Laura Light TWS 5 Instructional Design: Integrated Unit

Lesson Plan 1

Teacher Candidate Laura Light Date and Time of Lesson October 7, 2013 at 1:30 School Pinecrest Elementary Subject/Grade Level Science/2nd Grade Description of Lesson: Students will organize Science notebooks by labeling the Table of Contents and numbering pages 1-20. Teacher and students will brainstorm what a Scientist does and the information will be added to students Science notebooks. Lesson Title: What is a Scientist? Curriculum Standards Addressed: SC Curriculum Standard(s): Scientific Inquiry 2-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. SC Academic Indicator(s): 2-1.1: Carry out simple scientific investigations to answer questions about familiar objects and events. Cross Curricular Connections: Science and writing will be connected in this lesson. Instructional Objective(s) Criteria: The students will be able to correctly describe what a Scientist does after brainstorming and gathering this information in their Science notebooks. Assessment(s) of the Objectives: Teacher inquiry and observation will be the assessment for this particular lesson.

Materials/Resources: 1. 2. 3. 4. 5. Chart paper Markers Science notebooks Sticky notes pencils

Laura Light TWS 5 Instructional Design: Integrated Unit

Prerequisites (Prior Knowledge): Students have prior knowledge of a Scientist from Kindergarten and First grade. References: South Carolina Science Standards Procedures: Gather whole class on the carpet to brainstorm what a Scientist does. Give each student a sticky note. They will write what they think a scientist does. Each student will add their sticky note to my premade Mad Scientist chart paper. As a class, we will add to the chart about what a Scientist does. Students will return their desks and begin to organize Science notebooks Table of Contents and numbering pages 1-20. 6. Label page 1 What is a Scientist? 7. Students will write down what they think a Scientist does in their notebooks on Page 1. 8. Students will draw their own Mad Scientist. Accommodations: Early finishers can add more detail to their page and continue to number their pages. Slower finishers will be given chances during down time to finish up their writing/drawing. EEDA: Students will have a greater understanding of what all a Scientist does for their job. SSCA: The teachers will make sure the class is respectful of everyones ideas during brainstorming. Lesson 2: Teacher Candidate Laura Light Date and Time of Lesson October 7, 2013 at 1:30 School Pinecrest Elementary Subject/Grade Level Science/2nd Grade Description of Lesson: Students will brainstorm magnets in their Science notebooks and will begin to explore magnets. Students will also watch a video, The Magic of Magnetism. Lesson Title: What is a Magnet? Curriculum Standards Addressed: SC Curriculum Standard(s): Magnetism2-5: The student will demonstrate an understanding of force and motion by applying the properties of magnetism. (Physical Science) SC Academic Indicator(s): 1. 2. 3. 4. 5.

Laura Light TWS 5 Instructional Design: Integrated Unit

2-5.1: Use magnets to make an object move without being touched. Cross Curricular Connections: Science and writing will be connected in this lesson. Instructional Objective(s) Criteria: The students will be able to correctly describe what a magnet is after brainstorming, writing Science notebooks, and watching the magnet video. Assessment(s) of the Objectives: Teacher inquiry and observation will be the assessment for this particular lesson.

Materials/Resources: 1. 2. 3. 4. SMARTBoard http://ETV.Streamline.SC.org The Magic of Magnetism Science notebooks Pencils

Prerequisites (Prior Knowledge): Students have prior knowledge of a magnet from life experience and Kindergarten. References: South Carolina Science Standards Procedures: 9. Gather whole class on the carpet to brainstorm magnets. 10. Show students two bar magnets and talk about them. 11. Send students back to their desks to write down in their Science notebooks what they already know about magnets. 12. Students will write down definitions in the Science notebooks. A magnet is. A magnetic force is.. 13. Students will watch video and teacher will pause the video at various times to discuss. Accommodations: ESOL students will be given extra time and encouragement with brainstorming and definitions.

EEDA: Further exploration into magnets will broaden the understanding of the Science career field. The video will also show the students how magnets are used in real life (ex: recycling centers).

Laura Light TWS 5 Instructional Design: Integrated Unit

Lesson Plan 3: Teacher Candidate Laura Light Date and Time of Lesson October 8, 2013 at 1:30 School Pinecrest Elementary Subject/Grade Level Science/2nd Grade Description of Lesson: The students will receive an assortment of magnet types and paper clips. They will explore how to make objects move without touching them using magnets. The students will also use their Science notebooks to further investigate magnets. Lesson Title: How can we use magnets to make an object move? Curriculum Standards Addressed: SC Curriculum Standard(s): Magnetism2-5: The student will demonstrate an understanding of force and motion by applying the properties of magnetism. (Physical Science) SC Academic Indicator(s): 2-5.1: Use magnets to make an object move without being touched. Cross Curricular Connections: Science and writing will be connected in this lesson. Instructional Objective(s) Criteria: The student will be able to make objects move using a magnet without touching the object effectively. Assessment(s) of the Objectives: Teacher inquiry and observation will be the assessment for this particular lesson.

Materials/Resources: 1. 2. 3. 4. Science notebooks Pencils Paperclips (2 different sizes) Ring and bar magnets

Prerequisites (Prior Knowledge): Students have prior knowledge of a magnet from life experience and Kindergarten.

Laura Light TWS 5 Instructional Design: Integrated Unit

References: South Carolina Science Standards Procedures: 1. 2. 3. 4. 5. 6. 7. 8. 9. Students will gather with their partners Students will pull out their Science notebooks. Teacher will give out an assortment of paperclips and magnets. Teacher will ask them how they could move the paperclips without touching them. Ask them to experiment with getting the paperclip to move without touching it. Draw and write about this experience in Science notebooks. Now they draw a curvy line in the notebooks. Drag paperclips along the line using magnets. Draw and write about this experience in Science notebooks.

Accommodations: ESOL students will be given extra time and encouragement with writing sentences about their experiences. SSCA: While pairing up partners, students are reminded to share material and work with each other nicely.

Lesson Plan 4:

Teacher Candidate Laura Light Date and Time of Lesson October 14, 2013 at 1:30 School Pinecrest Elementary Subject/Grade Level Science/2nd Grade Description of Lesson: Teacher will model and explain pushing and pulling to the students using a classroom object. They will write attract and repel into their Science notebooks under the Definitions page. Each pair of students will receive two bar magnets to test how they will attract and repel each other. The students will also be given two ring magnets and an unsharpened pencil to see how those magnets will attract and repel each other. Afterwards, the students will document their experiences in their Science notebooks. Lesson Title: Attract and repel Curriculum Standards Addressed: SC Curriculum Standard(s): Magnetism2-5: The student will demonstrate an understanding of force and motion by applying the properties of magnetism. (Physical Science)

Laura Light TWS 5 Instructional Design: Integrated Unit

SC Academic Indicator(s): 2-5.2: Explain how the poles of magnets affect each other (that is, they attract and repel one another). Cross Curricular Connections: Science and writing will be connected in this lesson. Instructional Objective(s) Criteria: The student will be able to explain how the poles of magnets affect each other effectively after experimenting with the bar magnets and ring magnets. Assessment(s) of the Objectives: Teacher inquiry and observation will be the assessment for this particular lesson.

Materials/Resources: 5. 6. 7. 8. Science notebooks Pencils Ring and bar magnets Unsharpened pencil

Prerequisites (Prior Knowledge): Students have prior knowledge of a magnet from life experience and Kindergarten. References: South Carolina Science Standards Procedures: 10. Students will gather with their partners 11. Students will pull out their Science notebooks. 12. Teacher will give each pair of students two bar magnets. 13. Encourage students to experiment with the magnets to see how the poles will attract and repel each other. 14. Draw and write about the experiment in Science notebooks. 15. Teacher will take up those items and give each pair two ring magnets and an unsharpened pencil. 16. Students put the ring magnets around the pencil and document in their Science notebooks what they have observed. Accommodations: ESOL students will be given extra time and encouragement with writing sentences about their experiences.

Laura Light TWS 5 Instructional Design: Integrated Unit

Lesson Plan 5: Teacher Candidate Laura Light Date and Time of Lesson October 14, 2013 at 1:30 School Pinecrest Elementary Subject/Grade Level Science/2nd Grade Description of Lesson: The teacher will give each pair of students a tray of various objects to test if the objects are magnetic or not. The students will use a folder with one green side and one red to separate the objects that are magnetic and the ones that are not. Student will use this information to create a T-chart in their Science notebooks. Lesson Title: Magnetic? Curriculum Standards Addressed: SC Curriculum Standard(s): Magnetism2-5: The student will demonstrate an understanding of force and motion by applying the properties of magnetism. (Physical Science) SC Academic Indicator(s): 2-5.3: Compare the effect of magnets on various materials. Cross Curricular Connections: Science and writing will be connected in this lesson. Instructional Objective(s) Criteria: The student will be able to correctly compare the effect of magnets on the various objects. Assessment(s) of the Objectives: Teacher inquiry and observation will be the assessment for this particular lesson.

Materials/Resources: 9. Science notebooks 10. Pencils 11. Ball magnets 12. Paperclips 13. Brackets 14. Rubber band 15. String 16. Staples

Laura Light TWS 5 Instructional Design: Integrated Unit

17. Plastic lid 18. Crayon Prerequisites (Prior Knowledge): Students have prior knowledge of a magnet from life experience and Kindergarten. References: South Carolina Science Standards Procedures: 17. Students will gather with their partners 18. Students will pull out their Science notebooks. 19. Teacher will give each pair of students a tray with various objects on it. 20. Encourage students to experiment with the magnets to see which objects are magnetic and which are not. 21. Classify the objects onto the green side if magnetic or red if not magnetic. 22. Transfer this information into Science notebooks using a T-chart. 23. Teacher will review this information using a T-chart on the Whiteboard. 24. Accommodations: ESOL students will be given extra time and encouragement with writing sentences about their experiences.