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Subject Area

Grade Level
Topic
Length of Unit
(days)

Science
8
Magnets and electromagnets
About 7

Rationale
The statement of inquiry for this unit of magnets and electromagnets is knowledge
and understanding of magnets can be used for technological innovation. This is
important because magnets and electromagnets are all around us, for example,
they are used in fridges, dump yards, and credit cards. The more students
understand about them, the more they will recognize how they have enhanced
technological innovation in society. This could create a critical sense of wonder and
curiosity to inspire them to think of other advancements magnets and
electromagnets could provide.
This unit will start off with a prior learning activity to gage what students already
know about magnets. They will create posters in groups of 3 of what they know,
which can be added to throughout the unit as they learn more. In this unit there are
key questions that will be answered. These questions are:
What can a magnet do?
Can magnetism be stopped? Can magnets be made?
What is a magnetic field?
How can electricity make a magnet?
How can we explain how electromagnets work?
Students will acquire new knowledge and solve problems through engaging class
work and experiments to learn the systems of magnets and electromagnets.

Summer 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
8
Magnets and electromagnets
About 7

Established Goals:
Knowledge and understanding of magnets can be used for technological innovation.
Outcome:
Grade 5 Topic A
55 Demonstrate safe methods for the study of magnetism and electricity, identify
methods for measurement and control, and apply techniques for evaluating magnetic
and electrical properties of materials.
Understandings:
Essential Questions:
Students will understand
What can a magnet do?
Can magnetism be stopped? Can
How magnets and electromagnets
magnets be made?
work.
What is a magnetic field?
How can electricity make a magnet?
How can we explain how
electromagnets work?

Students will know


Students will be able to do
that magnets attract magnetic
2. Describe and demonstrate example activities that show that
materials iron, steel, nickel and
electricity and magnetism are related: demonstrate that
cobalt, but not other metals and
electricity can be used to create magnetism demonstrate that
magnetic iron oxide
a moving magnet can be used to generate electricity.
that like poles of a magnet repel and 3. Demonstrate and interpret evidence of magnetic fields
around magnets and around current-carrying wires, by use of
unlike poles attract
iron filings or by use of one or more compasses.
that repulsion is the test of a magnet 4. Demonstrate that a continuous loop of conducting material is
to use scientific knowledge to solve a needed for an uninterrupted flow of current in a circuit.
5. Distinguish electrical conductorsmaterials that allow
problem
electricity to flow through them from insulatorsmaterials
that do not allow electricity to flow through them.
to listen and evaluate the
contributions of others
that magnetic forces act through
non-magnetic materials but not
through magnetic materials
that magnetic materials can be
made into magnets by stroking them
with the pole of a magnet
about the reasons for repeating
observations
to use observations to draw
conclusions how discussion helps
clarify ideas

7. Predict the effect of placing an electrical resistance in a


simple circuit; e.g., in a circuit with a light bulb or electric
motor.

name materials that magnets attract make a record of uses of


magnets
state that magnets both attract and repel each other explain
why attraction is not proof of magnetism
describe, eg orally, their technique for deciding which bar was
a magnet
describe how they found out that magnetic materials block the
action of magnetic elds
describe how to magnetize a magnetic material
design and use a method for measuring magnetic strength

recognize that the Earth has a magnetic eld, which attracts a


that a freely moving magnet comes
Summer 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

to rest pointing in a northsouth


direction
that all magnets have a magnetic
north-seeking pole and south-seeking
pole
what to take into account when
deciding which equipment to use
that the area of force around a
magnet is called a magnetic field
that the magnetic field around
magnets can be shown using iron
filings
that magnetic field line patterns
show the relative strength of
magnetic fields
that the direction of the magnetic
field can be plotted using compasses
that the magnetic field lines can
show the direction of the magnetic
field
to convert ideas presented orally
into diagrammatic form
to make and test predictions based
on their scientific knowledge

Science
8
Magnets and electromagnets
About 7

freely pivoted magnet to line up with it


identify that for magnets to point north to south, the
suspension mechanism must be almost completely unaffected
by other forces, eg friction, moving air
use appropriate equipment
recall the shape of the magnetic eld line pattern around a bar
magnet, eg strongest forces at the poles
describe how the model of eld lines shows that the eld
strength (magnetic force) falls as the distance from the magnet
increases
extend the model of magnetic eld lines to represent the
direction of the eld
present their predictions and observations diagrammatically
identify the factors that affect the strength of an
electromagnet make an electromagnet make appropriate
measurements and present data in a suitable form to draw
conclusions identify strengths and weaknesses in their own
methods
recall that electromagnets are used in a wide range of
applications and show their understanding of electromagnetism
through their report of how a device works
draw the eld pattern of an electromagnet made from a
straight coil explain the effect of an iron core, using ideas of
magnetizing materials

how to make and change the


strength of an electromagnet to use
their previous experience to decide
whether a possible approach is
practicable to consider how their
methods of investigation could be
improved
how electromagnets are used in
domestic and industrial devices, eg
electric bells, lifting magnets, relays
to use sources of information
independently to present information
concisely for an audience
that wires carrying an electric
current produce a magnetic field that
the current in a coil produces a
magnetic field pattern similar to that
Summer 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
8
Magnets and electromagnets
About 7

of a bar magnet that the strength of


an electromagnet is increased by the
presence of an iron core

Resources Needed:
sheets of magnetic material, eg steel, nickel
materials for making permanent magnets and electromagnets
secondary sources on the discovery of the Earths magnetic field

Summer 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Assessment Tool Overview


Assessment
Tool Title

Outcomes

Description
To gage how well students understood
concept to be completed at the end of
class. This will be handed in, visual, or
verbal. If I need quick assessment for that
days material, exit slip will be done. Near
end of unit, exit slips will be used to help
make questions for the review game.
Get students talking about science. It will
help for clarification among students and
teacher assessment to check for
understanding. Forms of table discussions
and elbow buddies will be used
throughout the unit. This variety will allow
for more learning to take place because
students can hear the concept explained
different ways.
Gets class thinking about science when
they walk in. It reviews concept
previously learned. This helps teacher
assess how well the concept was learned
and if anything needs to be clarified
before they go on to the next material.

Fo
r

Exit slips

7N1

Group
discussions

all

At the start of
class question

all

Changing the
strengths of an
electromagnet

Criterion C

Students will experiment with changing


the strengths of an electromagnet.

all

Gives students individual practice for


their learning. Homework checks will be
done when they are due.

Text questions

Unit Test

Criterion A

In-class
assignments/
activities

all

A final written unit test will be given at


the end of the unit. Throughout the unit
students have been preparing, there will
be a review before.
In class a variety of work will be
completed over the unit. Some will be
individual and other group work.
Assessments such as thumbs up or down
will be done to check for understanding
throughout the lesson. This will be

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

AS

OF

X
X

assessed through observation, discussion,


and homework checks. There will be
different games to check for
understanding and review for the unit
test.
This will help determine students prior
knowledge of magnets. They will add
Poster
all
X X
more to it as they learn throughout the
unit.
Summative: there will be a changing the strengths of an electromagnet experiment along
with a unit test. There is plenty of formative assignments to help them prepare for these
tasks. Students will have plenty of in class time to work on the experiment so they can do
well. In MYP there are only so many summative tasks that can be completed each year,
having a couple per unit allows time for students to prepare adequately to demonstrate
their learning.
Formative: Poster, assignments and text questions given to help prepare for the
summative. There will be formative checks throughout lessons to gage student learning.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Monday
9-10:50

Tuesday

Wednesday

Thursday

2 Friday September
2:30-3:15
Get to know
How was summer?
Expectations
Intro to units being
covered, what I am
teaching

5 Monday

Tuesday

Wednesday

Thursday

Unit 1:
Magnets and
electromagnet
s (7hrs)
Intro magnets
J1a: What can
a magnet do?
J1b (force)
What is a
magnetic field?
Use iron filings
and magnets
to see
magnetic field.

12 Monday

9 Friday
J2: Magnets
Can
magnetism be
stopped? Can
magnets be
made?
J3a activity:
Making
magnets
J2a.
Assignment.
Use compass
to track
direction of
magnetic field.
Relate
magnetic field
to earth and
location of
north.

13 Tuesday

14 Wednesday 15 Thursday

J4a:
Electromagnet
s
Magnetic field
cont.

16 Friday
J5: Variables
How can
electricity
make a
magnet?

Check progress
Making an electromagnet

b. adding a
core to an
electromagnet
c. designing a
burglar alarm
19 Monday

20 Tuesday

21 Wednesday 22 Thursday

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

23 Friday

J5: investigate:
how to make
an
electromagnet
stronger

Time to work
on assignment

How can we explain how


electromagnets work?

26 Monday

27 Tuesday

28 Wednesday 29 Thursday

Review
Bingo

30 Friday
Magnets end of
unit test
(summative)

3 Monday October
4 Tuesday

5 Wednesday

6 Thursday

7 Friday
.

10 Monday

11 Tuesday

12 Wednesday 13 Thursday

14 Friday

17 Monday

18 Tuesday

19 Wednesday 20 Thursday

21 Friday

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)