Professional Documents
Culture Documents
nd
Grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a typical 2nd grade inclusion classroom. The class has 18 students
of mixed ability. Three of the students have IEP's. The desks are arranged in groups of two with one
row of six desks that wrap around the back corner. There is a bulliten board with a poster about
magnets. The counter located on the side of the classroom displays different items that students may
investigate with magnets such as paper clips, pins, tins, keys, a mason jar, staples and other various
classroom items.
STANDARDS AND OBJECTIVES
2.2 The student will investigate and understand that natural and artificial magnets have
certain characteristics and attract specific
types of metals. Key concepts include
a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and
b) important applications of magnetism.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
a) observations and predictions are made and questions are formed;
c) observations are repeated to ensure accuracy;
g) conditions that influence a change are identified and inferences are made;
h) data are collected and recorded, and bar graphs are constructed using numbered
axes;
i) data are analyzed, and unexpected or unusual quantitative data are recognized;
j) conclusions are drawn;
k) observations and data are communicated;
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of the lesson, the student will understand how to accuractely record data.
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
At the end of the lesson, the student will be able to record data on magnetism and non-magentism. The
student will be expected to record data with accuracy at least 80% of the time.
MATERIALS AND RESOURCES
Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Magnets that vary in sizes, shapes and strengths provided by the teacher
-Paper with a drawn table for organizing and recording data
-Conclusion sheet for each student
-Pencils for each student
Resources:
Supplementary information and/or places where you found information for the lesson
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
The students will be told that today they will be conducting a scientific investigation. The
students will be collecting and recording data on what objects in the classroom are magnetic
and non-magnetic.
Before we begin our investigation, lets review what we learned yesterday.
The students will think-pair-share with their partner a definition for magnetic.
The teacher will look for this definition: Magnetic when two objects are attracted to one
another
The students will do the hand motion they have learned for magnetic
Can anyone tell me what it may look like if two objects are magentic when we are
investigating?
-objects that stick together
The students will think-pair-share with their partner a definition for magnetic.
The teacher will look for this definition
Non-magnetic when to objects repel each other
The students will do the hand gesture they have learned for non-magnetic
Can anyone tell me what it may look like if two objects are non-magnetic when we are
investigating?
-They won't touch or the magnet just falls off
3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 5 minutes
The teacher and the students will work together to investigate one surface in the classroom. The
teacher will hold up one magnet to the desk leg as an example. The teacher and students willl mark their
sheet on the section marked desk leg for being either magnetic or nonmagnetic. Which in this case would
be magnetic.
The teacher will ask the students to show her their sheets to ensure that they marked it in the
right category.
The teacher will be shaping student answers to draw the conclusion of only the metal items were
magnetic. This will be written in the conclusion as metal items are magnetic.
The teacher will tell the students that tomorrow they will learn why metal items are magnetic and what
types of metal are the most magnetic.
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with intellectual disabilities will have have the surfaces to be tested already written on the data
recording sheet along with a photo represntation of the item.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
The data recording sheet will be used as the assessment for this lesson. The student will be expected
to record data with accuracy at least 80% of the time.