions. So, this

placement I made it a goal to improve in this area. My lesson plans were in a week in advance, I

had a calendar of each day planned out, as well as a notebook of any questions or concerns I had.

Although this seems like a great way to be, my cooperating teacher as well as my supervisor, had

multiple things going on and had to be reminded several times of when lessons were going to be

implemented and when I needed to be observed. As stressful as that was, I saw how hard it must

have been for my previous cooperating teacher to deal with me. So this is an area I have opened

my eyes too. It also shows me that everyone is different, so I need to learn how to adapt to every

situation. Being stubborn isn’t going to get me anywhere.

During this placement, I have learned that collaboration with colleagues is very helpful.

It makes life so much easier! Collaborating with colleagues can help with the consumption of

materials, expanding on lessons together, getting a different aspect on a situation, as well as

getting new ideas on a topic. This placement was helpful in seeing how important that is.

Another aspect of teaching that I found very effective and important is building relationships

with the families of my students. Having a quick conversation in the morning about how their

child is doing, or something they are excited for is so helpful to help connect with my students as

well as families. I was also able to meet a few siblings that were in different grades at JGS and

make a connection with them. Going to the 2nd concert and the Winter Carnival was a great

place to make a connection with parents. I think emailing or a thought book that went home

everyday could be more effective to really gain a relationship. I also saw a tremendous growth

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in creating and maintaining supportive/cooperative relationships with colleagues throughout the

school, while attending staff meetings, and RTI meetings.

The area where I saw the majority of my growth was my reflective practice. Feedback

was so important to me during this placement because I wasn’t given much. I never knew what I

was doing right or things that I could change to make the lesson smoother or a better way of

handling a situation. So, when negative feedback was given I made it a point to go out of my

way to find alternative perspectives of how I could of done it differently from past cooperating

teachers as well as my supervisor and other student teachers. As a student teacher, I am a sponge;

I want as much feedback as I can get to truly grow into a successful teacher. And because of the

minimal feedback I think I put more effort and passion into each lesson so that my students

didn’t suffer, because they are what matters.

Overall through this experience I gained an understanding of what it takes to be a teacher.

A teacher is a caregiver, a friend, an authority figure, as well as an educator. No matter what is

going on in your life that day or year, you need to be there for your students because for some

children school is there only safe haven. I show my identity as an early childhood professional

in my professional practice by utilizing different assessment strategies, implementing a variety of

teaching methods, creating and maintaining relationships with families and colleagues, as well as

going the extra mile to help a child or colleague in need. In my future teaching experiences I

hope to be able to be that safe haven children can come to when they need help or advice, I hope

I can give as many opportunities to help families become more involved with their child’s

education, as well as create a professional demeanor that is welcoming to everyone.

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Scoring/Grading Sheet for Self-assessment and Professional Reflection EssayNAEYC Assessment 5/K-3 placement

Name: Kristen McNally

Assessment 5 Part II:Self assessment and professional reflection (80%) 75

A. IntroductionB. DanielsonC. Conceptual FrameworkD. Professional Identity

Kristen, your self assessment and professional reflection is thorough, detailed, and honest. You have clearly discussed the Danielson domains and provided examples from your experience to support your growth. Your professional identity statement is also clear and shows your strength and commitment. I don’t find the 4 themes of the KSC Conceptual Framework (E-D-U-C) included in an explicit way, but I can certainly infer them. Be more direct with including these concepts in your next reflection essay.

Mechanics – completeness, organization, spelling, grammar (20%) 20

Well-written and clear essay, just missing the part already mentioned above.

Final Grade: A Signed: Dottie Bauer

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