Pre-Assessment Analysis

I tested my class on Thursday afternoon before I began teaching my unit on magnets. We had a half an hour in the middle of the day. I gave each student a test and I projected a blank test on the smart board. I read the test aloud to the classroom to accommodate the ESOL students and the students who could not read very well. The test was mostly multiple-choice with one short answer question. I attached a copy of the Magnets Unit Test to Appendix A. I used the same assessment for the pre-test and the post-test. Some questions have pictures to help students who could not read well and student who were visual learners. During the pre-test, many students were frustrated because they did not know the answers. I told the students to write, I dont know, if they did not know the answer to a question so that I would know what to teach them. Appendix B shows a drawing from Student 1 that depicts his confusion. I also had many students who rushed ahead and just guessed. After grading the pre-test, I was aware that many students knew what a magnet was but they were unfamiliar with much of the vocabulary. I knew that the lessons I had designed would fit well with the learning that needed to happen. I did add an extra lesson about the usefulness of magnets that correlated with the read-aloud portion of the day. Most of the students were unable to talk about how a magnet could be useful for everyday life. Most of the students were able to identify which items were magnetic and which items were nonmagnetic (questions 4 and 5) but they did not know which metals attracted to magnets. The pre-test aided me by letting me know which concepts I needed to emphasize. Vocabulary was an important part of learning about magnets.

Designing the Unit

I spoke with my mentor teacher about designing an engaging and exciting unit for the second graders. We looked over the pacing guide and the curriculum framework and found that the unit on magnets would be the best fit for me to design. It overlapped with the week that I was in the classroom full time. I designed a two-week unit on magnets with nine lessons and one test day. Because I was still taking graduate school classes, I could only teach seven of the days

during the two-week unit, therefore, three lessons were designed for my mentor teacher to teach. I decided to give my mentor teacher lessons that had corresponding worksheets and activities that would be easy to follow. I organized my test so that only three questions came from the lessons taught by my mentor teacher. Those questions were excluded from my data analysis because I did not teach that information. Below I have included my unit outline that displays the learning episodes and big ideas for each day of the unit.

Lesson Plans
Magnets! Hook Lesson: Monday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; j) conclusions are drawn; k) observations and data are communicated;
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Materials: - Wand magnets (one for every two people) Smart board/ white board to write down answers Science notebooks

Situation Time: 30 min. 8 min on Playground 8 min in Cafeteria 8 min in Main Hallway 6 min for transitions Groupings Time: During Situation and 5 min after

The purpose of this situation is for students to develop an interest in learning about magnetism. The students will take a field trip around the school to explore what types of everyday objects are magnetic and nonmagnetic. The students will explore the playground, the cafeteria, and the main hallway.

Bridge Time: 10 min.

Students will be placed in pairs as they explore the different learning areas for magnetic and nonmagnetic objects. The partners will share a magnet wand; one partner will touch two objects and then hand the wand to the other partner to touch two objects. They will repeat this in each section until the time is up. The students will make predictions and share their observations orally as they explore. The students will share what items they found to be magnetic and which items were not magnetic as a whole class and the teacher will create a list on the SMART board. After the class states things that were magnetic and nonmagnetic, the teacher will compile a list of the items. The class will note the

Questions Time: During the Grouping and Bridging

Exhibit Time: After reflection 3 min. Reflections Time: 10 min. ELL Modifications

similarities and differences in the magnetic and non-magnetic items. The teacher will then presents the students with the definition of magnet and attract. The students will glue two flips into their notebooks that say magnet and attract and copy down the definition. What items were magnetic? What items were nonmagnetic? What items attracted the magnet? What items did not attract the magnet? What do these items have in common? How do you know? What surprised you about some of these items? What didnt surprise you about some of these items? Did you know if something was going to be magnetic before you tested it? How did you know? Did you make conclusions about items as you went along? Did it get easier to guess if an item was magnetic or not? What is a magnet? What does it mean to attract? The students will draw a picture of a magnetic object that they found in their notebooks under the word magnet and then share it with their neighbor. The students will draw a picture of an object (that they saw today) that attracts a magnet in their notebooks. The teacher will ask some students to share their drawings with the class. Modifications will be made for Level 3.5, developing.

Key vocabulary

Magnetism, magnet, attract, stick to, stick together, pull together, magnetic, nonmagnetic, touch, stay, fall, everyday objects, metal, plastic, nonmetal, object, item The student will orally present some magnet and nonmagnetic items to the class. The student will orally explain to their partner what they think is magnetic or non-magnetic while exploring the different areas. The student will orally present one magnetic object to his/her partner. Verbal sentence prompts (the _________ is magnetic, the _________ is nonmagnetic) and pictorial representations. The teacher will orally explain magnets and magnetism while accessing the ELL students prior knowledge through questioning and the pre-assessment. The student will be given a partner to work with to help her understand the activity. The teacher will also check for her understanding while she is working on her drawing. The teacher will monitor the students drawings in their noteb ooks to assess student learning as well as listen to the student share what she learned.

Language objectives

Supplementary materials

Building background

Scaffolding techniques/

Interaction Review/assessment

Student 22

Magnets! Lesson 1 Tuesday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; i) data are analyzed, and unexpected or unusual quantitative data are recognized; j) conclusions are drawn; k) observations and data are communicated;
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Materials: - Pre-made packages of testable materials Magnets Copies of What will a Magnet Attract? Pencil Plastic cup The purpose of this situation is for students to understand that magnets attract to some items and not others. They should also begin to recognize the characteristics of items that are attracted to magnets (i.e. metals like iron, nickel, cobalt, and steel). The students will be placed in groups of two and they will explore a bag of objects with a magnet. They must predict whether the item will be attracted to the magnet or not, then they must test their theory and record the answer on the What Will a Magnet Attract? worksheet. The class will compile a list of items that were magnetic and nonmagnetic. The teacher will write the items on the board with the items they had found the other day. Then, the teacher will guide them in forming conclusions about magnets by assessing what may have changed from the previous day. Magnets attract certain metals: iron, nickel, steel, and cobalt. They will copy this information into their notebook underneath the magnet flap.

Situation Time:

Groupings Time: 30 min.

Bridge Time: 10 min. after questions

Questions Time: During grouping and 10 min. after

Exhibit Time: 8 min. Reflections Time: 4 min. ELL Modifications

What do all of these items have in common? Can you think of another item that might go with these items? Can we make a rule about magnets? What about the screw, was that magnetic? What was different about todays experiment from yesterdays experiment? Do we need to adjust our rule about magnets? Do magnets attract to all metals? The teacher will ask the students to make inferences about items around the classroom. Will this item attract to a magnet? The students will talk to a partner about items in their home that might be magnetic. They will share with the teacher what they came up with orally. The students will draw a picture of what attracting looks like in their notebooks under the attract flip. They will then share their drawings with the class using the doc cam. The teacher will model how to draw a picture in her science notebook. Modifications will be made for Level 3.5, developing.

Key vocabulary

Language objectives

Supplementary materials

Magnet, magnetism, attract, rubber, iron, nickel, cobalt, steel, metal, stick together, conclusion, rule, category, plastic, predict, prediction, infer, hypothesis, guess, test (multiple meanings), experiment, explore, brad (fasteners), screw, bolt, nail The student will orally present some magnetic and nonmagnetic items to the class. The student will orally explain to their partner what they think is magnetic or non-magnetic while exploring the packet of items. The student will draw a picture of attracting. Sentence prompts (Attract means to stick ________. When the paper clip sticks to the magnet it is _______.) The teacher will explain magnetism and attraction to the class and will use the students prior knowledge and experience with magnets to build new meaning. The student will be given a partner to work with that can help her understand the activity. The partner can help with what each item is, the teacher will also circle the classroom and help the student if there are any problems. The teacher will model how to draw the picture. The teacher will collect the worksheet from the exercise to see how each student is learning.

Building background

Scaffolding techniques/

Interaction

Review/assessment

Samples of Students Work Student 15 Student 22

Magnets! Lesson 2 Wednesday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire

SOL(s): 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; j) conclusions are drawn; k) observations and data are communicated;
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Materials - Round magnets - Doc-Cam / notebooks - Repel Flap/Pole Flap - What Can Magnets Do? by Alan Fowler book The purpose of this situation is for students to understand the Situation Time: relationship of magnets to each other. They will learn about north During groupings and south poles of the magnets and they will learn key terms like attract and repel. The students will be placed in pairs to explore how magnets attract Groupings Time: and repel. They will flip the magnets to see which sides stick 10 min. together and which sides push apart. Each round magnet has a different color on each side. Red and red will repel and blue and blue will repel, red and blue will attract. The teacher will introduce the students to the north pole and south Bridge Time: pole of a magnet by reading What Can Magnets Do? by Alan 20 min. Fowler. The students will learn that like charges repel and opposite charges attract. They will copy the definition of repel into their science notebooks under the flap that will be handed out to them. They will also glue the definition of a pole into their notebooks on a different page. What happens when same colored sides face each other? What Questions Time: happens when different colored sides face each other? What does it During Grouping and Bridge feel like when magnets repel? What is the north pole? What is the south pole? Do you remember where else we have heard about a north pole and a south pole? (the earth) What does attract mean? Can you show me what repelling looks

Exhibit Time: 10 min.

Reflections Time: 5 min. ELL Modifications Key vocabulary

like? Do all magnets have the ability to attract and repel? Each student will be asked to stand up. The teacher will tell them that they are magnets. You must find another magnet to attract to. The student will show the teacher what attracting student magnets look like. Then, the teacher will ask the student to show what repelling looks like. The student will move away from each other. Each student will be asked to draw a picture of repelling magnets into their notebooks underneath the repel flap. The teacher will model how to do this by drawing a picture in her example notebook. Modifications will be made for Level 3.5, developing. Magnet, attract, magnetism, repel, pull apart, stick together, poles, north pole, south pole, multiple meanings of face, like poles, unlike poles, push apart, direction, repeat, push away, stay together The student will orally communicate what happens when magnets repel. The student will orally explain to their partner what they think is happening with the like poles and unlike poles using the colors of the sides (red and red, blue and blue). The student will correctly draw a picture of repelling magnets. The teacher will model how to draw repelling magnets. The student will also have visual cues and pictures from the book. The teacher will explain what it means when a magnet repels and will reinforce this by reading a book. The teacher will ask questions about repelling to access the students prior knowledge. The student will be working with a partner to understand attract and repel. She will also have lots of repetition and a few prompts to guide her understanding. The teacher will also model how to draw repelling magnets. The teacher will monitor the attracting and repelling activity by observing the students interactions. The teacher will look at every students drawing of repelling in their notebooks and she will help those who are struggling. Student 10

Language objectives

Supplementary materials

Building background

Scaffolding techniques/

Interaction Review/assessment

Magnets! Lesson 3 Thursday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire

SOL(s): 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;
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Situation Time: The purpose of this situation is to further understand how magnets attract and repel. The students will use their bodies to express what they have learned about attracting and repelling magnets. Each student will be given an index card, some cards are blue with an S on them and other cards are white with an N on them. The student will be told that they are magnets. They must find a magnet to attract to, (groups of two will form around the classroom as opposite colored cards find each other). Then the teacher will ask the students to find someone they repel with. (The students will gather in groups of all S or all N). Finally the teacher will challenge the students to make one long chain of attracting magnets. (The students will need to stand NSNSNSNSNS so that they are all attracting to the person next to them). The students will be partnered for the magnets line dance. The students will gather in the meeting area to learn a song and dance about magnets. The teacher and the co-teacher will teach the students the dance. They will listen to the song at least three times. The will learn that attract means pull together, and they will do it. They will learn repel means push away, and they will push away their partner. Between the song, the students will change partners. The teacher will ask questions to reinforce the ideas of attracting and repelling. What does attract mean? What does repel mean? What types of metals do magnets attract? What can you tell me about magnets after today? Where should the N pole be if it is attracting? What if it is repelling? Where should the S pole be if it is attracting? What if it is repelling? The students will perform the magnets song and dance for the teacher. The students will watch the brain pop video about magnets and they will verbally share one thing they learned about magnets from the lesson to the class.

Groupings Time: 15 min

Bridge Time: 8 min

Questions Time:

Exhibit Time: 3 min Reflections Time: 6 min.

ELL Modifications

Modifications will be made for Level 3.5, developing.

Key vocabulary

Language objectives

Supplementary materials

Building background

Scaffolding techniques/

Interaction Review/assessment

Repel, attract, push away, pull together, magnets, magnetism, magnetic field, iron, nickel, steel, cobalt, stick to, touch, next to, around, near, poles, face, N, S, north, south The student will orally state what attracting and repelling means. The student will use attract and repel correctly in a sentence aloud. The student will verbally share one fact from the brain pop video. Verbal prompts (attracting means to ___________ and _________ means to push away; I learned ___________ about magnets; I learned that magnets _________.) The teacher will use the song and video as alternative ways to teach the students about magnets. The teacher will assess the students prior knowledge through questioning. The student will be working with a partner and in a group to help her understand the activity of N repels N and N attracts S. The teacher will also model what she is supposed to do. The students will review the material by watching the Brain Pop video about magnets. The teacher will assess student learning informally by observing the activity.

Student 6

Magnets! Lesson 4 Friday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop (taught by mentor teacher)

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; j) conclusions are drawn; k) observations and data are communicated;
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Situation Time: 15 min The purpose of this situation is for students to understand that magnets repel by exploring floating magnets. The teacher will begin by gathering the students in the meeting area. Then she will place the first magnet onto the pole. The teacher will ask the students what they think will happen when she places the next magnet on. Then, the teacher will place the next magnet on top of the other. The students might notice how the magnet appears to be floating. The teacher will show that she puts the red face on the red face and the blue face on the blue face. The students will make predictions before the next magnet is placed on the pole. The students will share their predictions with a partner when talking about what will happen when the third magnet is placed onto the pole. The students will work in pairs to complete the Face to Face worksheet. The teacher will talk about how the magnets are repelling each other and that is how the magnets float. Like pole repel, opposite poles attract. Why do you think this magnet is not touching the other magnet? What is the word we use to describe what is happening? What might happen if we flip the magnets around? Can you make a prediction? The students will be given a pair of magnets and a partner and the Face to Face worksheet. Each student must make predictions and test what happened when magnets are put face to face. The teacher will model how to complete the worksheet.

Groupings Time: 3 min.

Bridge Time: Questions Time: During Situation and grouping Exhibit Time: 10 min

Reflections Time: ELL Modifications

The Face to Face worksheet must be turned in to the teacher and when each student hands in their worksheet the teacher will ask, do like charges attract or repel? Modifications will be made for Level 3.5, developing.

Key vocabulary

Language objectives

Supplementary materials

Building background

Attract, repel, magnet, faces, poles, magnetism, push away, pull together, charges, like charges, unlike charges, north pole, south pole, opposite, prediction, guess, test The student will verbally explain the properties of magnets attracting and repelling. The student will be able to use attract and repel correctly in a sentence. The teacher will aid the student in understanding the worksheet. The student will be working with a partner to help her complete the worksheet. The teacher will explain why the magnets float on top of each other and she will access the students prior knowledge using questioning. The student will have pictures on the worksheet to help guide her understanding of the activity and the directions will be read aloud to the class. The teacher will also monitor the students progress. The teacher will collect the Face to Face worksheet to assess student learning.

Scaffolding techniques/

Interaction Review/assessment

Magnets! Lesson 5 Monday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop (taught by mentor teacher)

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; j) conclusions are drawn; k) observations and data are communicated;
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Situation Time: The purpose of this situation is for students to understand that magnets can attract objects through other objects. The teacher will review what is expected of each student during this activity. Each student must select an object and predict whether or not the magnet will move a paper clip through the object or not. The teacher will show the class an example with water. She will make a prediction that the magnet will not attract through water and then she will place a nail in the water and test her theory. The students will be placed in groups of two and each pair will be given a set of objects to see if the magnet will pass through it or not. The students will use the Will a Magnet Attract Through These? worksheet. The teacher will discuss the activity with the class using guiding questions. What objects did the magnet attract through? Which ones did not? What surprised you about this activity? Did you think that a magnet could attract through paper? Did you think that a magnet could attract through wood? Will a magnet attract through your shoe? Will a magnet attract through everyones shoe? What if I use a different magnet? Will the horseshoe magnet work? What did you notice? What surprised you? Why did that surprise you? More questions will arise as the teacher engages the students in a discussion. The students will turn in their worksheet; Will A Magnet Attract Through These?

Groupings Time: 20 min Bridge Time: During questions Questions Time: 10 min.

Exhibit Time: 1 min.

Reflections Time: During questions

ELL Modifications Key vocabulary

The teacher will make sure that each student participates in the discussion about magnets attracting through different objects and each student will fill out their own worksheet. The teacher will also ask the students to raise their hands and share what they learned about magnets. Modifications will be made for Level 3.5, developing. Attract, through (vs threw), magnet, stick together, metal, paper clip, object The student will orally participate in the discussion at least once relating the activity to meaning about magnets. The worksheet has pictures to help guide the student and the student will be working with a partner. The teacher will model how the student should act and the teacher will activate the students prior knowledge through questioning. The student will be working with a partner during this activity and the directions will be written down and spoken orally to the class. The teacher will monitor the students progress. The teacher will collect Will a Magnet Attract Through These? worksheet to assess student learning.

Language objectives

Supplementary materials

Building background

Scaffolding techniques/

Interaction Review/assessment

Magnets! Lesson 6 Tuesday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; j) conclusions are drawn; k) observations and data are communicated; m) current applications are used to reinforce science concepts.
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Situation Time: 8 min for explanation of each station Groupings Time: 20 min (5 min in each station) The purpose of this situation is for students to understand that all magnets have a magnetic field through a series of stations. The students will be put into groups of 4 or 5 students to participate in stations. Station 1: The students will gather in the back table with the teacher. The teacher will show the students a magnet, she will then place a piece of paper over the magnet. Next, the teacher will sprinkle iron bits on the paper over the magnet to show the magnets magnetic field. The teacher will repeat this twice for each group while asking them to make predictions and to share their observations with one another. Station 2: The students will engage in paper clip races. The teacher will set up a game board with a measuring tape on the side. The group of students will be asked to work together in order to find out which magnet has the strongest magnetic field. (horseshoe, bar, round, stick, and refrigerator) Each student will record the data on worksheet. They will see how far away each magnet has to be to attract the paper clip. Station 3: The students will have the opportunity to explore how the floating magnets work. They will take turns trying to float the magnets. Some students will see that the magnet must face a certain way to float on the pole. Students will engage in scientific conversation about magnets.

Bridge Time: 10 min.

Questions Time: During the bridge

Exhibit Time: 6 min Reflections Time: During the exhibit

Station 4: The students will watch 2 videos about magnets and the magnetic field and they will have the opportunity to explore the magnet game on the Brain Pop Jr website. The students will gather in the meeting area. The teacher will ask questions about what they did in each station. The teacher will then ask them if they learned what a magnetic field is. Each student will glue the magnetic field flap into their notebooks and they will copy down the definition. What did you learn about a magnetic field? Are magnets stronger in the middle or on the outside? How do you know? What did the iron bits do? Do all magnets have a magnetic field? Were they attracing? Did anything repel today? Are all of the magnetic fields the same size? Which magnet was the strongest? Which magnet was the weakest? Each student will draw what the magnet with the iron bits looked like into their notebooks. The teacher will model how to draw this. The students will present their drawing to the teacher when they are finished. Some students can share their drawing under the doc cam and say what they learned. The teacher will circle the classroom to monitor each students progress and she will help students who do not understand. Modifications will be made for Level 3.5, developing. magnet, attract, repel, pull together, push away, iron, metal, stronger, weaker, middle, poles, charges, force field, area, around, face The student will orally communicate his/her observations about the magnetic field. The paper clip races activity sheet has pictures. The teacher will provide verbal prompts (I saw that________; the iron bits moved _________) The teacher will explain what a magnetic field is. The teacher will activate the students prior knowledge through questioning. The student will be working with a group and each station will be explained to the class orally. They will also have written directions. One teacher will help monitor her progress while the other teacher is working with students at station 1. The students will turn in their paper clip races worksheet and the teacher will assess their learning.

ELL Modifications Key vocabulary

Language objectives

Supplementary materials

Building background

Scaffolding techniques/

Interaction Review/assessment

Paper Clip Races Directions: You and your group members are testing which magnet has the strongest force or the largest magnetic field. Place the four paper clips on the purple starting line. Place the four magnets on the green starting line. Using the ruler on the side of the board, measure (in centimeters) how close the magnet has to be to attract the paper clip. Record your answers on this sheet. Horseshoe magnet

_______________ cm Magnet Wand

_______________ cm Bar Magnet

_______________ cm Round Magnet

_______________ cm Which magnet has the strongest magnetic field? (Which magnet was farther away from the paper clip?) ________________________________________

Station 4
Go to this website (it should be open on the computer already) and click START.

http://www.harcourtschool.com/activity/science_up_close/316/deploy/interface.html

Watch both videos. ___________________________ Then go to this website (it should be open on the other tab)

http://www.brainpopjr.com/science/forces/magnets/draganddrop/
Play the game until it is time to switch stations.

Do NOT close the tabs when you are finished.

Student 6

Magnets! Lesson 7 Wednesday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop (taught by mentor teacher)

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; j) conclusions are drawn; k) observations and data are communicated; m) current applications are used to reinforce science concepts.
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how the earth is a magnet and compasses react to that magnet. Situation Time: The purpose of this situation is for students to understand that the earth is a gigantic magnet and a compass reacts to the earths magnet. The students will be placed in groups and each group will be given a compass to explore. The students will turn around, they will more the compass, and they will try to figure out why the needle only points in one direction. The teacher will help access the students prior knowledge of a compass rose and the cardinal directions to see if the students can determine that the needle only faces north. The teacher will tie a magnet to the doc cam and the students will watch as the magnet spins and then finally points North. The teacher will show the students that hanging magnets always point north. The teacher will real What Makes A Magnet? By Franklyn M. Branley. The students will then engage in a discussion about the book. The students will then copy the definition of a compass into their science notebook. What did we learn about the earth? Which way will the needle on a compass face? The needle is a magnet, what is it attracted to? What is a compass rose? What are the four cardinal directions? Can you point north? Why is the magnet spinning? What must be inside a compass for it to work? What does the earth act like? What does attract mean? What does repel mean?

Groupings Time: 7 min.

Bridge Time: 13 min.

Questions Time: During Bridge

Exhibit Time: 5min. Reflections Time: 4 min. ELL Modifications Key vocabulary

The students will draw a compass into their notebooks underneath the compass definition flap. They will also orally share one thing they learned. Each student will show their picture to the teacher when they are finished. When the whole class is finished, the students will review the Magnets song and dance. Modifications will be made for Level 3.5, developing. Compass, magnet, compass rose, north pole, south pole, poles, charges, attract, repel, direction, face (multiple meanings), north, point The student will orally participate in a discussion about magnets at least once using correct sentence. The teacher will model how to draw a compass in their notebooks. The teacher will give oral prompts (I learned_______; I thought________; I liked______) The teacher will explain what a compass is and what it does. The teacher will ask the ELL student what she already knows about compasses and ask her to clarify the difference between a compass rose and a compass. The student will be in a group with other students to help her understand. The teacher will model the drawing of the compass for the students. The teacher will monitor the students notebooks to assess student learning.

Language objectives

Supplementary materials

Building background

Scaffolding techniques/

Interaction Review/assessment

Magnets! Lesson 8 Thursday Level: 2nd grade Subject: Science Title: Magnets Designer: Jane Claire Bishop

SOL(s): 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; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; m) current applications are used to reinforce science concepts.
WIDA Standard: ELD Standard- The Language of Science, grades K-4. English language learners will process, understand, produce or use: Level 3.5: Developing: general sentences about how magnets work. Situation Time: 10 min. (A) The purpose of this situation is for students to review how much they have learned about magnets. The teacher will present an item to the class (keys) the students will share with their partner if they think the object is magnetic or not. Then, the teacher will put the keys to a magnet to test their hypothesis. The teacher will repeat this process with three more items (a book, a marker, and a pair of scissors). On the final item, the teacher will ask the students if an item can be magnetic and nonmagnetic. Students will participate in a think, pair, and share. The will be sharing their thoughts with a partner. A. The class will talk about the pair of scissors because the blades are magnetic and the handle is nonmagnetic. The class will then work together to compile a list of things that use magnets everyday. The teacher will write the answers on the board. The teacher might add some of her own answers like roller coasters, refrigerators, and door locks etc.) The teacher will read a non-fiction book about magnets. B. The teacher will read That Magnetic Dog by Bruce Whatley to the class. Questions Time: During bridge and situation a. Do you think this object is magnetic? Why do you think this object is magnetic? Can an item be magnetic and nonmagnetic? What are some everyday items that use magnets? How can we see magnets being used in the world? What happens when I touch a magnet to a piece of paper? It is repelling? Is it just not attracting? What if I put two magnets together? Is this attract or repel? Where are

Groupings Time: 2 min. Bridge Time: 5 min. (A) 10 min. (B)

the magnets the strongest? b. Exhibit Time: 10 min. What happened with this dog? Was he really magnetic? What did he attract? Did he repel anything?

Reflections Time: During exhibit ELL Modifications Key vocabulary

Each student will be asked to write a short journal entry about the book That Magnetic Dog. The students will be given the prompt, What Would Happen if You Were Magnetic? They must write at least five sentences and draw a picture. The teacher will model the writing by giving the students a few beginnings of sentences If I were magnetic I would attract________. I would attract ______ because ________. If I were magnetic I would repel _______. I would repel ______ because______. The students will reflect on their learning by working on their writing sample. Student who finish early will start editing their paper and working towards a final copy. The final copy will be edited for capitalization and punctuation and there will be a picture. Modifications will be made for Level 3.5, developing. Attract, magnetic, repel, poles, beginning, middle, end, nonmagnetic, stick together, push away The student will accurately write sentences using the sentence prompts. The student will have sentence prompts to help write her paper.

Language objectives

Supplementary materials

Building background

The teacher will explain why certain objects are magnetic or nonmagnetic. The teacher will model the writing by giving the students a few beginnings of sentences If I were magnetic I would attract________. I would attract ______ because ________. If I were magnetic I would repel _______. I would repel ______ because______. The teacher will also create her own writing sample. The teacher will collect the writing samples from the students.

Scaffolding techniques/

Interaction

Review/assessment

Student 4

Student 23

Student 13

Day 10: Lesson Assessment The students will take a test about magnets to see how much they learned.