DID Lesson Plan

Clayton S. Cook
Subject: Science Magnetism
Standard:
2.P.3B.3 Obtain and communicate information to exemplify the uses of
magnets in everyday life.
Objective:
The student will be able to identify at least 3 uses of magnets in
everyday life.
The student will create a presentation (either slide movie, PPT, or
another approved choice) showing ways magnets are used in
everyday life.
The student will explain how each chosen way makes life easier
or what impact it has on everyday life.
Step 1: Know the Learner
This lesson is designed for 2nd grade students, aged 7-8, at Maryville
Elementary School in Georgetown County, South Carolina. The class consists
of 16 students, 7 males and 9 females, ranging in ability from end of
Kindergarten to beginning 4th grade, as determined by MAP Testing and
Teachers College Reading Benchmarks. Of these 16 students, two are
served by a Resource teacher for ELA for 50 minutes per day (300 minutes
per week), one student received Occupational Therapy services once weekly
for 30 minutes, and two students receives Speech Therapy twice a week for
45 minutes per visit, all in accordance with their IEPs. Four students require
glasses due to vision deficits. Seven of the students are being raised by
either a single parent or grandmother. Five students are non-native English
speakers, with three of them receiving ESOL support twice a week for 45
minutes per session. The two others have tested out of the ESOL program
and, therefore, no longer need sustained support. The Socioeconomic Status
(SES) of my students range from Low to Middle class. This information is
obtained through student Permanent Records, Testing Data, Anecdotal Notes,
Nurse Reports, and conversations with students and parents.
To help me get to know my students better I give each one a beginning
of the year questionnaire to help me discover their likes and dislikes, favorite
subjects, and ways in which they prefer to learn. The questionnaire is very
child-friendly and the students are able to answer each question easily. In
addition, I give each parent or guardian a questionnaire to fill out as well.
This questionnaire is geared specifically toward discovering the students
personalities, learning styles, etc. I compile the answers from both sheets

and use this data to help me determine the dominate learning styles of my
students. I also give the students several activities throughout the first days
of school to also help me determine learning styles. I use various checklists
and observation forms, as well as informal conferences with my students to
help me gain a strong understanding of eachs preferences.
Step 2: Standards-Aligned Performance Objectives
Objectives:
The student will be able to identify at least 3 uses of magnets in
everyday life. (Blooms Level: Knowledge/Remembering)
The student will produce a presentation (either paper slide movie,
PPT, or another approved choice) showing ways magnets are used
in everyday life. (Blooms Level: Evaluation/Creating)
The student will explain how each chosen way makes life easier or
what impact it has on everyday life (Blooms Level:
Application/Applying)
Step 3: Identify Teaching and Learning Strategies
Procedures:

Introduction:
o The teachers says Think back to what we discussed yesterday.
Who can tell me how many poles a magnet has? (2) What are
the names of the poles? (North and South) Who can tell me how
magnets were discovered? (lodestone or magnetite, found while
digging with shovels). What direction does a magnet always
point? (Magnetic North) What is a situation in which it would be
helpful to know that a magnet always points to magnetic north?
(possible example: using a compass. Accept any reasonable
answer). What is the vocabulary word for when something is
pulled to a magnet? Pushed away? (attract/repel) Here is an
important questionbut its hard so I dont know how many will
get it!! (hook) What material must an object have in it so that it
will be attracted to a magnet? (iron, steel, cobalt)
o Say, In our last lesson we learned a lot about magnets. Today,
you are going to be the scientists and are going to research
magnets with your partner. Using your laptops and Google
Kids (www.safesearchkids.com) or Discus (www.discus.com), I
want you and your partner to research magnetsbut you are
looking for something in particular. I want you to find at least 3
ways that magnets are used in everyday life. You can find more
but I want you to have at least 3. However, you cannot use a

o
o
o

compass as one of your ways!!! I want you to really research

and find some cool ways. Let me give you an example.
Introduce New Knowledge: Hold up a hard drive that has been
removed from a computer. Ask, Does anyone know what this
is? Show the magnet from a separate hard drive and ask the
same question. Most likely, no one will know the answer to
either. To help students recognize the magnet, place it on the
white board and ask the same question again. Explain to the
students that the other object is a hard drive that was removed
from a computer. Briefly explain what a hard drive is and what it
does. Tell the students that the magnet on the board was
removed from a hard drive just like the one in my hand. Explain
to the students that without that magnet the computer hard
drive would not function correctly and, therefore, the computer
would not work either. Say, This is an example of one way a
magnet is used in everyday life. Your job is to find more ways.
Now, the computer has been added to the Off Limits list with
the compass.
Remind students of the Rules of Researching in Mr. Cooks Class:
1) You can only use Google Kids or Discus, 2) Only click on links
that have passed the Safe Link Test, and 3) Do not click on
anything that looks suspicious or could get your research rights
removed!
Tell the students that they will have 20 minutes to research and
find at least 3 ways that magnets are used in everyday life.
Then, when research time is over, they will have 45 minutes to
produce a presentation, either a paper slide video or a PPT,
highlighting the ways they discovered. Remind them that the
format and layouts are part of their creative cycle!
Say, Are there any questions? Ok, before we get started what is
our Ask the Expert rule? (Two before You {students must ask at
least two classmates before asking me}). Countdown32
1Research!
As the students work together to research, teacher flows around
class checking on progress and asking guiding questions to help
students that may need it.
When the 20 minute research time is over, the students follow
the End of Research Rules. 1) Finish sentence/word and pencils
down, 2) exit Browser, 3) Hands on head.
Tell students that their 45 minutes Presentation Production time
starts in a minute. Field any last minute questions, if any. Begin
Countdown. Say, Countdown321Produce! Students
then use their chosen tool to produce final presentation.
At the end of the Presentation Production time, say, 123
eyes on me! When all students are looking and attending to

teacher, remind them to save their presentations on the Student

G: Drive folders with appropriate title.
o When all presentations are saved, choose 3 presentations at
random, using Classdojo, and have those students present.
Repeat this process daily until all groups have had a chance to
present their findings.
Learning Procedures Address in this lesson:
Use Motivators questions at the beginning of the lesson. Hook
question
Build Bridges to Prior Knowledge questioning at the beginning
Share objectives
Introduce New Knowledge hard drive discussion
Reinforce Knowledge
Culminating Review
Teaching Strategies:
Presentation
Demonstration
Reinforcement

Learning Strategies:
Discovery Learning web research
Collaborative Activities
Problem Solving web research
Assessment:
Assessment for this lesson will be done by:
Finished Production with at least 3 everyday uses of magnets
see attached rubric
Teacher Checklist (daily anecdotal records)
Teacher Observable
Step 4: Select Support Technologies
The technologies used during this lesson are:
Promethean Board and ActivInspire Software
Dell e6440 laptops (students)
Dell e6440 laptop (teacher)
Software: Microsoft PowerPoint, MovieMaker
FlipCam (6 class units)
Browsers Used: www.safesearchkids.com and www.discus.com

This lesson was as technology-rich as possible given the restraints of

the infrastructure at Maryville. The current infrastructure does not
adequately support products other than Windows based microcomputers. As
Maryville makes the switch to PLTW, which is STEM based, there is going to
be a higher focus on Technology. This lesson is a quick way to get the
students feet wet and prepare them for the stringent technology-rich
lessons ahead.
With the adoption of the PLTW system will come a new, updated
infrastructure that will, supposedly, support the mass use of iPads by
students. The ability to use iPad to create and produce would dramatically
increase the learning that occurs during this lesson. MovieMaker is a difficult
software for students to use. However, I start teaching my students to use it
in September so that by the time these harder science unit roll around that
are proficient with it. iMovie, on the other hand, is a much more user friendly
product. By using an iPad the students could do a school-wide scavenger
hunt for ways magnets are used in our school, take a picture of it, and turn it
into a movie quickly and easily. Unfortunately, due to the constraints
currently in place, they are tied to their desks and laptops.