Lesson _1__

Teacher’s Name: Robyn Chuck Grade: 11th

Lesson Title: Magnetic & Electric Fields Date: February 21, 2018
Anticipated Time-Frame of Lesson: 90 minute class
State Standard(s):
9a. Plan and carry out investigations to clarify the relationship between electric currents and magnetic fields.
Classroom/Lesson Context (Check the Following that Apply):
__X__ Whole Group _____ Small Group _____ One-on-One
Learning Segment _1__
Central Focus: The students will review the similarities and differences between electric current and magnetic
fields. Students will investigate how electric current and magnetic field are related and how they interact with
each other.
Essential Questions: How are electric fields and magnetic fields similar and different? How are electric fields
and magnetic fields interrelated?
Learning Objective:
Students will be able to explain the circumstances under which a magnetic field is present.
Students will be able to explain how current and magnetic fields are related.
Students will be able to show how a magnetic field is created by electricity.
Academic Language
* Language Function- Explain
* Language Demand- During the direct instruction segment of this lesson, students will employ guided notes to
allow them to record and follow along with the concepts reviewed. The guided notes will have sections for
students to summarize their understanding on the concepts. In teacher selected groups, students will complete
four stations.
* Language Vocabulary – Magnetic Field, Magnets, Magnetism, Electricity, Current, Charges, Electrons,
Charged Particles, Magnetic Poles, Repulsion, Attraction, Tesla, Conductor, Hand Generator, Voltage, Battery
Key Materials & Technology:
Lab Station equipment: five bar magnets, iron fillings, four poster boards, four toy cars, four round disk magnets,
two magnet wands, voltage supply source, insulated copper coil, six alligator lead clips, various magnets of
varying strength and size, hand generator, two nails, 9V battery (size D), galvanometer
Instructional Plan
Instructional Strategies & Learning Task: The students will be arranged in heterogeneous groups based on
their prior proficiency and mastery of the previous units. Each group will be diverse in student proficiency and
ability level. Students will collaborate in their groups to complete the lesson opener and the stations. Students
will engage in direct instruction which will introduce them to framework the entire unit will be constructed upon.
The direct instruction will involve scaffold questioning based on students’ prior knowledge of the magnetism and
electricity. The questioning will be the guide to the direct instruction and provide the pathway for which each
topic will build upon. The students will circulate through learning modules and collaborate in their groups to
complete each module. The teacher will provide assistance as needed but will encourage students to work
together in their groups to accomplish the tasks. The learning tasks within the learning modules will encourage
students to inquiry about the results of their actions in the module. In their groups, students will have to utilize
their observations to develop explanations for the real-world phenomenon in each learning module.
Introduction to the lesson: The lesson commences with the students answering three prompts displayed
electronically on the board regarding magnetism. The opener will advise the students to recall from their prior
knowledge five instances or places that use magnets. Students will have to predict how two bar magnets with
interact with each other depending on their orientation to each other and each group will have magnets to assist
in their predictions. Students will have to explain how compasses are used in navigation. Students will answer
these questions on the packet for which will be provided to them at their desks. In their teacher selected groups,
students will discuss their answers with their fellow group members. Students will be grouped diversely based
on ability. Each group will be heterogeneously organized based on readiness level and course performance.
Students will be ten minutes to answer the prompts and discuss their answers with their fellow group members.
During the ten minutes time window, the teacher will rotate around the room observing the interactions between
members of the groups to ensure students are focusing on discussing the prompts. If students are unclear of
how to respond to the prompts, the teacher will encourage students to ask their group members for assistance.
The teacher will also provide assistance when necessary. After the conclusion of the time window, the teacher
will call upon at least one member of each group to elaborate on their answers from the first question involving
the students recalling places and items that use magnets. After calling upon one member from each group, the
teacher will ask if any other students have more responses to the question. The teacher will record their
answers on the dry erase board so the students can compare their response to the responses of their fellow
classmates. The teacher will assist in the infusion of academic language into the students’ responses by relating
their response to key vocabulary that will be covered in the unit. The teacher will ask the students to point out
similarities between their responses. This will hopefully prompt students to recognize that some of their
responses involve electricity. Teacher will then ask the students their answers to the other prompts in the bell
ringer which includes the reaction between magnets and the usage of compasses.
Body of the lesson: Using guided notes and PowerPoint presentation, the teacher will discuss the concept of
magnetism and initiate the linkage between electricity and magnetism. The teacher will discuss how magnetism
is caused by the movement of charges and then will ask students what electricity involves and ask them to recall
key vocabulary from the previous unit Electricity. The teacher will demonstrate to the students how magnetic
poles cannot be isolated easily. The teacher will display a bar magnet that has been broken in the middle and
will ask the students if the magnetic poles have been isolated. The teacher will then test their idea by placing
the two pieces in various arrangements to see their interaction with each other. The magnets will repel each
other if one of them is flipped 180 degrees. The teacher will then pass around the magnet pieces to each group
so they can experience that the magnets will repel each other if one is flipped. The teacher will then project the
slide that explains that magnetic poles cannot be isolated by breaking a magnet. Using the presentation slides
as a template for the concept, the teacher will use GIF images as representation of the interaction between
magnets and their magnetic field lines. The teacher will ask students what other concepts have we covered that
involve fields which will lead to the students discussing electric fields and how they interact with each other. The
teacher will then compare the Earth to a bar magnet and ask the students what direction compasses point which
will lead to them stating North. The teacher will draw a circle and include a vertical rectangle in the middle to
represent a bar magnet. The teacher will ask if the compass points north what the top of the Earth’s magnetic
field has to be to have the appropriate interaction. Students should respond South which is an opportunity for
the teacher to see if students hold misconceptions about the interaction between magnetic fields. The teacher
will shortly discuss how our society came to designating north and south portions of the Earth. The teacher will
return to the topic of current and will ask students to define current. Given their definition to current, the teacher
will ask students if magnetism is involved in electricity and current. The teacher will discuss electric current and
how it produces magnetic field. The teacher will ask “If electric current produces a magnetic field, will
compasses respond to the magnetic field?” The teacher will have the students watch a video showing
compasses responding to the magnetic field of a current carrying wire. The video includes the compasses
before the current is flowing through the wire and after current is flowing through the wire. After the video, the
teacher will have the students complete a portion of their guided notes requiring them to list the similarities and
differences between magnetism and electricity. The students will be given five minutes to complete this portion
and will be allowed to collaborate in their groups to answer the prompt as well. Teacher will review the
procedure for completing the stations. The station will include students dusting iron fillings over a poster board
covering bar magnets arranged with like poles, opposite poles, one bar magnet alone. The students will have to
draw the magnetic fields lines displayed around the magnets with the iron fillings. Another station will have the
students complete a magnet race using toy cars with magnets fixed to them and magnet paddle wands. The
students will race with their fellow group members and flip the paddles over and race again. The students
should observe a difference between one side of the magnet paddle and another as one slide will repel the car
and the other will attract the car. The third station will have the students use magnets to generate electricity
using a coil of copper wire and assorted magnets. The students will be able to measure their current using a
galvanometer. The fourth station will include the students using various voltage sources (hand generator,
batteries, and voltage supply) and materials to create an electromagnet. The groups will be given ten minutes
each station and there will be a timer on the projector to alert the students of the rotation time. The teacher will
rotate around the room providing groups’ assistance in completing the stations and to ensure students are
focused on completing stations. The teacher will circulate to evaluate if students are engaging in content related
discussions and to ensure students understand the science concepts being observed in each learning station.
The teacher will be reviewing students usage of academic vocabulary in describing the real world phenomenon
observed in the stations. Do the students understand why they are using a voltage sources in the
electromagnet station? Do the students understand that the galvanometer measures current? Do the students
understand iron fillings arranged around the magnets are showing the interaction between the magnets? The
teacher will circulate to ensure each group understands the significance of each station and how it is content
related. To support students’ movement from one station to another, the teacher will call out which station each
group will advance to next.
Conclusion/Summary: Students will travel back to their desks and will be given fifteen minutes to finish
completing the station questions. The teacher will circulate room to ensure students are finishing their stations
questions and will provide assistance as needed. The teacher will peer over students’ shoulders to insure
students are providing detail and key vocabulary to their responses to the station questions. The teacher will
provide students with laminated key vocabulary sheets to support their development of academic language and
assistance them in writing. The teacher will assist students with low writing proficiency by reviewing their writing
as they complete the remaining portions of the stations. If students’ writing is unclear, teacher will advise
students to provide an answer from a different perspective and provide them tips on how to include key
vocabulary in their explanations. Additionally, students may work within their groups to develop deeper ways to
answer the station questions. They can discuss the steps they used to complete the stations and their results
from those steps.
Assessment/ Evaluation Criteria:
Formative (Informal): The teacher will assess students’ prior knowledge regarding magnetism and magnets
using the bell ringer questions. The bell ringer will provide the foundation for the teacher to build the lecture
from and link students’ previous ideas regarding magnetism. The students will be called upon to recall how they
answered the bell ringer and their answers will be recorded on the board. The teacher will review how students
are answering the questions to the station prompts prior to the students turning in their work. The teacher will
provide tips to improve their writing and how to provide more detail to their work.
Summative (Formal): Mastery will be defined by students completing the station questions in complete
sentences and utilizing key vocabulary to explain their ideas. The score will be dependent upon how they utilize
the vocabulary to explain their ideas coherently and in detail.