Lora Wendy Alligood FRIT 7430: Instructional Design Stage 1, Understanding by Design Fall 2012

Title of Unit Curriculum Area

Content Standards:

Magnets Science

Grade Level Time Frame

3 3 weeks

Stage 1 Identify Desired Results

S3P2 Students will investigate magnets and how they affect other magnets and common objects. a. Investigate to find common objects that are attracted to magnets b. Investigate how magnets attract and repel each other S3CS5 - Students will communicate scientific ideas and activities clearly. a. Make notes/sketches to aid in explaining scientific procedures or ideas S3CS1 Student will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their effort to understand how the world works. a. Keep records of investigations and observations and not alter the records later b. Offer reasons for findings and consider reasons suggested by others

Students will understand that: (explain) some common objects are attracted to magnets while others are not. (apply) only objects containing iron or steel are attracted to magnets. (explain) magnets have poles. (apply) opposite poles attract while like poles repel. (explain) magnets have differing strengths. (explain) the magnet exerts force over a certain area called the magnetic field. (interpret) the magnetic field has a predictable pattern. (explain) some magnets are permanent while others are temporary. (interpret) it is possible to create a temporary magnet. (have perspective) everyday objects contain/use magnets

Related Misconceptions: Magnets stick to certain objects. Magnets are attracted to objects. Magnets repel things that they do not attract. Magnets attract or are attracted by all metal objects. Proper Conceptions: Magnets only pull objects containing iron and steel toward themselves. Like poles repel while opposite poles attract.

Essential Questions
Overarching Questions: How do magnets interact with other objects? How do magnets interact with each other? Topical Questions: Which objects in the classroom will be attracted to a magnet? Why do magnets sometimes pull other magnets toward themselves and sometimes push away?

What are the characteristics of objects to which magnets are attracted? What causes magnets to have differing strengths? How are magnets different from one another? How can the magnetic field be measured and represented? How can a magnet be created? How can we make a magnet? How are magnets used in everyday life? Which common objects contain magnets? OR How do we use magnets every day?

Knowledge and Skills Knowledge

Students will know: magnets only attract objects that contain steel and iron.

Skills
Students will be able to: identify (through experimentation) objects in the classroom that are attracted to magnets identify (through experimentation) objects in the classroom that are not attracted to magnets.

magnets have a north and a south pole.

describe the way in which the poles react with one another determine which pole is which on an unmarked magnet. measure and draw the magnetic field

magnets are used/found in everyday life. there are different kinds of magnets.

identify objects used in everyday life that contain magnets compare /contrast different kinds of magnets and their characteristics (permanent, temporary, natural, shape, strength) magnet, permanent magnet, temporary magnet, poles, magnetic field, bar magnet, horseshoe magnet, lodestone, attract, repel

Key terms.

0
Completenes s

1
Each section of the template has been completed with meaningful entries

Score

UbD Stage 1 Scoring Rubric

0
Identifies understandings that relate to the standards but are too simplistic or state factual knowledge. Understandings

Template provided is not complete

1
Identifies targeted understandings that will lead to some discovery but are not at the heart of the discipline.

2
Identifies targeted understandings that are enduring, based on transferable, big ideas at the heart of the discipline.

3
The targeted understandings clearly utilize the six facets of understanding, and they are explicitly labeled.

Score

0
The essential and unit questions have right answers and do not provoke student engagement. Essential Questions

1
The essential and unit questions serve as guides, but might not provoke student engagement. Includes some topical and overarching essential questions.

2
Identifies essential questions that are provocative, arguable, and likely to generate inquiry around the central ideas. Includes both topical and overarching essential questions.

Score

0
Knowledge & Skills Knowledge and skills are not identified

1
Identifies knowledge and skills.

2
Shows ability to identify key knowledge and key skills.

Score

0
Grammar/Spelling Numerous errors found in grammar, spelling or usage that distract the reader. Required format has not been used

1
A few errors found in grammar, spelling or usage that distract the reader. Most of the formatting requirements have been satisfied

2
No errors found in grammar, spelling or usage that distract the reader. Required formatting used

Score

Total Score

/10