Marjan Faircloughmarjanfairclough@yahoo.com

Magnetism and electricity

5th Grade

Science BenchmarkEarth and some earth materials have magnetic properties. Without touching them, a magnet attracts things made of iron and either pushes or pulls on other magnets. Electricity is a form of energy. Current electricity can be generated and transmitted through pathways. Some materials are capable of carrying electricity more effectively than other materials. Static electricity is a result of objects being electrically charged. Without touching them, materials that are electrically charged may either push or pull other charged materials.Standard 3 Students will understand that magnetism can be observed when there is an interaction between the magnetic fields of magnets or between a magnet and materials made of iron.Objective 1 Investigate and compare the behavior of magnetism using magnets.Objective 2 Describe how the magnetic field of Earth and a magnet are similar.Standard 4 Students will understand features of static and current electricityObjective 1 Describe the behavior of static electricity as observed in nature and everyday occurrencesObjective 2 Analyze the behavior of current electricity.Science language students should use: battery, complete circuit, incomplete circuit, current, conductor, insulator, pathway, power source, attract, compass, electromagnetism, magnetic force, magnetic field, natural magnet, permanent magnet, properties, repel, static electricity, temporary magnet, switch, load

Marjan Faircloughmarjanfairclough@yahoo.com

Magnetism and Electricity5th GradeSub-Topics:

Atoms are the building blocks of matter Earth and some earth materials have magnetic properties Electricity is a form of energy Static electricity: a result of objects being electrically charged Current electricity can be generated and transmitted through pathways Some materials are capable of carrying electricity more effectively

Conductors and Insulators: permitting easy

flow of electricity vs.

little or no flow

Currentelectricity: electrons leaping

from one atom to the next

Static electricity:

friction between two

objects resulting in movement of

electrons from one object

to another

Electricity: positive and

negative charges

attracting each other

Magnetic Properties:North/south

polesNatural

(lodestone), bar, circle; earth’smagnetic field

Atoms - building

blocks of matter:

neutrons, protons (+), electrons (-)

Atoms: the basic building

blocks of matter. Neutrons,

protons (+), electrons (-)

Conductors and Insulators: permitting easy

flow of electricity vs.

little or no flow

Currentelectricity: electrons leaping

from one atom to the next

atom

Static electricity: friction between

two objects resulting in

movement of electrons

from one object to another

Electricity: positive and

negative charges

attracting each other

Magnetic Properties:North/south

poles;permanent &

temporary magnets; earth’s

magnetic field

Magnetism &

Electricity

Weekly Essential Questions

Week One

What are the basic building blocks of matter? What is a quark? How and when was magnetism discovered? How does a magnet work? What makes the needle point north? What is the difference between a natural, temporary and permanent

magnet?

Week Two How is the earth like a huge bar magnet? What is a magnetic field? What evidence do we have that the earth has

a magnetic field? How does the Earth’s magnet field compare to the magnetic field of a

magnet?

Week Three

What is electricity? How was electricity first discovered and by whom? What causes static electricity?

Week Four

What is a current? What are insulators and conductors? What is current electricity?

Week Five What is the difference between a complete and an incomplete circuit? How do I make a complete circuit What is electromagnetism? Where is it used?

Week Six

Will we ever run out of electricity? What do I need to know about using electricity? (safe measures)

Assessments

Week One:

Students will record in their science journals vocabulary definitions for atom, nucleus, neutron, proton, electron, quark, element, compound, and molecule.

Students will draw an illustration of an atom in their science notebooks with each of the parts labeled.

Students will record in their science journals important concepts about magnetism.

Students will complete two worksheets, “What Will A Magnet Attract?” and “Magnets and Magnetism.”

Week Three:

Students will identify electricity as a form of energy and explain what causes electricity by writing explanations in their science journals, individually.

Students will record observations from experiments with static electricity in their journals.

Students will complete a quiz on static electricity.

Activities

Week One:

Students will be given different types of magnets for observation and exploration. Materials will be distributed for testing what items a magnet will attract.

Week Three:

Students will participate in experiments in centers: Leaping Pepper, Balloon with hair rubbing, Swinging cereal and record observations in science journals.

Culminating Unit Assessment: Test on Electricity & Magnetism

Book Choices

Teacher books for whole class strategy instruction and/or modeling

Branley, F.M. (1996). What makes a magnet? New York, NY: HarperCollins Publishers Inc.

Richards, E. (1996). Turned on by electricity, super science. USA: Troll Communications L.L.C.

Tomecek, S.M. (2002). Matter, matter everywhere. Washington D.C.: National Geographic Society.

http://www.sciencemadesimple.com/static.html (I Can Read/What is Static Electricity)

Class books used for guided reading

Graf, M. (1998). Lightning! And thunderstorms. New York, NY: Simon & Schuster Children’s Publishing Division

Nardo, D. (2002). Kidhaven science library: Atoms. San Diego, CA: KidHaven Press

Electricity and Magnetism, Glencoe, McGraw-Hill Electricity and Magnetism, Prentice Hall

Books for independent reading and/or research

Fowler, A. (1995). What magnets can do. Chicago: Children’s Press. Gibson, G. (1995). Science for fun: Understanding electricity.

Brookfield, CT: Copper Beech Books (The Millbrook Press) Harper, S. (1997). Lightning. USA: Suzanne Harper Levine, S. & Johnstone, L. (2006). Magnet power. New York, NY:

Sterling Publishing Co., Inc Livingston, J. D. (1997). Driving force: The natural magic of magnets.

Boston: Harvard Press. Mole, K. B. (1998). Magnets: Science all around me. New York:

Heineman Peters, C.A. (2000). Electricity circuits, shocks, and lightning.

Austin, TX: Raintree Steck-Vaughn Royston, A. (2001). My World of Science: Magnets. Heinemann. Stwertka, A. (1995). The world of atoms and quarks. Ontario,

Canada: Fitzhenry &Whiteside Ltd. Woodruff, J. (1998). Magnetism. Austin, TX: Raintree Steck-

Vaughn Publishers Zoehfeld, K.W. (1998). What is the world made of? New York:

HarperCollins.

Websites

*http://www3.nsta.org/main/news/stories/science_and_children.php?news_story_ID=51053 *http://my.execpc.com/~rhoadley/magtypes.htm (Magnet Basics)*http://www.uen.org/cc/uen/core/pub/displayCoreCourseLessonPlans.action?ccId=3050&itemId=1233 TRB 5:3 – Activity 7: Finding magnetic fields of earth*http://www.nsta.org/publications/article.aspx?id=Z349URi8cV4uSDyFBN2UzKGymnsXuMDTe6CQqX8bqdw (shoe box circuits)*http://www.zephyrus.co.uk/magnets.html *http://www.teslasystems.com/faq/index.html

)

Reading Strategies and Important Vocabulary

ABK, QUE, SUM, & VOCAB – atom, nucleus, neutron, proton, electron, quark, element, compound, molecule, electricity, conductor, insulator, Leyden jar, battery, complete circuit, incomplete circuit, current, conductor, insulator, pathway, power source, attract, compass, electromagnetism, magnetic force, magnetic field, natural magnet, permanent magnet, properties, repel, static electricity, temporary magnet, switch, load.

Motivation and Engagement

Students will participate in hands on activities:

Students will be given different types of magnets for observation and exploration. Materials will be distributed for testing what items a magnet will attract.

Students will participate in experiments in centers: Leaping Pepper, Balloon with hair rubbing, Swinging cereal and record observations in science journals.

Students will have choice as they form their own questions.

Students will collaborate as they answer questions and discuss results in small groups.

Students will show competence as expert readers as they use strategies of activating background knowledge, questioning and summarizing, and as they define new vocabulary.

TL 5350 LESSON PLAN FORMAT

Name: Marjan Fairclough Date: Week One Grade Level: 5th1. Reflection: This is the SO WHAT? Box. Given what you taught or noticed last, what are you teaching next?

2. Purpose: What is your CONTENT objective (or learning goal) for this lesson? What do you want your students to walk away with at the end of the lesson? Hint: tell your students what the Purpose of the lesson is and WRITE IT ON THE BOARD. Content goal formula: SWBAT: Learning behavior (verb from taxonomy level locator) + content (what you will assess) + strategy (means) + conditions. (e.g., SWBAT: identify 6 features of plants by asking questions and observing with small groups.

Essential Questions: What are the basic building blocks of matter? What is a quark?

Content Goal: SWBAT identify and label the parts of an atom by drawing an illustration, individually.Language Goal: SWBAT define content vocabulary words – atom, nucleus, neutron, proton, electron, quark, element, compound and molecule by writing definitions in science journals, individually.

b. What problems do you foresee in meeting this objective? What part of your week, or lesson(s) are you concerned about?

3. Reading Strategy Instruction: How will you introduce your purpose for strategy instruction? (e.g., ABK, QUE, S&R, SUM, GO, TS, VOCAB). Explain your explicitness (e.g., modeling, thinking aloud, guided practice, peer or small group work, or individual work?) What part of the strategy instruction are you concerned about? Think about what your students need to be able to do to understand your content/learning goal or to answer your essential question. Vocabulary, fluency, writing, word study fit here.

Reading Strategy Focus for this lesson: ABK, VOC – atom, nucleus, neutron, proton, electron, quark, element, compound, molecule,

Declarative knowledge: “Today we will be working toward understanding terms that are connected with the basic building blocks of matter: atom, nucleus, neutron, proton, electron, quark, element, compound, and molecule.

Conditional knowledge: Understanding content vocabulary is essential to learning. We can find explicit definitions of new vocabulary words or terms prior to or during our reading.

Procedural knowledge: “You will understand what is meant by the basic building blocks of matter as we read together from Matter, Matter Everywhere.

Interesting Texts for Instruction:To:

(1) Stwertka, A. (1995). The world of atoms and quarks. Ontario, Canada: Fitzhenry &Whiteside Ltd.

(2) Nardo, D. (2002). Kidhaven science library: Atoms. San Diego, CA: KidHaven Press

With: Whole class, using - (1) Tomecek, S.M. (2002). Matter, matter Everywhere. Washington D.C.: National Geographic Society.

By: 4. Student Engagement: What engagement principle(s) are you choosing for this lesson? ________choice, _________collaboration, _____X___building concepts, _____X___relevance—real world interactionI will engage students in this lesson by asking: What is the world made of? What is matter? What

are the three common states of matter? (Review) What is matter made of?5. Student Activity/Differentiation. What will your students be doing to meet the learning objective? (Listening, reading, searching, writing, strategy instruction, group work, etc.) How will you differentiate your instruction for struggling/gifted readers? If necessary, you may need to meet with small groups for further or more explicit instruction. How or when would you meet the needs of the students who need extra help for whatever reason?

What my students are actually DOING: Before, During, and After Reading (if this helps you).

Students will participate in whole class group discussion addressing the above questions.

We will read together from Matter, Matter Everywhere as a whole class. Students will be asked to write down the following content vocabulary words while reading: atom, nucleus, neutron, proton, electron, quark, element, compound, and molecule.

We will orally summarize learning as whole group.

Students will write definitions for vocabulary words listed above in their science notebooks.

Students will be asked to draw an illustration of an atom in their science notebooks.

6. Writing/Communicating/Assessment: How will you know that your students understand your purpose? How will you know students have mastered the enduring understanding(s) of the lesson? What will students be doing to record their understandings?

Students will record in their science journals vocabulary definitions for atom, nucleus, neutron, proton, electron, quark, element, compound, and molecule.

Students will draw an illustration of an atom in their science notebooks with each of the parts labeled.

TL 5350 LESSON PLAN FORMAT

Name: Marjan Fairclough Date: Week One Grade Level: 5th

1. Reflection: This is the SO WHAT? box. Given what you taught or noticed last, what are you teaching next?

2. Purpose: What is your CONTENT objective (or learning goal) for this lesson? What do you want your students to walk away with at the end of the lesson? Hint: tell your students what the Purpose of the lesson is and WRITE IT ON THE BOARD. Content goal formula: SWBAT: Learning behavior (verb from taxonomy level locator) + content (what you will assess) + strategy (means) + conditions. (e.g., SWBAT: identify 6 features of plants by asking questions and observing with small groups.

Essential Questions: How does a magnet work? What makes the needle point north? What is the difference between a natural, temporary and permanent magnet?

Content Goal: SWBAT identify different types of magnets and orally explain how a magnet works, in pairs. SWBAT identify items a magnet will attract by making predictions and recording observations.

b. What problems do you foresee in meeting this objective? What part of your week, or lesson(s) are you concerned about?

3. Reading Strategy Instruction: How will you introduce your purpose for strategy instruction? (e.g., ABK, QUE, S&R, SUM, GO, TS, VOCAB). Explain your explicitness (e.g., modeling, thinking aloud, guided practice, peer or small group work, or individual work?) What part of the strategy instruction are you concerned about? Think about what your students need to be able to do to understand your content/learning goal or to answer your essential question. Vocabulary, fluency, writing, word study fit here.

Reading Strategy Focus for this lesson: SUM, QUE,– I will use thinking out loud to explicitly teach summarizing as I read aloud the book What Makes A Magnet? I will ask questions like, “What shapes do magnets come in? How do you make a magnet?” QUE, a familiar strategy to the students will also be used.

Declarative knowledge: “Today we will be learning to summarize information, written and illustrative in a format for easy reference and retention.”

Conditional knowledge: “Summarizing is a strategy that allows us to identify important concepts.”

Procedural knowledge: “Listen carefully as I read aloud from this book, What Makes A Magnet, and model summarizing by thinking out loud about key points.”

Interesting Texts for Instruction:To:(1) Woodruff, J. (1998). Magnetism. Austin, TX: Raintree Steck-Vaughn Publishers(2) Fowler, A. (1995). What magnets can do. Chicago: Children’s Press.(3) Levine, S. & Johnstone, L. (2006). Magnet power. New York, NY: Sterling Publishing Co., Inc.

With: Whole class, reading from:Branley, F.M. (1996). What makes a magnet? New York, NY: HarperCollins Publishers Inc.

By:4. Student Engagement: What engagement principle(s) are you choosing for this lesson? ________choice, ____X_____collaboration, _____X___building concepts, _____X___relevance—real world interactionI will engage students in this lesson by: READING from the book What Makes A Magnet, by F.M.

Branley.

5. Student Activity/Differentiation. What will your students be doing to meet the learning objective? (Listening, reading, searching, writing, strategy instruction, group work, etc.) How will you differentiate your instruction for struggling/gifted readers? If necessary, you may need to meet with small groups for further or more explicit instruction. How or when would you meet the needs of the students who need extra help for whatever reason?

What my students are actually DOING: Before, During, and After Reading (if this helps you).

Students will participate in whole group reading of text and important concepts will be discussed.

Students will be given different types of magnets for observation and exploration. Materials will be distributed for testing what items a magnet will attract. Worksheet will be completed. Differentiation for learning styles: visual – observation of testing of materials; auditory – benefit from small group discussion during the exploration process; kinesthetic – stimulated by the testing experience.

6. Writing/Communicating/Assessment: How will you know that your students understand your purpose? How will you know students have mastered the enduring understanding(s) of the lesson? What will students be doing to record their understandings?

Students will record in their science journals important concepts about magnetism.

Students will complete two worksheets, “What Will A Magnet Attract?” and “Magnets and Magnetism.”

TL 5350 LESSON PLAN FORMAT

Name: Marjan Fairclough Date: Week Three Grade Level: 5th1. Reflection: This is the SO WHAT? box. Given what you taught or noticed last, what are you teaching next?

2. Purpose: What is your CONTENT objective (or learning goal) for this lesson? What do you want your students to walk away with at the end of the lesson? Hint: tell your students what the Purpose of the lesson is and WRITE IT ON THE BOARD. Content goal formula: SWBAT: Learning behavior (verb from taxonomy level locator) + content (what you will assess) + strategy (means) + conditions. (e.g., SWBAT: identify 6 features of plants by asking questions and observing with small groups.

Essential Question: What is electricity? How was electricity discovered and by whom?

Content Goal: SWBAT identify electricity as a form of energy and explain what causes electricity by writing explanations in their science journals, individually. SWBAT relate early experiences of individuals with electricity orally in pairs.

b. What problems do you foresee in meeting this objective? What part of your week, or lesson(s) are you concerned about?

3. Reading Strategy Instruction: How will you introduce your purpose for strategy instruction? (e.g., ABK, QUE, S&R, SUM, GO, TS, VOCAB). Explain your explicitness (e.g., modeling, thinking aloud, guided practice, peer or small group work, or individual work?) What part of the strategy instruction are you concerned about? Think about what your students need to be able to do to understand your content/learning goal or to answer your essential question. Vocabulary, fluency, writing, word study fit here.

Reading Strategy Focus for this lesson: ABK, QUE, VOC – electricity, conductor, insulator, Leyden jar. I will assess student understanding of electricity through use of a KWL chart. New vocabulary words will be introduced during reading of text.

Declarative knowledge: “Today I would like to activate your background knowledge on electricity. Activating background knowledge allows us to quickly connect with new material. Sometimes our existing knowledge will be modified as we receive additional, more accurate information.”

Conditional knowledge: We can use the strategy of activating background knowledge anytime we read informational text. We can also activate background knowledge when we are listening.

Procedural knowledge: “What do you know about electricity? We will begin a KWL chart today – what you know about electricity and what you would like to know.

Interesting Texts for Instruction:To:

(1) Gibson, G. (1995). Science for fun: Understanding electricity. Brookfield, CT: Copper Beech Books (The Millbrook Press)

(2) Harper, S. (1997). Lightning. USA: Suzanne Harper

(3) Graf, M. (1998). Lightning! And thunderstorms. New York, NY: Simon & Schuster Children’s Publishing Division

(4) Background info. for Electricity handout With: Whole class(1) Richards, E. (1996). Turned on by electricity, super science. USA: Troll Communications L.L.C.(2) Handout on Ben Franklin’s experience with lightning

4. Student Engagement: What engagement principle(s) are you choosing for this lesson? ________choice, ______X___collaboration, _____X___building concepts, _____X___relevance—real world interactionI will engage students in this lesson by: Starting a K-W-L chart about electricity. What I KNOW &

What I WANT to know.5. Student Activity/Differentiation. What will your students be doing to meet the learning objective? (Listening, reading, searching, writing, strategy instruction, group work, etc.) How will you differentiate your instruction for struggling/gifted readers? If necessary, you may need to meet with small groups for further or more explicit instruction. How or when would you meet the needs of the students who need extra help for whatever reason?

What my students are actually DOING: Before, During, and After Reading (if this helps you).

Students will begin by brainstorming what they already know about electricity, using a KWL chart. Then we will list questions they have about electricity.

Students will listen while I read from Turned on by electricity, Super Science. We will fill in answers to our KWL chart as we obtain them. Other material will be presented pertaining to who discovered electricity.

Ask: Does electricity have anything to do with lightning? Add responses to KWL chart, if not already included.

Distribute handout of Ben Franklin. Students will take turns reading out loud. Again, answers to questions will be added to chart when located.

Differentiation: I have a couple of students who will benefit from the group reading, discussion and in general, whole class involvement of this lesson – an ESL student and another student with a learning disability.

6. Writing/Communicating/Assessment: How will you know that your students understand your purpose? How will you know students have mastered the enduring understanding(s) of the lesson? What will students be doing to record their understandings?

Students will identify electricity as a form of energy and explain what causes electricity by writing explanations in their science journals, individually.

TL 5350 LESSON PLAN FORMAT

Name: Marjan Fairclough Date: Week Three Grade Level: 5th1. Reflection: This is the SO WHAT? box. Given what you taught or noticed last, what are you teaching next?

2. Purpose: What is your CONTENT objective (or learning goal) for this lesson? What do you want your students to walk away with at the end of the lesson? Hint: tell your students what the Purpose of the lesson is and WRITE IT ON THE BOARD. Content goal formula: SWBAT: Learning behavior (verb from taxonomy level locator) + content (what you will assess) + strategy (means) + conditions. (e.g., SWBAT: identify 6 features of plants by asking questions and observing with small groups.

Essential Question: What causes static electricity?

Content Goal: SWBAT observe static electricity through different experiments and relate what is happening, in small groups. SWBAT explain what causes static electricity by writing in their science journals and by completing a quiz, individually.

3. Reading Strategy Instruction: How will you introduce your purpose for strategy instruction? (e.g., ABK, QUE, S&R, SUM, GO, TS, VOCAB). Explain your explicitness (e.g., modeling, thinking aloud, guided practice, peer or small group work, or individual work?) What part of the strategy instruction are you concerned about? Think about what your students need to be able to do to understand your content/learning goal or to answer your essential question. Vocabulary, fluency, writing, word study fit here.

Reading Strategy Focus for this lesson: QUE. I will use the strategy of questioning by modeling and in reminding and encouraging students to use it as well.

Declarative knowledge: “Today we will be asking questions about what we observe, what we read and how it connects to what we already know.”Conditional knowledge: “Questioning is the process of asking questions prior to, during and after reading. It is used by expert readers to construct deeper meaning and enhance retention.”Procedural knowledge: “I will be asking you questions today as we read and participate in experiments. I encourage you to ask questions by raising your hand. Someone might know the answer or we will discover it in our activities. “

Interesting Texts for Instruction:To:(1) Peters, C.A. (2000). Electricity circuits, shocks, and lightning. Austin, TX: Raintree Steck-Vaughn(2) http://www.teslasystems.com/faq/index.html (3) Graf, M. (1998). Lightning! And thunderstorms. New York, NY: Simon & Schuster Children’s Publishing Division

With: Whole class(1) http://www.sciencemadesimple.com/static.html (I Can Read/What is Static Electricity)(2) Transparency on static electricity

By:

4. Student Engagement: What engagement principle(s) are you choosing for this lesson? ____X____choice, ______X___collaboration, _____X___building concepts, _____X___relevance—real world interaction

I will engage students in this lesson by: Either demonstration of a tesla coil or through an experiment: Light a fluorescent light bulb with a balloon http://www.sciencemadesimple.com/static.html

5. Student Activity/Differentiation. What will your students be doing to meet the learning objective?

(Listening, reading, searching, writing, strategy instruction, group work, etc.) How will you differentiate your instruction for struggling/gifted readers? If necessary, you may need to meet with small groups for further or more explicit instruction. How or when would you meet the needs of the students who need extra help for whatever reason?

What my students are actually DOING: Before, During, and After Reading (if this helps you).If available, I will do a demonstration of a tesla coil. After introducing the reading strategy, I will do the experiment, “Light a light bulb with a balloon”I will ask: Why did we see sparks? Allow response. Static electricity may come up. What is static electricity?(Response)

Using website http://www.sciencemadesimple.com/static.html, read “What is static electricity?”

Display transparency on static electricity; read to class. Ask: In what other circumstances have you observed static electricity?

Students will then participate in several experiments: Leaping Pepper, Balloon with hair rubbing, Swinging cereal – students to move to centers and record observations in science journals.

6. Writing/Communicating/Assessment: How will you know that your students understand your purpose? How will you know students have mastered the enduring understanding(s) of the lesson? What will students be doing to record their understandings?

Students will record observations from experiments with static electricity in their journals.Students will complete a quiz on static electricity.

Emily, I will be teaching science four days a week in the spring; two days a week for my class and two days a week for the other 5th grade class (they come into our room, while our students go into theirs for Social Studies.) That is why I prepared the four lesson plans – two per week, hence, two weeks of lesson plans.

I have attached a couple of activity sheets for early finishers on any of the preceding days, however, I feel these will be few, if any. The worksheets and quizzes are also attached.

TL 5350 Backward Design Unit BuilderMagnetism & Electricity

Marjan Fairclough