Jessie Gier

I. Teacher Information

 

Title of Lesson: Magnetic or Not

Standards

Science: Product-Learning items that are magnetic
Process-Observing and testing magnetic and non magnetic materials

Math: Product-Finding the percent that was predicted right
Process-Problem solving

Learning Styles:

Dunn/Dunn
Peers
Team
Global
Analytical

Objectives

A. Academic: The students will predict and then test items for magnetism. The students will figure the percent they predicted right.

B. Social Skills: The students will learn listening skills by working with other students in their groups.

 

Looks Like Sounds Like

Looking at someone while they speak Commenting on what was said

Nodding your head Quiet

Not talking while some else is talking Asking questions

Waiting your turn to talk

Not interrupting someone

  • Student Level: Fourth grade and up
  • Time Requirement: 25-35 minutes
  • Background Information:

    • -Magnets were discovered more than 3000 years ago in a rock called magnetite.

    -Magnetite is very rich in iron.

    -Magnetite is formed from the slow hardening of the earth's crust and the rock is magnetized from the earth's magnetic field.

    -Sailors used magnets for directions by placing it in a field of water and the rock would line up in a north-south direction.

    -Magnetism comes from certain properties of atoms.

    -A word of caution to the students magnets can erase video tapes, audio tapes, and credit cards.

    -Not all objects are magnetic only certain metals.

  • Perquisite Information: Basic math facts, knowledge that magnets attract things that are magnetic, basic calculator skills
  • Materials: Introduction: cup, magnets, paperclip, and stand to hold cup

    • Lesson: Worksheet, various household items that are magnet and are not, and calculators

  • Group Size: 4
  • Roles:

    • Calculator-do math problems on the calculator

    Reporter-report the findings

    Recorder-write down the findings

    Materials person-collect all the materials for the group

    Clean up-clean up materials if there is a fifth person

    II. Teaching Procedures

  • Introduction of Lesson Place a magnet inside of a plastic cup. Attach a thread to a paper clip so that the clip is below the cup. The clip should be pulled to the cup but not touching it. Insert a piece of paper between the cup and the paperclip to show that there is not anything holding the paperclip in place. Ask the students if they know what is holding up the magnet.

    •  

  • Development of the Concept

    • 1. Give the students a little background of magnets as described in the background information.

    2. Give the students the materials they will be testing and have them predict whether they will be magnetic or not.

    3. After they have written their predictions down hand out magnets and allow them to test the objects that they have made predictions about.

    4. The students should write down the results of their magnet test.

    5. The students then need to calculate the percent they predicted right.

    6. With the teachers assistance as a class, find the percent right of the whole class.

  • Positive Interdependence: Each child's role is important. The materials person needs to get the materials for the groups. The recorder needs to write down all of the findings. The calculator figures the percent the group got right. The reporter, reports to the class the findings of the group.

    •  

  • Individual Accountability: Each group member will be held accountable for knowing which of the items were magnet and how to find the percent.

    •  

  • Criteria for Success: The students will complete the experiment and report to the class what items were magnet and the percentage they got right.

    •  

  • Expected Behaviors: The students will learn and demonstrate their listening skills.

    •  

  • Monitoring: The teacher will observe for listening skills among the students with a checklist. The teacher will also have the student hand in their worksheets to check for completion.

    •  

  • Processing: Each group member will be given a form to evaluate themselves and what they have learned.

    •  

  • Conclusion: Encourage the students to check around their own house for magnetic items and bring a list of five to the class the next day. Caution them against items that they should not test.

    •  

  • Evaluation: The students will complete and hand in their self evaluations and worksheets for the teacher to review. Along with this and the observations that the teacher makes the students will be assigned a grade.

    • III. Extensions

    A. Research what metals are magnetic.

    B. Discuss that magnets have poles and why the poles attack or repel each other.

     

     

     

    Group Members Names:

    Magnetic or Not

    Part I.

    Predictions Results

    Can No Yes No Yes

     

    Key No Yes No Yes

     

    Foil No Yes No Yes

     

    Coin No Yes No Yes

     

    Penny No Yes No Yes

     

    Part II.

    Percent:

    Number Right x 100

    Total Number of items

     

    Individual Percent:

    Number right Total number of items

    Class Percent:

    Number right Total number of items

     

    Self Evaluation

    Name:

    Answer the following questions about yourself.

    1. What task did you have in your group?

     

    2. Did you do the task that was assigned to you?

     

    3. Did you and your group work together when making predictions?

     

    4. Did you contribute any extras knowledge to the group? If you did, what?

     

     

     

    5. Did you assist other members in the group? With what?

     

     

     

    6. Was your group good at listening to each other? How could you tell?

     

     

     

    7. Overall rate how well you and your group worked together on a scale for 1 to 10 with 10 being the highest and 1 being the lowest.

     

    8. Rate your listening skills in the group with the same scale.

     

    9. What did you learn from the lesson.

     

    10. Additional comments that you would like the teacher to know.

     

     


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     "published 10/06/99"
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