Download File - Middle School Science Lesson Plans

Lesson Plan Template
Name of Lesson/Unit: Relating Magnetism and Electrical Fields: High School Physics
Grade Level:11/12
Prepared by:
Section 1: Lesson Summary
Students explore motors and generators by first exploring electromagnets with solenoids and
handheld generators. Afterwards they build classroom motors.
Topic: Electromagnetism
NGSS Performance Expectation: Students who demonstrate understanding can:
HS-PS25.
Plan and conduct an investigation to provide evidence that an electric current can
produce a magnetic field and that a changing magnetic field can produce an electric
current. [Assessment Boundary: Assessment is limited to designing and conducting
investigations with provided materials and tools.]
Crosscutting Concept Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and
effects.
Engineering Practices Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences
and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical and empirical
models.
 Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and
in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider
limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Common Core State Standards (Reading)
WHST.1112.7
WHST.1112.8
WHST.1112.9
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS25)
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation. (HS-PS2-5)
Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-5)
Common Core State Standards (Writing)
Current CA Science Standards Standard P5h “Students know changing magnetic fields
produce electric fields, thereby inducing currents in nearby conductors.”
Standard P5f “ Students know magnetic materials and electric currents (moving
electric charges) are sources of magnetic fields and are subject to forces arising
from the magnetic fields of other sources.”
Lesson Plan Template
(Standard P5g “Students know how to determine the direction of a magnetic field
produced by a current flowing in a straight wire or in a coil.”)
Objective of the Lesson or Unit: to explore the relationship of electricity and magnetism through
models of an electromagnet and a classroom motor that incorporates concepts of
electromagnetism
How is this objective relevant to students? Students see applications of motors, generators, and
induction in their everyday life. Understanding how these work is a strong motivator for students
Culminating Assessment (How will you know students have met the Performance Expectation?)
Describe the assessment and attach a copy.
Students organize an activity of building a motor designed for a younger child. They begin by
building a small motor with paper clips, magnets, and wire. They design an activity sheet that the
younger audience will complete and thereby demonstrate their understanding of motors. High
school students will be assessed based on the younger students’ work.
What has been taught in my class to prepare students for this topic?
Current electricity, charges, causes of magnetism
Description of the Lesson/Unit (Use the following Table)
With 5 E and How
Short description of activity
People Learn in Mind!
Engage
Video and article on wireless
charging Power by Proxi
(see section 3)
Explore
Students are given a variety of
materials: wires, cores of
different materials, batteries,
paper clips to explore and
build electromagnets
(see section 2)
Students research
electromagnetism and
induction and use their
research to explain their
electromagnets
Explain
Purpose/Intention for the activity or
Key Learning
 How does this activity build
student knowledge and skills
towards meeting the
Performance Expectation?
 Identify at least 1 Practice
Article on wireless charging stations
and how they work introduce the
concept of induction through an
application that is relevant to high
school students
powerbyproxi.com/wireless-charging/
Defining problems
Planning and carrying out
investigations
Students will discover how electricity
creates an electric field, what things
affect magnetic fields.
Through their research, students will
develop an explanation to explain their
electromagnetic data and demonstrate
their understanding of induction
 Constructing explanations
 Engaging in argument from
Lesson Plan Template
Elaborate
Evaluate
evidence
 Obtaining, evaluating, and
communicating information
Students build a classroom
Students will demonstrate their own
motor. They create an
understanding of the relationship
explanation and accompanying between electricity and magnetism and
materials to explain motors to how a moving electrical field can
a younger student. Students
produce mechanical energy through
will present their activities to a the teaching of the motor.
younger child. Their
 Developing and using models
presentation will be evaluated
 Constructing explanations
based on the results of the
 Obtaining, evaluating, and
children’s output.
communicating information
Students reevaluate their
lessons based on the younger
child’s work. They redo their
lesson and turn in both lessons
By analyzing the young child’s work,
students will determine
Section 2: Laboratory/ Hands-on Lesson
Content Objective: Plan and conduct an investigation to provide evidence that an electrical
current can produce a magnetic field and that a changing magnetic field can produce an electrical
current.
Language Objective: Speaking in scientific language. Using scientific terms appropriate to the
content.
Procedure: 1) Introduce electromagnetic by showing cool examples from the internet. 2) Go
over key vocabulary terms the students need to understand to complete the project. 3) Break the
students into groups of four or five students. 4) Give each group of students a shoe box full of
materials (copper wire, aluminum wire, magnetic wire, batteries, alligator clips, battery holders,
nails, wooden dowels, staples and paper clips). 5) Tell the students that they are in a
competition to see who can create the strongest electromagnetic. 6) Tell the students how much
time they have then let them begin. 7) Have the students test their electromagnetic by seeing
how many staples and paperclips their electromagnet can pick up. The students then need to
explain how the electromagnet works.
Assessment: How will I know students met the objective?
Students will be able to explain how to make a simple generator and explain how it works.
Rubric: 1. Quality of electromagnet
2. Quality of presentation
3. Quality of worksheet
4. Checking the knowledge of the students being taught.
Lesson Plan Template
Description of lesson: In this lesson the students will be given a shoe box of materials with the
charge that they must create an electromagmet strong enough to pick up 15 staples. The students
will have to navigate the materials to make the strongest possible electromagnet.
Time required for the lesson:
Materials/ Preparation needed:
Section 3: Science Literacy
Content Objective: Students are able to explain how magnetic induction occurs in theory and in
real world applications (electromagnets, transformers, wireless chargers)
Language Objective: 11-12.9 Draw evidence from informational texts to support analysis,
reflection, and research.
Assessment: How will I know students met the objective?
In collaborative groups, students will read and analyze text, answering questions about magnetic
induction, formulate unanswered questions, and predict possible applications for the real world
Rubric: see attachment
Description of lesson: Read and analyze text, answer open ended questions
Time required for the lesson: 45 minutes
Materials/ Preparation needed: Articles from howstuffworks.com or powerbyproxi.com/wirelesscharging/
Articles may be printed or accessed by internet.
Guiding questions are provided with the articles to check understanding.
Wireless charging by magnetic induction
Students work in small groups. Each student must answer 1 or 2 questions.
Each student reads aloud their answer while others listen and record the answers in
their science journal. Students may alternatively record answers in KWL chart.
Example questions:
1) Describe magnetic coupling
2) when power is transferred do things have to be touching? May objects be placed
between the charger and the charging object?
3) How does adding coils or changing their size affect power?
Lesson Plan Template
4) What is magnetic resonance and what does it do? What other scientific phenomenon
is it like?
5) what are some benefits of wireless charging?
6) What can wireless chargers be used to charge?
7) Is any special equipment necessary to charge cellphones or AA batteries? why?
8) What are some possible uses of wireless charging in the future and what are some
limitations?
9) What are the differences and similarities between consumer use and industrial uses
of wireless chargers?
Students should also come up with their own unanswered questions about the article.
Students are encouraged to speculate and predict possible real world applications.
Reading - Analyzing Information: science
Teacher Name:
Student Name:
CATEGORY 4
________________________________________
3
2
1
Identifies facts
Student
accurately
locates at least 5
facts in the
article and gives
a clear
explanation of
why these are
facts, rather than
opinions.
Student
accurately
locates 4 facts in
the article and
gives a
reasonable
explanation of
why they are
facts, rather than
opinions.
Student accurately
locates 4 facts in
the article.
Explanation is
weak.
Student has
difficulty
locating facts in
an article.
Identifies
important
information
Student lists all
the main points
of the article
without having
the article in
front of him/her.
The student lists
all the main
points, but uses
the article for
reference.
The student lists
all but one of the
main points, using
the article for
reference. S/he
does not highlight
any unimportant
points.
The student
cannot important
information with
accuracy.
Lesson Plan Template
Summarization
Student uses
only 1-3
sentences to
describe clearly
what the article
is about.
Student uses
several
sentences to
accurately
describe what
the article is
about.
Student
summarizes most
of the article
accurately, but has
some slight
misunderstanding.
Student has great
difficulty
summarizing the
article.
Predicts possible 4 or more
uses
predictions
2 or 3
predictions
1 prediction
No answer or
incomplete
Compare/
contrast
Student uses 2
or 3 sentences to
compare
consumer with
industry use
Student uses 1
No answer or
sentence to
incomplete
compare consumer
with industry use
Student uses 3
or 4 sentences to
compare
consumer with
industry use
Section 4: Student Pages
Please provide a printer/copier friendly student pages for Section 2 and Section 3.
Lesson Plan Template
Exploring Motors with Children
Work Task: You will use inquiry teaching to instruct an individual or small group of
younger students about how to build a motor and the scientific concepts behind their
motor. groups of students about the eight concepts/themes using the suggested
activities. Besides helping your younger audience to build a motor, you will prepare
the stations and be well versed in the procedure. You will explain the activity to your
younger audience and will design an activity sheet that your “class” will complete to
demonstrate their understanding of motors. This work will be used to evaluate your
project.
The Lesson Plan
Complete a lesson plan. Include a title, an essential question, teacher information (see below),
materials, procedure (including a labeled drawing), and at least three inquiry questions to use
during your activity.
Teacher Information
In your teacher information, explain how electric current can produce a magnetic field and how
a changing magnetic field can produce an electric current and why both are important for
generators and motors. Before writing your explanation, make a double bubble map comparing
and contrasting motors and generators. Then use your thinking map to write a clear explanation.
Be sure it includes an explanation of armatures, electromagnetism, and repelling of magnetic
fields.
Basic Procedure for motor
Take 30 centimeter of 28-gauge magnet wire and
wrap it around your two finger to make a coil. This
loop of wire will be your armature. Sand off the enamel
coating on the two ends of the magnet wire. Bend two
paper clips in an S shape to form a cradle for the
armature. Tape a D or C cell battery to the bottom of a
cup. Place magnet on top of the battery. Tape the
paper clips to the battery. Place the armature in the
cradle. Adjust the level until the armature begins to
spin.