FOSS Magnetism & Electricity
Hatboro-Horsham School District
November 2, 2010
John Cafarella
Science Gnus
www.sciencegnus.com
syyentz@ptd.net
Vocal Puzzles
Vocal Puzzles
Solve the puzzles by saying them out loud, over and over, faster and faster, repeating
the phrase, until you "hear" the answer.
Example: LAWN SAND JEALOUS (place) Answer: Los Angeles
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
SHOCK CUSSED TOE (~a person~)
SAND TACKLE LAWS (~a fictional character~)
MY GULCH HOARD UN (~a person~)
MOW BEAD HICK (~a book~)
TALL MISCHIEF HER SUN (~a person~)
ALP HURT TIE AN STY YEN ( famous scientist )
THOUGH TIGHT AN HICK (~a thing~)
AISLE OH VIEW (~a phrase~)
TUB RAID HEAP HUNCH (~a old TV show~)
CARESS TROUGHER CLUMP US (~a person~)
DOCKED HEARSE WHOSE (~a person~)
THUMB ILL KEY WAKE OWL LICKS HE (~a place~)
COUNTER RACK YULE AH
(fictional character)
MY COAL AND JELLO
( famous artist )
John Cafarella
BUCK SPUN HE (~a fictional
character~)
Full Option Science System

Purpose: Establish an understanding of the Magnetism
& Electricity Module (including inquiry science), with a
preliminary view of the investigations and assessments.

Process –Use of Visual, Auditory and Tactile learning
modalities: Module Inventory, Teacher Video,
Notebooking, Activity set up, sample activities

Payoff: Familiarity with Magnetism & Electricity Module
Teacher’s Guide, Teacher Video, Kit inventory
(materials), activity and activity materials management
Goals
MAGNETISM AND ELECTRICITY

The Magnetism and Electricity Module
consists of five sequential investigations, each
designed to introduce or reinforce concepts in
physical science.

The investigations provide opportunities for
students to explore the natural and human-made
worlds by observing and manipulating materials
in focused settings using simple tools.
Story Line – Magnetism and Electricity
•Investigation One: The Force: Four Parts
Investigating Magnets and Materials
Investigating More Magnetic
Properties
Breaking the Force
Detecting the Force of Magnetism
Investigation 2: Making Connections
Lighting a bulb
Making a Motor Run
Finding Insulators and
Conductors
Investigating Mystery Circuits
Investigation 3: Advanced Connections
Building Series Circuits
Building Parallel Circuits
Solving the String-of-Lights Problem
Investigation 5: Click It
Reinventing the Telegraph
Sending Messages
Choosing Your Investigation
Investigation 4: Current Attractions
Building an Electromagnet
Changing the Number of Winds
Investigating More Electromagnets
John Cafarella
Question:
What sticks to a magnet?
Magnetism & Electricity
Investigation 1 Part 1
“Describe the Object” – draw a picture of it
 Distribute magnets – what can you do with
it? What can it stick to?
 Describe other magnets you have seen
(establishes prior knowledge)
 What can a magnet stick to around your
seat?
 Is there something that is the same about
all the objects that the magnet sticks to?

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Bag of test objects (the “starter” collects all magnets and puts them in his/her desk”)
Predict and then Sort into “things that stick and things that won’t.
Test
Discussion: Were you surprised by any of the objects you tested?
Use student record sheet for something that is the same about all of
the things listed in the “things that stick”.


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Iron is the only metal that magnets stick to
How about the rock?
Find metals that contain iron in the room
Discuss- Start word bank
Start content/inquiry chart
 Introduce Science Stories- Magnus Gets Stuck
Pg. 1
Investigation 1 - The Force
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How could you use a magnet as an iron and steel
detector?
There might be objects in the room that are made of iron
or steel. Your challenge is to find objects that are iron or
steel and make a list of them.
Which objects surprised you?
Were thee any objects you thought might be iron, but
were not?
Did you find any steel that was hidden by paint or
something else? How do you know?
Break Point
Investigation 1 – The Force
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What happens when two or more magnets interact?
Introduce attract and repel
Magnets on a pencil (four)
Place them so that they all repel each other.
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What does it feel like when you push them?
What is causing the magnets to push apart?
That mysterious something between the magnets is a
force. It is the magnetic force. When magnets pull
toward one another and stick, it is a force of attraction;
when the push apart, it is a force of repulsion.
Vocabulary/Concepts
Charts

Word Bank

Content/Inquiry

Force
Magnet
Magnetism
Attract
Repel

Magnets stick to iron
Two magnets can
attract or repel
A force is a push or a
pull.
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The New Curriculum Arrives
Notes on School and Classroom
Management
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•
•
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The two most common elements in the
universe are hydrogen and stupidity.
Deja Moo: The feeling that you’ve heard
this bull before.
Vital papers will demonstrate their vitality
by moving from where you left them to
where you can’t find them.
After All is Said and Done, a hell of a lot
more is said than done.
Law of Probability Dispersal:
Whatever it is that hits the fan will not be
evenly distributed.
John Cafarella
A Kepler Moment
John Cafarella
RETRIEVED MEMORIES
ARE THE ONLY PROOF WE
HAVE THAT LEARNING
HAS TAKEN PLACE.
Merilee Sprenger – Learning, Memory and the Brain
Questioning Students

When did you do Science today?

Third Period
Investigation 1
Part 2 – Investigating more Magnetic Properties
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Can you “chain” objects from the magnet
Can a steel nail stuck to a magnet pick up a
paper clip?
Can a magnet attract a paper clip through a
piece of paper, or through a piece of metal?
Induced Magnetism – pg. 21 Investigation 1
Science Story – Magnificent Magnetic Models,
pg. 5
FOSS Speak
Folio – The Teacher’s Guide is divided into
10 sections. Each section is called a
Folio.
 Each module is divided into Investigations
 The Magnetism & Electricity module has 5
Investigations.
 Each Investigation is divided into Parts.
Each Part is (usually) a lesson

John Cafarella
“FOSS speak”
John Cafarella
So………… Thinking Inside the
Box…..

What’s In the Boxes?

What do I do when I get these materials?
Inventory the kit – materials lists are in T.G, on
the box, and in the box,
and tattooed on the delivery guy


FULL OPTION SCIENCE SYSTEM
MAGNETISM AND ELECTRICITY MATERIALS
DRAWER 1—PERMANENT EQUIPMENT
8 Cardboard boxes
8 Compasses, magnetic
25 Cups, plastic
1 Bottle of iron filings .
36 Magnets
8 Magnets-on-a-post
8 Paper plates, small .
50 Spacers (plastic counters)
8 Bags of test objects, 38/bag (See page 3.)
8 Large washers, 20/bag
10 Zip bags, 1-liter .
1 Teacher Guide
• FOSS Science Stories
DRAWER 2—CONSUMABLE ITEMS
16 D-cells, alkaline
250 Recording dots, 1/2"
EQUIPMENT
CONDITION .
. These items may need occasional
replacement.
NOTE: Make sure the Teacher
Preparation Video is stored in Drawer 2, far
from the
magnets in Drawer 1.
NOTE: After the kit has been used, look for
precut wires in these lengths:
32 20-gauge wires, 15 cm
16 20-gauge wires, 30 cm
8 24-gauge wires, 150 cm
FOSS Program Components
What is in the
Module?
John Cafarella
Investigation 1
Part 3 – Breaking the Force
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Can you find a way to measure the force of attraction
between two magnets?
How can the strength of the force of attraction between
two magnets be measured?
Here is the equipment:
You’ll need the balance, two plastic cups, the
magnet/on/a post, a magnet and washers
Try to set up the experiment
Set up a standard – where you place washers? How you
lace washers? Does it matter if you drop them?
Investigation 1
Part 3 – Breaking the Force
Introducing the inquiry question
I am going to give each group 5 additional
 What do you
think will happen to the force
spaces so you can continue your
BUT!,
I don’t want you
test put
of attractionexperiments.
between
2 magnets
iftoyou
two spacers now. Skip over two spacers
a plastic spacer
between
two
attracting
and test three,
four, five,the
and six
spacers.
a place
two spacers
your
magnets? Leave Make
a for
T table
to recordindata

table
Number of spacers
Number of washers
Vocabulary/Concepts
Charts

Word Bank

Content/Inquiry
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Graph
Prediction
Intersection
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The greater the
distance between two
magnets, the weaker
the force of the
attraction
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Inquiry Focus Questions Investigation 1
Avoiding “Open Eye Coma”

Most children can focus for a number of minutes
equal to their age + 2 minutes.

Therefore a 12 year old can focus for about 14
minutes. In fact adults cannot usually focus for
more than 15-20 minutes.

After this time the brain needs some time to process
the information in a different way. Ideally we should
confine learning activities within those focus minutes.

But………….sometimes you need to go with the flow.
It’s All a Matter of Perspective
The Teacher’s Guide is Your Friend
 Developing
a Deep, Meaningful
Relationship With Your
FOSS
Teacher’s Guide
Powers of 10
10 Folios
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
FOSS Introduction
Overview
Materials ***
Investigations
Investigation Duplication Masters
Assessment
Assessment Duplication Masters
Science Stories
Resources
FOSS Website
Powers of 10
1
2
Pg. 18
Module
Matrix
Very nice but you
don’t need it
John Cafarella
Synopsis
Module
Matrix
Science Content
Thinking
Processes
Interdisciplinary
Connections
FOSS Science
Stories
Technology/
Home Connection
Suggested Schedule
pg 16 - overview
Week
1
2
The
Force
3
1
session
sessions
3
Making
2
2
Connections
sessions
sessions
Advanced
Connections
Current
Attractions
Click It
1
session
4
5
6
7
8
3-4
Projects/
Summative
Assessme
nt
3
sessions
3
sessions
sessions
Powers of 10
3
4
Five
Investigations
Materials also listed on
outside of module box
Inside of Module box
And at the beginning of
each lesson (part)
John Cafarella
5
Powers of 10
6
John Cafarella
7
Powers of 10
8
After the
students have
had experience
with the
materials
John Cafarella
Powers of 10
9
10
John Cafarella
Investigation 2: Making Connections
Part 1 – Lighting a bulb
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Note: First user of this Module has the “honor”
of cutting the wires……
This is a D-cell - most people call it a battery – It
is a source of electric energy. Source means a place to
go where something is available, or where something comes from.

This is a light bulb
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Observations (observation activity)
Can you use a battery to turn on a light bulb?
Use ONE wire
Investigation 2: Making Connections
Part 1 – Lighting a bulb
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The pathway through which the electricity flows from the
D-cell to the light and back to the cell is a circuit.
Can you light a light bulb with just one wire and a
battery?
Getters – get 2 bulb holders, 1 cell holder, and 1 circuit
base for each group.
Try to figure out how to use these materials to build a
light bulb circuit in which you don’t have to hold all the
pieces together.
The part of the bulb that makes light is the filament.
When electricity goes through the filament, it gets so hot
that it gives off light. Watch the filament when the bulb
lights up.
Word Bank
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D-cell
Battery
Electricity source
Electricity receiver
Circuit
Filament
component
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Content/Inquiry
A D-cell is a source of
electric energy.
A bulb is an energy
receiver that produces
light.
To make a complete
circuit, electricity must
travel in a circle from one
end of the battery to the
other.
Investigation 2 - Part 3 –
Finding Conductors and Insulators – pg. 22
Can any of our test objects be used to
complete a circuit?
 Start with JUST the straw and steel nail.
 Pg. 22 Definitions – conductor and
insulator
 Science Stories – Making Static and A
Fictional Interview With Benjamin Franklin
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Inquiry Focus Questions –
Investigation 2
I think you should be more explicit here in step two
Best Practices from the Far Side
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Assessment
It’s not one size fits all……at least it shouldn’t be.
Teaching
from the
Far Side
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Trying to do to
much can be
frustrating
A Word About Homework
The children were assigned to draw a picture of a
parent at work
(Here's the reply the teacher received the following day)
Dear Mrs. Jones,
I wish to clarify that I am not now, nor have I ever been, an exotic dancer.
I work at Home Depot and I told my daughter how hectic it was last week
before the blizzard hit. I told her we sold out every single shovel we had, and
then I found one more in the back room, and that several people were fighting
over who would get it. Her picture doesn't show me dancing around a pole.
It's supposed to depict me selling the last snow shovel we had at Home Depot.
From now on I will remember to check her homework more thoroughly before she
turns it in.
Sincerely,
Mrs. Smith
Best Practices from the Far Side

It was an innocent mistake, but nevertheless, a moment
later Maurice found himself receiving the full brunt of
The mummy’s wrath.
John Cafarella
Correct use of
hands-on
manipulative
materials is very
important
A Few Words About the FOSS Website
http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html
Let’s Go to the Video Tape
http://lhsfoss.org/fossweb/schools/teachervideos/index.html
Investigation 2 Part 2 –
 Making a Motor Run

Note the Teacher video
 Materials
 Cookbook
 “Part” in practice includes teacher
questions

Collaborative Groups
Pg. 8 - Overview
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Getters – responsible for
materials. One person from
each group (Getter 1) gets
equipment from the materials
station, and another person
(Getter 2) returns it
Starter- Job is to make sure
that everyone gets a turn and
that everyone has an
opportunity to contribute ideas
to the investigation
Reporter- makes sure that
everyone has recorded
information on student sheets
or in journals. Also reports
group data to the class or
records it on board or chart.
Getter 1
Getter 2
Starter
Reporter
Assumptions

Science and language arts instruction share many
beliefs and goals.

Science learning requires oral and written language.

Language is learned through meaningful use.

The connections between language arts and science
instruction must be purposeful and explicit.

Science and language arts are natural allies, not
competitors for time and energy in the classroom.
Karen Worth - EDC
A Note on Science
Notebooks
Jeri Calhoun
jeri_calhoun@charleston.k12.sc.us
843-852-3164
Ellen Mintz, NBCt
ellen_mintz@charleston.k12.sc.us
 Selections
from John’s 5th Grade
Science Notebook
•Science notebooks are not new. They have been around for a long time.
a notebook accommodates multiple learning styles.
There are drawings, math, and writing.
Bill Gates recently purchased one of his notebooks
Notice that mistakes are not erased. They are crossed out so he knows
what works and what doesn’t. Students need to be encouraged to use
this strategy when recording information to avoid repeating trials that
have already proven unsuccessful. They are less likely to make the same
mistake twice.
Notebook Structures
Table of Contents
 Page Numbering
 Documentation
 Glossary/Index

Investigation 3 – Advanced
Connections
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How can you make two bulbs light up with only one D Cell
(battery)
Part 1 – building series circuits
Look at Pg. 4 – Series circuits and Parallel circuits
Page 10 – Materials
Page 11 – set up Part
Page 12 – Do it……………Set up 2 bulb circuits
Why do you think the lamps are dim in a series circuit?
Can you make them brighter?
Science Story – Iluminating Teamwork: A Story of the
Edison Pioneers.
Science Stories Folio Pg. 12/13
Investigation 4 – Current
Attractions
Part 1 – Page 8 – Materials for Building an
Electromagnet
 Page 9 – Getting Ready (Set up)
 Can you make a rivet into a magnet that
will turn on and off? –
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Note margin note pg. 11 lists materials for
steps 4 & 5
Investigation 4: Current Attractions
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Part 2 – Changing the number of winds, Pg. 14
materials
Page 15 – getting Ready
No. 18 Student Sheet for graphing
How can we find out if the number of winds of
wire can make a difference in the strength of an
electromagnet.
Read Science Story: How Electromagnetism
Stopped a War
Electricity & Magnetism

FOSSweb

http://www.fossweb.com/modules3-6/MagnetismandElectricity/

Informational & Research Sites:

http://edtech.kennesaw.edu/web/electric.html
Investigation 5: Click It
Part 1: Reinventing the Telegraph
 Page 8 – materials
 Page 9 – Getting Ready
 Pg. 10 sets the historical scene
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Can you make a telegraph?
FOSS Materials Management
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Take Care of Your Materials and Your Materials Will
Take Care of YOU
Who will inventory kits after use?
Who will order replacement materials?
Who will get the replacement materials into the kit prior
to next usage?
List the hazards
Story Line – Magnetism and Electricity
•Investigation One: The Force: Four Parts
Investigating Magnets and Materials
Investigating More Magnetic
Properties
Breaking the Force
Detecting the Force of Magnetism
Investigation 2: Making Connections
Lighting a bulb
Making a Motor Run
Finding Insulators and
Conductors
Investigating Mystery Circuits
Investigation 3: Advanced Connections
Building Series Circuits
Building Parallel Circuits
Solving the String-of-Lights Problem
Investigation 5: Click It
Reinventing the Telegraph
Sending Messages
Choosing Your Investigation
Investigation 4: Current Attractions
Building an Electromagnet
Changing the Number of Winds
Investigating More Electromagnets
John Cafarella
Design an
Investigation
Write an instruction booklet
D cell durability
Build an Alarm
John Cafarella
Stages of Professional Growth
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Stages of professional growth with new curriculum,
program and/or new ways of teaching
1. orientation
2. mechanical use
3. refinement
4. integration
5. innovation

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The last 3 teachers adapt the strategies to the learner's
needs, make new connections between strategies and
outcomes, and create new strategies that improve
student performance even further.
Summary
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FOSS Module – Components Inquiry
Teacher’s Guide – Powers of 10
Magnetism & Electricity - Investigations & Parts
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Five Investigations – Start with magnets, then
electricity, then magnetism &
electricity……electromagnets and telegraphs
Stages of Professional Growth
Science & Language Arts are Friends
Curricula need 3-5 years to develop.
Enjoy Yourself……It’s not Rocket Science….It’s
good teaching
The Most Important Component of
the FOSS Program

The Video or CD Rom

No

The Teachers’ Manual

No
 The

Hands on Materials
No
The
Teacher
A Reminder
John Cafarella
•Safety Reminders
•Label “No Magnets Here” – TV, Computer and You
•No magnets and/or wires in outlets
•Make sure the Teacher Preparation Video is stored in
Drawer 2
•………………………………..far from the magnets in
Drawer 1.
Remember, there is light at the end of the tunnel
Science Gnus +
The entire presentation is on pdf format at:
www.sciencegnus.com
http://www.sciencegnus.com/Presentations%20Gnus.html
John Cafarella
www.sciencegnus.com
syyentz@ptd.net

The Summative Assessment has three
pieces:

Matching/multiple choice/fill-ins
 Short response
 Explaining processes/thinking

From Investigation 2
Making Connections
Investigation 2

Part 4 PP. 27-28

Making Mystery Boards
Need the 8 cardboard mystery boards in the kit.
Fold them on the score – white side out
Insert a paper fastener through each hole from the white
side
Label the fasteners A, B, C and D (on the white side)
and number the boards 1-8
Follow the directions on Pg. 38
Science Stories: Two Reference Sources about Edison
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A Few Words About the FOSS Website
http://www.fossweb.com/modules36/MagnetismandElectricity/index.html

Teacher Resources
Lunch
John Cafarella
Note: Sometimes the color will help with the clue
John Cafarella
Eye yi yi yi I Check
Eye yi yi yi I Check
Let’s Go to the Video Tape

Investigation 3 – Part 3


The String of Lights Puzzle
Investigation 4 – Current Attractions

Part 1 – Building an Electromagnet
Stuff Happens
Bad Professional Development
John Cafarella
The word TEACH reflects as LEARN.
•Notebook entry made by John Muir.
Entry made by Beatrice Potter.
In her time it was not acceptable for
women to be a scientist and they,
therefore were not encouraged to
pursue science as a career.
Her accuracy is evident in the
drawings found in her books.
Sentence Starters or Frames
Using a sentence starter or a sentence frame supports the student’s writing as
well as provides a focus for their ideas. It narrows the topic for the student.
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I used to think _____________________, but now I know __________________.
One thing I will remember about today’s lesson is _______________________.
I’m certain about _____________________________________________________,
but I am uncertain about_______________________________________________.
The reason I am uncertain is ____________________________________________.
The new learning I feel I really understand is _____________________________.
The part of solving the problem in today’s investigation that was challenging to me
was ________________________________________________.
When I started the investigation I knew ___________________________and now I
also have learned _______________________________________________.
Something I haven’t understood before that I understand now is ________.
Next, I would like to explore ____________________________________________
because I wonder
_____________________________________________________.
I am amazed/puzzled by _______________________________________________.
These results make me think ____________________________________________
will happen next because _____________________________________________.
by Joanna Totino and Chris Sheridan
K
FOSS Grades K-2
Grades 1/2
Earth Science
Life Science
John Cafarella
Physical
Science
FOSS Grades 3/4
Life Science
Physical
Science
Earth Science
Scientific
Reasoning &
Technology
John Cafarella
FOSS Grades 5/6
Earth Science
Life Science
Physical Science
John Cafarella
Scientific
Reasoning
Technology
Thinking Processes

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
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

Inferring
Relating
Organizing
Comparing
Communicating
Observing

Advanced
Beginning

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John Cafarella
Relating
Organizing
Comparing
Communicating
Observing
Organizing
Comparing
Communicating
Observing
Comparing
Communicating
Observing
Parking Lot
I have to
teach reading
189 hours
per week.
How many
science
lessons per
week
Who gets the
teacher
materials?
I have to
teach reading
189 hours
per week.
John Cafarella
It’s All a Matter of Perspective
John Cafarella



From Administration
From Teachers
From Parents
 Directions
should
be clear
John Cafarella
Teaching From the Far Side

Very clear
John Cafarella
Benchmark Assessments



Occur in three places during a module.
The survey is given before instruction begins, and
includes 10-15 items, some open response and some
multiple choice.
I-Checks are given at the end of most investigations.



Each I-Check consists of 5-10 items, in multiple formats.
I-Checks are so named because students play an active role in
checking their own understanding of the concepts being taught.
The Posttest is given after the module has been
completed. The items are the same ones that appear on
the survey.
Survey Assessment

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
Pg. 4
The survey should be administered a few days before
instruction begins. (This is “K” in the familiar KWL or
KWHL lesson structure).
Students need to know that the survey is not graded.
At the end of the module they will have an opportunity to
compare their answers on the survey with their posttest.
When you administer the survey, encourage students to
answer as best they can….even if they don’t know the
answers, they should try to think about something
related that they do know and apply the knowledge.
Collect the surveys, code them for diagnostic purposes,
but don’t make any marks on them.
Hold them until after the students take the posttest.
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Formative Assessments can be:
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Teacher observation
Student worksheets
Journals
Student Response sheets
Performance assessments or
Cooperative group assessments or selfassessments
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The Summative Assessment has three
pieces:
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Matching/multiple choice/fill-ins
 Short response
 Explaining processes/thinking
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I-Check, Ipod, Iphone, I-Quit
The I-Check Assessments
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I-Check assessments are administered after you complete most
investigations.
To track achievement (summative), code all the items using the
coding guides in the folio.
Recommended is one item at a time, across all students. It means a
bit of paper shuffling but it allows you to think of the class as a whole
and informs your teaching.
You can also use the I-Checks for formative assessment.
Have students complete the I-Check either unassisted or using a
read-aloud strategy.
Code the I-Check item by item….do NOT write the codes on
students’ tests. Record the codes in a grade book or grading
program.
Return the I-Check to the students. There are several selfassessment strategies they can use. Choose what works best for
you.