‭Magnetism/Electromagnetism Unit‬

‭Unit Lesson Plan # __1__‬

‭*Top blue section can be copied and pasted for each lesson.‬
‭Mini-Unit Title‬ H
‭ ow Can Magnetism Help Us Find Our Way?‬
‭Content & Grade‬ ‭7th grade Magnetics ‬
‭You and a couple friends went hiking southward into the woods…. Now you're lost, your‬
‭Driving Question‬
‭phone’s dead, and it’s cloudy, how do you find your way home?‬
‭Model/Product‬ ‭Compass presentation‬
‭A compass responds to earth's magnetic field when it's the strongest magnetic field in the‬
‭Phenomenon/Utility‬
‭area‬
‭Content Area &‬ ‭7th grade science‬
‭Grade‬

‭Lesson Title‬ W ‭ hat are Magnets?‬

‭Lesson‬ ‭50 min‬
‭Length‬
‭Resource(s)‬ ‭ ‬ ‭https://glazermuseum.org/compass/‬‭‬
●

‭ .)‬ B
1 ‭ ell work- a small review from the previous day.‬
‭2.)‬ ‭Introduce the main problem – how to navigate your way out of the woods.‬
‭3.)‬ ‭Students make predictions – individually, students will write an explanation for how‬
‭a compass works.‬
‭4.)‬ ‭Go over expectations for what students will be doing this week.‬
‭Overview of this‬
‭5.)‬ ‭Go over safety when experimenting with magnets. (Show magnet videos)‬
‭Lesson‬
‭6.)‬ ‭Do a magnet demo, students will answer questions in their packet.‬
‭7.)‬ ‭students will come up with their own definition of magnet and then we will go over‬
‭a class definition of magnet.‬
‭8.)‬ ‭Do the second magnet demo. Students answer questions in their packet.‬
‭9.)‬ ‭End the class with a summary table.‬

‭Previous‬ ‭This Lesson‬ ‭Next Lesson‬

‭Continuity‬ ‭Lesson‬
‭:‬ I‭ntroduce scenarios and starts the first two‬ F‭ inish up the second‬
‭demos/hands on activities.‬ ‭demo/activity. ‬

‭ S-PS2-3B: Types of Interactions - Electric and magnetic (electromagnetic) forces‬

M
‭can be attractive or repulsive, and their sizes depend on the magnitudes of the‬
‭State Standard‬
‭charges, currents, or magnetic strengths involved and on the distances between the‬
‭interacting objects‬
‭Mathematical Practice or‬ ‭Asking Questions and Defining Problems‬
‭Science & Engineering‬ ‭Developing and using models/constructing explanations and designing solutions‬
‭Practice ‬
‭On the first day of this unit students will look into key terms related to magnetism.‬
‭(Magnet, magnetic field, and magnetism.) What is a magnet? What is a magnetic‬
‭Lesson Key Idea(s)‬
‭field? How are magnets and magnetic fields related. What is magnetism? Does‬
‭earth have a magnetic field? ‬
 ‭ y the end of the day students will be able to define what a magnet is and be able‬
B
‭Lesson Objective‬
‭to explain what a magnetic field is and what it looks like.‬
‭Essential Question‬ ‭How do magnets work?‬
‭ aterials ‬ ‭demo 1 materials and 25 worksheets and pencils ‬
M
‭(item & quantity)‬
‭Technology ‬ ‭computer for presentation ‬
‭(How will technology enhance‬
‭learning?)‬
‭Suggested Handouts &‬ c‭ omputer ‬
‭Teaching Resources‬
‭Adaptations/‬
‭Accommodations‬
‭Lesson Assessment ‬ ‭class discussions and worksheets/packet‬
‭(Informal & Formal Formative‬
‭Assessment)‬

*‭ Students come into the classroom and complete their bell work. ‬
‭For the demos there will be a “tool box” at each table that has two bar magnet, iron filings, and a‬
‭paperclip.‬
‭We will have a short discussion following the bell work that connects Mr. Hathaway’s previous lesson to‬
‭our current lesson. (5min )‬
‭1.‬ ‭Thinking back to what you learned on Tuesday, what do you know about magnetic fields?‬

‭ lright everyone, we have a bit of a problem and need your help. ‬

A
‭(Now we introduce the unit problem and driving question )‬
‭Oh no! We went walking southward through the woods, and now we are lost!! Double uh oh… Your‬
‭phone’s dead and its cloudy outside. How can you find your way back home?‬
L‭ aunch‬
‭Take two minutes to discuss with your table some tools you can use to find your way out of the woods. ‬
‭(10min‬
‭After two minutes of discussion time…‬
‭)‬
‭Alright everyone, we’re losing daylight, does anyone have an idea on what tool we can use to find our‬
‭way back?‬
‭student response:‬‭a map‬‭,‬‭a compass‬‭,‬‭the stars, etc.‬‭‬
‭Those are all really great answers, but we don't have a map and it’s not night, but we might be able to‬
‭use a compass!‬
‭But how does a compass even work? How do I use it? Does anyone have any ideas?‬
‭Look at the first question on your worksheet. What is it asking you?‬
‭(Student response… it says, how do you think a compass works? Write a short explanation.)‬
‭It’s okay if you don’t know, that’s what we’ll find out this week. But go ahead and write down your initial‬
‭thoughts, if you really don’t know you can write down one thing you know about a compass.‬
‭Go ahead and take two minutes to fill that out. ‬

S‭ o, this week we will focus on magnetism!‬

‭We will cover some of these topics: what is it, how does it work, why does it work, what influences it,‬
‭how does a compass work, make your own compass.‬

‭Explor‬ S‭ o today we will start our first demonstration out of three, on magnetism, but before we get started‬
‭e‬ ‭here are some safety notes you guys should be aware about.‬
‭45min‬ ‭Safety Instruction‬
‭●‬ ‭Magnets can be dangerous so it’s important that students understand the importance of being‬
‭careful. ‬
‭●‬ ‭Show a clip of the potential strength of magnets. (‬‭https://youtu.be/8gl7Hw1hoSg‬‭) ‬
‭●‬ ‭What happened in that video?‬‭student response:‬‭magnets‬‭crushed bone‬‭. ‬
 ‭●‬ E‭ xactly, now the magnets you are using today aren’t that strong, however, they can still squish‬
‭your finger, which does hurt. So, it's important to be cautious when handling the magnets. ‬
‭●‬ ‭Show the second video: (‬‭https://youtu.be/Hpkt6nlv9DM‬‭)‬
‭●‬ ‭What happened in this video? ‬‭student response:‬‭the‬‭magnets broke‬‭. ‬
‭●‬ ‭What do you think you should do if your magnets break?‬‭student response: continue to use it,‬
‭throw it away, trade my magnet with someone else,‬‭ask a teacher for help‬‭. ‬
‭●‬ ‭You should ask one of us for help, when the magnets break, they can leave behind sharp‬
‭fragments that can cut you. Nobody wants that to happen, so if a magnet does break, please‬
‭call one of us over!‬
‭●‬ ‭Are there any questions before you guys start experimenting with these magnets?‬‭student‬
‭response:‬
‭●‬ ‭What are you going to to if a magnet breaks?‬ ‭Student‬‭response: pick It up, hide it,‬‭call a‬
‭teacher over.‬
‭Demo 1: magnets‬
‭●‬ ‭Alright, now that we know to be cautious with magnets, let’s begin.‬
‭●‬ ‭Pull out the two bar magnets in your box, they look like this.‬‭Teacher models what a bar magnet‬
‭looks like. ‬
‭●‬ ‭What is something you notice about your bar magnet?‬‭student response: it's a bar,‬‭they have a‬
‭N and S on the ends. ‬
‭●‬ ‭Does anyone know what the N and S stand for?‬‭student‬‭response:‬‭North and South.‬
‭●‬ ‭Take two minutes to explore with your magnets and see if you can answer questions 1 and 2 on‬
‭your worksheet under the magnet demo section. It looks like this.‬‭Teacher models by showing‬
‭the class the section on the handout. ‬
‭1.‬ ‭What ends of the magnet stick to each other?‬
‭2.‬ ‭Which ends of the magnet don’t stick to each other?‬
‭●‬ ‭Call on one table to answer the first question.‬‭student‬‭response:‬‭the North and south ends‬
‭connect to each other. Opposite ends. ‬
‭●‬ ‭Call on a different table to answer the second question.‬‭student response:‬‭the south and south‬
‭ends and the north and north ends don't stick to each other. Like ends.‬‭‬
‭●‬ ‭Why do you think this happens, talk with your group?‬‭student responses: magic,‬‭attraction and‬
‭repulsion.‬‭‬
‭●‬ ‭Go ahead and answer this question in your packet, question #3.‬
‭Clap once if you can hear me. Clap twice if you can hear me. Aright, class let's wrap things up. ‬

‭So class, how are we feeling about magnets?‬

‭●‬ ‭In your groups, using what you know, come up with a definition for magnets. Take three‬
‭minutes to do this. Each group will share their definition of magnets.‬
‭●‬ ‭Alright, let’s start on this side of the room, back table, can you tell me your definition of‬
‭magnets?‬
‭●‬ ‭After each group shares, we will come up with a class definition of magnets. Alright everyone,‬
‭what are some things your definitions have in common? What is an important characteristic of‬
‭magnets that we should include? Etc.?‬
‭●‬ ‭Now that we have a definition, go ahead and write it in your packet, you can draw a picture as‬
‭well if it helps you remember it better.‬

‭ e have time left in class, so let’s start our next demo.‬

W
‭Before we begin, we will be using iron filings this activity. It’s important that the bar magnet stays in the‬
‭plastic bag while we do this. Knowing what you already know about magnets, why do you think this is‬
‭important?‬‭Student response: it’s not, you want to‬‭keep the magnets clean,‬‭the iron filings will stick‬‭to‬
‭the magnet and then we can’t get them off.‬

‭So, where is the magnet supposed to stay?‬‭In the bag,‬‭out of the bag‬
 ‭Why?‬‭because you said so,‬‭we don’t want the iron filings‬‭to be stuck on the magnet.‬

‭ lright, let’s start.‬

A
‭Go ahead and take on bar magnet out of the box, leaving it in the bag.‬
‭Next take your iron filings out of the box and pour them onto your plate.‬
‭Place your magnet on the iron filings.‬

‭●‬ W ‭ hat happens when you place your bar magnet into the iron filaments?‬‭Student response:‬
‭nothing,‬‭the iron filaments move to wrap around the‬‭iron.‬
‭●‬ ‭Okay, take a minute to answer question 1 under the demo 2: magnetic field section. ‬
‭●‬ ‭Why do you think this happens? think back to our summary table or/and look back at demo‬
‭●‬ ‭maybe we wrote something down that helps us come to a conclusion. ‬‭student response: I‬
‭don't know, magic,‬‭The iron filings have north and‬‭south poles too, which are attracted to each‬
‭other. ‬
‭●‬ ‭Alright, are there any questions about this demo before we move on?‬

‭ lright, we’re almost out of time. Flip to the last page of your packet. This is the summary table we will‬
A
‭be filling out throughout the week.‬
‭●‬ ‭In the first column you are going to summarize what we did today.‬
‭●‬ ‭In the second column you are going to write what you learned today.‬
‭●‬ ‭And in the last column we are going to connect it back to see how it helps us understand how a‬
‭compass works.‬
‭While we ask the questions and a student answers, the other student teacher will be typing it onto‬
‭the slide.‬
‭●‬ ‭So what did we do today?‬‭Student response: nothing,‬‭we looked at magnets, and we saw what‬
‭iron filings look like when we place magnets in them.‬
‭●‬ ‭What did you learn from the things we did?‬‭Student‬‭response: nothing, this only works with bar‬
‭magnets,‬‭we figured out that opposite poles on magnets‬‭are attracted to each other and like‬
‭poles are repelled from each other. We found out that magnets have magnetic fields that circle‬
‭around the magnet.‬
‭●‬ ‭What do you think this has to do with compasses?‬‭Student‬‭response: nothing, I don’t know,‬
‭compasses are attracted to the north pole, the earth has a magnetic field that the compass is‬
‭attracted to, etc.‬‭(Answers may vary)‬
‭●‬ ‭Okay, make sure you fill this out on your summary table, and anything else you might want to‬
‭add. After you are done, stack your packets in the middle of the table and begin to clean up.‬

‭ n the first day students will come in and complete the bell work. After that we will introduce‬
O
‭the unit problem: we went hiking southward into the woods and got lost. How do you find your‬
‭way back home? Students will brainstorm different tools they can use to get out of the woods.‬
‭Share and‬
‭Students will make a prediction on how compasses work. (This is their initial hypothesis.) After‬
S‭ ummarize‬
‭the prediction, the class will do demo one and start demo two. While doing the demos students‬
‭Overview:‬
‭will answer questions in their packets and come up with a definition for magnet. Students will‬
‭be asked to record the definition and to draw a picture that relates to the vocabulary word in‬
‭their packet. ‬

‭‬
● S‭ ustained Inquiry: ‬
‭Elements of‬ ‭●‬ ‭Authenticity: the unit problem is based on a scenario that could possibly happen. ‬
‭PBI‬ ‭●‬ ‭Student Voice & Choice‬
‭●‬ ‭Reflection‬
 ‭●‬ C
‭ ritique & Revision: students create initial hypotheses that they will revise throughout the‬
‭week. ‬

▪‭ ‬ E‭ lements of Ambitious Teaching‬

‭▪‬ ‭anchor learning: we create an anchor by introducing a scenario where‬
‭students get lost in the woods. (its fitting because of where students live.)‬
‭▪‬ ‭talking in thinking: students have many opportunities to discuss their answers‬
‭or thoughts in groups. ‬
‭●‬ ‭Instructional Activities‬
‭NAUTeach Instructional‬ ‭▪‬ ‭facilitating group discussions: we have many small and whole group‬
‭Framework‬ ‭discussions.‬
‭ ‬ ‭High Leverage Practices‬
●
‭▪‬ ‭teaching toward a clear learning goal: students will be able to define and‬
‭explain magnets, magnetic fields, and magnetism. ‬
‭●‬ ‭Strategies‬
‭▪‬ ‭uses appropriate questioning throughout the lesson. ‬