Brian Lyda EDUC 329 TWS 2 Lesson Objectives Lesson Objectives

Objective 1: When given two three-digit numbers, students will show, verbally and in writing, the ability to compare the two numbers based on meanings and values of the hundreds, tens, and ones digits using symbols (>, =, <) with 80 % accuracy. Objective 2: Through hands-on experiments using magnets, all students will observe and be able to predict the effect a magnet will have on a random object based on the make-up of the object (nonmetal, magnetic metal [iron, steel, etc.], or nonmagnetic metal [copper, etc.]). Objective 3: After a pre-assessment and class discussion involving demonstrations of magnets in everyday use, all students will be able to identify and recall, in writing, five (5) examples of magnets in everyday use. Objective 4: When given three single digit numbers, students will be able to form the largest three-digit number possible 100% of the time using their understanding of the value of the hundreds, tens, and ones place. Objective 5: When reading literature, students will demonstrate an understanding of the story through identifying the who, what, when, where, and why within the text by using prior knowledge as well as by observing and analyzing the illustrations.

Explain how the objectives are aligned with local, state, or national standards. Objective 1: This objective aligns with the Common Core State Standard for Mathematics 2.NBT.4: (Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). If students have a conceptual understanding of place value, they will be able to accurately compare three-digit numbers and use the symbols to represent this fact. During my lesson, students will be provided two three-digit numbers, and they will have to compare the two numbers using the abovementioned symbols. This objective also aligns with the NCTM process standards of problem solving, reasoning and proof, communication, connection, and representation. Students will be presented with the task of figuring out how many lima beans are in a large container. Students must use the problem solving process standard to complete this task. They must think of the best way to solve this perplexing problem. The students must demonstrate communication and provide reasoning and proof for whatever strategy they use by being able to explain their reasoning to the teacher as well as their peers during class discussion. Students will demonstrate the connection of ideas within mathematics by understanding how place values relate to one another (eg. 10 ones=1 ten, 10 tens=1 hundred, etc.). Connection will also be evident through the use of a familiar item such as lima beans as well as through a familiar game such as guessing how many beans are in the jar. Finally, students will demonstrate representation by being allowed to solve and represent the information using whatever means they see fit (eg. Use base-ten blocks, draw a picture, use objects in the room, etc.). Objective 2: This objective aligns with SC State Science Standard 2-5: (The student will demonstrate an understanding of force and motion by applying the properties of magnetism).

Brian Lyda EDUC 329

By exploring the effects of magnets on various materials, students will be able to observe force and motion in action. This objective more directly aligns with the Indicator 2-5.3: (Compare the effect of magnets on various materials). Students will be doing this by gathering data through hands-on experiments with magnets and various materials. We will then come together as a class to discuss our findings and compare our results. Students will be able to see, due to an objects composition, what affect a magnet will have on the object. Students will eventually make a claim based on the data collected during the experiments. The lesson objective will also address other science indicators such as 2-1.1: (Carry out simple scientific investigations to answer questions about familiar objects or events.), 2-1.4: (Infer explanations regarding scientific observations and experiences.), and 2-1.5: (Use appropriate safety procedures when conducting investigations.) The students will be performing very simple investigations with the magnets and will use this data to answer questions and make inferences about a magnets effect on various materials. They will be using safety procedures because of the damaging effect of magnets on important classroom materials such as computers and televisions. Also, this objective aligns with the national science standards, Content Standard A: Science as Inquiry and Content Standard B: Physical Science. Content Standard A is addressed through the use of the scientific process to conduct simple experiments with magnets. Content Standard B aligns by addressing the properties and materials of objects as well as the motion of those objects caused by magnetism. Objective 3: This objective aligns with SC State Science Standard 2-5: (The student will demonstrate an understanding of force and motion by applying the properties of magnetism). More directly, the objective aligns with Indicator 2-5.4: (Identify everyday uses of magnets.) Students will first be assessed for their current knowledge of magnets in everyday use. They will then be exposed to several examples of magnets in everyday use. These examples will be relevant to the students lives as to enhance the likelihood the students will retain the information (culturally relevant). For example, we will discuss such examples as the magnets in the hallways that hold the double-doors open. Students will be able to see this every day and will remember it each time they walk by the doors. As with essentially all science lessons, this objective will also involve Indicator 2-1.5: (Use appropriate safety procedures when conducting investigations). I will be using magnets to show examples, so I must use the opportunity to remind students of the damaging effect magnets can have on equipment in the classroom. Finally, this objective aligns with the national science standard, Content Standard B: Physical Science. It does so by addressing the properties and materials of objects as well as the motion of those objects caused by magnetism. Objective 4: This objective aligns with Common Core State Standard for Mathematics 2.NBT.1 (Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; eg., 706 equals 7 hundreds, 0 tens, and 6 ones.) If students understand that the digits in a three-digit number represent different amounts, they will be able to form the largest number possible using certain digits by placing the larger digits in the place value that has a higher value. Without this understanding of place value, students would struggle to complete this task. This objective also aligns with the NCTM process standards of problem solving, reasoning and proof, communication, connection, and representation. Students will be asked to

Brian Lyda EDUC 329

form the largest number possible with the digits given, but they will be given one digit at a time. The students must place that digit in a place value before the next digit is given. They must use problem solving skills to make the best guess as to where to place the digit given. Students will be asked to explain to the teacher and class their reasoning for placing the digits where they did. This addresses reasoning and proof as well as communication. This game is called the trash can game because students are given four digits and must throw one in the trash. This addresses connection because all students understand the idea of throwing away what is not needed. Finally representation is addressed through the fact that students can place digits where they see fit for whatever reason they see fit. This allows them to represent their thinking in their own way. Objective 5: This objective aligns with Common Core State Standard for English/Language Arts. Specifically it aligns with Reading Standards for Literature 2.RL.1 (Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.) and 2.RL.7(Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot). Students will be asked to use illustrations and prior knowledge to identify characters (who), setting (when/where), and plot (what, why, how). Students will discuss these ideas in a group setting with the entire class. The objective also aligns with Speaking and Listening Standard 2.SL.1; a, b, and c (Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.[a] Follow agreed-upon rules for discussion (eg. Gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) .[b] Build on others talk in conversations by linking their comments to the remarks of others. [c] Ask for clarification and further explanation as needed about the topics and texts under discussion). This standard is addressed during group discussion of the text. Students will raise their hands to speak, and they will be allowed to address what others say. All discussion will be conducted appropriately and respectively.

Discuss why your learning objectives are appropriate in terms of development; pre requisite knowledge, skills; and other student needs. Objective 1: This objective is developmentally appropriate because students should have prerequisite knowledge, from grade 1, of place value in terms of tens and ones. They should also have prerequisite knowledge of the meaning of the symbols <, =, >. Students should now be able to build on this knowledge to add another place value and continue with comparisons. Comparing numbers is the next logical step in learning about place value. Previous lessons have discussed the meaning and value of the different digits in three-digit numbers. It is logical to now see if students have a conceptual understanding of place value by asking them to compare numbers. The students have already worked in groups throughout this school year. The students should, with a little guidance and supervision, be able to affectively work in small groups and together as a class.

Brian Lyda EDUC 329

Objective 2: This objective is appropriate because students have prerequisite knowledge of the science process skills required to conduct an experiment such as this one. Students have also been previously exploring magnets. They have knowledge of such words and actions as attract and repel. They also have an understanding of poles and the fact that opposite poles attract and like poles repel one another. Developmentally, students should have enough self-control to be given magnets and trusted that they will follow safety rules and directions; however, this requires close and careful supervision during the experiments by the teacher. This objective is appropriate in terms of student needs because students need to acquire knowledge of magnets and their effects because this section of science will be revisited in the fourth grade. Also, the next indicator to be studied involves the use of magnets in everyday life. If students do not know the effect a magnet has on objects, it will be difficult to imagine and understand how magnets are used in everyday life. Objective 3: This objective is appropriate because students have prerequisite knowledge of magnets and their effects on various objects. The objective is appropriate for student needs because students must begin to see magnets as more than objects used in experiments in classrooms. They must begin to connect magnets with the many ways magnets are used in our lives. This objective addresses the last indicator under the standard for magnetism; therefore, it is appropriate because students have knowledge of the properties of magnetism and can understand how magnets could be used in the scenarios provided. Objective 4: This lesson is actually a sort of review and overview for the entire idea of place value. At this point, students have worked on place value for 2 or 3 weeks. This objective is designed to test the students conceptual understanding of place value; therefore, it is appropriate. Students will be working in pairs, as they have several times this school year. With teacher monitoring, students are fully capable of affectively working in pairs. The lesson also allows for competition which can be fun and healthy for kids, if conducted appropriately by the teacher. Objective 5: This objective is developmentally appropriate because students have prior knowledge of identifying character, setting, and plot within a text read aloud. Students must relate the character, setting, and plot with the new terminology of who, what, when, where, and why to identify essentially the same information within the text. This objective is also appropriate because these students are read aloud to each day at school. They have daily book discussions as a class and are very aware of the proper procedures to do so. By reading aloud and using illustrations, this objective also addresses the reading comprehension needs of ESOL students and lower-level reading students.