Assignment #4: Mini Unit Plan

Teacher Kyle Visser

Mini Unit Plan Subject Grade 2 Science
Topic/Focus Magnetism

Lesson overview rationale

My overarching question for my three lessons planed for the grade 2 magnetism unit is: What are

magnets, and what materials/objects are magnetized by them. The overarching outcome/objective for the

class would be that students will explore what magnets are and why they are use, as well as what type of

materials are attracted to the magnets. In this unit this is the first time in which the students will

discuss/learn about magnetism. Therefore Ive decided to start from scratch, building on each lesson.

First the class will learn about what magnets are and why they are used. I choose to do this first

because if you dont know what magnets are and why they are used it is very difficult to learn about the

materials that are attracted to magnets. This first lesson really helps to build the basics for the rest of the

unit. Without the basics it is very difficult to learn the other topics included in the rest of the unit. In the

first lesson the class will see examples of magnets, and then go on a magnet hunt through the school

searching for magnets and why they are used. I choose this approach because it is similar to the discovery

learning approach where students will discover where magnets are used and why. Some assessment

methods that will, be used though out this lesson is questioning, observing, listening, and finally

formatively assessing the worksheet. This lesson is fully based on formative assessment, making sure that

the students are understanding the main topic.

Looking at my second lesson students will be introduced to the topic of magnetic/attraction. In

this lesson the use of demonstrations, as well as discovery learning will be used to help learn about the

Mini-Unit Assignment
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.

Student Task Description

Name: _______________
Mini-Unit Assignment
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 Comb

Bread

Glue Stick Paper Clip

Ice cube

Nail Coins Needle

Mini-Unit Assignment
 Staples Feather
Whistle

Marbles Scissors Plastic Buttons

Keys Nuts and Bolts

Wood

Attracted/Magnetic
Mini-Unit Assignment
 Not Attracted/Non-Magnetic

Mini-Unit Assignment
 2. Find 4 pictures in magazines 2 objects that are attracted/magnetic and 2
objects that are not attracted/non-magnetic glue them to the boxes they
fit in. Please pick object besides the ones used in the last activity

Attracted/Magnetic Attracted/Magnetic

Mini-Unit Assignment
 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
4 3 2 1 Insufficient /
Excellent Proficient Adequate Limited * Blank *
Criteria

Sorting of objects
Sorting of objects Sorting of objects Sorting of objects No score is awarded
according to because there is
according to according to according to
A. expectations insufficient evidence of
expectations expectations expectations
Sorting (attracted verses student performance
(attracted verses (attracted verses (attracted verses based on the
Question 1 not attracted is
not attracted) has not attracted) has not attracted) has requirements of the
error free assessment task.
1 or 2 errors 3 or 4 errors more than 4 errors

Mini-Unit Assignment
 B. All images found 3 images found fit 2 images found fit 1 image found fits
Magazine hunt fit into the right into the right box into the right box into the right box
Question 2 box (attracted/not (attracted/not (attracted/not (attracted/not
attracted) attracted) attracted) attracted)

Cutting and gluing Cutting and gluing

Cutting and gluing Cutting and gluing
of pictures are of pictures is
C. Neatness (of of pictures are is messy more
mostly neat 1 or getting a bit messy
cutting and very neat no gob than 4 gobs or
2 gob of glue, 3 or 4 gob of
gluing) of glue, and/or glue and/or more
and/or 1 or 2 wavy glue, and or 3 or
wavy lines than 4 wavy lines
lines 4 wavy lines

* 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
 Magnets horseshoe, bar and ring magnets
Worksheet Master #2 Edmonton public school board
Exit Slips
Procedure Assessment Methods
Introduction 1. Begin with reading the book magnet max by Monica
(10 min.) Lozano Hughes
2. Ask students: Formative assessment
a. Can anyone make predictions as what is for good
going to happen? listeners/reader:
b. What is the magnet doing? Answers to questions
3. Explain to the students that we are beginning a new
unit in science focusing on magnets, and magnetism
Body of Lesson 1. Show the students many examples of magnets and how
(30 min.) they interact with each other
a. Horseshoe magnet
b. Bar magnet
c. Ring magnet
2. Ask students: Formative pre-
a. Does anyone know anything about magnets assessment of prior
b. Where would you find magnets being used knowledge:
c. What are magnets used for? answers to question
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 Formatively assessing
the magnet, and why it was being used. for understanding:
i. See worksheet attached (master #2- Answers to worksheet
magnetism -Edmonton public school questions
board) answers to questions
c. Constantly ask questions for instruction understanding
4. Ask students before leaving classroom: Formatively assessing
a. What are the hallway expectations? for understanding of
b. the hall way expectations: expectations:
i. raise your hand when you have a answers to questions
question or an answer
ii. Quite in the hallways unless asked to
speak
iii. Straight line Formatively assessing
5. Begin Magnet hunt always cueing students about for understanding:
hallway expectations answers to questions
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
Closure (10 1. Ask students to brainstorm ideas of where in your Formatively assessing

Mini-Unit Assignment
 min.) house do you think magnets will be found for understanding:
a. Write on smart board ideas of example of Brain storming ideas
magnets in the house
2. Send worksheet for students to fill out about 2 magnets
in their homes
a. Ask students to worksheet to share examples
with the class
Sponge 1. Exit slips: Formatively assessing
Activity a. Im excited about answers to exit slip
b. Id like to learn more about
c. A question I have is
Resources:
Alberta Science program of studies
Edmonton public school board Magnetism Teacher resources
Magnet Max - Monica Lozano Hughes
Reflection

Name: _________________

Date: __________________

Magnet Hunt
Magnet: Why its used:

Mini-Unit Assignment
Mini-Unit Assignment
Name:______________

Im excited about

Id like to learn more about.

A question I have is

Name:______________

Im excited about

Id like to learn more about.

A question I have is

Lesson Plan 2
Name: Kyle Visser Grade/Subject: Grade 2 Science Unit: Magnetism
Topic: Magnets - Attraction Date: November 6, 2015 Length of Lesson: 50 minutes.
Mini-Unit Assignment
General Students will:
Learning 2-8. Describe the interaction of magnets with other magnets and with common
Outcomes materials
(P.O.S.)
Specific 2. Distinguish material that are attracted by a magnet from those that are not.
Leaning
Outcomes
(P.O.S.)
Learning Students will:
Objectives 1. Distinguish items that are attracted to a magnet verses those that are not
attracted.

Materials SMART notebook file named Magnetism unit

Magnets Bar magnet, horse shoe magnet, and ring magnet
Needle
Thread
Duct Tape
A Holding device for the magnets
Paper clip
Procedure Assessment
Methods
Introduction 1. Ask students: (Whole class discussion)
(10 minutes) a. What did we begin learning last science class? Formatively
2. Using SMART notebook students will share with the assessing prior
class what magnets they found at home: knowledge:
3. Ask students: answers to
a. Why is that magnet being used? questions

Body of Lesson 1. Show the magnet trick (demonstration)

(30 minutes) a. Similar to this video:
https://www.youtube.com/watch?
v=HZpoT3j063U
2. Ask students: (whole class discussion) Formatively
a. What do you think is happening? assessing for
b. Why do you think the needles floated in understanding:
midair? answers to
3. Show magnet trick (demonstration) questions
a. Paper clip on top of table
b. Magnet on the bottom of the table
c. Move magnet showing that the paper clip
moves as well
4. Ask Students to answer questions with elbow partner Formatively
share answers with class assessing for
a. What do you think is happening understanding:
b. Why do you think the paper clip is moving answers to
around with the magnet? questions
5. Explain that the needles are floating in midair and the
paper clip is moving because they are attracted to the

Mini-Unit Assignment
 magnet (direct teaching)
a. Show that the needle and the paper clip are
attracted/picked up by the magnet
b. Show that only certain items are attracted Formatively
i. Use a piece of wood show that it is assessing for
not picked up understanding:
6. Ask students: (whole class discussion) answers to
a. Can some explain an example of attraction questions
from a magnet in the school or at home?
Closure (10 1. Ask students if they have questions Formatively
min.) 2. Close with a comment such as: assessing for
a. Today we saw how attraction works, next understanding:
class we will practice in groups sorting questions being
items that are attracted verses not attracted asked
Sponge Activity 1. Magnetism Gizmo from learn Alberta
a. https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&Res
ourceID=631&certificate=authorizer
%3DLearnAlberta%26userid%3Dlps24%26i
%3D0%26expires
%3D2015%252F11%252F06%2B21%253A0
6%253A46%26hash Formatively
%3DtleEMiXCXDSednQz6LzEUg%253D assessing for
%253D understanding
b. Ask questions throughout gizmo Answers to
i. Do you think this will be attracted? questions
ii. Why do you think this was attracted?
2. Explain that only certain objects are attracted while
others are not

Resources
Alberta Education Science Program of Studies
Learn Alberta gizmo
Reflection

Lesson Plan 3

Mini-Unit Assignment
Name: Kyle Visser Grade/Subject: Grade 4 Music Unit: Magnetism
Topic: Magnets attraction Date: Oct. 21, 2009 Length of Lesson: 60 min.
General Students will:
Learning 2-8. Describe the interaction of magnets with other magnets and with common
Outcomes materials
(P.O.S.)
Specific 2. Distinguish material that are attracted by a magnet from those that are not.
Leaning
Outcomes
(P.O.S.)
Learning Students will
Objectives 1. Organize item into groups on whether they were attracted or not

Materials Magnets for each group

Paper clips
Needles
Marbles
Crayons
Cloth
Nails
Thumb Tacks
Coins
Plastic Buttons
Tin foil
copper wire
Keys
Rubber bands
White Board Markers
Wood
Paper
Worksheet What kinds of materials will a magnet attract?
Computers
Printer
Procedure Assessment Methods
Introduction 1. Ask Students: Formatively assessing
(5 minutes.) a. What did we do last class? of prior knowledge/for
b. What did we learn last science class? understanding
c. Is there any questions from last class? answers to questions
Body of 1. Explain the activity/worksheet that we will be
Lesson (45 doing during the duration of the class:
min.) a. What kind of materials will a magnet
attract? Formatively assessing
i. Based on Edmonton public for understanding:
schools Answers to questions
b. Ask questions throughout explanation
2. Do the activity in groups of 2-3
a. Groups will be pre-made by the teacher
i. Grouping strong students with
struggling students Formatively assessing

Mini-Unit Assignment
 b. After finished - Groups will find teacher for
to hand in worksheet, and hear further understanding/learning:
instructions on mind map activity Worksheet answers
3. After activity explain mind map activity with the
students
a. Students will use computers and a mind
map app (mindmeister) to build a mind Formatively assessing
map for
i. This will be individually done understanding/learning:
ii. Students will have the main Assessing mind map
topic of magnets
iii. Two branches of attracted and
non-attracted
iv. Then sub branches with the
material that were attracted
verses non-attracted
b. Students will print of mind maps
Closure (10 1. Give time for students to share mind maps with the
min.) class:
a. Ask Students to point out one attracted
item, and one non-attracted item Formatively assessing
2. Exit Slips for
a. One thing I learned is understanding/learning:
b. One this I still dont understand is. Assessing exit slips
Sponge 1. Reading to from, your book box Formatively assessing
Activity 2. Ask students to share ideas of other items that can for
be attracted verses not attracted understanding/learning:
Assessing responses

Resources
Alberta education science program of studies
Edmonton public schools board What kind of materials will a magnet attracts
Reflection

What Kind of Materials will a magnet Attract?

Mini-Unit Assignment
Name: __________

Date: ____________

Object Predictions Observations

Will it be Was it attracted?
attracted? (Yes/No)
(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 Not Attracted/Non-magnetic

Mini-Unit Assignment
Name:______________

Mini-Unit Assignment
 1. One thing I learned is

2. One this I still dont understand is.

Name:______________

1. One thing I learned is

2. One this I still dont understand is.

Lesson Plan Rationale

Teaching Strategies and Classroom Climate Rationale:

Mini-Unit Assignment
 Strategy: Why:
Direct Instruction: 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

see them beginning to shut down.

Demonstration: This strategy was used to show students what a single important topic in a

lesson. In my lessons the demonstration introduced the topic of attraction and

how magnets attract certain objects. Having a demonstration can help the

visual students learn a concept to the best of their abilities. Visual learners

need to see something to be able to understand it. Therefore a demonstration

such as the one that I am doing will help the visual learners learn. Another

positive about this is that students are shown how things work, whereas with

a hand on assignment there is a possibility that something may go wrong and

they might not learn to the best of their abilities. One limitation with this

however is that there is no hands on part to the lesson. Students may again

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.

Asking questions forces student to pay attention.

Whole class The next strategy is only used once in my three lessons. I introduce the topic

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

can help engage students

Brainstorming: Brainstorming is another strategy used in my lessons. This strategy is used

because it can help students begin to think about their leaning. They begin to

actively think about what they are learning, and how to answer the certain

question that was posed. It also can help the students who are struggling

because they can learn from listening to ideas from other students. Another

positive is it stimulates thinking, and problem solving. A limitation is the

classroom climate needs to be one of a non-judgmental atmosphere that way

everyone will feel safe to share. Having participation marks for when

brainstorming can help engage students in class.

Small group Finally, looking at small group learning, this strategy is used in the final

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.

Teacher Resources Rationale

Resources: Why:

Science program of Grabbed all my general learner outcomes, as well as specific learner
studies
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

to be teaching
Edmonton public This resource came in handy when forming, how to teach each and every
schools
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

are formatively or summativly assessed.

Learn Alberta - Learn Alberta is a great resource for teachers to help find gizmos that can be
gizmo
used on the computer to help solidify learning. This resource can be use by

any grade and any subject. However in my case used it in a grade 2 science
Mini-Unit Assignment
 class.
YouTube 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

are appropriate for the class.

University My university professors from PS1 has always been a great resource for me!
Professors
Any time you have a chance to use people as a resource take advantage of

that as they have many great ideas, and they are willing to help you process

your ideas. They have been doing this longer then we have therefore take

advantage of them.

Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 1:
Description How does your lesson What core assessment
scaffold to your concepts inform your design
performance task? choice?
Lesson Lesson Outcome: This lesson is the In this lesson I focus on
Overview: 1. identify where introductory lesson to assessing prior knowledge, and
magnets are used magnetism. In order for assessing through discovery
in the environment future topics in this unit to learning. This lesson is set up to
and why they are make sense you need to see what students know about
used start with the basics. This magnets, if they can find, and

Mini-Unit Assignment
 Students will: is what I have done in this what they are used for.
1. Recognize objects lesson. I am giving the Depending on what the students
that are magnets. students the basic know will tell me the way in
2. Explain why the information on magnets, which my lesson goes, and how
magnets are being and why they are used. I am going to teach. One way in
used Without understanding which I assess their prior
things such as knowledge is through
magnetism/attraction. questioning, asking students
Another thing is that about magnets help me to see if
without the basic they know the concepts yet or
information on magnets not. In this first lesson, it is too
the performance task is early to do summative
very difficult to complete. assessment, because it is an
This is why my lesson introduction lesson. We as
scaffolds to the teacher dont know what the
performance task. students know until we assess
prior knowledge.
Instruction What formative How does your use of
al Processes assessment techniques formative assessment reflect
will you be using? What key assessment concepts?
information will you be
collecting? How will you
use that information?
Description of what In this lesson I (the My assessment concepts are
teacher is doing: teacher) will be asking questioning, for prior
students questions to knowledge, and understanding.
determine what the This methods will be done
students know already. formatively. The methods are
Once I know where they checking for prior knowledge as
are at it will make it easier well as learning of the basics of
to begin the direct teaching magnetism that are presented in
part of the lesson. Once I class.
know what they know it
will be easier for me to
introduce what magnets
are and why they are used.
While on the magnet hunt,
the teacher will be
continuously asking
questions to see if the
students can find magnets,
and find out why they are
used. Another thing the
teacher will do during this
time is explain anything
that may cause confusion
(direct teaching). Finally
throughout my lesson I
will be constantly

Mini-Unit Assignment
 checking for instructional
understanding. For
example, asking student
what I just said, or give me
examples.
Description of what The students will
students are doing: participate by answering
questions, as well as
actively listening
throughout the lesson.

Sequence of key Where would you find

questions: magnets being used? What
are magnets used for?
Do you see any magnets
here?
Why is the magnet being
used?
Where in your house do
you think magnets will be
found?

Evidence of Lesson In opening I will: use

Components formative assessment by
(opening, closing, questioning to check for
content, timeline) prior
knowledge/understanding
In the body I will use:
formative feedback via
questioning during the
magnet hunt, as well as the
worksheet to assess for
understanding.
In the closing I will:
Use formative assessment
via brainstorming to check
for understanding.

Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 2:
Description How does your lesson What core assessment
scaffold to your performance concepts inform your design
task? choice?

Mini-Unit Assignment
Lesson Lesson Outcome: This next lesson follows from The core assessment concepts
Overview: 2. Distinguish what the class was discussing used were all formative type of
material that the last time. During the intro assessment. Questioning is a big
are attracted of the lesson. The class will part of the questions, where the
by a magnet share the magnets they found teacher will gather predictions
from those that at home and why they were on why something is the way it
are not. being used. While the students is. Another big formative piece
Students will: are sharing the teacher will of assessment is the use of
1. Distinguish observe and listen to the giving the students a chance to
items that are students share. Assessing for ask questions. This can tell the
attracted to a understanding of the materials teacher a lot. If there is no
magnet verses from last class. The teacher can questions the class may
those that are also resolve any understand the topic, if they ask
not attracted. misunderstanding of material if questions then there is a
there is any at this time. After possibility that the class is
this the teacher will move onto confused.
a demonstration of the law of
attraction/magnetism, during
the demonstration the teacher
will ask the students to make
predictions on what is
happening. This is a way for
the teacher to assess to see if
any students have any prior
knowledge. Without the
knowledge of magnets learning
the law of attraction would be
difficult. This lesson focuses
on introducing attraction. If
you dont know what attraction
is it would be very difficult to
sort material on whether it was
attracted or not
Instruction What formative assessment How does your use of
al Processes techniques will you be using? formative assessment reflect
What information will you be key assessment concepts?
collecting? How will you use
that information?
Description of In this lesson I (the teacher) My techniques assess for
what teacher is will be asking students learning. They will be used to
doing: questions to determine what check if the students understand
the students know already and the concepts or if they need
whether or not they have more help.
learned anything. . Once I
know where they are and what
they understand it will make it
easier to begin the direct
teaching part of the lesson.
Once I know what they know

Mini-Unit Assignment
 from last time, it will be easier
for me to introduce attraction.
During the demonstration, the
teacher will be continuously
asking questions to see if the
students can make predictions
as to what is happening.
Another thing the teacher will
do during this time is explain
anything that may cause
confusion (direct teaching).
Finally throughout my lesson I
will be constantly checking for
instructional understanding.
For example, asking student
what I just said, or give me
examples.
Description of The students will participate by
what students are answering questions, as well as
doing: actively listening throughout
the lesson. Another thing the
students will be doing is
discovery learning. Learning
through test/experimenting
Sequence of key What did we begin learning
questions: last class?
Why do you think the needles
are floating in midair?
Why do you think the
paperclips are moving around
with the magnet?
Can someone explain an
example of attraction from a
magnet in the school or at
home?
Any questions?
Evidence of In the opening: I will
Lesson formatively assess for
Components understating from last class.
(opening, closing, Body: I will formatively assess
content, timeline) the class through observing,
listening, and question
throughout the demonstration
Closing: I will use the
opportunity for the class to ask
question to see if the students
understand or if they are
confused

Mini-Unit Assignment
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 3:
Description How does your lesson What core assessment
scaffold to your performance concepts inform your design
task? choice?
Lesson Lesson Outcome: This lesson scaffolds from the Due to the fact that the students
Overview: 2. Distinguish last 2 lessons. It brings will have the performance task
material that information from lesson 1, and at the end of this lesson. I have
are attracted lesson 2. Students will have the decided to make this lesson
by a magnet opportunity to show what they about formative assessment.
from those that have learned in a group Some of the core assessment
are not. experiment. Where they get to practices being used will be
Students will: use magnet sorting through questioning, observing,
1. Organize item what material attract versus listening, participating, and
into groups on materials that dont attract. feedback. All these parts are
whether they Information from lesson 1 and assessments for learning.
were attracted 2 will need to be applied for
or not students to be successful.

Instruction What formative assessment How does your use of

al Processes techniques will you be using? formative assessment reflect
What information will you be key assessment concepts?
collecting? How will you use
that information?
Description of I will use questioning once I will be using
what teacher is again to help understand where questioning, listening,
doing: the students are, and areas in and observing once again
which they are struggling. to see whether or not
Another thing that I will be they understand the
doing is observing, and topics being discussed. If
listening. During their they dont understand
experiment I will have the then the teacher will help
opportunity to walk around them, buy teacher them
listening to the conversations the topics again in a
going on in class. There might different way.
be some specific conversations
that I would deal with. These
conversations include thing
such as I Dont understand
this if this happened being the
teacher I would approach and
try to explain the topics in a
different way to build
understanding. Another thing
that I will be formatively
Mini-Unit Assignment
 assessing is the exit slips at the
end of class, as well as the
mind maps. This will show me
the students who need help
verses the students/groups who
understand the topics being
covered.
Description of Students will work
what students are collaboratively on the
doing: assignment at hand. The
assignment includes finding
out what materials are attracted
by a magnet. Students will
understand the rules of a safe
classroom environment where
all opinions matter.
Sequence of key What did we learn last time?
questions: What is attraction?
What kind of objects are
attracted by a magnet?
Evidence of Opening: I use formative
Lesson assessment to see if they
Components understand what we talked
(opening, closing, about last class
content, timeline) Body: I will formatively assess
by observing, and listening to
the groups collaboratively
working.
Closing: I will formatively
assess for understanding
through the exit slips, as well
as the mind maps that will be
handed in.

Mini-Unit Assignment
Rationale: Ed Psychology A
Scaffolding Lesson Plans
Lesson #3:
Description
Lesson Lesson Outcome:
Overview: 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
Connections to Learning Theories &
Demonstration of Attention to a
Classroom Structure and Climate
This lesson, and the experiments that the
students will be working on requires the
teacher to remember what stage of
development they are in according to
Piaget, and Erikson. According to Piaget
the students would be in the preoperational
phase of development. According to
Erikson students will be in the industry
versus inferiority stage. Another thing the
teacher needs to think about when planning
is the zone of proximal development, from
Vygotskys theory, as well as the idea of
scaffolding to help students learn. Looking
at motivation in this lesson teachers need to
 were not. At the end of the lesson the
students will have time to share their
mind maps, as well as fill out an exit slip
so the teacher can see if they understandenvironment that will help motivate
the material.
Instructional Description of what teacher is doing:
Processes
Description of what students are doing: In this lesson I have the students working in
Sequence of key questions:
Evidence of Lesson Components
(opening, closing, content, timeline)
Mini-Unit Assignment
remember that each students is going to be
motivated in a different way. The teacher
needs to set up a positive learning
students to success.
Looking at this lesson, the teacher needs to
remember what stage of development the
students are at. That way she can insure that
she is always helping the students
positively develop. For example during
this lesson the students will be in the
industry versus inferiority stage according
to Erik Erikson. Therefore to encourage the
positive outcome of the stage teachers must
help students build positive self-esteem
which Is a major part of motivation.
Without self-esteem, and self-efficacy
students will struggle to be motivated in the
classroom. The teacher needs to build a
classroom that is a positive environment. In
this lesson the students will be working in
groups therefore, the teacher should ensure
that different opinions are ok, and that the
classroom is a safe place. This will ensure
that each student has a chance to share
his/her opinion. If the classroom is unsafe,
arguments may break out as well as self-
esteem may lower causing less motivation
to share.
groups. Group work helps students become
motivated to get a task complete, this is
because they have a chance to pair up with
their friends, and work on an assignment
together. Group work can help satisfy the
deficiency needs in Maslows hierarchy and
can help improve/work on the growth
needs. Group work can also ease the
amount of anxiety in the classroom as the
students have the chance to work together
on an assignment.
What did we learn last time?
What is attraction?
What kind of objects are attracted by a
magnet?
Does anyone want to share their mind map?
Opening: I use formative assessment to see
if they understand what we talked about last
class. This can help the teacher determine
 the zone of proximal development
Body: I will formatively assess by
observing, and listening to the groups
collaboratively working. During this time I
will motivate the students to stay on task,
through prompting, and cueing
Closing: I will formatively assess for
understanding through the exit slips, as well
as the mind maps that will be handed in.
This will tell me if I need to change the
classroom climate/setup. As well as if the
zone of proximal development was good or
not.

Rationale: Ed Technology A
Scaffolding Lesson Plans
Lesson #3:
Description Describe how communication technology
used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
Lesson Lesson Outcome: Students will use SMART notebook to recall
Overview: 2. Distinguish material that are attracted what was talked about last class, as well as the
by a magnet from those that are not. teacher will describe the instructions for the
activities using SMART notebook as well. An
Students will: example of the finish product can be shown
1. Organize item into groups on whether on the SMART board, therefore the student
they were attracted or not can see what is expected of them. Using
computers to build mind maps of what they
Lesson description: During this lesson observed in the experiment, is a good way to
students will be put into groups to work get the students engaged with what they are
on finding what objects are attracted by a doing. Usually having computers in the class
magnet and what objects are not. After gets the students excited about what they are
the experiment they will return to their going to be doing that day. Having the
desks to work on a mind map of what students make a mind map also helps them
objects were attracted verses what solidify their learning. Instead of just doing
objects were not. At the end of the lesson the experiment, the students now have to take
the students will have time to share their what they learned and apply it to a mind map
mind maps, as well as fill out an exit slip that meets the expectations.
so the teacher can see if they understand
the material.
Instructional Describe any potential downsides to using
Processes this technology.

Mini-Unit Assignment
 Description of what teacher is doing:
Description of what students are
doing:
Sequence of key questions:
Evidence of Lesson Components
(opening, closing, content, timeline)
Mini-Unit Assignment
In the intro of the lesson SMART notebook
will be used to help remind student on what
we were learning about last class. This will
help cue students to remember what it was we
were talking about. This part of the lesson
helps the teacher see where the students are in
their learning, and what they are
understanding. One down side of this is that
you can run into some technical difficulties
once in a while. One wat to avoid this is by
always backing up your information on a
USB
Students will be building a simple mind map
of the items that are attracted verses the items
that were not attracted. They will use a site
such a mind mister to build their mind map.
One positive is that usually using the
computers motivates them to finish their
work, therefore the experiment will be done at
a faster rate so that they can go on the
computer. One down side to this is the student
may not know how to use this properly. The
teacher will need to take time to describe how
it works and how to build a proper mind map.
Another thing is that this might be too
complicated for a grade 2 class. Wasnt sure
how else to represent this using technology.
What did we learn last time?
What is attraction?
What kind of objects are attracted by a
magnet?
Does anyone want to share their mind map?
Opening: I use formative assessment to see if
they understand what we talked about last
class. Using SMART notebook to cue the
students. Also can show a quick video of the
demo that was shown in class the day before.
Body: I will formatively assess by observing,
and listening to the groups collaboratively
working. During this time I will motivate the
students to stay on task, through prompting,
and cueing Computers will be used to make
mind maps.
Closing: I will formatively assess for
understanding through the exit slips, as well
as the mind maps that will be handed in.
Teacher needs to make sure the students have
access to a printer or USB stick to put their
files on.
Mini-Unit Assignment