Electrical Fields Part 2: Magnetism

Established Common Core State Standards:

NGSS:
PS2-3: Ask questions about data to determine the factors that affect the strength of
electrical and magnetic forces
PS2-4: Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of interacting objects
PS2-5: Conduct an investigation and evaluate the experimental design to provide
evidence that field exist between objects exerting forces on each other even though the
objects are not in contact
What understandings are desired?
What essential questions will be
Students will understand that
considered?
1. How are forces exerted over distance
Electric and magnetic forces
2. What are the causes of the three different
(electromagnetic) can be attractive or
types of fields: gravitations, electric, and
repulsive, and their sizes depend on
magnetic
magnitudes of the charges, currents or
3.
How does distance contribute to the
magnetic strengths involved and the
different types of fields
distances between the interacting
4. How are gravitational, electric and
objects
magnetic fields similar? Different?
Gravitational forces are always
attractive. There is gravitational force
between two masses, but it is very
small except when one or both of the
objects have large mass (earth and
Sun)
Forces that act at a distance (electric
and magnetic) can be explained by
fields that extend through space and
can be mapped by their effect on a test
object (a ball, a charged object, or a
magnet respectively)
What key knowledge and skills will students acquire as a result of this unit?
Students will know
Students will be able to
Electric and magnetic
Ask questions that can be investigate
(electromagnetic) forces can be
within the scope of the classroom,
attractive or repulsive, and their sizes
outdoor environments, and museums
depend on the magnitudes of the
and other public facilities with
charges, currents, or magnetic
available resources and when
strengths involved and on the
appropriate, frame a hypothesis
distances between the interacting
based on observations and scientific
objects
principles
Gravitational forces are always
Construct and present oral and
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attractive. There is a gravitational

force between any two masses, but it
is very small except when one or
both of the objects have large mass
e.g. Earth and sun.
Forces that act at a distance (electric,
magnetic, and gravitational)can be
explained by fields that extend
through space and can be mapped by
their effect on a test object (a
charged object, or a ball respectively)

written arguments supported by

empirical evidence and scientific
reasoning to support to refute an
explanation or a model for a
phenomenon or a solution to a
problem
Conduct an investigation and
evaluate the experimental design to
produce data to serve as the basis
for evidence that can meet goals of
the investigation

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks: Formative
Other Evidence: Summative
1. Using various configurations of
magnets Create an experiment
that investigates the relationship
between conductivity
2. Create an Electromagnet
3. Conduct an experiment using
various configurations of
magnets. Write a summary using
CER format (claim, evidence, and
reasoning)

1. post test
2. Testing magnetism of different
objects lab
3. Demostration lab
4.

Stage 3 Plan Learning Experience

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Learning Activities:
We need to create a pretest for electricity part and one for magnetic
* Day 1: (ENGAGE)
Intro: Play Bill Nye edited version of magnetism
http://www.teachertube.com/video/bill-nye-magnetism-edited-312554
1. Discuss with students after (10 min video)
2. Possibly make up questions for the video

Day 2:
Vocabulary Day and Comprehension
1. Compass, magnet, magnet, magnetic field, magnetic field, magnetic force, magnetic
pole, needle
2. Graphic organizer made for vocabulary: word, definition, picture, sentenc
3. Add to notebooks: make it a flip chart style with post-it notes to add to their notebooks

Day 3:
Magnetic Stations
Students will explore different aspects off magnetism and how they work
Each station has a graphic organizer and writing assessment

Day 4
Reading comprehension: All About Magnets with ten comprehension questions at the end.
This will be done whole class with the smartboard.
Stopping and asking students what they think is important for every paragraph

Day 5
Reading comprehension: The Earths Magnetic Field with 5 comprehension questions at the end
Done as a whole class and added to our notebooks.
Day 6: In their notebooks students will draw pictures of magnetic poles, magnetic fields, and
the earths magnetic field
Students will be given bar magnets and iron fillingsthey are to try to reproduce the picture
displaying magnetic fields
Given fill in the blank notes and will begin reading as a classusing smartboard will have
students go up and fill in the blanks as we read
Day 7: complete reading chapter 9 section 1 magnets and magnetic fields
Then work on section review with students
Day 8: review the vocabulary words: domain, solenoid, and electromganet
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With fill in the blank notes to read chapter 9 section 2: electricity and magnetism
Continue with reading as a whole class, and students will go to board as we find the fill in the
blanks
Day 9:
part of class: students will create a circuit and put a compass next to it. They will then write
what they are observing, students will do this in complete sentences. Students will create a
electro-magnet
Second part of class: students will be listening to and reading max axiom: magnetism
A set of questions will be with the books
Day 10: Class review of chapter, vocabualary
Three different levels of review and tests created.
Day 11
Test

Wiggins, G., & McTighe, J. (2006). Understanding by Design (2nd ed.). New Jersey: Pearson.

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