Unit Title: Magnets 1 of 3

Name:
Breanna DeKam
Grade Level:
2nd
School:
Arlington Elementary School
Date:
11-14-16
Time:
2:30 PM
Contextual factors/learner characteristics: (What do you need to keep in mind as you plan and deliver
this lesson? About the students? The facility? Time restraints? Technology? Group formation? Etc?)
I know the students like to talk to each other, so I need to give them specific times to talk. I know
I only have about 30 minutes total for the lesson. I can group the students however works for me. Also
need to have the microphone on.
Standards: (Include the information that tells what the student is to master)
Performance Expectation

Science and Engineering

Practice

Understanding magnets have a force that attracts

certain metals. There are magnetic objects and
nonmagnetic objects.
Plan and conduct an investigation collaboratively to
produce data to serve as the basis for evidence to answer
a question.

Disciplinary Core Idea

Crosscutting Concepts
CCSS ELA / Math

Different kinds of matter exist and many of them

can be either solid or liquid, depending on temperature.
Matter can be described and classified by its observable
properties.
Patterns in the natural and human designed world can be
observed.
W.2.7 - Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science
observations)
W.2.8 - Recall information from experiences or gather information from
provided sources to answer a question.
2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit
scale) to represent a data set with up to four categories. Solve simple
put-together, take-apart, and compare problems using information
presented in a bar graph.

ABCD Objective

After fishing, students will be

able to sort magnetic and
nonmagnetic items from the

Assessment
Students will sort the items in
the bucket into two different
bags. I will be walking around
checking progress.

I Can / Target Statement

I can sort the items that
stick to my magnet and
dont stick.

bucket with a 100% accuracy.

After fishing, students
will be able to create a
whole group pictograph
with 100% accuracy.

We will create a whole class

pictograph on the board.

I can create a
pictograph with the
evidence from the
fishing stations.

I will check that each student

is getting a chance to fish from
the bucket.

I can fish out things that

stick to my magnet.

Materials and Resources needed:

Buckets
Bags of magnetic items
Bags of nonmagnetic items
Fishing pole
Magnet (end of fishing pole)
Extra zip lock bags
The book That Magnetic Dog

The Lesson (Provide a brief summary here)

1. Introduction (Engage) (5-7) (Script what you plan to say include how you plan to get
attention, access prior knowledge, assess knowledge, create a need to know and share the
objective)
Good morning second graders! I have a book I want to read to you all. Lets all gather on the rug. Great,
now I am going to read this book The Magnet Dog. Give me a thumbs up if you know what a magnet is
and thumbs down if you dont. (Let them thumbs up or down) Okay so most of us all know what they are
but can a dog be a magnet? Thumbs up or down. (Again have a small wait time) So just from the title and
what we know about magnets what do you all think this book is going to be about? Talk to a neighbor
about it. (Give them a few moments to talk) What did you all come up with? Okay great ideas lets see if
that is what is going to happen in the book.
That was a good book! Thumbs up if you liked it. (wait time) Great, was the dog in the book a magnet?
He was a magnet for food but not a real magnet, no. So today we are going to be exploring with real
magnets. You are going to going fishing with magnets and discover more about them. You are going to
fish for items that stick to your magnet but you are also going to have items that dont stick. So your
learning targets for today are, I can fish out things that stick to my magnet and
then sort the items that stick to my magnet and dont stick.

2. (continue your actors script) Core of the Lesson (15-20)

What you
are doing /
Methodolog
y
(time
allotment)
Explore
Graphing

Tell what me what you are doing, what you will say or ask.
If you are asking a question put in acceptable student responses.
Tell me what the students are doing. This is the area for your script.

So in the back of the room I have set up 11 different stations. They are all the
same and you will never have to leave your station. I have grouped you into
groups of 2 with one group of 3. When I give you your groups and station
number I want to walk back to your station quietly. The first group member
will fish one item out of the bucket. You will both examine it and place it to
the side. Then the second group member will fish. You will do this same
process until your fishing pole doesnt pick anything else up. After you have
completed this I want you two sort the items you fished from your bucket. Put
items that stuck to your fishing pole in one bag and the others in another bag.
Ok? So we are walking quietly to stations, taking turns, and sorting our items.
Got it? Good here are your groups. (Give them the groups and walk around
while students are exploring.) When I am walking around I will be asking
questions like, What item did you fish out of the bucket? Why do you
think it stuck? Why didnt the other items stick to your magnet? Can you
see any patterns between your items you fished out?
After they have sorted out their items I will bring them back to the rug. Class
lets come back to the rug but sit by your partner and bring your two bags of
items. Leave everything else where it is at. Great, I see you all got your items
sorted out and thats awesome! Now we are going to graph our items as a class
using a bar graph. So, I want you and your partner to count just the items that
stuck to your magnet. (allow them to count with the partner.) How many items
did each group have? (Call on the groups one by one and write each number
down. Should get the same number for each.) So, lets look at all the groups
numbers. What can we see about them? Right they are all the same number.
So, we will graph that number in the column labeled Stuck to magnet. To
make this we need to make a bar that starts at 0 and goes all the way to 5. So,
we will draw a rectangle that starts at the 0 line and stops right at the 5 line.
Then we fill in that bar. That bar right there, what does it represent? Right, it
represents the number of items you fished out of the bucket. Now with your
partner I want you to count the number of items you had in your other bag, the
items that you didnt fish out of your bucket. (wait time) What did each group

get? What can we say about these numbers? Right, they are all the same again.
So we will graph this number like we did the last one. (graph the number)
Great now our bar graph is complete! Which column is the higher one? Which
one has less? Right, so does anyone have questions about a bar graph?

3. (continue your actors script) Closure (3 min) (A good closure includes allowing students to
gage if they met the lesson objectives, reviewing the lesson objectives, and possibly hinting about
what is to come.)
Did you guys like fishing? Good I am glad, but why did we have things we fished out of the
bucket but we also had things still left in the bucket. Why couldnt we fish those other things out?
Talk to a neighbor about this. (Wait and listen time) Okay I heard some different ideas that some
things were paper and magnets dont stick to paper. That is an interesting idea. What about the
items that did stick to the magnet? Was there anything in common there? (Call on one or two
students to answer) All good thoughts. So, at the end we sorted our items out and I think
tomorrow we are going to learn more about why we sorted them the way we did. Great, thanks
second graders for listening and being such good students! Now it is time to head back to our
seats and get ready to go home.
4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the
lesson is running short?)
It is more likely that my lesson will run longer than 30 minutes and if that happens I will have to
cut the graphing section shorter. I wont ask as many questions and will have to hurry the process
along a little bit faster.
If my lesson is not long enough I can create another graph with the students. We can create a
graph about who thinks magnets attract all types of metal and who thinks it is only certain kinds.
We would be going over graphs more and connecting it to our hypothesis we will be doing
tomorrow.

Resources: (What resources did you use which would be of interest to the classroom teacher? You most
likely did not create this lesson from scratch?)
I used the materials given to me by Sue.