ECD 133 Preschool Learning Plan

Activity Name: What is magnetic?

Age of Child(ren): 3

Setting: Individual
Developmental Focus: Cognitive
Key Content Focus: Science: Physical
Key Content Area Concepts: Magnets: magnets can attract and repel
objects
Key Content Area Skills: Predicting: What is magnetic and what is not?
Learning Outcomes:
The child will predict what is magnetic and what is nor magnetic
ELS: N/A
ELS: N/A
Other standards:
5.5.1 - 5.1.P.B.3 (NJ) Identify and use basic tools and technology
to extend exploration in conjunction with science investigations
(PreK-PS4-1) (MA) Planning and carrying out investigations plan
and implement investigations using simple equipment;
designing/building a solution to a problem.
Materials to collect/prepare:
Book-The Science Book of Magnets by Neil Ardley
A magnet
Nonmagnetic items (feather, cork ,penny, ball)
Magnetic items (paperclip, small disc with metal, magnet marble,
washer)
Chat divided in two parts. Magnetic and not magnetic
Journal and writing utensils
Transition/warm up/introduction:
First I will introduce myself to the child and then ask the child his/her
name
Next I will read the book: The Science of Magnets by Neil Ardley
I will ask questions and talk a little about magnets before we do the
lesson
Adult Procedures:
1. First I will take out the materials and the magnet that I need to start
the activity.
2. I will talk a little more about magnets and ask her if she has ever
played with magnets before.
3. I will have the child look at each item and predict which item will be
magnetic and which is not.
4. I will have the child place the items on the appropriate side of the
chart.
5. I will ask the child question about her predictions.

6. After the child makes her decisions, we will get the magnet out and use

the magnet on each item.

7. While we are testing her predictions, I will ask her question about why
the items are magnet or not.
8. When the prediction and testing are done, I will have the child
write/draw in the journal about what she learned or did during the
activity.
Child Procedures:
1. First the child will look at the items I brought to test with the
magnet.
2. The child will answer question about the items and predict which
items are magnetic or not.
3. The child will place the items on the chart where she thinks they
belong.
4. After the child is done predicting which item is magnetic, she will
test the items.
5. The child will use the magnet and test each item one at a time.
6. The child will ask questions and verbally express her thoughts.
7. When she has completed her prediction and testing, she will
write/draw in the journal what she learned and discovered.
Conversation to Support Learning/Talking with Children:
1. Why do you think these items are magnetic?
2. Do you think this (feather) is magnetic? Why?
3. What would happen if I put a piece of paper over the item?
4. Why is this item magnetic, and this one is not?
5. How did you know this (marble) would be magnetic?
Observations and Assessment:
I will watch and observe the child use the magnetic tool to investigate the
items. The child will express through facial expressions and verbal comments
on what she thinks about the magnetic activity. I will be able to tell from her
questions and comments if she understands the concept of magnets.
Accommodations for individuals:
Simplification for atypical learners:
To make this activity easier, I can use some of the same materials and item
that we read about from the book. Having the child see the experiment in the
book and then doing the same activity in the class will help the child bring
what we read to life.
Challenge for advanced learners:
To make the activity harder, we can place materials over the items to see if
that would stop them from being magnetic. We could use water, sand, or
fabric to cover each item.
Resources:
www.prschoolexpress.com/learning
www.teachingmama.org
http://www.nj.gov/education/ece/guide/standards.pdf
http://www.doe.mass.edu/stem/standards/FoundationBoxes.pdf