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Unit Overview Template
Content Area: Science
Unit Title: Magnetism and Electricity
Target Course/Grade Level: 3rd Grade
Unit Summary
The Magnetism and Electricity Module consists of five sequential investigations, each designed to
introduce or reinforce concepts in physical science. The investigations provide opportunities for
students to explore the natural and human-made worlds by observing and manipulating materials in
focused settings using simple tools.
Primary interdisciplinary connections: writing, math, reading, social studies, technology
21st century themes: Global Awareness
Unit Rationale
The Magnetism and Electricity Module emphasizes the development of observation and description
skills and building explanations based on experience.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
A. Understand Scientific Explanations : Students understand core concepts and principles
of science and use measurement and observation tools to assist in categorizing, representing,
and interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations : Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
D. Participate Productively in Science : The growth of scientific knowledge involves
critique and communication, which are social practices that are governed by a core set of
values and norms.
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense
of phenomena in physical, living, and Earth systems science.
A. Properties of Matter : All objects and substances in the natural world are composed of
matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including
potential and kinetic energy, is useful in coming to the understanding that, for the most part,
the natural world can be explained and is predictable.
D. Energy Transfer and Conservation : The conservation of energy can be demonstrated
by keeping track of familiar forms of energy as they are transferred from one object to
another.
E. Forces and Motion : It takes energy to change the motion of objects. The energy change
is understood in terms of forces.
Content Statements
5.1
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4.A.2 Connections developed between fundamental concepts are used to explain, interpret,
build, and refine explanations, models, and theories.
4.A.3 Outcomes of investigations are used to build and refine questions, models, and
explanations.
4.B.1 Building and refining models and explanations requires generation and evaluation of
evidence.
4.B.2 Tools and technology are used to gather, analyze, and communicate results.
4.B.3 Evidence is used to construct and defend arguments.
4.B.4 Reasoning is used to support scientific conclusions.
4.C.1 Scientific understanding changes over time as new evidence and updated arguments
emerge.
4.C.2 Revisions of predictions and explanations occur when new arguments emerge that
account more completely for available evidence.
4.C.3 Scientific knowledge is a particular kind of knowledge with its own sources,
justifications, and uncertainties.
4.D.1. Science has unique norms for participation. These include adopting a critical stance,
demonstrating a willingness to ask questions and seek help, and developing a sense of trust
and skepticism.
4.D.2. In order to determine which arguments and explanations are most persuasive,
communities of learners work collaboratively to pose, refine, and evaluate questions,
investigations, models, and theories (e.g., scientific argumentation and representation).
4.D.3. Instruments of measurement can be used to safely gather accurate information for
making scientific comparisons of objects and events.
5.2
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2.A.1 Living and nonliving things are made of parts and can be described in terms of the
materials of which they are made and their physical properties.
4.A.3 Objects and substances have properties, such as weight and volume, that can be
measured using appropriate tools. Unknown substances can sometimes be identified by their
properties.
4.A.4 Objects vary in the extent to which they absorb and reflect light and conduct heat
(thermal energy) and electricity.
4.C.1 Heat (thermal energy), electricity, light, and sound are forms of energy.
2.D.1 Batteries supply energy to produce light, sound, or heat.
4.D.1 Electrical circuits require a complete loop through conducting materials in which an
electrical current can pass.
6.D.1 The flow of current in an electric circuit depends upon the components of the circuit and
their arrangement, such as in series or parallel. Electricity flowing through an electrical circuit
produces magnetic effects in the wires.
2.E.1 Objects can move in many different ways (fast and slow, in a straight line, in a circular
path, zigzag, and back and forth).
2.E.3 Some forces act by touching, while other forces can act without touching.
4.E.3 Magnets can repel or attract other magnets, but they attract all matter made of iron.
Magnets can make some things move without being touched.
4.E.4 Earth pulls down on all objects with a force called gravity. Weight is a measure of how
strongly an object is pulled down toward the ground by gravity. With a few exceptions,
objects fall to the ground no matter where they are on Earth.
 6.E.2 Magnetic, electrical, and gravitational forces can act at a distance.
CPI #
Cumulative Progress Indicator (CPI)
5.1.4.A.2
Use outcomes of investigations to build and refine questions, models, and
explanations.
5.1.4.A.3
Use scientific facts, measurements, observations, and patterns in nature to
build and critique scientific arguments.
5.1.4.B.1
Design and follow simple plans using systematic observations to explore
questions and predictions.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.B.4
Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.1
Monitor and reflect on one’s own knowledge regarding how ideas change over
time.
5.1.4.C.2
Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3
Present evidence to interpret and/or predict cause-and-effect outcomes of
investigations.
5.1.4.D.1
Actively participate in discussions about student data, questions, and
understandings.
5.1.4.D.2
Work collaboratively to pose, refine, and evaluate questions, investigations,
models, and theories.
5.1.4.D.3
Demonstrate how to safely use tools, instruments, and supplies.
5.2.2.A.1
Sort and describe objects based on the materials of which they are made and
their physical properties.
5.2.4.A.3
Determine the weight and volume of common objects using appropriate tools.
5.2.4.A.4
Categorize objects based on the ability to absorb or reflect light and conduct
heat or electricity.
5.2.4.C.1
Compare various forms of energy as observed in everyday life and describe
their applications.
5.2.2.D.1
Predict and confirm the brightness of a light, the volume of sound, or the
amount of heat when given the number of batteries, or the size of batteries.
5.2.4.D.1
Repair an electric circuit by completing a closed loop that includes wires, a
battery (or batteries), and at least one other electrical component to produce
observable change.
5.2.6.D.1
Use simple circuits involving batteries and motors to compare and predict the
current flow with different circuit arrangements.
5.2.2.E.1
Investigate and model the various ways that inanimate objects can move.
5.2.4.E.3
Investigate and categorize materials based on their interaction with magnets.
5.2.4.E.4
Investigate, construct, and generalize rules for the effect that force of gravity
has on balls of different sizes and weights.
5.2.6.E.2
Describe the force between two magnets as the distance between them is
changed.
Unit Essential Questions
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Unit Enduring Understandings
How do Earth’s forces affect our lives?
What effects do magnetic forces have?
How have people harnessed electricity for
their benefit?
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Magnets attract and repel each other; iron
objects stick to magnets.
An electric circuit is a complete pathway
through which current travels.
Components can be added to a circuit as
long as the complete pathway remains.
Electromagnets can be created by current
flowing through a conductor.
Technology is using science knowledge to
solve problems or improve existing objects.
Unit Learning Targets
Students will ...
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Observe the interaction of permanent magnets with a variety of common materials.
Discover that magnets display forces of attraction and repulsion.
Measure the change in force between two magnets as the distance between them changes.
Identify materials that are conductors and insulators.
Understand and construct simple open, closed, parallel, and series circuits.
Learn how to make an electromagnet.
Experience the relationship between the number of turns of wire around an electromagnet core
and the strength of the magnetism.
Use their knowledge of electromagnets to make a telegraph.
Acquire vocabulary associated with magnetism and electricity.
Exercise language, math, and social studies skills in the context of magnetism and electricity
investigations.
Develop and refine the manipulative skills required for making investigations in magnetism
and electricity.
Use scientific thinking processes to conduct investigations and build explanations: observing,
communicating, comparing, and organizing.
Evidence of Learning
Summative Assessment
 Writing prompts
 Teacher observations
 Assess ability to hypothesize orally and in writing
 Assess ability to draw conclusions from experimentation
 Observations of small group activities
 Student and teacher rubrics to assess collaboration with others
 Review of class notes taken
 Benchmark assessment
 End-of-Module Assessment
Equipment needed: Foss Science Kit, Activboard, Suggested Read Alouds
Teacher Resources:
http://lhsfoss.org/scope/folio/html/MagnetismandElectricity/1.html
Read Alouds
Magnets: Sticking Together by Wendy Sadler.
The Mystery of Magnets
Magnetic and Nonmagnetic
The Mystery of Magnets
Using Electricity by Angela Royston
Integrate technology
http://www.aecl.ca/kidszone/atomicenergy/electricity/
http://www.sciencemadesimple.com/static.html#PROJECTS
http://www.fossweb.com/modules3-6/MagnetismandElectricity/
http://www.brainpop.com/science/energy/electricity/
http://www.brainpop.com/science/energy/batteries/
Discovery Education Streaming Videos:
Introduction to Electricity
Electricity: A First Look (20min)
Students will understand that electricity is a form of energy. It is produced in various ways and flows through a
path called a circuit. electricity is useful for work and pleasure and precautions must be taken when using
electricity.
The Magic School Bus Gets Charges (24min)
It’s Valentine’s Day and the class is selling light bulbs. When they stop at Ms. Frizzle’s house to sell her one,
they find that her battery-operated doorbell doesn’t work.
Magnets
Physical Science: Magnetism (20min)
Magnetism exists at the atomic level, as the movement of electrons creates magnetic fields. But it also exists on a
universal scale, with stars and planets being the largest magnets. The force of Magnetism coming from an object
is its magnetic field. Earth’s magnetic field, or magnetosphere, shields the planet from harmful radiation and
particles carried on solar winds. In the early 1800s, it was discovered that electricity produces a magnetic field.
Soon inventors learned how to generate electricity with magnets, and the generator was born. We rely on
magnets to store data on computer disks and videotapes, to run electric motors, and to carry radio and television
signals. Animals rely on Magnetism to navigate during long migrations. It is the magnetite (lodestone) in their
bodies that helps detect Earth’s magnetic field and find direction. Earth’s magnetic field is not always stable.
From time to time it drifts, shifts, or even reverses. Flow disturbances in Earth’s molten iron core are to blame.
Electricity and Magnetism: The Magic of Magnets (17min)
This program is about magnetism and its relationship to electricity. Hans Oersted discovered that an electric
current running through a wire could cause a magnetic effect. Then in 1831, Michael Faraday conducted
experiments that showed that magnetism could cause a flow of electricity. Electromagnets and maglev trains are
also discussed.
Dr. Dad’s PH3: Episode Three: Electromagnetism (15min)
Students study the strength of electrical currents and the magnetic fields they generate. These topics are
explained in a workshop and illustrated on a tour to a power plant. Students are encouraged to build their own
electromagnet to see electricity and magnets at work
Current Electricity
Junior Electrician: Current Electricity (15min)
This program is about current electricity. Atomic structure is discussed and the two kinds of electricity, static and
current, are presented. The generation of electricity is also shown. Principles of current electricity, circuits,
switches, and circuit breakers are illustrated. Conductors and insulators are also discussed.
Static Electricity
Electricity and Magnetism: Static Electricity (24min)
Everyone has been shocked by a metal doorknob after walking across a carpet or watched while nature has put
on a fantastic lightning display. These are examples of static electricity, which occurs when an electric charge
builds up on an object. The charge remains on this object until there is a way for the charge to move into another
object that conducts electricity.
Junior Electrician: Static Electricity (15min)
This program helps to explain situations related to the effects of static electricity. The program describes the
atomic structure of matter and illustrates how electrons moving from one atom to another is the key to a static
charge. It introduces electrons and protons as primary particles of the atom. It shows how objects can pick up a
charge of static electricity and how that charge can attract or repel other objects. Demonstrations using pith balls
and a Van de Graaf generator help to illustrate ideas presented.
(www.kyrene.org/.../4_Electricity%20and%20Magnetism%20Unit_revised_08.doc)
Formative Assessments
 Science Journals
 Lab reports assessed by student and teacher rubrics
 Classroom discussions
Lesson Plans
Lesson
Investigation 1: The Force
Timeframe
1 session
Part 1:
Investigating Magnets and Materials
Investigating magnetic force
Observing which objects stick to magnets
Investigating More Magnetic Properties
Exploring induced magnetism
Part 2:
Breaking the Force
1 session
1 session
Measuring the force of magnetic attraction
Detecting the Force of Magnetism
1 session
Detecting magnetic force in a closed “mystery box”
Investigation 2: Making Connections
1 session
Part 1:
Lighting a Bulb
Exploring simple electrical circuits
Making a Motor Run
1 session
Building a motor circuit with a switch
Finding Insulators and Conductors
1 session
Testing for conductors and nonconductors
Investigating Mystery Circuits
1 session
Finding hidden circuits with mystery boards
Investigation 3: Advanced Connections
1 session
Part 1:
Building Series Circuits
Making a series circuit from a simple circuit
Building Parallel Circuits
1 session
Splitting a series circuit to create parallel pathways
Solving the String-of-Lights Problem
1 session
Using knowledge of series & parallel circuits to solve
problems
Investigation 4: Current Attractions
1 session
Part 1:
Building an Electromagnet
Creating an electromagnet with wire wrapped around an iron
core
Changing Number of Winds
1 session
Experimenting with how the no. of winds of wire affects
electromagnetic strength
Investigating More Electromagnets
1 session
Changing variables to change electromagnetic strength
Investigation 5: Click It
1 session
Part 1:
Buildung the Telegraph
Applying previous knowledge to build a working telegraph
Part 2:
Long Distance Telegraph
2 sessions
Connecting two telegraphs in order to communicate
Teacher Notes: Additional Lessons
Investigation 1
1. Science Stories folio - Gets Stick Magnus, Magnificent Magnetic Models, How Magnets Interact
2. Write a creative story about life from a magnet’s point of view.
3. Find directions using a compass.
4. Make a water compass, find directions using a compass, conduct more force investigations, and
explore different magnets.
Investigation 2
1. Science Stories folio – Making Static, A Fictional Interview with Benjamin Franklin, Two Reference
Sources about Edison
2. Practice the Describe the Object game
3. Make posters about using electricity safely
4. Write about life without electricity
Investigation 3
1. Science Stories folio – Illuminating Teamwork: A Story of the Edison Pioneers, A True Pioneer:
Lewis Latimer
2. Research inventors such as Thomas Edison who have contributed to the use of electricity in
everyday life.
3. Find out how houses are wired.
4. Invite an electrician to speak to the class.
5. Build a flashlight.
6. Make a burglar alarm.
Investigation 4
1. Science Stories folio – From Rags to Science: A Story of Michael Faraday, How Electromagnetism
Stopped a War, Magnets and Electricity in Your Life
2. Write a short story describing real or imaginary encounters with electromagnets.
3. Make a rheostat
4. Detect magnetism around wires carrying current
5. Compare magnets to electromagnets
Investigation 5
1. Science Stories folio- Morse Gets Clicking: A Story of Samuel Morse
2. Play Telephone
3. Read up on codes.
4. Investigate emergency codes
5. Create a code
6. Build a cardboard telegraph
7. Make an electric quiz board that lights up for a correct answer
8. Make a model motor
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://lhsfoss.org/scope/folio/html/MagnetismandElectricity/1.html
http://www.kyrene.org/curriculum/Science/Unit_resources/4th/4_Electricity%20and%20Mag
netism%20Unit_revised_08.doc
http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science
Lesson Plan 1 Template
Content Area: Science
Lesson Title: Investigation 1: The Force
Part 1: Permanent Magnets
Timeframe: 2 sessions
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Students:
 Observe magnetic
interactions and sort
objects based on
whether they are
affected by a magnet..
 Record and organize
results of
investigations.
Learning Activities/Instructional Strategies
Lesson Sequence
1. Distribute magnets.
2. Describe properties of magnets.
3. Make magnetic observations.
4. Explore the room.
5. Introduce the student sheet.
6. Remove magnets from the table.
7. Investigate the mystery objects.
8. Test the selected objects.
9. Discuss the results.
Break Point
10. Explore magnetic interations.
11. Introduce attract and repel.
12. Discuss magnets on a pencil.
Formative Assessment
Tasks
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Magnetic observations
sheets
Class discussion
Teacher observations
13. Clean up.
Differentiation
Students will review modified Investigation sheets.
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
Lesson Plan 2 Template
Content Area: Science
Lesson Title: Investigation 1: The Force
Part 2: Breaking the Force
Timeframe: 2 sessions
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Students:
 Measure the force of
attraction between
magnets.
 Record and organize
results of
investigations.
Learning Activities/Instructional Strategies
Lesson Sequence
1. Pose the force questions.
2. Demonstrate the balance setup.
3. Demonstrate breaking the force.
4. Measure the force.
5. Introduce the spacer
6. Introduce the student sheet
7. Graph the results
8. Try more spacers
9. Predict for two, four, and five spacers
10. Clean up
Formative Assessment
Tasks
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The Force sheets
Class discussion
Teacher observations
Differentiation
Students will review modified Investigation sheets.
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
Lesson Plan 3 Template
Content Area: Science
Lesson Title: Investigation 2: Making Connections
Timeframe: 4 sessions
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
Lesson Sequence
1. Introduce the D-Cell
 Build a test circuit and
test objects for
2. Introduce the motor
conductivity.
3. Make the motor run
 Predict conductivity
4. Introduce the concept of a circuit
of materials.
5. Introduce the circuit base
 Sort materials based
6. Explore circuits and switches
on whether they
7. Introduce closed and open circuits
conduct electricity.
Break Point
8. Develop the concepts of conductor and
insulator
9. Investigate the properties of conductors
and insulators
10. Record the results
Break Point
11. Make a circuit tester
12. Go on a circuit hunt
13. List the insulators and conductors
14. Clean up
Formative Assessment
Tasks
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Making Connection
sheets
Class discussion
Teacher observations
Differentiation
Students will review modified Investigation sheets.
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
Lesson Plan 4 Template
Content Area: Science
Lesson Title: Investigation 3: Advanced Connections
Timeframe: 3 sessions
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Students:
 Observe the
functioning of
different kinds of
circuits.
 Compare the
brightness of lamps in
different kinds of
circuits.
 Determine the
defining
characteristics of
series and parallel
circuits.
 Analyze and solve
circuitry problems.
Learning Activities/Instructional Strategies
Lesson Sequence
1.
Formative Assessment
Tasks
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Advanced Connection
sheets
Class discussion
Teacher observations
Differentiation
Students will review modified Investigation sheets.
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
Lesson Plan 5 Template
Content Area: Science
Lesson Title: Investigation 4: Current Attractions
Timeframe: 3 sessions
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
Lesson Sequence
1. Test the rivet for magentism.
 Observe the
interaction between an
2. Demonstrate making a coil.
electromagnet and
3. Describe the 20-wind coil.
objects.
4. Wrap the coils.
 Systematically
5. Test for magnestism.
investigate ways to
6. Add electricty.
strengthen
7. Use the electromagnet.
electromagnets.
8. Investigate the strength of the
 Compare the strength
magnetism.
of electromagnets.
9. Test the 20-wind coil.
 Organize data.
10. Test the 40-wind coil.
 Conduct multiple
11. Discuss the results.
trials, average results,
12. Predict for a 30-wind coil.
and display results in
13. Graph the results.
a graph.
14. Collect the materials.
(Add breakpoints where needed)
Formative Assessment
Tasks
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
Current Attraction
sheets
Class discussion
Teacher observations
Differentiation
Students will review modified Investigation sheets.
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
Lesson Plan 6 Template
Content Area: Science
Lesson Title: Investigation 5: Click It
Part 1: Build the Telegraph
Timeframe: 1 session
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Students:
 Explore the behavior
of an electromagnet
under different
conditions.
 Solve circuitry
problems.
 Encode and decode
clicks produced by a
telegraph
Learning Activities/Instructional Strategies
Lesson Sequence
1. Discuss communications.
2. Demonstrate electromagnet setup.
3. Distrbute materials.
4. Introduce the steel strip.
5. Explain the telegraph.
6. Invent a code.
7. Send messages.
8. Introduce technology.
9. Wrap up.
Differentiation
Students will review modified Investigation sheets.
Formative Assessment
Tasks

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
Click It sheets
Class discussion
Teacher observations
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
Lesson Plan 7 Template
Content Area: Science
Lesson Title: Investigation 5: Click It
Part 2: Long-Distance Telegraph
Timeframe: 2 session
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Reading, Writing
Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/
Equipment needed: Magnetism and Electricity Foss Kit, Activboard
Goals/Objectives
Students:
 Explore the behavior
of an electromagnet
under different
conditions.
 Solve circuitry
problems.
 Encode and decode
clicks produced by a
telegraph
Learning Activities/Instructional Strategies
Lesson Sequence
1. Review the telegraph.
2. Lengthen the lines of communication.
3. Introduce the telgraph lines.
4. Troubleshoot problems.
5. Develop procedural codes.
6. Clean up.
Formative Assessment
Tasks



Click It sheets
Class discussion
Teacher observations
Differentiation
Students will review modified Investigation sheets.
Other modification will be determined by the teacher based on individual student achievement.
Resources Provided
 Science Resources book
 Teacher Guide – Magnetism and Electricity
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson
Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking
and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and innovation
skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners