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# Lesson Plan Template

## Teacher Candidate: ______Jordyn Danforth______________________

Date: __10/9/13______

## Unit/Lesson Title/Number: Electricity and Magnetism Magnetic Fields Lesson #2

Context and Class Profile This class is comprised of regents physics students in 11th or 12th grade. All students have the required math and science necessary to participate in this class. This lesson is the second in a 5-lesson series on magnetism and electromagnetism.

## Common Core Standards

Assessed:

Core Curriculum Physical Settings/Physics 4.1 Observe and describe transmission of various forms of energy xv: map the magnetic field of a permanent magnet, indicating the direction of the fields between the N (north-seeking) and S (south-seeking) poles. Performance Indicators: 4.1jStudents should recognize that magnetic fields exist in nature. 4.1k Students should recognize that magnetic fields are present around electrical objects. 5.1sStudents should recognize that magnetic fields vary in strength.

Interdisciplinary Connections

Practiced: Strength of magnetic field lines indicated by number and closeness of field lines, much like the relief lines of a topographic map studied in Earth Science.

## 21st Century Skills

Reason Effectively Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams

Lesson Objectives
Label : (Blooms Taxonomy)

1. Students will be able to define (knowledge) magnetic fields and recognize (comprehension) that they exist in nature. 2. Students will be able to relate (evaluation) magnetic field lines to both electric field lines and relief lines on a topographic map.

Must be numbered

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

## 1-2. Lab handout

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Bell Ringer-The teacher will have the bell ringer on the board Which of the following everyday items are magnetic? Can you think of any others? The students will have two minutes after the bell to complete the bell ringer. The teacher will then chose students to classify the items using fair sticks (CFUinformal). Once those few students have answered and the correct answers have been explained to the class, the teacher will review what magnetism is. Using the fair sticks still, random students will be chosen to answer questions such as: what determines whether an object is magnetic, what are poles, what two poles are we familiar with, and what tool do we use to test for magnetism.(CFUinformal) These questions will be guided by the teacher and a short summarization of the previous class will be given. The teacher will introduce magnetic field lines. These will be related to electric field lines previously examined in the unit and topographic relief maps seen in Earth Science. The teacher will explain what magnetic field lines look like and where they may be found. A PowerPoint will have pictures to help students visualize (visual). The teacher will CFU (content) by doing a quick fingers to five and addressing any areas of the content that may need more explanation. The students will be asked to close their eyes and hold up 1 to 5 fingers based on their understanding of the following questions: Do you understand the definition of magnetic fields? Do you understand their general shape? Do you understand what causes them? Do you understand which direction magnetic fields move? The students will be handed the lab worksheet. The teacher will introduce the activity and explain that the students will be paired and walk around the school looking for magnetic fields. The students will be reminded that there are other classes in progress and that quiet voices need to be used. The teacher will ask two separate students to repeat the directions (CFU-directions) and every student will be asked what type of voice they will be using in the hallways (CFU-directions). Students will have been pre-paired and the teacher will use famous pairs to get them into these pairs. The students will proceed with the activity. They will be asked to find areas

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter

Label: Transitions

## Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions)

## Label: Evidence of Cognitive Student Engagement (CSE)

where there are magnetic fields and describe what happens in those fields. Kinesthetic learners will learn by moving through these magnetic fields and seeing what the effect is. Visual learners will actually be able to see the strength of the fields change as they get closer to and further from the source. The teacher will try and circulate to each group and check for understanding within each pair (CSE-informal). Class management will need to be very strong during this activity. (In reality, this activity would only work in wellfunctioning classes.)

Label: Closure

Transition: The students will return to the classroom with 10 minutes left in the class. This transition will be gradual, as some groups will work faster than others. Students who are in groups that finish early should begin their daily journal entry. When all of the students have returned to the classroom, they will be given until the last 5 minutes of class to finish the lab handout. The teacher will choose students to share their responses using fair sticks. Closure: The class will do a quick whip-around and each student will share one item that they found to have a magnetic field during the activity and hypothesize how strong the magnetic field was on a scale of 1 to 5. They should try to choose different items than have already been discusses and give their own opinion based on what they learned during the class period (CSE).

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. Lab handout- formative assessment will be collected when complete (the next day at the latest) and feedback will be given. This assessment will determine what needs to be re-taught the next day and perhaps presented in different ways.

## Technology Compasses will be used in the classroom.

Describe type and purpose. Include a back-up plan.

## Academic Language required for the lesson

Students will need to be able to recall electric field lines, topographic maps, and north and south poles on a magnet. The language used in the last lesson (Intro to Magnetism) will also be used during this lesson.

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff