Download Natural Magnets

Physical Science Thematic Unit
By: Chloe Blake
Function Words Template 1
Use function words below to begin the unpacking process of teaching.
Biology Function Words
About
Beside
In
None
Since
Toward
Above
Between
Itself
Nothing
Several
Under
Across
By
Inside
On
Through
Until
After
Down
Into
Onto
That
Up
Around
Except
Like
Out of
Them
Upon
At
Each
Little
Outside
These
With
All
Either
Many
Over
They
Within
Another
For
Most
One
This
What
Any
From
Much
Other
Those
Which
Both
Few
Near
Past
To
Topic: What are Magnets?
Sub Question: What are magnets?
Sub Question: What are they made of?
Sub Question: What is magnetism?
Sub Question: What is a magnetic field?
Sub Question: How are magnets used?
Double Sub: Where are magnets used?
Double Sub: Are they used in daily life?
Sub Question: What are magnetic poles?
Sub Question: What are magnetic lines?
Sub Question: What is a tesla?
1. Students select from the word list to describe what they discovered about ___Magnets___.
Having students look at the function words will help them understand the language used in
science.
a. WHAT are magnets? A magnets is any object that _attracts_ or
_repels_ certain kinds of _metals_. THEY are attracted to many
different types of metals, such as: _iron_, _steal_, _cobalt_, and
_nickel_. Magnets have an invisible force field THAT is called
_magnetism_. THIS force creates a _magnetic field_ around the
magnet. THESE magnetic fields are _invisible_ and it is the _area_
where THEY are felt.
b. Class Discussion:
i. Did all of the groups come up with the same words or are there different
patterns?
ii. What do these patterns reveal?
iii. Record student responses.
2. Introduce a text about ___Magnets___; include any new vocabulary students need to know to
understand what they are reading.
Vocabulary:
Magnet
Magnetism
Attract
Repel
Magnetic Poles
Magnetic Lines of Force
Tesla
Temporary Magnets
Permanent Magnets
Electromagnets
Bibliography:
Gianopoulos, A. (2008). The attractive story of magnetism with Max Axiom super scientist. Mankato,
Minnesota: Capstone Press.
Lebofsky, A. (2009). Deltascience contentreaders: Electricity and magnetism. Nausha, New
Hampshire: Delta Education.
Raum, E. (2007). What's the attraction?. Chicago, Illinois : Raintree.
Schreiber, A. (2003). All aboard science reader: Magnets. New York, NY: Grosset & Dunlap.
Smuskiewicz, A., & Imbimbo, T. (2008). Physical science in depth: Magnets and electromagnetism.
Chicago, Illinios: Heinemann Library.
Stephens, C. (2008). National geographic reading expeditions: Magnets. Washington D.C.: National
Geographic Publishing.
Swanson, J. (2013). The attractive truth about Magnetism. Brainerd, Minnesota: Capstone Press.
3. Discuss and choose the appropriate text structure.
The attractive story of magnetism with max axiom super scientist:
The attractive story of magnetism with Max Axiom super scientist by Andrea Gianopoulos is a
narrative informational text written in a comic book form. It is a story about a super scientist named
Max Axiom, and it explores the history of how magnets were named and it continues on to explain all
about magnets. It is kid friendly, entertaining and it has a glossary of all of the vocabulary terms.
Deltascience contentreaders: Electricity and magnetism:
Deltascience contentreaders: Electricity and magnetism by Arthur Lebofsky is a content reader about
electricity and magnetism; it has reading strategy skills inside the book to help the students work on
the comprehension of whole topic. This book is an informational text showing how electricity and
magnetism are related. There is vocabulary on each page, and a preview about what the next section
is about. The back of the book contains a glossary, a review page, and a home review game.
What's the attraction?:
What's the attraction? by Elizabeth Raum is an informational text about magnets and what the
attraction is caused by. There are excellent illustrations, large print, bolded vocabulary words as well
as vocabulary at the bottom of the pages. The book is easy to read, kid friendly, ad has accurate
information. There is a glossary at the end of the book, and there is a “Want to know more?” page
that has further resources to continue.
All aboard science reader: Magnets:
All aboard science reader: Magnets by Anne Schreiber is an informational storybook that is a level 3
reader. The book explains in kid friendly language how magnets are used in our daily lives and the
various objects that magnets are in. The end of the book contains a glossary with all of the magnetic
terms, and the cover page has a little review of the what the book reviewed.
Physical science in depth: Magnets and electromagnetism:
Physical science in depth: Magnets and electromagnetism is an informational text written by Alfred
Smuskiewicz and Tony Imbimbo. This book is appropriate for older grades; however, this is the book
that I used to gain most of my content knowledge for this lesson. The book has great illustrations as
well as bolded vocabulary terms and a glossary. The text contains various activities to do with
magnetism and how to show it.
National geographic reading expeditions: Magnets:
National geographic reading expeditions: Magnets by Catherine Stephens is National Geographic’s
take on a physical science language, literacy, and vocabulary reader. The cover page has a
“Teaching Notes” page that has the science focus, the reading and writing focus, customized
instruction ideas, and an overview with background information. The book does not have much text,
but many illustrations to connect the piece and promote understanding.
The attractive truth about Magnetism:
The attractive truth about Magnetism by Jennifer Swanson is a new 2013 informational text that has a
cool and new way of showing facts. The text is kid friendly, and has a very funky look to it. The
information is correct. The text explains different facts about magnets as well as a glossary, and a
page that has information to continue the learning. It has internet sites and books.
4. Apply what we know about the chosen text structure to begin confirming or adjusting student
thoughts from the initial activity. (This also helps with prediction skills)
a. Also, remind students to look for the function words provided in the initial activity these are clues.
5. Class discussion to find out what students discovered.
a. Record student responses.
Begin the: activity - experiment, or class project......
Science
Semantic Map:
Use this template to facilitate descriptive comprehension.
You probably use magnets every day; a magnet is a piece of metal that can attract certain
types of metal. There are two different types of magnets, temporary and permanent. Permanent
magnets are magnets that stay magnetic for a very long time, and they have a strong magnetism.
Temporary magnets are only magnetic for a short time. Temporary magnets are only a magnet when
a permanent magnet is around them. Electromagnets are a type of temporary magnet that uses an
electric current to create magnetism. You may use electromagnets in your daily life, such as:
refrigerators, telephones, radios, doorbells, and car motors. Permanent magnets are used in your
daily life as well; loadstones are used in compasses, magnets are used in MRI machines (magnetic
resonance imaging) to take pictures. Refrigerator magnets are permanent magnets, they have a
small piece of iron on the back.
Raum, E. (2007). What's the attraction?. Chicago, Illinois : Raintree.
MRI Machines
Electromagnets
Magnets
Permanent
Magnets
Temporary
Magnets
Rocks like
loadstones
Refrigerator
Door
Telephones
Refrigerator
magnets
Key description words: similar, different, and but
I would use this semantic map to check if students understood that magnets can be permanent or
temporary. This would also help the students organize their thoughts about what the differences are
on paper.
Sequence Graphic Organizer:
Use this template to facilitate sequential comprehension:
In 1820, Danish scientist Hans Christian Oersted proved that an electric current running
through a metal wire could produce a magnetic field. It is fairly easy to build an electromagnet. All you
need to do is wrap some insulated copper wire around an iron core. If you attach a battery to the wire,
an electric current will begin to flow and the iron core will become magnetized. When the battery is
disconnected, the iron core will lose its magnetism.
Smuskiewicz, A., & Imbimbo, T. (2008). Physical science in depth: Magnets and electromagnetism.
Chicago, Illinios: Heinemann Library.
How to make an electromagnet:
First, get a nail with an iron core
Second, wrap a copper wire around the nail.
Next, attach a battery to the copper wire;
Then the electric current will flow through the nail, and it will become
magnetized.
Key sequence words: first, second, next, then
I would use this sequence graphic organizer to check for understanding on whether the students
understood the passage, and could find out how to make a electromagnet. If the students could fill out
this chart with the given information, I would know that they understand that the steps and how an
electromagnet works.
Compare and Contrast Venn Diagram:
Use this template to facilitate comprehension of compare and contrast:
The compass needle, bar magnets, and refrigerator magnets all have something in common. They
are all natural or permanent magnets, their magnetism never stops. But not all magnets are magnetic
all the time; electromagnets get their power from electricity. Electromagnets are created when
electricity flows through a wire wrapped around an iron bar it creates a magnetic field.
Electromagnets are very common, one example would be the magnetic cranes in junk yards. Maglev
trains or bullet trains do not use wheels but use electromagnets under the train’s carriage, and the
guiderails repel the magnets on the train. These types of trains can move up to 300 miles per hour.
Radios, motors, and speakers use electromagnets to work as well.
Gianopoulos, A. (2008). The attractive story of magnetism with Max Axiom super scientist. Mankato,
Minnesota: Capstone Press.
Electromagnets
Natural Magnets
 Junk Yard Cranes
 Compass
 Maglev Trains
 Bar Magnets
SIMILARITIES:
 Radios
 Refrigerator magnets They both attract or
 Motors
repel metals.
 Speakers
 Both are used in our
daily lives.
Key compare & contrast words: different, similar
I would use this Venn diagram with younger grades to review what the differences between
electromagnets and natural magnets. I would like the students to realize that they are very similar, but
they are used in our daily lives. I believe the students would understand better if they could compare
and contrast them like in this Venn diagram.
Cause/Effect and Problem/Solution Graphic Organizer:
Use this template to facilitate comprehension of cause/effect and problem/solution relationships:
When you put two magnets near each other, you can feel a push or pull. The movement you
feel is caused by a magnetic field. A magnetic field is an invisible area around an object. This field
exerts a magnetic force that attracts or repels other objects. Metal objects are most sensitive to
magnetic fields. Any metal objects that comes into a magnetic field will be attracted to or repelled by
the magnet. Every magnet has two parts—a north pole and a south pole. These poles are at opposite
ends of a magnet. It’s these opposite parts that determine if magnets attract or repel. Opposite poles
always attract, whereas like poles always repel. If you bring the north pole of a magnet toward the
south pole of another magnet, the two magnets will pull together immediately. But if you bring both
north poles, or both south poles together, they push apart.
W Swanson, J. (2013). The attractive truth about Magnetism. Brainerd, Minnesota: Capstone Press.
If you put opposite poles together,
they will attract.
If you put like poles together,
they will repel.
If you put a north pole near a south
pole,
they will attract.
If you put a south pole near a south
pole,
they will repel.
Key cause and effect words: if
I would use this graphic organizer to assist in comprehension of cause/effect relationships with how
north and south poles affect the magnetism of attraction and repelling. I would like the students to
understand that like will repel, while opposites will attract.
Literature Evaluation:
Use this template to evaluate literature you may use in your classroom:
The Attractive Story of Magnetism with Max Axiom Super Scientist
Questions about
Science Topic: __Magnets___
the literature
Yes
No
Comments
Is the literature
Yes, the book is comic book to
age appropriate?
teach students.
What is the
publication date?
Is the book
outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low
socioeconomic
students?
Is the minority or
low
socioeconomic
student presented
negatively?
Does the literature
leave students
ready to
participate in the
science lesson?
No, 2008, and information about
magnets has not changed.
Yes, the book shows pictures and
examples of magnets and there
properties.
Yes, the book is fairly easy to read,
because it is a comic book, and the
new vocabulary is reviewed.
Yes, the book will help students
understand how magnets work.
Yes, if student likes comic books or
action and adventure series.
Yes, the main character is African
American, and the pictures show a
variety of races.
N/A
No, the main character is a hero.
Yes, I would use this book to hook
students who don’t enjoy regular
style text.
DeltaScience Content Readers: Electricity and Magnetism
Questions about
Science Topic__Magnets___
the literature
Yes
No
Comments
Is the literature
Yes, this book is an informational
age appropriate?
content reader.
What is the
publication date?
Is the book
outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low
socioeconomic
students?
Is the minority or
low
socioeconomic
student presented
negatively?
Does the literature
leave students
ready to
participate in the
science lesson?
No, it was published in 2009
Yes, the information is accurate.
Yes, the text shows information on
the physical sciences in a way
children can understand
Yes, the students will know more
about magnets after they read the
book.
Yes, there are many great pictures
in the book and it should spark an
interest.
N/A
N/A
N/A
Yes, I would let my students read
this to gain a better background on
magnets and electromagnetism.
What’s the Attraction?
Questions about
the literature
Is the literature
age appropriate?
What is the
publication date?
Is the book
outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low
socioeconomic
students?
Is the minority or
low
socioeconomic
student presented
negatively?
Does the literature
leave students
ready to
participate in the
science lesson?
Yes
Science Topic: __Magnets___
No
Comments
Yes, this is a informational content
reader.
No, it was published in 2007
Yes, I gained some content
knowledge to teach the lesson from
this book.
Yes, the page is organized in
different sections and has bolded
vocabulary words.
Yes, this book gives an abundance
of information on magnets.
Yes, it is simple to read and the
students may enjoy the information.
N/A
N/A
N/A
Yes, I would use this text with the
students before the lesson.
All Aboard Science Reader: Magnets
Questions about
Science Topic: __Magnets___
the literature
Yes
No
Comments
Is the literature
Yes, this is a level 3 reader for
age appropriate?
students.
What is the
publication date?
Is the book
outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low
socioeconomic
students?
Is the minority or
low
socioeconomic
student presented
negatively?
Does the literature
leave students
ready to
participate in the
science lesson?
No, it was published in 2003,
information on butterflies has not
changed.
Yes, this book presents correct
information on magnets.
Yes, it is presented like a story
book.
Yes, it is an easy to understand
explanation on magnets.
Yes, I would let the students use
the book to answer their own
questions.
N/A
N/A
N/A
Yes, the students would easily be
able to complete a semantic map
after reading this text.
Physical Science in Depth: Magnets and Electromagnetism
Questions about
Science Topic: __Magnets___
the literature
Yes
No
Comments
Is the literature
Yes, this book has an abundance of
age appropriate?
easy to read information about
magnets and electromagnetism
What is the
No, it was published in 2008.
publication date?
Is the book
outdated?
Is the Science
Yes, the information is accurate and
material presented
presented in an exciting way.
accurately?
Is the Science
Yes, there is a index, each page
material presented
has a different topic, and there are
clearly?
many pictures for illustrations.
Does the literature
Yes, the literature is presented
add to the
clearly and accurately, and would
understanding of
be easy for students to
Science?
comprehend.
Will this literature
Yes, the book is interesting and will
promote interest in
hook student’s attention.
Science?
Is the literature
N/A
sensitive to your
minority students?
Is the literature
N/A
sensitive to your
low
socioeconomic
students?
Is the minority or
N/A
low
socioeconomic
student presented
negatively?
Does the literature
Yes, the students will learn from the
leave students
book, but it will also hook their
ready to
interest on the subject.
participate in the
science lesson?
National Geographic Reading Expeditions: Magnets
Questions about
Science Topic: __Magnets___
the literature
Yes
No
Comments
Is the literature
Yes, this book is a school age
age appropriate?
published text about magnets
What is the
publication date?
Is the book
outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low
socioeconomic
students?
Is the minority or
low
socioeconomic
student presented
negatively?
Does the literature
leave students
ready to
participate in the
science lesson?
No, it was published in 2006.
Yes, the information is accurate and
it has teacher resources throughout
the book, and it is published by
Natural Geographic.
Yes, there is vocab and reading tips
on each page, and there are many
pictures for illustrations.
Yes, the literature is presented
clearly and accurately, and would
be easy for students to
comprehend.
Yes, the book is interesting and will
hook student’s attention.
N/A
N/A
N/A
Yes, the students will enjoy the
pictures and new information about
magnets.
The Attractive Truth about Magnetism
Questions about
Science Topic: __Magnets___
the literature
Yes
No
Comments
Is the literature
Yes, is funky and is fairly easy to
age appropriate?
read.
What is the
publication date?
Is the book
outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low
socioeconomic
students?
Is the minority or
low
socioeconomic
student presented
negatively?
Does the literature
leave students
ready to
participate in the
science lesson?
No, it was published in 2013.
Yes, the information is accurate and
presented in an exciting way.
Yes, there is vocabulary on each
page and it gives a preview for
every different topic.
Yes, the literature is presented
clearly and accurately, and would
be easy for students to
comprehend.
Yes, the book is interesting and will
hook student’s attention.
N/A
N/A
N/A
Yes, the students will learn from the
book, but it will also hook their
interest on the subject.
Mapping:
Use this template for mapping vocabulary words or concepts:
Iron
Steel
Attracts or repel
metal
Magnets
Different types of
magnets, like
electromagnets,
temporary, and
permanent
magnets.
Cobalt
Nickel
North
http://globaltoynews.typepad.c
om/.a/6a0133ec87bd6d970b0
17ee3abdeef970d-500wi
Has magnetic
poles and fields
South
These poles
have magnetic
lines of force
that loop
around the
poles
Vocabulary Template 8
Use this template to help students internalize the meaning of vocabulary words.
Vocabulary Word:
Magnet
Definition:
a piece of iron or steel, that possesses the property of
attracting certain substances, as iron.
In My Own Words:
http://dictionary.reference.com/browse/magnet
A magnet is a metal that can attract or repel certain
metals.
A Picture to Help Me
Remember:
http://careerdirectionsllc.com/wpcontent/uploads/2012/06/magnet.png
Vocabulary Word:
Magnetism
Definition:
the properties of attraction possessed by magnets; the molecular properties
common to magnets.
In My Own Words:
http://dictionary.reference.com/browse/magnetism
Magnetism is the pushing or pulling force of a magnet.
A Picture to Help Me
Remember:
http://www.whyonlyme.com/ApplicationFiles/ArticleImages/1750.jpg
Vocabulary Word:
Attract
Definition:
to draw by a physical force causing or tending to cause to
approach, adhere, or unite; pull.
In My Own Words:
http://dictionary.reference.com/browse/attract
Attraction is the force where something is drawn to another.
A Picture to Help Me
Remember:
http://img.ehowcdn.com/articlenew/ehow/images/a04/io/07/smooth-attract-guys-800x800.jpg
Vocabulary
Word:
Repel
Definition:
to drive or force back
In My Own
Words:
http://dictionary.reference.com/browse/repel
Repel means the force that pushes away from the source.
A Picture to
Help Me
Remember:
http://www.matsuk12.us/cms/lib/AK01000953/Centricity/Domain/1802/Magnet/repulse
.gif
Vocabulary
Word:
Magnetic Poles
Definition:
the region of a magnet toward which the lines of magnetic induction converge (south
pole) or from which the lines of induction diverge (north pole)
In My Own
Words:
A Picture to
Help Me
Remember:
http://dictionary.reference.com/browse/magnetic_poles
Magnetic poles are the end of the magnets where they either attract or repel.
http://upload.wikimedia.org/wikipedia/commons/thumb/0/0c/VFPt_cylindrical_magnet_
thumb.svg/250px-VFPt_cylindrical_magnet_thumb.svg.png
Vocabulary
Word:
Magnetic Lines of Force
Definition:
Curved lines used to represent a magnetic field, drawn such that the number of lines
is related to the strength of the magnetic field at a given point and the tangent of any
curve at a particular point is along the direction of magnetic force at that point.
In My Own
Words:
http://www.answers.com/topic/magnetic-lines-of-force
They are the lines of the magnetic waves.
A Picture to
Help Me
Remember:
http://www.stmary.ws/highschool/physics/home/notes/electricity/magnetism/MagnetFi
lings.png
Vocabulary Word:
Tesla
Definition:
a unit of magnetic induction equal to one weber per square meter.
In My Own Words:
http://dictionary.reference.com/browse/tesla
It is the measurement of magnetism.
A Picture to Help Me
Remember:
http://tesladownunder.com/TeslaRotBreakoutTopView1000.jpg
Vocabulary
Word:
Temporary Magnets
Definition:
Temporary magnets are those that simply act like permanent magnets when they are
within a strong magnetic field. Unlike permanent magnets however, they lose their
magnetism when the field disappears. Paperclips, iron nails and other similar items are
examples of temporary magnets. Temporary magnets are used in telephones and
electric motors amongst other things.
In My Own
Words:
http://www.howmagnetswork.com/types.html
A temporary magnet is usually created by electricity, but loses the magnetism when
electricity is removed.
A Picture to
Help Me
Remember
:
http://schools.bcsd.com/fremont/Graphics/Science/Electricity/Magnets/electromagnet.jp
g
Vocabulary Word:
Permanent Magnets
Definition:
These are the most common type of magnets that we know and
interact with in our daily lives. E.g.; The magnets on our
refrigerators. These magnets are permanent in the sense that
once they have been magnetized they retain a certain degree of
magnetism. Permanent magnets are generally made of
ferromagnetic material. Such material consists of atoms and
molecules that each have a magnetic field and are positioned to
reinforce each other.
In My Own Words:
http://www.howmagnetswork.com/types.html
A permanent magnet is the type of magnet that occurs naturally.
A Picture to Help Me
Remember:
http://media.gamerevolution.com/images/misc/image/refrigeratormagnets.jpg
Vocabulary Word:
Electromagnet
Definition:
a device consisting of an iron or steel core that is magnetized by
electric current in a coil that surrounds it.
In My Own Words:
http://dictionary.reference.com/browse/electromagnet
A type of temporary magnet that is magnetized by an electric
current.
A Picture to Help Me
Remember:
http://static.ddmcdn.com/gif/electromagnet-nail.gif
Concept Circles:
Use this template to promote either inductive or deductive thinking. For inductive thinking, provide
examples in the four sections of the circle and allow students to come up with the concept or work.
For deductive thinking, provide the concept or word and one example, allow students to fill in the rest.
Deductive Reasoning:
Iron
Steel
Cobalt
Nickel
Concept or Word: _Metals magnets attract_
Rubric Template 11
Rubric for __________activity
Elements
Graded
Outstanding
4
5
(0-5)
Needs Improvement
Unsatisfactory
2
points
3 points
Points
Earned
1 point
Lab Book
Lab Book
Lab Book
* Is well organized,
complete and clear
* Is somewhat
organized, clear
* Is poorly organized,
unclear
_____
* Includes key ideas
or concepts and
personal response
* Includes key ideas
or concepts and
personal response
but is brief
* Omits key ideas or
concepts and
personal response
out of
* Good Recording
and Organization of
Data
possible
* Exceptional
Recording and
Organization of Data
* Exceptional
Technical Drawings
* Good Recording
and Organization of
Data
5
* Poor Technical
* Good Technical
Drawings
Drawings
No Grammar Errors
Writing is clear and
concise, excellent
mechanics
(0-5)
Responses
Poor Grammar
Some Grammar
Errors
Poor Mechanics
Mechanics in writing
is not always clear
Responses
Responses
_____
* Shows deep thought
* Evidence of
recorded thinking
* Other added
Elements
* Includes a minimum
of one graph
Comments:
* Shows some
thought
* Shows little thought
out of
* Some evidence of
recorded thinking
*Very few added
elements
* Includes a partially
completed graph
Total Points: ____ + ____
=
______/10
* Poor evidence of
recorded thinking
5
* No added elements possible
* Missing
the graph