Week 2 HWK: Magnets and Lesson Plans Submit Assignment

On your own please answer these questions (IN CLASS):

  1. What are some “real life” applications of magnetism?

refrigerator

  magnetic earing 

  construction/junk yards    

  etchasketch

  1. What experience have you had with magnets in your life? 

on my fridge

  the use of magnetic earing 

  pick up nails from construction site 

  1. What ideas do you have about the science of magnets? 

poles of the magnet (positive and negative ends) 

  different strengths of metals, opposites attract 

Carry out the investigation: What did you find? 

Iron is the only material to make the paperclip stick to the magnet 

What did you explore and what did you learn? 

we explored the science behind how and why magnets work.  I am not super familiar with the science of magnets, but I learned that only 3 metals on the periodic table are magnetic.  


Next, answer the following questions.   

  1. What are the three dimensions of the framework and explain them in your own words. 
practice - the term practice is used to demonstrate how scientist investigate a scientific problem. It shows how scientific investigations uses a multitude of 'practices'.  For example, they scientific investigation is a skill that requires some knowledge on the content. It also uses social, physical and cognitive practices.
cross-cutting - cross cutting concepts are used to benefit the student.  Cross-cutting concepts link ideas from different fields of science.  It is used to organize the students schema. 
disciplinary core ideas - these ideas are used to highlight the most key and important ideas in science.  They are used in the k-12 curriculum.  These ideas must  meet certain criteria to be considered disciplinary core ideas.  
  1. What do you take away as the major goals? 
I think NGSS aims to best better our students for the future.  I like how it takes a more hand on approach to science.  The three dimensions work together to help give the students a better understanding of science.  They are written in a way that what the students learn should be able to be applied to life outside of the classroom.  Like the video said, we can not predict the future, but we can equip our students with knowledge to face the future.  
  1. Which "Principles" (from pages 24 - 28) are most relevant to you and why? 
I really like the "Children are born investigators".  It just reminds me how curious kids truly are about the world.  More often than not, I feel like the curiosity is there in students it's just how the teacher brings that out of them.  This also links to linking students experience and interests. if teachers can bring out that curiosity through the students personal interests and experience, I feel like the class would be in a good place.  The students are naturally curious and the teacher can facilitate a classroom environment where students thrive.     
  1. Other questions, interests, notes, etc...

Finally, try to find an NGSS link to either Magnets or Sun/Moon. What did you pick and why? 

MS-PS2-3 Motion and Stability: Forces and Interactions 
This standard refers to the students ability to demonstrate an understanding of what effects a magnets strength.  I picked this because prior to our own investigation, I assumed most metal on the periodic table to induce a magnetic attraction, but I found that only steel does (along with nickel and cobalt).  This standard really gets at the understanding of why this happens.  





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