Exploring Force and Motion
Third Quarter
Science Journal
4.P.1 Explain how various forces affect the motion of an object.
4.P.1.1 Explain how magnets interact with all things made of iron and with other
magnets to produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically
charged objects and produce motion.
Name:
Number:
Magnetism and Electricity Pre-Assessment
Please remember that this is a pre-assessment that does not affect your grade, it is simply
to gather information about your knowledge.
13.
14. Explain the differences between the words repel and attract.
15. Explain the differences between the words conductor and insulator.
I can determine if the poles of two magnets
will attract or repel each other.
Experiment Observations:
Comprehension Questions:
1. Which magnetic poles attract each other?
2. Which magnetic poles repel each other?
3. Define attract and repel based upon your experiment results.
I can determine if an object is magnetic or
nonmagnetic.
Experiment Observations/ Discussion Notes:
Comprehension Questions:
1. Which objects were magnetic?
2. Which objects were nonmagnetic?
3. Based on your results, what type of material is commonly magnetic?
I can use twenty-first century technology to
explore magnetism.
Experiment Observations/ Discussion Notes:
Measuring the Magnetic Field
Have you ever wondered about size of a magnet’s magnetic field? In this
activity you will explore the size of a magnetic field. You will use rulers,
paper clips, and magnets in order to gather data.
Objectives:
In this activity you will:
 Measure the size of a magnetic field.
 Make observations about the magnetic field of objects.
Materials:
 Magnets
 Paper Clips
 Ruler
Key Question:
What is the magnetic field of an ordinary magnet when attracting a paper
clip?
Hypothesis:
The magnetic field of an ordinary magnet is approximately
Inches.
Procedure:
1. Obtain all materials from teacher then set up experiment onto a
workspace. Lay the ruler onto the workspace with an ordinary
magnet at the 12 inches mark and a paper clip at the base of the
ruler.
2. Start with the paper clip at the base of the ruler and increase in
small increments.
3. When the paper clip begins to be attracted and pulled to the
magnet, document the measurement within the data table.
4. Continue until you find the furthest distance a paper clip is
attracted to the magnet.
Data:
Paper Clip Location
Magnet Location
Length of Magnetic Field
In order to determine the length of magnetic field, subtract the paper
clip location from the magnet location.
Experiment Observations:
Analyze Your Data:
1. Describe the scientific process you used to determine the length of
the magnetic field:
2. Determine if your hypothesis was correct or incorrect based upon
your evidence.
I can measure the approximate length of an
ordinary magnet’s magnetic field.
Experiment Observations/ Discussion Notes:
I can hypothesize and evaluate collected
data with a scientific community.
Experiment Observations/Discussion Notes:
I can learn from fellow scientists
experiments and findings.
Experiment Observations/Discussion Notes:
I can experiment to draw conclusions about
magnetism.
Experiment Observations/Discussion Notes:

Station One: Floating Magnets

Station Two: What’s the Attraction

Station Three: Strong, Stronger, Strongest

Station Four: Through Thick & Thin
Conclusions:
1. Based on your observations of the “Floating Magnets” experiment, why did
the magnets “float” above each other?
2. After experimenting with “What’s the Attraction” determine the magnetic
and nonmagnetic objects:
Attracted
Not Attracted
Were these results similar to our class results? Why or why not?
Explain why certain materials are magnetic and nonmagnetic:
3. After exploring “Strong, Stronger, Strongest”, which piece of the magnet was the
strongest?
4. What was the thickest material the magnetic field attracted the paper clip
through? What was the thinnest material?
Electrically Charging Balloons
Have you ever seen static electricity take place with a balloon? Maybe
you’ve seen a friend rub a balloon on their head to get frizzy hair or
you’ve seen a balloon stick to a wall after it’s been rubbed with cloth. In
this activity you will explore the properties of electrically charged
balloons. You will use two balloons, string, and a cloth to explore this
scientific phenomenon.
Objectives:
In this activity you will:
 Experiment to understand the properties of electrically charged
objects.
 Make observations about the properties of a charged object.
Materials:
 2 inflated balloons
 2 pieces of string
 Tape
 Cloth
Key Question:
What is the relationship between a positive electrically charged balloon
and a negatively charged balloon?
Hypotheses:
 The balloon rubbed with a cloth will
other balloon.
the

each
The two balloons rubbed with a cloth will
other.
Procedure:
1. Obtain all necessary materials for the experiment. Set up your
workspace:
Tie a piece of string to each inflated balloon.
Tape the string to the table top allowing for the balloons to
hang off the edge of the table.
2. Make observations of the two balloons and write them in the
experiment observations section.
3. Write your hypothesis, also known as an educated guess. What
do you think will happen if you rub one balloon with a piece of
cloth?
4. Test your hypothesis by rubbing one balloon with a cloth.
5. Make observations of the two balloons and write them in the
experiment observations section.
6. Write your hypothesis, also known as an educated guess. What
do you think will happen if you rub both balloons with the cloth?
7. Test your hypothesis by rubbing both balloons with the cloth.
8. Make observations of the two balloons and write them in the
experiment observations section.
Observational Data:
Balloons
without
rubbing.
After rubbing
one balloon
with cloth.
After rubbing
both balloons
with cloth.
Experiment Observations:
Analyze Your Data:
1. Describe the change in the balloons after rubbing one of them with
a cloth.
2. Describe the change in the balloons after rubbing both of them
with a cloth.
3. Determine if your hypotheses were correct or incorrect based upon
your experiment data.
4. What prior scientific understandings were found with electrically
charged balloons in our experiment?
It’s in the Rub
Have you ever wondered what types of materials can hold an electrical
charge? In this activity, you will explore which materials are capable or
incapable of holding an electrical charge through experimentation. You
will need the class static electricity detector, classroom objects, and a
variety of cloths.
Objective:
In this activity you will:
 Discover which materials when rubbed together produce a static
electric charge.
 Make observations about the charged objects.
Materials:
 Crayon
 Carpet Piece
 Cloth
 Wool Cloth
 Imitation Fur
 Nail
 Pencil
 Acrylic rod
 Rubber Rod
 Static Electricity Detector
Key Question:
What types of materials are capable and incapable of holding an electrical
charge?
Hypothesis:
 These objects will be capable of holding an electrical charge:


.
These objects will be incapable of holding an electrical charge:
.
Procedure:
1. Gather all materials and set up your workspace:
Place all cloths at the top of your desk.
Lay out the rubber rod, acrylic rod, crayon, nail, and pencil.
2. Write your hypothesis, also known as an educated guess. Which
objects will be capable and incapable of holding an electrical
charge?
3. Attempt to charge each object, one at a time, by rubbing it with one
of the pieces of fabric.
4. Test the object’s electrical charge using the Static Electricity
Detector.
5. Make observations then write them in the experiment
observations section.
6. Repeat with each object using all types of cloth.
Observational Data:
Place a check mark (√) to show which objects became charged when you
rubbed them.
Rubbed With:
Object
Wool
Imitation Fur
Carpet
Cloth
Rubber Rod
Acrylic Rod
Wood Pencil
Crayon
Nail
Experiment Observations:
Analyze Your Data:
1. Which objects were easiest to charge?
2. Which objects were you not able to charge?
3. Determine if your hypothesis was correct or incorrect.
4. Write your conclusion after producing static electric charges with
different materials. Using data from your experiment as evidence.
Jumping Electrons
Have you ever wondered what the sound or feeling of static electricity
might look or feel like? In this activity, we will explore the properties of
static electricity and the properties of electricity as they change.
Objective:
In this activity you will:
 Investigate the transfer of static electric charges.
 Make observations surrounding the transfer of electric charges.
Materials:
 Plastic Bag
 Metal Fork
 Neon Light Bulb
 Aluminum plan
 Rubber Bands
 Clear Tumbler
 Static Electricity Detector
Procedure:
1. Gather all materials and setup workspace
Spread materials on desktop.
2. Place the tumbler upside down in the aluminum pan, then place
rubber bands over the tumbler and around the pan to form the
letter X.
3. Using the two rubber bands and the tumbler as a handle: rub the
pan sever times back and forth across the plastic bag. Do not let
your hand touch the pan.
4. Bring the pan near the Static Electricity Detector and determine if
the object is charged.
5. Make observations then write them in the experiment
observations section.
6. Continue rubbing the pan on the plastic for a longer amount of
time to create a stronger electrical charge.
7. Bring the metal fork near the charged pan; do not let the fork
touch the pan. (Turn the lights off in the classroom so that
scientists may view the experiment more closely).
8. Scientists will view the pan’s electrically charged properties. Make
observations then write them in the experiment observations
section.
9. One at a time, each scientist will place a finger near the pan. What
jumped on your finger? Make observations then write them in the
experiment observations section.
10. Recharge the pan by rubbing it against the plastic bag. Turn off all
lights within the classroom, then slowly bring the charged pan near
the wires of the neon lamp.
11. Make observations then write them in the experiment
observations section.
12. Move the pan slowly back and forth underneath the wires. Make
observations then write them in the experiment observations
section.
Observational Data:
Static
Electricity
Detector
Metal Fork
Near Pan
Finger Near
Pan
Neon Bulb
Near Pan
Neon Bulb
with Pan (Back
and Forth
Motion)
Experiment Observations:
Analyze Your Data:
1. What did you see and hear when the charged aluminum pan was
brought near a metal object?
2. What did you feel when you bring your finger close to the charged
pan?
3. What did you see when the charged pan was near the small neon
light bulb?
4. What did you see when the charged pan was moved back and forth
underneath the neon bulb?
Find Someone Who…
Can identify the two
types of charges:
Can define the word
“repel”
Can define the word
“attract”
Can define the word
“insulator”
Can define the word
“conductor”
Can define the word
“electrical discharge”
Can identify two types
of conductors:
Can identify two types
of insulators:
Can define the word
“static electricity”
Name:
Number:
Static Electricity Quiz
Word Bank:
-Positive
-Negative
-Charges
-Electrical Discharge
-Repel
-Static Electricity
1-2. Similar electrical
3-5. A
-Attract
will
charge and a
each other.
charge will
each other.
6. The
of an object takes place when
electrical charges are transferred.
7.
is the buildup of electrical charge on a
material.
Circle whether the following balloons will attract (A) or repel (R).
8.
9.
10.
P
P
P
P
P
P
N
P
P
P
A
R
N
A
R
A
R
N
11. Explain the difference between the words conductor and insulator.
12. Which of the following would be considered conductors:
a) rubber band, crayon, nail
b) sock, fur coat, plastic
c) nail, fork, paper clip
d) glass cup, plastic tumbler, plastic bag
13-14. Explain the relationship between positive and negative electrical
charges. In 2-3 sentences explain what makes them attract or repel each
other, then create an illustration that further supports your answer.
15. Explain in 2-3 sentences how static electricity can affect the motion
(movement) of an object. (Think: how do the properties of static
electricity relate to magnetism). You may reference an experiment we
have done in class to support your answer.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect
Motion
the motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can recall my understandings of force
and motion from third grade.
9:40-10:40 Feb 20
Essential Questions:
Can students recall
their understandings
of force and motion
from third grade?
Can students illustrate
their understanding
on a unit preassessment?
Learning Outcomes: Criteria for
Success “I will...”
I will demonstrate all my knowledge
surrounding magnetism on the preassessment.
Assessment: of learning targets and outcomes for evidence of learning
Pre-Assessment Data: Students will complete a pre-assessment in order to compile
formative assessment data throughout the force and motion unit.
Materials and Resources:
Pre-Assessment
Instructor Demonstrated Experiment:
Magnets, Paper Clips
Vocabulary:
To be reviewed:
Force
Motion
To be taught:
Magnetism
Questioning Chart:
Remembering: Can students recall force and motion from third grade? Can
students remember any outside understandings of magnetism?
Understanding:
Applying:
Can students apply their knowledge of magnetism to a preassessment?
Analyzing:
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
In order to assist students
with the pre-assessment
read aloud strategies will
be implemented in order
to alleviate reading of
assessment.
Tier 2: ESL
In order to assist students
with the pre-assessment
read aloud strategies will
be implemented in order
to alleviate reading of
assessment.
Tier 3: AiG
Lesson Introduction:
Magnet Foldable: Students will create a foldable that will hold all major definitions,
key words, and examples.
Lab Notebook: Students will be given their lab notebooks containing all lab
experiments that will be done throughout the unit in a ‘day by day’ format.
Guided Practice:
Instructor Modeling: Instructor will model an experiment/activity to heighten
student interest into magnetism and their properties. This activity will highlight a
magnets ability to move an iron object without human intervention or touch using
the magnetic field to pull the object.
Independent Practice:
Students will take the pre-assessment in order to begin collecting formative
assessment data for the unit.
Additional Practice/Homework:
Magnet Hunt!: Students will embark on a magnet hunt within their households or
at the school, they are suggested to get 10 magnetic objects.
Subject: Science
Timeframe:
9:00-9:40 Feb 21
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can explore magnetic properties to
deepen my understandings.
Essential Questions:
Can students explore
scientific properties
of magnets to deepen
their understanding of
vocabulary terms?
Learning Outcomes: Criteria for
Success “I will...”
I will use observations and results from
experimentation to support vocabulary
definitions.
Assessment: of learning targets and outcomes for evidence of learning
Observational Records: “Thumbs Up, Thumbs Down” to explore student
understandings and support whole class discussions as a learning community. Each
student will be asked to give a thumbs up or down in agreement or disagreement
with a classmate. The students with misconceptions will be documented needing
additional support.
Materials and Resources:
Magnet Foldable
Scientific Terms and Definitions
(unmatched)
“Getting to Know Magnets” Experiment
Two Magnets (with labeled poles)
Brain Pop Video
Vocabulary:
To be reviewed:
Force
Motion
Magnetism
To be taught:
Attract
Repel
Magnetic Field
Questioning Chart:
Remembering:
Understanding: Can students deepen their understandings of force and motion by
experimenting with magnets?
Applying:
Can students apply their understanding of the scientific method to
explore magnets?
Analyzing:
Evaluating:
Creating:
Can students experiment to create vocabulary definitions?
Differentiated Strategies:
Tier 1: EC
In order to accommodate
this population of
students, preferential
seating and groupings will
be incorporated.
Tier 2: ESL
In order to accommodate
this population of
students, preferential
seating and groupings will
be incorporated.
Tier 3: AiG
Lesson Introduction:
Magnet Hunt: Students will share their list of magnets they found upon their magnet
hunt.
Focused Viewing of Vocabulary: Students will observe the vocabulary terms and
definitions that are unmatched and grow to develop and deepen their understanding
of the terms.
Guided Practice:
Exploring Magnets: Students will explore the properties and actions of magnets
with small groups in order to create authentic, experiment supported, and class
agreed upon definitions of the terms.
Class Discussion: Students will return to their seats in order to share their results
and observations from the exploration with magnets. Based upon their results and
observations, whole class definitions will be created and entered into the magnet
foldable.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
9:00-9:40
Essential Questions:
Can students grapple
with magnets to
determine which
objects are magnetic
and nonmagnetic?
Based upon results of
the magnetic and
nonmagnetic
experiment, can
students determine
what materials are
and are not magnetic?
Student Learning Targets:
“I can...”
I can grapple with magnets when
determining magnetic and nonmagnetic
objects.
Learning Outcomes: Criteria for
Success “I will...”
I will create a conclusion based upon my
experimentation, observations, and data.
Assessment: of learning targets and outcomes for evidence of learning
Observational Records: Instructor will observe students grappling with magnets in
order to determine which objects are magnetic and nonmagnetic.
Materials and Resources:
“Getting to Know You” Experiment
Magnets, Paper Clips, Nails,
Thumbtack, Cotton, Plastic Top
Vocabulary:
To be reviewed:
Magnetic Field
Magnets
Attract
Repel
To be taught:
Magnetic
Nonmagnetic
Iron
Questioning Chart:
Remembering: Can students recall the terms that will be tested in the experiment?
Understanding:
Applying:
Can students apply their knowledge of fractions to determine
which objects are magnetic and nonmagnetic?
Analyzing:
Evaluating:
Can students evaluate and conclude upon the results of their
experiment to determine the similarities between the magnetic
objects?
Creating:
Differentiated Strategies:
Tier 1: EC
In order to accommodate
this population of
students, preferential
seating and groupings will
be incorporated.
Tier 2: ESL
In order to accommodate
this population of
students, preferential
seating and groupings will
be incorporated.
Tier 3: AiG
Lesson Introduction:
Vocabulary Introduction: Students will be introduced to the vocabulary to support
their understandings of vocabulary terms throughout the experiment. [The term:
iron will be omitted until after class has gathered their evidence at the
conclusion of the lesson].
Guided Practice:
Student Exploration: Students will explore the magnetic and nonmagnetic objects
using various magnets, they will follow the written lab in order to maintain adequate
pace.
Independent Practice:
Discussion and Conclusion: Students will regroup to share results, observations,
and conclusions. During this time teachers can facilitate conversation to reach the
fact that iron is an attractive metal to magnets.
Magnetic or Not Anchor Chart: As a class students will compile results to create a
magnetic and nonmagnetic objects.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can explore magnets and their
properties using 21st Century
technologies.
I can work with a learning community to
create observations and test hypothesis.
9:45-10:40 Feb 26
Essential Questions:
Can students extend
their understanding of
magnetism to
experimental
learning?
Learning Outcomes: Criteria for
Success “I will...”
I will create generalized conclusions
from collected data and observations.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Classroom Switch:
Milton: Probe Technology Lab
 Dell Computers
 Magnet Probe
Vocabulary:
To Be Reviewed:
Magnet
Attract
Repel
 Magnet
 Nails
Nicholas: Measuring the Magnetic Field
 Ruler
 Magnet
 Paper Clip
Porter: Paper Clip Chains
 Paper Clips
 Magnet
Thomas: Learning Through Observation
 Discovery Streaming Video
Magnetic Field
Poles
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understanding of magnetism to a series of
experiments?
Analyzing:
Can students analyze their data to crate generalized conclusions
based upon observations and data?
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Introduction to Classroom Switch: Students will understand that we are switching
classrooms in order to experiment with magnets in many different ways to deepen
their understandings.
Classroom Switch Responsibility:
Milton: Making Magnets (Probe Technology)
Nicholas: Measuring the Magnetic Field
Porter: Paperclip Chains
Thomas: Discovery Streaming Video
Classroom Switch Schedule:
Milton: Nicolas, Porter
Porter: Milton, Nicholas
Nicholas: Thomas, Milton
Thomas: Porter, Thomas
Guided Practice:
1. Making Magnets: Instructors will support students in order to provide
success with the technology experiment. Students will follow the lab
assignment laid out by Logger Lite Software to complete the experiment with
accompanied comprehension questions and concluding support.
2. Measuring the Magnetic Field: Instructors will support students in order to
provide success with explorative experiments surrounding the magnetic field
of a magnet.
3. Paperclip Chains: Instructors will support students in their challenge to
create magnetized paper clip chain to discover the total number of paperclips
that can be magnetized by an ordinary magnet.
4. Discovery Streaming: Students will explore and learn through modeled and
guided experiments using a discovery streaming video. Instructor will
provide prompting questions and support for students at this time.
Independent Practice:
Students will complete all comprehension questions, observation logs, and data
tables in order to provide a base for the class discussion surrounding their
understandings and providing conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can explore magnets and their
properties using 21st Century
technologies.
I can work with a learning community to
create observations and test hypothesis.
9:45-10:40 Feb 27
Essential Questions:
Can students extend
their understanding of
magnetism to
experimental
learning?
Learning Outcomes: Criteria for
Success “I will...”
I will create generalized conclusions
from collected data and observations.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Classroom Switch:
Milton: Probe Technology Lab
 Dell Computers
 Magnet Probe
 Magnet
 Nails
Nicholas: Measuring the Magnetic Field
 Ruler
 Magnet
 Paper Clip
Porter: Paper Clip Chains
 Paper Clips
 Magnet
Thomas: Learning Through Observation
 Discovery Streaming Video
Vocabulary:
To Be Reviewed:
Magnet
Attract
Repel
Magnetic Field
Poles
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understanding of magnetism to a series of
experiments?
Analyzing:
Can students analyze their data to crate generalized conclusions
based upon observations and data?
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Introduction to Classroom Switch: Students will understand that we are switching
classrooms in order to experiment with magnets in many different ways to deepen
their understandings.
Classroom Switch Responsibility:
Milton: Making Magnets (Probe Technology)
Nicholas: Measuring the Magnetic Field
Porter: Paperclip Chains
Thomas: Discovery Streaming Video
Classroom Switch Schedule:
Milton: Thomas, Milton
Porter: Porter, Thomas
Nicholas: Nicholas, Porter
Thomas: Milton, Nicholas
Guided Practice:
1. Making Magnets: Instructors will support students in order to provide
success with the technology experiment. Students will follow the lab
assignment laid out by Logger Lite Software to complete the experiment with
accompanied comprehension questions and concluding support.
2. Measuring the Magnetic Field: Instructors will support students in order to
provide success with explorative experiments surrounding the magnetic field
of a magnet.
3. Paperclip Chains: Instructors will support students in their challenge to
create magnetized paper clip chain to discover the total number of paperclips
that can be magnetized by an ordinary magnet.
4. Discovery Streaming: Students will explore and learn through modeled and
guided experiments using a discovery streaming video. Instructor will
provide prompting questions and support for students at this time.
Independent Practice:
Students will complete all comprehension questions, observation logs, and data
tables in order to provide a base for the class discussion surrounding their
understandings and providing conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
9:45-10:40 Feb 28
Essential Questions:
Can students extend
their understanding of
magnetism to
experimental
learning?
Student Learning Targets:
“I can...”
I can work with a learning community to
create observations and test hypothesis.
Learning Outcomes: Criteria for
Success “I will...”
I will create generalized conclusions
from collected data and observations.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Station Materials:
Floating Magnets:
 Ring Magnets
 Pencil
What’s the Attraction:
 Bar Magnet
 Magnetic/Nonmagnetic Objects
Strong, Stronger, Strongest
 Bar Magnet
 Ring Magnet
 Paper Clip
Through Thick and Thin:
 Bar Magnet
 Cotton Cloth
 Paper
 Rubber Ball
Vocabulary:
To Be Reviewed:
Magnet
Attract
Repel
Magnetic Field
Poles
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understanding of magnetism to a series of
experiments?
Analyzing:
Can students analyze their data to crate generalized conclusions
based upon observations and data?
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Introduction to Station Activities: Students will understand that we are switching
through a series of stations in order to experiment with magnets in many different
ways to deepen their understandings.
Guided Practice:
1. Floating Magnets: Students will explore the magnetic poles when magnets
are placed with the same pole to show the magnets floating above each other.
2. What’s the Attraction: Students will revisit magnetic and nonmagnetic
objects in order to deepen their understanding of magnetic objects being
metallic.
3. Strong, Stronger, Strongest: Students will explore the strength of two
magnets in order to determine which magnet’s magnetic field is strongest.
4. Through Thick and Thin: Students will explore the properties of magnet to
determine if the force will attract or repel through various objects.
Independent Practice:
Students will complete all comprehension questions, observation logs, and data
tables in order to provide a base for the class discussion surrounding their
understandings and providing conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
9:45-10:40 Mar 1
Essential Questions:
Can students create
conclusions based
upon their gathered
data?
Student Learning Targets:
“I can...”
I can work with a learning community to
create observations and test hypothesis.
Learning Outcomes: Criteria for
Success “I will...”
I will create generalized conclusions
from collected data and observations.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Science journals with all documented
data
Vocabulary:
To Be Reviewed:
Magnet
Attract
Repel
Magnetic Field
Poles
Conclusion
Hypothesis
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understanding of magnetism to a series of
experiments?
Analyzing:
Can students analyze their data to crate generalized conclusions
based upon observations and data?
Evaluating:
Creating:
Can students create conclusions based upon their gathered data
and observations?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Experiment Review: Students will review experiments that were explored; we will
discuss the importance of creating conclusions based upon experiment observation
and gathered data.
Guided Practice:
Data Day!: Students will work in collaborative groups in order to create conclusions
based upon their exploration and observations of magnets and magnetism. When we
create conclusions we will reference the gathered data of students.
Independent Practice:
Students will complete all comprehension questions, observation logs, and data
tables in order to provide a base for the class discussion surrounding their
understandings and providing conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can work with a learning community to
create observations and test hypothesis.
9:45-10:40 Mar 4
Essential Questions:
Can students extend
their understanding of
magnetism to
experimental
learning?
Learning Outcomes: Criteria for
Success “I will...”
I will create generalized conclusions
from collected data and observations.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Station Materials:
Floating Magnets:
 Ring Magnets
 Pencil
What’s the Attraction:
 Bar Magnet
 Magnetic/Nonmagnetic Objects
Strong, Stronger, Strongest
Vocabulary:
To Be Reviewed:
Magnet
Attract
Repel
Magnetic Field
Poles
 Bar Magnet
 Ring Magnet
 Paper Clip
Through Thick and Thin:
 Bar Magnet
 Cotton Cloth
 Paper
 Rubber Ball
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understanding of magnetism to a series of
experiments?
Analyzing:
Can students analyze their data to crate generalized conclusions
based upon observations and data?
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Introduction to Station Activities: Students will understand that we are switching
through a series of stations in order to experiment with magnets in many different
ways to deepen their understandings.
Guided Practice:
5. Floating Magnets: Students will explore the magnetic poles when magnets
are placed with the same pole to show the magnets floating above each other.
6. What’s the Attraction: Students will revisit magnetic and nonmagnetic
objects in order to deepen their understanding of magnetic objects being
metallic.
7. Strong, Stronger, Strongest: Students will explore the strength of two
magnets in order to determine which magnet’s magnetic field is strongest.
8. Through Thick and Thin: Students will explore the properties of magnet to
determine if the force will attract or repel through various objects.
Independent Practice:
Students will complete all comprehension questions, observation logs, and data
tables in order to provide a base for the class discussion surrounding their
understandings and providing conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can work with a learning community to
create observations and test hypothesis.
9:45-10:40 Mar 5
Essential Questions:
Can students create
conclusions based
upon their gathered
data?
Learning Outcomes: Criteria for
Success “I will...”
I will create generalized conclusions
from collected data and observations.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Science journals with all documented
data
Vocabulary:
To Be Reviewed:
Magnet
Attract
Repel
Magnetic Field
Poles
Conclusion
Hypothesis
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understanding of magnetism to a series of
Analyzing:
Evaluating:
Creating:
experiments?
Can students analyze their data to crate generalized conclusions
based upon observations and data?
Can students create conclusions based upon their gathered data
and observations?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Experiment Review: Students will review experiments that were explored; we will
discuss the importance of creating conclusions based upon experiment observation
and gathered data.
Guided Practice:
Data Day!: Students will work in collaborative groups in order to create conclusions
based upon their exploration and observations of magnets and magnetism. When we
create conclusions we will reference the gathered data of students.
Independent Practice:
Students will complete all comprehension questions, observation logs, and data
tables in order to provide a base for the class discussion surrounding their
understandings and providing conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 Explain how various forces affect the
Motion
motion of an object.
4.P.1.1 Explain how magnets interact with
Topic: Magnetism
all things made of iron and with other
magnets to produce motion without
touching them.
Student Learning Targets:
“I can...”
I can apply my understandings to a
formal assessment.
9:40-10:40 Mar 6
Essential Questions:
Can students apply
their conclusions
from experimentation
to an assessment?
Learning Outcomes: Criteria for
Success “I will...”
I will demonstrate 80% accuracy on the
formal assessment.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Student Assessment: Students will be graded based upon their understandings of
magnetism on a formal assessment.
Materials and Resources:
Find Someone Who Has...
Formal Assessment
Vocabulary:
Questioning Chart:
Remembering: Can students recall their understandings of magnetism and
magnetic properties?
Understanding:
Applying:
Can students apply their understandings of magnetism and
magnetic properties to a formal assessment?
Analyzing:
Evaluating:
Creating:
Can students create conclusions surrounding magnetic properties
and magnetism?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors. Read aloud
and additional test
services and
modifications will be
made as according to
student IEPs and 504s.
Tier 2: ESL
Preferential grouping with
direct support from
instructors. Read aloud
and additional test
services and modifications
will be made as according
to student IEPs and 504s.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Collaborative Review: Students will work in scientific communities to briefly
discuss the results of their station activities from the previous day.
Guided Practice:
Find Someone Who Has... Students will work with classmates to answer review
questions in order to prepare for the assessment. Each student must find one
classmate to fill in one area on the “Find Someone Who Has” chart.
Independent Practice:
Formal Assessment of Magnetism
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can use my prior knowledge to build
upon a new concept.
I can create observations from a kid
friendly media in order to create
connections with static electricity to my
daily life.
9:40-10:40 Mar 7
Essential Questions:
Can students create
basic connections
between magnetism
and electricity?
Learning Outcomes: Criteria for
Success “I will...”
I will create authentic connections
between my life and static electricity.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Materials and Resources:
BrainPop Video
Electricity Science Journal
Vocabulary:
To be reviewed:
Attract
Repel
To be taught:
Electricity
Static Electricity
Positive Charge
Negative Charge
Questioning Chart:
Remembering: Can students recall their understandings of magnetic attraction
and repel?
Understanding:
Applying:
Can students apply their knowledge of attract and repel to static
electricity?
Analyzing:
Evaluating:
Creating:
Can students create connections between magnetic understandings
and electricity?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Call to Order: Instructor will lead a closing discussion on magnets that will
introduce electricity to the students. This discussion will highlight the relationship
between magnets and electricity; furthermore, that opposites attract. Instructor will
prompt students with the following questions:
“What two poles are attracted to each other on a magnet?"
"North and south are opposite poles that are attracted, this property is shared
with electricity."
Guided Practice:
Science Journals: Students will create their electricity foldable and input their
electricity science journal into their science binders.
Independent Practice:
Observations and Connections: Students will watch a Brain Pop video in order to
create authentic understandings and connections between static electricity and their
daily lives as provided in a kid friendly medium.
Additional Practice/Homework:
Static Electricity Hunt: Students will document any observations of static
electricity.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can learn from the experimentation of
others.
9:40-10:40 Mar 8
Essential Questions:
Can students learn
through the
experimentation of
others?
Learning Outcomes: Criteria for
Success “I will...”
I will demonstrate my understanding of
static electricity by creating authentic
observations and connections.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations: Student generated observations will be created and
discussed within learning communities to support their growth in understanding
static electricity.
Materials and Resources:
“Bill Nye the Science Guy: Video on
Electricity”
Vocabulary:
Static Electricity
Questioning Chart:
Remembering:
Understanding: Can students create general conclusions to support their basic
understandings of static electricity?
Applying:
Analyzing:
Evaluating:
Creating:
Can students analyze fellow scientists experiments to support their
understandings?
Can students create generalized conclusions after viewing a
scientific video?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Static Electricity Hunt: Students will share and discuss the various examples of
static electricity they found on their hunt for clues.
Independent Practice:
Bill Nye: Students will observe the Bill Nye video surrounding electricity and electric
circuits to familiarize themselves with the content. Students are expected to answer
questions when prompted by instructor as well as creating authentic observations of
learning from the video.
Guided Practice:
Guided Concluding: Students will create generalized, guided conclusions
surrounding the basics of static electricity, electrical circuits, and electrical charges
that will be supported by student exploration and investigation as the unit continues.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can experiment in order to deepen my
understandings of static electricity.
9:45-10:40 Mar 11
Essential Questions:
Can students
experiment to gain
understandings on the
attraction between
positive and negative
charges?
Learning Outcomes: Criteria for
Success “I will...”
I will demonstrate my understandings of
a charged balloon through
experimentation.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
“What’s the Attraction?”
 Two Balloons
 2 pieces of string
 Tape
 Wool Cloth
Vocabulary:
To be Reviewed:
Positive Charge
Negative Charge
Attraction
Repel
To be Taught:
Atoms
Questioning Chart:
Remembering: Can students recall their understandings of opposites attracting?
Understanding:
Applying:
Can students apply appropriate scientific practices to experiential
learning?
Analyzing:
Evaluating:
Creating:
Can students create situations in which electrically charged objects
act as a magnet?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Call to Order: Students will review the concept of ‘opposites attracting’ verbally.
Independent Practice:
“What’s the Attraction”: Students will work to explore the electrical charged
balloons to observe positive and negative charges as they attract to each other. This
experiment should take approximately thirty minutes of student exploration and
conceptual growth.
Guided Practice:
Data Comparisons: Students will gather with other groups to share the data they
collected; furthermore, this will support student ability to generate conclusions on
the following day.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can use conclusions from experiments
to support conceptual understandings.
9:45-10:40 Mar 12
Essential Questions:
Can students
experiment to gain
understandings on the
attraction between
positive and negative
charges?
Learning Outcomes: Criteria for
Success “I will...”
I will use experimental data as evidence
of my conclusions.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Science Journals
Electricity Foldable
SMART Exchange
Questioning Chart:
Remembering:
Vocabulary:
To be Reviewed:
Positive Charge
Negative Charge
Attraction
Repel
Static Electricity
Understanding:
Applying:
Analyzing:
Evaluating:
Can students understand the scientific terms using experimental
data to support their reasoning?
Can students analyze their data in order to create conclusions?
Can students evaluate fellow classmates data in order to determine
and build upon conclusions?
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Review of Student Data: Students will share their observations and reactions to the
experiment; highlighting their understandings of the attraction of positive and
negative electrical charges.
Guided Practice:
SMART Exchange: Students will work to explore conclusions through a SMART
Exchange activity in order to support student ability to generate conclusions with
minimal instructor prompting. The flipchart will support their understanding of the
concept.
Guided Conclusions: Instructor will work to guide students to a generalized
conclusion of positive and negative conclusions; furthermore, students will have all
information needed to create conclusions. Instructor will merely act as a guiding
hand to creation of generalized conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can deepen my understandings of
positive and negative charges through
experimentation.
9:45-10:40 Mar 13
Essential Questions:
Can students create
generalized
definitions of
scientific terms
through exploration?
Learning Outcomes: Criteria for
Success “I will...”
I will use data collected to create an
understanding of scientific terminology.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
“It’s in the Rub”
 Crayon
 Carpet Piece
 Cloth Piece
 Cloth
 Wool
 Fur
 Nail
 Pencil
 Acrylic Rod
Vocabulary:
To be Taught:
Conductor
Insulator
To be Reviewed:
Positive Charge
Negative Charge
Attraction
Repel
Static Electricity
 Rubber Rod
 Spoon
 Static Electricity Detector
Questioning Chart:
Remembering: Can students recall important scientific terminology?
Understanding:
Applying:
Can students apply their understandings of electrical charges to
create authentic definitions of new terminology?
Can students demonstrate their ability to experiment in order to
build upon conceptual knowledge?
Analyzing:
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Call to Order: Students will review the vocabulary and previous concepts verbally.
Independent Practice:
It’s in the Rub: Students will work to determine the definitions of a conductor or
insulator, the students will test which objects can and cannot be electrically charged.
This understanding would allow for their understandings of electrical conductors
and insulators.
Guided Practice:
Data Comparisons: Students will gather with other groups to share the data they
collected; furthermore, this will support student ability to generate conclusions on
the following day.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can use conclusions from experiments
to support conceptual understandings.
9:45-10:40 Mar 14
Essential Questions:
Can students
experiment to gain
understandings
surrounding
electrically
chargeable items?
Learning Outcomes: Criteria for
Success “I will...”
I will use experimental data as evidence
of my conclusions.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
Science Journals
Electricity Foldable
Vocabulary:
To be Reviewed:
Positive Charge
Negative Charge
Attraction
Repel
Static Electricity
Conductor
Insulator
Questioning Chart:
Remembering:
Understanding: Can students understand the scientific terms using experimental
data to support their reasoning?
Applying:
Analyzing:
Can students analyze their data in order to create conclusions?
Evaluating:
Can students evaluate fellow classmates data in order to determine
and build upon conclusions?
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Review of Student Data: Students will share their observations and reactions to the
experiment; highlighting their understandings of the attraction of positive and
negative electrical charges.
Guided Practice:
Guided Conclusions: Instructor will work to guide students to a generalized
conclusion of positive and negative conclusions; furthermore, students will have all
information needed to create conclusions. Instructor will merely act as a guiding
hand to creation of generalized conclusions.
Subject: Science
Timeframe:
Unit/Topic/Theme: Standard(s):
Unit: Force and
4.P.1 - Explain how various forces affect
Motion
the motion of an object.
4.P.1.2 - Explain how electrically charged
Topic: Static
objects push or pull on other electrically
Electricity
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can deepen my understandings of
electrical discharge through
experimentation.
9:45-10:40 Mar 15
Essential Questions:
Can students view a
whole class
experiment in order
to create
understandings of
electrical discharge?
Learning Outcomes: Criteria for
Success “I will...”
I will use data collected to create an
understanding of scientific terminology.
Assessment: of learning targets and outcomes for evidence of learning
Observational Notes: Instructor will document observational notes as they result
in students interacting with magnets and magnetic objects throughout experiential
day.
Student Observations and Experiment Data: Students will be compiling all
observations and data into science journals, their information and observations will
be utilized during class discussion as a form of formative assessment.
Materials and Resources:
“Jumping Electrons”
 Plastic Bag
 Balloon
 Wool Cloth
 Fur
 Metal object
 Lamp
Vocabulary:
To Be Taught:
Electrical Discharge
To Be Reviewed:
Positive Charge
Negative Charge
Attraction






Aluminum Pan
Acrylic Rod
Rubber Rod
Rubber Band
Static Electricity Detector
Clear Cup
Repel
Static Electricity
Conductor
Insulator
Questioning Chart:
Remembering: Can students recall scientific terminologies?
Understanding:
Applying:
Can students apply the scientific process and understandings to
support their growth as static electricians?
Analyzing:
Evaluating:
Creating:
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Lesson Introduction:
Call to Order: Students will review the vocabulary and previous concepts verbally.
Guided Practice:
Jumping Electrons: Students will work as a whole group using teacher assistance to
undergo the “jumping electrons” experiment as a class. As a behavior reward,
students will have the opportunity to assist in the creation of the experiment then all
students will have the opportunity to make observations and record them within
their science journals.
Subject:
Science
Unit/Topic/Theme:
Timeframe:
Standard(s):
9:45-10:40 Mar 18
Essential Questions:
Unit: Force and
Motion
Topic: Electrical
Circuits
4.P.1 - Explain how various forces affect
the motion of an object.
4.P.1.1 - Explain how magnets interact with
all things made of iron and with other
magnets to produce motion without
touching them.
4.P.1.2 - Explain how electrically charged
objects push or pull on other electrically
charged objects and produce motion.
Student Learning Targets:
“I can...”
I can demonstrate my understandings of
static electricity on an assessment.
Can students
demonstrate their
understanding of
magnetism on an
assessment?
Can students apply
their understandings
of magnetism to
electric circuits?
Learning Outcomes: Criteria for
Success “I will...”
I will complete the assessment with 80%
accuracy.
Assessment: of learning targets and outcomes for evidence of learning
Student Assessment: Students will complete the assessment requiring higher level
processing and thinking skills.
Materials and Resources:
Find Someone Who
Static Electricity Quiz
Brain Pop Video
Brain Pop Video Quiz
Vocabulary:
Electrical Connection
Electrical Circuit
Questioning Chart:
Remembering:
Understanding:
Applying:
Can students apply their understandings on an assessment?
Analyzing:
Evaluating:
Creating:
Can students create connections between static electricity and
magnetism?
Differentiated Strategies:
Tier 1: EC
Preferential grouping
with direct support from
instructors.
Tier 2: ESL
Preferential grouping with
direct support from
instructors.
Tier 3: AiG
Questions requiring higher
processing skills and
thinking will be
implemented to support
student growth.
Independent Practice:
Find Someone Who: Students will work to solve the ‘find someone who has’ activity
as a review prior to the quiz. BRIEF review will take place after the discussion with
peers.
Assessment of Static Electricity
Introduction:
Brain Pop: Students will view the Brain Pop “Electrical Circuits” video to engage
their scientific thinking about a new concept. Instructor will pause throughout in
order to create authentic understandings through discussion.
Guided Practice:
Brain Pop Quiz: Students will work in groups to answer the questions prompted
after the Brain Pop video that will highlight what they learned through the video.