Download Laura Worden ELED 3221 October 24, 2013 INDIRECT

Laura Worden
ELED 3221
October 24, 2013
INDIRECT INSTRUCTION LESSON PLAN FORMAT
Elementary Science
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Big Idea: Magnets have an invisible force called a magnetic field. The magnetic field force
comes from the poles of the magnet, which allows it to attract some metals, but not all of them.
This force also gives magnets the ability to push or pull on objects made of iron without touching
them.
Grade Level: 4th
Rationale: This content is being taught so that students will have knowledge of magnetism.
Exploring magnetism at the introductory level lays the foundation for future lessons on the
interrelationship between magnetism and electricity. This topic connects with students in their
daily lives because it shows them that magnets are everywhere and are used in many everyday
items.
NC Science Essential Standards: 4.P.1 Explain how various forces affect the motion of an
object. 4.P.1.1 Explain how magnets interact with all things made of iron and with other
magnets to produce motion without touching them.
Next Generation Science Standards:
3. Forces and Interactions. Students who demonstrate understanding can:
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other.
Disciplinary Core Idea: PS2-B: Types of Interactions: Electric and magnetic forces between a
pair of objects do not require that the objects be in contact. The sizes of the forces in each
situation depend on the properties of the objects and their distances apart and, for forces between
two magnets, on their orientation relative to each other. (3-PS2-3), (3-PS2-4).
Instructional Objective:
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
Students will be expected to learn about magnetic interactions with magnetic and non-magnetic
material by exploring three different science centers.
Students, individually, will complete a quiz on magnetism and are expected to earn a letter grade
of P or above.
Prerequisite knowledge and skills:
Students should know the following:
Magnets are all around us and they can attract to other objects.
Teacher should know the following:
The key terms to be taught: Magnetism, Magnetic Field, Poles, Repel, and Attract.
What each station demonstrates (stated in the Explanation Phase section of this lesson).
Materials/Resources:
1 large horseshoe magnet
Iron filings
Clear sheet of paper
Access to overhead projector
Science Notebook (each student has their own)
Magnetic Attraction station:
Station sign with instructions
2 pieces of cardboard with sides (so that students can place a magnet underneath it)
4 bar magnets with handles (two per station)
6 clear plastic cups (three per station)
18 non-coated paperclips (two per cup, three on top of each piece of cardboard)
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
Magnetic Pick-ups station:
Station sign with instructions
20 Magnetic Pick-ups Data Sheets (one per student)
9 ABC refrigerator magnets or similar
3 zip lock bags each containing the following:
one pencil, one small square piece of paper, a piece of aluminum foil, one rubber band,
one non-coated steel paperclip, one nickel, one penny, one metal washer, and one rock
Testing Poles station:
Station sign with instructions
4 color coded and “N” labeled bar magnets (two per station)
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Text to be used during Explanation Phase: Furgang, K. (2010). Working with electricity and
magnetism. Magnetism (pp. 18-20). Pelham, NY: Benchmark Education Company.
Teachers should conduct the following BEFORE the lesson begins: Teacher should place all
items listed for the Magnetic Pick-ups station into three zip lock bags. Set up each station
around the classroom, along with the station sign with instructions. There are multiple set ups
for each station: two set-ups for the Magnetic Attraction; two set-ups for Testing Poles; three
set-ups for Magnetic Pick-ups.
Sources:
http://www.learnnc.org/lp/pages/3895?ref=search I obtained some stations and other ideas from
this website.
http://sciencenetlinks.com/student-teacher-sheets/magnetic-pick-ups/ I obtained the idea for the
Magnetic Pick-ups Data Sheet from this website.
http://www.softschools.com/manage/themes/testreview?id=1&themeId=767 I obtained some of
the questions from this website and used them on the Magnetism Quiz.
Estimated Time: 90 minutes
Accommodation for Special Needs: Group students with learning disabilities with someone
they get along with, but that will also help them stay focused.
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
Set up the classroom so that students with physical disabilities are able to move around easily.
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Content and Strategies (Procedure)
Engage: Ask the students what they already know about magnets. Record responses on anchor
chart.
To add to the discussion, ask the following questions:
-Do all magnets have the same size, shape, and strength? (No) Have students give some
examples of different magnets (bar, horseshoe, disc, etc.).
-Where can magnets be found? (can openers, refrigerators, cell phones, etc.)
-Do magnets attract to everything? (no)
Explore: Divide students into 7 groups (6 groups of 3 and 1 group of 2). Have students turn to a
blank page in their Science Notebook and label it Magnetism. Tell them to explore each of the
three stations (each station has multiple set-ups) with their group and to follow the directions for
recording at each station.
Stations:
Magnetic Pick-ups
Students will make predictions on their Magnetic Pick-ups Data Sheet about the kinds of things a
magnet will pick up. Then they will test and record their findings.
-What type of materials is the magnet picking up? (metal, specifically steel in this case)
Testing Poles
Students will find the poles on bar magnets (which are already labeled). They will put opposite
poles together and record their results in their notebook, then put like poles together and record
their results in their notebook.
-How are the poles labeled? (N for North and S for South)
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
-What is the term used when opposite poles are together? (attract)
-What is the term used when like poles are facing one another? (repel)
Magnetic Attraction
Students will predict if the magnetic force will be able to travel through cardboard and plastic to
move the paperclips. Students will then test and record their results in their notebook.
-How do you think the magnet can move the paper clip through these items? (magnetic
field)
Explanation:
Read Chapter 3 Magnetism and Working with Magnets (p. 18-20) in Working
with Electricity and Magnetism. As you read, stop at the sections that describe the key terms:
-Introduce the key term magnetism and magnetic field. Explain how the Magnetic
Attraction station demonstrated how a magnetic field (“an invisible field that spreads out
in an arc from the ends of the magnet”) moves the paper clip without touching it.
Demonstrate the magnetic field by sprinkling iron filings on a clear sheet of paper that is
lying over a horseshoe magnet. This gives students a concrete image of the magnetic
field (an abstract concept). Have students draw this observation in their notebook.
-Introduce the key terms poles, attract, and repel. Explain how the Testing Poles station
demonstrated this.
Discuss with the students the objects that they found that were attracted to the magnet at the
Magnetic Pick-ups station. Explain to the students that magnets are attracted to metals, called
magnetic materials, which are iron, cobalt, and nickel. Many steel items are attracted to magnets
because they contain iron. *Be sure to avoid an alternate conception about the nickel money,
letting the students know that is actually made of 75% copper and is therefore not strong enough
for a magnet to attract to it.
Elaborate: -Let students ask any remaining questions they may have in order to gain conceptual
understanding.
-Give time for students to revisit stations that they have questions about.
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
-Have students share with a partner other items in the classroom that they think will
attract magnets. Let them test their predictions to verify their knowledge.
Evaluate: An informal assessment will be taken by asking questions, which are listed
throughout the exploration phase, as the students are working.
A formal assessment will be conducted by having students take the Magnetism Quiz, which will
test for key terms. The grade scale is as follows: 4-5/5 correct=M (Meets expectations); 3/5
correct=P (Progress towards expectations); 2 or less/5 correct=L (Limited proficiency)
Print Materials Used
Station Signs:
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
Name: __________________________________
Magnetic Pick-ups Data Sheet
OBJECT
PREDICTION
RESULT
Item to be tested
Will it be attracted to the
magnet? Write YES or NO
Was it attracted to the magnet?
Write YES or NO
Pencil
Paper
Aluminum Foil
Rubber Band
Paper Clip
Nickel
Penny
Washer
Rock
K. Popejoy
Laura Worden
ELED 3221
October 24, 2013
Name:_____________________________________
Magnetism Quiz
Directions: Circle the correct answer.
1. Magnets have two poles. What are they?
Red and Blue
North and South
Front and Back
Force
Matter
2. Magnetism is a type of what?
Electricity
3. Like poles on a magnet _____________________________.
repel
attract
4. Opposite poles on a magnet _________________________________.
repel
attract
5. The magnetic field is an ___________________________ field that spreads out in an arc from
the ends of a magnet.
solid
invisible
opposite
Bonus: Write down the station that you liked the most and why.
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K. Popejoy