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Lesson Plan

Name: Kyle Visser Grade/Subject: Grade 2 Science Unit: Magnetism


Topic: Magnets What are they? Date: November 2, 2015 Length of Lesson: 60
minutes.
General Students will:
Learning 2-8. Describe the interaction of magnets with other magnets and with common materials
Outcomes
(P.O.S.)
Specific Leaning 1. Identify where magnets are used in the environment and why they are used
Outcomes
(P.O.S.)
Learning Students will
Objectives 1. Recognize objects that are magnets.
2. Explain why the magnets are being used
Materials Magnets horseshoe, bar and ring magnets
Worksheet Master #2 Edmonton public school board
Exit Slips
Procedure Assessment Methods
Introduction (10 1. Begin describing what a vinyl is, and how it is played on a
min.) record player
2. Show the record playing and what is happening/how It Formative assessment
works for good listeners/reader:
3. Explain to the students that we are beginning a new unit in Answers to questions
science focusing on magnets, and magnetism
Body of Lesson 1. Show the students many examples of magnets and how they
(30 min.) 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, Formatively assessing
describing 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 Formatively assessing
4. Ask students before leaving classroom: for understanding of
a. What are the hallway expectations? expectations:
b. the hall way expectations: answers to questions
i. raise your hand when you have a 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 hallway for understanding:
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 house do Formatively assessing
min.) you think magnets will be found for understanding:
a. Write on smart board ideas of example of magnets Brain storming ideas
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 Activity 1. Exit slips: Formatively assessing
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
Reflection
The magnet hunt worked well the kids were engaged and enjoyed hunting
for magnets
Setting expectations for the hallway worked well, recapping my expectations
before leaving the classroom
Wait for stragglers in the hall way before speaking about my next example

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