Jennifer L.

Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

LESSON PLAN OUTLINE

JMU Elementary Education Program

A. TITLE/TYPE OF LESSON: Magnet Exploration for Second Grade Scientists

B. CONTEXT OF LESSON:
This magnet exploration activity will be introductory for second graders as they begin to
learn about magnetic attraction. At Hugh K. Cassell Elementary School, Mrs. Garber’s
second grade class will have already begun talking about magnets earlier in the week. On
Thursday, they will participate in this lesson, a scientific investigation of magnets, with me.
Through this lesson, students will investigate and explore what kinds of materials magnets
are and are not attracted to.

While the students’ main objectives are to learn about magnets and their attraction, this
lesson also contains objectives for students to learn about scientific investigations, including
predictions (hypotheses) and data. This is additional information that students must know in
order to complete the task successfully. My hope is that students will contain some prior
knowledge on these topics. In order to know how long I will need to spend on this base
knowledge, I will conduct an informal preassessment with the students where I ask them the
following questions:

- What does it mean to “investigate?”

- What does it mean to “make a prediction?”
- What kind of people make predictions?
- What is an experiment?
- What is data?

Asking these questions during an informal preassessment will allow me to gauge the students
understanding of the process we will be using in order to learn about magnets. Should the
students show much prior knowledge, or are able to make inferences with my prompting, I
will know that I do not need to spend much time at the beginning of my lesson reviewing
these ideas. I might simply ask if they remember when we talked about investigations and
predictions, what they meant, and what they think a SCIENTIFIC investigation is. If during
the preassessment they do not exhibit prior knowledge of these topics, I must address them
again prior to beginning my lesson. Likely, I will do so in the same way as the
preassessment, by asking the same discussion questions and correcting any misconceptions.

After informally assessing students on their knowledge of the process we will be using
during our magnetic exploration, we can move onto talking about magnets. I want students to
know that today they are SECOND GRADE SCIENTISTS and they will be working hard to
conduct a SCIENTIFIC INVESTIGATION on magnets. I want the students to get into the
mindset of acting and speaking like scientists during this entire lesson.
Before diving into our activity, I will ask the students to tell me what they have learned about
magnets so far with Mrs. Garber. Likely, the students will talk about what magnets are and
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

what it means for things to be attracted to magnets. I will explain to students that are going to
further our research as scientist second graders by exploring magnets. During this activity,
students will be given opportunities as a class to explain what a magnet is, make predictions
about what kinds of materials magnets are and are not attracted to, test those predictions, and
record their results or data.

Another item worth noting is that throughout this lesson I will be using aspects of whole
brain teaching. Whole brain teaching is a philosophy of teaching/method of instruction that is
becoming increasingly popular, because it is said to be extremely beneficial for all types of
learners. Additionally, it incorporates effective ways to promote classroom management,
especially for the most challenging students. Chris Biffle, the father of whole brain teaching,
believes that students are more engaged when they are “emotionally involved in lessons that
[require] seeing, saying, hearing, and physical moving,” (Biffle 2013). Movements combined
with teacher-student echo is very effective in helping students remember vocabulary and
important buzz words, processes, and ideas. I am hoping to incorporate certain attention
getters (call and response) and mirror movements for remembering important vocabulary into
my lesson as whole brain teaching methods. During my lesson, whole brain teaching will
give students the opportunity for teacher, peer, and self-feedback when participating and
checking the mirror motions. Anything I do in my procedure that is a whole brain teaching
method will be highlighted in green.

Biffle, C. (2013). Whole Brain Teaching for Challenging Kids. California: Whole Brain
Teaching.

Biffle, C. (2018). Whole Brain Teaching – The fastest growing education reform
movement in the world! Retrieved October 31, 2018, from
https://wholebrainteaching.com/

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING:

Virginia Science Standard 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:
- Magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and
- Important applications of magnetism

Understanding the Standard

(Background Information for
Instructor Use Only)
 Magnets have a north and a south
pole.
 Unlike magnetic poles attract and
like poles repel. The north pole of
one magnet attracts the south pole of
Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that
students will
 identify the north and south magnetic poles
of magnets.
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

a second magnet, while the north

 use magnetic compasses to determine the
pole of one magnet repels the other
directions of north and south poles.
magnet's north pole.
 predict which materials will be attracted to
 A magnet creates an invisible area of
magnets, test the predictions, and create a
magnetism all around it called a
chart that shows the results, classifying
magnetic field.
materials as to whether they are attracted to
 The north end of a magnetic magnets or not.
compass always points roughly
 conduct an investigation to determine how
toward Earth's North Pole and the
the different poles of magnets react to the
south end of the compass needle
poles of other magnets.
always points toward Earth’s South
Pole. That is because Earth itself  identify important applications of magnets in
contains magnetic materials and everyday life:
behaves like a gigantic magnet. - refrigerator magnets and chalkboard
 When a magnetized metal, such as a letters
compass needle, is allowed to swing - toys
freely, it displays the interesting - door latches
property of aligning with Earth’s - paper clip holders
magnetic fields. - computers
- motors
 A magnet is strongest at its poles. - credit card magnetic strips.
 The farther away the magnetic poles  compare natural magnets (lodestone or
are from each other, the weaker the magnetite) and artificial magnets.
magnetic force.
 create a new application for using a magnet.
 If you cut a bar magnet in half, you
get two new, smaller magnets, each
with its own north and south pole.
 Magnets can attract objects made of
iron, nickel, or cobalt. *NOUNS/TERMS/CONCEPTS/IDEAS*
 Magnets can be artificially made *VERBS*
from special metals or can occur
naturally. Naturally occurring
magnets are composed of a mineral
called magnetite or lodestone.
 Magnets have important applications
and uses in everyday life.

D. STANDARD PROGRESSION:
 IDENTIFY  north and south poles of magnets and daily life applications of
magnets
 Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

 PREDICT  materials that magnets are attracted to

 CONDUCT  magnetic investigations
 DETERMINE  the directions of north and south poles and how the poles of
magnets attract to other magnets and their poles
 CLASSIFY  materials attracted to magnets vs. materials not attracted to
magnets
 CREATE  charts that classify magnetic and nonmagnetic materials and a new
application for using a magnet

 USE  magnetic compasses

 COMPARE  natural and artificial magnets

E. LEARNING INTENTIONS and SUCCESS CRITERIA:

FOR TEACHERS

Understand
By the end of the lesson, students
should gain an understanding of
what it means for magnets to be
attracted to something, and what
kinds of materials magnets are
typically attracted to.
FOR STUDENTS
Know Do
By the end of the lesson, students
should know what a prediction is
and how to create a hypothesis.
Additionally, students will know
Students will be responsible for
that in order to test their
making predictions, investigating,
hypotheses, they must conduct a
classifying their results, and
scientific investigation or
create a chart that shows these
experiment. Lastly, students will
results and classifications.
know what materials magnets are
typically attracted to and how to
classify those objects into
different categories.

Understand Know Do
I know what a prediction is and
how I can make a prediction I can predict what types of
through creating a hypothesis. materials magnets will and will
not be attracted to.
I know how to conduct a
Today I am learning about
scientific investigation. I can conduct a scientific
magnetic attraction, so I can
investigation on magnets in order
understand what materials are
I know how to classify objects to test my predictions.
magnetic and why.
into different categories based on
their similarities and differences. I can classify my results into the
two categories of magnetic and
I know what materials magnets not magnetic materials.
are attracted to.
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018
F. ASSESSING LEARNING:
Learning Intention and
Success Criteria
I know what a prediction is and
how I can make a prediction
through creating a hypothesis.
I know how to conduct a
scientific investigation.
I know how to classify objects
into different categories based on
their similarities and differences.
I know what materials magnets
are attracted to.
I know why magnets are attracted
to those certain materials.
I can create a chart that shows my
I know why magnets are attracted investigation and classification
to those certain materials. results.
Opportunities to
Evidence
Respond
The instructor facilitates a On the corresponding worksheet,
discussion on what a prediction the student writes a prediction
is, what a hypothesis is, and how about what they think they are
we can create them, giving the going to do during our magnet
class opportunities to respond. activity. It is important that their
Then, the student makes a prediction has the phrases “I
prediction and writes it on the predict…” and “because…”
corresponding worksheet.
The instructor facilitates a The student completes the
discussion on what a scientific scientific investigation of
investigation is. Together, the magnets and completes each step
class and teacher will compile a on their worksheet along the way.
list of steps they deem important The key items that each student
to follow during a scientific should have on their worksheet
investigation. Then, the student are a prediction, collection of
participates in the scientific data, and a conclusion.
investigation of magnetism with
the class and teacher.
The instructor facilitates a class As the students work through the
discussion on different methods scientific investigation, they sort
for classifying objects. Then, the their test objects based on their
student classifies a group of magneticity. Each student should
objects based on their magneticity be able to classify each object as
on the corresponding worksheet. magnetic or nonmagnetic after
trying to pick the item up with a
magnet.
The student tests their hypothesis Students should be seen engaging
through a scientific investigation in the scientific investigation by
in which they use a magnet to test trying to pick up the provided
the magneticity of each object. materials with a magnet.
The teacher will observe.
While conducting the If the object is picked up by the
investigation, the class will magnet, the student should
identify which materials magnets identify the object as magnetic. If
are attracted to. the object is not picked up by the
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

magnet, the student should

I can predict what types of
materials magnets will and will
not be attracted to.
I can conduct a scientific
investigation on magnets in order
to test my predictions.
I can classify my results into the
two categories of magnetic and
nonmagnetic materials.
I can create a chart that shows my Using pictures provided by the
investigation and classification
results.
After completing the
investigation, the class will
predict what other objects that
magnets could and could not be
attracted to that they did not
explore during the investigation.
The student successfully tests
their hypothesis and records their
results on the corresponding
worksheet.
While conducting the
investigation, the student
separates the objects into groups
of magnetic and nonmagnetic.
instructor, the student creates a
chart that shows the classification
of their objects during the
scientific investigation into metal
and nonmetal.
identify the object as
nonmagnetic.
The student writes in the
provided place on the worksheet
another prediction about type of
materials are attracted to
magnets. The student predicts
metallic objects as being
attractive to magnets.
The student has filled out the
corresponding worksheet in its
entirety. The students should
view their worksheet as an
example of a scientific
investigation that can be
completed to test other
predictions as well.
The student successfully
separates each object into the
correct category of magnetic or
nonmagnetic after testing the
object against a magnet.
The student successfully cuts and
glues each picture in the correct
category based off their scientific
investigation.

G. MATERIALS NEEDED:
 Lab Notebooks (attached)
 Classification Worksheet (attached)
 Large Magnets (Enough for students to work in small groups of 2 or 3)
 Objects for investigation
o YES MAGNETIC  paper clip, safety pin, screw, thumbtack, scissors, pipe cleaner, battery
o NO NOT MAGNETIC  crayon, penny, candle, toothpick, rubber band, aluminum foil, key

H. PROCEDURE:

9:45am – 10:40am

Activity Element
Procedures and Management
& Time (in Students
(Instructor)
minutes)
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

“Today, we are going to be SCIENTIST

SECOND GRADERS!”

Repeat after me, TODAY WE ARE

SCIENTIST SECOND GRADERS
*hands on hips*

For the rest of today, boys and girls, when

I say MIRROR, it is just like REPEAT
AFTER ME… if I say MIRROR, you are
going to copy WHAT I SAY and WHAT I
DO WITH MY BODY.

So, MIRROR… TODAY WE ARE

SCIENTIST SECOND GRADERS
*hands on hips*

“If we want to be good scientist, we have

to know how to do a few things…”
At this jumping off point of the lesson,
What is a scientific investigation?
Engage – students should be participating in a
MIRROR… INVESTIGATIONS ARE
Introduction discussion and working together to come
EXPLORATIONS
10 MINUTES up with answers to the questions posed.
*invisible magnifying glass to eye*

What is a prediction or hypothesis?

MIRROR… PREDICTIONS ARE
*shoulder shrug with hands up*

WHAT WE THINK *circle pointer fingers

to brain*

IS GOING TO HAPPEN
*walking in place movement*

What are data or results?

MIRROR… DATA ARE *pretend to
write*

WHAT HAPPENS WHEN *walking in

place movement*

WE INVESTIGATE OR EXPLORE
*invisible magnifying glass to eye*
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

What does it mean to classify?

MIRROR… CLASSIFY MEANS SORT
*file with hand… perpendicular, 1 2 3*

Establish Expectations: “Today, as

scientist second graders…
MIRROR… TODAY WE ARE
SCIENTIST SECOND GRADERS *hands
on hips*
… so today as scientist second graders, we
are going to conduct a scientific
investigation with magnets.”
MIRROR… INVESTIGATIONS ARE
EXPLORATIONS
*invisible magnifying glass to eye*

“This is your scientist lab journal where

you will keep track of all your
predictions…
MIRROR… PREDICTIONS ARE At this point, students should be listening
*shoulder shrug with hands up* to expectation and directions, so they can
complete the scientific investigation
WHAT WE THINK *circle pointer fingers successfully.
to brain*
Event 1
When asked to do so, students should
10 MINUTES
IS GOING TO HAPPEN write their predictions to the questions
*walking in place movement* posed by the teacher. Students predictions
should be written on the correct pages of
… predictions and data… their lab books and should include the
MIRROR… DATA ARE *pretend to phrases I THINK and BECAUSE.
write*

WHAT HAPPENS WHEN *walking in

place movement*

WE INVESTIGATE OR EXPLORE
*invisible magnifying glass to eye*

So, we are going to use our science lab

journals to keep track of our predictions
and data, because good scientists want to
have a record of their experiments”
GOOD SCIENTISTS WANT TO HAVE
WHAT? (A RECORD OF THEIR
EXPERIMENTS)
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

“To begin, you are going to write your

very first prediction on the first page of
your lab book.”
MIRROR… PREDICTIONS ARE
*shoulder shrug with hands up*

WHAT WE THINK *circle pointer fingers

to brain*

IS GOING TO HAPPEN
*walking in place movement*

“I want you to make a prediction about

what you think we are going to do during
our scientific investigation with magnets.
REMEMBER – your prediction should
start with I THINK and include a
BECAUSE!”
WHAT DO PREDICTIONS START
WITH? (I THINK)
AND WHAT SHOULD THEY
INCLUDE? (BECAUSE)

GIVE STUDENTS TIME TO WRITE

THEIR FIRST PREDICTIONS

“We are all working together as a team of

scientists today. Please be mindful of your
fellow scientists and make sure everyone
gets a turn to do a part of the
investigation.”

“Today, as scientist second graders, our

scientific investigation will be exploring
what materials are attracted to magnets
and what materials are not attracted to
magnets.”
MIRROR… ATTRACT
*hands together*

MIRROR… NOT ATTRACT

*hands apart*
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

“While testing the materials, you want to

make sure to record your data in your lab
book!”
WHERE DO WE WANT TO RECORD
OUR DATA? (IN OUR LAB BOOKS)

Show the students (under the document

camera) the objects they will be working
with. As a group, make predictions for
each of the objects about whether or not
they will be magnetic. Fill out the
corresponding prediction chart in the lab
notebook.
As students finish writing their
predictions, pass out materials for the
investigation. The teacher should already
Transition have the materials separated out into Students are excited to begin their
1 MINUTE groups so that they are easy to pass out. scientific investigations!
Remind students to take turns conducting
their investigations and to be sure they are
recording their data.
This is the time for students to shine! The
teacher will be walking around to observe
the students during their scientific
investigations. The teacher will offer any
help if needed and provide appropriate
scaffolding should a group of students be
struggling, but they should mostly be
Scientific Investigation: During this time, observing the students and their
the instructor should be walking around interactions with each other and the
and observing the students during the materials.
investigation. It is important to let the
Event 2 students complete this task on their own in Students should begin exploring by trying
15 MINUTES order to make their own discoveries. The to pick up objects with their magnets.
teacher should be available to guide They should recognize AND VOICE that
students who may be struggling, answer if an object sticks to the magnet, then that
any questions, and remind students to be object is MAGNETIC. Similarly, if the
filling out their lab books at they go. object does not stick to the magnet, that
object is not magnetic.

As the students learn whether or not an

object is magnetic, they should be sorting
the objects into those categories AND
writing down on their corresponding lab
book.
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

Once all of the objects have been sorted,

Transition
Clean up materials and collect lab books
1 MINUTE
Creating Charts: “Now that you guys are
superstar scientist second graders and
have completed your first ever scientific
investigation, you are going to organize
your results!”
WHAT ARE YOU GOING TO DO?
(ORGANIZE OUR RESULTS)
“You want these results to be so nice and
Event 3 neat that someone who has not completed
15 MINUTES the investigation would be able to look at
it and understand what objects magnets
are attracted to and what objects magnets
are not attracted to.”
Show the students the corresponding
worksheet. Explain that they are to cut the
pictures and glue them into the correct
category, creating a chart that classifies
the objects.
Transition
Clean up and collect worksheets
1 MINUTE
“Thank you for being awesome second
Conclusion:
grade scientists with me today! Who can
3 MINUTES
tell me some of the things we learned?”
students should begin to see similarities
between all of the objects that are
magnetic and all of the objects that are not
magnetic. Hopefully, students will
recognize AND VOICE that all of the
materials that were attracted to the magnet
were made of METAL. Similarly, the
objects that were not attracted to the
magnet were not made of metal OR may
have looked like they were made of metal,
but not the kind magnets are attracted to
(iron and nickel).
Students should work together to clean up
all materials and bring them back to the
teacher. Additionally, the teacher should
collect all of the student’s lab books in
order to review their work.
Once everything is cleaned up, the teacher
will introduce the new and final
worksheet.
For this task, students should cut each one
of the pictures provided out and glue them
into the appropriate column on the
provided chart – either a magnetic object
or a nonmagnetic object.
The pictures will match the objects that
the students have just worked with during
their scientific investigation. Therefore,
students should achieve 100% on this
task.
Students will clean up their trash and
materials, and hand-in their worksheets.
Students should recognize AND VOICE
that they learned about scientific
investigations, how to make and write
predictions, what objects magnets are
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

attracted to, and how to sort objects based

on their magneticity.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Difficulty Multitasking. Students may have a hard time multitasking engaging in the investigation and
also writing down their results. If this is the case, I may decide to have students complete the
investigation without writing in their lab books. Even though I think this is a good reinforcer of the
lesson, the students will still be accountable for showing what they learned through the cut and paste
activity at the end of the lesson.

Complete Chaos. I am hoping that my students will be good about sharing the magnets and working
together. However, I can absolutely see some students hogging the materials and their group members
either getting upset that they have not had a turn OR just sitting back and letting their peers do all the
investigating. If the students are unable to handle working in small groups fairly, I could always take a
step back and do the investigation as a whole group. In this way, I would have the students sit at their
desks with their lab books and call on volunteers to come pick one object and see if the magnet was
attracted. Then, the whole class would record the data on their lab books.

J. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS:

A possible misconception that students might have prior to participating in this activity is that anything
that is made of metal is attracted to a magnet. I will try to combat this misconception by providing
materials that are made of metal (or appear to be made of metal), but are not magnetic – such as the
penny, the key, and the aluminum foil. Students will likely predict that these materials will be magnetic
but will find out during the experiment that they are not, resulting in much surprise.

At the conclusion of the lesson, I would like to ask students why they think some of the metallic
materials were magnetic and some were not. We will discuss the idea that there are different kinds of
metals and only a select few of them are magnetic (iron, nickel, and cobalt). All other types of metals
will not be magnetic.

K. DIFFERENTIATION:
The differentiation provided below is not based on students in my current practicum classroom, because I
have no students that need my lesson to be differentiated. My examples below are simply theoretical and
were used to practice planning how I could differentiate for these types of learners (ELLs and students
with disabilities) in the future.

English Language
Content Process Product
Learners
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

Allow students to
choose whether or not
Let students choose how Students should show
they work in small
they access the what they know about
groups or individually.
information. Have magnetic attraction.
Provide students with a
materials and magnets They can do so through
variety of materials to
out, books about the provided
assist them in
Interest magnets, and online sorting/chart worksheet,
completing the task (i.e.
resources pulled up and verbally showing me
complete their magnet
allow students to choose their sort during the
exploration with hands
how they are introduced experiment, or
on materials, complete
to magnets during drawing/creating their
their magnet exploration
morning work time. own chart with pictures.
using an online
resource, etc.)
Based on the child’s prior
knowledge of the
essential vocabulary
words in English, I will
scaffold their worksheets
Readiness
and discussions by
providing the essential
vocabulary terms in both
English and the
designated language.

Students with a
Content Process Product
Learning Disability
Allow students to
choose whether or not
Students should show
Let students choose how they work in small
what they know about
they access the groups or individually.
magnetic attraction.
information. Have Provide students with a
They can do so through
materials and magnets variety of materials to
the provided
out, books about assist them in
Interest sorting/chart worksheet,
magnets, and online completing the task (i.e.
verbally showing me
resources pulled up and complete their magnet
their sort during the
allow students to choose exploration with hands
experiment, or
how they are introduced on materials, complete
drawing/creating their
to magnets during their magnet exploration
own chart with pictures.
morning work time. using an online
resource, etc.)
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

Students who have a

learning disability may
need additional
assistance when
completing the scientific
investigation. For
students with learning
disabilities, they may
Readiness
need to be provided the
answers to what objects
are magnetic but are
then asked to try it out.
Or, they may require a
partner or teaching aid
to assist them in the
experiment.

Students with a Severe

Content Process Product
Disability
Allow students to choose
Students should show
Let students choose how whether or not they work
what they know about
they access the in small groups or
magnetic attraction.
information. Have individually. Provide
They can do so through
materials and magnets students with a variety of
the provided
out, books about materials to assist them
sorting/chart
Interest magnets, and online in completing the task
worksheet, verbally
resources pulled up and (i.e. complete their
showing me their sort
allow students to choose magnet exploration with
during the experiment,
how they are introduced hands on materials,
or drawing/creating
to magnets during complete their magnet
their own chart with
morning work time. exploration using an
pictures.
online resource, etc.)
Instead of collecting a
tangible assessment, I
will observe the child’s
learning during the
scientific investigation.
I will base their
Readiness success in learning on
whether or not they can
identify (verbally or
physically) if an object
is magnetic or not
immediately after
testing it (or watching
Jennifer L. Mollen (Jenny)
Mrs. Tonya Garber – Hugh K. Cassell Elementary School
Lesson Date: November 29th, 2018
Submitted: November 15th, 2018

it be tested). This may

need to be done in a
one on one setting.