Bridgewater College Teacher Education Program Lesson Plan

Name: Abigail Ratliff

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Science/Magnets Art Integration-Magnets Magnets March 7, 2017

Virginia SOL/National Standard:

Science:

K.3 The student will investigate and understand that magnets have an effect on some materials, make some things move without
touching them, and have useful applications.
Key concepts include
a) magnetism and its effects; and
b) useful applications of magnetism.

Art:

K.7 The student will identify and use the following in works of art:
1. Colorred, blue, yellow, green, orange, violet, brown, black, white

Measurable Lesson Objective(s):

SWBAT blend primary colors to create secondary colors by having a magnet attract a paper clip through a paper plate.
SWBAT communicate their understanding of how the magnet pulled the paper clip through the primary colors to create
the secondary color.

Materials/Technologies/Resources Needed:

(19) paper plates

Red paint
Yellow paint
Blue paint
(19) Paper clips
(19) magnets
(1) Primary Colors sheet
(1) Secondary Colors sheet
Squares of construction paper
(1) red
(1) yellow
(1) blue
(1) orange
(1) purple
(1) green
(1) magnet anchor chart
Sentence Frames:
Red and yellow make ________.
Red and blue make________.
Blue and yellow make ________.
Today I used magnets to ________.
Magnets: Pulling Together, Pushing Apart
Assessment (Formative and/or Summative):

Formative Assessment: I will informally conference with each student by asking them to tell me what primary colors they
blended together. Then I will ask what secondary color was the product of the blending. The students will complete the
sentence frame Today I used magnets to ___________.

Anticipatory Set (Hook & Agenda)

Teacher will: Students will: Accommodation Anticipated

s/Differentiatio Time:
Greet the students. Sit on the carpet. n:
Hello Friends! Today we are going to be 30 seconds
doing a fun lesson that involves art and
science! Who can tell me what we have
been learning about in science lately? Magnets!
Right! Magnets! So today we will be
using magnets to make a fun art
project!

Access /Review Prior Knowledge

Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:
Place the Primary Colors paper on the
whiteboard. 5-7 minutes
Friends, in Ms. Rs class, you all talk about
the primary colors right? There are three
main primary colors. I want everyone to think
for just a minute about what these three
colors are. (give students about 10
seconds). If you can name one of the primary Raise hand and state, Red! Yellow!
colors, raise your hand. Blue!

Call on students until all three primary colors

(red, yellow, blue) are named.

Today we are going to be doing a fun art

project using magnets! Who can raise your Magnets attract metal!
hand and tell me what magnets do?

Seek for the answer: Magnets attract

metals/things.

Review magnet anchor chart. Yeah!

So lets think of the objects that we have
used that were attracted to magnets. Can
anyone raise your hand and tell me one?

Continue until students say paper clip.

Great! So today we are going to be using
magnets and paper clips to blend colors.
Blending means to make new colors! So we
will be blending two primary colors together
to make a new color.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:
Teaching Process & Modeling (Content is Teaching Process & Modeling (Content is
presented, accessed, or built): presented, accessed, or built): Teaching Process & Teaching
For todays activity, I I will be giving you one Sit on the carpet and listen to the teacher. Modeling (Content is Process &
paper plate, one paper clip, and one magnet. presented, accessed, Modeling
or built): (Content is
You will choose two primary colors of paint
presented,
to use for your artwork. So you could choose accessed, or
red and yellow, or blue and yellow, or red built):
and blue.
Listen to directions.
(MODEL this process below)
7 minutes
After I give you some paint on your paper
plate, you will drop your paper clip on top of
the paper plate and then put your magnet
below your paper plate. Since the paper clip
is magnetic, it will be attracted to the
magnet! You will pull the paper clip around in
the paint with your magnet until you blend
the colors to make a secondary color! When
you are finished, I will come to your table and
talk to you about what you did with your
paint. Are there any questions about what
you are supposed to do?

Answer any questions. I will call on your one

at a time and I want you to come up to me to Ask any questions.
choose your paint colors. I will put the paint
on your paper plate and then give you your
paper clip and magnet. I want you to go to
your table and began mixing your paint using
your magnet to pull your paper clip through
the paint. I will be coming around to each
one of you to talk to you about what you are
seeing in your experiment.
Wait until their name is called, come get
materials, and have a seat at their tables.
Release students one at a time to come get
their materials and go have a seat at their
desks.
 Guided Guided
Practice/Checking Practice/Chec
Guided Practice/Checking for Understanding Guided Practice/Checking for Understanding for Understanding king for
Understandin
Place paper clip on paper plate g

Pick up paper plate.

Place magnet underneath and begin 10 minutes
dragging the paper clip across the plate.

Walk around to each student and have the

students explain what they are doing. Use
State what they are doing with their paints.
sentence frames to help students verbalize
the process of making secondary colors.
State what primary colors they started with.
Ask students what primary colors they had at
State what secondary color they made by
first. Then ask the students what secondary
blending the primary colors.
color they made. Have them complete the
appropriate sentence frame. Complete the appropriate sentence frame.

Red and yellow make ______.

Red and blue make _______.
Blue and yellow make _______.

Then have the students verbalize what they Today I used magnets to attract a paper clip
did today. to blend primary colors to make a secondary
color.
Today I used magnets to __________.

Closure

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Have students leave their paper plates at Leave paper plates at desk to dry.
their tables to dry. 2 minutes
Instruct students to come back to the Come back to the carpet.
carpet.

Ask students to review what the

primary colors were that they started
out with.

Place the Secondary Colors paper on

the whiteboard. Then have students
state what the secondary colors were
that they created.
Place those color pieces of
construction paper on the board.

Declarative Summary Statement: Today we used the power of magnetism to blend primary colors to make secondary colors!

Activity If Extra Time Remains or Technology Fails

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Play Youtube video: Watch the Magnet video
https://safeshare.tv/x/ss58be10296b65d 3 minutes

If there is more than 5 minutes left, read

the book Magnets: Pulling Together, Listen to the book
Pushing Apart
7 minutes

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.