Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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