Rebecca Bauer

December 3, 2014
Bluefield State College
Daily Lesson Plan

Subject: Science
Grade: 1st
Length of Lesson: 60 min.

Topic: Magnetic and non-magnetic

Introduction/Essential Question: Can you classify objects as magnetic or nonmagnetic?

Standard: Science
Objectives:
A. General:
SC.0.1.1.10: Classify objects as magnetic or non-magnetic.
SC.O.1.1.04: use scientific instruments and everyday materials to investigate the
natural world (e.g., hand lens, balance, magnets, thermometer, seeds, or rocks).
B. Specific: Students will determine if an object is magnetic or non-magnetic by
using skills of prediction, recording data, inferring, investigation, and drawing
conclusions based on their evidence. Students will be able to demonstrate these
skills with 80% accuracy.
Methods: lecture with discussion, video, small group work, and demonstrations.
Materials: magnets, paperclips, bobby pins, buttons, pennies, nickels, dimes, quarters,
screws, key, rubber bands, pencils, sticky notes, Magnetic or Non-Magnetic?
worksheet
http://www.brainpopjr.com/science/forces/magnets/
http://sciencenetlinks.com/student-teacher-sheets/magnetic-pick-ups/
http://sciencenetlinks.com/student-teacher-sheets/methods-classification/
http://www.brainpopjr.com/science/forces/magnets/writeaboutit/
http://www.brainpopjr.com/science/forces/magnets/wordwall/

Direct Instruction (I do): The teacher will lead a brief discussion with the students
about, What makes something magnetic? The teacher will pass around a magnet and
ask the student to discuss in groups what they think it is and what they think it will do?
This will build background knowledge of what some of the students already know about
magnets. The teacher will also pass around a few objects from the classroom and

Rebecca Bauer

December 3, 2014
Bluefield State College
Daily Lesson Plan

Subject: Science
Grade: 1st
Length of Lesson: 60 min.

Topic: Magnetic and non-magnetic

explain why some of these objects are magnetic and others are not. The teacher will
explain to the students that the magnetic objects are magnetic because they have a
special type of metal in them called iron, which allows magnets to attract or pull these
objects toward it. The teacher will ask the students to brainstorm about other objects
that are magnetic and then explain why. The teacher will ask the students if a magnet
can only pull an object toward itself. The teacher will use a brain pop video on magnets
for reinforcement. The video will explain that magnets have two poles, a north pole and
a south pole. The opposite poles of magnets will attract, or pull toward each other. The
like poles will repel, or push away. Magnets can pull through gases, like air, but some
can also pull through solids and liquids. A magnetic field is the area around the magnet
where it can attract or repel things. A magnet will affect a magnetic object only when it
enters its magnetic field. How is a compass like a magnet?
Guided Practice (We do): Divide students into pairs and provide each pair with a
bag of objects to test (students should not have magnets at this time). Tell students to
empty their bags of materials and investigate what is inside. Ask students to study all
the objects and then classify or group them based on what they know about the
materials. Students may choose to sort by size, shape, material make-up, weight, or
some other scheme. After students have had enough time to sort the objects, have
them record their sorting method on the student sheet, Methods of Classification. Then
ask students to think of another way to classify the objects and again, record their
thoughts. Once students have determined two or three ways to classify the objects,
have each group share one of its methods, and perhaps discuss which objects would
fall under which categories. The teacher can record the various classification methods
on the board.
Differentiation: Kinesthetic learners will learn by being actively engaged in the
discovery of determining which objects are magnetic and non-magnetic. Visual learners
will learn by seeing which objects are magnetic and non-magnetic. Auditory learners
will learn by teacher discussion and small group discussion. Pairs will be assigned
based on mixed abilities, allowing on-level/advanced students to assist below-level
students. Worksheets will be given to each pair of students with both the picture and
name of the object provided and a simple check will be made in the Magnetic or Nonmagnetic column, making recording easier for students who struggle with
reading/writing. Early finishers will be given paper to draw the magnetic field for each of
the magnetic objects.

Rebecca Bauer

December 3, 2014
Bluefield State College
Daily Lesson Plan

Subject: Science
Grade: 1st
Length of Lesson: 60 min.

Topic: Magnetic and non-magnetic

Closure: The students have a firm grip on the subject of magnets because we have
experimented with different objects in the class and they have been able to classify the
objects as magnetic and non-magnetic.
Independent practice (you do): Have small groups tie a magnet on the end of a
stick. Then have one group member fill a shallow bin or a shoebox with different objects
from the classroom, such as pencils, erasers, paper clips, scissors, and small spiral
notebooks. Have each member call out an item they think is magnetic and then fish for
it to see if it sticks to the magnet. Students can record which objects stick to the magnet
and which do not. If an object has both magnetic and nonmagnetic parts, such as a pair
of scissors with a plastic handle, have group members discuss the object. Which part is
magnetic? Why? Students can then sort the items into magnetic and nonmagnetic
items, and items that have both magnetic and nonmagnetic parts. Students can take
turns filling the box with different items, and using different strengths and types of
magnets.
Assessment: Students will complete a Magnetic or Non-magnetic worksheet which
will be used to assess their ability to accurately classify objects. Students will also be
assessed on vocabulary words.

Rebecca Bauer

December 3, 2014
Bluefield State College
Daily Lesson Plan

Subject: Science
Grade: 1st
Length of Lesson: 60 min.

Topic: Magnetic and non-magnetic

Magnet vocabulary quiz

Directions: Draw a line connecting the correct vocabulary word to the definition.

Attract

The force around a magnet

Repel

A tool that point North

Magnetic field

To pull away

Compass

To pull towards

Pole

A place on a magnet where the

Push and pull are the strongest

Rebecca Bauer

December 3, 2014
Bluefield State College
Daily Lesson Plan

Subject: Science
Grade: 1st
Length of Lesson: 60 min.

Topic: Magnetic and non-magnetic

Object
Paper clips
Bobby pins
Crayon
Rubber band
Key
Screw
Bolt
Pencil
Scissors
Foil
Eraser

Magnetic

Non-magnetic

Rebecca Bauer

December 3, 2014
Bluefield State College
Daily Lesson Plan

Subject: Science
Grade: 1st
Length of Lesson: 60 min.

Topic: Magnetic and non-magnetic