Unit Overview Template

Unit Overview Template Content Area: Science Unit Title: Magnetism and Electricity Target Course/Grade Level: 3rd Grade Unit Summary The Magnetism and Electricity Module consists of five sequential investigations, each designed to introduce or reinforce concepts in physical science. The investigations provide opportunities for students to explore the natural and human-made worlds by observing and manipulating materials in focused settings using simple tools. Primary interdisciplinary connections: writing, math, reading, social studies, technology 21st century themes: Global Awareness Unit Rationale The Magnetism and Electricity Module emphasizes the development of observation and description skills and building explanations based on experience. Learning Targets Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time. D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of forces. Content Statements 5.1  4.A.2 Connections developed between fundamental concepts are used to explain, interpret, build, and refine explanations, models, and theories.  4.A.3 Outcomes of investigations are used to build and refine questions, models, and explanations.  4.B.1 Building and refining models and explanations requires generation and evaluation of evidence.  4.B.2 Tools and technology are used to gather, analyze, and communicate results.  4.B.3 Evidence is used to construct and defend arguments.  4.B.4 Reasoning is used to support scientific conclusions.  4.C.1 Scientific understanding changes over time as new evidence and updated arguments emerge.  4.C.2 Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence.  4.C.3 Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and uncertainties.  4.D.1. Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism.  4.D.2. In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation).  4.D.3. Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events. 5.2  2.A.1 Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.  4.A.3 Objects and substances have properties, such as weight and volume, that can be measured using appropriate tools. Unknown substances can sometimes be identified by their properties.  4.A.4 Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.  4.C.1 Heat (thermal energy), electricity, light, and sound are forms of energy.  2.D.1 Batteries supply energy to produce light, sound, or heat.  4.D.1 Electrical circuits require a complete loop through conducting materials in which an electrical current can pass.  6.D.1 The flow of current in an electric circuit depends upon the components of the circuit and their arrangement, such as in series or parallel. Electricity flowing through an electrical circuit produces magnetic effects in the wires.  2.E.1 Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and back and forth).  2.E.3 Some forces act by touching, while other forces can act without touching.  4.E.3 Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can make some things move without being touched.  4.E.4 Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly an object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the ground no matter where they are on Earth.  6.E.2 Magnetic, electrical, and gravitational forces can act at a distance. CPI # Cumulative Progress Indicator (CPI) 5.1.4.A.2 Use outcomes of investigations to build and refine questions, models, and explanations. 5.1.4.A.3 Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. 5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and predictions. 5.1.4.B.2 Measure, gather, evaluate, and share evidence using tools and technologies. 5.1.4.B.3 Formulate explanations from evidence. 5.1.4.B.4 Communicate and justify explanations with reasonable and logical arguments. 5.1.4.C.1 Monitor and reflect on one’s own knowledge regarding how ideas change over time. 5.1.4.C.2 Revise predictions or explanations on the basis of learning new information. 5.1.4.C.3 Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. 5.1.4.D.1 Actively participate in discussions about student data, questions, and understandings. 5.1.4.D.2 Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. 5.1.4.D.3 Demonstrate how to safely use tools, instruments, and supplies. 5.2.2.A.1 Sort and describe objects based on the materials of which they are made and their physical properties. 5.2.4.A.3 Determine the weight and volume of common objects using appropriate tools. 5.2.4.A.4 Categorize objects based on the ability to absorb or reflect light and conduct heat or electricity. 5.2.4.C.1 Compare various forms of energy as observed in everyday life and describe their applications. 5.2.2.D.1 Predict and confirm the brightness of a light, the volume of sound, or the amount of heat when given the number of batteries, or the size of batteries. 5.2.4.D.1 Repair an electric circuit by completing a closed loop that includes wires, a battery (or batteries), and at least one other electrical component to produce observable change. 5.2.6.D.1 Use simple circuits involving batteries and motors to compare and predict the current flow with different circuit arrangements. 5.2.2.E.1 Investigate and model the various ways that inanimate objects can move. 5.2.4.E.3 Investigate and categorize materials based on their interaction with magnets. 5.2.4.E.4 Investigate, construct, and generalize rules for the effect that force of gravity has on balls of different sizes and weights. 5.2.6.E.2 Describe the force between two magnets as the distance between them is changed. Unit Essential Questions Unit Enduring Understandings  How do Earth’s forces affect our lives?  Magnets attract and repel each other; iron  What effects do magnetic forces have? objects stick to magnets.  How have people harnessed electricity for  An electric circuit is a complete pathway their benefit? through which current travels.  Components can be added to a circuit as long as the complete pathway remains.  Electromagnets can be created by current flowing through a conductor.  Technology is using science knowledge to solve problems or improve existing objects. Unit Learning Targets Students will ...

 Observe the interaction of permanent magnets with a variety of common materials.  Discover that magnets display forces of attraction and repulsion.  Measure the change in force between two magnets as the distance between them changes.  Identify materials that are conductors and insulators.  Understand and construct simple open, closed, parallel, and series circuits.  Learn how to make an electromagnet.  Experience the relationship between the number of turns of wire around an electromagnet core and the strength of the magnetism.  Use their knowledge of electromagnets to make a telegraph.  Acquire vocabulary associated with magnetism and electricity.  Exercise language, math, and social studies skills in the context of magnetism and electricity investigations.  Develop and refine the manipulative skills required for making investigations in magnetism and electricity.  Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and organizing.

Evidence of Learning Summative Assessment  Writing prompts  Teacher observations  Assess ability to hypothesize orally and in writing  Assess ability to draw conclusions from experimentation  Observations of small group activities  Student and teacher rubrics to assess collaboration with others  Review of class notes taken  Benchmark assessment  End-of-Module Assessment Equipment needed: Foss Science Kit, Activboard, Suggested Read Alouds Teacher Resources: http://lhsfoss.org/scope/folio/html/MagnetismandElectricity/1.html Read Alouds Magnets: Sticking Together by Wendy Sadler. The Mystery of Magnets Magnetic and Nonmagnetic The Mystery of Magnets Using Electricity by Angela Royston

Integrate technology http://www.aecl.ca/kidszone/atomicenergy/electricity/ http://www.sciencemadesimple.com/static.html#PROJECTS http://www.fossweb.com/modules3-6/MagnetismandElectricity/ http://www.brainpop.com/science/energy/electricity/ http://www.brainpop.com/science/energy/batteries/

Discovery Education Streaming Videos:

Introduction to Electricity Electricity: A First Look (20min) Students will understand that electricity is a form of energy. It is produced in various ways and flows through a path called a circuit. electricity is useful for work and pleasure and precautions must be taken when using electricity.

The Magic School Bus Gets Charges (24min) It’s Valentine’s Day and the class is selling light bulbs. When they stop at Ms. Frizzle’s house to sell her one, they find that her battery-operated doorbell doesn’t work.

Magnets Physical Science: Magnetism (20min) Magnetism exists at the atomic level, as the movement of electrons creates magnetic fields. But it also exists on a universal scale, with stars and planets being the largest magnets. The force of Magnetism coming from an object is its magnetic field. Earth’s magnetic field, or magnetosphere, shields the planet from harmful radiation and particles carried on solar winds. In the early 1800s, it was discovered that electricity produces a magnetic field. Soon inventors learned how to generate electricity with magnets, and the generator was born. We rely on magnets to store data on computer disks and videotapes, to run electric motors, and to carry radio and television signals. Animals rely on Magnetism to navigate during long migrations. It is the magnetite (lodestone) in their bodies that helps detect Earth’s magnetic field and find direction. Earth’s magnetic field is not always stable. From time to time it drifts, shifts, or even reverses. Flow disturbances in Earth’s molten iron core are to blame.

Electricity and Magnetism: The Magic of Magnets (17min) This program is about magnetism and its relationship to electricity. Hans Oersted discovered that an electric current running through a wire could cause a magnetic effect. Then in 1831, Michael Faraday conducted experiments that showed that magnetism could cause a flow of electricity. Electromagnets and maglev trains are also discussed. Dr. Dad’s PH3: Episode Three: Electromagnetism (15min) Students study the strength of electrical currents and the magnetic fields they generate. These topics are explained in a workshop and illustrated on a tour to a power plant. Students are encouraged to build their own electromagnet to see electricity and magnets at work

Current Electricity Junior Electrician: Current Electricity (15min) This program is about current electricity. Atomic structure is discussed and the two kinds of electricity, static and current, are presented. The generation of electricity is also shown. Principles of current electricity, circuits, switches, and circuit breakers are illustrated. Conductors and insulators are also discussed.

Static Electricity Electricity and Magnetism: Static Electricity (24min) Everyone has been shocked by a metal doorknob after walking across a carpet or watched while nature has put on a fantastic lightning display. These are examples of static electricity, which occurs when an electric charge builds up on an object. The charge remains on this object until there is a way for the charge to move into another object that conducts electricity.

Junior Electrician: Static Electricity (15min) This program helps to explain situations related to the effects of static electricity. The program describes the atomic structure of matter and illustrates how electrons moving from one atom to another is the key to a static charge. It introduces electrons and protons as primary particles of the atom. It shows how objects can pick up a charge of static electricity and how that charge can attract or repel other objects. Demonstrations using pith balls and a Van de Graaf generator help to illustrate ideas presented. (www.kyrene.org/.../4_Electricity%20and%20Magnetism%20Unit_revised_08.doc) Formative Assessments  Science Journals  Lab reports assessed by student and teacher rubrics  Classroom discussions Lesson Plans Lesson Timeframe Investigation 1: The Force 1 session

Part 1: Investigating Magnets and Materials

Investigating magnetic force Observing which objects stick to magnets Investigating More Magnetic Properties 1 session

Exploring induced magnetism Part 2: 1 session Breaking the Force

Measuring the force of magnetic attraction Detecting the Force of Magnetism 1 session

Detecting magnetic force in a closed “mystery box” Investigation 2: Making Connections 1 session Part 1: Lighting a Bulb

Exploring simple electrical circuits Making a Motor Run 1 session

Building a motor circuit with a switch Finding Insulators and Conductors 1 session

Testing for conductors and nonconductors Investigating Mystery Circuits 1 session

Finding hidden circuits with mystery boards Investigation 3: Advanced Connections 1 session

Part 1: Building Series Circuits

Making a series circuit from a simple circuit Building Parallel Circuits 1 session

Splitting a series circuit to create parallel pathways Solving the String-of-Lights Problem 1 session

Using knowledge of series & parallel circuits to solve problems Investigation 4: Current Attractions 1 session

Part 1: Building an Electromagnet

Creating an electromagnet with wire wrapped around an iron core Changing Number of Winds 1 session

Experimenting with how the no. of winds of wire affects electromagnetic strength Investigating More Electromagnets 1 session

Changing variables to change electromagnetic strength Investigation 5: Click It 1 session

Part 1: Buildung the Telegraph

Applying previous knowledge to build a working telegraph

Part 2: 2 sessions Long Distance Telegraph Connecting two telegraphs in order to communicate Teacher Notes: Additional Lessons Investigation 1 1. Science Stories folio - Gets Stick Magnus, Magnificent Magnetic Models, How Magnets Interact 2. Write a creative story about life from a magnet’s point of view. 3. Find directions using a compass. 4. Make a water compass, find directions using a compass, conduct more force investigations, and explore different magnets.

Investigation 2 1. Science Stories folio – Making Static, A Fictional Interview with Benjamin Franklin, Two Reference Sources about Edison 2. Practice the Describe the Object game 3. Make posters about using electricity safely 4. Write about life without electricity

Investigation 3 1. Science Stories folio – Illuminating Teamwork: A Story of the Edison Pioneers, A True Pioneer: Lewis Latimer 2. Research inventors such as Thomas Edison who have contributed to the use of electricity in everyday life. 3. Find out how houses are wired. 4. Invite an electrician to speak to the class. 5. Build a flashlight. 6. Make a burglar alarm.

Investigation 4 1. Science Stories folio – From Rags to Science: A Story of Michael Faraday, How Electromagnetism Stopped a War, Magnets and Electricity in Your Life 2. Write a short story describing real or imaginary encounters with electromagnets. 3. Make a rheostat 4. Detect magnetism around wires carrying current 5. Compare magnets to electromagnets

Investigation 5 1. Science Stories folio- Morse Gets Clicking: A Story of Samuel Morse 2. Play Telephone 3. Read up on codes. 4. Investigate emergency codes 5. Create a code 6. Build a cardboard telegraph 7. Make an electric quiz board that lights up for a correct answer 8. Make a model motor

Curriculum Development Resources Click the links below to access additional resources used to design this unit: http://lhsfoss.org/scope/folio/html/MagnetismandElectricity/1.html http://www.kyrene.org/curriculum/Science/Unit_resources/4th/4_Electricity%20and %20Magnetism%20Unit_revised_08.doc http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science

Lesson Plan 1 Template Content Area: Science Lesson Title: Investigation 1: The Force Timeframe: 2 sessions Part 1: Permanent Magnets Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Innovation Problem Solving and Collaboration Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Reading, Writing Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/ Equipment needed: Magnetism and Electricity Foss Kit, Activboard Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence  Magnetic observations  Observe magnetic 1. Distribute magnets. sheets interactions and sort 2. Describe properties of magnets.  Class discussion objects based on 3. Make magnetic observations.  Teacher observations whether they are 4. Explore the room. affected by a magnet.. 5. Introduce the student sheet.  Record and organize 6. Remove magnets from the table. results of investigations. 7. Investigate the mystery objects. 8. Test the selected objects. 9. Discuss the results. Break Point 10. Explore magnetic interations. 11. Introduce attract and repel. 12. Discuss magnets on a pencil. 13. Clean up. Differentiation Students will review modified Investigation sheets. Other modification will be determined by the teacher based on individual student achievement. Resources Provided  Science Resources book  Teacher Guide – Magnetism and Electricity Lesson Plan 2 Template Content Area: Science Lesson Title: Investigation 1: The Force Timeframe: 2 sessions Part 2: Breaking the Force Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Innovation Problem Solving and Collaboration Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Reading, Writing Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/ Equipment needed: Magnetism and Electricity Foss Kit, Activboard

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence  The Force sheets  Measure the force of 1. Pose the force questions.  Class discussion attraction between 2. Demonstrate the balance setup.  Teacher observations magnets. 3. Demonstrate breaking the force.  Record and organize 4. Measure the force. results of investigations. 5. Introduce the spacer 6. Introduce the student sheet 7. Graph the results 8. Try more spacers 9. Predict for two, four, and five spacers 10. Clean up Differentiation Students will review modified Investigation sheets. Other modification will be determined by the teacher based on individual student achievement. Resources Provided  Science Resources book  Teacher Guide – Magnetism and Electricity Lesson Plan 3 Template Content Area: Science Lesson Title: Investigation 2: Making Connections Timeframe: 4 sessions Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Innovation Problem Solving and Collaboration Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Reading, Writing Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/ Equipment needed: Magnetism and Electricity Foss Kit, Activboard Goals/Objectives Learning Activities/InstructionalLesson Plan 4 Template Strategies Formative Assessment Content Area: Science Tasks LessonStudents: Title: Investigation 3:Lesson Advanced Sequence Connections Timeframe: Making 3 sessions Connection 1. Introduce the D-Cell sheets  Build a test circuit and Lesson Components test objects for 2. Introduce the motor  Class discussion st conductivity. 3. Make 21 the Century motor run Themes  Teacher observations  GlobalPredict Awarenessconductivity Financial,4. Introduce Economic, the concept of a circuitCivic Literacy Health Literacy of materials. Business,5. Introduce and the circuit base  Sort materials based Entrepreneurial6. Explore circuits Literacy and switches on whether they 7. Introducest closed and open circuits conduct electricity. 21 Century Skills Creativity and BreakCritical Point Thinking and Communication Information Innovation Problem8. Develop Solving the concepts of conductorand Collaboration and Literacy insulator Media Literacy ICT Literacy Life and Career Skills 9. Investigate the properties of conductors Interdisciplinary Connections: Reading,and insulators Writing Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/10. Record the results Break Point Equipment needed: Magnetism and Electricity Foss Kit, Activboard 11. Make a circuit tester 12. Go on a circuit hunt 13. List the insulators and conductors 14. Clean up Differentiation Students will review modified Investigation sheets. Other modification will be determined by the teacher based on individual student achievement. Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Resources Provided Tasks Science Resources book Students: Lesson Sequence  Advanced Connection  ObserveTeacher Guidethe – Magnetism and1. Electricity sheets functioning of Lesson Plan 5 Template  Class discussion different kinds of  Teacher observations Contentcircuits. Area: Science LessonCompare Title: theInvestigation 4: Current Attractions Timeframe: 3 sessions brightness of lamps in different kinds of circuits. Lesson Components  Determine the 21 st Century Themes defining Globalcharacteristics Awareness of Financial, Economic, Civic Literacy Health Literacy series and parallel Business, and circuits. Entrepreneurial Literacy  Analyze and solve 21 st Century Skills circuitry problems. Creativity and Critical Thinking and Communication Information DifferentiationInnovation Problem Solving and Collaboration Literacy Students will review modified Investigation sheets. Other modification will be determined by the teacher based on individual student achievement. Resources Provided  Science Resources book  Teacher Guide – Magnetism and Electricity Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Reading, Writing Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/ Equipment needed: Magnetism and Electricity Foss Kit, Activboard

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence  Current Attraction  Observe the 1. Test the rivet for magentism. sheets interaction between an 2. Demonstrate making a coil.  Class discussion electromagnet and 3. Describe the 20-wind coil.  Teacher observations objects. 4. Wrap the coils.  Systematically 5. Test for magnestism. investigate ways to 6. Add electricty. strengthen electromagnets. 7. Use the electromagnet.  Compare the strength 8. Investigate the strength of the of electromagnets. magnetism. 9. Test the 20-wind coil.  Organize data. 10. Test the 40-wind coil.  Conduct multiple trials, average results, 11. Discuss the results. and display results in 12. Predict for a 30-wind coil. a graph. 13. Graph the results. 14. Collect the materials. (Add breakpoints where needed) Differentiation Students will review modified Investigation sheets. Other modification will be determined by the teacher based on individual student achievement. Resources Provided  Science Resources book  Teacher Guide – Magnetism and Electricity

Lesson Plan 6 Template Content Area: Science Lesson Title: Investigation 5: Click It Timeframe: 1 session Part 1: Build the Telegraph Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Innovation Problem Solving and Collaboration Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Reading, Writing Integration of Technology: http://www.fossweb.com/modules3-6/MagnetismandElectricity/ Equipment needed: Magnetism and Electricity Foss Kit, Activboard

Goals/Objectives Learning Activities/InstructionalLesson Plan 7 Template Strategies Formative Assessment Content Area: Science Tasks LessonStudents: Title: Investigation 5:Lesson Click ItSequence Timeframe: Click 2 Itsession sheets Part Explore2: Long-Distance the behavior Telegraph 1. Discuss communications.  Class discussion of an electromagnet 2. Demonstrate electromagnet setup.  Teacher observations under different 3. DistrbuteLesson materials. Components conditions. 4. Introduce 21 st Century the steel strip.Themes  Solve circuitry 5. Explain the telegraph. Globalproblems. Awareness Financial, Economic, Civic Literacy Health Literacy 6. Invent a code. Business, and  Encode and decode 7. Send messages. clicks produced by a Entrepreneurial Literacy 8. Introduce technology. telegraph 21 st Century Skills 9. Wrap up. Creativity and Critical Thinking and Communication Information Differentiation Innovation Problem Solving and Collaboration Literacy Students will review modified Investigation sheets. Media Literacy ICT Literacy Life and Career Skills Other modification will be determined by the teacher based on individual student achievement. ResourcesInterdisciplinary Provided Connections: Reading, Writing Integration Science Resourcesof Technology: book http://www.fossweb.com/modules3-6/MagnetismandElectricity/ Equipment Teacher needed:Guide – Magnetism and Electricity Foss Kit, Activboard Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence  Click It sheets  Explore the behavior 1. Review the telegraph.  Class discussion of an electromagnet 2. Lengthen the lines of communication.  Teacher observations under different 3. Introduce the telgraph lines. conditions. 4. Troubleshoot problems.  Solve circuitry 5. Develop procedural codes. problems. 6. Clean up.  Encode and decode clicks produced by a telegraph Differentiation Students will review modified Investigation sheets. Other modification will be determined by the teacher based on individual student achievement. Resources Provided  Science Resources book  Teacher Guide – Magnetism and Electricity LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners