Meghan Church ELED 3221--003 Date:10/30/2013 INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT Magnet Forces Elementary

Science _____________________________________________________________________________ Big Idea: Magnet Energy Grade Level: 4th grade Rationale: In this lesson students will be able to build a compass and understand how a compass works. This could be used if no GPS system was available and you needed to get somewhere you could easily build this compass.

NC Essential Standard(s): 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. Next Generation Science Standard(s):
MS-PS23. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking. ]

Instructional Objective: At the end of this lesson students should be able to: Make a compass using the materials provided explain how a compass works demonstrate how they could use a compass and hwy it is important Use the words repel and attract correctly in describing observations Students will understand that magnets have defined poles that are either North or South Prerequisite knowledge and skills: Students have explored the forces of attraction and repulsion using doughnut shaped magnets. Know what a magnet is and what it does. Also have seen a compass. Materials/Resources: compass (1) 2 bar magnets

red and blue markers, crayons or pencils needles (4) Shallow plastic lids (3) Plastic cups (3) Water

Source of your lesson:

http://www.framingham.k12.ma.us/curriculum/sci/Energy_ForceBetweenMagentsLP1.pdf

Estimated Time: 1-2 Hours Accommodation for Special Needs/different learning styles: For any lower level students the teacher will help them with the experiment and help them to understand the difference between repel and attract. For the ESL learners the teacher might work one on one with those students to make sure they are understanding everything or the teacher could make sure to draw things out so they will be able to follow along with the drawings. Safety considerations: Make sure students are keeping their hands and body parts to themselves Make sure students are listening and following directions Make sure students don't poke other students with the needles Make sure students are being careful with the materials given to them Make sure students are not playing around with the materials

Meghan Church ELED 3221--003 Date: 10/30/2013 ______________________________________________________________________________ Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. Additionally, I expect you to include possible questions and anticipated student responses to your questions for each section. Engage: The students will first watch an interactive video on magnets and how they attract and repel each other. It will also explain how the earth is a magnet and how compasses work. This will give students insight on what they are about to learn. This will also help the teacher to know what they know and what questions they have.
http://www.harcourtschool.com/activity/science_up_close/504/deploy/interface.swf

Explore: Access prior knowledge. Find out what students remember about magnets. Review key vocabulary, using it to support prior knowledge of students. Be certain to introduce the words magnet, compass, attract and repel. Hold two bar magnets slightly separated. Have students draw a picture on their lab worksheets. Discuss the words hypothesis and predict. Ask students to write a hypothesis that predicts what will happen when the magnets are placed near each other. Distribute a pair of magnets to each group or partnership. Allow students to explore with these. Students will test their hypothesis. Students write their observations. Students use the words attract and repel to describe observations. (This assesses students understanding of content vocabulary). Have students return one magnet and pick-up one compass. Discuss with students what a compass does. Discuss how it has a North and South direction. Have the students turn the magnet and show it continues to point in the same direction. o Teacher Note on Potential Pit Falls: 1) Steel objects can get magnetized over time by the Earths magnetic field so your students compasses may not point North. If they lift the compass above the table and are not near steel support columns, then it should point in the correct direction. 2) If magnets get near other magnets or electromagnets, its possible for the magnetic poles to switch! This is also true for compasses! You may want to test the magnets and compasses before handing them out. Giving the advanced students mixed up poles may lead to more interesting discussions. Have students note which end of the compass is pointing to the North. Discuss how magnets ends are defined as North and South and that the end of the magnet pointing northward is defined as the North pole of the compass

Explanation: Lost! Have you ever wondered how a compass might be used in the 21st century? With all the technology we have, does it sometimes seem like a GPS unit or even a cell phone is just easier to use, and more convenient than an old-fashioned compass? Your task is to choose one of the following 21st century scenarios, make a compass, and return home alive! Scenario 1: You and your team are researching whales in Baja California. You finally collected enough data and are returning home to San Diego when your GPS unit falls overboard. You know that you need to head North, but you have no idea where North is! Luckily, you found the following supplies on your boat- a piece of cork, a needle, a cup, a magnet, and water. Your teams job is to make a compass with these materials so that you can return home as quickly as possible! Scenario 2: You and your team study rattlesnakes in Death Valley. Since you did not want to disturb the desert habitat by driving through it, you all jumped out of a helicopter and plan on hiking to a pick-up 25 miles North once all your data has been collected. Unfortunately, the compass was left in the helicopter that you all jumped out of! You are all ready to go home, but dont know which way to start walking. You open up your emergency kit and find some food, water, and sunscreen, but NO compass. Strangely, there is a baggie marked Compass but all it contains is a needle, a cork, a cup, a magnet, and the words Just Add Water. What is your team going to do? Students will then choose which scenario they would like and they will be given the following items: a needle, a cork, a cup, a magnet, a plastic lid, and the words "Just Add Water". The students will be given about 5 minutes to try and figure out what they could do with all these materials then the teacher will help them and describe what to do. First, you rub the needle on the magnet for approximately 60-75 on the magnet ( making sure to not go back and forth and only in one direction). Then, put water into the plastic lid just a little so that the cork can float. After that add the cork on top of the water, then put the needle on top of the cork. The needle will then spin around until it is pointing North and South. You can check with a compass to see if it works. Elaborate: Students move around the room. Teacher will call one of the instructions below and students will do the following: North to North or South to South: Students call out REPEL and clear the space and stand around the edges of the hall. North to South or South to North: Students call out ATTRACT, find a partner and create a shape by joining different body parts together. Encourage Students to create interesting shapes using lots of different body parts each time. As the class is moving, encourage interesting journeys in the space. To avoid the group just following each other around in a big circle, directions such as cross through the middle of the room, change direction, use a different level etc can be added to the game to encourage some variety. Encourage Students to move around the space using different traveling movements, for example, roll, turn, jump, slide. Evaluate: The students will take a short quiz about magnets that will help the teacher see if the

students are understanding or not. Closure: The students will then share one thing that stood out in their minds about the experiment today. They will share with the whole class and explain why this was their favorite thing or why it stood out in their minds.