LET'S EXPLORE WITH MAGNETS!
Unit by: Candice Groves
Cooperating Teacher: Jenifer Mihalik
April 11, 2005-April 29, 2005
Washington Elementary School
Bristol Township, PA
Overview:
In this unit, I plan to engage the students in an in-depth, science and mathematics exploration. We will be exploring magnetism as we experiment with the different properties of magnets and their many uses. I plan to give the students the opportunity to predict the outcome of an experiment, as well as reflect upon the day’s activities with a personal science journal.
The unit on magnetism will span three weeks of instruction, with three days of exploration per week. The students will work in small groups and individually in order to benefit from different types of instruction. Nine lessons will cover a basic discovery session with a magnet as an introduction and will conclude with a culminating activity involving a group discussion of the concepts learned. A Power point presentation will be used as a visual aid in order to highlight these concepts.
Investigative Areas Covered:
-How can a magnet be made?
-What will it attract and/or repel?
-How do they attract/repel?
-What are they used for?
-What different kinds are there?
-Will they attract through something?
Teacher’s Objectives:
When students have completed the unit, they will be able to recognize and explain basic properties of magnetism as a result of their observations and experimentations. They will be able to explain attraction and repulsion, the qualities of a magnetic object, the strength of a magnetic force, how a temporary magnet works, and how a compass works.
I want the students to have the confidence to take risks while practicing and fine-tuning the skills of prediction and hypothesizing. They have the opportunity to correct any misconceptions through investigation. I’d like the children to have an appreciation for science experiments and making discoveries on their own. While realizing that magnets and magnetism is a large part of our everyday lives, the students will gain a deeper appreciation for the investigation behind why magnetism works the way in which it does.
I will be asking many high and low level questions about why magnets work in which the way they do, why they interact with other materials, and how the phenomenon of magnetism can be explained at a second grade level. The nine lessons I have planned will aid in their learning experience by prompting them and driving the investigative process.
Objectives for Students:
The major objective for this unit is for students to be able to explain magnetism using key concepts learned throughout the study. Written in student language, this question may be phrased, “How do magnets work?” This essential question drives the study of the unit. Some other areas of study might be: How do magnets react with other magnets? What are magnets used for? How can magnets be made? What makes something magnetic? These and other questions will be addressed and reviewed throughout the investigations.
Observation/Assessment/Evaluation:
I plan to assess and evaluate the students both formally and informally. At the very beginning of the unit, the students will complete a KWL with me. I will be able to familiarize myself with concepts some students already understand and that which they would like to learn. At the end of the unit, revisiting this chart will serve as an informal assessment of their understanding of magnetism.
Throughout each of the nine lessons, I will observe the behaviors I anticipate the students to exhibit. I hope to see the students using appropriate vocabulary that they will copy into a science glossary which will serve as a reference. I will document these behaviors using a facilitation grid.
By asking prompting questions and listening for appropriate responses during lessons, I will be able to note if the children are exhibiting an understanding of the concepts integrated into each lesson. When appropriate, the students will use a worksheet that will assess their understanding of that particular activity.
At the end of the last lesson, I will give a mini-quiz of about six questions that asks the students to explain the concepts they’ve learned and tell about their favorite part of the unit.
As an on-going assessment, each of the students will keep a science journal that they helped design. At the end of each lesson, the students will start their dated entry with “Today I learned…” and write a minimum of two to three sentences about that day’s lesson. I plan to collect the journals in order to read their entries that day. I will be able to explain or reinforce any concepts that require clarification.
Post-Assessment:
What I Know About Magnets
Directions: Answer each question in complete sentences.
1. What can a magnet do?
2. How many poles does a magnet have? What are they called?
3. What would happen if you put two magnets together?
4. What would happen if you put a crayon near a magnet? Why do you think so?
5. What if you put a paper clip near a magnet? Why do you think so?
6. What was your favorite part of the magnet unit?
Draw your favorite part of the magnet unit here:
Reflection:
This unit has been an absolute success. The students have shown a complete understanding of magnetism throughout the nine day study. I’ve heard vocabulary being used freely and correctly both formally and informally. Their journals have been detailed, though some have needed encouragement to do so. Many students have drawn cards or written me letters to say how much they loved the study of magnets. I am so pleased with their love for investigative science!
**Note: Pictures of the unit can be seen in the slideshow on the homepage.
