Student Name: Victoria Dickens

Grade Level: Second Grade

School: Cale Elementary School
Date of Lesson: September 16, 2014
Topic: North and South Poles and Compasses
Enduring Understandings:
A compass can help me find out which way is north because it points to the North Pole of the
Earth.
Essential Questions:
Which way does the compass needle point?
Primary Content Objectives:
Students will know:
The Earth has a North and South Pole.
Magnets have a North and South Pole.
The Earth is one huge magnet.
Students will be able to do:
Locate the North and South Pole on a map.
Draw the magnetic field of the Earth.
Related state or national standards:
Force, Motion, and Energy 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
a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and
b) important applications of magnetism.

History 2.1
The student will explain how the contributions of ancient China and Egypt have influenced the
present world in terms of architecture, inventions, the calendar, and written language.

Assessment:
Formative: Notes students write in their science journals
Summative: Students fill out the exit slip that asks them to draw the magnetic field around the
earth.
Materials and Resources:
Bill Nye video (edited) about magnets, the Earths magnetic field, and the ways magnets act.
http://www.youtube.com/watch?v=079ROtsEf2k
Bar Magnets
Globe
Visuals of Magnetic Fields on a Bar Magnet
Visuals of Magnetic Field of Earth
Key Vocabulary and Definitions:
North Pole
South Pole
Lesson Procedures:
1. Introduction and goal orientation:
a. Over the past few days we have been talking about magnets.
b. Turn to your partner and tell them three things that you remember about magnets.
2. Connecting to prior knowledge and experiences:
a. Yesterday we talked about the North and South poles of the magnet. Have we
talked about North and South Poles somewhere else?
i. Where else have we seen the words North and South?
b. Yes, when we talked about maps we talked about North and South, and we drew a
compass rose and labeled North and South on the compass!
c. Do you think there could be a relation between the Earth and magnets?
3. Tasks and activities:
a. Watch the Bill Nye clip on YouTube and ask these important questions:
i. Turn and tell a shoulder partner what magnets are made out of.
ii. Oppositescue right, attract! And like polescue right, repel!
iii. What happens when you cut a magnet in half?
b. Get a globe in order to use as a visual; draw a picture of the magnetic field around
the Earth.
c. Did you know that the Earth is a huge magnet? Look at the globe here.
i. One end, or pole, of the magnet is up here, at the North Pole, so where do
you think the other pole is?
ii. Right, at the South Pole.
iii. Remember the magnetic field we talked about? What is the magnetic field?

iv. Earth has a magnetic field as well! The magnetic field goes out the North
Pole (follow the magnetic field around the globe with my fingers as I talk)
and comes back in the bottom. It does this all around the globe (move the
globe and redraw the same shape with my fingers).
v. Who would like to come up and draw the magnetic field around the Earth
with their fingers?
1. After three students have drawn the magnetic field around the
Earth, I will mention how the magnetic field can help us find our
way if we are lost on Earth. This can happen when we use a
compass.
d. Today I want you to bring your science journals and a pencil to the carpet when I
call your table.
i. Call the students by table.
e. Today we need to fill out the guided notes we glued into our science journals at
the beginning of the week. Turn to the notes that say Poles at the top. I have the
page projected on the screen.
f. Read after me; I read each line, students repeat, and we will in the lines together.
g. Then the students have a space where three questions ask for a drawing. For the
problems that have a drawing, we are going to read the question, then we are
going to work with your shoulder partner to draw the answer in your journals.
h. These notes are about the magnetic poles of the Earth and magnets.
4. Closure:
a. Exit Slip about the Magnetic Poles of the Earth. The students draw the magnetic
field of the Earth around and Earth.
Accommodations for individual differences:
Some students will have trouble following along unless I read the notes out loud first and the
students read the notes after me. The Spanish-speaking students need a model when reading and
writing is involved, so that is why any note-taking is communal and all explanations incorporate
visuals.
The kids have manipulatives such magnets and the globe to demonstrate the concepts that the
students are learning about; this will help students see how magnets are in their lives every day.
Behavioral and organizational strategies:
Models that will help behavior: I am going to model all behavior and use specific language to
communicate how I want the students to positively engage with the lesson.
Class Dojo will be used to award points to students who are on task, persisting, working hard, or
using teamwork.