Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __9/30/13______

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

Unit/Lesson Title/Number: Electricity and Magnetism Building an Electromagnet Lesson #5 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 6th in a 5-lesson series on magnetism and electromagnetism.

Common Core Standards

Assessed: Core Curriculum Physical Settings/Physics 5.1u Energy may be stored in magnetic fields. This energy may be transferred through conductors or space and may be converted to other forms of energy. Common Core ELA Literacy Standards in Science

CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Practiced: Students will build an electromagnet that takes electrical energy and transfers it to magnetic energy through a wire conductor.

Interdisciplinary Connections

Students will be writing a lab report and will need to call on literacy and writing skills in order to produce a well-written, informative lab report.

21st Century Skills

Students will evaluate information critically and competently as they perform the lab activity and will use that information to write their lab reports.

Lesson Objectives 1. Students will be able to model (analysis) the first and second right-hand rules.
Label : (Blooms Taxonomy)

2. Students will be able to identify (analysis) the direction of magnetic fields around a wire. 3. Students will be able to assemble (synthesis) an electromagnet and vary the strength of the magnetic field.

Must be numbered

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

1. Lab report

2. Lab report

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

The teacher will have Create an Electromagnet written on the board at the beginning of class. The materials for the lab will be gathered at the front of the room. Bell Ringer: What are the different factors that affect the strength of an electromagnet? The students will be asked to hand in their homework from the last class as they are doing the bell ringer. They will have 2 minutes past the bell to complete the task. The teacher will ask three different students to each state one of the three factors that affect the strength of an electromagnet (CFU-informal). The teacher will use these answers to transition into discussing the lab activity. The teacher will hand out the lab worksheet and explain the activity to the students. They will be read the introduction (auditory). The teacher will ask them to read through the directions for creating the electromagnet. Two students will be asked to summarize these directions in their own words (CFU-directions). They will then do the same for the directions for Part A and Part B. Two more students will be asked to summarize the directions for each section (CFUdirections). The teacher will place the students into groups using different lengths of wire. The teacher will hold the wires while students draw. They will be paired based on who has the same length of wire. In groups, the students will gather the supplies needed from the front of the room. They will begin working on the lab while the teacher circulates. Kinesthetic learners will benefit from the hands-on portion of this lab while the visual learners will benefit from seeing the electromagnet being created. When the students have finished wrapping their wire, the teacher will go around with an exacto-knife to remove the insulation from the ends of the wires. The students are not allowed to touch the exacto-knife.

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

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)

As the students are working, the teacher should be checking on each group and asking questions to gauge their understanding of the activity (CFU-informal). Students who appear to need more help based on the teachers observation will be given a bit more help. Scaffolding will be used during the lab. With five minutes left to class, the teacher will have the students begin to clean up their lab areas.

Label: Closure

Closure Because the lab report is so extensive, the students will be given whatever time is left of class to ask questions about the lab report. If there are no questions then the teacher will prompt students to discuss their findings with the class (CFU-informal). o Who picked up the most paper clips? o What were the three different factors that affected the strength? o What would happen if wed used a wooden stick instead of a nail? o What if we only had a battery instead of a plugged-in power supply? o Did anyone try to pick anything up besides paperclips?

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

1. Lab report summative assessment to see if they can apply their knowledge of electromagnets. The students will need to use the knowledge that theyve gained of magnets and electromagnets to complete the lab activity and the lab report. They will be allowed to hand in a rough draft if they so choose. The draft will be formative and the teacher will hand it back with feedback and probing questions to try and strengthen the final version of the lab report. The final version will be given a grade based on a rubric that the students will have. There will also be feedback given on the final draft to try and further the students knowledge.

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

The students will use a power supply to create their electromagnet. They will also need to use a computer to graph their data and type their final lab reports. If computers are not available for graphing, then graph paper will be provided.

Academic Language required for the lesson

Students will need to know what an electromagnet is, what a current is, what voltage is, and what magnetic field lines are. They will also need to know the right hand rules.

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

Accommodations will be made on an as-needed basis. Students without computer access at home will be given time in the computer lab to write their reports. Students with visual or physical disabilities will be accommodated through computer-based assistive technology and may be given additional teacher help.

Resources/ Materials

Wire for pairing, power supply, voltmeters, magnetic wires, nails, straws, paper clips, exacto-knife, lab handout

Time Required

40-45 minutes, 1 class period