LU Title: Charged Up About Magnetism and Electricity

Author(s):Rebecca Kowalik

Grade Level: Intermediate

School Address:400 S. James Street, Rome, NY 13440

Subject Area: Science

School Phone/Fax: (315) 336 - 3430 / 334 - 4650

Declarative

Procedural

• Properties of magnetism

• Scientific method

• Law of magnetism

• Access website

• Permanent/ temporary magnets

• Properties of electromagnetism

• Properties of electricity

• Static/ current electricity

• Open, simple, parallel and series circuits

Benchmarks: 1.1

Benchmarks:1.2

Standard: Analysis, Inquiry and Design: Scientific Inquiry

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Standard: Analysis, Inquiry and Design: Scientific Inquiry

Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring reasonable ingenuity.

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Magnetism is a property of some substances that have the ability to attract other substances.

Magnets- made of iron or steel, attract iron, steel, nickel or cobalt

North and South Poles- like poles repel, unlike poles attract (Law of Magnetism).

Permanent/ Natural Magnets vs. Temporary Magnets

Permanent Magnets have fields

Electricity occurs when there is movement in the electrons.

Gaining electrons causes a negative charge.

Losing electrons causes a positive charge.

Static Electricity -2 substances rubbed together, in which electrons jump from 1 material to another.

Current Electricity – electrons flow freely from one object to another.

Metals are good conductors.

Open, series, parallel and simple circuits.

Electromagnetism – electricity flows through inner coils of wire.

Examples – t.v., telephone, radio, electrical appliances.

Electromagnets have North and South Poles.

Read pp. 5 – 19 in Experiments With Magnets by Helen J. Challand. Regensteiner Publishing Enterprises, 1986.

Watch video:

Attraction – Repulsion Test

Read pp. 20 – 24 in Experiments With Magnets.

Magnetic Fields Experiment

Read aloud Discovering Electricity by Rae Bains. Troll Associates, NJ, 1982,

Repelling Balloons Experiment

Find pictures of open, series, simple and parallel circuits on internet.

Read pp. 32 – 37 in Experiments With Magnets.

Watch video –

Electromagnetic Treasure Hunt

K – W – L

Induction - Arch Diagram: Reasons and Conclusions

Word Maps

Drawing Conclusions Graphic Organizer

Take notes

Reciprocal Teaching

Frayer Model

Cause / Effect visual chain.

PreP

Central Idea Graph

1. Fill out K & W on chart
2. Read pp. 5 – 19
3. Watch video
4. Fill out L on chart
5. Attraction – Repulsion Test. Tape one magnet inside bottoms of 2 small medication cups.
6. Hypothesize what will happen when one cup is placed inside the other.
7. Place one cup inside of the other. Then repeat, switching the cups around.
8. Fill out Arch Diagram: Reasons and Conclusions.

1. Read pp. 20 – 24
2. Fill out 1 word map for Permanent / Natural Magnets and 1 for Temporary Magnets.
3. Fill out "What I Already Know" part of Graphic Organizer.
4. Fill clear jar with cooking oil.
5. Scatter iron filings & stir to disperse.
6. Place bar magnet under jar.
7. View filings forming field.
8. Finish Evidence and Conclusions part of graphic organizer.

1. Read aloud Discovering Electricity.
2. Students take notes, pair up with a partner, and take turns teaching one another information learned.

1. Rub 2 balloons against shirt & tie them to a stick with rubbed sides facing each other. Both will repel each other.
2. Fill out Frayer Model after experiment.

1. Find pictures on websites.
2. Make 4 visual chains (1 for each type of chain), showing the cause and effect of each circuit.

1. Use PreP strategy to activate prior knowledge about electromagnetism.
2. Read pp. 32 – 37.
3. Wrap a nail with 10 feet insulated copper wire.
4. Scrape insulation off both ends of wire.
5. Attach wire ends to terminals of 9 – volt battery.
6. Put tips of nails in box of sand with metallic objects in box.
7. Students pick up as many objects as possible in a certain amount of time.
8. Fill out central idea graph for objects picked up by electromagnet.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Scientific Method

Access website

Think Aloud

Written Set of Steps

1. Teacher will verbalize thoughts and steps for using the scientific method.
2. Teacher will demonstrate the scientific method, as it is being described.

1. Teacher will present steps to accessing website by writing them on chart in front of class.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Students will refine their understanding of inductive and deductive reasoning.

Students will refine their understanding of classifying and comparing.

• Comparing
• Classifying
• Inductive Reasoning
• Deductive Reasoning
• Error Analysis
• Analyzing Perspectives
• Constructing Support
• Abstracting
• Other:

Predict what will happen before the attraction – repulsion test, then draw conclusions after the experiment. The same will be done with each experiment that is conducted.

Students will classify permanent and temporary magnets by the characteristics of each and then compare the two.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

ability to: explain how an electromagnet works and test it to prove that it works.

understanding of: the parts of an electromagnet and how they interact.

ability to: create a product to meet a certain need or improve a situation.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[x ] Invention
(creating something to meet a need or improve on a situation)
[x] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[x ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Each student will be expected to invent a product that uses an electromagnet in order to work. The student will then produce a written piece that includes how the product works and why one should buy it. The student will finally give an oral presentation (commercial) that will include how the product works and why one should buy it. The presentation should last between 3 and 5 minutes.

Criteria for evaluation (see rubric):

Content and accuracy of information

Oral presentation

Written presentation

Creativity

Element #1

Element #2

Element #3

Element #4

Elements

Scale

Content and Accuracy

Oral Presentation

Written Piece

Creativity

4

*Information precise & accurate.

*Facts & material relevant to topic.

*Information clearly presented.

*Information clearly understood.

*Well organized, logical, easy to follow format.

*Given in clear voice, at appropriate pace and was heard well.

*Eye contact was made with audience and video camera.

*Lasted between 3– 5 minutes.

*Well organized, easy to follow and logical.

*Includes how product works and why one should buy it.

*Contains few errors that do not interfere with understanding or overall impact.

*Consistently held the audience’s interest.

*Presented information with originality and with a unique approach.

*Product could be described as creative, original, imaginative and inventive.

3

*Information mostly accurate, few inconsistencies.

*Most facts & materials relevant.

*Most information clearly presented and understood.

*Appropriately paced sometimes.

*Mostly clear voice that was heard well.

*Made eye contact with audience and camera most of time.

*Well organized, logical, easy to follow format.

*Lasted between 3 – 5 minutes.

*Well organized, easy to follow and logical.

*Includes how product works and why one should buy it.

*Contains more than a few errors that do not interfere with understanding or overall impact.

*Frequently kept the audience’s attention.

*Was clever at times, thoughtfully and uniquely presented.

*Product was creative and original.

2

*Somewhat accurate, more than a few errors.

*Some facts and materials relevant.

*Little information presented.

*Information presented unclearly.

*Unclear, soft voice or inappropriate pace.

*Made little eye contact with audience and camera.

*Illogical, hard to follow, or unorganized.

*Not within 3-5 min

*Organization makes piece hard to follow and weakens its impact.

*Missing either how product works or why one should buy it.

*Multiple errors that interfere with understanding and overall impact.

*Rarely kept the audience’s attention.

*Few original touches enhanced presentation, but not consistently.

*Product was original, but lacked "zip".

1

*Mostly inaccurate, many errors.

*Facts and materials irrelevant.

*Little or no information presented.

*Information presented unclearly & confusing to audience.

*Unclear, soft voice, and inappropriate pace.

*No eye contact.

*No organization, no logical format, unable to be followed.

*Did not last between 3-5 minutes.

*Organization makes piece hard to follow or understand.

*Does not address how product works, why one should buy it, or contains irrelevant information.

*Errors block all understanding.

*Did not keep the audience’s attention.

*Little creative energy was used; presentation was bland.

*Product was not original or creative, lacked "zip".