Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __10/10/13______

School: _____SUNY Plattsburgh_________ Subject: __Magnetism_____ Grade Level: __11-12___

Unit/Lesson Title/Number: Electricity and Magnetism Magnetic Fields Lesson #3

Context and Class Profile This class is comprised of regents physics students in 11th or 12th grade. All students have the required math and science necessary to participate in this class. This lesson is the third in a 5-lesson series on magnetism and electromagnetism.

Common Core Standards

Assessed:

Core Curriculum Physical Settings/Physics 4.1 Observe and describe transmission of various forms of energy xv: map the magnetic field of a permanent magnet, indicating the direction of the fields between the N (north-seeking) and S (south-seeking) poles. Performance Indicators: 5.1sStudents should recognize that magnetic fields vary in strength and direction 5.1tStudents recognize that there are attractive and repulsive magnetic forces

Interdisciplinary Connections

Practiced: Students will be mapping magnetic field lines around various magnet configurations and will demonstrate knowledge of north and south poles on these magnets. They will realize through the activity that magnetic fields vary in strength and direction.

21st Century Skills

Use Systems Thinking Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Lesson Objectives
Label : (Blooms Taxonomy)

1. Students will be able to classify (comprehension) different types of magnets. 2. Students will be able sketch (application) magnetic field lines around various configurations of magnets. 3. Students will be able to predict (evaluation) what the magnetic field lines would look like around a configuration of magnets.

Must be numbered

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1a. Lab activity 1b. Homework 2a. Lab activity 2b. Homework 3. Homework

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter

The teacher will have the agenda written on the board before the students come into the class. Agenda: 1) Collect yesterdays work 2) Demonstration 3) Instructions 4) Lab activity 5) Assign homework 6) Journal entry Bell Ringer: Students will write their responses to the bell ringer in their journals. The question will be up on the board and they will be asked to predict where magnetic fields may be useful and where they may be troublesome. They will have 2 minutes past the bell to complete the bell activity. The teacher will ask a few students to share their responses using the fair sticks (CFU-informal). There will be a demonstration set up at the front of the classroom. Students will be asked to gather around the front table (or center table depending on the configuration of the classroom). There will be a bar magnet lying in a tray with white paper beneath the tray for increased visibility. There will also be a small jar of iron filings out of sight of the students. The teacher will lead a brief explanation of how magnetic fields work (this should be a review of the previous lesson). The teacher will then ask the students how one may physically see magnetic fields. There will be some time for a response here, but if no student answers then the teacher will give the answer. The iron filings will be taken out and one student will be chosen using the fair sticks to sprinkle some of the iron filings around the magnet in the tray (kinesthetic for that student, visual for all). Once there is a visible pattern in the iron filings around the magnet, the teacher will explain that the students are seeing the field lines around the magnet. The iron filings are being affected by the varying strength of the magnetic field and they are spreading out as the distance from the magnet increases. The students will return to their seats. The teacher will hand out the lab activity.

Label: Transitions

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions)

Label:

Evidence of Cognitive Student Engagement (CSE)

Once each student has the lab activity, the teacher will explain the procedure to the students and allow them to follow along on the handout. The teacher will ask if there are any questions about the procedure and ask a few students to repeat the step. (CFU-directions). The teacher will then pair the students using pre-determined groups based on the formative assessment from the previous class. The groups will gather the necessary materials from a lab bench and return to their seats to begin the activity. While the students are working on the lab activity, the teacher will be circulating the room and helping students when necessary. Students who have been showing a lack of understanding will be given some extra help during this stage, while the students who are showing high understanding may be given more freedom. Students who need help will be given it while students who have a better understanding of the material will not need as much guidance if any (CSE). The students will sketch the magnetic fields for three different configurations of magnets and will then clean up their area and return to their seats to work independently on the questions at the end of the lab activity (CSE). During the end of this activity the teacher will hand out the homework and write the journal prompt on the board. The students will finish their thoughts and bring their attention to the teacher. Closure: The teacher will have the journal prompt on the board that will ask students to summarize the days activities and write down any questions that they may have on magnetism. Prompts include: listing the different magnets or describing the shape of magnetic fields around different magnets. The students will work on the journal entry until the class time is over.

Label: Closure

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. Lab activity-formative assessment to determine if students understand how to sketch magnetic field lines. Students will get credit for doing the lab and will receive feedback on their work in the form of teacher comments. 2. Homework-formative/summative assessment will determine the students understanding. They will not be graded completely on correctness, but instead will be graded based on whether or not they know the basic principles of sketching magnetic field lines. The principles demonstrated should be: knowledge that magnetic field lines are drawn north to south, the general shape of magnetic field lines for a horseshoe magnet, and the general shape of magnetic field lines for a round magnet. The homework will be graded and returned with written feedback. Students who are clearly struggling will be pulled aside for extra help/discussion.

Technology
Describe type and purpose. Include a back-up plan.

No technology is being used in this lesson.

Academic Language required for the lesson

Students will need to recall the language used in the previous two lessons on magnetism (i.e. poles, domain, magnetism, magnetic field).

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff

Accommodations will be made on an as-needed basis.

Resources/ Materials

Paper, pencils, compasses, bar magnets, horseshoe magnets, round magnets, lab handout, homework handout

Time Required

40-45 minutes, 1 class period