magnets_9-23 (1)

Name: Amanda Gunderson Date: 9/23 through 9/27 Grade Level 2nd

Unit Title: Magnets Subject: ScienceDay of the week: Monday-Friday

Learning Plan Monday

Standard:

2-5.2 Explain how the poles of magnets affect each other (they attract and repel one anotherOther indicators addressed: 2-1.1: Carry out simple scientific investigations to answer questions about familiar objects or events.

2-1.2: Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language.

2-1.4: Infer explanations regarding scientific observations and experiences.

Essential Question: How do we use magnets in everyday life?

“Hook”: Anticipatory Set:

Objective:

Lesson progression: The teacher will….

The student will:

Teacher Input: (ex. Teacher Modeling: Guided Practice: Independent Practice:

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Lecture, discussion, video)Review what we have learned so far about magnets. Refer back to KWL chart.Write notes on the board or add to the learned column of KWL chart. Students will use this information on their foldable.

Show student how to cut and fold the magnet shape. Do this once or twice making sure all students are watching and listening carefully.

EXPLORETeacher will hand out red construction paper, sissors, glue sticks and google eyes to all students. Students will create their magent shape. Teacher and para will walk around and monitor students progress and help when needed. Make sure all students are putting the fold into the right place.

Mr.Manny Magnet

Inside leftTake these notes together as a class: Mag-net- any object that pulls certain metals to-ward it Magnets Attract: 1.Iron 2. Steel (it has iron in it) 3. nickel Attract: to pull towards; “opposites at-tract;” North & South Poles attract We la-beled the poles. Inside right:Take these notes together as a class Mag-netic field- the space around a magnet where the force of the magnet can act Re-pel: To push away; like poles repel North & North, and South & South *magnetic poles- the areas of a magnet where the force of attraction is strongest *The mag-netic field is strongest around the poles.

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Attach google eyes to outside of paper magnet foldable!

Key Vocabulary Words

for today:Attractmagnetmagnetism

Materials needed for this lesson:

Construction paper (red)SissorsGlue stickmarker

Summative Assessments Formative Assessment Accommodations for testing:Bold all that apply:

TestAuthentic Assessment (Rubric)Research project (investigation)Extended written response

Matching/multiple choice/true-falseShort answerPerformance AssessmentExamples of summative assessment

Bold all that apply:

Portfolio accompanied by a rubricChin-up boards (individual white boards)Parking lotRunning Records [Reading/Math] Guided MathQuizOther


Oral AdministrationSmall Group AdministrationIndividual AdministrationReduce testing items

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Learning Plan Tuesday Fun with Magnets

Standard: 2-5.3Compare the effect of

magnets on various materials

Essential Question: What can you find in the discovery

bottle using a magnet?


Objective: I can use magnets to explore forces at a distance.I can discover materials that are attracted by magnets


The student will:

Teacher Input: (ex. Lecture, discussion, video)

Teacher Modeling: Guided Practice: Independent Practice:

Introduce the unit of study Introduce the unit of study. Display chart paper with the heading, "What we already know about magnets." As students offer responses, record them on the chart. Do not correct the students’ inaccurate responses. This will be helpful in ascertaining the students’ prior knowledge, including accurate and inaccurate assumptions. This chart can be referred throughout the unit of study as a way for students to reflect upon their learning and to rethink inaccurate ideas.

Read the students an

Discussion Questions:

What objects did you find in the discovery bottle?How did the magnet help you find the objects in the bottle?What kinds of objects did you find?Were there any object that were attracted to the magnet that surprised you? Can you think of some other magnetic object I could have put in the bottle?Did your magnet have to touch the object in order to attract it or was the

Students will write in their science journals what theyhave learned. Invite them to draw a picture of the discovery bottle.

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informational book about magnets. Explain to the students that magnets attract different things. They are made of a special substance that attract to magnets. Tell the students that magnets don’t actually have to come in direct contact to the object in order for it to attract.

Introduce the discovery bottle. Tell the students that they are things inside the bottle. Some are magnetic and some are nonmagnetic. Instruct the students to use their magnets wands to try to find the magnetic objects. Divide the student into groups and let them get started. Have the children sort the cards to determine which objects were magnetic and non

magnetic attraction able to go through the bottle?

Have the students write their findings in their science journal.

Key Vocabulary Words for today: Magnetic fieldMaterials needed for this lesson: Clear plastic two litter bottles

Colored gift packing shreds10 small objects some magnetic some not magneticMagnet wandsStudent recording sheetBook about magnets

Summative Assessments Formative Assessment Accommodations for testing:

Bold all that apply: TestAuthentic Assessment (Rubric)Research projectExtended written responseMatching/multiple choice/true-false


Portfolio accompanied by a rubricChin-up boards (individual white boards)Parking lotRunning Records [Reading/Math] Guided Math



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Short answerPerformance AssessmentExamples of summative assessment

QuizOther

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Learning Plan Wednesday

Standard: 2-5.1 Use magnets to make objects move without being touched

2-5.3Compare the effect of magnets on various materials.

Essential Question: How do we use magnets in everyday life?


Objective: I can make my paper kite fly using a magnet.


The student will:



Magnets have a magnetic field, an invisible force that attracts some kinds of metal. Metal objects within the magnetic field do not have to touch a magnet to be pulled by magnetism.

Go over rules, procedures and expectations for this activity. Explain to students that they will work with partners to complete this activity. Remind students to take turns and wrok cooperatively. Teacher will model this activity with the paraprofessional using role play to show students how to

Cut a paper kite shape about three inches long and attach a paper clip to one corner. To the opposite corner, tape a piece of thread about eight inches long. Tape the other end of the thread to a flat surface. Use a strong magnet to pick up the paper clip and extend the string to full length. Hold the kite between your fingers and slowly move the

Students will write about and illustrate what happen to their magnet kites.

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do this activity and how to work well together.

magnet away from the paper clip. When you release the kite, it “flies,” unattached to the magnet.

Key Vocabulary Words for today:

Materials needed for this lesson: A piece of paper A paper clip Thread Clear tape Scissors A strong magne

Summative Assessments Formative Assessment Accomedations for testing:


TestAuthentic Assessment (Rubric)Research projectExtended written responseMatching/multiple choice/true-falseShort answerPerformance AssessmentExamples of summative assessment





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Learning Plan Thursday

Standard: 2-5.2 Explain how the poles of magnets affect each other (they attract and repel one another

Essential Question:


Objective:


The student will:



Teacher will show students:

How to make the Crane:

1. Use a piece of tape to make

a loop at the top of a doorway

or archway in your house.

Here’s how to do it so the

string moves easily through the

loop: Cut one piece of tape six

Students will take turns:Raise and lower the end of the crane by pulling the free end of the string. Create a range of motion by giving the magnets a gentle push.

Extension activities:

Fill a vase with water. Add a

Students will make observational notes in their journal. Why did this work? Have you seen other machines that work this way?

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inches long. Cut another 4

inches long. Center the shorter

piece onto the longer piece and

press them together (press the

sticky sides together). Now only

the tips of the longer piece are

sticky. Press the tips to the top

of your doorway to make the

pulley.

2. Pass a piece of string

through the pulley. The two

ends should reach the floor.

3. Allow two small magnets to

grab each other with one end of

the string between them.

handful of nuts and bolts. Ob-

jective: retrieve the items from

underwater and transport them

to receiving area.

-Tie a bundle of toothpicks to-

gether to make a “load.” Do the

same with popsicle sticks. Add

a bolt to each bundle so the

crane is able to pick it up. Make

a dozen or so loads. Objective:

pick up the items and transport

them to receiving area (and

sort by type).

-Make and cut out alphabet let-

ters using construction paper.

Tape or glue letters on top of

bottle caps. Scatter the letters

beneath crane. Objective: pick

up letters to make words. (Hint:

try to focus on visual words like

“cow” or “dog” for instance.)

Key Vocabulary Words for today: AttractMagnetMagnetic field

Materials needed for this lesson: Tape-Magnets (2)

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-String (kite string is fine)Summative Assessments Formative Assessment Accommodations for

testing:Bold all that apply:

TestAuthentic Assessment (Rubric)Research projectExtended written responseMatching/multiple choice/true-falseShort answerPerformance AssessmentExamples of summative assessment





FRIDAY Half Day:

Magnet assessmentStudents will list and draw pictures of things that are magnetic on one side and things that are not magnetic on the other side.

Assessment can be downloaded free here:http://www.teacherspayteachers.com/Product/Magnets-Printable-241961

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http://www.teacherspayteachers.com/Product/Magnets-Printable-241961

Modifications:ESOL: Accommodations SPED Accommodations RtI

The following accommodations will be made for ESOL students depending on their level of need:

Writing/Vocabulary Modifications

___ Reduced note taking

___ Student vocabulary translations, illustrations for resource/pictures/video

___ Completion activities with graphs, charts, and maps

___ Vocabulary matching/fill-in-the-blank exercises with word list

___ Questions with short answers-clues given (written exercises)

___ Working with partner/cooperative learning group when paragraph, synthesizing or summarizing

___ Definitions of vocabulary before a topic is discussed

___ Use of study skills class to improve content retention/understanding

___ Oral/written inventory of key vocabulary using the following:

___ Cassette tapes ___Flash Cards

___ Bi-lingual Dictionary/Pictionary/Word for Word Dictionaries ___Manipulatives

___ Focus on sight word vocabulary (elementary) ___Journal writing

___ Manuscript Fonts ___Less information on a page

___ Various learning styles

Student 1Utilize behavior interventions to increase on task behavior, stress manipulativeAllow frequent breaks and redirectionmodified written work/ shortened assignmentsallow physical activities for centering, time out center in room

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Class Instruction and Test Taking Modifications

___ Reduce number of questions to be answered/marked ___First-Year Exemption for PASS

___ Prioritize objectives of class ___First-Year Exemption for HSAP

___ Reduce choices on multiple-choice tests ___PASS/HSAP Bilingual Dictionary

___ Indicate page numbers to answer next to the question

___ Allot more time for reading assignments and/or shorten amount of material to be covered

___ Rephrase questions and directions (directions can be translated into students’ native language)

___ Use fill-in-the-blank tests/worksheets with vocabulary list provided

___ Utilize group projects rather than individual work

___ Give open-book tests

___ Reduce the number of matching options

___ Answer questions on test; avoid use of machine scored answer sheets

___ Give test over several days or in sections

___ Present test questions in same phrasing as used in learning/review

___ Read tests aloud for students

Reading Modifications

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Non-readers will:

___ Use pictures

___ Use stories, read aloud, and use gestures, objects, or drama

___ Use poetry: recite or memorize

___ Provide real experience

___ Play word games

___ Create chart stories

___ Prepare library corner

For students using a basal, literature textbook, or novels:

___ Provide story introductions through modified vocabulary

___ Teach vocabulary ahead of topic to be read

___ Divide longer stories into shorter segments

___ Use of high interest, low vocabulary reading materials

Acceleration & Enrichment : Math Remediation Enrichment - Ask a student to demonstrate how to use one magnet to push another magnet along a racetrack

Mon:

Enrichment - Direct students on how to tie a string in the center of two bar magnets and how to bring the two hanging bar magnets near each other. Tell them: “Watch how they interact. Why do they attract sometimes and repel or swing away from each other at other times?” (Students should mention the poles.)

Tuesday:

Wednesday:Thursday:

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Friday:Learning Garden Activities: Days of the week

Mon:Tuesday:Wednesday:Thursday:Friday:

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magnets_9-23 (1)

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