Science Unit Plan

UNIT PLAN SCIENCE



TEACHER Subject/Class/Course Unit Title Grade Level

Melissa Barry and Laurel Corbett Science Magnetic Forces Gr. 3 Duration: 30-40 min

Date/s: 6 consecutive classes

Summary of Unit Students will be introduced to magnetic forces that can act between objects, where the objects need not be touching one other. Students learn that magnetic forces involve attraction and repulsion, to different kinds of materials. Students will discover the strength of magnetic forces. Students discover a variety of ways magnetic forces can be applied or can affect their daily life. Objectives/Outcomes GCO: Physical Science: Invisible Forces Students will be able to observe and record the materials and conditions that alter the strength of magnetic forces. SFL: I can describe how a magnet works and how they are used in our environment. Assessment Formative: Students will complete graphic organizer handouts, lists, collaborate in group experiments, participate in class discussions and journal their predictions and observations. Summative: Students will be issued a test on their knowledge of attraction, repulsion, polarity and examples of magnetism in our environment. Develop the Instruction Students will be introduced step by step to a variety of magnetic and non-magnetic materials and strength experiments to introduce and expand their knowledge of how magnets work and their use in our environment.

Lesson One – What is attraction? SCO: Students will be expected investigate to identify and group materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not attracted to magnets (100-31, 202-2) Activities - Students will be provided with different materials to test which materials are attracted to magnets and what materials are not attracted to magnets. Assessment - Students will observe and record on a graphic organizer which materials are attracted to magnets and what materials are not attracted to magnets. Lesson Two – What is polarity? SCO: Students will be expected to investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel (10032) Activities – Through testing of various types of magnets (bar/horseshoe) students can identify the south and north poles of the magnets. Assessment – Students will demonstrate clear understanding of the theory of opposite poles attracting through group discussion. Lesson Three – Let’s make a magnet! SCO: Students will be expected to follow a simple procedure where instructions are given one step at a time to increase and test the strength of a temporary magnet by stroking it or storing it next to a stronger magnet (201-1) SCO: Students will be expected to identify problems to be solved related to magnetizing materials (200-2) Activities – Students will follow a procedure to make a temporary magnet and assess its strength. Students will be instructed in the proper way to handle and store magnets. Assessment – Students will make a list of the do’s and don’ts of handling magnets in the appropriate way. Lesson Four – How strong is a magnet? SCO: Students will be expected to make and record relevant observations during investigations about the number of objects a magnet can pick up under different conditions and use the observations to identify conditions that affect the force of magnets (100-33, 2015). SCO: Students will be expected to in cooperative groups, construct and evaluate a toy that is moved by attractive or repulsive magnetic forces (201-3, 202-8, 203-5). Activities – Student’s will conduct an experiment using a toy car with a magnet on it to test the strength of magnets. (Group presentation and lesson plan with Melissa and Jeremy). Assessment – Students will observe and record on a graphic organizer the results of their experiment and make predictions via journal entry. (Group presentation and lesson plan with Melissa and Jeremy).

Lesson Five – Magnets are everywhere! SCO: Students will be expected to identify familiar uses of magnets (102-14). Activities – Students will view a video on magnets around us everywhere. In groups, students will discuss toys that they have at home or have seen advertised that have magnets in them or use magnets to make it work. Assessment – Students will answer the question in their journal; Is Magnetic Hill a very large magnet why or why not? Lesson Six – How much do you know? SCO: Students will demonstrate their knowledge of attraction, repulsion, polarity and examples of magnetism in our environment. Activities – Students will be issued a test on their knowledge of attraction, repulsion, polarity and examples of magnetism in our environment. Assessment – Summative Test

Materials, Technologies, Safety or Special Considerations YOUTUBE videos depicting magnets on earth Magnets of various types Toy cars (See lesson plan 4) Textbook page references Journals Graphic organizers Final test *** Safety: Do not allow students to hold magnets near computers, computer discs, videos, audio tapes, or television sets. *** Special Considerations: Students will be given extra time will be given to complete experiments as needed. Reflection Students were able to verbally and notate the properties of magnets up to 60% accuracy.