Magnets Teacher Planning Guide

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1 nd Grade Science Unit Project Unit A: Physical Sciences Magnets Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question. Research the problem and find out all you can. Make a hypothesis based on what you know. Conduct the experiment to find out if you are right. Do the experiment several times to collect data and evidence. Organize data into tables and graphs. Form a conclusion and check your hypothesis. Write about what you learned and how it applies to the real world. This template is designed for teachers to use in planning a Science-based unit project. The student template may also be used to further assist the instructor or teach students how to develop a science project of their own. Suggested Pacing Students will take 4-5 days to complete this project. Project Idea Students will begin with their science projects on the use of magnets. They will have an opportunity to work with partners and use magnets, metal paper clips, metal screws, and/or metal objects that are available for them. The teacher should provide them with a Science Notebook so that students can write down the following information: hypothesis, materials, procedure, research, data/information, and conclusion.

2 Driving Question (Problem) State the essential question or problem of the project. Provide a central focus for student inquiry. Make sure that the driving question is authentic, engaging, and requires an application of knowledge. The Effect Question What is the effect of on? The How Does Affect Question The Which/What and Verb Question What is the effect of magnets on metal objects? What is the effect of magnets without touching the metal objects? How does the affect? How does the magnet move a metal object with nonmetal objects in between them? How do magnets attract or repel objects? Which/What (verb)? Which metal objects can a magnet move? Which nonmetal objects can be used to move a paper clip in between them? Driving Question: Can a magnet move an object without touching the object? Content Standards PS1.f Physical Sciences: Students know magnets can be used to make some objects move without being touched. IE4.0 Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. IE4.a: Investigation and Experimentation: Make predictions based on observed patterns and not random guessing.

3 Key Skills communication and presentation organization and time management research and inquiry self-assessment reflection group participation and collaboration leadership critical thinking Pre-Requisite Skills What key skills will students need to know and learn in order to successfully complete this project? Examples of Thinking Skills Based on Bloom s Taxonomy Remembering Understanding Applying Evaluating Creating list define state repeat duplicate classify describe discuss explain identify locate recognize report select translate paraphrase choose demonstrate dramatize employ illustrate interpret operate sketch solve use schedule appraise compare contrast criticize differentiate discriminate distinguish examine experiment question test assemble construct create design develop formulate write Students should be able to draw a Tree Map and be able to classify their observations, predictions, the outcomes. Project Launch Research Students can utilize their science textbooks for the information on Chapter 1, Lesson 6, What are magnets? If they want to seek further information, they can go to the computer lab (if available). Project Launch Hypothesis Students will be provided with a Science Notebook. The teacher needs to provide them with a list of questions: Can a magnet move an object without touching the object? Can a magnet move a paper clip? Can a magnet move a paper clip with paper in between them? Can a magnet move a paper clip with a tabletop in between them? Find out. Students can utilize their science textbooks for the information on Chapter 1, Lesson 6, What are magnets?

4 Differentiation What modifications will need to be made to differentiate for students of diverse learning styles and needs? Materials Needed o magnets o paper clips o metal screws o construction paper Variables Controlled Variables (will stay the same) Independent Variables (variable that will change) Responding Variables (the results) Procedure List the steps students will take in performing the experiment

5 Data Collection How will students display the results of their experimental data? Design or include a sample chart, graph, etc. Rubric What type of rubric will be used to judge the project? Example for K- Criteria 1. Display is well organized.. Clearly stated title, purpose, and reasonable hypothesis.. Background information on science topic with at least sources cited. 4. Clearly explained experimental procedures. 5. Measurable data that includes three or more trials. 6. Effective analysis of data clearly stated results (graphs, charts, and tables). 7. In-depth knowledge base of topic with use of related vocabulary at grade level. 8. Well elaborated conclusion based on results. 9. Stated real life connections. 10. Effective closure of presentation. Points Total 5

6 Additional Products Science Journal Components Rubric Criteria What additional products may students produce? chart drawing timeline diagram Thinking Map map comic book cover poster Total Points Examples of Products Visual Construct Oral Multimedia Written model response to sculpture literature diorama report miniature article art gallery museum exhibit mobile debate panel discussion lesson report play Reader s Theater Press Conference talk show monologue song illustrated book newspaper TV show Powerpoint video poetry photo essay video monologue news report web-page o Cover Page: Name, Grade, Date, Teacher, Title of Project, School o Table of Contents o Driving Question o Hypothesis o Variables o Materials o Procedure o Data and Observations o Results o Conclusion o Bibliography o Acknowledgements Adapted from: Holt, Lora. Elementary Science Fair Planning Guide, 006. Science Fair Projects: An Inquiry-Based Guide. Carson-Dellosa Publishing Company, Inc. Science Fair Project Journal. Prince George s County Public Schools, Maryland.

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