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Teacher
Subject
Topic/Focus
Kyle Visser
Grade 2 Science
Magnetism
topic of magnetism. The students will be asked to make predictions on why things are happening the way
they are. For example why are the needles floating (demo in lesson 2). This way it helps students make
predictions, and discover why things are happening the way they are. Some assessment methods that I am
using in this lesson is questioning, observing, and listening. These methods will, be done formatively, and
will help to tell me if the students are understanding the material.
Finally looking at my final lesson students will be working in groups to help discover what type
materials are attracted/magnetized by a magnet, and what materials arent. This will be hands on work
where the groups will have a magnet, and a set of a variety of materials. They will make a prediction and
then write their observations. After going through the material students will make a mind map of what
was attracted and what was not attracted. I choose this approach because some learners are tactile
learners, this lesson will help these students understand the topic of magnetism, and what material are
attracted to the magnets. The assessment methods in this lesson is, listening, observing, questioning, and
assessing worksheets/mind maps.
After this lesson the performance task will be done, because they hopefully will understand
magnets and the materials they attract. Now that the lessons have been described you can see why I began
with the lesson I did. Without the basics it would be very difficult to understand the topics being discussed
in future lessons. This is why I choose what I did in my first lesson, and why each lesson after builds on
each other. This is the first time these students will be introduced to the topic of magnetism, therefore
starting from scratch is the only way to begin a unit such as this.
Date: ________________
Magnetic Attraction
1. Cut the pictures and sort the objects into 2 categories:
a. Attracted/magnetic
b. Not attracted/nonmagnetic.
Glue them under the correct headings on the pages provided.
Thumb tack
Bread
Glue Stick
Paper Clip
Nail
Coins
Mini-Unit Assignment
Comb
Ice cube
Needle
Whistle
Marbles
Wood
Staples
Feather
Scissors
Plastic Buttons
Keys
Attracted/Magnetic
Mini-Unit Assignment
Not Attracted/Non-Magnetic
Mini-Unit Assignment
Mini-Unit Assignment
Attracted/Magnetic
Not Attracted/Non-magnetic
Not Attracted/Non-magnetic
Performance task:
Note: Students will be given the work booklet to work on. This clearly states each question clearly, and
what is expected of them. Due to the fact that we may have students who struggle with reading. I will be
reading out the directions orally as well. Explaining each step thoroughly along the way. As well as the
expectations I have for them such as neatness (rubric). Checking for understanding by asking questions,
as well as observing and listening.
Assessment Criteria
Level
Criteria
A.
Sorting
Question 1
Excellent
Proficient
Adequate
Limited *
Insufficient /
Blank *
Sorting of objects
according to
expectations
(attracted verses
not attracted) has
1 or 2 errors
Sorting of objects
according to
expectations
(attracted verses
not attracted) has
3 or 4 errors
Sorting of objects
according to
expectations
(attracted verses
not attracted) has
more than 4 errors
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Sorting of objects
according to
expectations
(attracted verses
not attracted is
error free
Mini-Unit Assignment
B.
Magazine hunt
Question 2
C. Neatness (of
cutting and
gluing)
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
Lesson Plans
Lesson Plan 1
Name: Kyle Visser
Grade/Subject: Grade 2 Science
Unit: Magnetism
Topic: Magnets What are they?
Date: November 2, 2015
Length of Lesson: 50
minutes.
General
Students will:
Learning
2-8. Describe the interaction of magnets with other magnets and with common
Outcomes
materials
(P.O.S.)
Specific
1. Identify where magnets are used in the environment and why they are used
Leaning
Outcomes
(P.O.S.)
Learning
Students will
Objectives
1. Recognize objects that are magnets.
2. Explain why the magnets are being used
Materials
Magnet Max- Monica Lozano Hughes
Mini-Unit Assignment
Body of Lesson
(30 min.)
Closure (10
Assessment Methods
1. Begin with reading the book magnet max by Monica
Lozano Hughes
2. Ask students:
a. Can anyone make predictions as what is
going to happen?
b. What is the magnet doing?
3. Explain to the students that we are beginning a new
unit in science focusing on magnets, and magnetism
1. Show the students many examples of magnets and how
they interact with each other
a. Horseshoe magnet
b. Bar magnet
c. Ring magnet
2. Ask students:
a. Does anyone know anything about magnets
b. Where would you find magnets being used
c. What are magnets used for?
3. Explain to the students what we will be doing
a. Magnet hunt - Point out magnets that are found in the
school
b. Explain worksheet that Students will fill out, describing
the magnet, and why it was being used.
i. See worksheet attached (master #2magnetism -Edmonton public school
board)
c. Constantly ask questions for instruction understanding
4. Ask students before leaving classroom:
a. What are the hallway expectations?
b. the hall way expectations:
i. raise your hand when you have a
question or an answer
ii. Quite in the hallways unless asked to
speak
iii. Straight line
5. Begin Magnet hunt always cueing students about
hallway expectations
6. In each room/part of the school ask students:
a. Do you see any magnets here?
b. What about this one?
c. If magnet is found, why is it being used?
i. If students are unsure teacher can help
explain
7. After magnet hunt recap some of the magnets that were
found
1. Ask students to brainstorm ideas of where in your
Mini-Unit Assignment
Formative assessment
for good
listeners/reader:
Answers to questions
Formatively assessing
for understanding:
Answers to worksheet
questions
answers to questions
Formatively assessing
for understanding of
expectations:
answers to questions
Formatively assessing
for understanding:
answers to questions
Formatively assessing
min.)
Sponge
Activity
Resources:
Alberta Science program of studies
Edmonton public school board Magnetism Teacher resources
Magnet Max - Monica Lozano Hughes
Reflection
Name: _________________
Date: __________________
Magnet:
Mini-Unit Assignment
Magnet Hunt
Why its used:
for understanding:
Brain storming ideas
Formatively assessing
answers to exit slip
Mini-Unit Assignment
Name:______________
Im excited about
A question I have is
Name:______________
Im excited about
A question I have is
Lesson Plan 2
Name: Kyle Visser
Topic: Magnets - Attraction
Mini-Unit Assignment
Unit: Magnetism
Length of Lesson: 50 minutes.
General
Learning
Outcomes
(P.O.S.)
Specific
Leaning
Outcomes
(P.O.S.)
Learning
Objectives
Students will:
2-8. Describe the interaction of magnets with other magnets and with common
materials
Materials
Procedure
Introduction
(10 minutes)
Body of Lesson
(30 minutes)
2. Distinguish material that are attracted by a magnet from those that are not.
Students will:
1. Distinguish items that are attracted to a magnet verses those that are not
attracted.
Mini-Unit Assignment
Formatively
assessing for
understanding:
answers to
questions
Formatively
assessing for
understanding:
answers to
questions
6.
Closure (10
min.)
1.
2.
Sponge Activity
1.
2.
Resources
Alberta Education Science Program of Studies
Learn Alberta gizmo
Reflection
Lesson Plan 3
Mini-Unit Assignment
Formatively
assessing for
understanding:
answers to
questions
Formatively
assessing for
understanding:
questions being
asked
Formatively
assessing for
understanding
Answers to
questions
Procedure
Introduction
(5 minutes.)
Body of
Lesson (45
min.)
Mini-Unit Assignment
3.
Closure (10
min.)
1.
2.
Sponge
Activity
1.
2.
for
understanding/learning:
Worksheet answers
Formatively assessing
for
understanding/learning:
Assessing mind map
Formatively assessing
for
understanding/learning:
Assessing exit slips
Formatively assessing
for
understanding/learning:
Assessing responses
Resources
Alberta education science program of studies
Edmonton public schools board What kind of materials will a magnet attracts
Reflection
Name: __________
Date: ____________
Object
Predictions
Will it be
attracted?
(Yes/No)
Observations
Was it attracted?
(Yes/No)
Paper clips
Marbles
Crayons
Cloth
Nails
Thumb Tacks
Coins
Plastic Buttons
Tin Foil
Copper Wire
Keys
Rubber Bands
Wood
Paper
White Board Marker
Pencil
Attracted/Magnetic
Mini-Unit Assignment
Not Attracted/Non-magnetic
Name:______________
Mini-Unit Assignment
Name:______________
1. One thing I learned is
Strategy:
Direct Instruction:
Why:
This strategy was used to relay/give information. There are many important
things that the students need to know, and the one way to give them this
information is by teaching them directly. For example in my first lesson I use
direct teaching to speak to them about magnets and why they are used. If the
students are not given this information they will struggle with the upcoming
lesson because it all builds on each other. Since this is an elementary class
the best way to give information is through orally given instruction,
Therefore this is why felt like direct instruction was important in teaching the
students the important information. One limitation behind this type of
instruction is that it can lead to boredom. The teacher needs to ensure that the
students are engaged in their learning. One way in which this can be
completed is the teacher can be constantly asking question throughout the
instruction that way it forces the students to pay close attention. Another way
to keep students engaged during this time is to have brain breaks when you
Demonstration:
Mini-Unit Assignment
get bored or not be engaged with the demo. One way to get students engaged
is by having opportunities to have volunteers help in the demonstration. This
is one way they can be engaged the other way is again by questioning.
Whole class
reading:
of magnets, with the book magnet max. I have the student practice what it
means to be good readers, as well as good listeners. This strategy has student
predict what is going on in the book. One limitation of this is that you may
get students who dont understand the reading. However one way to bypass
this is by stopping and explaining along the way. This will help the students
who are confused on a topic come to understand what is being spoke about.
Therefore one way to engage the students in reading would be to make sure
they understand. As well as asking questions/getting the students to predict
Brainstorming:
Small group
learning:
lesson. The students are broken up into groups where they will work on
sorting material between whether or not they are attracted by the magnet or
Mini-Unit Assignment
not. I choose this strategy because then students have a chance to learn from
each other. As well as they can collaborate together to learn. Another reason I
picked this is because then the tactile learns can use their hands to help them
be successful. One way to engage students is by encouraging them that they
get to work with their friends for the class. Most of the time group projects
gets the student engaged.
Why:
Grabbed all my general learner outcomes, as well as specific learner
outcomes from the program of studies. This resource really set out what you
have to do in your lessons for it to be successful. It tell us teachers what we
have to teach to the students, as well as the information they are supposed to
know for a grade 2 level. This is a resource that all teachers should be
looking at, for any curriculum they are supposed to be teaching. Without the
program of studies it would be very difficult to know what you are supposed
Edmonton public
schools
to be teaching
This resource came in handy when forming, how to teach each and every
SLO in the program of studies. For example in my lessons the activity called
what kind of materials will a magnet attract? These activities are set up with
masters/worksheets that the kids can use to help solidify their learning. If you
are teaching science this is one resource I would recommend to all teachers,
as it helps to build ideas, as well as assignments for the class, whether they
Mini-Unit Assignment
YouTube
class.
This is a resource that can be used in the classroom as well. In my case I
used it as a way to find idea of tricks that I can do in my lesson. Teachers
do need to be careful as to what videos they show in class, making sure they
University
Professors
Rationale: Assessment A
Lesson Outcome:
1. identify where
magnets are used
in the environment
and why they are
used
Mini-Unit Assignment
Students will:
1. Recognize objects
that are magnets.
2. Explain why the
magnets are being
used
Instruction
al Processes
Description of what
teacher is doing:
Mini-Unit Assignment
Sequence of key
questions:
Evidence of Lesson
Components
(opening, closing,
content, timeline)
Rationale: Assessment A
Mini-Unit Assignment
Lesson
Overview:
Lesson Outcome:
2. Distinguish
material that
are attracted
by a magnet
from those that
are not.
Students will:
1. Distinguish
items that are
attracted to a
magnet verses
those that are
not attracted.
Instruction
al Processes
Description of
what teacher is
doing:
Mini-Unit Assignment
Rationale: Assessment A
Instruction
al Processes
Description of
what teacher is
doing:
Mini-Unit Assignment
Mini-Unit Assignment
Rationale: Ed Psychology A
Lesson Outcome:
2. Distinguish material that are attracted
by a magnet from those that are not.
Students will:
1. Organize item into groups on whether
they were attracted or not
Lesson description: During this lesson
students will be put into groups to work
on finding what objects are attracted by a
magnet and what objects are not. After
the experiment they will return to their
desks to work on a mind map of what
objects were attracted verses what objects
Mini-Unit Assignment
Mini-Unit Assignment
Rationale: Ed Technology A
Mini-Unit Assignment
Mini-Unit Assignment