Teacher Candidate: Kaylee Dillon Date: June 2014

School: Bob Burdette Center Grade: K-2

Subject: Science Focus Question: How do compasses work?


INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will be able to:
Locate north, south, east, and west on a compass rose
Use a compass to locate things in a classroom
Explain why we use compasses and how they work
WV CSOs
SC.O.2.1.5
Manipulate scientific instruments and everyday materials to investigate the
natural world (e.g., hand lens, balance, thermometer, metric ruler,
magnets, weather instruments, or calculators).
21C.O.PK-2.2.TT.4
Student identifies how technology could be used to solve problems in our
everyday world.
21C.O.PK-2.2.LS.3
Student engages in a problem solving process using objects to solve
problems and demonstrates learning by explaining how they solved the
problem.
21C.O.PK-2.2.LS.4
Student engages in discovery, exploration and experimentation to reach
unexpected answers. Student makes unusual associations and provides a
variety of solutions to problems.

ACEI Standards
1.0 Development, Learning, and Motivation
2.2 Science
3.1 Integrating and applying knowledge for instruction
3.4 Active engagement in learning
3.5 Communication to foster collaboration
5.1 Professional growth, reflection, and evaluation

MANAGEMENT FRAMEWORK
Overall Time- 60 minutes

Time Frame- 10 minutes- Read Theres a Map in My Lap by Dr. Seuss
10 minutes- Create compass rose/ discuss direction within room
20 minutes- Compass exploring activity
10 minutes- iPad activity
10 minutes- Discussion and journal entry

STRATEGIES
Teacher/student led discussion
Independent/group practice
Scaffolding
Visual

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
2



Learning Differences
For students who are struggling to complete the
lesson, I will aid them with assistance.
Sensory Differences
I will allow extra time and individualized
instruction for students with sensory
differences.
Attention Differences
I will construct the lesson with steps that will be
taken one at a time. The lesson will move quickly
from one activity to another to keep interest.
Behavioral Differences
I will give reinforcement during the lesson
regarding correct behavior and structure.
Motivational Differences
I will create the lesson using various motivational
strategies, reaching students with motivational
differences.
Ability Differences
I will design the lesson so that students with
ability differences are able to participate in the
activity. Limiting words to be written.
Physical Differences
I will adapt the lesson format for students with
physical differences by adjusting the lesson, so
they may participate.
Cultural Differences
I will use examples from real-world cultural
situations when creating the lesson.
Communication Differences
Through use of the visuals, I will aid students will
communication differences. I will assist students
with questions or unknown words throughout
the lesson.
Enrichment
Journal reflection responses can be used for a
more in-depth activity.
Multiple Intelligence
X Verbal/Linguistic X Naturalistic X Spatial
X Interpersonal X Logical Mathematical X Intrapersonal
X Bodily/Kinesthetic _ Existential _Musical

PROCEDURES
Engage: Read aloud Theres a Map in My Lap by Dr. Seuss. Then discuss direction
within the room. Show students the north, south, east, and west signs on the wall.
Discuss when in the book they saw/heard these same words. Have students complete
the compass rose worksheet.
Explore: Create a compass with the students.
Explain: Ask the students which way the ends of the needle are pointing. The only
explanation is that something is pulling them that way.
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Elaborate: Ask the class how they know one end is pointing north and one end is
pointing south? Ask the class why the ends are pointing in these directions. The
explanation is because of the earths magnetic field.
Have students to complete a scavenger hunt in the room using the compass on an
iPad.
Evaluate: Ask students how we use compasses? How do compasses help up? How do
compasses work?
Journal Entry: Draw/write a compass rose in your journal.

MATERIALS
Dr. Seusss Theres a Map in My Lap
Cork pieces
Needles
Water
Cups
Compass sheet
North, south, east, & west signs
iPads
Journals
Pencils
Crayons
EXTENTED ACTIVITIES
If Student
Finished Early
Have students color the front cover page.
If Lesson
Finishes Early
We will watch a short video on how compasses work:
https://www.youtube.com/watch?v=MqCiY7MAT2U
If Technology
Fails
Provide students with regular compasses or just use the compass
signals on the walls.


POST-TEACHING
Reflections
The day before I taught this lesson, I realized that it would not know appropriate for
my students. A lot of the students are just now going into kindergarten, so they need a lot of
assistance writing their names and reading. Because I know that this activity would not be
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most effective for the level that the majority of my students are one, I created an activity
that is more suitable for their developmental levels.
I created compasses for the students to put together. I color coordinated the
directions on the compass rose. For example, there is a blue line for the blue letter North.
Students know to glue the blue word on top of the blue line. I continued this for the other
directions using green, orange, and yellow.
I started the lesson out the same; I read aloud Theres a Map on My Lap. After
reading, I discussed the north, south, east, and west directions on the wall. I had students to
move from wall to wall as we traveled different direction. Some students made the
connection on their own of the north and south poles being like the poles on the magnets
that we learned about the day before. After this activity we over, we returned to our seats
and began making the compasses.
Students are at the age where they love to create things to call their own and to
put their own twist on something. I am glad that I chose to re-plan this lesson. They really
enjoyed putting together the compasses and were so proud to show them off to the other
teachers in the building. They were also very engaged in the read aloud and the follow up
activity.
For the journal activity, I printed off a Compass Poem on colored paper for the
students to place in their journal. I also had students to write or draw about a place that they
would use their compasses to get to. They really enjoyed this journal activity because it was
more individualized and allowed creativity.
5


Compass
How do we know
Which way to go?
Look at the magnet
and it will show.
North, south, east or west,
For finding directions it is the best.
How does it work?
Its as simple as can be.
The planets biggest magnet is itself,
you see.
The biggest, and strongest magnet of
all.
Compared to it, all others are quite
small.
Because of its size, its pull is so strong
that all other magnets are pulled
along.
Try as they might, for all that theyre
worth,
Magnets cant help but point toward
north.
So the next time youre lost
without a clue,
Let a magnet find your way
to rescue you.


Compass
How do we know
Which way to go?
Look at the magnet
and it will show.
North, south, east or west,
For finding directions it is the best.
How does it work?
Its as simple as can be.
The planets biggest magnet is itself,
you see.
The biggest, and strongest magnet of
all.
Compared to it, all others are quite
small.
Because of its size, its pull is so strong
that all other magnets are pulled
along.
Try as they might, for all that theyre
worth,
Magnets cant help but point toward
north.
So the next time youre lost
without a clue,
Let a magnet find your way
to rescue you.