Information Literacy Collaborative Planning Template

Grade Level: 3 Teacher/Team: Schrader/Wagner Planning Date:3/4

Content area(s): Science Lesson(s)/Unit(s) of Study: Magnets Timeline: March

State Content Standards/Benchmarks/Indicators: SC.3.1 Forces and Interactions: Motion and Stability
SC.3.1.1 Gather, analyze, and communicate evidence of forces and their interactions.
SC.3.1.1.A Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion
of an object. Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative
force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
SC.3.1.1.B Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to
predict future motion. Assessment does not include technical terms such as period and frequency. Approved by the Nebraska State Board
of Education on September 8, 2017 12 .
3.1.1.C Ask questions to determine cause and effect relationships of electrical or magnetic interactions between two objects not in
contact with each other. Assessment is limited to forces produced by objects that can be manipulated by students, and electrical
interactions, are limited to static electricity.
SC.3.1.1.D Define a simple design problem that can be solved by applying scientific ideas about magnets.

AASL Standards Shared I. Inquire II. Include III. Collaborate IV. Curate V. Explore VI.
Foundations Engage
(Using the AASL Standards Framework for
Learners, type shared foundation, domain,
and competency in rectangles below, e.g.,
I.A.1.)
Domains

A. Think I.A.1. & 2. II.A. III.A.2. & 3. IV.A.1. & 3. V.A.2. & 3. VI.A.1.
B. Create I.B.1. II.B. III.B.2. IV.B.3. V.B.1. & 2.
C. Share I.C.2. II.C. III.C.2. IV.C.3. V.C.1., 2., & 3. VI.C.2.
D. Grow I.D.3. II.D. III.D.3. IV.D.3. V.D.1. & 3.
III.A.2.
Description of Pre-Assessment: Observation of K-W-L and prior knowledge of the vocabulary words; Pre-assessments will
concentrate on students’ prior knowledge/use of magnet interactions, understanding of the proper vocabulary, and prior
knowledge of scientific concepts.

Results of Pre-Assessment Observation: 20 Students participated; 20 students (100%) had prior knowledge of using
magnets; 4 students (20%) had some prior knowledge of the scientific concepts of magnets interaction; 12 students (60%)
could properly define one of the vocabulary words. (0%) could properly define all of the vocabulary words.
Learning Activities/Projects
*Class discussion to determine K-W-L
*”Career Connection” Magician
*Students will watch the beginning
lesson video “Talk About It”
*Students will circle vocabulary words
they know, then study, add vocabulary
to the word wall
*Students will read the steps of the
investigation
*Students will Investigate magnets
*Generate student questions for Science
Notebook
*Students will read about the magnetic
fields
*Students will watch “Learn About
Magnets”
*Students will carry-out the
Investigation
Materials/Resources Needed: Person(s) Responsible:
K-W-L large sheets, markers, tape, post- Classroom Teacher
in notes
Computer, website, projector Librarian/Classroom Teacher
Computer, website, projector Librarian/Classroom Teacher
Vocabulary list (magnet, poles, magnetic Classroom Teacher
field and magnetism), blank cards,
markers, tape
Science Notebook Classroom Teacher
Magnet, various classroom objects, Classroom Teacher
pennies, paperclips, pencils, crayons,
plastic spoons
Science Notebook Classroom Teacher
Science Notebook Classroom Teacher
Computer, website, projector Librarian
Aluminum foil sheets, plastic plate, 1 Classroom Teacher
sheet of notebook paper, textbook,
wooden-desktop or tabletop, and 2 ring
magnets

*Students will compare and contrast the Graphic organizer Classroom Teacher
characteristics of the Earth’s magnetic
field with the bar magnet on a graphic
organizer

*Students will go back to the “reflect
and refine” investigation
*Students will investigate how to
recreate the levitation trick from the
career connection at the beginning of
the lesson.
Magnet, various classroom objects, Classroom Teacher
pennies, paperclips, pencils, crayons,
plastic spoons
Classroom Teacher/Librarian
Magnets
 *Students will review videos related to Project, computer, laptops, video Librarian
magnets during library class time. (This website links per student
will occur over a two-week period.)

*Students will review websites related to Desktop computers in the lab, list of Librarian
magnets during computer class time. websites per student to review
(This will occur over a two-week
period.)
Librarian
*As a culminating project, students will iPad with update Keynote app
create an animated Keynote diagram
revealing magnetic poles at work.

Description of Post-Assessment: Written exam which includes True/False, observation of K-W-L, and essay response.
Rubric These assessments concentrated on students’ developing a proficient understanding of magnet interactions, the use of
proper vocabulary, and knowledge of scientific concepts. There is also the Information Literacy Checklist which provided data
of the standards being taught to assure accurate coverage.
Results of Post-Assessment: Results of Pre-Assessment Observation: 20 Students participated; 20 students (100%)
gained knowledge of the scientific concepts of magnets interaction; 20 students (100%) could properly define one of the
vocabulary words. 13 (65%) could properly define all of the vocabulary words.

Comments/Evaluation of the Unit: Our elementary school has gone towards all scripted subject matter. Our science and
social studies have more online resources than ever before and more than the other subjects. It doesn’t detract from the
excitement kids experience when learning through technology and experimentation. This was my first time in experiencing the
new science curriculum resources. I found a good balance of the literacies through reading, group experiments, group and
individual reflections and sharing, videos, leveled readers, career connections, and so much more. The students absolutely loved
the lesson and so did the teacher and librarian. This was the first time we’ve all experienced this lesson.

Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008, 201
Library/Computer Resources:
The McGraw Hill student books are for information, pleasure reading, and lifelong learning. The pleasured reading and lifelong reading ties
in because this unit was a hit with the students. They absolutely loved everything related to this unit, including the reading. The reading
provided the information they were seeking to fulfill their wonder of the magnets. They will continue their interest in magnetism due to the
uses of magnetism in our everyday lives. The library books listed below were pulled from our Follett Destiny catalog and set up as a reading
center. We displayed the books and students read them during AR and/or during reading for pleasure time. During computer class time we
previewed the website listed about magnets. At the end class time there was a round table discussion over what students like and disliked
about the sites. The same concept was used during library class time. We watched some of the videos listed and had a round table discussion
about magnets and the video content and presentation. This was a good way for the students to review what they have been learning about
magnets in the classroom. The Keynote Animation drawing on the iPad was an on-going lesson. We began in computer class, then they
worked on it after getting other work done. There was some peer-tutoring during the creation, but sometimes they learn better from their
peers with teacher/librarian supervision. It was fun to watch. This was considered the culminating project because it was due by the end of
the unit for sharing. (Special needs from the media center for our experience: Follett Destiny, projectors, computers, iPads, and Keynote App)

Books from school library:

Magnets
Call #: E Ble El Blevins, Wiley.
Series: Compass Point phonics readers.
Published 2004
Reading Level: 2.0 Interest Level: K-3
Accelerated Reader® Level: 1.0 / 0.5 pts

Magnets
Call #: 538 Coo El Cooper, Jason, 1942-
Series: Science secrets
Published 1992
Accelerated Reader® Level: 4.2 / 0.5 pts.

Magnetism
Call #: 538 Gol El Goldsworthy, Kaite.
Series: Physical science
Published 2012
Reading Level: 6.0 Interest Level: 3-6
Everyday physical science experiments with magnetism.
Call #: 538 Mer El Merrill, Amy French.
Published 2002
Accelerated Reader® Level: 4.7 / 0.5 pts.

Experiments with magnets

Call #: 538 Cha El Challand, Helen J.
Series: A New true book
Published 1986
Accelerated Reader® Level: 4.6 / 0.5 pts.

iPad App:
Keynote

Websites:
McGraw
http://www.magnetgames.net/ (Games)
https://www.internet4classrooms.com/science_elem_magnets.htm (Games)
https://www.galaxy.net/~k12/electric/index.shtml (Experiments)
http://interactivesites.weebly.com/magnets-and-compass.html (interactive educational sites)
https://sciencewiz.com/portals/magnetism/ (Games)
http://www.crscience.org/lessonplans/2_Exploring_Magnets_for_Bayer-13-14.pdf (Magnet Exploration Plan)
https://www.nationalgeographic.org/encyclopedia/magnetism/ (6th-12th grade: HAL for younger kids)

Videos:
https://www.youtube.com/watch?v=4I1WqXHkVgs OR. https://www.turtlediary.com/video/what-are-magnets.html
(The above two links take you to the same video. One is on YouTube and the other is in TurtleDiary.com)
https://www.youtube.com/watch?v=s236Q1nuWXg (Fun with Magnets)
https://www.youtube.com/watch?v=-aNpmCSZHbk (Magnets/Magnetism)
https://www.youtube.com/watch?v=Viml1smEBks (Bill Nye: Magnetism)
https://www.youtube.com/watch?v=8PyqL9y7VZo (Bill Nye: Magnetism Part 1)
https://www.youtube.com/watch?v=_VwvIfmm1OE (Bill Nye: Magnetism Part 2)
https://www.dailymotion.com/video/x6t73s5 (Magic School Bus Rides Again: Magnetism)
Planning:
I approached the 3rd grade teacher with the idea of team collaboration on a unit. She was excited about the idea. She struggles some with
technology and is using a new on-line Science curriculum this year. She has a diverse group of students covering all learning abilities,
obedient development, and maturity levels. We chose the magnet unit in Science. This time of year, a little hands-on motivation was due for
all of us in the room. We used the lesson in the curriculum and enhanced it with more technology, reading for pleasure, and experiments.
We met before school to plan out our unit by creating the rubric, lesson plans, a timeline, and gathered materials needed.

Teaching:
Day: “Become a Levitation Magician”—Review the trick from Day 1 of this chapter. TG 79 Notebook p 83. Ask a question about the task
before doing it. Carry out the Investigation.
Day: Draw their levitation trick and label it to describe the science behind the trick TG 80 notebook p 84
Day: Electric and Magnetic Forces TG 82 notebook p 86
Day: Test over Lesson 2 Magnets
Add tech/library stuff

Assessment:
Students were assessed by their teacher throughout the unit through observation of group experiment participation, idea sharing, discussion,
and inferring. They were assessed over their notebook responses and; after the lessons, students were given an assessment using true/false,
multiple choice, and essay responses by their teacher. As Media Specialist, I assessed by using a rubric for each student over their computer
skills which included navigation of sites, knowledge of video information, discussion participation, final Keynote animated diagram of
magnetic forces.
Add rubrics
 Information Literacy Checklist Template

Class: 3rd Science Unit with Schrader/Wagner

Project: Magnet Unit

Skills/Tasks:

AASL
Standards
Addressed:
Students: