I wasn't sure if we were supposed to post this here, or print it out and bring it to class, so I figured I'd better do both.
Content Area Used: Science
Frameworks:
1. Develop abilities necessary to conduct scientific investigations.
a. Formulate questions about objects and organisms and predict outcomes in order
to conduct a simple investigation. (DOK 2)
2. Apply an understanding of properties of objects and materials, position
and motion of objects, and properties of magnetism.
c. Describe observable effects of forces, including buoyancy, gravity, and
magnetism. (DOK1)
d. Classify materials that are or are not attracted to magnets and cite examples of
useful magnetic tools in everyday living (e.g., can opener, compass, refrigerator
door seal). (DOK 2)
Big Ideas:
There are several big ideas within these frameworks. First is the concept of scientific inquiry. Students need to learn how to set up scientific investigations. They need to do this by asking questions, making predictions, and experimenting. Second is the concept of relationships and how forces affect objects. Third is the idea of magnets as not only a force of nature, but something we have utilized to make our lives better.
Text:
Branley, F.M., & Kelley, T. (1996). What makes a magnet?. New York: HarperCollins
Publishers.
Audience: 2nd graders
Suitability to Develop Understanding:
This text not only explains the properties of magnets; it encourages students to conduct their own experiments with magnets and suggests ideas to try. Throughout the book, it gives examples of how magnets are used in our lives. This text could not be used as the sole teaching tool when doing a lesson on magnets, but it could serve as a great introduction and a reference tool during later investigations.
Complexity:
Using the FLIP Readability Assessment, this text seems like it would work well with the chosen audience. The pictures are colorful and actually enhance the text as opposed to serving as mere illustration. The text itself is easy to read and there is rarely more than four or five sentences per page. The book has a clear purpose: the introduce students to the properties of magnets and how we use them in our world. Most of the language is words that students would already know, but some vocabulary may need to be discussed, such as compass, cardinal directions, direction, magnetite, lodestone, and repel. Students should find the book interesting because it is colorful, it is interactive, and magnets are a high-interest subject with students. Students need some prior knowledge about magnets, but not much. They need to know what they are and what they do. This text will also be easier if students know their cardinal directions and the uses of a compass.
Interest/Motivation:
From my experience, children love science, especially when they get to figure things out and do their own experiments. Further, magnets are usually of high interest to children; magnets are easy to manipulate and are fun to play with. Most children have some experience with magnets from playing with the ones found on their refrigerators at home. This text could be highly interesting to students if it is used along with appropriate inquiry based learning tasks. If students get to do some of the experiments found in this book, they will be likely to enjoy reading the text both before and after their experiments.
Frameworks:
1. Develop abilities necessary to conduct scientific investigations.
a. Formulate questions about objects and organisms and predict outcomes in order
to conduct a simple investigation. (DOK 2)
2. Apply an understanding of properties of objects and materials, position
and motion of objects, and properties of magnetism.
c. Describe observable effects of forces, including buoyancy, gravity, and
magnetism. (DOK1)
d. Classify materials that are or are not attracted to magnets and cite examples of
useful magnetic tools in everyday living (e.g., can opener, compass, refrigerator
door seal). (DOK 2)
Big Ideas:
There are several big ideas within these frameworks. First is the concept of scientific inquiry. Students need to learn how to set up scientific investigations. They need to do this by asking questions, making predictions, and experimenting. Second is the concept of relationships and how forces affect objects. Third is the idea of magnets as not only a force of nature, but something we have utilized to make our lives better.
Text:
Branley, F.M., & Kelley, T. (1996). What makes a magnet?. New York: HarperCollins
Publishers.
Audience: 2nd graders
Suitability to Develop Understanding:
This text not only explains the properties of magnets; it encourages students to conduct their own experiments with magnets and suggests ideas to try. Throughout the book, it gives examples of how magnets are used in our lives. This text could not be used as the sole teaching tool when doing a lesson on magnets, but it could serve as a great introduction and a reference tool during later investigations.
Complexity:
Using the FLIP Readability Assessment, this text seems like it would work well with the chosen audience. The pictures are colorful and actually enhance the text as opposed to serving as mere illustration. The text itself is easy to read and there is rarely more than four or five sentences per page. The book has a clear purpose: the introduce students to the properties of magnets and how we use them in our world. Most of the language is words that students would already know, but some vocabulary may need to be discussed, such as compass, cardinal directions, direction, magnetite, lodestone, and repel. Students should find the book interesting because it is colorful, it is interactive, and magnets are a high-interest subject with students. Students need some prior knowledge about magnets, but not much. They need to know what they are and what they do. This text will also be easier if students know their cardinal directions and the uses of a compass.
Interest/Motivation:
From my experience, children love science, especially when they get to figure things out and do their own experiments. Further, magnets are usually of high interest to children; magnets are easy to manipulate and are fun to play with. Most children have some experience with magnets from playing with the ones found on their refrigerators at home. This text could be highly interesting to students if it is used along with appropriate inquiry based learning tasks. If students get to do some of the experiments found in this book, they will be likely to enjoy reading the text both before and after their experiments.
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