Magnetism: More to it than you realize
Author: Victoria J. Belfy
School District: St. Lawrence Middle School
Intended Audience: 8th grade Middle School Students
Content Area: Physical Science
Course Title: Physical Science
Grade Level: 8th
Technology Integration:
Technology Hardware: Computer with Smart board
Technology Software: Prentice Hall Explorer Presentation Express : Prentice Hall Explorer Teacher resource Pro.
Internet Resources: N/A
Other Content Areas for STEM Integration:
Content Area: Earth Science
STEM PEER REVIEW PROCESS
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Standard area MST: Science
Standard MST 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea MST 4.ps5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator: MST 4.1 ps5 B; Students observe, describe and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
Major understandings: Electric currents and magnets can exert a force on each other.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
Is there more to magnetism?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes
What is known about magnetism and how does it affect our daily lives?
Learning Objectives:
By the end of this learning experience students will be able to:
1. Explain what causes something to be magnetized.
2. Explain why the earth acts like a magnet.
3. What is a result of the earth’s magnetic field?
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): Prentice Hall Physical Science Explorer: Copyright 2005 .
Prentice Hall Physical Science Explorer Guided Reading and Study Workbook.
Prentice Hall Presentation expresses software.
Prentice Hall teacher resource pro: software.
Reference Book(s): Prentice Hall explorer: Various websites.
Handout(s): Provided : Prentice Hall Material.
Other: Power point notes
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
Day 1:
Introduce Magnetism Unit and show student Brain Pop on Magnetism.
Give PowerPoint notes on section 1.
Homework: Read 654 – 659 in Textbook. Do workbook pages 261 -263.
Day 2:
Use presentation Express physical science Magnetism section 1. During class.
Do review and reinforce worksheet on section 1: Use reading selection on section 1.
Assign Quiz on section 1.
Day 3:
Review for quiz on section 1.
Power point notes on section 2.
Read 662-667 in textbook. Do workbook pages 264 – 267.
Day 4:
Quiz on section 1.
Use presentation express physical science magnetism section2. During class.
Do review and reinforce worksheet for section 2. You may use additional reading page provided.
Assign quiz 2 .
Day 6:
Review for quiz 2.
PowerPoint notes on section 3.
Read pages 670 – 675 from text and do pages 268 – 271 in workbook.
Day 7:
Quiz 2.
Use presentation express on Magnetism section three. In class.
Do review and reinforce worksheet on section three. You may use additional reading sheet provided.
Assign: Quiz on section 3.
Day 8:
Review for quiz 3.
Start magnetism lab: ; allow two days.
Day 9:
Take quiz 3:
Finish lab: & discuss results.
Do review of chapter on Pages 677 & 678. Questions 1- 27.
Day 10: Go over review questions:
Use presentation express to review vocabulary from section 1-3.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
All students will get the same lessons. Those who need it will be provided with additional help outside the classroom by resource staff.
Time used for Planning:
Time spent without students to prepare.
½ to 1 hour for lab.
½ - 1 hour for lesson preparation . Not including copy time.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Lesson takes 10 class periods: class periods being 43 minutes each. Teacher will have no time to deviate from this lesson or time will be thrown off for the rest of the lesson.
Assessment Tools:
List all forms of assessment for the learning experience.
Three multiple choice quizzes:
Chapter test that has questions from all four quadrants.
Multiple choices:
Fill in the blank:
True false correct the false:
Science skill questions: (Diagrams or graphs)
Essay questions;
Lab Grade:
Reflection
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
Unable to share with students this year but will next.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Unable to share with students this year but will next.
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located
This lesson uses all four quadrants:
Acquisition of knowledge occurs from reading, doing the workbook and review pages. The notes and presentation also reinforce the acquisition of knowledge.
Assimilation: The workbook questions are designed to encourage students to go beyond simple acquisition of knowledge. They have to answer indirect questions using the acquired knowledge.
During the lab activity, students work on solving real world problems by following a logical sequence of steps. To solve these problems they have to apply what they already knew to what they have just learned to come up with solutions.
