Objective Content

Unit

Magnets and Magnetism

Local Objective

At the end of this unit, students will be able to...

a. Describe the properties of magnets.

b. Explain why some materials are magnetic and some are not.

c. Describe four kinds of magnets.

d. Give two examples of the effect of Earth's magnetic field.

Objective used to evaluate students

Yes

Assessment Activity

1. The students will be assessed by completing daily independent activities of describing the properties of magnets, explaining why some materials are magnetic and some are not, the four kinds of magnets, and two examples of the effect of Earth's magnetic field.

2. At the end of the unit, students will complete a unit evaluation testing mastery of describing the properties of magnets, explaining why some materials are magnetic and some are not, the four kinds of magnets, and two examples of the effect of Earth's magnetic field.

Level of Expectation

80%

List of concepts and Evaluation Types

Concept	Evaluation Type
Unit Exam	CR
Questions	CR

Learning Activity

The student will:

1. Read about the properties of magnets. Discuss topics such as magnetic poles, north and south, magnetic forces, and magnetic fields.

2. Read about the causes of magnetism. Discuss topics such as atoms and domains, losing alignment, making magnets, and cutting a magnet.

3. Read about the kinds of magnets. Discuss topics such as temporary and permanent magnets,

4. Read about the earth as a magnet. Discuss topics such as one giant magnet, poles of a compass magnet, south magnetic pole near North Geographic Pole, the core of the matter, and a magnetic light show.

5. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

6. End the chapter by review the questions. Take a unit exam over describing the properties of magnets, explaining why some materials are magnetic and some are not, the four kinds of magnets, and two examples of the effect of Earth's magnetic field.

Instructional Method

The teacher will:

1. Lecture and discuss the properties of magnets. Include specific topics such as magnetic poles, north and south, magnetic forces, and magnetic fields.

2. Lecture and discuss the causes of magnetism. Include specific topics such as atoms and domains, losing alignment, making magnets, and cutting a magnet.

3. Lecture and discuss the kinds of magnets. Include specific such as temporary and permanent magnets.

4. Lecture and discuss the earth as a magnet. Include specific topics such as one giant magnet, poles of a compass magnet, south magnetic pole near North Geographic Pole, the core of the matter, and a magnetic light show.

5. Guide students during the answering of recall questions.

Content Standards

SC 7, SC 8, SC 1

Process Standards

3.3, 3.1, 3.5, 4.1, 1.5

Resources

Holt Science & Technology "Electricity and Magnetism" (N)

Correction Exercise

Assignment Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Chapter 2 Enrichment Pages

Special Needs

Assignment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE Code	Discipline	Strand	Big Idea	Concept	Grade Level/Course	GLE
SC/1ME/2/A/07/h	Science	Properties and Principles of Matter and Energy	Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems	Forms of energy have a source, a means of transfer (work and heat), and a receiver	Grade 7	Scope and Sequence Forms of Energy: Electricity and Magnetism Describe the interactions (i.e., repel, attract) of like and unlike charges (i.e., magnetic, static electric, electrical)
SC/7IN/1/B/07/c	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
SC/7IN/1/B/07/b	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/7IN/1/B/07/a	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Make qualitative observations using the five senses
SC/8ST/2/A/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations	Grade 6-8	Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/8ST/2/B/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
SC/8ST/2/B/06-08/b	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence

Objective Notes/Essential Questions

Date	Note/Question
6/18/2007 11:48:41 AM	What are the two areas called on a magnet where the magnetic effects are teh strongest? What are the areas called that can be either aligned or misaligned? Which magnets retain their magnetic properties well but are difficult to magnetize?