EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Lesson Title: Magnetism and

Electricity Teacher: Mary Van Orshoven Grade Level: 4th Grade Subject: Physical Science OBJECTIVE (S) INTELLIGENCES Students will learn Visual magnetic properties, Verbal poles that attract or Kinesthetic repel each other, Naturalistic understand simple Logical/Mathematical series and parallel Musical circuits, and be able to Intrapersonal build a simple Interpersonal electromagnet and a compass. Students will know the role of electromagnets in the construction of simple devices, and that electrical energy can be converted into heat, light, and motion. Students will also be able to build a working electromagnetic telegraph.

Time Frame: TECHNOLOGIES Digital Internet Live Journal, Word, Pages, Smart Board ComicLife App Blogger.com StripDesigner Flip It lite PowerPoint Digital Camera Live Journal Video Recorder using iPad Excel Musical Recording iMovie YouTube Show Me

6 weeks Content and Technology STANDARDS /Common Core/NETS Content Standards: Physical Science a. Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. b. Students know how to build a simple compass and use it to detect magnetic effects, including Earths magnetic field. c. Students know electric currents produce magnetic fields and know how to build a simple electromagnet. d. Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones. e. Students know electrically charged objects attract or repel each other. f. Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven g. Students know electrical energy can be converted to heat, light, and motion you can find the content standards on the California Department of Education Website

Investigation and Experimentation 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and partly from how they interpret their observations. b. Measure and estimate the weight, length, or volume of objects. c. Formulate and justify predictions based on causeand-effect relationships. d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. e. Construct and interpret graphs from measurements. f. Follow a set of written instructions for a scientific

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven investigation (http://www.cde.ca.gov/be/st/ss/index.asp)

Language Arts Standards: Reading, Writing, Speaking, Listening, Conventions of Standard English

Reading Informational Text CCSS ELA- Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS ELA- Literacy RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Craft and Structure CCSS ELA- Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven area. CCSS ELA- Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Integration of Knowledge and Ideas CCSS ELA- Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CCSS ELA- Literacy RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Range of Reading and Level of Complexity CCSS ELA- Literacy RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven

Foundational Skills Phonics and Word Recognition CCSS ELA-Literacy. RF.4.3 Know and apply gradelevel phonics and word analysis skills in decoding words. CCSS ELA-Literacy. RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency CCSS ELA-Literacy. RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS ELA-Literacy. RF.4.3a Read gradelevel text with purpose and understanding. CCSS ELA-Literacy. RF.4.3c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Writing

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Type and Text Purposes CCSS ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS ELA-Literacy.W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). CCSS ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.

CCSS ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven CCSS ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of events. CCSS ELA-Literacy.W.4.3e Provide a conclusion that follows from the narrated experiences or events

Production and Distribution of Writing CCSS ELA-Literacy.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) CCSS ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4) CCSS ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven

Research to Build and Present Knowledge CCSS ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSS ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS ELA-Literacy.W.4.9b Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text

Speaking and Listening Comprehension and Collaboration CCSS.ELA-Literacy.SL 4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL 4.1a Come to

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL 4.1b Follow agreedupon rules for discussions and carry out assigned roles. CCSS.ELA-Literacy.SL 4.1c.Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-Literacy.SL 4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

CCSS.ELA-Literacy.SL 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven CCSS.ELA-Literacy.SL 4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. CCSS.ELA-Literacy.SL 4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation

Language Arts: Conventions of Standard English CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.4.1aUse relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). CCSS.ELA-Literacy.L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-Literacy.L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSS.ELA-Literacy.L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven red small bag). CCSS.ELA-Literacy.L.4.1e Form and use prepositional phrases. CCSS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).*

CCSS.ELA-Literacy.L.4.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.4.2a Use correct capitalization. CCSS.ELA-Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence. CCSS.ELA-Literacy.L.4.2d Spell gradeappropriate words correctly, consulting references as needed.

Knowledge of Language CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing, speaking,

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven reading, or listening. CCSS.ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely. CCSS.ELA-Literacy.L.4.3b Choose punctuation for effect. CCSS.ELA-Literacy.L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion).

Vocabulary Acquisition and Use CCSS ELA-Literacy L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy L.4.4aUse context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). CCSS.ELA-Literacy L.4.4cConsult reference materials (e.g., dictionaries, glossaries,

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CCSS.ELA-Literacy L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g.,wildlife, conservation,and endangered when discussing animal preservation). These standards may be found at: http://www.corestandards.org/the-standards

Math Standards: Operations and Algebraic Generate and Analyze Patterns CCSS Math.Content. 4.0.O.C.5a Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven will continue to alternate in this way

Measurement and Data CCSS.Math.Content.4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection

Technology Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 4. Critical Thinking, Problem Solving,and

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively d. Transfer current knowledge to learning of new technologies These standards may be found at: http://www.iste.org/docs/pdfs/nets-sstandards.pdf?sfvrsn=2

Materials Materials: (digital and non-digital) Non-Digital Shiny Nails Dull Nails Drinking Straws Black Rocks River Rocks Pieces of a screen

INTELLIGENCES

Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Paper Clips Pennies and/or copper Screws Yarn Cardboard Rubber Bands Brass Items Popsicle Sticks (Craft sticks or tongue depressors) Washers large and small Plastic Clips Pieces of Aluminum Foil Magnetite (Black Rock) D Batteries 20 gauge insulated wire 24 gauge insulated wire Light Bulbs Small Motors Rivets Magnets Doughnut magnets and Bar magnets Compass Battery Battery Cradle and connector Connector stands Paper Pencils

Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical Kinesthetic, Naturalistic, Visual, Logical

Digital Materials Computer iPad Digital Camera Internet LiveJournal,

Verbal/Linguistic, Visual, Inter /Intra personal, Logical Verbal/Linguistic, Visual, Inter /Intra personal, Logical Visual, Inter /Intra personal, Logical Verbal/Linguistic, Visual, Inter /Intra personal, Logical Verbal/Linguistic, Visual, Inter /Intra personal, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Word, Pages, ComicLife App Blogger.com Flip It lite PowerPoint Digital Camera Live Journal Video Recorder using iPad Excel Musical Recording iMovie Show Me iTunes Procedure Week 1 Investigation 1: The FORCE Day 1 Pre-Test Assessment, and begin Magnets and Materials Start Investigation 1 Part 1 and Part 2 Before beginning the unit, students will be given a preassessment of electricity and magnetism. This will help define lessons as we work through the unit. Students will be given a magnet and a baggie filled with magnetic and non-magnetic materials. The students will find out through testing which materials are magnetic and which ones are not. They will write these in the chart provided on their iPads. Students will discover that magnets stick to iron, magnets can repel or attract, magnets have north and south poles, opposite poles attract each other and similar poles repel each other, and a force is a push or a pull.

Verbal/Linguistic, Intra Personal Verbal/Linguistic, Visual, Interpersonal, Logical Verbal/Linguistic, Visual, Interpersonal, Logical Verbal/Linguistic, Visual, Interpersonal, Logical Verbal/Linguistic, Visual, Interpersonal, Logical Visual, Interpersonal, Logical Verbal/Linguistic, Visual, Interpersonal, Logical Visual, Interpersonal, Logical Visual, Logical, Naturalistic Musical, Naturalist, Body/Kinesthetic All MIs Verbal/Linguistic, Visual, Interpersonal, Logical Musical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic, Interpersonal, Logical,

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Day 2 - More Magnets Review Working in groups of 2 students will learn how magnets and iron objects interact together and whether or not the force of magnetism can go through other materials. They will be doing this by experimenting which objects in their baggie are attracted to the magnet and what items can the magnetic force work though such as paper, cardboard, wood. Students will learn that magnetism can be induced in iron by bringing the iron into a magnetic field, the magnetic forces acts through space and most materials, magnetic force of attraction between two magnets decreases with distance. Students will take digital pictures with their iPads of their experiments and present to class, the same day. Day 3 - Breaking the Force Review what magnets are and what they are attracted to iron. Working in groups of 2 or 3 students will be discover through the use of a balance beam, how many washers are needed to break the magnetic forces of one magnet, two magnets, three magnets, up to seven magnets. The students will chart on a graph in Excel the results of their experiment. Students learn the greater distance between two magnets, the weaker the force. Day 4 - Detecting Magnetic Fields We will watch a short video, The ABCs of Magnets: Magnetite, Poles, Attraction, Attraction and Lines of Force on magnetism http://app.discoveryeducation.com/search?Ntt=magnetism. Review our experiment of using washers to separate a magnet from its magnetic attraction. Working in groups of 4, students will be experimenting with ways to discover magnetic force using magnets, test objects in their baggies, iron filling, compass,

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Inter Intrapersonal, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven and string. Students will use bar magnets with the north and south poles identified to determine which side of their magnets are north and which side of their magnets are south. Students will discover that compasses, iron fillings, and iron objects can be used to detect a magnetic field. They will discover that a compass is a magnet to detect the Earths magnetic field. Students will write in their blog at LiveJournal.com. Must include a summary of challenges they faced when detecting magnetic fields. Day 5 - Working independently, students will write the definition of the vocabulary words using MS Word or Pages on their iPad: force, attract, repel, north pole, south pole, magnetic field, temporary magnet induced magnet, permanent magnet, graph prediction, predict, chart, intersection, multiple trials, compass, detector and put into a Wordle (wordle.com) document. Visual, Verbal/Linguistic, Intrapersonal, Logical,

Week 2 Investigations Part 2 : Making Connections Day 1 - Charge Review last weeks experiments, defining magnets, iron, poles, compasses, magnetic fields. Working in groups of four, students will create a charge in an inflated balloon and discover which test items are attracted to it or repelled from it. They will video record (using their iPad) their findings, narrating their discoveries using the proper academic vocabulary attract, repel, electron, negative charge, positive charge. Students will understand that

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven objects that gain an extra electron have a negative charge: objects that lose electrons have a positive charge. Students will discover again how opposite charges (positive and negative) attract and similar charges (positive and positive or negative and negative) repel each other.

Day 2 - Lighting a Bulb Review how we made static electricity in balloons, and how a positive charge is created. Working in partners of 2 students will experiment with ways to light a bulb using only a D-cell battery, two insulated wires, and a light bulb. Also working in partners of 2, students will experiment with lighting a light bulb using only one wire. Students will diagram each experiment using ShowMe and presenting to class. Students will learn that a Dcell is a source of energy, a bulb is an energy converter that produces LIGHT, and to make a complete circuit- electricity must travel in a circle from one end of the battery to the opposite end of the battery.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic, Interpersonal, Logical

Day 3 - Get Your Motors Running! Review how we converted energy in the light bulb and it Kinesthetic, Naturalistic, Visual, Verbal/Linguistic produced light. Working in Groups of 4, students will learn Interpersonal, Logical conventions for drawing a schematic diagram, and learn how to use a circuit base and a switch to turn on and off a motor. Students will learn that a motor converts electric energy into MOTION energy; a switch opens and closes a circuit, and how to make simple schematic diagrams that represent circuits. Students will take sequential digital pictures and present in a Power Point their experiment and findings. If time permits, some groups will share their Power Point presentation. Day 4 - Conductors and Insulators/ Mystery Boards

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Review how we made a complete circuit and how we made Kinesthetic, Naturalistic, Visual, Verbal/Linguistic circuits using connected wires. Working in Groups of 4, students Interpersonal, Logical will build circuits to test objects around the classroom to discover if those objects are insulators or conductors of electricity. Students will also test mystery boards with hidden connected circuits to discover which items are connected using their electric circuits. Students will learn that materials that allow the flow of electric current are conductors, materials that do not allow the flow of electric current are called insulators, and all metals are conductors. Day 5 - Writing and Summarizing Review our experiments and content concepts for the week. about challenges. Working in partners, students will choose one of two writing assignments Blogging or Live Journaling (eblogger.com and LiveJournal.com) where they will summarize their week of lessons using 90% the academic vocabulary. Those vocabulary words are: negative charge, positive charge, static electricity, attract, repel, electron, circuit, D-cell, battery, electricity source, energy, light energy, heat energy, electricity converter, component, current electricity, open circuit, closed, circuit, switch, Fahnstock clip, schematic diagram, circuit base, motor, filament, conductor, and insulator. Week 3 Investigations: Advanced Connections Day 1 - Building a Series Circuit Review of electric circuits, insulators and conductors, positive and negative charges. While listening to Mozarts most popular pieces, and working in groups of 4, students will build a circuit

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven with multiple bulbs, batteries and motors. Each student will draw an accurate schematic drawing of 2 light bulbs in series. They may use a motor and light or any combination. The students will discover that a circuit with only one pathway for a current flow is a series circuit, components in a series circuit share the electric energy, and cells in series must be oriented in the same direction. Each student will make an accurate schematic drawing of their series circuit and post it to the classroom Blog or Live Journal and describe what they built. Day 2 - Building a Parallel Circuit Review series circuit. While listening to the music of Mozart and working in groups of 4, students will build parallel circuits for light 2 bulbs in which all the components have a direct pathway to the D-cell battery. Students will discover that in a parallel circuit each have a direct pathway to the energy source, and a single D-cell battery can run many components when they are connected in parallel. Each student will make a schematic drawing of their parallel circuit and summarize using Apple Pages or MS Word, the differences between a series circuit and a parallel circuit.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Inter Intrapersonal, Logical, Musical

Day 3 - String of Lights Problem Review series and parallel circuits. Working in groups of 8 (or two combined groups of four), students make a string of 8 lights light up using a series circuit. Students will test to determine it is a series circuit. Next, they will make a string of 8 light bulbs light, using parallel circuits. They will test to verify that it is a parallel circuit. Breaking back into groups of four, groups take

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical, Musical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven digital pictures and present their experiment in a Power Point presentation showing the difference between a series circuit and a parallel circuit. Power point presentation must have at least 12 photos showing the different steps of making a series and parallel circuit and that they tested to verify what kind of circuits they built. Presentation must also include accurate use of academic vocabulary. Listen to Mozart while students quietly work. Day 4 Review Series and Parallel Circuits Review series circuit, parallel circuit and string of lights. Students working in groups of 4 and 8 continue on their Power Point presentation. Students may need guidance as to which roles they will take in their groups. Someone will have to script and storyboard the presentation. Listen to Mozart while students quietly work.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical, Musical

Day 5 Students will present their Power Point presentation on series circuits and parallel circuits to the class. Week 4 Investigations: Current Attractions Day 1 - Building an Electromagnet Review parallel and series circuit. Review our string of lights. Watch a short video (http://app.discoveryeducation.com/search?Ntt=magnetis) on electromagnets. While listening to Jean Luc Pontes, Cosmic Messenger and working in groups of 4, students build an electromagnet that can be turned on and turned off. Students will verify they have created an electromagnetic current using a compass. Students will discover a magnetic field surrounds wire through which electric current flows, an electromagnet can be made by winding an insulated wire around an iron core and

Visual, Verbal/Linguistic, Logical, Interpersonal

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic InterIntrapersonal, Logical, Musical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven running a current through a wire, and the magnetism produced by an electromagnet can be turned on and off. Students will video record using their iPads the sequence of steps they used to build an electromagnet and test its magnetism. For homework they will read Oerstads Discovery in their text and summarize on blogger.com what they read. They will paste a picture of Oerstads invention on the Blog. Day 2 - Number of Winds Review that winding a wire around a rivet and connecting it to a D-cell makes the rivet electromagnetic. Working in groups of 4 students experiment with how many winds around a rivet effect the strength of the electromagnet. Students will make predictions and then chart the outcomes of their experiments. Students learn that the more winds on a rivet, the stronger the electromagnet. They will test to verify this. Students (working in a group of 4) will use Flip It Lite to sequence their steps in demonstrating how more winds around the rivet effects the electromagnet tic strength. Students may need some help setting up the measurement design for their experiments. (Hint use washer amount picked up to measure strength). Everyone should be drawing pictures for this assignment.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical,

Day 3 - More Electromagnets Review that number of winds effected the strength of the electromagnet. Stimulate group discussion on how to strengthen an electromagnet. Working in groups of 4, students investigate OTHER ways to

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical,

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven strengthen an electromagnet. As a class we will brainstorm and then each group will set up one investigation. Does making the coils tighter effect the strength? What happens if you wind the wire two different ways on the rivet? What happens if you add another D-cell? Does the thickness of the wire effect the strength? Is it necessary to use insulated wire?

Each group will report back to the class using a video captured on their iPads. Students will learn the outcomes of each of these experiments using a determinable test. (Using how many washers they can pick up with their electromagnet as a measurement of strength.)

Day 4 - More Electromagnets Continued Review how to strengthen an electromagnet, and the questions we used to design our experiments. While listening to raindrops and meditative soft drumbeats, students will write the definition for their vocabulary words: series circuit, parallel circuit, orient, electromagnet, core, coil, electric current, insulated, prediction, graph, and put into a Wordle document at Wordle.com Day 5 - More Electromagnets Continued Review the weeks lessons. While listening to a selection of the class choice between (Mozart, Jean Luc Ponty, or Meditative sounds of rain and drumbeats) Students will summarize this weeks lesson properly using academic vocabulary. They may choose to use bullets points or a complete paragraph.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Inter Intrapersonal, Logical, Musical

Kinesthetic, Naturalistic, Verbal/Linguistic Interpersonal, Logical, Musical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Week 5 Investigations: Click-It (Bringing It All Together!)

Day 1 - Re-Inventing the Telegraph Watch a short video on Telegraphs and telephones (http://app.discoveryeducation.com/search?Ntt=telegraph) Review how to make an electromagnet with a rivet and wires winding around it. Review how we strengthened the electromagnet. Students will be shown how to set up the pieces for making a telegraph but they will discover which way to wire the circuit to make it work. Students will learn that a telegraph is an electric communication device that uses an electromagnet, electromagnetism attracts a steel strip in a telegraph, clicks are made into a code, and a code is a symbolic system used for communication. Student will read Morse Gets Clicking in their text and write a summary of this using MS Word or Apple Pages. Kinesthetic, Naturalistic, Visual, Verbal/Linguistic InterIntrapersonal, Logical

Day2 - Part II of Re-Inventing a Telegraph Review how we made a single circuit telegraph. Working in groups of 8 (2 groups of 4) students will work together to set up 2 circuits in a telegraph where telegraph can be both a sender and a receiver. Students may take videos or digital photos to be used at a later time.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Day3 - Part III of Reinventing a Telegraph Review how we made a receiver and sender from each end of the telegraph. Students will reset up their telegraphs with the same group they worked with yesterday (four students in one group on one end and four students of the other group on the other end). They will video using their iPads each step and take digital photos of the building of their telegraphs. Each student will have to contribute a photo or video segment of their own. Day4 - Part III of Reinventing a Telegraph Review some iMovie Techniques. Students (working in groups of four) will begin putting their video clips and photos into an iMovie on their iPads. Students may choose to Rap an original song over as their narration. They must choose music (or rap) and provide narration. Everyone in each group will have to contribute their own photos and some narration. Academic vocabulary must be used and include: telegraph, key, gap, code, electromagnet, wire, energy source, long distance, technology, and switch. Day 5 Review what makes the electromagnet work in the telegraph. Students will complete their iMovies. iMovies shall be no longer than five minutes.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical, Musical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical, Musical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical, Musical

Week6 Review Week. Day 1 Vocabulary Each student, working independently on their own iPads, will take all their vocabulary from this unit and make one Wordle document. These will be placed around the room. Day 2 - Contents and Concepts Investigation 1 and 2.

Visual, Verbal/Linguistic intrapersonal, Logical

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven Each student will outline the major concepts of investigations 1 and 2 using academic vocabulary. They will use Comic Life application (http://www.yourcomicstrip.com/) and digital photos taken throughout the unit. Students will have guidance. They will work in groups of 4. Day 3 Contents and Concepts Investigation 3. Each student will outline the major concepts of investigation 3 using academic vocabulary. They will use They may use Comic Life (http://www.yourcomicstrip.com/) or StripDesigner (https://itunes.apple.com/us/app/stripdesigner/id314780738?mt=8)

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical

Day 4 Contents and Concepts Investigations 4 and 5. Students will use Comic Life (http://www.yourcomicstrip.com/)or Strip Designer (https://itunes.apple.com/us/app/stripdesigner/id314780738?mt=8) to summarize investigation 4 and 5.

Kinesthetic, Naturalistic, Visual, Verbal/Linguistic Interpersonal, Logical, Musical

Day 5 Assessment Students take standardized assessment.

Product/Assessment See Attached Rubric

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven

Levels/Criteria Data and Observations

Below Basic Score = 1 Data and observations are incorrect or missing entirely. Relevant units or labels are missing.

Basic Score =2 Data and observations are incomplete or do not include sufficient details. 70% - 80% of Relevant units or labels may be present and accurate.

Proficient Score =3 Data and observations are complete and correct. Relevant units or labels are present 95% of the time.

Above Proficient Score =4 Data and observations are complete and correct, with all relevant units and labels included. Student provides a level of detail and organization that goes above and beyond requirements. Relevant units and label 100% percent of the time. Conclusions and explanations are complete and supported by student's data. Student provides a level of detail and depth that goes above and beyond requirements. Complete understanding of science context is evidenced from student's writing. Student provides a level of detail and depth that exceeds requirements. Student is using academic vocabulary and language correctly at least 81% of the time. Student is able to identify 86% to 100% tools and materials. Student uses tools and materials appropriately and responsibly.

Score/Level

Conclusions and Explanations

Conclusions and explanations are missing or do not make sense given student's data and observations.

Conclusions and explanations not supported by sufficient details. Relevant data and observations are not referenced at least 70% percent of the time. Some understanding of science context is evidenced from student's writing, but student does not always reason scientifically. Student uses academic vocabulary and language 50% of the time.

Conclusions and explanations are complete and supported by student's data. Relevant data and observations are referenced more than 80% of the time. Firm understanding of science context is evidenced from student's writing. Student is using academic vocabulary and language 80% percent of the time.

Understanding of Science Context As evidenced in Blogs, Live Journals, and Presentations

Little to no understanding of science context is evidenced from student's writing. Student does not use academic vocabulary or language.

Materials and Tools

Student is unable to identify many tools and materials. Student does not use materials and tools appropriately or responsibly.

Student is able to identify 70% tools and materials. Student does not use all tools and materials appropriately or responsibly during 79% or fewer times during investigations. Student correctly follows some aspects of procedure,

Student is able to identify 85% tools and materials. Student uses tools and materials appropriately and responsibly 80% of the time.

Procedure

Student does not correctly follow many aspects of the

Student follows critical aspects or procedure and

Student correctly follows every aspect of the procedure

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven
Levels/Criteria Below Basic Score = 1 procedure. Basic Score =2 but makes crucial mistakes or skips more than 2 important steps. Proficient Score =3 leaves out only 1 crucial and important steps. Above Proficient Score =4 90 - 100% of the time and supplements procedure with effective and inventive additions. Thee are 0 critical steps left out. Student works cooperatively with lab partners to complete the activity, emerging as an effective collaborator who supports the ideas and suggestions of his/her peers. 100% of the vocabulary is used and student chooses colors and designs of their own. Completed and used critical steps of the experiment or design. Score/Level

Collaboration

Student is unable to work cooperatively with lab partners to complete the activity. Requires continual intervention by teacher.

Student simply follows directions of partner(s) and makes little effort to actively contribute.

Student is able to work cooperatively with lab partners to complete the activity, but may not be receptive to partners' ideas.

Wordle

Not completed.

Completed but used less than 100% of vocabulary for that investigation to make Wordle document. Completed but more than 2 critical steps of the experiment or design were left out Completed and used less than 12 photos and less than 12 slides in presentation. Used academic vocabulary or less than 80% of the time when it is appropriate. Completed but did not include narration or music and it was longer than 6 minutes. Used less than 80% academic language.

100% of vocabulary required for the assignment is used.

Show Me

Not completed.

Completed and only 1 critical step of of the experiment or design were left out.

Power Point Presentation

Not completed.

Completed and used at least 12 photos and at least 12 slides in presentation. Used 80% academic vocabulary words for investigation properly within presentation. Completed and included music and narration and used 80% academic language in proper context. iMovie was not longer than 6 minutes.

Completed and used at least 12 photos and 12 slides in presentation, used 81%100% academic vocabulary properly within presentation.

iMovie and videos

Not completed.

Completed using music, narration and videos with original music or lyrics to known and acceptable melodies. Used academic language properly 81-100% of the time Completed more than 8 panels, used all academic

Comic Strip or StripDesigner

Not completed.

Completed but less than 8 panels and used 50% of

Completed 8 panels and used all academic vocabulary.

EDUC 522 Lesson Plan : Electricity and Magnetism Author: Mary Van Orshoven
Levels/Criteria Below Basic Score = 1 Basic Score =2 academic vocabulary. Proficient Score =3 Above Proficient Score =4 vocabulary and did so in detail. Scores 80% -89% on Standardized Assessment. Scores 90% or more on Standardized Assessment. Score/Level

Standardized Assessment and Teachers Notes

Scores less than 70% on Standardized Assessment.

Scores 70% -79% on Standardized Assessment.