Lora Alligood FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 0!

Title of Unit Standards:

Magnets

Grade Level

S3P2 Students "ill in#estigate $agnets and %o" t%ey a&&ect ot%er $agnets and co$$on ob'ects( a( In#estigate to &ind co$$on ob'ects t%at are attracted to $agnets b( In#estigate %o" $agnets attract and re)el eac% ot%er S3CS5 - Students "ill co$$unicate scienti&ic ideas and acti#ities clearly( a( *a+e notes,s+etc%es to aid in e-)laining scienti&ic )rocedures or ideas S3CS1 . Student "ill be a"are o& t%e i$)ortance o& curiosity, %onesty, o)enness, and s+e)ticis$ in science and "ill e-%ibit t%ese traits in t%eir e&&ort to understand %o" t%e "orld "or+s( a( /ee) records o& in#estigations and obser#ations and not alter t%e records later b( 0&&er reasons &or &indings and consider reasons suggested by ot%ers Understandings: 1e-)lain2 so$e co$$on ob'ects are attracted to $agnets "%ile ot%ers are not( 1a))ly2 only ob'ects containing iron or steel are attracted to $agnets( 1a))ly2 o))osite )oles attract "%ile li+e )oles re)el( 1e-)lain2 $agnets %a#e di&&ering strengt%s( 1e-)lain2 t%e $agnet e-erts &orce o#er a certain area called t%e $agnetic &ield( 1inter)ret2 t%e $agnetic &ield %as a )redictable )attern( 1e-)lain2 so$e $agnets are )er$anent "%ile ot%ers are te$)orary( 1inter)ret2 it is )ossible to create a te$)orary $agnet( 1e-)lain2 $agnets %a#e )oles( 1%a#e )ers)ecti#e2 e#eryday ob'ects contain,use $agnets( 1a))ly2 $agnets are use&ul(

Essential Q estions: !verar"#ing Q estions: $ee% !ne 3o" do $agnets interact "it% ot%er ob'ects4 5%at are t%e c%aracteristics o& ob'ects to "%ic% $agnets are attracted4 3o" do $agnets interact "it% eac% ot%er4 3o" are $agnets di&&erent &ro$ one anot%er4 To&i"al Q estions: 5%ic% ob'ects in t%e classroo$ "ill be attracted to a $agnet4 5%y do $agnets so$eti$es )ull ot%er $agnets to"ard t%e$sel#es and so$eti$es )us% a"ay4 5%at causes $agnets to %a#e di&&ering strengt%s4

$ee% T'o 3o" do $agnets interact "it% ot%er ob'ects4 3o" can a $agnet be created4

3o" can t%e $agnetic &ield be $easured and re)resented4 3o" can "e $a+e a $agnet4

$ee% T#ree 3o" can you use $agnets4 3o" are $agnets used in e#eryday li&e4

5%at can you create "it% a $agnet4 In "%at "ays do you )ersonally use $agnets daily4 3o" can $an use naturally occurring &orces4

Stage 3: Plan Learning E(&erien"es

$ee% 1 T - Tea"#er 'ill give a Magnets Pretest) %tt):,,"""(tuc+a%oe(+! (ny(us,Science6 0)d&s,*agnetis$,ds6 0*agnetis$6 07retest()d& *oo% . S%o" a #ideo o& 8&loating $agnets9 %tt):,,"""(youtube(co$,"atc%4#:4T ;&rs#<R" Alternate: a trans)arency %tt):,,edu)lace(co$,science,%$sc,ga,content,etrans)arencies,3,&sco$$and,3=>7 >44= a()d& E(&lore and E(&erien"e+ Ena,le and E- i& . /efle"t+ /et#in%+ /evise: Allo" t%e students to describe and e-)lain "%at t%ey see( 7ass out t"o or t%ree ring $agnets to eac% student( 3a#e t%e$ use t%eir )encil as t%e do"el 1in t%e #ideo2 and atte$)t to re)licate t%e e-)eri$ent( 5rite about it in t%e science 'ournal( T "or+s%eet "it% directions &or t%ose students "%o cannot $a+e t%e $agnet &loat(
Instructions to Float the Ring Magnet Hold the pencil upright; place one of the ring magnets onto the pencil. Follow the first magnet with the second one, until the two magnets attract or repel to each other. If the magnet repelled when pushed towards the other magnet, remove fingers and the magnet will float above the bottom one. If the magnet doesn't repel, slide it off the pencil, flip it over and place back onto pencil, sliding it down until the repel force is felt.

Read more: How to Use a Pencil With Floating Magnets | eHow.com

http://www.ehow.com/how_75639 6_!se"pencil"#loating"magnets.html$i%&&'(m&)*+,$#ere and $#0 ?Introduce essential @uestions and discuss t%e end o& unit )er&or$ance tas+ E Aocabulary is introduced as needed and added to t%e science noteboo+( Students are as+ed to start a log o& ite$s t%ey co$e into contact "it% in t%eir daily li#es t%at contain,use $agnets( E Students "ill read t%e a))ro)riate sections o& t%eir science boo+( T- So$e students "ill be )aired to buddy read t%e te-t(
o help students know e!actl" what is e!pected of them, here are some possibilities# I $an . . . Read the same chapter as m" budd" and discuss it when we%re finished reading. &ecide how we%re going to read here 'together orall"; "ou read a page aloud, I read a page aloud; silentl" to a certain place(. Read a nonfiction te!t together and discuss it as we read it. hen we can write a summar" of what we learned as we read. )se the chart on how to read nonfiction te!t to remind us not to skip an" parts. *rite +uestions about what we read. *e can put our +uestions on a stick" note and write the answers on the back. http#,,debbiediller.wordpress.com,-.//,.0,//,setting1up1a1budd"1reading1work1station,

/. Eval ate $or% and Progress - students "ill record daily obser#ations in t%eir science 'ournal( 1B-a$)le: Tic+et out t%e Door 3"'"."" tell st!/ents 0w1ite /own 3 things 2o! lea1ne/3 ' 4!estions 2o! still ha5e3 an/ . connection 2o!6/ li7e to sha1e8 2( E . Students "ill be gi#en a $agnet and recording s%eet( T%ey "ill disco#er "%ic% ob'ects in t%e roo$ are attracted to t%e $agnet( Discuss and lead students to t%e realiCation t%at $agnets attract so$e $etals 1iron and steel2( E - *agnets #ary in strengt%( T%is e-)eri$ent uses a co$)arison o& t%e nu$ber o& )a)er cli)s eac% $agnet can )ic+ u) to co$)are t%e strengt% o& a #ariety o& $agnets( *aterials Aariety o& $agnets 1strengt%s and s%a)es2 *etal )a)ercli)s 5%at To Do 1B2 3a#e t%e students )redict "%ic% $agnet "ill be t%e strongest, and "%ic% is t%e "ea+est( *a+e a )ile o& )a)ercli)s on a table or des+to)( Lay a $agnet on to) o& t%e )ile, t%en )ic+ it u) slo"ly( *o#e t%e $agnet and t%e )a)ercli)s stuc+ to it a"ay &ro$ t%e original )ile and ta+e o&& t%e )a)ercli)s( Dount %o" $any t%e $agnet )ic+ed u)( Re)eat "it% all t%e $agnets, and decide "%ic% $agnet is t%e strongest( Ans"er @uestions in science 'ournal( Euestions 1R,B 2 1) 5%ic% $agnet "as )redicted to be t%e strongest4 5as t%e )rediction correct4 5%at "as t%e )rediction based on4 1SiCe4 5eig%t4 Dolor42 2) 5as t%e largest $agnet also t%e strongest $agnet4 5as t%e s$allest also t%e "ea+est4 3) 5%y are so$e $agnets stronger t%an ot%ers4 Sources: FScience B-)eri$ents 5it% *agnets(F Sally Gan+i#oll?Aston and Dorot%y Hac+son, Fran+lin

5atts Irolier 7ublis%ing, Ge" Jor+, !>>>, )( !0( ISKG 0?L3!?!4L7M?; N S( 0lesi+, 505 7ro'ect, 0%io State Uni#ersity, 00!( T- t%ese acti#ities can be co$)leted singly or in grou)s( $ee% 2

* T%e teac%er "ill $a+e a ball &loat in a $agnetic &ield Instructions Attac% a $agnet "it% eit%er )ositi#e or negati#e )olarity to a s$all ball, using glue or double?sided ta)e( Double?sided ta)e is a $ore te$)orary c%oice( 3old t"o $agnets "it% a )olarity e@ual to t%e $agnet attac%ed to t%e ball, eac% in eit%er %and( 3old t%e$ close toget%er, &acing u) and at a slig%t angle to"ard eac% ot%er, to &or$ an u)side?do"n, o)en? ended FA(F As+ a )artner to )lace t%e ball o#er t%e t"o $agnets you %old, "it% t%e ballOs $agnet &acing to"ard t%e &loor ( T%e e@ual )olarity +ee)s t%e ball %o#ering o#er t%e t"o $agnets you %old( Read more: How to Make a Ball Float Using Magnets | eHow.com http://www.ehow.com/how_1 1!"#$%_make&'all&(loat&)sing&magnets.html*i+,, -m./$agl E -7ass out iron &iling &ace toys(

E - Allo" students to $ani)ulate t%e iron &ilings( Discuss t%e reaction o& t%e &ilings to t%e $agnet and t%e #arious )atterns obser#ed(

E 7ass out a bar $agnets and iron &ilings in a case( Students "ill obser#e t%e )atterns &or$ed by t%e iron &ilings( Students "ill record t%eir disco#eries in t%eir science 'ournal( / Kased on t%eir iron &iling e-)eri$ents, students "ill )redict t%e $agnetic &ield o& t%e Bart%( E2- Students "ill co$)are t%eir )redictions to t%e actual $agnetic &ield o& t%e Bart%(

%tt):,,"""(unc(edu,de)ts,ocean"eb,turtles,geo$ag(%t$l E - *a+e a *agnet T%ings JouOll Geed

!0?inc% iron nail ?gauge insulated, stranded co))er "ire 5ire stri))ers 5ire cutters , Blectrical ta)e , D?cell battery

Instructions 3ang M inc%es o& "ire o&& t%e botto$ o& your iron nail( 5ra) t%e rest o& t%e "ire co$)letely around t%e nail &ro$ t%e botto$ to t%e to)( 5ra) t%e cord tig%tly so t%ere are no ga)s bet"een loo)s o& "ire( Jou s%ouldnOt be able to see t%e nail belo" t%e "ire "%en youO#e &inis%ed "ra))ing( Lea#e M inc%es o& "ire %anging o&& t%e to) o& t%e nail??'ust as you did at t%e botto$( Dut it o&& &ro$ t%e s)ool and set t%e re$aining "ire aside Secure t%e "ire?"ra))ed nail "it% electrical ta)e to ensure t%at t%e "ire "onOt uns)ool &ro$ t%e nail be&ore you "ant it to(

Use "ire stri))ers to stri) an inc% o&& eac% o& t%e "ire ends t%at are %anging &ro$ t%e nail( Ta)e one o& t%e "ire ends to t%e )ositi#e ter$inal o& your D?cell battery( Ta)e t%e ot%er stri))ed "ire end to t%e negati#e ter$inal o& your D?cell battery ( As soon as you do t%is, t%e circuit "ill be co$)leted, and a $agnetic &ield "ill be created??&ro$ scratc%( To sto) t%e $agnetic &ield, si$)ly disconnect one o& t%e "ires &ro$ t%e battery, brea+ing t%e circuit( E2 Does t%e $agnet "or+4 Read $ore: 3o" to *a+e a *agnet Fro$ Scratc% P e3o"(co$ %tt):,,"""(e%o"(co$,%o"=M3L70!Q=$a+e?$agnet?scratc%(%t$lRi-CC D$A3l37" T- t%ese acti#ities can be co$)leted singly or in grou)s( $ee% 3 * Interacti#e site de$onstrating $agnets in e#eryday use( %tt):,,"""(&oss"eb(co$,$odules3? M,*agnetis$andBlectricity,acti#ities,+itc%en(%t$l Discuss "%ere and %o" "e use $agnets( E - *a+e *agnet Float in 5ater 3o" can a $agnet +ee) you &ro$ getting lost4 %tt):,,edu)lace(co$,science,%$sc,ga,3,b,si$ulation,si$content=3b(s%t$l T%ings JouOll Geed

S$all clear glass bo"l o& "ater M se"ing needles, t%e t%innest a#ailable and 3 centi$eters or less in lengt% *agnet

Instructions 3andle t%e needles so so$e o& t%e oil &ro$ your s+in rubs o&& onto t%e needles( T%e oil %el)s t%e needle stay dry by re)elling "ater( Ke cautious "%en you get near t%e s%ar) ti)( Do not get t%e needles "et( *agnetiCe one o& t%e needles by re)eatedly stro+ing t%e needle in t%e sa$e direction "it% one )ole o& a $agnet( Jou are $a+ing t%e needle into a $agnet( A&ter inducing $agnetis$, )lace t%e $agnet a"ay &ro$ t%e e-)eri$ent area( 3old t%e needle %oriContally around its $iddle bet"een t"o &ingers( Lo"er t%e needle until it is close to t%e sur&ace o& t%e "ater, o)en your &ingers and let it go( It $ig%t ta+e $ulti)le tries to get a needle to &loat(

E2 -I& it sin+s, re$o#e it &ro$ t%e "ater, )ut it on t%e )a)er to"el and $agnetiCe anot%er needle( 5atc% t%e needle orient itsel& so t%e ends &ace nort% and sout%( E2 - c%ec+ t%e needleOs accuracy "it% a co$)assS +ee) t%e co$)ass a"ay &ro$ t%e needle so t%eir $agnetic &ields do not interact( Read $ore: 3o" to *a+e a *agnet Float in 5ater P e3o"(co$ %tt):,,"""(e%o"(co$,%o"=!!3>>30L=$a+e?$agnet?&loat?"ater(%t$lRi-CC D$5@HQ)% E- Students "ill researc% one o& t%e &ollo"ing 1 T? or a to)ic o& t%eir o"n "it% teac%er a))ro#al2: Co1&ass: A co$)ass uses a $agnet to direct its needle to t%e nort% )ole( T%is is "%y $agnets are said to %a#e a nort% and sout% )ole( T%e side t%at is attracted and )oints to t%e nort% is called t%e nort% )ole, "%ile t%e ot%er end is t%e sout% )ole( Train: *agle# trains use $agnets under t%e cars to &loat abo#e t%e $agnetic trac+s because t%e $agnets are re)elling eac% ot%er( T%ese ty)es o& trains use su)er conducting $agnets and can tra#el u) to 300 $iles )er %our, according to Ra)ides 7aris% Sc%ool District( *agle# trains are used in countries suc% as Ha)an, and t%e United States go#ern$ent is "or+ing on bringing t%e tec%nology to A$erica( 2ending Ma"#ines: Doins are se)arated and sorted inside #ending $ac%ines "it% $agnets, according to Disco#er Bducation ( T%ese $agnets sort out $etal dis+s or slugs &ro$ t%e real coin $oney( Also, )a)er $oney and c%ec+s %a#e $agnetic dust in t%eir in+( So, #ending $ac%ines and currency counters c%ec+ t%e $oney &or its $agnetis$( *old T#ings: 0ne o& t%e $ost co$$on uses o& $agnets is to %old t%ings toget%er( 7a)er is %eld u) on re&rigerator doors "it% &ridge $agnets( T%e $agnets stic+ t%e )a)er to t%e door "it% its attraction to t%e $etal in t%e door( Also, t%e actual re&rigerator doors stay closed because o& $agnets in t%e door &ra$es( Ele"tri" Motors: *agnets are res)onsible &or $a+ing electric $otors and generators "or+( Ky )lacing a $etal "ire near a $agnet, it )roduces electricity, according to D%ris 5ood&ord o& B-)lain t%at Stu&&( T%e $agnetic &ield inside t%e "ire $o#es to create t%e electricity( T%us, anyt%ing t%at uses electricity, suc% as lig%ts and tele#isions, de)ends on $agnets( E2 students "ill s%are t%eir &indings "it% t%e class( /- Students "ill ta+e notes in t%eir science 'ournal concerning t%e real li&e uses o& $agnets( Read $ore: L Uses o& *agnets &or /ids P e3o"(co$ %tt):,,"""(e%o"(co$,in&o=! 0!MM4 =L?uses? $agnets?+ids(%t$lRi-CC D$oKs;M3 T- t%ese acti#ities can be co$)leted singly or in grou)s( Teac%er can )ro#ide $aterials suc% as boo+s and "eb?sites as needed based on student abilities(

3otes to t#e 4nstr "tor ! *y unit is di#ided into t%ree "ee+s( Bac% "ee+ &ocuses on di&&erent essential @uestions so t%at t%e students )rogress &ro$ lo"er 15%at is attracted by a $agnet42 to %ig%er le#el t%in+ing 13o" can I use a $agnet42( Bac% "ee+ %as an a))ro)riately related %oo+ and a set o& acti#ities( Students are gi#en ti$e to re&lect daily(

Stage 3 S"oring / ,ri"

56 Points7 1) Does not clearly co$$unicate 53BRBT0 &or learning acti#ities Fails to )ro#ide a )retest &or learners( ( Align$ent is not de$onstrated bet"een instructional strategies, standards, and understandings o& t%e unit( T%ere is e#idence o& align$ent bet"een so$e o& t%e instructional strategies, standards, and understandings o& t%e unit( 53 Points7 Dodes so$e learning acti#ities "it% 53BRBT0 55 Points7 Clearl0 "odes ea"# acti#ity "it% 53BRBT0 -ncl!/es a p1etest to c%ec+ &or )rere@uisite s+ills and +no"ledge( Align$ent is clearly de$onstrated bet"een instructional strategies, standards, and understandings o& t%e unit( *atc%es all essential @uestions, understandings, s+ills, and +no"ledge "it% a corres)onding instructional strategy( 3( Instruction %as one global starting )oint &or all learners( Go e#idence o& an atte$)t at di&&erentiation UtiliCes IardnerTs strategy to )ro#ide di&&erent 8Bntry 7oints(9 B#idence o& an atte$)t at di&&erentiation e-ists, but di&&erentiation is not illustrated using labeling( 7ro#ides o))ortunities &or students to RBT3IG/ big UtiliCes IardnerTs strategy to )ro#ide di&&erent 8Bntry 7oints9 to $eet t%e needs o& all ty)es o& intelligences( Clearl0 la,els t#e &arts of t#e &lan t#at ill strate differentiation 7ro#ides nu$erous o))ortunities &or students to
8o r S"ore

4( Fails to )ro#ide o))ortunities &or students

to RBT3IG/ ideas, RBFLBDT, and to RBAISB "or+( L( Does not indicate t%e use o& tec%nology in a $eaning&ul "ay M( Assign$ent is not organiCed Assign$ent Instructions not &ollo"ed

ideas, RBFLBDT on )rogress, and RBAISB t%eir "or+( Includes t%e use o& tec%nology

RBT3IG/ big ideas, RBFLBDT on )rogress, and to RBAISB "or+( Includes t%e use o& tec%nology in a $eaning&ul "ay( 80&& t%e s%el&9 resources are )ro)erly re&erenced Assign$ent is organiCed Assign$ent Instructions &ollo"ed Go errors in gra$$ar or &or$ t%at distracted t%e reader(

Assign$ent so$e"%at organiCed *ost assign$ent instructions &ollo"ed

Se#eral errors in gra$$ar A &e" errors in gra$$ar and &or$, "%ic% distracted and &or$ "%ic% distracted t%e reader t%e reader

8o r Total S"ore

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