A partner and I collaborated to write a science based lesson plan and then to teach it to kids at an elementary school science

fair. The following is the lesson plan and the reflection I wrote after the experience.

NAME_CAITLIN ANDREWS, BRIAN TRENHOLM___ DATE_NOVEMBER 11, 2013 NEVADASTATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT
Lesson Topic: This is a lesson about compasses and how they are influenced and created by magnets Lesson Rationale: This is a one day lesson about compasses within a unit about magnets. This is a flexible lesson that would come sometime after the first day of introductions so students understood the parts of a magnet and how they functioned. Description of Classroom: 4th grade classroom, 9-10 year olds, males and females, all ability levels Student Background: In previous days, students have learned about magnets, the Different parts of a magnet and how they function. Students are familiar with Vocabulary associated with magnets and have a brief understanding of a Compass. Nevada Standards: (4).1.5- Identify, gather, and safely use tools (magnet, thermometer, lens) and Materials needed in investigations. (4).2.3- Investigate and describe the way that magnets attract and repel each Other and certain kinds of other materials Language Objective(s): - Students will discuss what they already know and want to know about magnets and compasses - Students will read information about magnets and compasses - Students listen to whole group discussions to gain more knowledge and information about compasses and magnets - Students will demonstrate knowledge of magnets and prior knowledge through writing and whole group discussions - Students will demonstrate knowledge of compasses through written responses and writing in their science journals

Content Objective(s): - Students will follow procedures to construct a functioning compass with partners - Students will use materials needed in a productive manner - Students will investigate the functionality and importance of compasses - Students will use prior knowledge about magnets to expand their knowledge of compasses - Students will demonstrate knowledge of magnets through observable activities on compasses Key Vocabulary: Bar Magnet: A permanent magnet in a rectangular shape with the north and south poles clearly labeled. Magnetize: To induce magnetic properties in a metal. An example would be the temporary transfer of a magnetic charge from a permanent magnet to an iron containing metal which holds the magnetic charge briefly. Compass: A navigation device which uses a permanent magnet to show the direction North. Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Process Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Assessment Individual Group Written Oral Grouping Options Whole Class Small groups Partners Independent

Teaching Strategies: KWL chart about magnets and compasses, whole and small group discussions, video about compasses and magnets: http://www.youtube.com/watch?v=mhimOYZ_Vq8 , anticipation guide with articles, ticket out the door (3-2-1 writing strategy) When needed: additional assistance and small group practice. Lesson Sequence: - The teacher will begin the lesson by allowing students to help complete the KWL chart based on what they know about magnets (learned in previous days) and magnets (brief knowledge) - The teacher will give each table group post-it notes in which they will write simple words and phrases relating to what they ALREADY know about magnets and compasses. - When students are done, they will place post-it notes on the K column of the

KWL chart Have a whole group discussion about the post-it notes that students placed on chart. (Now is the perfect time to review vocabulary and correct any misconceptions students have) Next, have students write words and phrases relating to things they WANT to know about magnets and compasses. These statements should focus more on compasses and how magnets might affect a compass. Students will table talk about their post-it notes with their table groups prior to placing them on the chart in the W column Conduct a whole group discussion about what students want to know about magnets and compasses. (At this point, students should be able to make some connection between magnets and their affect on compasses and how they work.) Students will complete the attached anticipation guide about magnets and compasses using information from printed articles and video When students have completed this anticipation guide, they will table talk about their responses Conduct a brief whole group discussion about compasses, how they are used and what they are used for. Explain to students that compasses are used to explain direction, and can be very reliable when made correctly. Introduce compass activity to students by explaining to them that they will be making their own compasses with their shoulder partners. Assign 1 student from each partner to get the materials needed to complete the activity including procedure packet (attached) Students will gather materials needed and follow procedures while working with their partners to construct a working and functional compass (see attached outline with materials and procedures) The teacher will be monitoring the room and students at all times answering any questions necessary, assisting students when needed and informally assessing through observations When students are done creating their compasses, they will complete all questions attached to activity Students will clean up materials and table areas Bring students back together as a whole group and discuss the activity. Answer any questions and clear up any misconceptions students might have Students will write on post-it notes what they LEARNED during this activity about magnets and compasses and place their post-it notes on the L column of the KWL chart for completion. The teacher will review post-it notes and have a brief discussion about what students have learned. Students will use the 3-2-1 writing method in their science journals as a ticket out the door to conclude the lesson- 3 things they learned in this lesson, 2 things they found interesting, and 1 more thing they want to know about magnets and compasses.

- The teacher will review science journals for an informal assessment of knowledge Accommodations: When needed, the teacher will assist students with reading and activities. Students can be pulled into small groups for additional assistance. ELL students will be given additional time to complete activities. Students will be paired with other students who will provide additional support when needed. Materials and Resources: Print article from: http://www.kidskonnect.com/subjectindex/15-educational/science/90magnets.html Print article from: http://www.education.com/science-fair/article/pointer/ Video: http://www.youtube.com/watch?v=mhimOYZ_Vq8 Anticipation guide (attached) Science Journals Knitting Needle Magnet Wooden Cork Plastic Bowl Water Small Sample Compasses Review/Assessment: Students will review what they have learned from the lesson through a whole group discussion at the completion of the compass activity and the KWL chart. The teacher will discuss with students what they have learned, and how compasses and magnets are affected by each other. Students will be informally assessed throughout all activities through observation and discussions. The teacher will continue to informally assess students when reviewing their science journals where they used the 3-2-1 writing strategy to demonstrate their knowledge of magnets and compasses. Students will continue to learn about magnets and compasses throughout the duration of the unit on magnets where they newly learned knowledge will continue to expand for mastery. Reflection: I have used this activity as a center but not a complete lesson. The Students really enjoyed the hand-on aspect of learning about compasses and being Allowed to create their own. I believe that the additional support from the video, Reading, and discussions will only make this lesson and activity stronger. Students Will be able to learn more about compasses, how they are affected by magnets and Relate the new information to real life situations. I am looking forward to presenting This activity in the science fair at Squires and observing how students like it there.
Form: 005 JDC 4/22/08

Science Fair Reflection

For my lesson, I teamed up with Caitlin Andrews. We choose to do our lesson on compasses and how they are influenced and created by magnets. The lesson plan was designed to be a one day lesson about compasses within a unit about magnets. It was designed to be a flexible lesson that would come sometime after the first day of introduction so the students understood the parts of a magnet and how they functioned. Our lesson was presented to elementary school students at an area elementary school. The students came to our station in 5 groups of, about, 20, which we then grouped into teams of 4-5 students to complete the activity. In first part of the activity, Caitlin introduced the students to the lesson and questioned the students on what they knew about magnets and compasses. This initial interaction with the students covered some of the language objectives very well, especially the objective, - students will discuss what they already know and want to know about magnets and compasses. This initial interaction with the students provided good information about the students knowledge of the topic and was a good guide that let us know how much support they would need as the activity progressed. I would definitely keep this first part of the activity in the lesson. With more time, the use of a KWL chart would also work well in this part of the activity. The next part of the lesson, we modeled how the activity would actually play out. This part of the lesson went well. As the activity was being modeled, vocabulary for the lesson was reinforced and informal assessments were given. Once the students saw what they were going to build, they their formed teams and began assembling their compass. Many of the content and language objectives were addressed during the assembly portion of the activity. For example, the objective, students will follow procedures to construct a functioning compass with partners, was achieved successfully during this portion. I would like to try this lesson without actually modeling how to build the compass for the students. Having them construct the compass, off of the directions only, would require a little more effort from the students but I feel would lend itself to a deeper understanding of the topic. After the students completed their compass, they were required to answer questions on a worksheet to gauge their understanding of the topic. This part went really well and addressed the remaining language objective perfectly. The students then cleaned up their station and returned their materials to the instructors. Having smaller groups would benefit this part of the activity. I feel smaller groups would discourage the students from copying answers from each other. Overall, the whole lesson went very well. All the objectives were covered, vocabulary was addressed, and both instructors and students learned from the experience. One thing I would change about how we did the lesson would be to group the students into smaller groups. I feel that groups of 2-3 students would be more beneficial for the students, but it would also mean the instructor would have to interact more quickly. Also, next time, I would send the students away with instructions that detailed how they could do it on their own at home. Reflecting back, I am thankful for the partner I had. Caitlin was extremely helpful writing the lesson plan. Seeing how she wrote the plan was a huge help for me as it gave me a great guide on how I should write my future lessons. She also was awesome with the kids and showed me skills that I will use in the future. For example, her questioning techniques really helped me understand how to get prior knowledge from the students.

In closing, the entire experience was wonderful. I learned how to implement a lesson plan with actual students. I learned how to improve my lesson plans, I learned more about how to put materials together for a lesson, and lastly I gained valuable experience. I cannot think of one single negative. It was great.