Exploring Force and Motion Third Quarter Science Journal 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. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.
Name: Number: Magnetism and Electricity Pre-Assessment Please remember that this is a pre-assessment that does not affect your grade, it is simply to gather information about your knowledge. 13.
14. Explain the differences between the words repel and attract.
15. Explain the differences between the words conductor and insulator. I can determine if the poles of two magnets will attract or repel each other. Experiment Observations: Comprehension Questions: 1. Which magnetic poles attract each other? 2. Which magnetic poles repel each other?
3. Define attract and repel based upon your experiment results. I can determine if an object is magnetic or nonmagnetic. Experiment Observations/ Discussion Notes: Comprehension Questions: 1. Which objects were magnetic? 2. Which objects were nonmagnetic?
3. Based on your results, what type of material is commonly magnetic? I can use twenty-first century technology to explore magnetism. Experiment Observations/ Discussion Notes:
Measuring the Magnetic Field Have you ever wondered about size of a magnet s magnetic field? In this activity you will explore the size of a magnetic field. You will use rulers, paper clips, and magnets in order to gather data. Objectives: In this activity you will: Measure the size of a magnetic field. Make observations about the magnetic field of objects. Materials: Magnets Paper Clips Ruler Key Question: What is the magnetic field of an ordinary magnet when attracting a paper clip? Hypothesis: The magnetic field of an ordinary magnet is approximately Inches. Procedure: 1. Obtain all materials from teacher then set up experiment onto a workspace. Lay the ruler onto the workspace with an ordinary magnet at the 12 inches mark and a paper clip at the base of the ruler. 2. Start with the paper clip at the base of the ruler and increase in small increments. 3. When the paper clip begins to be attracted and pulled to the magnet, document the measurement within the data table.
4. Continue until you find the furthest distance a paper clip is attracted to the magnet. Data: Paper Clip Location Magnet Location Length of Magnetic Field In order to determine the length of magnetic field, subtract the paper clip location from the magnet location. Experiment Observations: Analyze Your Data: 1. Describe the scientific process you used to determine the length of the magnetic field:
2. Determine if your hypothesis was correct or incorrect based upon your evidence. I can measure the approximate length of an ordinary magnet s magnetic field. Experiment Observations/ Discussion Notes:
I can hypothesize and evaluate collected data with a scientific community. Experiment Observations/Discussion Notes:
I can learn from fellow scientists experiments and findings. Experiment Observations/Discussion Notes:
I can experiment to draw conclusions about magnetism. Experiment Observations/Discussion Notes: Station One: Floating Magnets Station Two: What s the Attraction Station Three: Strong, Stronger, Strongest
Station Four: Through Thick & Thin Conclusions: 1. Based on your observations of the Floating Magnets experiment, why did the magnets float above each other? 2. After experimenting with What s the Attraction determine the magnetic and nonmagnetic objects: Attracted Not Attracted Were these results similar to our class results? Why or why not?
Explain why certain materials are magnetic and nonmagnetic: 3. After exploring Strong, Stronger, Strongest, which piece of the magnet was the strongest? 4. What was the thickest material the magnetic field attracted the paper clip through? What was the thinnest material?
Electrically Charging Balloons Have you ever seen static electricity take place with a balloon? Maybe you ve seen a friend rub a balloon on their head to get frizzy hair or you ve seen a balloon stick to a wall after it s been rubbed with cloth. In this activity you will explore the properties of electrically charged balloons. You will use two balloons, string, and a cloth to explore this scientific phenomenon. Objectives: In this activity you will: Experiment to understand the properties of electrically charged objects. Make observations about the properties of a charged object. Materials: 2 inflated balloons 2 pieces of string Tape Cloth Key Question: What is the relationship between a positive electrically charged balloon and a negatively charged balloon? Hypotheses: The balloon rubbed with a cloth will the other balloon. The two balloons rubbed with a cloth will each other. Procedure: 1. Obtain all necessary materials for the experiment. Set up your workspace: Tie a piece of string to each inflated balloon. Tape the string to the table top allowing for the balloons to hang off the edge of the table.
2. Make observations of the two balloons and write them in the experiment observations section. 3. Write your hypothesis, also known as an educated guess. What do you think will happen if you rub one balloon with a piece of cloth? 4. Test your hypothesis by rubbing one balloon with a cloth. 5. Make observations of the two balloons and write them in the experiment observations section. 6. Write your hypothesis, also known as an educated guess. What do you think will happen if you rub both balloons with the cloth? 7. Test your hypothesis by rubbing both balloons with the cloth. 8. Make observations of the two balloons and write them in the experiment observations section. Observational Data: Balloons without rubbing. After rubbing one balloon with cloth. After rubbing both balloons with cloth. Experiment Observations:
Analyze Your Data: 1. Describe the change in the balloons after rubbing one of them with a cloth. 2. Describe the change in the balloons after rubbing both of them with a cloth. 3. Determine if your hypotheses were correct or incorrect based upon your experiment data. 4. What prior scientific understandings were found with electrically charged balloons in our experiment?
It s in the Rub Have you ever wondered what types of materials can hold an electrical charge? In this activity, you will explore which materials are capable or incapable of holding an electrical charge through experimentation. You will need the class static electricity detector, classroom objects, and a variety of cloths. Objective: In this activity you will: Discover which materials when rubbed together produce a static electric charge. Make observations about the charged objects. Materials: Crayon Carpet Piece Cloth Wool Cloth Imitation Fur Nail Pencil Acrylic rod Rubber Rod Static Electricity Detector Key Question: What types of materials are capable and incapable of holding an electrical charge? Hypothesis: These objects will be capable of holding an electrical charge: These objects will be incapable of holding an electrical charge:.. Procedure: 1. Gather all materials and set up your workspace: Place all cloths at the top of your desk. Lay out the rubber rod, acrylic rod, crayon, nail, and pencil.
2. Write your hypothesis, also known as an educated guess. Which objects will be capable and incapable of holding an electrical charge? 3. Attempt to charge each object, one at a time, by rubbing it with one of the pieces of fabric. 4. Test the object s electrical charge using the Static Electricity Detector. 5. Make observations then write them in the experiment observations section. 6. Repeat with each object using all types of cloth. Observational Data: Place a check mark ( ) to show which objects became charged when you rubbed them. Rubbed With: Object Wool Imitation Fur Carpet Cloth Rubber Rod Acrylic Rod Wood Pencil Crayon Nail Experiment Observations: Analyze Your Data:
1. Which objects were easiest to charge? 2. Which objects were you not able to charge? 3. Determine if your hypothesis was correct or incorrect. 4. Write your conclusion after producing static electric charges with different materials. Using data from your experiment as evidence. Jumping Electrons Have you ever wondered what the sound or feeling of static electricity might look or feel like? In this activity, we will explore the properties of static electricity and the properties of electricity as they change.
Objective: In this activity you will: Investigate the transfer of static electric charges. Make observations surrounding the transfer of electric charges. Materials: Plastic Bag Metal Fork Neon Light Bulb Aluminum plan Rubber Bands Clear Tumbler Static Electricity Detector Procedure: 1. Gather all materials and setup workspace Spread materials on desktop. 2. Place the tumbler upside down in the aluminum pan, then place rubber bands over the tumbler and around the pan to form the letter X. 3. Using the two rubber bands and the tumbler as a handle: rub the pan sever times back and forth across the plastic bag. Do not let your hand touch the pan. 4. Bring the pan near the Static Electricity Detector and determine if the object is charged. 5. Make observations then write them in the experiment observations section. 6. Continue rubbing the pan on the plastic for a longer amount of time to create a stronger electrical charge. 7. Bring the metal fork near the charged pan; do not let the fork touch the pan. (Turn the lights off in the classroom so that scientists may view the experiment more closely). 8. Scientists will view the pan s electrically charged properties. Make observations then write them in the experiment observations section. 9. One at a time, each scientist will place a finger near the pan. What jumped on your finger? Make observations then write them in the experiment observations section.
10. Recharge the pan by rubbing it against the plastic bag. Turn off all lights within the classroom, then slowly bring the charged pan near the wires of the neon lamp. 11. Make observations then write them in the experiment observations section. 12. Move the pan slowly back and forth underneath the wires. Make observations then write them in the experiment observations section. Observational Data: Static Electricity Detector Metal Fork Near Pan Finger Near Pan Neon Bulb Near Pan Neon Bulb with Pan (Back and Forth Motion) Experiment Observations: Analyze Your Data: 1. What did you see and hear when the charged aluminum pan was brought near a metal object?
2. What did you feel when you bring your finger close to the charged pan? 3. What did you see when the charged pan was near the small neon light bulb? 4. What did you see when the charged pan was moved back and forth underneath the neon bulb?
Find Someone Who Can identify the two types of charges: Can define the word repel Can define the word attract Can define the word insulator Can define the word conductor Can define the word electrical discharge Can identify two types of conductors: Can identify two types of insulators: Can define the word static electricity
Name: Number: Static Electricity Quiz Word Bank: -Positive -Electrical Discharge -Negative -Repel -Charges -Static Electricity -Attract 1-2. Similar electrical will each other. 3-5. A charge and a charge will each other. 6. The of an object takes place when electrical charges are transferred. 7. is the buildup of electrical charge on a material. Circle whether the following balloons will attract (A) or repel (R). 8. P P P P A R 9. P P P N A R 10. P N P N A R 11. Explain the difference between the words conductor and insulator.
12. Which of the following would be considered conductors: a) rubber band, crayon, nail b) sock, fur coat, plastic c) nail, fork, paper clip d) glass cup, plastic tumbler, plastic bag 13-14. Explain the relationship between positive and negative electrical charges. In 2-3 sentences explain what makes them attract or repel each other, then create an illustration that further supports your answer. 15. Explain in 2-3 sentences how static electricity can affect the motion (movement) of an object. (Think: how do the properties of static electricity relate to magnetism). You may reference an experiment we have done in class to support your answer.
Subject: Science Timeframe: 9:40-10:40 Feb 20 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect Motion the motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students recall their understandings of force and motion from third grade? Can students illustrate their understanding on a unit preassessment? Student Learning Targets: I can... I can recall my understandings of force and motion from third grade. Learning Outcomes: Criteria for Success I will... I will demonstrate all my knowledge surrounding magnetism on the preassessment. Assessment: of learning targets and outcomes for evidence of learning Pre-Assessment Data: Students will complete a pre-assessment in order to compile formative assessment data throughout the force and motion unit. Materials and Resources: Pre-Assessment Instructor Demonstrated Experiment: Magnets, Paper Clips Vocabulary: To be reviewed: Force Motion To be taught: Magnetism Questioning Chart: Remembering: Understanding: Applying: Can students recall force and motion from third grade? Can students remember any outside understandings of magnetism? Can students apply their knowledge of magnetism to a preassessment?
Analyzing: Evaluating: Creating: Differentiated Strategies: Tier 1: EC In order to assist students with the pre-assessment read aloud strategies will be implemented in order to alleviate reading of assessment. Tier 2: ESL In order to assist students with the pre-assessment read aloud strategies will be implemented in order to alleviate reading of assessment. Tier 3: AiG Lesson Introduction: Magnet Foldable: Students will create a foldable that will hold all major definitions, key words, and examples. Lab Notebook: Students will be given their lab notebooks containing all lab experiments that will be done throughout the unit in a day by day format. Guided Practice: Instructor Modeling: Instructor will model an experiment/activity to heighten student interest into magnetism and their properties. This activity will highlight a magnets ability to move an iron object without human intervention or touch using the magnetic field to pull the object. Independent Practice: Students will take the pre-assessment in order to begin collecting formative assessment data for the unit. Additional Practice/Homework: Magnet Hunt!: Students will embark on a magnet hunt within their households or at the school, they are suggested to get 10 magnetic objects. Subject: Science Timeframe: 9:00-9:40 Feb 21
Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students explore scientific properties of magnets to deepen their understanding of vocabulary terms? Student Learning Targets: I can... I can explore magnetic properties to deepen my understandings. Learning Outcomes: Criteria for Success I will... I will use observations and results from experimentation to support vocabulary definitions. Assessment: of learning targets and outcomes for evidence of learning Observational Records: Thumbs Up, Thumbs Down to explore student understandings and support whole class discussions as a learning community. Each student will be asked to give a thumbs up or down in agreement or disagreement with a classmate. The students with misconceptions will be documented needing additional support. Materials and Resources: Magnet Foldable Scientific Terms and Definitions (unmatched) Getting to Know Magnets Experiment Two Magnets (with labeled poles) Brain Pop Video Vocabulary: To be reviewed: Force Motion Magnetism To be taught: Attract Repel Magnetic Field Questioning Chart: Remembering: Understanding: Can students deepen their understandings of force and motion by experimenting with magnets? Applying: Can students apply their understanding of the scientific method to explore magnets? Analyzing: Evaluating: Creating: Can students experiment to create vocabulary definitions?
Differentiated Strategies: Tier 1: EC In order to accommodate this population of students, preferential seating and groupings will be incorporated. Tier 2: ESL In order to accommodate this population of students, preferential seating and groupings will be incorporated. Tier 3: AiG Lesson Introduction: Magnet Hunt: Students will share their list of magnets they found upon their magnet hunt. Focused Viewing of Vocabulary: Students will observe the vocabulary terms and definitions that are unmatched and grow to develop and deepen their understanding of the terms. Guided Practice: Exploring Magnets: Students will explore the properties and actions of magnets with small groups in order to create authentic, experiment supported, and class agreed upon definitions of the terms. Class Discussion: Students will return to their seats in order to share their results and observations from the exploration with magnets. Based upon their results and observations, whole class definitions will be created and entered into the magnet foldable. Subject: Science Timeframe: 9:00-9:40 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students grapple with magnets to determine which objects are magnetic and nonmagnetic? Based upon results of the magnetic and nonmagnetic experiment, can students determine what materials are and are not magnetic?
Student Learning Targets: I can... I can grapple with magnets when determining magnetic and nonmagnetic objects. Learning Outcomes: Criteria for Success I will... I will create a conclusion based upon my experimentation, observations, and data. Assessment: of learning targets and outcomes for evidence of learning Observational Records: Instructor will observe students grappling with magnets in order to determine which objects are magnetic and nonmagnetic. Materials and Resources: Getting to Know You Experiment Magnets, Paper Clips, Nails, Thumbtack, Cotton, Plastic Top Vocabulary: To be reviewed: Magnetic Field Magnets Attract Repel To be taught: Magnetic Nonmagnetic Iron Questioning Chart: Remembering: Can students recall the terms that will be tested in the experiment? Understanding: Applying: Analyzing: Evaluating: Creating: Can students apply their knowledge of fractions to determine which objects are magnetic and nonmagnetic? Can students evaluate and conclude upon the results of their experiment to determine the similarities between the magnetic objects? Differentiated Strategies: Tier 1: EC In order to accommodate this population of students, preferential seating and groupings will be incorporated. Tier 2: ESL In order to accommodate this population of students, preferential seating and groupings will be incorporated. Tier 3: AiG Lesson Introduction: Vocabulary Introduction: Students will be introduced to the vocabulary to support their understandings of vocabulary terms throughout the experiment. [The term:
iron will be omitted until after class has gathered their evidence at the conclusion of the lesson]. Guided Practice: Student Exploration: Students will explore the magnetic and nonmagnetic objects using various magnets, they will follow the written lab in order to maintain adequate pace. Independent Practice: Discussion and Conclusion: Students will regroup to share results, observations, and conclusions. During this time teachers can facilitate conversation to reach the fact that iron is an attractive metal to magnets. Magnetic or Not Anchor Chart: As a class students will compile results to create a magnetic and nonmagnetic objects. Subject: Science Timeframe: 9:45-10:40 Feb 26 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students extend their understanding of magnetism to experimental learning? Student Learning Targets: I can... I can explore magnets and their properties using 21 st Century technologies. I can work with a learning community to create observations and test hypothesis. Learning Outcomes: Criteria for Success I will... I will create generalized conclusions from collected data and observations. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Classroom Switch: Milton: Probe Technology Lab Dell Computers Magnet Probe Vocabulary: To Be Reviewed: Magnet Attract Repel
Magnet Nails Nicholas: Measuring the Magnetic Field Ruler Magnet Paper Clip Porter: Paper Clip Chains Paper Clips Magnet Thomas: Learning Through Observation Discovery Streaming Video Magnetic Field Poles Questioning Chart: Remembering: Understanding: Applying: Can students apply their understanding of magnetism to a series of Analyzing: Evaluating: Creating: experiments? Can students analyze their data to crate generalized conclusions based upon observations and data? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Introduction to Classroom Switch: Students will understand that we are switching classrooms in order to experiment with magnets in many different ways to deepen their understandings. Classroom Switch Responsibility: Milton: Making Magnets (Probe Technology) Nicholas: Measuring the Magnetic Field Porter: Paperclip Chains Thomas: Discovery Streaming Video Classroom Switch Schedule: Milton: Nicolas, Porter
Porter: Milton, Nicholas Nicholas: Thomas, Milton Thomas: Porter, Thomas Guided Practice: 1. Making Magnets: Instructors will support students in order to provide success with the technology experiment. Students will follow the lab assignment laid out by Logger Lite Software to complete the experiment with accompanied comprehension questions and concluding support. 2. Measuring the Magnetic Field: Instructors will support students in order to provide success with explorative experiments surrounding the magnetic field of a magnet. 3. Paperclip Chains: Instructors will support students in their challenge to create magnetized paper clip chain to discover the total number of paperclips that can be magnetized by an ordinary magnet. 4. Discovery Streaming: Students will explore and learn through modeled and guided experiments using a discovery streaming video. Instructor will provide prompting questions and support for students at this time. Independent Practice: Students will complete all comprehension questions, observation logs, and data tables in order to provide a base for the class discussion surrounding their understandings and providing conclusions. Subject: Science Timeframe: 9:45-10:40 Feb 27 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students extend their understanding of magnetism to experimental learning? Student Learning Targets: I can... I can explore magnets and their properties using 21 st Century technologies. I can work with a learning community to create observations and test hypothesis. Learning Outcomes: Criteria for Success I will... I will create generalized conclusions from collected data and observations. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Classroom Switch: Milton: Probe Technology Lab Dell Computers Magnet Probe Magnet Nails Nicholas: Measuring the Magnetic Field Ruler Magnet Paper Clip Porter: Paper Clip Chains Paper Clips Magnet Thomas: Learning Through Observation Discovery Streaming Video Vocabulary: To Be Reviewed: Magnet Attract Repel Magnetic Field Poles Questioning Chart: Remembering: Understanding: Applying: Can students apply their understanding of magnetism to a series of Analyzing: Evaluating: Creating: experiments? Can students analyze their data to crate generalized conclusions based upon observations and data? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Introduction to Classroom Switch: Students will understand that we are switching
classrooms in order to experiment with magnets in many different ways to deepen their understandings. Classroom Switch Responsibility: Milton: Making Magnets (Probe Technology) Nicholas: Measuring the Magnetic Field Porter: Paperclip Chains Thomas: Discovery Streaming Video Classroom Switch Schedule: Milton: Thomas, Milton Porter: Porter, Thomas Nicholas: Nicholas, Porter Thomas: Milton, Nicholas Guided Practice: 1. Making Magnets: Instructors will support students in order to provide success with the technology experiment. Students will follow the lab assignment laid out by Logger Lite Software to complete the experiment with accompanied comprehension questions and concluding support. 2. Measuring the Magnetic Field: Instructors will support students in order to provide success with explorative experiments surrounding the magnetic field of a magnet. 3. Paperclip Chains: Instructors will support students in their challenge to create magnetized paper clip chain to discover the total number of paperclips that can be magnetized by an ordinary magnet. 4. Discovery Streaming: Students will explore and learn through modeled and guided experiments using a discovery streaming video. Instructor will provide prompting questions and support for students at this time. Independent Practice: Students will complete all comprehension questions, observation logs, and data tables in order to provide a base for the class discussion surrounding their understandings and providing conclusions. Subject: Science Timeframe: 9:45-10:40 Feb 28 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students extend their understanding of magnetism to experimental learning?
Student Learning Targets: I can... I can work with a learning community to create observations and test hypothesis. Learning Outcomes: Criteria for Success I will... I will create generalized conclusions from collected data and observations. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Station Materials: Floating Magnets: Ring Magnets Pencil What s the Attraction: Bar Magnet Magnetic/Nonmagnetic Objects Strong, Stronger, Strongest Bar Magnet Ring Magnet Paper Clip Through Thick and Thin: Bar Magnet Cotton Cloth Paper Rubber Ball Vocabulary: To Be Reviewed: Magnet Attract Repel Magnetic Field Poles Questioning Chart: Remembering: Understanding: Applying: Can students apply their understanding of magnetism to a series of Analyzing: Evaluating: Creating: Differentiated Strategies: experiments? Can students analyze their data to crate generalized conclusions based upon observations and data?
Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Introduction to Station Activities: Students will understand that we are switching through a series of stations in order to experiment with magnets in many different ways to deepen their understandings. Guided Practice: 1. Floating Magnets: Students will explore the magnetic poles when magnets are placed with the same pole to show the magnets floating above each other. 2. What s the Attraction: Students will revisit magnetic and nonmagnetic objects in order to deepen their understanding of magnetic objects being metallic. 3. Strong, Stronger, Strongest: Students will explore the strength of two magnets in order to determine which magnet s magnetic field is strongest. 4. Through Thick and Thin: Students will explore the properties of magnet to determine if the force will attract or repel through various objects. Independent Practice: Students will complete all comprehension questions, observation logs, and data tables in order to provide a base for the class discussion surrounding their understandings and providing conclusions. Subject: Science Timeframe: 9:45-10:40 Mar 1 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students create conclusions based upon their gathered data?
Student Learning Targets: I can... I can work with a learning community to create observations and test hypothesis. Learning Outcomes: Criteria for Success I will... I will create generalized conclusions from collected data and observations. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Science journals with all documented data Vocabulary: To Be Reviewed: Magnet Attract Repel Magnetic Field Poles Conclusion Hypothesis Questioning Chart: Remembering: Understanding: Applying: Can students apply their understanding of magnetism to a series of Analyzing: Evaluating: Creating: experiments? Can students analyze their data to crate generalized conclusions based upon observations and data? Can students create conclusions based upon their gathered data and observations? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Experiment Review: Students will review experiments that were explored; we will
discuss the importance of creating conclusions based upon experiment observation and gathered data. Guided Practice: Data Day!: Students will work in collaborative groups in order to create conclusions based upon their exploration and observations of magnets and magnetism. When we create conclusions we will reference the gathered data of students. Independent Practice: Students will complete all comprehension questions, observation logs, and data tables in order to provide a base for the class discussion surrounding their understandings and providing conclusions. Subject: Science Timeframe: 9:45-10:40 Mar 4 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students extend their understanding of magnetism to experimental learning? Student Learning Targets: I can... I can work with a learning community to create observations and test hypothesis. Learning Outcomes: Criteria for Success I will... I will create generalized conclusions from collected data and observations. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Station Materials: Floating Magnets: Ring Magnets Pencil What s the Attraction: Bar Magnet Magnetic/Nonmagnetic Objects Strong, Stronger, Strongest Vocabulary: To Be Reviewed: Magnet Attract Repel Magnetic Field Poles
Bar Magnet Ring Magnet Paper Clip Through Thick and Thin: Bar Magnet Cotton Cloth Paper Rubber Ball Questioning Chart: Remembering: Understanding: Applying: Can students apply their understanding of magnetism to a series of Analyzing: Evaluating: Creating: experiments? Can students analyze their data to crate generalized conclusions based upon observations and data? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Introduction to Station Activities: Students will understand that we are switching through a series of stations in order to experiment with magnets in many different ways to deepen their understandings. Guided Practice: 5. Floating Magnets: Students will explore the magnetic poles when magnets are placed with the same pole to show the magnets floating above each other. 6. What s the Attraction: Students will revisit magnetic and nonmagnetic objects in order to deepen their understanding of magnetic objects being metallic. 7. Strong, Stronger, Strongest: Students will explore the strength of two magnets in order to determine which magnet s magnetic field is strongest. 8. Through Thick and Thin: Students will explore the properties of magnet to determine if the force will attract or repel through various objects.
Independent Practice: Students will complete all comprehension questions, observation logs, and data tables in order to provide a base for the class discussion surrounding their understandings and providing conclusions. Subject: Science Timeframe: 9:45-10:40 Mar 5 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students create conclusions based upon their gathered data? Student Learning Targets: I can... I can work with a learning community to create observations and test hypothesis. Learning Outcomes: Criteria for Success I will... I will create generalized conclusions from collected data and observations. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Science journals with all documented data Vocabulary: To Be Reviewed: Magnet Attract Repel Magnetic Field Poles Conclusion Hypothesis Questioning Chart: Remembering: Understanding: Applying: Can students apply their understanding of magnetism to a series of
Analyzing: Evaluating: Creating: experiments? Can students analyze their data to crate generalized conclusions based upon observations and data? Can students create conclusions based upon their gathered data and observations? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Experiment Review: Students will review experiments that were explored; we will discuss the importance of creating conclusions based upon experiment observation and gathered data. Guided Practice: Data Day!: Students will work in collaborative groups in order to create conclusions based upon their exploration and observations of magnets and magnetism. When we create conclusions we will reference the gathered data of students. Independent Practice: Students will complete all comprehension questions, observation logs, and data tables in order to provide a base for the class discussion surrounding their understandings and providing conclusions. Subject: Science Timeframe: 9:40-10:40 Mar 6 Unit/Topic/Theme: Standard(s): Unit: Force and 4.P.1 Explain how various forces affect the Motion motion of an object. 4.P.1.1 Explain how magnets interact with Topic: Magnetism all things made of iron and with other magnets to produce motion without touching them. Essential Questions: Can students apply their conclusions from experimentation to an assessment? Student Learning Targets: I can... I can apply my understandings to a formal assessment. Learning Outcomes: Criteria for Success I will... I will demonstrate 80% accuracy on the formal assessment.
Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Student Assessment: Students will be graded based upon their understandings of magnetism on a formal assessment. Materials and Resources: Find Someone Who Has... Formal Assessment Vocabulary: Questioning Chart: Remembering: Understanding: Applying: Analyzing: Evaluating: Creating: Can students recall their understandings of magnetism and magnetic properties? Can students apply their understandings of magnetism and magnetic properties to a formal assessment? Can students create conclusions surrounding magnetic properties and magnetism? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Read aloud and additional test services and modifications will be made as according to student IEPs and 504s. Tier 2: ESL Preferential grouping with direct support from instructors. Read aloud and additional test services and modifications will be made as according to student IEPs and 504s. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Collaborative Review: Students will work in scientific communities to briefly discuss the results of their station activities from the previous day. Guided Practice:
Find Someone Who Has... Students will work with classmates to answer review questions in order to prepare for the assessment. Each student must find one classmate to fill in one area on the Find Someone Who Has chart. Independent Practice: Formal Assessment of Magnetism Subject: Science Timeframe: 9:40-10:40 Mar 7 Unit/Topic/Theme: Standard(s): Unit: Force and Motion Topic: Static Electricity 4.P.1 - Explain how various forces affect the motion of an object. 4.P.1.2 - Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. Essential Questions: Can students create basic connections between magnetism and electricity? Student Learning Targets: I can... I can use my prior knowledge to build upon a new concept. I can create observations from a kid friendly media in order to create connections with static electricity to my daily life. Learning Outcomes: Criteria for Success I will... I will create authentic connections between my life and static electricity. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Materials and Resources: BrainPop Video Electricity Science Journal Vocabulary: To be reviewed: Attract Repel To be taught: Electricity Static Electricity Positive Charge Negative Charge
Questioning Chart: Remembering: Understanding: Applying: Analyzing: Evaluating: Creating: Can students recall their understandings of magnetic attraction and repel? Can students apply their knowledge of attract and repel to static electricity? Can students create connections between magnetic understandings and electricity? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Call to Order: Instructor will lead a closing discussion on magnets that will introduce electricity to the students. This discussion will highlight the relationship between magnets and electricity; furthermore, that opposites attract. Instructor will prompt students with the following questions: What two poles are attracted to each other on a magnet?" "North and south are opposite poles that are attracted, this property is shared with electricity." Guided Practice: Science Journals: Students will create their electricity foldable and input their electricity science journal into their science binders. Independent Practice: Observations and Connections: Students will watch a Brain Pop video in order to create authentic understandings and connections between static electricity and their daily lives as provided in a kid friendly medium. Additional Practice/Homework: Static Electricity Hunt: Students will document any observations of static electricity.
Subject: Science Timeframe: 9:40-10:40 Mar 8 Unit/Topic/Theme: Standard(s): Unit: Force and Motion Topic: Static Electricity 4.P.1 - Explain how various forces affect the motion of an object. 4.P.1.2 - Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. Essential Questions: Can students learn through the experimentation of others? Student Learning Targets: I can... I can learn from the experimentation of others. Learning Outcomes: Criteria for Success I will... I will demonstrate my understanding of static electricity by creating authentic observations and connections. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations: Student generated observations will be created and discussed within learning communities to support their growth in understanding static electricity. Materials and Resources: Bill Nye the Science Guy: Video on Electricity Vocabulary: Static Electricity Questioning Chart: Remembering: Understanding: Can students create general conclusions to support their basic understandings of static electricity? Applying:
Analyzing: Evaluating: Creating: Can students analyze fellow scientists experiments to support their understandings? Can students create generalized conclusions after viewing a scientific video? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Static Electricity Hunt: Students will share and discuss the various examples of static electricity they found on their hunt for clues. Independent Practice: Bill Nye: Students will observe the Bill Nye video surrounding electricity and electric circuits to familiarize themselves with the content. Students are expected to answer questions when prompted by instructor as well as creating authentic observations of learning from the video. Guided Practice: Guided Concluding: Students will create generalized, guided conclusions surrounding the basics of static electricity, electrical circuits, and electrical charges that will be supported by student exploration and investigation as the unit continues. Subject: Science Timeframe: 9:45-10:40 Mar 11 Unit/Topic/Theme: Standard(s): Unit: Force and Motion Topic: Static Electricity 4.P.1 - Explain how various forces affect the motion of an object. 4.P.1.2 - Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. Essential Questions: Can students experiment to gain understandings on the attraction between positive and negative charges? Student Learning Targets: I can... I can experiment in order to deepen my understandings of static electricity. Learning Outcomes: Criteria for Success I will... I will demonstrate my understandings of a charged balloon through
experimentation. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: What s the Attraction? Two Balloons 2 pieces of string Tape Wool Cloth Vocabulary: To be Reviewed: Positive Charge Negative Charge Attraction Repel To be Taught: Atoms Questioning Chart: Remembering: Can students recall their understandings of opposites attracting? Understanding: Applying: Analyzing: Evaluating: Creating: Can students apply appropriate scientific practices to experiential learning? Can students create situations in which electrically charged objects act as a magnet? Differentiated Strategies: Tier 1: EC Preferential grouping with direct support from instructors. Tier 2: ESL Preferential grouping with direct support from instructors. Tier 3: AiG Questions requiring higher processing skills and thinking will be implemented to support student growth. Lesson Introduction: Call to Order: Students will review the concept of opposites attracting verbally. Independent Practice: What s the Attraction : Students will work to explore the electrical charged balloons to observe positive and negative charges as they attract to each other. This
experiment should take approximately thirty minutes of student exploration and conceptual growth. Guided Practice: Data Comparisons: Students will gather with other groups to share the data they collected; furthermore, this will support student ability to generate conclusions on the following day. Subject: Science Timeframe: 9:45-10:40 Mar 12 Unit/Topic/Theme: Standard(s): Unit: Force and Motion Topic: Static Electricity 4.P.1 - Explain how various forces affect the motion of an object. 4.P.1.2 - Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. Essential Questions: Can students experiment to gain understandings on the attraction between positive and negative charges? Student Learning Targets: I can... I can use conclusions from experiments to support conceptual understandings. Learning Outcomes: Criteria for Success I will... I will use experimental data as evidence of my conclusions. Assessment: of learning targets and outcomes for evidence of learning Observational Notes: Instructor will document observational notes as they result in students interacting with magnets and magnetic objects throughout experiential day. Student Observations and Experiment Data: Students will be compiling all observations and data into science journals, their information and observations will be utilized during class discussion as a form of formative assessment. Materials and Resources: Science Journals Electricity Foldable SMART Exchange Vocabulary: To be Reviewed: Positive Charge Negative Charge Attraction Repel Static Electricity Questioning Chart: Remembering: