Students will continue their exploration of magnetism. Students will explore (in groups) various centres around the classroom that address the characteristics of magnetism, including the limitations. Students will make predictions about magnets and their properties in relation to other materials. Students will pose questions that spark curiosity about magnetism.
Learner Outcomes (Program of Studies) Plan for Differentiation / Inclusion
General Learner Expectations Multiple entry points: verbal Students will: explanation, visual demonstration, 2-8 Describe the interaction of magnets with other hands-on learning, multiple magnets and with common materials. strategies Specific Learner Expectations Have teachers sitting next to high Students will: flyers and separate students who 1. Identify where magnets are used in the should not be sitting next to each environment and why they are used. other 2. Distinguish materials that are attracted by a Different expectations for each magnet from those that are not. student when reviewing completed 3. Recognize that magnets attract materials with sketchbook work iron or steel in them; and given a variety of Quiet room for students who need metallic and nonmetallic objects, predict those to be away from the noisy that will be attracted by a magnet. classroom 4. Recognize that magnets have polarity, demonstrate that poles may either repel or attract each other, and state a rule for when poles will repel or attract each other. 5. Design and produce a device that uses a magnet. 6. Demonstrate that most materials are transparent to the effects of a magnet. A magnetic field will pass through such materials, whereas other materials interact with a magnet. 7. Compare and measure the strength of magnets.
1. Academic Success 2. Personal Development 3. Citizenship
Prerequisite Knowledge, Skills, Strategies and Preliminary Matters (Announcements,
Attitudes etc.)
Listening skills Have smartboard set up and ready
Curious and inquisitive minds to go A desire to learn Have centre materials organized into different tubs Have centres set up on both sides of class List of student groups Have notebook display of sketchbook
Time What the teacher What the Resources Assessment
does. student does.
Introduction 10- - Continue the - Sitting on - Laptop - Anecdotal notes
15 next 10 min of carpet - Smartboard (taken by other (Link to previous mins Bill Nye video listening. - Sketchbook set teacher who’s not learning, introduction of new - Split class in half - High flyer up example instructing); notes concepts) (Tipper/ Olson) students sit by include which half join Miss teachers students McKay, half with RIGHT contribute to Miss Mercer AWAY. discussion - Present the - Participate properly, question for the in class cooperation, and first centre discussion listening skills. - Class hypothesis - Show how sketchbook should be set up - Set expectations (COMPUTERS, no playing, follow outlines for centers) - Divide students into pairs and send to specific side of the classroom Activity 40- - Circulate - Students - North and South - Anecdotal notes Sequence 45 classroom will go to the magnets taken by teacher mins - Ask students table they are - Whiteboard circulating the Centres questions that told to begin markers classroom; noting encourage them to centres at. - Magnets for cooperation, May involve inquire and be - Students strength test participation, Presentation, curious will first set - Paper for strength other notable Explanation, Guided Practice, - Take anecdotal up their test behaviours. Independent notes sketchbook (SKETCHBOOK) - Review of their Practice - Ensure students before being - Sketchbooks work completed in OR are doing their given the - Pencils sketchbooks. work and not centre - Erasers Approaching, simply playing materials Encountering, with the magnets - Students Noticing will follow Internalizing Applying, the centre Refining instructions Personalizing, Transforming, Assessing
Centers
Magnet Races → why do they repel each other?
How many pages can your magnets hold together? → Testing strength
Gianna Pomata (Editor), Nancy G. Siraisi (Editor) - Historia - Empiricism and Erudition in Early Modern Europe (Transformations - Studies in The History of Science and Technology) (2006)