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Rebecca Wallace
EDIS 3415
November 22, 2013
Theres More to Teaching Lesson Plans
Physical Science:
Standard/Content:
S1P2. Students will demonstrate effects of magnets on other magnets and
other objects.
b. Identify common objects that are attracted to a magnet.
Materials:
Water bottles
Pipe cleaners
Coins (dimes)
Non- magnetic materials (beads,marbles,etc.)
Book of Magnetic & Non-magnetic
Intro/Connection to previous knowledge:

First we will talk about any previous activities we have done with magnets.
Then the teacher would model something that is attracted to a magnet and
something that is not attracted to a magnet.
Today we are going to make predictions about what materials we think will
be attracted to a magnet.
Then the students can look in the water bottle and guess which things they
think will be magnetic
Procedures:
Each student will receive a water bottle with both magnetic and nonmagnetic materials inside. They will also receive a strong magnet stick. They
will use the magnet to see what materials in the water bottle are attracted to
the magnet and which are not. As they discover this they can fill out their
book. The book will have a picture of the material and a sentence about
whether the material was magnetic or not (Ex. Pipe cleaners
__________magnetic.)
Closing:
So friends, as we have seen today, there are many things that are magnetic
in our world, but there are also many things that are not magnetic. I am
going to read a book called Magnets. It will help us see where magnets came
from and what they are used for.
Essential Question:

What materials can we identify as magnetic and what materials can we

identify as non-magnetic
Grade Level:
1st
Earth and Space Science:
Standard/Content:
S5E1. Students will identify surface features of the Earth caused by
constructive and
destructive processes.
b. Identify and find examples of surface features caused by destructive
processes.
Erosion (waterrivers and oceans, wind)
Weathering
Impact of organisms
Earthquake
Volcano

Materials:

Sand
Water
Straws
Spray bottles
Paint trays
trays
Worksheet on destructive processes

Intro/Connection to Previous Knowledge:

First we would talk about any previous activities or knowledge we would
have done with destructive processes and then we would talk about what we
had learned about constructive processes
They would be given the vocab words:
Erosion, weathering, earthquake, and volcano
Procedures:
The students will rotate through stations every 7 minutes.
Station 1) Students will have sand on a tray. They will use a spray bottle full
of water to spray the sand (acting as rain) and record what happens to the
sand.
Station 2) Students will have sand on a tray. They will use straws to blow on
the sand (acting as wind) and record what happens to the sand.
Station 3) Students will have a large amount of sand on one side of a paint
tray and bucket of water. They will pour the water into the empty side of the

paint tray and tilt it to hit the sand (acting as waves). They will record what
happens to the sand.
Closing:
After the students have gone through all of the stations, as a whole class we
would discuss what we saw. Then we would match up which activities
represent which destructive processes by having the definitions on the
board, pictures of the stations, and diagrams/pictures of the actual
processes. The students would have to pair all three things together for each
process.
Essential Question:
What are the effects of destructive processes?
Grade Level:
4th

Science in Personal and Social Perspectives:

Standard/Content:
S2CS1. Students will be aware of the importance of curiosity, honesty,
openness, and

skepticism in science and will exhibit these traits in their own efforts to
understand
how the world works.
a. Raise questions about the world around them and be willing to seek
answers to some
of the questions by making careful observations and measurements and
trying to
figure things out.
Materials:
Plastic bag
Gloves
Microscope
Intro:
The teacher would read A Day in the Woods to the student. Then there would
be a discussion on how the children in the book discovered things in their
own backyard. This would lead to the idea of discovering things around you.
The students would think about what places that are around them at school
that they could discover information about.
The Procedure:

The students would take a nature walk. Where ever they decide is the place
they could discover things is where they will take this walk. Along the way,
they would collect things (such as: leaves, pine cones, berries, bugs). They
could bring all of this back to the classroom and they would use microscopes
to look closely at each object. The student would then sort the objects into
different categories. They would also be taking notes and the class would
collectively make a book about their observations.
Closing:
As a class, we could go through the book that we had made and discuss its
different features. We would talk about all of the different questions we
asked along the way, and if we found answers to those questions.
Essential Question:
How can we use the world around us to discover things?
Grade level:
2nd

History and Nature of Science:

Content/Standard:
S5CS8. Students will understand important features of the process of
scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including
observing what
things are like or what is happening somewhere, collecting specimens for
analysis,
and doing experiments.
b. Clear and active communication is an essential part of doing science. It
enables
scientists to inform others about their work, expose their ideas to criticism by
other
scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to
measure
and compare things accurately.
d. Science involves many different kinds of work and engages men and
women of all
ages and backgrounds.
Materials:
My Season with Penguins: An Antarctic Journal

Computers
(several different materials for individual lessons)
Intro:
The teacher would introduce the book by saying that they are going to a
month long project. Most of the project would be in class, but some parts
would be outside of class. Then to start off the kids would list all of the facts
that they know about either to scientific process or Antarctica. They would
compile this list to look back on later. After this, the teacher would introduce
the book My Season with Penguins: An Antarctic Journal. The teacher would
explain that the students are going to be working very closely with this book.
Procedure:
Every day for about a month (would be best in December) the teacher would
read two days out of the book. The class would discuss what happened and
how that relates to the scientific process. They would also be doing research
on penguins and Antarctica. One day they would be able to see and feel dry
ice, another day they would take a field trip to the aquarium. They would do
different activities with whatever the days talked about in the book.
Throughout all of the activities the students would be keeping their own
journals. They would write down their thoughts about the book and their
activities, they could record data that they found, they would tell their
observations. The students would do research outside of school on whatever

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part of the book interests them the most. They would have to create a
project (poster, powerpoint, video) about what they found on their topic.
These projects would be presented in the days following the last days in the
book.

Closing:
At the end of the book and the research, all of the students would type up all
of their journals, and they would be printed and published into a book. The
students would be able to look at the book and see evidence not only of the
authors scientific process but their own as well. They would also display
their projects for other classes to see, and this would be further evidence of
their learning.
Essential Question:
How can we see the author going through the scientific process? How are we
using her book to also go through the scientific process?
(*note for the last lesson: this is a very extensive lesson, but this is not the
only standard that would be covered. There could also be writing, social
studies, reading, and math lessons and standards as well as other science
standards covered as well)

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