1. Topic-
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2. Content-
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Key Vocabulary: attract, repel, north and south poles, predict,
force field, visible, invisible |
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3. Goals: Aims/Outcomes-
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1. Using the bar magnets, experiment putting north and south poles
together, see where they attract and where they repel
2. Predict and test which part of the magnet is the strongest : north,
middle or south
3. Study three different magnets, predict and test which is the strongest
4 1. Students will learn about Invisible/Visible force fields
5. Students will participate in discussion
6. Students will cooperate and work together in a group setting |
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4. Objectives-
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1. Students will demonstrate an understanding of north and south
poles by predicting and testing magnets
2. Students will demonstrate an understanding of prediction
3. Students will cooperate and work together
4 1. Students will demonstrate their understanding of force fields
by filling in their work sheets, and completing the activity
5. Students will participate by answering questions, and making observations
6. Students will demonstrate working cooperatively in groups by sharing
materials |
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5. Materials and Aids-
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- bar magnets
-paper clips
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6. Procedures/Methods-
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A. Introduction-
Draw upon and reflect on previous knowledge of magnets from previous
lessons and from previous centers they have just visited. Introduce
opposites and like sides and how they relate to magnets. This center
will focus on looking at the invisible force field that magnets have
around them. You can feel the force when you hold a steel object close
to a magnet and try to pull it away. The force becomes weaker when
you hold the object further away. |
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B. Development-
Have the students divide into two groups, one group will work on
attraction and repelling activity, the other group will work on the
magnet strength activity. Have the groups switch once they are each
complete. In the small group, demonstrate how magnets pull together.
Have the students pass around magnets so they can feel and understand
the pull for themselves.
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C. Practice-
Have the students make predictions as a group before they start
the activity.
Demonstrate how each activity is done before they begin.
As a group, their will be a demonstration of putting two magnets a
little bit apart underneath a white piece of paper. Then add iron
filings on top so the students can observe how the magnets will pull
together, and the iron filings will show the force field. This experiment
makes the invisible force field become visible to the students. |
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D. Independent Practice-
Students will complete each activity and fill in the sections of
their worksheet that correspond to the activity
Students will also write and reflect something new they learned in
their magnet journals. Students will be able to try putting the iron
filings on the paper to observe the force field for themselves.
They will then fill out the corresponding worksheet, and write what
they have learned in their magnet journals. |
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F. Checking for understanding-
Have a group discussion based on their results and predictions of
each activity. Check the students work sheets to see that they have
filled out all the information. Check to see each student has written
in their magnet journals |
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G. Closure-
Discuss as a group what new things they learned about magnets before
they move on to the next center. Discuss as a group what new things
they have learned about magnets, both at this magnet center and from
previous lessons. |
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7. Evaluation-
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Check each students worksheets for accuracy, and check the students
journals to see their progress and to check to see that they have
a grasp on the concepts. Check each students work sheets to see that
they are completed and are accurate. Check their journals to see that
they are reflecting on what they have learned, and that they understand
the concepts. |
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8. Teacher Reflection-
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As a teacher I needed to control the noise level and disturbances
from students better. Some of the magnets broke from a result of students
not using the magnets appropriately, next time I should monitor the
students and make sure they know how to use the magnets appropriately
so this does not happen. Also when I first ran this station I did
not explain the activities before separating them into groups which
caused confusion, I fixed this for the next group. Overall the station
ran smoothly and the students seemed to enjoy both activities. This
center was more group focused, and all the students were together
cooperatively and participated in discussion. Overall, the students
seemed to enjoy this magnet center, and seemed to take away the main
concepts. |
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