Second Grade Math Lesson Plan: Science

Subject/Grade level: Science / 2nd Grade

Unit topic (if applicable): Investigating Force and Motion

Lesson goals: Students will be able to compare and contrast materials that are magnetic or non-magnetic.

Lesson title or topic: Magnetism

Estimated length of lesson: 45 Minutes

TEKS Standards: 2.2.E.Scientific Investigation and Reasoning - The student is expected to communicate
observations and justify explanations using student-generated data from simple descriptive investigations.

Learning Objective(s): After participating in a short discussion, the second grade student will be able to demonstrate
and explain objects that are magnetic and non-magnetic on a t-chart to their peers.

Academic Language: Magnetic, Repel, Attract, Compare

Grouping: Students will be placed in groups of four and each table will conduct their own experiment of finding
items that are magnetic and non-magnetic. Students will also create a t-chart on the items based on their findings
during the experiment.

Materials: 5 small bins, 5 magnets, metal spoons, pennies, marbles, aluminum foil, bolts, popsicle sticks, plastic
buttons, balloons, brads, plastic spoons, ect.

Resources: Stemscopes, Cooperating teacher(Mrs.Garcia)

Gradual Release of Responsibility:

o Introduction: I will start by stating my expectations for this lesson so the students know what is expected of them
as well as the group norms that should be followed during their investigation. The lesson will begin with a short
overview of what we have been discussing about magnets throughout the week. The teacher will be asking questions
to guide their answers accordingly to lead up to the activity for this day. After the short discussion, I will state the
learning objective so the students to think about throughout their lesson.

o Teacher Modeling: I will model the lesson by telling them what I expect of them and then doing the action that I
have stated where they are able to see it. I will repeat and state the action several times before the students are
allowed to do the specified action. Questions I will ask will be about “what are magnets attracted to, are all metals
attracted to magnets, and where are magnets used in everyday life?” I will also repeat myself to reinforce it to my
students and walk around to correct any students if necessary on their actions.

o Body of the Lesson: I have included a worksheet from Stemscopes that students will need to fill out as they are
conducting their investigations. The student leader from each group will get the worksheet for them and their
partner. The teacher will explain the worksheet to the students before we pass out the necessary materials the
students will need to conduct their experiment. Students will be given about 15-20 minutes to investigate and fill out
the paper as they work. Once the group has finished finding all of the items they will be asked to create a t-chart that
will be presented in front of the class about their findings.

o Guided Practice: I will use an example different from my students to help on how to fill out the worksheet and
think aloud to questions they should ask. My students will be in pairs, but the table will have four students, and they
will provide each other with the support they may need during the lesson.

o Independent Practice: As I send the students to work independently and investigate their items, I will walk
around and see how the students are interpreting the information they are seeing. I will assist the students if they are
having a hard time to create the t-chart.

o Conclusion (closure): The conclusion of my lesson will involve reviewing our “knows” or “wants to know”
sticky notes for our prior lesson. These will be moved if we answered or discovered the answer to a question a
student had before.

Assessment: The students will be creating and presenting a t-chart on items that repel and attract to a magnet.

Accommodations/Modifications/Enrichment: Accomodations I have made is to give students more time if

necessary to finish the worksheet.

- Special Needs Learners

o Modeling (I do it.): The teacher will use think-aloud so the student can see some strategic thinking that should be
used throughout the lesson.
Demonstration: The teacher will demonstrate how to use the magnets and how to search for items that can be
attracted to a magnet. The teacher will also demonstrate how to separate the items on the table from items that are
magnetic and items that are not magnetic. The other students around the table will also demonstrate on how to
perform the task.
Understanding (CFU): The teacher will frequently visit with the student and ask questions. The teacher will also
review the students work and ask questions on their thinking process if necessary.
(You do it.): The student will help the other students with the experiment and start to conduct the experiment and
work on the worksheet. Accomodations to the worksheet could be for the student if necessary.