ERESE Teacher Lesson Plan Template (CEO1A)
Teacher Name Shea, James
Lesson Title Investigating the Earth's Magnetic Field
Grade 7-8
School Heim Middle School, Williamsville Central School District
City, State Buffalo, New York
Purpose of Lesson
 Build a Magnetometer and use it to show that the earth has an oriented field which is measurable.
Education Standards
 National Standards Addressed:
K-12: Unifying Concepts & Processes Standard: Evidence, models, and explanation
5-8: Content Standard B: Physical Science: Properties and changes of properties in matter
5-8: Content Standard B: Physical Science: Motions and forces
5-8: Content Standard E: Science and Technology: Understandings about science and technology
New York State Standards Addressed:
MST Standard 1.1 Intermediate Scientific Inquiry
MST Science Standard 4 Intermediate Physical Setting
MST Technology Standard 5 Intermediate Engineering Design
INQUIRY STAGE 1
Orientation
 Introduce available tools and concepts.
  Purpose
 Make students feel safe taking intellectual risks.
  Procedure  Refer to previous Science and/or Technology lessons relating to magnetics and the earth's field.
Ask  questions relative to magnetics and pick random students for answers:
The force of magnetism.
Magnetic fields.
Magnetic material.
Magnetism overview.
The earth's magnetic field.

Should include a description of any activities or lessons you include to get the students focused on the skills they will use to experience the provocative phenomenon
INQUIRY STAGE 2
Fieldwork
 Provide students with provoking, relevant phenomena.
  Purpose To foster their interest and ownership and generate their own questions about the phenomena.
  Procedure
 Provoke thought by asking students if they have ever been lost while traveling on foot.
Clarify by giving an example:
A person is hiking and they realize that they do not know which way to advance,and they do not recognize their surroundings.
Select random students to share their experiences- every student has been lost at some time in their life.

Should include a detailed instructions, identify  the provocative phenomena and a list of the anticipated observations
INQUIRY STAGE 3
Debriefing
 Teacher honors all student observations.
  Purpose Assist students in developing testable questions and hypotheses.
  Procedure
 General: If lost, how does one determine which way to travel?
- No electronics such as GPS or cell phones available.
- No other people to ask directions

Record student responses for all to see.
Ask what tools they might have available to them when lost.
What forces can be used to determine direction?
What fixed points might be used to determine direction?
Can these be used in all weather and also night and day?
Note student responses and list them.
Review  magnetic compasses, magnetometers, and the difference between the two.


Should include detailed instructions of the process including the anticipated hypothesis and question, along with a description of any content lessons  necessary to achieve this stage.
INQUIRY STAGE 4
Experimental design
 Design an appropriate investigation.
  Data collection
 Define approach for collecting data.
    Purpose Gather data that address the identified question and hypothesis.
    Procedure
 Generally, the students will come up with three viable ways to  determine direction: the sun, the stars, and a compass. Break the class into 3-6 groups based on their particular answer. Then:

1. Ask them to research their group choice briefly using classroom tools. They must list the necessary  tools, conditions, knowledge, and the positive and negative aspects of their choice.

2. Bring the groups back together and discuss the findings. The compass will be the best choice since it will operate in most conditions and can be constructed from crude materials.

3. Explain the relationship between a compass and a magnetometer. A magnetometer generally measures accurate direction and field magnitude.

4.Present diagrams that show the earth's field and the polarity and direction. Explain that a compass and magnetometer will align with the magnetic field and can therefore be used to determine direction. Since a magnetometer can be used to measure small deviations in the field direction, it will indicate some changes in direction, and data can be recorded. Explain how use of this technology has allowed mankind to understand seafloor spreading and pole reversals, navigate the oceans and planet, detect magentic storms, and locate shipwrecks and treasure.

5. Show the class that other schoolchildren around the world are collecting readings from magnetomers and posting their results on the web for review.

6. Ask the class if they want to build their own magnetometers (work with partners or allow singles if requested) and compare the local earth field with the field in other areas of the world.

7. Construct the magnetometer as suggested at: Soda Bottle Magnetometer
Note: A sequin which reflects light can be used in place of the mirror to conserve cost.

Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage
  Data analysis
 Define approach for analyzing data.
    Purpose Analyze data that address the identified question and hypothesis.
    Procedure
 Review data recording methods with the students as explained at: Data Recording Overview and Magnetometer Data Log , check the data quality as instructed, and record the data on a printed pdf data sheet obtained from the webpage Magnetometer Data Log .

Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage
INQUIRY STAGE 5
Presentation
 Communicate what they have learned.
  Purpose Provide students an opportunity to communicate their results in a forum that reflects the scientific community.
  Procedure
 As a class, construct a matrix on a medium which the entire class can view. Discuss why there are deviations in the data, and demonstrate the deviations by moving a large nearby iron mass.

Note: This magnetometer is sensitive enough to detect cars moving on a street outside the room. With a 1-meter distance between the mirrored surface and the screen, a car moving 30-50 feet away produces a sudden deviation by up to 1 inch from its reference position. The oscillation frequency of the magnet on the card is about 4 seconds and after a car passes, the amplitude of the spot motion will decrease for 5-10 cycles before returning to its rest position. You can even determine the direction of the car's motion by seeing if the spot initially moves east or west! Also, by moving a large mass of metal...say 30 lbs of iron nails...at distances of 1 meter to 5 meters from the magnet, you can see and measure the amount of deflection. Students will also be able to see that magnetism falls off with distance.

Close by reviewing the applications for the magnetometer including seafloor spreading and pole reversals, navigating the oceans and planet, detecting magnetic storms, and locating shipwrecks and treasure.

If time allows and there is interest, class data can be loaded and graphed on an Excel spreadsheet obtained from Using Online Database. The data can then be compared (and/or submitted) with data from other classes and uploaded at the links provided on that page.

Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage




ERESE Teacher Reflective Plan Template 
INQUIRY STAGE 1
Orientation
 Introduce available tools and concepts so that students feel safe taking intellectual risks
  Type of Evidence
 Questioning
  Teacher  profile
 4, Ask questions about previous magnetic knowledge and where it was obtained.
  Student profile
 1, Students should demonstrate a basic knowlege of magnetics, and that the earth does have a measurable field.
  Reflective practice
INQUIRY STAGE 2
Fieldwork
 Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon
  Type of Evidence
 Questioning, note answers.
  Teacher profile
 2, Guide the experience with general instruction and allow for adaptations.
  Student profile
 3, Students select, adapt, and modify the general instructions.
  Reflective practice
INQUIRY STAGE 3
Debriefing
 Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
  Type of Evidence
 Discussion
  Teacher profile
 2, Guides the development of questions.
  Student profile
 3.5, Selects, modifies, provided questions, creates/formulates a question.
  Reflective practice
INQUIRY STAGE 4
Experimental design
 Design an investigation wherein students gather and analyze data that address the identified question
A. Data collection
 Define approach for collecting data
  Type of Evidence
 Direction, answer questions.
  Teacher profile
 4>2, Provides specific directions and tapers to less involvement at the level of guiding learners.
  Student profile
 1>3, Start using methods, clarify and sharpen, select and adapt.
  Reflective practice
B. Data analysis
 Define approach for analyzing data
  Type of Evidence
 Direction, questioning.
  Teacher profile
 4>2, Provide analysis and instruction, direct students, analyze and interpret.
  Student profile
 1>3, Follow directions, clarify/sharpen, select adapt and modify.
  Reflective practice
INQUIRY STAGE 5
Presentation
 Teacher provides students an opportunity to prepare and communicate what they have learned.
  Type of Evidence
 Guided presentation of results.
  Teacher profile
 4>2, Provides arguments and format, directs students, guides present findings.
  Student profile
 2>4, Clarifies and sharpens argument, selects arguments, creates reasonable and logical arguments.
  Reflective practice