Unit/Lesson Plan Title:
JohnsonKendel
Primary Subject
Integrated Subjects
Grade Level(s)
Length of Unit
Research Sources
Science
Math, ELA
4th
Five Days
http://www.studygs.net/pbl
Unit Summary
Students will gain an understanding of Magnetism. They will learn how
materials interact with magnets. Students learn how magnets can cause
movement on objects.
Key Vocabulary
metal, iron, magnet, force field, pole, push, pull, motion,
attraction, repulsion
NC Essential Standards For
Science
4.p.1 Explain how magnets interact with all things made of iron
and with other magnets to produce motion without touching
them.
Commor Core Standards for
Mathematics
Common Core Standards for
ELA & Literacy
4. MD. 1 Know relative sizes of measurement units within one
system of units
4.SL.4.1 Effectively engage in a range of collaborative
discussion on diverse population about fourth grade topic and
text
W 4.5 With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and
editing.
W 4.7 Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
Essential Questions
How do magnets effect an objects motion?
How do forces effect an objects motion?
What are forces that effect an objects motion?
Materials & Resources
Vernier Labquest (Vernier magnetic force probe) Various
magnets, yarn, string, dials of various shapes and sizes,
aluminum foil, rulers, electronic weight scale, boxs, metal keys,
tape, paperclips, scissors
Saturday, September 7, 2013 3:07:02 PM ET
Safety Requirements
JohnsonKendel
Saturday, September 7, 2013 3:07:02 PM ET
Safety goggles, Rubber gloves, Lab coats (if available)
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
I can statement: I can identify characteristics of object attracted to magnets.
Day 1:
Students will explore magnetic attraction using the Vernier Labquest,
magnetic field sensors, various magnets and materials. Students will measure
the magnetic fields of various magnets and determine which locations on the
magnets have the strongest magnetic field. Students will then explore what
materials are attractred to magnets and what materials are not. Upon
compleation of exploration activity the teacher will read Magnets: Pulling
Together, Pushing Apart by Natalie Rosinski. Students will reflect upon the
exploration in their science journal.
I can statement: I can use various instruments to accurately measure and
weigh objects
Day 2:
Mini-lesson on weight and measurement. This will be useful when building
scale models of the device to be used in the Problem Based Learning (PBL).
Students will practice using measurement devices and explore weghts of
various objects using digital scales/balance scales. Students will be introduced
to the concept of scaling an object size up/down.
Students will be introduced to key vocabulary terms. Students will be
required to create a Vocabutoon using Comic Life that includes a studentcreated definition, illustrations of assigned terms , and sophisticated
sentence demonstrating understanding of type of assigned term.
I can statement: I can identify characteristics of object attracted to magnets.
Day 3:
Students will be introduced to the Problem Based Learning scenerio of the
P.E. teacher losing his/her keys in the dumpster using a flipchart. Students will
be told that they need to design a scaled down model of a device to retrieve
the keys from the dumpster. Students will begin to complete the data guide
and plan for their device. Materials that will be used can be shown to students
but the students cannot experiment with the materials.
I can statement: I can identify characteristics of object attracted to magnets.
Day 4:
Discussion and review of the scientific method and process should take
place. Students should be reminded to think outside of the box, to test their
ideas, and that failure of ideas doesn’t mean that they have failed. Students will
be placed in groups to build their devices. They will complete the data guide
as they test their device.
I can statement: I can identify characteristics of object attracted to magnets.
Day 5:
Students will present their data and findings to the Key Recovery Team.
Discussion will be centered around each groups sucesses, design process,
and reasoning behind the choices that their group made during the PBL
activity.
JohnsonKendel
Saturday, September 7, 2013 3:07:02 PM ET
Accommodations for
Differentiated Instruction
Leveled readers for students.
Modified Lab sheets with fewer questions/modified experiments
(example: Magnet Sort)
Early finishes/ AIG students will create an electromagnet using
batteries, insulated copper wire, and magnets to retrieve the key.
Cross Curricular
Integration
Reading: Read Magnets pulling together, pushing apart to the
class.
Writing: Students will record notes on lab sheets and create a
plan to present to the Key Recovery Team.
Math: Students will measure and weigh their materials to create
their magent.
Created by
Email
Matt Moore mooremb@rss.k12.nc.us
Nikisha Leak leakns@rss.k12.nc.us
Kendel Johnson johnsonkl@rss.k12.ns.us
Teacher Notes, Flipcharts, Labs, Data Sheets, Rubrics, etc.
Supporting Documents
JohnsonKendel
Saturday, September 7, 2013 3:07:02 PM ET