What Do You Know About Magnets?

Transcription

1 What Do You Know About Magnets? Using the materials provided and objects you may find in the room, you and your partner will observe and investigate magnets and how they work. Use your observation sheet to write and draw about what you learned and to record a question you have about magnets. 1 of 11

2 Suggested Grade Span K 2 Task Using the materials provided and objects you may find in the room, you and your partner will observe and investigate magnets and how they work. Use your observation sheet to write and draw about what you learned and to record a question you have about magnets. Big Idea and Unifying Concept Cause and effect Physical Science Concepts Motion and forces Properties of matter Transfer and transformation of energy Mathematics Concepts Diagrams Measurement Time Required for the Task Approximately one 45-minute session. Context This task was developed as a means to preassess what students already know about magnets. This exploration was done at the beginning of a unit on magnetism in the second grade. Students had done a number of other physical science units (sound and light) and had used the observation sheet for recording. Tasks such as this one also allow the teacher to continually assess students ability to record through writing and drawing what they are learning. At this grade level, recording and communicating observations is the focus of our science process learning. 2 of 11

3 What the Task Accomplishes This task is used mainly for instructional purposes and to preassess students prior knowledge and experience with magnets. It can, however, be used as part of the ongoing assessment process to assess students growth in the ability to record their observations using labels, words and pictures. In this context, it was used to introduce the idea of magnetism to students and to give students the opportunity to mess around with magnets to investigate how they work. Providing class time for becoming familiar with science materials often lays the groundwork for all students developing some prior knowledge and vocabulary for the science concepts before a unit investigation begins. How the Student Will Investigate This investigation began with a whole-group discussion about what students knew about magnets. Ideas were recorded on the board. I did this to see what students already knew about the concepts and related vocabulary of magnetism. Then students worked in pairs to explore the materials and to record their observations and questions. Once students were finished observing and investigating, they came back together as a group to share their observations. These observations were then recorded and added to as the unit progressed. Interdisciplinary Links and Extensions Science Students had many questions about magnetism. These student-generated questions can become science stations and/or be investigated as time permits. It is important to let students try to find answers to the questions they have. It is also a good way to teach students how to plan and conduct simple investigations. To help students at this level I often use a simple planning sheet that includes the following: Our question Our prediction How we will find out What materials we need What we did What we learned New questions we have Many times, investigations are more meaningful and relevant when the questions posed come from the students. 3 of 11

4 History of Science/Social Studies At this level, students can use simple nonfiction books about magnets to learn more about how they work and how magnetism was discovered. Students can share their learning with others through drawing and oral expression or in writing. Language Arts Whenever possible, it is important to connect science to literacy in the early grades. Reading nonfiction books about magnets helps students deepen their understanding of concepts and helps them learn to read for information. Mathematics Once students are engaged in learning about magnets, they can use and practice a number of mathematical concepts as well, such as measuring distance (how far away can I put a magnet so it still attracts something?), counting and measuring weight (how many paper clips does the magnet hold?) and measuring time (how long can these objects stay attracted to the magnet before they fall off?). Teaching Tips and Guiding Questions Some possible guiding questions to ask students before, during and after they investigate include: What ideas do you already have about magnets? What things could you try with the materials we have? What materials look interesting to try? What did you observe when you tried that? Can you make a rule about the materials that were attracted to the magnets? about the materials that were not attracted to the magnet? Did the magnet repel any object? Could you feel the force of the magnet? How would you describe it? How would you describe what happened? What ideas do you have about what happened? How can you show through drawing and writing what you observed and what happened? What did you learn from this observation? What new question do you have after doing this observation? 4 of 11

5 Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Physical Science Transfer and Transformation of Energy; Motion and Forces: Students understand that a magnet has an invisible force field which can go through some things or continue to attract an object depending on the distance between them. Students observe that magnets come in a variety of shapes and sizes (horseshoe, bar, round, etc.) and have a variety of uses, but work in similar ways. Physical Science Properties of Matter: Students observe properties of magnetic and nonmagnetic materials and make predictions and classify materials. Students observe that only some materials (actually, the iron in some materials) are attracted to magnets. Scientific Method: Students observe and explain cause-effect relationships, with some justification, using data and prior knowledge. Students understand that unlike poles of magnets pull (attract) and like poles push (repel) each other. Mathematics: Students use precise measurements and diagrams appropriately. Skills to be Developed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Scientific Method: Predicting/hypothesizing, observing, manipulating tools and materials, collecting and recording data, generating new questions to test and challenging misconceptions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Students observe and describe physical properties of magnets and their effect on different objects. Physical Science Motion and Forces; Transfer and Transformation of Energy: Students understand that energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei and the nature of a chemical. Students observe that there are magnetic and nonmagnetic materials and combinations of materials and that forces can act at a distance and cause objects to be pushed or pulled. 5 of 11

6 Communication: Students use verbal and nonverbal skills to express themselves effectively. Suggested Materials For this task the teacher will need to provide a recording sheet for each individual student. Magnets of different sizes and kinds could include bar, horseshoe, wand, ball and bingo chip magnets. Have other materials, such as: Crayons, markers Paper clips and other metal items (foil, coins, nails, screws) Objects made of wood, Styrofoam, plastic, etc., that are not attracted to magnets Measuring tapes and rulers Possible Solutions In this task, the teacher will look for evidence of prior knowledge of magnets and how well the students record details and communicate their observations. Because this is a preassessment, there are no incorrect observations, but misconceptions may be noted in what the students record that can be used for future instruction during this unit. A correct solution will include a detailed drawing with labels, a written description of the observation made and a new question about magnets. Task-Specific Assessment Notes Novice The student includes two drawings of what was tried, with some labels to indicate what materials were used. The student includes a brief statement about what was done but not what happened. There are few details and little science vocabulary used to indicate conceptual understanding. There is no observation about how the balls connected to each other (as the drawing indicates). No new questions are raised. Apprentice The student includes a drawing of what was tried. There is no labeling in the picture to help identify what was observed, and it is difficult to know if the drawing is what is described in the written discussion below. The student includes an observation about what happened when magnets were brought together. Some vocabulary ("north and north cannot stick," "south and north stick") is used to indicate prior knowledge and some conceptual understanding. A new question is raised. Practitioner The student includes a detailed and labeled drawing to indicate what was tried and what happened. The idea included in the drawing shows the magnet under the table and the balls 6 of 11

7 moving. The student includes a detailed description of procedures used and several different observations about what happened. Some science vocabulary is used ("wand magnet," "magnet fields are strong, they move things") to help assess conceptual understanding. The student begins to formulate a new question, but does not complete it. Expert This student includes several detailed, labeled drawings of the materials tried, as well as what happened with these. Many observations are included that are detailed and descriptive about what happened and what was observed. Some conceptual vocabulary is used to explain the student s thinking ("magnet power can go through a table") indicating prior knowledge and/or conceptual understanding. A new question is raised that extends the student s thinking about the concept observed in class. 7 of 11

8 Novice 8 of 11

9 Apprentice 9 of 11

10 Practitioner 10 of 11

11 Expert 11 of 11