Revised Electromagnetism Unit Plan

Subject
Area Science
Emma Young Grade Level Grade 7
Electromagnetism Unit Plan Topic Electromagnetism
Length of Unit (days) 27 (Sept 18 Dec 15)

Enduring Understandings: Essential Questions:

Students will understand that How are electricity and magnetism related?
The electromagnetic force produces both electricity and How is electricity generated?
magnetism.
Students will know. Students will be able to
the electromagnetic force is responsible for both build an electric motor using a magnet
electricity and magnetism build an electromagnet using electricity
moving or changing a magnetic field relative to a identify and explain different sources of electricity
wire produces electric current (e.g., electricity generation
generation by a turbine) create a turbine
an electric current passing through a wire produces
a magnetic field (e.g., constructing a simple
electromagnet using a wire, iron nail and battery)
ways of generating electricity including the use of
wind, water, coal, geothermal, and solar energy
Resources Needed:
Coils of copper wire
Batteries
LED lights
Electric tape
Magnetic wire
Magnets
Safety pins
Sample List of Activities and Descriptions:

Create turbine: http://sciencing.com/make-windmill-school-project-6600557.html
Subject Area Science

Unit Rational
For the electromagnetism unit in my grade 6/7 class, there will be two guiding inquiry questions:
How are electricity and magnetism related? And How is electricity generated? The first essential
question will be answered through hands on experiments, lab writing, and exploring. The second essential
question will be answered through a research project. By having these two, different, teaching strategies, I
am aiming to reach many different learners. Both questions are also tied directly into the world, because
electricity is amply used throughout our lives. By continually relating our science inquiry back to how we
use electricity and magnetism within our lives, I hope that students will be engaged and curious about this
unit. They will understand how science ties into daily living, and will see how it is important every day.
By doing small experiments where they build and electric motor, and electromagnet, and a turbine,
students will also engage in the scientific method, and therefore the discipline of science as whole.
Electromagnetism will be further studied in grade 9, in the British Colombia curriculum when they study
electric circuits so this unit will begin to develop foundation for further education.
As previously mentioned, by doing both hands on, and research, I am hoping to reach all students.
While some students will gain more from building and trying new things, others will benefit from sitting
and reading about a topic. Both skills are required in the field of science and develop language and
communication skills. For research, I will allow them to read articles on the internet, as well as books
from the library and watch online videos pertaining to their topic. By allowing them to watch videos in
addition to reading, I hope that students who are not strong readers will still be engaged in the unit. I will
be assessing students in a variety of ways, based on their development of a hypothesis and conclusion
with experiments, their participation in classroom activities, their answer in exit slips, daily discussions,
and, their presentation and acquisition of knowledge in the research project.
I will be reviewing the scientific method with students at the start of the unit, so no prior
knowledge is required for this unit, however reading and writing skills are assumed. It is also assumed
that there will be reading and writing skills anywhere from a grade 2 to 10+ level, so differentiations and
expectations will be altered for different students and abilities.

Assessment Tool A O
Outcomes Description For
Title s f
Daily discussions with students as they are working,

Informal formal Outcome specific to
listening to student discussions with each other to assess
Assessment the day
their daily understandings of topics.
x
Ways of generating
electricity including
Rubric decided on as a class, research project will
the use of wind, x x x
Research Project demonstrate knowledge of several different ways to
water, coal,
generate electricity
geothermal, and
solar energy
moving or changing
a magnetic field
Do students understand how turbines work and that
relative to a wire
moving a magnet through a coil will generate electricity? x x x
Creating a turbine produces electric
Are they successful?
current (e.g.,
Are they actively participating in their group project?
electricity generation
by a turbine)
the electromagnetic
force is responsible Once students have created a motor/electromagnet, can x
Small inquiry projects
for both electricity they create a hypothesis, test it, and draw a conclusion?
and magnetism
Specific to daily Students will respond to questions in their agenda X

Exit Slips
outcome pertaining to what they have learned that day.

Monday Sept 11 Tuesday Sept 12 Wednesday Sept 13 Thursday Sept 14 Friday Sept 15
How do we use
electricity?
Make a list of all
things we use that
utilize electricity.
How many hours a
day do we use
electricity?
Explore magnets! What is
What is magnetic? electromagnetism?
What is magnetism?
Have students build
Have students an electromagnet
experiment around
classroom with a
magnet
Discussion Inquiry! How can we

What is the create a stronger
difference between a electromagnet?
permanent magnet Write the procedure
and an to test this.
electromagnet? How will you record
Advantages of each? your observations?
Where would we use Hand in assessment.
electromagnets? How is their
procedure?
Monday Oct 2 Tuesday Oct 3 Wednesday Oct 4 Thursday Oct 5 Friday Oct 6
Follow their Reflect on scientific

procedure to test method.
another
electromagnet. How did your
procedure work?
Draw conclusions
about what affects the
strength of an
electromagnet

Thanksgiving! Electromagnetism is
the relationship
between electricity
and magnets. We
made a magnet from
electricity, now we
are going to use a
magnet and electricity
to create a motor!
Use a magnet to
create a motor
What kinds of Inquiry!

appliances use a Take the motor we
motor? made together
Monday.
How does the motor
work? Can we make a better
motor?
Video and pictures
of different Create a hypothesis
appliances based on how we
made a stronger
motor

Test new motor. Introduce electricity
generation research
Draw conclusions project
Create a rubric as a
class
What is important?
Monday Oct 30 Tuesday Oct 31 Wednesday Nov 1 Thursday Nov 2 Friday Nov 3
Research electricity Jigsaw electricity

between groups.
Monday Nov 6 Tuesday Nov 7 Wednesday Nov 8 Thursday Nov 9 Friday Nov 10
As a class, go Jeopardy about
through all the types electricity generation!
of electricity
generation Assessment
Plickers, M/C.

Review wind Blueprint Turbine
energy.
How does a turbine

work?
Brainstorm how we
can build one
Build turbine Build turbine
Monday Nov 27 Tuesday Nov 28 Wednesday Nov 29 Thursday Nov 30 Friday Dec 1
Build turbine Build turbine
Monday Dec 4 Tuesday Dec 5 Wednesday Dec 6 Thursday Dec 7 Friday Dec 8
Create turbine Create turbine
presentation presentation
What was your What was your
process? process?
What worked? What worked?
What did not? What did not?
Monday Dec 11 Tuesday Dec 12 Wednesday Dec 13 Thursday Dec 14 Friday Dec 15

Turbine Turbine Presentations
Presentations

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Subject

Enduring Understandings: Essential Questions:

Students will know. Students will be able to

Sample List of Activities and Descriptions:

Daily discussions with students as they are working,

Specific to daily Students will respond to questions in their agenda X

Discussion Inquiry! How can we

Follow their Reflect on scientific

What kinds of Inquiry!

Research electricity Jigsaw electricity

How does a turbine

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