This week 's math and science lesson focused on magnetism and incorporated both math and science standards, per the Arizona Early Learning Standards. The lesson started with reading a book regarding magnetism, entitled What Makes a Magnet? by Franklyn M. Branley. After the read aloud, students were dismissed for centers and groups of five students circulated through completing the lesson activity. For this lesson, the objective and sub-objectives were as follows:
• After completing this lesson, students will be able to sort magnetic and nonmagnetic objects by using a magnet with 100% accuracy. o Students will define the following vocabulary words: magnet, magnetic, nonmagnetic o Students will be able to use a magnet to find magnetic objects. o Students will sort objects that are magnetic into one group and nonmagnetic into another group.
The lesson objectives were clear and measurable. While reading What Makes a Magnet?, vocabulary and comprehension questions were asked to ensure there was a conceptual understanding of the terms “magnetic” and “nonmagnetic.” These definitions were imperative for a student to know, as they would not be able to sort objects correctly without understanding the concept. Once the students could differentiate between the two groups, students would use a magnet wand to test the objects. This shows that the students could use tools to investigate. Lastly, the students were to sort the objects tested into two groups, placing the objects in either a
This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and
Bill Nye Resources on Magnets and Magnetism: http://billnye.com/billnye_resource/magnetism/ (Links to an external site.)Links to an external site. and https://vimeo.com/121217374 (Links to an external site.)Links to an external site.
For the next task, the teacher asks the little girl if there is another way to sort out the keys; in which the little girl nods yes. The little girl ends up sorting the keys by the shape, putting the keys in pairs of two. When ask how she decided to sort them, the little girl is hesitant. She ends up saying that she sorted the keys by size. The teacher then put one key on top of the other; it is obvious that they are not sorted by size. The little girl realizes this, but still does not know how to explain how
The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this
science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?
A magnet can be created by putting a magnet in contact with material such as iron, nickel and aluminum. Magnets can be classified as permanent magnets or ferromagnetic magnets. Permanent magnets are rare earth magnets that have a high
The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]
One of my activities in the introduction part of my lesson involved a class brainstorm of observable properties plus characteristic features of the three states of matter. This activity is student-centred as it requires the students to lead the discussion in order to brainstorm a scientific conversation to establish prior learning and knowledge. Thus, echoes the general capability of personal and social capability of the students being self-aware and recognising themselves as active learners and developing their reflective
What is magnetism? When two pieces of iron are attracted to each other by physical means or electrical means.
In the experiment, we were able to study the nature of the magnetic fields around the poles of magnets which helps me understand more about the concept of magnetic fields. We also determined the magnitude of magnetic force on a current-carrying wire. We found out that these variables are directly proportional to each other. Lastly, we also study the nature of the relationships between magnetic force and magnetic field, current, length and orientation of current carrying wires. After the experiment, we were able to fully grasp the theories, concepts and principles relating to magnetism.
Magnetism is a class of physical phenomena mediated by magnetic fields. All materials are in some way influenced by a magnetic field. The force between any two charged particles depends on the magnitude of the charge on each and the distance that separates them. In addition to electrical forces, there is a force due to the motion of the charged particles known as the magnetic force.
An electricity and magnetism phenomenon apparently unrelated to power are electrical magnetic fields. We are familiar with these forces through the interaction of compasses with the earth's magnetic field, or through fridge magnets or magnets on children's toys. Magnetic forces are explained in terms very similar to those used for electric forces:
The lesson is constructed for primary grade students, second graders, and is aligned with their developmental capabilities. The physical characteristics of a typical second grader “have begun to develop greater eye-hand coordination” (Snowman & McCown, 2015, p.85), which is great for working with the tools within the experiment. The students will be using straws, scissors, cardstock, and other materials to invent a way to keep the balloon above ground. At this stage the students can handle this task because “they have excellent control of their bodies and develop considerable confidence in their skills” (Snowman & McCown, 2016, p.85), which will drive them to experiment all possibilities within the experiment. Piaget believed that children’s
Students decide when to use: a metric or English standard ruler, a protractor, a compass, or any other tool. Nowadays, many tools can also be found on the internet as “Virtual Manipulatives”. After selecting the correct tool, it is important for the student to use it correctly in order to make precise measurements. Students should understand that in many mathematical oriented jobs, both precision and accuracy are paramount. Minor mistakes in a calculation might lead to a major error in any engineering discipline.
A magnet is an object that has a magnetic field. It can attract heavy objects such as iron and steel. A magnet can be in many shapes and sizes. The word magnet came from the elderly Cretan shepherd, Magnes. He supposedly found a rock that had a strong magnetic force. In the rock was large amounts of lodestone. The most common magnet used today is the bar magnet. They can also be used in compasses.