5 Physical Science; PS2: Motion and Stability: Forces and Interaction
THEME: Forces and Interaction
LESSON TOPICS: How Magnets Work
OBJECTIVES:
Language: Students will be able to:
• Discuss an activity using magnetic vocabulary.
• Read step by step directions.
• Write observation in their journal. Content: Students will be able to:
• Preform a controlled investigation into magnetism.
• Compare experimental data.
• Record experimental results.
LEARNING STRATEGIES: Journaling, Pictures, Brainstorming using a Mind Map, Small group activity, Prediction organizer, Choral reading of instructions, Demonstration, Step-by-Step organizer, Reporter/Reader/Researcher, Flashcards
KEY VOCABULARY: Predict; Iron; Extract (I’m assuming magnet,
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Divide students into small groups of three students. Provide each group with a bag of differing items and a prediction questioner. Each group will predict if an item from the bag will be attracted to or repelled from the magnet and why using think-pair-share strategy. First, demonstrate how to fill to predict and fill out the worksheet by using a piece of foil as an example. By a show of thumbs: thumbs up means I understand what to do; thumbs down means I do not understand what to do. Clarify if there is any misunderstanding on what to do otherwise have them fill out the prediction work sheet. Once each group has finished with the activity have one person from each group present their predictions to the whole class as you write the results on the board. Then give each group a giant magnet to test their predictions to determine if they were correct or not and record the results on their predication worksheet. Again, have groups use the think-pair-share strategy to determine why their predictions were incorrect if any. Once the activity is completed review the vocabulary using their prediction results which were posted on the board.
b. Provide each student with handout of a picture of a magnet and a word bank, similar to the image on the visual classroom board, to assist them to in identify the rules of magnetism while they explore or demonstrate how magnets attract and repel using two magnets observing how magnet interact. The students will still be working
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When the timer goes off have the students finish the experiment.
Step 6: Stir the magnet rod in the bowl to see if any iron attracts to the magnet.
Step 7: Record observation at the bottom of the Step-by-Step chart.
Step 8: Compare result with the nutritional facts on the cereal box.
Step 9: Write a conclusion as a group using sentence frames provided in their science journals.
REVIEW and ASSESSMET
(1) As a comprehensive check, ask the students to explain what they did in the experiment. If they have difficulty answering, direct them to Step-by-Step Chart or experiment instructions for the answers.
(2) Ask one person, who has not already present, from each group to present their results to the whole class as you write the result on the board.
(3) As a class comparer the results from the different cereal boxes. Was your prediction about iron being in cereal correct, why or why not?
(4) Finally provide an Exit Slip for each student to write two things they learned about magnets in today’s class.
EXTENSION:
What other foods do you think have iron in
My “1 student with a score of 0” received a one because he did not pay attention during the lesson. I might have been able to help if I had stood next to him and kept him on task. I believe he knows the information because he said things during the experiment that leads me to believe he can do better. His diagram actually reflects our experiment not our lesson and that in itself is interesting. My “1 student with a score of 1” was one that asked questions. I tried to provide different examples so make it easier but in hindsight I should have SHOWN an example by providing a visual. (I will be doing this in class tomorrow)
designing an experiment, we have to design an experiment and we need to confirm the
Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of
Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.
what they have learned with their fellow classmates. Lastly reviewing the chart that we did
Pass out the student handouts (handouts will be stapled together in a packet—each student gets one packet with materials)
BEFORE CONDUCTING THE EXPERIMENT - You should already have submitted to your teacher an EXCELLENT Investigation Design that included:
Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.
Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.
Bill Nye Resources on Magnets and Magnetism: http://billnye.com/billnye_resource/magnetism/ (Links to an external site.)Links to an external site. and https://vimeo.com/121217374 (Links to an external site.)Links to an external site.
One of my activities in the introduction part of my lesson involved a class brainstorm of observable properties plus characteristic features of the three states of matter. This activity is student-centred as it requires the students to lead the discussion in order to brainstorm a scientific conversation to establish prior learning and knowledge. Thus, echoes the general capability of personal and social capability of the students being self-aware and recognising themselves as active learners and developing their reflective
The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or
3. Read a section of text or show another picture and then have students predict what is going to happen next.
* Unlike electric charges, magnetic poles always occur in North-South pairs; there are nomagnetic monopoles.
They are given several minutes to explore. Students must find a desirable question to research and conduct the experiment based on their observations.