Term IV Science Lesson

Lynette Kehoe
Spring 2018

Teacher: Lynette Kehoe

Date of lesson: Two Sessions on March 19, 2018 and March 20, 2018
Location: Penn Alexander Elementary School
Grade: Kindergarten

Goals:
Students will create a compass and explain why the magnet in the compass points north.

Standards:
● NGSS K-2-ETS1-1 - Ask questions, make observations, and gather information about a
situation people want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
● NGSS K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate
how the shape of an object helps it function as needed to solve a given problem.
● Crosscutting Concepts: Structure and Function
● Core Idea ESS2: Earth’s Systems
○ ESS2.B: Plate Tectonics and Large-Scale System Interactions

Materials and Preparation:

● Globe
● 12 Mini compasses
● 10 Paper bowls
● 10 Pre-magnetized sewing needles
● 10 Corks
● Water

Classroom Arrangement and Management:

When we are engaged in whole group discussions, the students will be seated on the carpet while
I sit in the rocking chair with the easel next to me. I will lead classroom discussions and mini
lessons by following our classroom expectations and routines for hand raising, turn and talks,
and listening. Students will be directed to use silent hand signals to communicate certain
thoughts, which is one of our classroom norms. When we are engaged in activities, students will
be either at their table groups with their science partner, or moving around their room with their
science partner. I will use our classroom norms to get their attention, and will let them explore
and talk freely with their partners during student work time. While students are engaged in
activities, I will be circulating to listen and observe, and to provide support and answer
questions.

Plan:
Day One - 40 minutes for mini lesson and activity (Monday 3/19)
1. We will begin on the story rug with our magnet chart paper from last week up on the
easel.
 2. “Last week we learned that the Earth has lots of different types of rocks, and that one of
those rocks is called a magnet. What is special about magnets?” I will get students
thinking about magnets and take 2-3 comments about last week.
3. “Well I have to tell you something really surprising. Our Earth is actually a giant
magnet!” I will show them the globe and point to the north pole, telling them this is one
end of the magnet, and that the south pole is the other end. I will remind them about the
attract and repel north/south lesson that we did last week, and that magnets have two
sides. “The north pole is one side of the magnet, and the South Pole is the other side of
the giant magnet.”
4. “Because the earth is a giant magnet, it is easier for us to find our way around. We use
something called a compass.” I will show them my compass. “There is a little magnet
inside this, and it can tell me what direction I’m facing. Remember the North, South,
East, and West poem we read this morning? I can use a compass to find those
directions.”
5. Next I will demonstrate how to use a compass by holding it flat and lining up the arrow
with north. I will ask, “Remember that the Earth has a magnetic North and South pole.
Why do you think the little magnetic arrow points North?” I will take 3-4 responses and
encourage conversation.
6. “Now that I’ve shown you how to use a compass, it is your turn to try it!” I will have
them work with their science partners to figure out how to use the compass.
a. I will give them about 5 minutes to get settled and used to using the compass,
letting them explore and figure it out on their own.
b. Then I will call the class to attention, and ask them to line up their arrows with
north, and then all turn and face their bodies in the direction of north.
c. Once they are facing north, I will make a sign on a sentence strip that says North,
and hang it on that wall.
d. I will repeat this step with each direction.
7. After they have found the directions, I will take out the classroom map we had finished
for social studies earlier this morning and bring everyone into a circle around the calendar
rug. The students will help me label the cardinal directions on the map based on our
findings from this session.

Day Two - 40 Minutes for mini lesson and activity (Tuesday 3/20)
1. We will begin by sitting in a circle around the calendar rug. I will have my supplies
ready for a demonstration.
2. “Yesterday we learned all about how to use compasses. Can someone tell me how to
which way is north in the classroom? What about South, East, West?” I will begin by
letting students talk about what they remember about the directions.
3. I will begin to encourage inquiry by asking “Who can tell me how a magnetic compass
works?” If students are having trouble, I will scaffold by talking about Earth as a giant
magnet, and a compass having a little magnet.
4. I will then remind them that we magnetized sewing needles on Thursday last week.
“What do you all think that we could do now with these little magnets we made?” I am
hoping that someone will suggest making our own compass. If not, I will say “Hey
everyone, I think that I have all the supplies we need to make our own compasses. Do
you all think we should do that?”
 5. I will demonstrate making one compass and project what I am doing on the document
camera.
a. I will push the sewing needle into the cork with the north pointing end sticking
out.
b. I will pour water into my paper bowl, then carefully place the cork and sewing
needle so that they are floating on top of the water.
c. I will stop here because I want the students to try to figure out how to tell if the
compass is working on their own.
6. I will send the students to work with their science partners, and distribute supplies as I
dismiss them from the rug. I will tell them to work with their partner to see if they could
try what I just showed them, and then if they can figure out if it works like a magnet.
7. While students work, I will circulate and provide support.
8. While students are working, I will call their attention to ask if anyone has figured out
how to tell if the compass is working.
a. I will be hoping to hear that someone answers that the sewing needle is pointing
north. If not, I will prompt them toward this realization.
b. I will let them investigate whether their compass is pointing north while I
continue to circulate and check on each pair’s compass.
9. Once they have all seen their compass point north, I will ask “What do you think will
happen if you bring a different magnet near the compass you made?” I will take 3-4
responses, then pass out a magnet to each pair to try.
10. The students can explore how the magnet attracts and repels the compass. After a few
minutes of this, I will ask the class what they noticed. I will have the pairs turn and talk
with another pair, so that the students are talking in groups of four. After this
conversation, I will ask for 2-3 groups to respond to the whole group.
11. We will end with the students cleaning up their supplies, and a quick review of the idea
that a compass’ arrow should point north.

Assessment:
During the first day of our compass activity, I will be able to assess students practical use of a
magnetic compass by observing how they position themselves while finding each direction. I
will also assess by listening to their conversations. I can use my informal assessment of their
understanding from the first day to guide my discussions on the second day to ensure deeper
understanding. On the second day, I will assess their understanding by their responses to my
questions about how to tell if the compass is working. If they understand that it should point
north, this will be evidence of an understanding of why. I will be listening to their conversations
with their partners, and with the whole group to gain insight on their understandings.

Anticipating Student Responses:

Based on the group that I am working with, I know that there are certain students who often raise
their hands and participate in group discussions. However, there are also students who rarely
raise their hands during whole group discussions. To help counter this, I will incorporate turn
and talk to allow all students a chance to express their thoughts. I will also be intentional about
calling on different students equally to make sure that each of their voices is heard. This means
that I may need to call on some students even if their hand is not raised. I can scaffold the
questions that I ask when I cold-call based on my knowledge of each students’ needs.
Accomodations:
Students that are having a harder time understanding may be paired strategically with students
that have demonstrated a deeper understanding of the concepts. If a pair is having a particularly
difficult time, I can support them through more intensive one on one conferencing during activity
times. I will also allow for peer support by having students help each other when the
opportunities arise. If a partnership is doing particularly well and finishes the activity early, they
can begin writing their How-To Make a Compass books, which will be an activity for the
following day. These students can help others understand what to do and why it works, and can
begin their books in order to end up with a more detailed finished product.