3rd Grade Science Unit Plan

Teacher’s Name: Lynnea Summerscales Subject: Physical Science

Date: 06/18/18
Grade: 3rd
Topic/Unit: Electrical and Magnetic Energy

Instructional Goals:
Key Learning: Students will be able to…
 Identify and classify objects and materials that are conductors or insulators of
electricity
 Identify and classify objects and materials as magnetic or non-magnetic
PA Academic Standards (if applicable): 3.2.3.b4
Essential Content (explanation of Material):
This unit consists of lesson plans that are centered around electrical and magnetic energy. In
this unit students will start out by tapping into prior knowledge of what makes something
magnetic or non-magnetic, they will then begin to test objects for magnetic attraction. In
the second lesson they will be exploring how to turn a nonmagnetic object into a magnetic one.
Once they have a firm grasp on the basics of magnetism the students will investigate the
characteristics of electromagnetism and then use what they learned to plan and conduct an
experiment on electromagnets.
Instructional Objective (Description of Summative Assessment Strategy):
Performance Task or Other Evidence (What will students do or produce to show you they have
accomplished the purpose of the lesson? How will you assess their work?):
Conditions for learning: Safety, engagement, reinforcement, support and motivation will all
be key factors for CFL. As well as room space and time.

Observable performance to indicate learning: While I walk around the room during
exploration time I will be listening for specific terms and phrases. Another observable
performance to indicate learning would be their ability to work out problems with one another
and ask appropriate questions that would lead them to the correct outcome.

Criteria to rate the level of performance: All lesson plans will be rated using Assessment
Standard B (National Science Education Standards)
 Achievement data collected focus on the science content that is most important for
students to learn
 Opportunity-to-learn data collected focus on the most powerful indicators
 Equal attention must be given to the assessment of opportunity to learn and to the
assessment of student achievement.
 Physical Science: Electrical and Magnetic Energy
Time Required:
This unit will take place over several weeks.
Magnetism Exploration: 40 mins
Its Only Temporary: 50-60 mins
Electromagnetic power: This unit will need to be broken up into two-day sections…Roughly 40-
50 mins each day

Materials Needed:
Magnetism Exploration:
 Random small objects
 Magnetic objects
 Trays
 Magnetic vocabulary word search *Figure A
 Investigation organizer *Figure B

Its only Temporary:

 Random small objects
 Magnets
 Trays
 Learning Target *Figure C
 Explanation letter *Figure D

Electromagnetic Power:
 Battery (D cell)
 Wire (4-6 feet of 18 gauge)
 Iron nail
 Paper clips
 Tape
 Detailed hand out *Figure E
 Four Question Strategy *Figure F
 Electromagnetic planning sheet *Figure G
Resources:

Magnetism sight words for word wall:

 Physical Science: Electrical and Magnetic Energy

Magnetism Explorations
 Physical Science: Electrical and Magnetic Energy
Teacher’s Name: Lynnea Summerscales Subject: Science
Standard: 3.2.3.B4 Topic/Unit: Physical Science

A. Engagement/Introduction:
Third grade students are already familiar with magnets. But do they all understand what
magnets attract and repel?
Before I start the unit, we will go over some magnetism vocabulary words and have fun doing a
word search *Figure A
I will begin the magnetism unit with a simple question: "What materials are attracted to a
magnet, and what materials are repelled?"

I will ask the students to discuss with their shoulder partner, and then with the whole class,
their ideas about the question.
Next, I will place our learning target on the board: I can determine what types of items
attract or repel magnets.
Mini Lesson:
To prepare my students to find answers to the questions, I will share an investigation
organizer *Figure B and a tray of objects, along with 4 magnets. I will show the students the
organizer and ask them to begin filling out the column of what they think they know about
magnets, what they wonder about, and how they will try to answer their own questions. There
is also a column to report their findings.

I will not, at this point, show the students what to do. I want them to create their own
investigations to answer their questions. This is critical, at this age and ability of students.
Exploring objects or situations, wondering about causes, and creating an investigation in order
to gain understanding is crucial to the development of a scientist.

Following the explanation of the organizer, and creating the investigation groups, I will send
the students off to work

B. Explore/Procedure:
As the students work with their groups, I will circulate in order to question, guide, and
prompt thinking. I will also be listening for precise use of vocabulary terms and written
results.
As these students work, I will able to redirect them to consider questions that could be
tested in our classroom with our tools. We will then able to discuss questions that could be
answered in the room.
 Physical Science: Electrical and Magnetic Energy
C. Explain:
After exploration have students watch this video on basics of magnets and what makes an
item magnetic or non-magnetic:
https://www.youtube.com/watch?v=yXCeuSiTOug

D. Elaborate and Closure:

As a closing, I will ask two teams to partner and share what they found out during their
investigations. I will also continue to circulate and ask students to describe their tests and
their results.

E. Evaluate/ Assessment: Performance Task or Other Evidence (What will students do or produce
to show you they have accomplished the purpose of the lesson? How will you assess their work?):

For a summative assessment I will be looking for specific vocabulary terms and the completion
of their investigation worksheets.

Accommodations:
The students can reference the word banks from the vocabulary terms and also the magnetic
sight words.
Adaptations:
The word bank can be done with neighbors or individually, depending on the student’s
behavior. This exploration is planned as a partner lesson but could potentially be done in
bigger groups as long as each student gets a chance to participate in exploration.

Resources:
 Random small objects
 Magnetic objects
 Trays
 Magnetic vocabulary word search *Figure A
 Investigation organizer *Figure B
 Physical Science: Electrical and Magnetic Energy
Figure A
Physical Science: Electrical and Magnetic Energy
 Physical Science: Electrical and Magnetic Energy
Figure B
 Physical Science: Electrical and Magnetic Energy

Its only Temporary!

Teacher’s Name: Lynnea Summerscales Subject: Science
Standard: 3.2.3.B4 Topic/Unit: Physical Science

A. Engagement/Introduction:
This lesson should be done after the Magnet Investigation lesson. During that lesson the
students were investigating and asking questions about magnets and this lesson will provide a
deeper exploration of “How can a non-magnetic object be made into a magnet?”

Students at this point should have a strong grasp of magnetic forces and how magnetism
works before teaching about the process of induction.
Mini Lesson Before Exploration:
In order to set my students up for success, I will remind them of the phenomena that they
witnessed with the paperclips being magnetically attracted to another paperclip! I will have
one of the students come up and explain what he had done in the prior lesson. I will then turn
their attention to our learning target (*Figure C) which is in the resource section.

As the student shares, I will ask questions that will prompt some thinking by my students to
take to their investigation.

1. Do you think the paper clip will be a permanent magnet, or will it only be one
temporarily?

2. What do you think has to be done to create magnetism?

3. What do you notice about how (student______) set up his experiment?

Next, I will put the following definition of induced magnetism on the board and ask the
students to read it silently and then turn to their partner and discuss what they think it
means. When they are done discussing, I will help them clarify that induced means to bring
something about or make something happen.

When a piece of unmagnetized magnetic material touches or is brought near to the pole of a
permanent magnet, it becomes a magnet itself. The magnetism is induced. A North
pole induces a North pole in the far end.

Then, I will show the students a tray of test items, filled with magnetic and non-magnetic
items, and, obviously, a few magnets. Their instructions are to work as a team to create a
temporary magnet and work to explain why it works.
 Physical Science: Electrical and Magnetic Energy
B. Explore/Procedure:
As the students begin to explore, I begin to circulate. My whole focus here is to prompt the
students to work with intention. I will ask questions like, "What are you trying to do?", "What
is your plan?", "Has anything worked, or not worked?"
the students should be trying different items and staying on target. If students seem a bit
distracted, I will restate the questions to guide them back on track.

C. Explain:
Play this YouTube video for the class explaining magnetic domains.

https://www.youtube.com/watch?v=tq-rqGaBIM0

D. Elaborate and Closure:

Following enough exploration for the students to have success, I will introduce a letter
writing experience. Essentially, the students are writing to another student in order to
convince him/her that a magnet with a nail attracted to it could be used to pick up a paper
clip-from the nail. See Figure D in resources.

E. Evaluate/ Assessment: Performance Task or Other Evidence (What will students do or produce
to show you they have accomplished the purpose of the lesson? How will you assess their work?):

For this lesson the explanation letter will be used as an assessment tool. I will be looking for
correct use of vocabulary words and an understanding of the lesson.

Accommodations:
For some students I will provide the vocabulary word bank from the word search from the 1st
lesson and/or writing prompts for the explanation letter.

Adaptations:
This lesson is for partners but can also be done in small groups. The explanation letter is
meant for individual students as that is an assessment of their learning. However, the letter
writing could be done as a group if some students need the extra assistance. If this is the
case be sure to group the students by a range of ability so student assistance can be utilized.

Resources:
 Random small objects
 Magnets
 Trays
 Learning Target *Figure C
 Explanation letter *Figure D
 Physical Science: Electrical and Magnetic Energy
Figure C: Learning Target
 Physical Science: Electrical and Magnetic Energy
Figure D: Explanation Letter

From:___________________________________
To:_____________________________________
 Physical Science: Electrical and Magnetic Energy

Electromagnet Power!
Teacher’s Name: Lynnea Summerscales Subject: Science
Standard: 3.2.3.B4 Topic/Unit: Physical Science

A. Engagement/Introduction:
This lesson will be done in 2 days.

Day 1: Complete the engage, explore and explain portion of the lesson

Day 2: Complete the Elaborate and Evaluate portion of the lesson

Students will investigate the characteristics of electromagnetism and then use what they
learn to plan and conduct an experiment on electromagnets.
Mini Lesson Before Exploration:
Before the exploration part of the lesson I will review our lesson on magnets and introduce
electrical currents.

SIMULTANEOUS RALLY TABLE: I will have students access prior knowledge of electricity
and magnetism by having students create a list of what they know. Students will then work
with a partner. One student writes electricity at the top of the page. The other writes
magnetism. On my signal, each student will list one thing that he/she knows about the topic.
Students then switch papers and write one thing about the other topic. Students continue
switching papers until you tell them to stop.

GIVE ONE GET ONE: Divide the class in half. One half will be magnetism; the half will be
electricity. Student will mingle among their half of the class and find a partner. Partners each
share on item about their topic from the list generate by Simultaneous Rally Table. Students
add to their list any new information. They then thank their partner and find a new partner.
Continue until students don’t seem to be “getting / giving” new information.
Discuss as whole class.
Tell the students that today they will use the magnetic field around a wire to create an
electromagnet, using layers of wire and a battery.
Ask them what they think will happen.

Give them a few minutes to discuss this question in groups and make a group prediction.
 Physical Science: Electrical and Magnetic Energy

B. Explore/Procedure:
 Distribute the materials for the electromagnet (nail, copper wire) to each group.

 Have each group tightly wrap the wire around the nail, starting at the nail point and
making sure that about 8 cm of wire is left free at the end for connection to the
battery. If they have wrapped the wire up the length of the nail all the way to the tip,
have them start another layer on top of the one just completed.

 Spread the paper clips out on a table or other flat surface.

 Have students connect and tape one loose end of the wire to the positive battery
terminal and the other end to the negative terminal.

 Have students try to pick up as many paper clips as they can at the end of the nail. Give
them 5 minutes to play with the electromagnet.

Safety Note: When touching the wire to the battery, students should not touch the bare
portion of the wire. The current being used is low and not dangerous, but the wire will heat up.
It is also important that students not keep the circuit connected too long.

*See figure E for detailed hand out

C. Explain:
Ask students what they discovered about electromagnets. Discuss the magnetic field created
in an electromagnet. Ask students how they think the electromagnet can be strengthened.

D. Elaborate and Closure:

Tell the students that they are going to design an experiment using the 4-Question Strategy
to determine what strengthens an electromagnet. (figure F)
a. What does an electromagnet do?
b. What materials are available for conducting an experiment on electromagnets?
c. How could you change each material (nail, wire, battery) to affect what the electromagnet
does?
d. How could you measure or describe the response of the electromagnet to what you
changed?

1.PAIRED HEADS TOGETHER: For each question, have students brainstorm the answers on
their own and record on the form. Then students RALLY ROBIN with their shoulder partners.
If their partner says an idea on their list, they check it off. If it is not on their list, they add
the idea. After one minute, students share with their face partners.
 Physical Science: Electrical and Magnetic Energy
2.POPCORN SHARE: One at a time, students pop up from chair to share an answer. As a
class, choose one idea to change in the experiment (the number of times the wire is wrapped
around the nail). Or have each group decide which idea they would like to test and allow them
time to do so.
3. TEAMMATES CONSULT: To complete the experimental design, students put pencils down.
Teammates discuss each step of the lab report (does not have to be completed in order.
Variables may be recorded before hypothesis). Everyone should contribute ideas, but
everyone does not have to agree on the answer to the question. When everyone is ready with
an answer, all team members pick up their pencils and SILENTLY write their answers. When
each teammate is finished, the team repeats the steps with the next step.

*Remind students of safety concerns with electricity*

Hand out electromagnetic planning packet *figure G

Observations and Conclusions:

1. Assign lab roles: Principal Investigator who directs others to follow procedures;
Materials Manager who does experiment; Reporter who records data; Timekeeper /
Clean Up Captain who keeps time and helps clean up. Allow students to conduct
experiment.

2. Students collect data and record observations. Tell students to do multiple trials and
to find the average for each number of strands.

3. Demonstrate for the student a stronger electromagnet. Let each group examine the
magnet and draw conclusions about how it was strengthened.

4. Ask students why it is useful to have a magnet that can be turned on and off.
Electromagnets are in doorbells, speakers, telephones, and almost every motor, but
many people do not understand how such everyday devices work.

E. Evaluate/ Assessment: Performance Task or Other Evidence (What will students do or produce
to show you they have accomplished the purpose of the lesson? How will you assess their work?):

Students write conclusion including three key parts:

 Make a claim: Statement saying if the results support or do not support the
hypothesis.

 Provide evidence for a claim: Summary of the results and data

 Provide reasoning that links the evidence to the claim: Explanation of results
 Physical Science: Electrical and Magnetic Energy

All write round robin: Students create a list of what they learned about electromagnets. In
teams of 4, one student announces what was learned. All students write on their own list.
Repeat until all students have stated what was learned.

Have students find an electromagnet in an everyday machine or gadget and explain in their
science journals where it is and what it does

Accommodations:
Students will be provided with work sheets and vocabulary lists.
Adaptations:
This lesson is fairly detailed and long so due to time restraints and progression of learning,
worksheets may be done in a group setting or whole class assessment. This will be something
to determine at the time of lesson.
Resources:
 Battery (D cell)
 Wire (4-6 feet of 18 gauge)
 Iron nail
 Paper clips
 Tape
 Detailed hand out *Figure E
 Four Question Strategy *Figure F
 Electromagnetic planning sheet *Figure G
 Physical Science: Electrical and Magnetic Energy
Figure E
 Physical Science: Electrical and Magnetic Energy
Figure F

Four Questions Strategy: Electromagnets

Name________________________________ Date _______________________________________

1. What does an electromagnet do?

2. What materials are available for conducting an experiment on electromagnets?

 Physical Science: Electrical and Magnetic Energy
3. How could you change each material to affect what the electromagnet does?

4. How could you measure the response of the electromagnet to what you changed?

The purpose of this experiment is to determine the effect of:

__________________________________on ______________________________________

(independent variable from question #3) (Dependent variable from question #3)
 Physical Science: Electrical and Magnetic Energy
Figure G

ELECTROMAGNET PLANNING SHEET

My testable question is: What will happen to the magnetic field of a nail if you wind more and
more wire connected to a battery around it?

My hypothesis is If ____________________________________________________________,
then _____________________________________________________________

MATERIALS:

 nail
 piece of insulated wire 1 meter long
 D battery
 masking tape

What one thing will I change on purpose? Scientists call this the independent variable or the
manipulated variable
_____________________________________________________________________________
_____________________________________________________________________________
How will I know if the one thing I changed on purpose made any difference? (How I will
measure, observe, and collect data in the experiment). Scientists call this the dependent
variable or the responding variable
_____________________________________________________________________________
_____________________________________________________________________________

What things will I need to keep exactly the same in order to conduct a fair test? (Constants)
_____________________________________________________________________________
_____________________________________________________________________________
Physical Science: Electrical and Magnetic Energy
Physical Science: Electrical and Magnetic Energy
 Physical Science: Electrical and Magnetic Energy

Electromagnet Power:
Grading Rubric

Beginner Developing Proficient Mastery

1 2 3 4
I demonstrate making I can do most of the Grade level Takes real
a start at simple stuff, but still proficiency. ownership of
understanding with a need some help Demonstrates partial learning and
lot of wrong ideas and sometimes. I have understanding of the demonstrates a
a few right ones. more right ideas than learning targets. higher level of
_________________ wrong ones. Mostly memorization understanding the
 Missing _______________ with some ownership of learning targets.
questions on learning _______________
planning sheet  All worksheets _________________
filled in
 Missing completely  All worksheets  Is connecting
questions on 4 filled in concepts
Question  Wrong completely from previous
strategy answers, but lessons
right ideas  Shows
understanding  Helping other
 Attempts to and able to students with
understand explain experiment
material experiment in
own words  Using proper
terminology
 Attempt at using
proper
terminology