1. Electricity and Magnetism

2. Table of contents Title Slides Rationale………………………….……………………………………………………3 MST Unit Overview…..……..……………..……………….…………………………4 Lesson 1….……………………………….…………….………...……………….5-10 Lesson 5……………………..…………………………….……………………..11-16 Lesson 6…………………………………………………………………………..17-22 Filamentality………………………………………………………………………23-24

3. Rationale Our MST unit covers the topic of Electricity and Magnetism and follows the New York City Science Scope and Sequence. Our team chose the NYC Science Scope and Sequence because it is student-centered and has a problem-solving approach to science. The Inquiry and Process Skills outlined by NYC Science Scope and Sequence will prepare our students to face the demands of the growing global economy. Students learn most effectively when they have ownership of a lesson and a central role in the discovery process. With this unit students have the opportunity to learn through a lens of discovery. The use of Web 2.0 tools, graphic organizers, and the utilization of Bloom’s Taxonomy and Gardner’s Multiple Intelligence theories, engage students to learn about electricity and magnetism in exciting ways. Each lesson in the unit is built upon experimentation and high level thinking skills.

4. MST Unit Overview Electricity and Magnetism Lesson 6 Electrical safety Lesson 1 Various circuits Lesson 2 Conductors and insulators Lesson 3 Transfer of electricity in various objects Lesson 4 Properties of magnets Lesson 5 Electromagnets

5. Lesson 1 Introduction to Electricity: Electrical Circuits & Energy Sources

6. Lesson Summary Motivational Activity Ask the students to discuss the following open-ended questions with a partner. Students should use these prompts to fill in their Electricity KWL charts. 1. "What is electricity?" 2. "What uses electricity?" 3." How does electricity work?" 4. "How does electricity help you?" Ask partners to share their thoughts with the class. Emphasize that the student's should share their thoughts without worrying about being right or wrong. Use student responses to construct a class KWL chart. Activity Read portions from Switch On, Switch Off by: Melvin Berger. This book explains what electricity is and how it gets to your home. (Skip portion that explains how to make electricity yourself, starting on page 10) Bring students to the computer lab with internet connection and give them the scavenger hunt worksheet. Instruct them to complete the worksheet using the links provided. They will review circuit concepts and learn about energy sources. Closure: Go over the scavenger hunt responses with the class. Click HERE for a virtual field trip of the Hoover Dam. Electricity and magnetism at work!HERE

7. Behavioral Objectives 1. To construct a circuit and draw an accompanying diagram. 2. To demonstrate understanding about how electricity flows through a closed circuit and not through an open circuit. 3. To demonstrate understanding about how electricity works.

8. Educational Theory Bloom's Taxonomy: Comprehension, Application, Analysis Gardner's Multiple Intelligences: Visual/Spatial, Bodily/Kinesthetic Children's Literature: Switch On, Switch Off by: Melvin Berger

9. Assessment Rubric

10. Sample Student Work

11. Lesson 5 Electromagnetism Electromagnetism Video Blog

12. Motivational Activity “We have been studying magnetism and electricity. I would like to show you a short video and I want to see if you can describe for me what it is we are seeing.” Present the following video or similar demonstration of an electromagnet: Electromagnet in action! the video, an electromagnet picks up metal junk items and releases them on a scrapheap. Electromagnet in action! Guide the students through a discussion of the video. They should easily recognize magnetism at work, but may need prompting to realize that the magnet turns on and off in the video – not a property they have yet observed in magnets. Allow the students to speculate and come up with questions. Activity Ask student groups to make hypotheses concerning what variables might change the strength of the electromagnet. Allow each group to test a single hypothesis. Possibilities include: shorter or longer wire, shorter or longer nail, more or fewer coils around the nail, adding another battery to the circuit. Students may need prompting if having difficulty coming up with hypotheses. Students must record all experimental data, including weights measured with their spring scales, in their science notebooks – including descriptions of any modifications made to the electromagnet. As students finish their experiments, they should input their data into a spreadsheet and create a mathematical representation. Each group should produce a paragraph to accompany their data which explains their findings. Lesson Summary

13. Behavioral Objectives 1. To construct and experiment with an electromagnet. 2. To observe, quantify, and record the power of the electromagnet experiments. 3. To analyze and share our experimental findings in a meaningful way.

14. Educational Theory Bloom’s Taxonomy: Knowledge, Application, Analysis Gardner’s Multiple Intelligence: Verbal/Linguistic, Logical/Mathematical, Bodily/Kinesthetic Children’s Literature: What Is Electromagnetism? by Lionel Sandner; Thomas Alva Edison and the Pioneers of Electromagnetism by Elizabeth R.C. Cregan

15. Assessment

16. Sample Student Work Students will learn to use a spring scale to gather these measurements. Students will also be uploading data to a class wiki to share with a partner class.

17. Lesson 6 Electrical Safety in the Home

18. Lesson Summary Motivational Activity The teacher will read-aloud A Nasty Shock by Hedley Griffin. This colorful book is found online and will be projected on the classroom Smart Board for all students to see and follow along. After the read-aloud, the teacher will ask students how and why electricity can be dangerous. The class will begin a short discussion on electrical appliances that are used at home and what we have to do to be careful around them. The teacher must jot down students answers on the board. Activity Students will write down newly acquired knowledge on how to stay safe around electrical appliances based on what they have just learned from the text, video, and online game. The teacher will then put up a T-chart on the Smart Board. Students will receive a T-chart graphic organizer and begin categorizing the ways in which electrical appliances are helpful and/or harmful. Lastly, students will take the information they learned and notes taken on their T- charts to create an informational poster on Electrical Safety.

19. Behavioral Objectives 1. To extract and take notes from the filamentality webpage. 2. To create safety posters on electrical safety tips. 3. To use a graphic organizer to categorize how electricity can be harmful.

20. Educational Theory Bloom’s Taxonomy: Knowledge, Comprehension, Analysis Gardner’s Multiple Intelligence: Visual/Spatial, Interpersonal, Verbal/Linguistic Children’s Literature: A Nasty Shock by Hedley Griffin

21. Assessment Rubric

23. Filamentality Rationale Our Electricity and Magnetism Filamentality website is structured for an engaging and interactive learning experience. The purpose of this interactive website is to support and further build students’ concepts of electricity and magnetism, as well as allow them to discover more information about the topic on their own. Students will also use supplementary links to further develop their research and data collecting skills in math and science through the use of technology. The page accommodates visual, auditory, tactile, and kinesthetic learners with links to colorful and engaging videos, online games, and music. The webpage was specifically built to tie in science, math and technology to build on higher level thinking while adhering to the New York City Science Scope and Sequence.

24. Our Filamentality Website: http://www.kn.att.com/wired/fil/pages/listelectricte.html http://www.kn.att.com/wired/fil/pages/listelectricte.html

25. Thanks for exploring electricity and magnetism with us!