Isp Ss19 Finaldraft Wiesen Claire

Name:​ Claire Wiesen Grade Level​: 3rd Grade NGSS Performance Expectation: 3-PS2-3:​ Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Unpacking the NGSS Performance Expectation: DCI: PS2.B: Types of Interactions: Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

Science and Engineering Practice(s) Asking Questions and Defining Problems: Ask questions that can be investigated based on patterns such as cause and effect relationships.

Crosscutting Concept(s)

Cause and Effect ● ​C ​ ause and effect relationships are routinely identified. (3-PS2-1) ● ​Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)

● Objects push and pull when they interact. ● When they interact there’s different strengths, reactions, and directions. ● Push and pull can affect the speed, direction.

Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships. · Ask questions about what would happen if a variable is changed. · Identify scientific (testable) and non-scientific (nontestable) questions. · Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. · Use prior knowledge to describe problems that can be solved. · Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints (NGSS, Appendix F)

● Questions are what drive science and engineering, leads to new discoveries ● What happens? Why? How? ● How can you communicate your discoveries?

Cause and effect relationships are routinely identified, tested, and used to explain change. Events that occur together with regularity might or might not be a cause and effect relationship. (NGSS, Appendix G).

● Why, how, what ● A causes B to happen ● Chain reactions ● Repeating patterns, patterns in nature ● We know this is happening, what is causing this to happen?

Learning Objectives: 1. At the end of this instructional sequence, the students will be able to create a model to explain model and explain how magnets interact with other materials. 2. At the end of this instructional sequence, the students will be able to design an investigation to identify the types of metals magnets are attracted to design a demonstration to show that magnets attract to certain types of metals. 3. At the end of this instructional sequence, the students will be able to construct an argument about why magnets work and why they interact with other materials the way they do in a science talk. Resource List: 1.​ D ​ iscovery Education. ​Digital Textbooks and Educational Resources. (n.d.). Retrieved January 15, 2019, from http://www.discoveryeducation.com/.

Phenomenon and/or Driving Question: 1. Why don't magnets stick to the wall of our classroom, but they do stick to the whiteboard? (Students will learn this through hands on experiments with magnets and various daily items.) Big Ideas and Scientific Principles: The Principle of Magnetism states that the force of magnetism can either pull objects closer, or push objects apart, of a certain substance. In magnetism there are three main types of temporary, permanent, and electromagnets. The magnetic field, created by moving and charged particles, can vary from weak to strong, which affects the type of magnetism that occurs. Magnets can grow weak over time if near heat or strong electrical currents. Magnetism deals with the properties of attraction and repulsion between two objects. Magnets are attracted to metals such as iron and cobalt, but not to brass, copper, and gold. Magnetism can be described as a cause and effect relationship. In the third grade classroom, students will can use this principle to explore, investigate, and draw conclusions while learning about magnetism and how these reactions occur in our daily lives and the world around us. Part 2: Learning Objectives: 1. At the end of this instructional sequence, the students will be able to create a model to explain model and explain how magnets interact with other materials. 2. At the end of this instructional sequence, the students will be able to design an investigation to identify the types of metals magnets are attracted to design a demonstration to show that magnets attract to certain types of metals.

3. At the end of this instructional sequence, the students will be able to construct an argument about why magnets work and why they interact with other materials the way they do in a science talk. Phenomenon or Driving Question: 1. Why don't magnets stick to the wall of our classroom, but they do stick to the whiteboard? (Students will learn this through hands on experiments with magnets and various daily items.) PLAN the Pre-Assessment: Whole class, 20 minutes. Students will be seated in a circle in our “living room”, just as we do every morning for our morning talks. Nobody will need any materials as we will just be sharing our thoughts and ideas in a casual discussion. Magnets Science Talk: To elicit information from students about their resources i will ask why they believe that or how they know the given information they are talking about. 1.

Where do we see magnets?

2.

Why do people use magnets?

3.

What are these magnets sticking to?

4. So, what are magnets? How do they work? What are some things that can help us understand how they work? 5.

How could we learn more about how magnets work?

JUSTIFY your Pre-Assessment: ​Science is a subject that we have not spent much time on in our classroom, which is why this pre-assessment science talk is so important when planning ahead for my unit. I decided on a science talk because I want the students to feel that this is a low-risk activity where they can freely, without anything at stake in terms of right or wrong, share their thoughts and ideas. I decided to select questions that were straightforward, yet open ended, such as the why and how questions, that would guide the students into a discussion. My hope is that the students will create their own questions for one another and bounce ideas off one another. During this science talk, I hope to gain insight into my students’ previous knowledge of magnets and their ideas on how magnets function (what materials they do/don't stick to). I also hope to see that the students are interested in this concept and excited to learn more about magnets. Analysis of Student Sense-Making during the Pre-Assessment: Answer each of the following questions with a multi-sentence paragraph, referring to specific evidence from

the pre-assessment. For example, for each claim you make, you may choose to follow by writing, “For example,…” or “This is because….” 1. What did you learn about your students from the pre-assessment that is helpful for you to know as to how they are thinking about the science idea being discussed? I learned that my students had a wide variety of prior knowledge of magnets. For example, I found out that one student understood how magnets relate to Earth and the stars, while other students responded that magnets are seen on their fridges because they stick to metal. This is helpful to know so that I know the knowledge they are each bringing to the table and how I can work with these background knowledge in the beginning stages of my unit. 2. What did you learn about your students’ sense-making that challenged your thinking or surprised you? I learned that my students were able to make connections to each other’s ideas quicker than I expected. I was really proud of them for bouncing ideas off one another. I knew they would bring up magnets being on their fridges at home, but I was excited when one student replied “yeah because my fridge is metal. Just like that pole that is at the front of the room with magnets on it”. The students were able to connect to magnets and the idea of magnetism quickly, making me excited to expose them to more! 3. Given what you know about your students, why do you think they are thinking about this idea in these ways? I think the students’ ideas are what most second and third graders believe when it comes to magnets. I was really excited to hear them making connections to everywhere they see magnets, from in their homes to in their classrooms. One student, Emily, was able to think of the Earth as a magnet from a book she had read. The students were all using their previous knowledge and experiences with magnets to participate in the discussion. It is easy to assume that magnets stick to all metal. I am excited to use the students’ previous knowledge and build on that throughout our unit! 4. What are the differences between how you want students to be thinking about this idea and how they are thinking right now? The students’ way of thinking and the way I would like them to think aren’t too different. They are curious about where they see magnets and have lots of different examples. However, I want them to be thinking not just where but WHY magnets work. I want them to question more and think deeper about the phenomenon of magnets. For example, they said that they saw magnets on their fridges that were metal, but I want them to question why magnets stick to only metal if that is what they believe. This will come with time as we dig in deeper.

5. Share two instructional experiences you could provide in a science lesson to support the students in moving towards thinking about the idea in a more sophisticated way. Some possibilities might include: Two instructional experiences that I could provide in a science lesson to students to allow them to think of the idea in a more sophisticated way would be through experiences, hands-on investigations of magnets and the way magnets interact with other materials and also to have students challenge their own thinking of magnets being attracted to all metal, which will happen through our class readings and labs.

Instructional Sequence:​ ​Use the example and criteria below to guide your work. Activity Title Criteria for each section

· Is my title short and clear? · Does my title give an overview of what will happen in 2-10 words?

Activity Description (1-2 sentences) · Does my description explain what either the teacher or students will do? · Did I avoid using any vague descriptions (e.g., “students will learn about burning”)? · Did I use descriptive sentences that give my reader a clear understanding of what will happen (e.g., “Students will record their initial predictions about what happens when wood burns.”)

Framework Function · Have I described how this activity aligns with the instructional framework we co-constructed in class?

1

Observing magnets

Students will have an investigation chart where they will record different places where they observe magnets in everyday life. [RLL1] ​The chart will be introduced and explained to students. It will be used to help students see a visual of materials that are and are not magnetic. As a group we will look at a few materials together such as a paper clip, a pencil, a coin, and a counting block.

Incorporation of visuals, real life examples

2

Discuss where they see magnets

Students discuss new questions in a whole group setting: Where did they see magnets? What job were the magnets doing?

Engage: we will have a class discussion where students can share their ideas and observations.

3

Develop initial explanations of how magnets work.

Students develop individual Engage: Use of initial explanations about See-Saw and anchor how magnets work through a chart to share ideas See-Saw activity. They share and explanations. their ideas with the class and construct a group explanation, which is recorded in an anchor chart.[​ RLL3]

4

Set up an investigation of magnets designed by students

Students, in small groups, will pick 5 different materials to test magnets on and design a plan for testing these materials with magnets. ​[RLL4] ​Students then will make predictions about each material. [​ RLL5] ​Then, they will find a way to test that prediction.

Explore: Students design their own investigation and provide their own predictions given their previous observations.

5

Students will collect data/ observations on magnet investigation

Students collect data on Incorporating each different materials visuals, engaging in interaction with the magnets. group work and They collect their data on a group thinking chart in Google Docs and compare data from each material. [​ RLL6] ​This is done to identify patterns that they discovered. We will examine these comparisons through a group discussion.

6

Discuss the data

Students will participate in a teacher prompted group discussion about the patterns they found in their investigation. ​[RLL8] ​What do we know from these data about how magnets work?

[​ RLL9] ​Engage: Mostly student lead discussion, students identify patterns and draw conclusions.

7

Reach Conclusion

From the discussion, students will take a final look at their research before coming up with a final statement/explanation​[RLL10] about how magnets work, put on a poster, summarizing their findings on magnets.

Student lead learning while creating an explanation.

8

Read Article about how magnets work

Students will read article on how magnets work. Students will take notes ​[RLL11] o​ n new ideas or concepts about how magnets work. The articles are focused on scientific concepts.

Meets the standards by explaining magnetic interactions.

9

Watch Discovery video on how magnets work.

Students will watch the Discovery Education video explaining how magnet work and interact. [​ RLL12] ​ While watching, the students will be thinking about how their explanations on magnets are similar or different to the video explanation.

Explore: Meets the standards by explaining magnetic interactions.[​ RLL13]

10

Compare our ideas about magnets with the other sources.

Students will compare their ideas/our class ideas with what we learned through both the article and the video.

Meets the standards by explaining magnetic interactions.

11

Journal reflection

Class discussion on how magnets work. Then have students return to their initial thoughts about what/how magnets are/work. Ask them to write their current ideas and share with their classmates what changed in their thinking.[​ RLL14]

Allows students to reflect, engage in previous knowledge, compare, and expand their understanding.

Assessment Plan: Activity Number & Title

​Assessment Task Rationale:

5- Students will collect data/observations on magnet investigation ​[RLL15]

This task matches up with the NGSS performance expectation by assessing the Mid-Unit FORMATIVE Learning students’ observations on how Objective: two magnets interact. ​[RLL16] At the end of this instructional sequence, The task will be a the students will be able to model and measurement of how students explain how are able to explain their observations and how their magnets interact with other materials. knowledge of magnets is NGSS Performance Expectation this expanding. Students will be task addresses: working in groups, but I will 3-PS2-3:​ Ask questions to determine be circulating and checking in cause and effect relationships of to observe each students’ electric or magnetic interactions work. If I see a student between two objects not in contact with struggling, I will match them each other. with a partner that can provide extra support.

Task Detailed Description: As students are investigating, I will walk around the classroom with a clipboard and a chart. I will observe as students are testing out magnetic interactions to make sure they are practicing the different tests and ways to observe we had talked about.

Students will be filling out tables with their data and results. I will collect their tables for a formative assessment.

Exemplary Assessment Response Features: 1. Students are looking closely to test the magnets interactions with the given material. They are observing the magnetic attraction and making logical conclusions. 2. Students’ graphs will be checked to make sure that they are providing reasonable and adequate information. That they have each part of their tables filled out and labeled.

End-Unit SUMMATIVE Learning Objective(s): 11- Journal reflection NGSS Performance Expectation this task addresses: 3-PS2-3:​ Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Assessment Task Rationale: I chose this assessment task because I think it will be interesting to have students reflect on how their thinking has changed from then to now. [RLL18] ​Students will have a variety of sources and information that we have reviewed in the past lesson to use to help them put together their thoughts.

I will be able to see their initial thoughts, their new thoughts, and why their thinking has changed working towards their learning objective of explaining how magnets interact with different materials. ​[RLL19]

Task Detailed Description: In my summative assessment, I will have students explain their current ideas on how magnets work and how they interact with certain materials. I will ask them to use what they have learned about magnetism to explain their current thoughts and to explain how their ideas have changed throughout this unit.

Exemplary Assessment Response Features: 1. The student describes how the force of magnetism can either pull objects together or push objects apart. 2. The student will be able to explain that magnets stick to iron and cobalt but not copper. 3. The student will be able to use evidence to support their ideas. ​[RLL20] 4. The students share insight on how their thinking changed.

Lesson Plans:

NGSS Performance Expectation:​ ​3-PS2-3:​ Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Phenomenon/Driving Question: ​Why don't magnets stick to the wall of our classroom, but they do stick to the whiteboard? (Students will learn this through hands on experiments with magnets and various daily items.)

Lesson Plan 1: ​Observing Magnets Learning Objective(s): ​At the end of this instructional sequence, the students will be able to create a model to explain model and explain how magnets interact with other materials. Time Estimate: ​45 minutes Connection to Framework Function:​ incorporation of visuals, real life examples/connections​[RLL1] Materials: ·

Magnet Investigation Chart (1 per student, see below) Pencil Objects kit (see below)

Introduction (10 minutes) Introduction: On Monday, we had a science talk where we discussed what magnets are, where we see magnets, how we think they work, and what they can be used for. Today, we are going to put those ideas into action! [​ RLL2] E ​ ach of you, in your table groups, are going to test out magnets and see what materials the magnets are attracted to, or stick to.

In your folders is a chart (see below). Each of you will be filling out this chart as you go through each material and test it out. I will be passing out your investigation kit. In this kit are all objects that are pictured on the chart.

First, go to the first object on your chart. With your group, make a prediction if you think the object is magnetic or non-magnetic.​[RLL3] ​ Then, test it out! As a group you are going to complete this chart. There are also two boxes for you to test out any object you want! I have a bag of objects, or you can select something from around the room.

After you complete the chart, talk with your group about your conclusions, or thoughts, on magnets after investigating more.

Could I have a volunteer to repeat back to me what your job is for the next twenty minutes?

*wait for volunteer to repeat back instructions*

“I will set this timer. You have twenty minutes to complete this investigation. Remember, you are working as a team with your table group! As you’re going through, talk with your partners about what you think allows magnets to work!” *pass out investigation kits, talk about each item in the kit*

Main Teaching Activities (20 minutes) In Magnet Kit will be: ​a paper clip, base 10 blocks, a ruler, a quarter, a dull but metal nail, an eraser, scissors, and an aluminum can

*circulate while kids work in small groups on their investigation, help those who are struggling* “Remember, make sure you’re working as a team! Write down some predictions before you test out each object!” “I like how some of you are testing the magnets on different parts of the objects!” “5 minute warning friends before we should all be back in our seats, with our papers in front of us” “One minute to be back in ready position at your seats friends!”

Conclusion (10 minutes): “As I was walking around I heard so many good ideas on why/how magnets work and why they were attracted to some materials and not the others.”

“Now that we are all back at our seats, our papers in front of us, who would like to share some observations they wrote down? ​[RLL6] ​Who can tell me some things that they learned about magnets today?” *wait for three responses of different observations* “Lets think, what is similar or different about all of the items that did/didn't stick?” “Any tables that haven’t shared, could you share something new or maybe add to what other people have shared?” *wait for a few more responses* “What questions do you still have about magnets?” “​Next week, we are going to use this information to continue investigating how magnets work!”

Student Handout:

Name: ​_____________________​

Date: ​____________

Is it Magnetic? Object:

Magnetic

Non-Magnetic​[RLL7]

INVESTIGATE ON YOUR OWN: Object:

Magnetic

Not Magnetic

What materials (objects) do the magnets stick to?

Do you recognize any patterns?

After thinking about these questions, how do magnets work? Investigation Kit:

​Lesson Plan 2: ​Journal/ Talk Reflection Learning Objective(s): ​At the end of this instructional sequence, the students will be able to construct an argument about why magnets work and why they interact with other materials the way they do in a science talk. Time Estimate:​ 50 minutes Connection to Framework Function: ​reflection Materials: ​-initial journal entry/chart, notes from previous videos or any other investigation students have used, pencil, journal​[RLL9] ​, magnets will be available to help students to explain their thoughts.

Introduction (15 minutes) “For the past month we have been learning all about magnetism and the different things that affect magnets/ how magnets interact with other materials. Who wants to remind me of some concepts that we have learned?” *wait for 5 concepts/ideas we have learned* “Today, you are each going to take some time to look back at your initial thoughts/observations of magnets. Then you are going to take what you now know and write about how your ideas have changed and what caused your thoughts to change on magnets” “First you are going to write about these changes in your journal. Then we are going to have a science talk as a whole class to discuss all our new thoughts and opinions on magnets. Who can tell me what you are going to do on your own right now?” *wait for response of writing in their journals about comparing old ideas with new ideas and their support, then be ready for science talk* “You will have 15 minutes to reflect and write, then when the timer goes off you are going to join me in a circle in the living room. You can bring your journal to help you when sharing your ideas with your classmates. Make sure voices are off and you are focused.” *set large timer for students to see* Main Teaching Activities (30 minutes) *Students will be quietly working on their journal reflections* *teacher will circulate to make sure students are writing down their thoughts and giving supportive evidence from previous lessons* *give time warnings* “Students you have one minute to join me in the circle for our science talk and reflection on magnets. Please bring your journal when you quietly walk over here” “Today we are going to be having a science talk, just like we did at the beginning of this unit. Today, we are going to share and listen to each other’s thoughts and new understandings. Remember, each person is going to talk one at a time. You can respond with respectful questions or other ideas that relate to what your classmates had to say. Who would like to begin? Remember to look at your journal if you can’t think of what you want to share”​[RLL10]

-Prompt students if necessary asking questions such as, “what is magnetism?”, “How do the magnetic poles interact?”, “Why don't the magnets stick to our walls of the classroom but to our whiteboard? What scientific language helps explain it?”. *teacher will look on and help facilitate conversation, but remain as hands off as possible* Conclusion (5 minutes) “In the last thirty minutes, we have reflected on our learning of magnetism. You each were able to construct an argument for why magnets work and why they interact with materials the way they do. We have learned so much, and most of our learning was lead by you all. I was pretty hands off and let you do the exploring. You each should give yourselves a pat on the back for all that we have learned and all the hard work you each put in!”

“Moving forward, we’re still going to talk about magnets but we’re going to go into forces, which can be related to magnets. Make sure when you head back to your seats you put your journals back in your bucket and pencils in your penpal before we move on” *dismiss students back to seats*