Final Unit Plan - classicpsychedu.weebly.com

Magnetic and Electrostatic forces

Grade 3 unit planPhysical Science: Invisible Forces

Created by:Audrey GagnonAllie BlanchardJillian Sullivan

Brittany Prescott

February 29, 2012

Table of contents

I. Unit Overview

II. Unit Plan Outcomes

III. Lesson Plans a) Magnetic Forces (lessons 1-11) b) Electrostatic Forces (lessons 12-15)

IV. Rubrics/Checklists a) Rubric for Science Journal b) Checklist for Collage (Lesson #5) c) Checklist for Poster/Brochure (Lesson # 8) d) Checklist for Magnetic Toy: Draft Plan (Lesson #9) e) Checklist for Learning Centers (Lesson # 12) f) Rubric for Magnetic Toy (Lessons # 9, 10 and 11) h) Rubric for Diagram, Chart and Explanation (Lesson #13) V. Resources and Handouts

VI. Conclusion

I. Unit Overview

This unit is the student’s very first introduction to the learning of magnetic and electrostatic forces. The students will be introduced to both concepts one at a time and will learn to master one concept before we move onto the next as a whole class. These lessons have therefore been divided among the different outcomes based on the magnetic forces topic to begin, to then move onto the topic of electrostatic forces.

To begin, students will be introduced to the unit’s bulletin board on magnetic and electrostatic forces which the teacher has created to sum up the concepts to be learned throughout this unit. The students will be able to get a visual idea of what is in store for them to learn throughout this unit. The very first outcome to be covered is therefore divided into two days, two different lessons, in order to properly introduce the concepts of magnets and magnetic force to the students.The bulletin board of magnetic and electrostatic forces will also be displayed in the classroom for the remainder of the unit in order for the theme to remain alive and engaging for the students.

Students will engage in a series of inquiry-based lessons in order to learn about the concepts of magnetic and electrostatic forces. They will be introduced to several activities, centers, guest speaker, and so on to further engage them in their learning of these topics. Each student will also receive a science journal in which they are to record any results, observations, thoughts, and processes throughout this unit. The journals will be checked regularly as forms of formative assessment (as they will be asked to reflect on certain lessons or experiences) and will initially be collected as a completed assignment at the very end of the unit, as a summative assessment.

Three of these lessons will also be cross-curricular with outcomes from other subject areas such as Language Arts, Mathematics, and Art. * The following lesson plans for this unit are created under the assumption that the classes range between 30-45 minutes.* When an outcome has been divided into more than one day/lesson, it has been noted with two Astrix (**) directly underneath the curriculum outcome of the lesson.

II. Unit Curriculum Outcomes

STSE/KnowledgeStudents will be expected to...

102-14 identify familiar uses of magnets100-31 investigate to identify materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not affected by magnets 100-32 investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel100-33 identify conditions that affect the force of magnets and of static electric materials101-8 describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact102-15 describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used safely or avoided

SkillsStudents will be expected to...

Initiating and Planning200-2 identify problems to be solved200-3 make predictions, based on an observed pattern

Performing and Recording201-1 follow a simple procedure where instructions are given one step at a time201-3 use appropriate tools to manipulate and observe materials and to build simple models201-5 make and record relevant observations and measurements, using written language, pictures, and charts

Analysing and Interpreting202-2 place materials and objects in a sequence or in groups according to one or more attributes202-7 propose an answer to an initial question or problem and draw simple conclusions based on observations or research202-8 compare and evaluate personally constructed objects with respect to their form and function202-9 identify new questions that arise from what was learned

Communication and Teamwork203-3 communicate procedures and results, using drawings, demonstrations, and written and oral descriptions203-5 respond to the ideas and actions of others and acknowledge their ideas and contributions

III. Lesson Plans

A) Magnetic Forces

LESSON # 1

NSES Outcomes: Content standard B: Physical Sciences●Light, heat, electricity and magnetism (PS-3)

Curriculum Outcomes: Investigate to identify and group materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not attracted to magnets. (100-31, 202-2)** Lesson 1 of 2 for this outcome Content to Be Taught:Students will learn that some metal and materials are attracted by magnets whereas some are not.

Children’s Prior Knowledge and Misconceptions:Students may be aware of magnets and the fact that they stick onto surfaces such as the fridge, or only metal based objects. Students may not know what objects are magnetic and what objects are not magnetic. Performance Objective:Condition: Students will be given materials (some that are attracted by magnets and some that are not).Performance:They will then be given a magnet and through exploration, they will determine which of their materials are attracted and which are not.They will then write in their journal, grouping the objects between objects that are attracted to magnets and objects that are not (students should be directed to make a chart). Criteria: Students will discover that the materials that are made of steel and iron are attracted to magnets whereas copper, aluminum, wood, plastic, etc. make up materials that are not attracted to magnets.

Concept Development: ENGAGEMENTMaterials: ●Magnets●1 magnetic object●1 non-magnetic object

* These objects will not appear under the “exploration” section. The goal here is for students to be introduced to magnetic objects and non-magnetic objects in order for them to then explore different objects that surround them. These two objects above will simply be used for demonstration.

Safety:●Magnets are to be kept away from any electronic devices (smart board, any

computers/netbooks, ipod/ipads, etc).●Materials are tools not toys!

Procedure:●As this is the very first lesson to a new unit, a K-W-L chart should be created

with the students:What do you already Know about magnets?What do you Want to know about magnets?

What did you Learn about magnets?●Teacher will now hold up one magnetic and one non-magnetic object. The

students will be asked which object the magnet will be attracted to and why. The teacher will then make a demonstration by testing out the two objects with the magnet; this will create a discrepant event.

●The essential question to guide student’s learning at this time will be asked: What makes a material magnetic?

EXPLORATION

Materials:●1 magnet per group of 2●1 paper bag full of objects that are attracted to magnets and objects that are

not●Student’s science journals

Procedure:●Students will be divided into pairs and each pair will be given one paper bag

filled with both objects attracted to magnets and objects that are not attracted to magnets.

●As the pairs empty out their bags, students will be asked to make notes in their journal of their predictions of which objects they think will be magnetic and which ones will not. They must explain their reasoning for their choices.

●Once the predictions have been made, pairs are to raise their hand in order to let the teacher know that they have completed the first part of the activity and that they are ready to receive their magnet and put their hypothesis to the test. Students will now determine which objects are magnetic and which are not.

●When students have finished examining which objects are attracted to magnets and which objects are not, they will then write in their science journal their final conclusions.Students must also make a list of which items are magnetic and which ones are non-magnetic.

EXPLANATION

Have a whole-class discussion of the items that have been found to be magnetic and the ones that are not. What were the main reasoning from the pairs for explaining why certain materials showed to be magnetic while others showed not to be. Students can refer to their science journals to share their observations with the rest of the class.

ELABORATION

●Ask the students to make predictions about other objects that they see in the classroom that could be magnetic or non-magnetic.

●Ask the students to make predictions about other objects that they may find in their homes that could be magnetic or non-magnetic.

●Students will explain why they think these items are magnetic or non-magnetic based on what they have found in the experiment.

EVALUATION

Assessment will take place in the forms of formative assessment which would include the K-W-L anchor chart, the class discussion which is to take place after the exploration and the student’s science journals.

ACCOMMODATIONS

●Accommodations for this activity could include letting the students draw the objects that are magnetic and the objects that are non-magnetic.

●Another accommodation could include letting students make their predictions orally and then giving their explanations orally as well.

●Gifted learners can be challenged to look around the classroom to find other objects that were not presented to them in the bag. They would first predict whether or not the items were magnetic and then test it. They would then explain the reasoning for why they are magnetic or why they are not magnetic.

LESSON # 2


Curriculum Outcomes: Investigate to identify and group materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not attracted to magnets. (100-31, 202-2)**Lesson 2 of 2 of this outcome

Content to Be Taught: Students will learn that certain objects such as iron nails, can be magnetized by stroking it with a magnet. Students will discover that when magnetizing an object, the force for hold for only a short period of time, and that some objects magnetize better than others.

Children’s Prior Knowledge and Misconceptions: In the lesson prior to this lesson, students explored what materials are attracted to magnets and which are not. Students believe that magnets are what provide the magnetic field/invisible force, but may have the misconception that the material that magnets can attract can be turned into a magnet/magnetized themselves.

Performance Objective:Condition:Students will be presented with objects that were found to be attracted by magnets in the previous lesson, including paper clips, iron nails, and steel staples. Students will also be given a strong magnet. Performance:Students will explore how to magnetize objects, and in sum “make a magnet.” Students will be shown that my stroking the given material with a magnet, that the material will be given the magnetic field and will, itself, become a magnetCriteria:Students will record which materials can be magnetized and which can not be magnetized.

Concept Development:ENGAGEMENT

Safety:●Magnets are to be kept away from any electronic devices (smart board, any

computers/netbooks, ipod/ipads, etc).●Materials are tools not toys! ●When given materials such as nails, staples, etc...use them responsibly and as

directedProcedure:●Students will review what was discovered during the previous lesson, and what

they discovered in regards to what materials are attracted by magnets and which are not.

●The teacher will hold up various items that were explored during the previous lesson and students will be asked whether the object is a magnet, was attracted by a magnet, or was not attracted by a magnet.

●The teacher will pick up one of the objects that was attracted to a magnet, and stroke the object (such as a paper clip) with a strong magnet

●Students will be shown that by doing this, the teacher has created a magnet out of the paper clip, and that the paper clip can now attract things such as paper clips and staples.

●The essential question to guide student’s learning at this time will be asked: What materials can be magnetized/turned into a magnet.

EXPLORATION

Materials:●1 magnet per group of 2 students●1 paper bag full of magnetic and non-magnetic materials (the bag will contain

similar object from the previous lesson)●Student’s science journals

Procedure:●Students will be divided into pairs, perhaps the same pairs as the previous day

if the partners were successful pairs.●Students will be given one paper bag per pair, filled with both objects that are

attracted to magnets and objects that are not. ●As pairs, students will empty out their bags, and will be asked to make notes in

their journal of the predictions of which objects they think will be able to be magnetized and which ones will not.

●They will be asked to explain the reasoning of their thinking, and are encouraged to use the findings of their previous exploration during the last lesson, to guide their thinking

●Once predictions have been made, pairs are to notify the teacher that they have completed the first part of the activity and that they are ready to receive their magnet and put their hypothesis to the test.

●Students will be showed how to stroke the objects with magnets, and they will determine which objects can be magnetized and which can not.

●When students have finished examining which objects can be magnetized and which can not, they will then write in their science journal of their final conclusions.

●Students will also make a list of which items can be magnetized and which ones can not be magnetized.

EXPLANATION

Have a whole-class discussion of the items that have been found be capable of being magnetized and the ones that are not. What were the main reasoning from the pairs for explaining why certain materials showed to be magnetic while others showed not to be. Students can refer to their science journals to share their observations with the rest of the class.

ELABORATION

●Using the list of materials that were found to be magnetic from the previous lesson, and what students had written in their journals during the previous day, have students make connections between the findings of both experiments.

●Students should make the discovery that the items that they found to be attracted to magnets during the previous experiment, are the same items that can be magnetized.

EVALUATION

Students will complete an Exit Slip which asks them to indicate 3 things that they have found to be attracted to magnets. Additionally, students will be asked to say what it means to “magnetize” something, and explain how they can magnetize an object. See attached Exit Slip in V Resources and Handouts.

ACCOMMODATIONS

●Rather than have students write in their journals, students can choose to draw the items that they have found to be able to be magnetized.

●If needed, students can give their Exit Slip answers, orally.●To challenge students, they can be asked to think of something they could

magnetize, in order to make an object more useful (Example: magnetizing a screwdriver to make the screws attract, or a fork to the fridge, etc.)

LESSON # 3


Curriculum Outcomes: Investigate the polarity of a magnet, determine the orientationof its poles, and demonstrate that opposite poles attract and like poles repel (100-32) Content to Be Taught:Students will understand the overall concept of polarity and that magnets are composed of two separate polarities: north and south poles. They will come to understand which poles attract each other and which poles repel one another.

Children’s Prior Knowledge and Misconceptions:For this lesson, students may assume that all magnets will stick to each other. They may not be aware of the concept of poles within magnets and that in order for the magnets to stick, a north pole must meet with a south pole. Performance Objective:Condition: Students will begin by understanding the concepts of positive and negative poles based on using their bodies to act as magnets. Students will then be given bar magnets in order to find a way out of the maze without having them physically touch one another.

Performance:Students will be taught the concepts that when acting as magnets, and when facing opposite ways, they are able to attract one another. They will identify and describe the poles of a magnet following this first exercise and demonstrate how the poles interact with one another. They will then have to use the provided magnets to make their way out of the maze.

Criteria:Students will understand that when two positive or two negative poles are put near one another, they will repel each other but then when a positive and a negative pole are put together, they will connect/attract to one another. Students will understand that they can either pull the magnet out (by connecting positive and negative poles) or can push it out (by using the repelling force of positive-positive or negative-negative poles).

Concept Development: ENGAGEMENTMaterials:●N/A

Safety:●Be aware of others around you and be sure to keep your head up in order to

avoid stumbling upon your neighbours.

Procedure:●The entire class is to stand up and form a closed circle where everyone is

facing forward (toward the center).●The teacher must explain to the students that they are essentially acting as

magnets. What is noticed about what is seen when everyone is facing the same way?

●The teacher then asks that every second student is to turn around to face “the back” while the others remain facing the front. At this point, students should make a connection with one another by holding hands.

●At this time, the teacher will ask the students to observe what they see in in front of them now. Students here are to make connections with the fact that they are able to see the person’s face who are standing next to them, on both sides.

●The comparison of what is seen should be made based on what is seen when students have become “opposites” rather than when everyone was the same. The teacher then explains that this is the way magnets work, based on showing that opposites attract while same sides are limited to certain connections.

EXPLORATIONMaterials:●Maze●Two bar magnets (unlabelled)●Science journal

Procedure:●Students will be divided into pairs and the teacher will distribute one maze and

two bar magnets per pair.●Students are to first examine the maze before them and explain in their journal

how they think they will use one magnet to get the other out of the maze without touching them.

●Once they have made a few predictions, pairs will raise their hand and once approached by the teacher, they will have to explain their game plan.

●Upon the approval of the teacher, students must then put their hypothesis to the test. They will place one magnet in the maze and use the other one to get it from start to finish.

●Once the pairs have successfully completed the maze, they must then refer back to their journal and make additional comments about their initial hypothesis.

EXPLANATIONUpon every pair’s completion of the maze, the teacher will bring the attention back to the front in order to have a whole-class discussion on the conclusions made based on this experiment. The teacher will explain the concept of the north polarity and the south polarity by explaining that magnets are composed of two separate poles creating different forces. The opposite polarities attract one another (North-South and South-North) while the like polarities will repel one another (North-North and South-South). Refer back to the engagement activity and explain that when everyone was facing the same way, you were acting as “like” magnets. When every second person turned and presented their opposite side, you were acting as “opposites” making the magnetic forces attract rather than repel. ELABORATION

●Introduce different phrases that we learn throughout our life such as “birds of a feather flock together” or “opposites attract”. Based on these, have a discussion of other phrases that may be commonly used and have the students elaborate on them.

●Have students pick one of those sentences or one that they may know an in their science journal, have them give their opinion on whether or not they believe them to be true. Back up with evidence.

EVALUATION

Students will be evaluated by their explanation of how they got their magnets to the end of the maze. Students will write this explanation in their science journal. In their explanation, students must describe how they got their magnets to the end of the maze (by attracting forces or repelling forces).

ACCOMMODATIONS

To accommodate this lesson, students will be told how to get their magnet to the other side of the maze. They will be told that they should connect their magnets with a North and a South pole so that the magnets will attract and can be pulled to the end of the maze. In their explanation, students will be able to draw what happened rather than explain it with words.

For gifted learners, introduce the concept of the compass and explain to them that the earth itself also has a positive and negative pole which is what controls the compass. An activity could be given where the students must use a compass to describe and explain their current position on earth and how changing places will affect the compass, showing that the north pole will always be indicated on the compass based on the positive magnetic force, while the south pole is with the negative force.

LESSON # 4


Curriculum Outcomes: follow a simple procedure where instructions are given one step at a time to increase and test the strength of a temporary magnet by stroking it or storing it next to a stronger magnet (201-1) Content to Be Taught:Students will learn that magnets can increase their strength by being stroked or stored next to another, stronger magnet. They will learn that by increasing the force of a magnetic object by stroking it repeatedly or by storing it next to it for long enough, it can also increase the amount of other magnetic objects that can be attracted.

Children’s Prior Knowledge and Misconceptions:Students will already be aware that by stroking a non-magnetic object with a magnet, it will make that object become magnetic. They will also know that the more you stroke, the stronger the object’s magnetic force will become. From previous experimentation, students will realize that the made magnet will not be made magnetic permanently but that they will need to continue to stroke or store the object near magnet in order to keep the force intact. Performance Objective:Condition:Students will be given materials to be made magnetic based on stroking or storing next to a magnet in order to then test on other non-magnetic objects to observe the force of the newly magnetic object.

Performance:Students will stroke the iron nail five times in order to create magnetic force in order to attempt to pick up as many paperclips as they can. This will be done in three different trials where students will need to record their amount of paper clips in their science journal after every trial. They will then need to record their final thoughts of what they believe is happening and explain why.

Criteria: Students will understand that they can make a temporary magnet by stroking it against a magnet. This lesson will also teach them that the strength of a temporary magnet will decrease with time.

Concept Development: ENGAGEMENT Materials:●Magnet●Iron nail

Safety:●Before giving students the iron nails, they will be told that the nails are very

dangerous. ●Nails are tools, not toys. ●The nails are used in this experiment for a purpose and we do not use them

for anything but this purpose. ●The nails are to remain on the tables at all times. ●Do not touch anyone with the nails.

Procedure:●Ask the students, by holding up the iron nail, if they believe that this item is

actually a magnet. ●Based on their answer, the teacher will then test out the hypothesis given from

the students, holding the nail near something that would normally be attracted to a magnet.

●Remind the students that to make it a magnetic object it needs to be stroked by an actual magnet.

●Knowing that, have a discussion on how to make this newly magnetic object a better and stronger one.

EXPLORATIONMaterials: ●Iron nail●Paper clips●Magnet●Science journal

Safety:●Before giving students the iron nails, they will be told that the nails are very

dangerous. ●Nails are tools, not toys. ●The nails are used in this experiment for a purpose and we do not use them

for anything but this purpose. ●The nails are to remain on the tables at all times. ●Do not touch anyone with the nails.

Procedure:●Each student will be given a magnet, an iron nail and a pile of paper clips.●They will be asked to also take out their science journal for recording

purposes.●In their journal, students must make a three-column chart for each trial. Each

column must include a section for prediction, and a section for the actual results. (See resources and handout section).

●They will be explained that the first trial, the iron nail must be stroked 5 times, 10 times for the second trial and 15 times for the last.

●Every time the nail is stroked, students must place it in the pile of paper clips for 3 seconds and then pull it out. They will then count the amount of paper clips that have been attracted to the nail.This will then be done two more times, increasing the number of strokes (by 5) every time but keeping the nail in the pile for only 3 seconds.

●Students are to record their prediction before stroking and then their final result after.

●Following these three trials, students will then have to repeat the experiment but will have to leave the iron nail in the pile of paper clips for a longer period of time (approximately 10 seconds).

●They will also have to record their findings for every trial, leaving it in the pile for longer but still stroking the nail 5, 10 and 15 times.

EXPLANATION

Once the class has completed their experiments, the teacher will bring the class’s attention back to the front and will ask that students share their findings. As a class, we will make a chart combining the results and we will examine the similarities or differences based on everyone’s experiments. The teacher will lead a discussion explaining why different results come up for different students but will also point out the similarities that may be recurrent. The teacher will then discuss with the students why the results show changes when the nail is left in the pile of paper clips for a longer period of time. A session of comparing and contrasting will occur.

ELABORATION

●Have a discussions with the students based on the findings of this experiment. With the results found, and the prior knowledge from other objects that can be magnetized, brainstorm other objects that can be magnitized.

●The teacher will then discuss with then have a discussion with the students comparing and contrasting the results of this experiment if a real magnet versus a made magnet were both used to pick up the paper clips.By stroking an already made magnet with another, would the force be stronger meaning picking up more paper clips then the made magnet?

EVALUATION

Students will be assessed by observing the students as they are completing the experiment. They will also be assessed on the discussions that they are having while they are engaged in this experiment as well as their completed charts.

ACCOMMODATIONS●To accommodate this lesson, students can work with a partner. Both partners

will make a prediction for how many paper clips the iron nail will pick up in each trial. Their partner will then stroke the iron nail the required amount of times for each trial and both students will then write down the results on their chart in their science journal.

●Gifted learners will be asked to try stroking different objects with a magnet. They will predict how long they think different objects will hold their magnetic strength and how many objects they think these temporary magnets will pick up. They will chart their predictions as well as their results in their science journals. These students will be challenged to try as many different objects as possible in order to determine what kind of material works best. They will compare and contrast the different materials.

LESSON #5


Curriculum Outcomes: identify familiar uses of magnets (102-14) Content to Be Taught: Students will learn that magnets are used everyday in our environment, and that we use magnets for many different things. Students will discover some of these familiar uses within their environment. Children’s Prior Knowledge and Misconceptions:Students have learned about objects that are attracted to magnets and objects that are not attracted to magnets. Students have been exposed to everyday materials such as staples, paperclips, nails, etc. that are magnetic. Students have also learned that these familiar objects that are attracted to magnets, can themselves, be turned into magnets by stroking them with a strong magnet. Performance Objective:

Condition:Students will be given a variety of catalogues, flyers, magazines, etc. full of pictures of everyday things

Performance:Students will go on a “scavenger hunt” through these pictures, and cut out everyday things that use or have magnets on them. They will create a collage of these items on the magnet outline.

Criteria:Students will discover that magnets are used all around their environment, and that they have a wide variety of uses.

Concept Development: ENGAGEMENT

At the end of the previous science lesson, students would have been asked to go home and find something interesting in their homes that contained a magnet. Students were to record their findings in their journals and bring their ideas to to this class.

Materials:●Chart paper●Marker●Students’ science journals

Procedure:●Students have come to class with their findings from home●As a class, students will share their findings as the teacher records the list of

things that have been found in the environment, that contain magnets.●Through this discussion, students will discuss the use, and the reason that the

magnets are used.

Tip: Students are reminded to tell their parents what they are doing, and to ask their parents permission, if they are searching in things around the house. Again, students are reminded the safety precautions about magnets, and how they should be kept a distance from any electronics etc.

EXPLORATIONMaterials:●Various magazines and catalogues●Glue●Scissors●Magnet shape handout

Procedure:●Students will be given a wide variety of catalogues and magazines for each

table, and each student will get glue, scissors, and a magnet shape handout.●Students will told that they are detectives, and are asked to go on a scavenger

hunt through the magazines and catalogues, in search for things that use or contain magnets.

●Students are reminded that in most cases, the magnet will not be visible in the pictures; however if they are able to justify where the magnet would be located in the object, then it will work

●Students are to cut out the pictures of the magnetic objects, and create a collage with the pictures on the magnet handout.

Extension:If students have time, they can label certain objects with the use of the magnet.For example: a student may have a picture of a cabinet and have a short sentence saying that the magnet keeps the doors closed.EXPLANATIONMaterials:●Chart paper for each table●Markers

Students will share their collages with their table groups and discuss the objects that they have found. As a group they will make a list of the different objects that they have found as well as a list of the use of the magnets. Students can be given the option to draw the objects in the list rather than write them.

ELABORATION●Ask students what the most common use for magnets is with an example of

something that uses magnets for this given reason.

EVALUATIONStudents will be evaluated on their collage as well as a journal entry.

●Students will complete the following question in their journal:○Choose an object that you have found in your environment, which

contains a magnet. Why do you think the maker of this object, used a magnet when making their item.

See attached checklist in IV Rubrics and Checklists, and handout in V Resources and Handouts.

ACCOMMODATIONS

A variety of accommodations could be given to students for this lesson. If students are not capable of cutting things out of magazines or catalogues, pictures could be cut out for these students, and they could choose objects to paste onto their collage. Students can also have the option of giving oral explanations for questions or journal entries. Students may also have the option of drawing pictures for their list rather than writing.

LESSON # 6


Curriculum Outcomes: ●make predictions about the number of objects a magnet can pick up under different

conditions (200-3)●make and record relevant observations during investigations about the number of

objects a magnet can pick up under different conditions, and use the observations to identify conditions that affect the force of magnets (100-33, 201-5)

**Lesson 1 of 2 for these outcomes

Content to Be Taught:In this lesson, students will discover that under certain conditions, a magnet will still pick up objects depending on the elements as well as the thickness of the elements.

Children’s Prior Knowledge and Misconceptions:Students may not know that magnets can work through certain elements. They may believe that magnets can only work if it is placed directly on an object.

Performance Objective:Condition:Students will begin this lesson by brainstorming the conditions under which a magnet will pick up paperclips. Students will then participate in a number of different centers where they will explore many different conditions.

Performance:Students will participate in seven different centers. At each center, students will experiment with a certain element (paper, cardboard, glass, ceramic title, wood, plastic and denim). Students will first be required to make a prediction about whether or not the magnet will work through the element at each station. They will then be required to determine if a magnet will work through these elements and pick up a paperclip. Once they have discovered if the magnet will work through the element, they will write Students will have approximately five minutes at each station.

Criteria:Students will make predictions about which elements the magnet will work through. They will also predict if it will have a strong force or a weak force. Once they have determined if it works, they will explain why they believe it works or why they believe that it does not work.

Concept Development: ENGAGEMENT

Materials: ●bowl●water●meter stick●string●magnet●magnet objects (staples, paperclips, iron nails, clips, etc.)

Procedure:●The teacher will have set up a clear bowl with water in it with several magnetic

objects at the bottom and created a ‘fishing pole’ using a meter stick, and string, with a magnet attached to the string acting as the ‘hook.’

●Students will be asked to predict whether they think the magnet will still work underwater. If yes why do they it will still work? How might the water affect the ability of the magnet to work or not work?

●Teacher places the ‘fishing pole’ in the water and the objects are in fact still attracted to the magnet. Discussion with the class about why this is would follow and then the class as a whole would brainstorm what other elements magnets could work through.

EXPLORATIONMaterials: ●paper●cardboard●glass●ceramic tiles●wood●plastic●denim●science journals●pencils

Safety:●Students will be told to be careful with the glass and the wood. ●Do not throw any of the elements. ●Leave all elements at each station as you are rotating.

Procedure:●Teacher will have centers set up for student to examine if magnets will work

through a range of different elements, such as: paper, cardboard, glass, ceramic title, wood, plastic and denim (fabric material). Students will rotate through all of them, spending approximately 5 at each.

●At each station students will be required to make predictions in their science journals about whether the magnetic will be able to attract the paper clips on the other side of the element, and justify their reasoning in regards to if the magnetic is producing a strong or a weak force.

EXPLANATION●Once all of the students have completed the centers, the class as a whole will

have a quick discussion about what everyone found out in the centers. Teacher may ask questions such as: Did the ‘thickness’ of the material affect the magnet? Do you think that the strength or weakness of the magnet would make a difference?

ELABORATION●Information and learning gained from today’s centers will carry through into the

next lesson.EVALUATIONFormative assessment will occur as the teacher is walking around the classroom as the students are rotating between each center. Further evaluation will take place on the next day as students begin to make predictions.

ACCOMMODATIONS

To accommodate this lesson, students will not be expected to write down their predictions or their reasoning in their science journals. The predictions and reasoning can be given orally.If more extreme accommodation is needed, a student will be assigned a partner that will accompany the student through each of the centers.

LESSON #7


Curriculum Outcomes: ●make predictions about the number of objects a magnet can pick up under different

conditions (200-3)●make and record relevant observations during investigations about the number of

objects a magnet can pick up under different conditions, and use the observations to identify conditions that affect the force of magnets (100-33, 201-5)

**Lesson 2 of 2 for these outcomes

Content to Be Taught:In day two of this outcome, students will predict and examine the number of objects that a magnet can pick up under many different conditions. They will also learn that depending on the thickness of the elements and the strength of the magnet, the number of objects that can be picked up will be affected.

Children’s Prior Knowledge and Misconceptions:In the lesson prior to this, students examined the conditions under which a magnetic can pick up objects. Students will know what elements a magnet can work through and what elements a magnet cannot work through. Students may not know that the number of objects that a magnet can pick up through certain elements will be affected by the kind of element as well as the thickness of that element and the distance from the magnet.

Performance Objective:Condition:Students will begin this lesson by reviewing the material from the previous day. This will access their previous knowledge so that they will be successful in their learning centers during this lesson. Performance:Students will participate in five different centers. At each center, students will make predictions about how many paperclips they think the magnet will pick up. This will be completed for 5 trials. In the first trial, there will be 1 element and in each subsequent trial, one more of that element will be added. Students will then record the actual number of paperclips that the magnet picked up in each trial. Students will have approximately 6-8 minutes at each center. Criteria:Students will complete a chart based on their predictions of how many paperclips the magnet will pick up through 1, 2, 3, 4, and 5 pieces of each element (paper, cardboard, glass, plastic, and thin wood).

Concept Development: ENGAGEMENTMaterials:●Smartboard●Pictures of elements

Since this lesson is a continuation from the previous lesson, the teacher will begin by reviewing the material covered in the previous day. Pictures will be put up on the Smartboard and students will be asked if a magnet would work through them. EXPLORATIONMaterials:●paper●cardboard●glass●plastic●thin wood●science journals

Safety: ●Students will be told to keep all of the materials on the table at the center●Do not throw the materials

Procedure:●Students will participate in five different learning centers. ●At each center, students will first make predictions about how many paperclips

the magnet will pick up. Students will make a prediction about what they will happen in each trial. In the first trial, there will be 1 element and in each subsequent trial, one more of that element will be added.

●Once students have made their predictions, they will begin the experiment. ●Students will determine how many paperclips the magnet picked up when

there was one element. They will continue adding an additional element until they have five elements together.

●Students will record their results in the chart after each trial (see Resources and Handout section).

●Students will then go to the next center and do the same thing. ●Students will have approximately 6-8 minutes at each center.

EXPLANATION●When students have completed all of the centers, we will have a whole class

discussion about the results. We will discuss what element worked best and what the largest number of paperclips that were picked up was.

ELABORATION●Ask students if they can think of any other elements that a magnet may work

through. ●Ask the students if they think the magnet would pick up as many objects if we

used something other than paperclips (i.e. something heavier). EVALUATIONFormative assessment will take place as the students are participating in the learning centers. The charts will be placed in their science journals and assessed at a later date. ACCOMMODATIONS●To accommodate this lesson, students will not be expected to write down their

predictions in a chart. Their predictions can be given orally. ●If more extreme accommodation is needed, a student will be assigned a

partner that will accompany the student through each of the centers.

LESSON #8- This lesson will be cross-curricular with a language arts outcome-


Science Curriculum Outcomes: propose answers to questions related to magnetizing materials (202-7)Language Arts Curriculum Outcomes: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imaginations.Students will be expected to interpret, select, and combine information using avariety of strategies, resources, and technologies. Content to Be Taught:For this lesson, students will get the opportunity to work in pairs in order to create a poster or brochure informing others about the concept of magnets and how it it possible to magnetize non-magnetic materials.This activity will take place following the reading of the book What my sister taught me about magnets. Children’s Prior Knowledge and Misconceptions:Students have learned a great deal about magnets thus far and therefore should have the background information necessary to complete the activity for this outcome. The reading of the story What my sister taught me about magnets will give them another source of information to get ideas for their poster or brochure.This activity also ties into a language arts lesson where the students will be listening and then applying what they have learned through forms of writing and creativity (poster or brochure).

Performance Objective:Condition:The lesson will begin with the reading of the story What my sister taught me about magnets. Students will sit on the reading mat to listen to the story and a very brief discussion will take place following the reading for the students to make connections from the book to what they have been learning thus far in this unit.

Performance:Students will begin by listening to the story What my sister taught me about science in order to get a quick re-cap on the concepts that they have been learning throughout this unit. They will then be able to get in pairs in order to create a poster or brochure which is to teach others who may not know anything about magnets its concept.

Criteria:Students will create a poster or brochure outlining the main elements of the concept of magnets and magnetic objects. They will be put into pairs and given the choice of creating a poster or a brochure to present to their classmates. The poster or brochure must include an explanation of what magnets are and how to magnetize materials. Any other relevant and important information must be included which students feel is necessary in order to properly teach their main message to someone who may not know anything about this concept. Concept Development: ENGAGEMENT Materials:●Story book What my sister taught me about magnets

Procedure:●The teacher will gather the class onto the reading mat where the reading of the

book What my sister taught me about magnets will take place.●Students will listen carefully to the story as they are going to be able to think

back to their learning of magnets thus far throughout this unit in order to complete the activity to follow.

EXPLORATION Materials:●Bristle Board●Markers●Coloring pencils●Pencils●Construction Paper●Scissors●Magazines (for students who would prefer to cut out images)

Safety:●Students will be advised that they are to be very careful when using the

scissors. ●They will also be reminded that when working in pairs, they are to cooperate at

all times and contribute equally to the production of the poster or brochure.

Procedure:●Students will be paired up and given the choice of creating either a poster or a

brochure for this activity.●They will be explained that whatever they choose to do must reflect what they

have learned about magnets thus far this year.

EXPLANATION Before beginning, the teacher will explain that we have been learning a great deal about magnets and that it is important to be able to talk to others about this subject as they may not know about it. The teacher will then explain that today’s lesson will be to create a poster or brochure in order to teach someone about the topic we have been learning about for the past week or so.When the posters/brochures have been completed, and with time permitting, we will allow for pairs to volunteer to show their creation to the rest of the class and to teach us about their understanding of the concept of magnets.

ELABORATION ●Ask the students to very briefly explain the overall concept of their poster or

brochure.●Have them explain to the rest of their classmates why they chose to create

either a poster or a brochure and why they felt it was the best choice for them.

EVALUATION

The students will be evaluated on their poster or brochure. The content and how well the ideas being taught and explained will be the two main components to be evaluated for this activity. The chosen final product will be displayed throughout the classroom in order for everyone to be able to view their classmates work. See attached in IV Rubrics and Checklists

ACCOMMODATIONS

This activity is accommodated in the way that the students are able to choose between creating a poster or a brochure for their presentation of the concept of magnets. The poster is directed for the learners who would prefer to be creative and to convey their message through mostly images while the brochure is for the the learners who would prefer to include more written information and less pictures to convey the same message. This activity can also be accommodated in the way that students who would rather find an alternative way to present their project may be able to do so as long as they check with the teacher before beginning anything. This option is for more creative learners who may find another way other than to present a brochure or poster to still present the concepts of magnets and magnetizing objects.

LESSON #9


Curriculum Outcomes: In cooperative groups, construct and evaluate a toy that is moved by attractive or repulsive magnetic forces (201-3, 202-8, 203-5)**Lesson 1 of 3 for this outcome

Content to Be Taught:Students will take their knowledge of magnets and apply that to making a magnetic toy that is moved by either repulsive or attractive magnetic forces.

Children’s Prior Knowledge and Misconceptions:Students have previously looked at many different home and school uses for magnetic in their daily life. They will be familiar that toys can be made with magnets or magnetic properties. They may not realize that many of these toys are made from simple construction techniques and that they can make their own magnetic toys.

Performance Objective:Condition:Students will examine a number of different magnetic toys. Students will then be informed that they will be making their own magnetic toys. In this lesson, students will begin to plan their design.

Performance:Students will be required to plan and sketch their toy design carefully considering all the elements involved before they can construct it. Students must list all of the materials that they believe they will need to make their toy.

Criteria:Students will plan their design first. They will then sketch what the finished product will look like and include approximate measurements.

Concept Development: ENGAGEMENTMaterials:●A variety of magnetic toys

Safety:●Students will be told to be careful with the toys●Use the toys only for the purpose of how they were made●Take turns with the different toys

Procedure:●Students will be shown a variety of different magnetic toys●Students will have the opportunity to experiment with the toys to see how they

work●Students will examine what materials are used for them and whether they use

repulsive or attractive magnetic forces●This will take approximately 10 minutes●Students will then brainstorm other magnetic toys that they are familiar with or

offer suggestions for new ones. EXPLORATIONMaterials:●Paper●Pencils●Ruler

Procedure:●Students in groups (minimum of two – maximum of four) will be told that they

will be given a range of materials in order to build their own magnetic toy that must be moved by attractive or repulsive magnetic forces.

●Students will be required to make a draft plan of the design of their toy before construction can begin, which will consist of:○Type of toy to be made○Sketches of toy with estimated measurements○List of expected materials needed to make the toy○Whether the toy will be made using attractive or repulsive forces

EXPLANATION●It is important for students to learn that in order to be successful in their project

that they need to have a well thought out plan of action before they start.

ELABORATION●Students will use their toy draft plans in another lesson and construct their toy

with the materials provide for by the teacher.EVALUATION●Students will be evaluated on their cooperative group abilities and on the

successful completion of their draft plan worksheet for their magnetic toy sheet, using a checklist (See Rubric/Checklist section E). The final evaluation will be completed once students have completed their toy.

ACCOMMODATIONS●To accommodate this activity, students could be given a list of toys that have

been already made. They would then be asked how they could add a magnet to the toy to make it more fun or useful.

●Students could also be given help to come up with their design for their toy. ●Gifted learners could be challenged by getting them to design a game that

people could play with magnets.

LESSON # 10



Content to Be Taught:Students will take their knowledge of magnets and apply that to making a magnetic toy that is moved by either repulsive or attractive magnetic forces. Children’s Prior Knowledge and Misconceptions:Students have previously looked at many different home and school uses for magnetic in their daily life. After experiencing different types of magnetic toys in a previous lesson, the students will realize that they can be made from simple construction techniques and that they can make their own magnetic toys.

Performance Objective:

Condition:Students will begin the lesson by examining a few more magnetic toys. This will help them get a better understanding of how magnetic toys work and will give them more ideas about what to include or add to their magnetic toy to make it better.

Performance:Students will build their own magnetic toy using a variety of different materials.

Criteria:Students will be required to build their own magnetic toy that either repels or attracts magnets.

Concept Development: ENGAGEMENT Materials:●Magnetic toys

Procedure:●To begin this lesson, students will be shown a few more examples of magnetic

toys.●Students will examine these toys. ●These toys will help students get more ideas about how to build their own toys

or ideas about what they could add to make their toy better.

EXPLORATION

Materials:●Magnets●Scissors●Glue, tape, and possibly a hot glue gun which would be operated by the

teacher●Cardboard, construction paper and Styrofoam●Other various craft materials

Procedure: ●Once students’ draft plans for their toys have been approved by the teacher,

they can begin building them. ●For the entire class, students will build their toy using any materials that are

necessary.

EXPLANATION

Students will be reminded that they need to work cooperatively in their groups to ensure that everyone has a fair share in helping to build the toy. In addition, it should be stressed to students that their original plans may or may not work. If their plans did not work, they will have to rethink it and will be given suggestions as to how to make it work.

ELABORATION

When all students are finished making their toys, they will be displayed in centers for their peers to see during the next class.

EVALUATION

The teacher will be walking around the room to give students help or further guidance where needed and observe how the groups are working together and how the toys are coming along.

ACCOMMODATIONS

● To accommodate this lesson, students will be given any help that is needed to make their magnetic toy.

●Gifted learners will be challenged by getting them to design a game that people could play with magnets.

LESSON # 11



Content to Be Taught:Students will expand their knowledge of magnets by exploring and examining many different magnetic toys that are moved by either repulsive or attractive forces.

Children’s Prior Knowledge and Misconceptions:At this point, all students have built their own magnetic toy that moves either by repulsive or attractive forces. They have a good understanding of how magnets work and can understand the reasoning behind why their toy moves/works the way it does. They will also understand how these toys can be built by simple construction techniques.

Performance Objective:students will examine all of the toys that were made.

Condition:To begin this lesson, each group will make a poster and rule sheet (if needed) for the magnetic toy that they built. Groups will then rotate around the classroom to examine all of the toys that each group have built.

Performance:Students will examine all of the magnetic toys that have been built. In their science journals, students will be required to state if the toy moves by repulsive or attractive forces.

Criteria:Students will discover that there is a wide variety of toys that can be made by repulsive and attractive forces. Students will be required to determine how the toy moves.

Concept Development: ENGAGEMENTMaterials:●Pencils●Paper●Construction paper●Markers

Procedure:●Each group of students will make a poster and instruction sheet (if needed) for

their magnetic toy. ●The poster must introduce their toy and give a few important facts about it. ●If their toy requires rules for how to use it, students must also write these

down. EXPLORATION

Materials:●Science journals●Pencils

Safety:●Students will be told to be careful with all of the toys so that they do not break

them●Students must leave all toys on the tables

Procedure:●Each group will prepare their own center●At their center, students will have their toy, their poster, as well as their rules if

they are needed. ●In their groups, students will travel around the classroom visiting all of the

different centers. ●At each center, each group member must explain in their science journals how

the toy moves (either by repelling forces or attractive forces)●Each group will be at a center for approximately 6-8 minutes.

EXPLANATION

When all of the groups have visited all of the different centers, students will then go back to their tables. At this point, we will have a short discussion about all of the toys. We will discuss some of the most interesting toys and how they worked. After this, the class will look back at the KWL anchor chart and take the time to fill in the ‘L’ section together.

ELABORATION

After completing this lesson, students will be asked to write a journal entry. In their journal entry, students will write about what they have learned about magnets throughout all of the previous lessons. They will include some of the most interesting facts, what surprised them most, what they enjoyed the most, etc. Students will be told to mention poles, attractive and repulsive forces, materials that are attracted to magnets as well as materials that can be magnetized. This will act as a wrap up for all of the lessons on magnetic forces.

EVALUATION

Students will be assessed on the final product of their toy, their poster, as well as their descriptions of how each toy worked. (see Rubrics/Checklist section).

ACCOMMODATIONS

●To accommodate this lesson, students will not be required to explain how all of the toys worked. They will simply examine all of the different toys.

●Gifted learners will be asked to write in their science journals about how some of the toys could have been improved or how they could make them work by using the opposite force.

B) Electrostatic forces

LESSON # 12


Curriculum Outcomes: describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact (attract, repel) (101-8, 203-3)andidentify materials to be used to investigate conditions which affect the force of static electricity, and suggest ways to use them in their investigations (202-7)

Content to Be Taught:Students will learn that there are many materials in their every day environment that produce static electric charges, they will learn what kinds of forces static electric charges produce and how they interact with each other.

Children’s Prior Knowledge and Misconceptions:Students may not know what static electricity when asked, however have been exposed to it in their everyday lives, whether or not they realize it is static electricity.

Performance Objective:Condition:Students will be given a number of discovery learning opportunities, which will be in the form of discovery learning centers.

Performance:The learning centers provided will have students explore various materials within their environment, that create static electricity.

Criteria:Students will discover what materials in their environment best create static electricity and how these forces interact with each other. Students will explore objects such as wool, cotton, balloons, vinyl records, rice cereal, and more.

Concept Development:

ENGAGEMENTMaterials:●A blown up balloon●Human hair

Procedure:●As this is the first lesson about static electricity, a K-W-L chart should be

created with the students:○What to you already Know about static or static electricity?○What do you Want to know about static or static electriciy?

■What did you Learn about static electricity? (to complete at the end of unit)

●Students may not have heard of “static electricity” but have heard and have some basic knowledge on static.

●To get students thinking about static, the teacher can hold up a balloon and ask students what might happen if the balloon was to be rubbed on someones hair.

●Discuss with students the different situations where they have been exposed to static electricity:○Getting a shock of someone○Combing your hair○Scarves and hair in the winter

●The teacher will have a volunteer try it to demonstrate its effects to the class.

EXPLORATION

Materials:●Balloons●String●Cracked pepper●Rice●Rice puff cereal●Salt●Sugar●Corn flakes●Bounce sheets●Empty, dry pop cans●Empty, dry plastic bottles●Vinyl records●Wool ●Cotton●Newspaper●Construction paper●Tissue Paper●Hair comb●Plastic glass with hole in bottom●Metal clamp to hold glass, about 30 cm high●Bowls●Cloth of different kinds (cotton, fleece, etc)

Learning Centers with Explanations:Resisting Balloons:Steps:●Two balloons are hanging next to each other by strings, at the same height●One balloon at a time, charge them by rubbing them each with a woolen

sweater or scarf●When you let the balloons go, how do they react to each other?●Try putting the balloons together. What happens?●Try putting your hands in between the balloons and see what happens!

Static Racing:Steps:●Rub the balloon with the wool scarf to give it a static charge.●Lay the aluminum cans on their sides, on the starting line.●Ready, Set, Go!●Hold the balloon very close to the aluminum can (make sure it does not touch

the can or the table), then slowly move the balloon away from the can.●See if your static charge can get your can to the finish line!●Have a race with a friend and see who can roll their can the fastest.●Extension: Try rubbing the balloon with different materials and see if it will

effect how fast your can travels or see what happens if you use a plastic bottle rather than a can

Static Jumping:Steps:●Spread a small amount of cereal, pepper, salt, rice, and sugar on a flat

surface.●Rub one side of the record or balloon with wool, or cotton.●Hold the rubbed side of the record or balloon over materials.●As you slowly move the record or balloon toward the cereal, pepper, salt, or

sugar may jump to the record or balloon!●What jumps? Do things like the balloon or the record better?

Static Sticks with No Glue:Steps:●Place newspaper on the table and use both hands to rub it on the table. ●Try this with a variety of different kinds of paper such as construction paper,

tissue paper, kleenex, etc. or different types of cloth●Try lifting the corner of the papers slowly to see what happens.●When you rub the materials with a pencil rather than your hands, what

happens?●Extra: Try rubbing a balloon and sticking it on the bottom of a table or on the

side of the wall. Also, try sticking the paper to the wall.

Static Water:Steps:●Place an empty plastic cup with a small hole in the bottom, in the clamp about

3 cms high, and place a bowl underneath the cup●With a comb, brush someones hair constantly for 1 full minute●Pour water through the cup, creating a small stream from the hole●Slowly place the comb next to the streaming water and see what happens!

Static Water:Steps:

• Place an empty plastic cup with a small hole in the bottom, in the clamp about 3 cms high, and place a bowl underneath the cup

• With a comb, brush someones hair constantly for 1 full minute• Pour water through the cup, creating a small stream from the hole• Slowly place the comb next to the streaming water and see what

happens!

EXPLANATIONResisting Balloons:What’s happening?●Once you have rubbed both of the balloons with wool, they have become

negatively charged. For the reason that they are made of the same material, they take on the same charge.

●The two items resist/repel each other as would the same poles of magnets would repel each other.

Static RacingWhat’s happening?●Everything has both positive and negative charges.●When you rub the balloon on the scarf, you are taking away negative charges

from the scarf and giving them to the balloon. This causes the balloon to have more negative than positive charges.

●The reason the can rolls is because the can’s positive charges are attracted to the balloon’s negative charges

Static Jumping:What’s happening?●Due to static electricity, when you hold the record or balloon over the plate, the

food is electrically charged. You should see some jumping toward the record or balloon because it is attracted to it!

●Try doing this experiment with different types of materials and see what happens!

Static Sticks with No Glue:What’s happening?●Electrostatic charges are created by friction, causing certain paper to stick to

the table or the wall.

Static WaterWhat’s happening?●When you comb your hair, you create static electricity. The charge that

transfers from your hair to the comb, are negatively charged.●The water contains both positive and negative charges, making it neutral.●When you approach the stream of water with the negatively charged comb, it

will attract to the positively charged particles making the stream bend.

ELABORATION

Ask the students to explain what everyday materials best create static electricity, as well as how different charges interact with each other. Therefore students should be able to explain that opposite charges attract and same charges repel.

EVALUATION

Students will be able to give three examples of materials that create static electricity, as well as which material they believe do this best. Students will also be asked to explain that opposite charges attract, and same charges repel.

Students will be given a handout before exploring the centers. See attached handout in V Resources and Handouts.

See attached checklist under IV Rubrics and Checklists

ACCOMMODATIONS Students will have the opportunity to do their handout orally, rather than in writing if needed.Also, some students may require assistance with exploring the learning centers. If students become too overwhelmed with groups being at the centers, separate learning centers could be arranged for the student to explore individually.

LESSON #13-This lesson will be cross-curricular with Mathematics-


Science Curriculum Outcomes: make and record relevant observations during investigations to identify conditions that affect electrostatic forces, draw simple conclusions about these conditions (100-33, 201-5, 202-7)Mathematics Curriculum Outcome: GCO: Shape & Space: Use direct or indirect measurement to solve problems.SCO: SS3 Demonstrate an understanding of measuring length. Content to Be Taught:Students will learn that there are different materials that can create electrostatic forces when utilizing them with a balloon. They will also learn that electrostatic force can be so strong as to create repelling and attracting forces when coming in contact with different materials. Children’s Prior Knowledge and Misconceptions:Students may already know about the concept of creating static with balloons by rubbing it on hair or other materials, however they may not be aware that the static forces exerted from the balloons can be so strong as so repel (or attract) materials through great distances. They may also not be aware that different materials other than hair can be used to charge up the electrostatic forces of a balloon. Performance Objective:Condition:Students will be given different materials in order to test out the static force of their balloon based on doing a distance measurement on a pop can. They will then be able to make a graph or a chart in order to compare their results based on the different materials used to charge the balloon.

Performance:Students will use a balloon and different materials to charge the electrostatic force of the balloon in order to repel a pop can through a certain distance while recording its distance and time based on the material used for the charge.

Criteria:Students will learn to record material used, distances and time taken to go from point A to point B. They will need to make a chart or a graph demonstrating their result and be able to explain which material shows to be the strongest force creator and which is the weakest.

Concept Development: ENGAGEMENT Materials:●Balloon●Hair (teacher’s hair)●Pop can

Procedure:●The teacher will take the first 5 minutes of class to make a quick

demonstration of today’s activity.●The teacher will rub the balloon on his/her head in order to charge it up with

electrostatic force.●Once the balloon is charged, the students will carefully watch the teacher who

will place the charged balloon near the pop can. The pop can will be repelled by the electrostatic force of the balloon through a small distance which the teacher will have timed and then will measure quickly to show the students what is expected of them for this activity.

●The teacher will quickly give an explanation to the class and proceed by distributing the brown paper bags to every students who will begin their experiment.

EXPLORATION Materials:●Balloons (already blown up and tied)●Wool●Nylon●Fleece●Fleece sheets (to take away the static)●Cotton●Student’s hair (each student will use their own) ●Brown paper bag●Science journal

Safety:●Students will be advised to be sure not to put anything in their mouths and that

the materials provided for them are for experiment purposes and not to be played with.

Procedure:●Students will begin by choosing 3 different materials for their experiment out of

the paper bag filled with different materials.●They will need to make a hypothesis in their science journal estimating which

of their chosen materials they think will charge up their balloon the most, thus pushing the can the farthest distance and the quickest along with which material will be the weakest.

●Students will then need to create a chart in their journal which will be composed the the three materials chosen, a spot for distance and another for time. The chart should look as follows:

Distance TimeMaterial 1: Material 2: Material 3: ●Once the hypothesis have been made and the materials have been chosen,

the students may now begin to charge up their balloon for the first trial of the experiment.

●Once the balloon is charged, they will then place it by the pop can and see how far the can gets repelled from the balloon and in how much time.

●The student will then record the time and distance in their journal, use the fleece sheet to take away the static force and then re-charge the balloon with their second piece of material.

●Once they have completed all three experiments, and once they have recorded all of their final results, they will then have to gather their information and create a graph of their choice outlining their comparisons.

●Students will then have to write a brief paragraph in their journal outlining their final observations and explaining whether or not their initial hypothesis was correct of incorrect.

EXPLANATION The teacher will allow for students to share their final results and will explain that the different materials will in fact, show a difference in the force exerted by the balloon. The teacher will take the most common “strongest” force creators found by the students and will quickly demonstrate to the whole-class using this material. The teacher will also explain why static is such a strong force that it can quickly move the pop can through a certain distance and show that not all materials can create static, or the same strength static therefore it is important to find the right material to get to the desired goals.

ELABORATION At the end of this lesson, students will get a chance to write an exit slip where they will explain what they learned about today’s experiment and how they would have changed their initial hypothesis if they would have known the final result prior to actually conducting the experiment. This exit slip simply needs to be a couple of sentences where the student explains what would have been done differently in the event of knowing the final results prior to the experiment.

EVALUATION Students will be evaluated on their initial hypothesis, their chart of experiments, their final graph and their final explanations. The teacher will check the journals (which are to be passed in at the end of the lesson) and make sure that every criteria has been met based on the proper recording in the chart, the proper explanations and hypothesis provided, the end-result graph and the final explanation which explains whether or not the hypothesis were correct or incorrect.

ACCOMMODATIONS To accommodate the students who may be having difficulty choosing materials to experiment with, the teacher could provide these students with three materials already chosen for them which are for sure going to produce static forces with the balloon. The chart could also be already created for them and the students would simply have to fill in the blanks with their results. The choice of graph (bar graph as it is the most simple one) for showing the results could also be given to them where the student would simply have to draw in their results.

LESSON #14


Curriculum Outcomes: identify new questions from what has been learned about static electricity (202-9) Content to Be Taught:For this lesson, the teacher will bring in a guest speaker (a worker from Science East) to speak about magnetic and electrostatic force. The speaker will have a chance to touch on both topics as the students have been learning about both and should have a good knowledge already build about these topics. This will be a good wrap up of the unit as it is the second last outcome to cover for the unit. Children’s Prior Knowledge and Misconceptions:Students will already have a good base of knowledge on the topics of both magnetic and electrostatic forces. The guest speaker will be to reinforce this knowledge and to provide an inquiry-based experience for student . Performance Objective:Condition:Students will be given this different form of learning opportunity which is in the form of inquiry-based experience provided by the guest speaker from Science East.

Performance:The guest speaker will provide the opportunity for students to get further knowledge on the concepts covered throughout this unit (magnetic and electrostatic forces) and to ask any questions they may have to the speaker regarding these topics.

Criteria:Students will discover another perspective on the topics of magnetic and electrostatic forces with the guest speaker from Science East.

Concept Development: ENGAGEMENTMaterials:●N/A

Procedure:● The teacher will begin the lesson with a simple introduction of today’s guest

explaining that this person is from Science East, a small museum of science located in downtown of Fredericton, and that he/she is here to teach us some more about the concepts of magnets and of electrostatic forces in science, which we have been learning throughout this unit.

●The teacher will explain to the students that it is very important to listen carefully and that it is important for students to raise their hand if a question needs to be asked. The teacher will also make a point to say that there will be time for questions or comments at the end of the presentation.

●It is also important for the teacher to remind the students that it is not polite to speak without raising the hand or to get up during a presentation therefore if anyone needs to get a drink or use the washroom, they are to do so before the speaker begins.

EXPLORATIONMaterials:●N/A

Procedure:●The students will listen carefully as the guest speaker presents the concepts of

magnetic and electrostatic forces from his/her point of view. ●The teacher will be sure to monitor the class in order to assure that everyone

is on task and paying close attention to the speaker.●The speaker will discuss of the “Invisible forces” program offered at Science

East and will demonstrate activities found in this program which are related to magnetic and electrostatic forces. ** For more detail on the type of presentation that can be given by Science East, visit this teacher leaflet of information.**http://www.scienceeast.nb.ca/pubs/English%20Teachers%20Leaflet%202011-12%20website%20sequential%20sept%207.pdf

EXPLANATION The speaker will explain the concepts of magnetic and electrostatic forces from the view of Science East and students here will have a chance to ask questions or make comments to the quest speaker. Each student will be required to raise his/her hand before speaking and must wait to be called upon before sharing what they need to say.

http://www.scienceeast.nb.ca/pubs/English%20Teachers%20Leaflet%202011-12%20website%20sequential%20sept%207.pdf


















































ELABORATION Following the guest speaker’s presentation, students will be asked to write a brief exit slip where they are to write three to five points that they learned and liked about today’s presentation. This slip is to be submitted before they leave for the day.

EVALUATION For this lesson, students will be evaluated on an exit slip that is to be completed at the very end of the class. The exit slip will simply be a brief reflexion from today’s speaker where students will have to write three to five points based on what they learned from our guest speaker.

ACCOMMODATIONS To accommodate the students who may have a hard time to hold still until the end of the presentation to speak their minds, the teacher will allow them to ask questions as they come but to simply remain courteous by raising their hand and waiting to be called upon before speaking.To accommodate the exit slip assignment, students with more difficulty coming up with three to five points will be asked to simply come up with one point about something that they learned and then talked about what they liked about the presentation. This will get them to talk more about their preferences rather than to think too much about several things that is new to them.

LESSON #15

This lesson will be cross-curricular with Art.


Curriculum Outcomes: describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used safely or should be avoided (102-15)

Art Curriculum Outcome: Elements of Art and Principles of Design: Students use warm, cool, light, dark colors for expressive and representational purposes. Content to Be Taught: Students will learn what types of products can safely remove ‘static cling’ and what products use static electricity to help us; and in what instances static electricity should be avoided. Children’s Prior Knowledge and Misconceptions:Students have previously looked at things in their daily lives that create static electricity and may have familiarity with many home products that help to eliminate ‘static cling,’ such as Swiffer clothes (uses static electricity) and Bounce Sheets (inhibit static electricity). Students may not know that photocopies, painting of metal objects, or the examples mentioned above, are all accomplished through static electric forces. Performance Objective:

Content:Students will begin this lesson by classifying objects as ones that use static electricity or ones that inhibit static electricity. This will be done by pulling objects out of a “Mystery Static Box.” The class will fill the answers in on a piece of chart paper. Students will then explore various materials that are used to inhibit static electricity.

Performance:In pairs, students will explore the various materials that are used to inhibit static electricity. In order to explore these materials, students will first create a static electric charge by using materials such as balloons or wool. They will then use a variety of the static removers that were found in the “Static Mystery Box” to remove the static that they just created. Students will determine which product they felt worked best to remove the static electric charge. Students will then choose one of these products and create a poster.

Criteria: Students will examine many different products that act as static inhibitors. Students will then demonstrate their understanding of a static inhibitor by creating a poster that will advertise the product that they feel works the best. Students must create their poster using warm, cool, light, or dark colours. Concept Development:ENGAGEMENTMaterials:●Chart paper●Marker●Mystery box containing the following items:

○Photo of photo copier (uses)○Paint on metal (uses)○Swiffer duster (uses)○Broom (uses)○Liquid fabric softener (stops)○Dryer sheets (stops)○Picture describing humidity/steam (stops)

On chart paper, have two columns displayed “Uses Static Electricity” and “Stops Static Electricity.” In a box entitled “Mystery Static Box” a variety of

Procedure:One at a time, students will come forward in the class, and pull something out of the “Mystery Static Box.” As a class, students will decide which category they believe the item will fall under: whether the item uses static electricity or stops static electricity. The students’ answers will mainly be prediction, therefore as students decide, the teacher will then explain to students whether their predictions are right or wrong, with an explanation.

EXPLORATION Materials:●Static removing spray●Humidifier or water●Dryer sheets●Balloons●Wool●Record

Procedure:Using the materials that have been explored in previous lessons, such as balloons and wool, students will work in pairs to create a static electric charge. Students will then explore the various ways to remove the static electric charge that they have created. Students want to find what they believe does the best job in removing static electric charge.

EXPLANATION

There many items that use static electricity for proper function. For example, when paint is being applied to metal, a static electric charge is created on the metal to allow the paint to stick. Swiffer dusters and brooms use static electricity to be for efficient at picking up dust. Photocopiers use static electricity to attract the toner dust particles in order to create a copy.

The items that remove static electricity work in the exact opposite of how we create static electric charge. The static remover, removed most of the negative charges, making the object neutral.

ELABORATION Students will be asked to promote the static remover that works the best. Students can be creative and create their own static remover, and promote reasons why it is ultimately the best static remover.

EVALUATION Beginning in this class, however finishing in the next class, students will create a poster advertising a static remover. In their poster they will express what they have learned about warm, cool, dark, and light colors to express something in their poster. See IV in Rubrics and Checklists.

ACCOMMODATIONS● Students will be given the choice to work alone during the exploration and the

poster creating, if working in pairs is not accomodating for them.●If a student is color blind, they will be given assistance with choosing colors for

their poster●For gifted learners, give students the opportunity to be creative and create a

completely new static remover and have them promote it.

IV. Rubrics/Checklists

a) Rubric for Science Journal (Various lessons throughout unit)*please visit the link below to view the rubric created for the science journal evaluationhttp://www.rcampus.com/rubricshowc.cfm?code=M7XW9A&sp=yes

b) Checklist for Magnet Collage (Lesson # 5)

Students have... Yes! Got it.

Not there yet!

Successfully filled their magnet handout with picturesExplained where the magnets are in the pictures that they have chosenExplained the reason for the magnetic objects, and what their uses areStudents have completed their journal entry.

c) Checklist for poster/brochure (Lesson #8)*please visit the link below to view the checklist created for the poster/brochure evaluationhttp://www.rcampus.com/rubricshowc.cfm?code=Y7XWBC&sp=yes

d) Checklist for Magnetic Toy: Draft Plan (Lesson # 9)

Required Elements Yes! Got it. Not there yet!All group members were participating in thedevelopment and planning of their magnetic toy.Students completed the Magnetic Toy: Draft Planworksheet by answering all questions posed andgiving sketches of magnetic toy with measurements.Student’s answers were thoughtful and considerateand were appropriate to the question asked.Students listed appropriate materials to used in theconstruction of their magnetic toy.

http://www.rcampus.com/rubricshowc.cfm?code=M7XW9A&sp=yes














































http://www.rcampus.com/rubricshowc.cfm?code=Y7XWBC&sp=yes










































e) Checklist for Magnetic Toy Poster

Required Materials Yes! Got it. Not there yet. CommentsPoster has a title and is visually appealing

Poster gives a clear description of the how the magnetic toy was made

Poster gives a clear description of the how the magnetic toy works

Poster clearly gives instructions (if required)

f) Rubric for Magnetic Toy (Lesson #11)

Required Elements 5 4 3 2 1 CommentsSuccessful completion of the magnetic toy draft plan worksheet

Poster for magnetic toy uses appropriate language: repels, attracts, etc

Magnetic toy uses the selected force (repulsion and attractive forces) designate by the group

Student’s responses on the other groups magnetic toys are appropriate

Students actively participate and cooperated with their group members

g) Checklist for Static Electricity Learning Centers (Lesson # 12)

Students have demonstrated... Yes! Got it. Not there yet!

Comments

An understanding of materials that create static electricity from their everyday environmentAn understanding that some materials create better static electric charge than othersAn understanding that opposite charges attractAn understanding that same charges repelAn explanation of one of the centers (whether in pictures of words)

h) Rubric for Lesson #13*please visit the link below to view the rubric created for evaluating the diagrams, charts and explanations of this lesson.http://www.rcampus.com/rubricshowc.cfm?code=Y7X2W9&sp=yes

i) Checklist for Lesson # 15

Required Materials Yes! Got it.

Not there yet.

Comments

Poster is visually appealingPoster uses warm, cool, light, or dark colorsPoster promotes a justified static removerPoster expresses a situation that creates static electricity

http://www.rcampus.com/rubricshowc.cfm?code=Y7X2W9&sp=yes














































V. Resources and Handouts

Lesson # 2

Exit SlipWhat are 3 things that are attracted to magnets?1. ________________2. ________________3. ________________

How can you magnetize something? ____________________________________________________________________________________________________________________________

Lesson # 4:

Chart for Stroking Experiment:

Number of Paperclips Picked-UpTrial Prediction Actual Results Stroke 5 times

Stroke 10 times

Stroke 15 times

Lesson # 5

Lesson # 7 Chart

Name of Element:

Number of elements between magnet and staples

Prediction of number of paperclips picked up

Actual number of paperclips picked up

1

2

3

4

5

Lesson # 12 (Learning Centers)

Exploring Static ElectricityGive examples of 3 materials that create static electricity:1. _______________________2._______________________3._______________________

Which do you believe created the best static electricity? Why?____________________________________________________________________________________________________________________________________________________________________

Opposite charges ___________, whereas same charges ____________.

Explain or draw a picture of your favorite center!

Worksheet for Lesson #9:

Magnetic Toy: Draft Plan

Name: ________________________________ Date: _________________________________ Answer the following questions about your magnetic toy to help guide the design, construction, and mechanics (how your toy will work):

1. What type of magnetic toy will you make? Why?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

----------2. What will you call your magnetic toy? Why?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How will your toy work (repulsive or attractive magnetic forces)?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What materials do you think you will need to build your magnetic toy (Try and be as detailed as possible)?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Draw several sketches of what your magnetic toy will look like in the space provided below. It would be helpful to draw it from different viewpoints, such as a side, front and back view. You will need to give the measurements of your magnetic toy, such as how long it is, or how tall, etc so that you know that you have enough materials to make it.

Lesson #14 - Link to the leaflet for teachers to view from Science East.http://www.scienceeast.nb.ca/pubs/English%20Teachers%20Leaflet%202011-12%20website%20sequential%20sept%207.pdf

Exit Slip for Lesson 14

Based on today’s guest speaker, white 3 to 5 new things that you learned about magnetic and electrostatic forces. Once you have written down what you’ve learned, write a couple of sentences which explain what you liked about today’s presentation.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.



















































VI. Conclusion

These 15 lessons, complete the grade 3 science unit on Magnetic and Electrostatic Forces. Although we have completed every outcome of this unit, it should be noted that some of the lessons may require extra days to complete. Ideally we would hope to give students the opportunity to create a science fair exhibit in pairs or small groups to display to another class, that would demonstrate something that they have learned in regards to magnetic or electrostatic forces.

Documents

Final Unit Plan - classicpsychedu.weebly.com