Teacher: Ms.

Chase Subject:Science Grade 2nd

Stage 1: Identify Desired Results
Established Goals (SOL or Curriculum Standards)
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.

Enduring Understandings Essential Questions

Students will understand that… ● In order to meet this standard, it is
● The student will investigate and expected that students will conduct
understand that natural and artificial simple experiments, make
magnets have certain characteristics predictions, gather data from those
and attract specific types of metals. experiments, repeat observations to
Key concepts include a) magnetism, improve accuracy, and draw
iron, magnetic/nonmagnetic, poles, conclusions. differentiate among
attract/repel; b) important simple observations and personal
applications of magnetism. Related interpretations. classify items, using
SOL 2.1 The student will two or more attributes such as size,
demonstrate an understanding of shape, color, texture, and weight. use
scientific reasoning, logic, and the centimeters, meters, liters, degrees
nature of science by planning and Celsius, grams, and kilograms in
conducting investigations in which a) measurement. use inches, feet, yards,
observations and predictions are quarts, gallons, degrees Fahrenheit,
made and questions are formed; c) ounces, and pounds in measurement.
observations are repeated to ensure measure time using both digital and
accuracy; e) length, volume, mass, analog clocks. identify conditions
and temperature are measured in that influence a change in an
metric units and standard English experiment. construct and interpret
units using the proper tools; h) data simple models (e.g., weathering and
are collected and recorded, and bar erosion of land surfaces — 2.7).
graphs are constructed using
numbered axes; i) data are analyzed,
and unexpected or unusual
quantitative data are recognized; k)
observations and data are
communicated; m) current
applications are used to reinforce
science concepts

Students will be able to… Learning Targets in the “I can” format

● I will be able to investigate and understand that natural and artificial magnets have certain
characteristics and attract specific types of metals.
 Stage 2: Determine Evidence for Assessing Learning
Performance Tasks: Summative Assessment (formal Other Evidence: Formative Assessment (informal
assessment to ensure students meet SOL standards) assessment to assess learning)
● Quiz
● Questions Journal/writing prompts o What do you observe
● o Name three objects that are about the materials that are attracted to a
attracted to a magnet. magnet? o Explain how you would tell
● o What is alike about objects that are someone to determine which way is North
attracted to magnets? using a compass.
● o What are the two poles on a Kahoot
magnet? boy vs. girl Jeopardy
● o Is a magnet’s push or pull stronger?

Materials:
-Magnets (including bar magnets) and lodestones -
(magnetite)
-Enrichments: objects (e.g., cotton, nails, wood,
cloth, aluminum foil, paperclips, paper and/or
journals)
Student sheets for centers
o Is it Attracted to a Magnet?
o Are All Magnets the Same Strength?
o Is a Magnet’s Push or Pull Stronger?
o Where Can We Find Magnets?
 Stage 3: Build Learning Plan
Learning Activities: Step by step activities (Include the amount of time)

● Warm up- Journal (10 min)

● Kahoot (10-15min) to activate prior knowledge
● stations: (45 min)
● o Is it Attracted to a Magnet?
● o Are All Magnets the Same Strength?
● o Is a Magnet’s Push or Pull Stronger?
● o Where Can We Find Magnets?
● Boy vs. girl jeopardy (15 min)
● brain break (5 min)
● 2. Play out “repel” and “attract” by giving students necklace cards with the
terms “repel” and “attract” on them (1/2 the class gets each term). Those
students labeled “repel” must move away from other students. Those
students labeled “attract” must touch and remain shoulder to shoulder with
fellow “attract” students. (You can color code cards to match classroom
magnet pole colors). (30min)
Differentiation/Enrichment Activities
Strategies for Differentiation Differation: To assist with journal writing, preteach
interactive/shared writing. Students can work in pairs using this strategy. 4. Have students
brainstorm uses of magnets in everyday life. Enrichment: Give students an activity sheet
or a collection of materials that students identify from prior knowledge of magnetic versus
non magnetic items on a chart. After completion, allow students to test the actual materials
with a magnet.

Stage 4: Reflection

o Name three objects that are attracted to a magnet. closed ended low level question

o What is alike about objects that are attracted to magnets? open ended high level question
o What are the two poles on a magnet? close ended low level question
o Is a magnet’s push or pull stronger? close ended low level question
➢ How would our world be different if we didn’t have magnets? open ended high level question