Introduction

     There are several forces acting with in our world. Some forces are exerted by human means, like opening a can with your hand, and others come from nature. One force that occurs in nature is magnetism. Magnetism is a word that is derived from Magnesia, a region in Asia Minor. In this region a magnetic iron called lodestone was found during ancient times. Like any force magnetism is a “push” or “pull.”   More specifically, magnetism is a force of attraction or repulsion between two objects. These objects are usually made of certain metals. However, the ultimate reason or cause of magnetism lies within physics as with any other force. Physics explains that a force is a quantity that changes the motion, size, or shape of a body. The motion that is affected in magnetic or magnetized objects is the electron. The electrons in an object have a spin and a charge and therefore it is a charge in motion. This motion can be changed by magnetic field in nature or by other magnetized objects. When this occurs the electron spins align and point in the some direction and from dipoles or poles. This is also known as north and south as seen the diagram below.

 When like spins come into contact they attract. On the other hand opposite spins repel. These are the basic properties of a magnet or magnetism. (Yahoo Education)

Debate

     We have discussed magnets having two poles, a pole to attract and a side to repel. However, some theories in physics suggest that a magnet can have one pole or a monopole.

1. Dirac

In 1931 scientist Paul Dirac noticed that because electricity and magnetism show certain symmetry, an isolated South or North magnetic pole should be possible. Just as quantum theory predicts that individual positive or negative electric charges can be observed without the opposing charge. (Wikipedia)

2. Maxwell

The equation is one of James Clerk Maxwell’s equations that describe the behavior of both electric and magnetic fields and how these fields interact with the environment. It is believed that if magnetic monopoles do exist, that this equation in particular would support it. The M in the equations represents an “a fictitious ‘magnetic current density.’” It is the inclusion of this magnetic current in Maxwell’s equation that supports the idea of magnetic monopoles. (Wikipedia)

Misconceptions

     Just as their several theories on magnets and magnetism. There are also many misconceptions on exactly what a magnet is and does. While teaching students at St. Vincent Elementary school I discovered that some younger students believe that magnets “stick” to certain objects just as glue sticks to certain objects. I found this misconception was a result of student’s lack of vocabulary many students did not know what the word attract or magnetic meant. Therefore they used a more familiar word from their background knowledge. This is not to be unexpected with students in the primary grades because they are just beginning to learn the meaning of words in general.

     Another misconception that some students at Marquette University and myself had was that all metals are attracted to magnets. When I was preparing for my lesson on magnet, I was testing the strength of my magnets of different objects. I tried a penny because it was light, but realized that a penny as well as all other change does not stick to magnets. Because change is made of metals, this proved that all metals were not attracting to metal. My friend was also shock to see that the change was no attracted to the magnet. This misconception can be the result of several events. The idea of what is attracted to magnets; rather whets not attracted to magnets could be more discussed in schools. As a result students do not learn that not all metals are attracted to magnets. Also the lack of metallic knowledge and the periodic table of elements could lead the students developing misconceptions about metals and magnets.

     A more popular misconception of magnets is that they have a limited use in our everyday life. While researching lesson plans on magnets I discovered all the many ways magnetism and magnets are used in my daily life. Electromagnetism is used in telephones, televisions, speakers, alarms, and countless other objects and appliances in homes and workplaces (Discovery). However, when I asked people about how often they personally used magnets, I found out that most people think that the only magnet they use is on their refrigerator. However, there were many people that figured that magnetism was a very important factor in everyday life, but they know very little about the specific roles it plays in every day life.

Methods of Teaching: (Standard 1.8, Standard 1.12)

This concept of magnetism is on the physical science standards concepts outlines by the National Science Education Standards for grades K-2. Therefore, it is an essential topic for primary grades to learn. Learning about magnetisms and the forces in everyday life are prepare primary grades for more detailed and intensive study of physical science such as calculating forces and the laws concerning scientific theories. When teaching science in general it is important develop the proper scientific skills as well as knowledge of different scientific subjects. These are the two main goals in objects in every science lesson. In this section, there are several different methods that attempted to increased scientific subject knowledge and well as scientific performance skills.

Benchmark Lesson

1. The Lesson

     When introducing a new topic to students, one of the most important factors to consider is the age and ability level. The methods in this section are for the primary grades of 1-5, specifically for third grade. When dealing with the primary grades, one must consider the lack background knowledge of the student will most likely have. Therefore, one of the best ways to introduce a science concept is through a benchmark lesson. In second edition of Teaching Science in Elementary and Middle School Classrooms, it states that benchmarks lessons are teacher-directed classroom activities that present concepts, principles, or skills that students need in order to understand the work or a project.” These lessons focus on scientific skills as well as concept. For example, in order for students to learn more in-depth concepts of magnetism by experimenting with magnets, they need to learn how to carry out experiments. One of the most important skills that is promoted by the benchmark lesson are inquiry skills such ask question asking, evaluating, analyzing, and drawing conclusions.

     For this benchmark lesson the students will test several objects for magnetism. The teacher and the students will review each object and its matierals. They students will then predict which objects will be magnetic. They will be given data sheets, with magnetic and not magnetic columns, to write their results. They will check their prediction and correct errors. The teacher can asses by asking the students to hold up magnetic and non magnetic object. The students will also have to explain why the object is magnetic or not magnetic.

2. Challenge Misconceptions: (Standard 1.2, 1.8, 1.10, 1.12)

     Just as explain in the previous section of common misconceptions. Many early or primary grade students will have misconceptions or preconceptions about magnets and magnetism. As I found with the students at St Vincent, the students in the primary grades believed that the magnetic objects stuck to magnets much as other materials stick to glue. With the benchmark lesson students are also learning to basic skill of using correct science vocabulary or terms. Looking at the word “stick”, the benchmark lesson can introduce a more correct term of attract. This can be reinforced by writing the words “attract” on the board under new vocabulary. The students can also write this word down for their list of words to use when talking about magnetism. The teacher can do this for all the related words by asking each student what they know about the word and correct and reinforce the correct term.

3. Equity (Standard 1.5)

     Because the benchmark lesson deals with the primary grades, the students may all be at different levels concerning literacy and science. In order to insure that all students are able to have a chance to understand the concept the teacher should be aware of each students frustration zone, or zone of proximal development(Gunning’s). This can be done by placing students in groups by ability level and making the specific accommodations for each group. For example, the students who are struggling with writing can have data sheet that already have the words magnetic and not magnetic spelled out.

     Concerning learning styles, this method presents the lesson in multiples ways. Writing on the board teaches to the visual learners. Working the various objects teaches to the tactile learners. When the teacher repeats, spells out, and explains each idea or term, s/he is teaching to the audio learners.

Lecture/Trade Book Lesson

1. The Lesson

     Many believe that introducing scientific concepts through the use of trade books, because they display topics in a more attractive form. This is very important because it creates a positive and attractive image of science in students at a very early age. For this lesson the teacher will introduce the topic of magnets and magnetism through the use of a trade book and small lecture. When lecturing to small children, one must consider the need of holding the students attention. Therefore, the teacher will use lots of visual aids and a very interesting book. Just like many lesson the teacher can begin by building on the children’s background knowledge by asking students what they already know about magnets. This can also help the teacher asses. She writes down the students ideas on a large sheet. After reading the book she go back the sheet and have the students correct or extend the ideas with their new knowledge. While reading the book the teacher can display actual magnets. After the reading, the teacher can pass around the magnets for the students to see up close.

2. Challenge Misconceptions: (Standard 1.2, 1.8, 1.10, 1.12)

     In this lesson the teacher is challenging the misconceptions of the students by discussing their prior knowledge on magnets before the reading. When she returns to the list after the reading, the teacher is correcting the misconception. The book in this lesson is the main tool for informing and correcting student’s ideas on magnets. Therefore, the teacher must check the book itself for misconceptions. Also she must make sure that it explains all main components of magnetism, because omitting information can produce or reinforce information. For example, the misconception that all metals are attracted to magnets can be reinforced if the book only explains that magnetic are attracted to metallic material. Therefore to correct this idea the book does not need to give a detailed explanation on why certain metals are not metallic, just that some metals are naturally not attracted to magnets. Also studies point out that trade books promote misconceptions, by presenting science concepts in cartoon drawings and funny stories. Therefore it is important to pick quality trade books by comparing the information to more well known sources. (Rice)

3. Equity (Standard 1.5)

     Several styles of learning are addressed by this lesson. The book and the visual aids help teach to the visual learners. Reading the book out loud and reading the sheet that the student’s create help teach to the students that are audio learners. When the teacher passes around the different magnets and other visual aids, the students that learn through manipulating objects are being helped. Because the students are not performing most of the task, the student’s literacy levels do not need to be that strong. The readability level of the book will influence the student’s comprehension level. If the language of the text is above the students, they will not be able to understand. This can be addressed by determining the readability level through Gunning’s model or discussing new vocabulary with the students also.

     One of the main arguments that support using trade books for teaching science is that it depicts minorities using science more frequently that traditional text. For example, “What are Magnets?” is a trade book that displays a little girl on the cover. Women are rarely depicted as scientist in mainstream society. This is an excellent method to ensure that your lesson is culturally aware. Also, trade books are written in a more understandable text and therefore more children can understand a read them on their own. (Rice)

Guest Speaker/Demonstration

1. The Lesson

     Teachers may not know or be as skilled to teach certain lessons or certain areas. Bringing in a guest speaker that specializes in a certain topic can be an excellent way of teaching new concepts in science. Students can ask very detailed questions and learn a lot more then they would merely reading from a text book. Is would be a great method for teaching about magnetism. The teacher can have a speaker that works with magnets or that specializes in forces, such as magnetism. These speakers can be professors at local universities or educators apart of local science museums. The speaker should have experience with primary grades in order to properly communicate the message to the young audience. In order to properly prepare for the speaker, the teacher should introduce the topic of magnetism and its basic facts. The students should make a list of questions they have about the subject area for the speaker. The students can then have questions prepared for the speaker. To insure that the presentation is engaging the speaker should bring several demonstrations and act ivies for the students to participate in. The teacher cans asses this lesson by having the student write a short paragraph on what they learned from the guest speaker.

2. Challenge Misconceptions: (Standard 1.2, 1.8, 1.10, 1.12)

     Because the guest speaker is more skilled in a specific area, he or she will have more knowledge on real life applications of a certain topic. This can address the misconception that magnets are not highly used in everyday life. The speaker can bring in props of home appliances and equipment that have magnets in them or used magnetism. The speaker’s expert knowledge is an excellent method for revealing and deeply explaining any misconceptions students may have.

3. Equity (Standard 1.5)

     The guest speaker and the teacher in this lesson are collaborating together in order to design a specific lesson made to fit the students. The teacher communicates with the speaker about the level of understanding the students already have, the type of learners, and the different cultures. This way all the students are able to take the most out of the lesson. The guest speaker should have a variety of materials to teach to primary grades such as visual aids, interactive act ivies, and the appropriate language of “teacher talk” needed to communicate with younger students.

Works Cited

1.     Berger, Czerniak, and Krajcik. “How to Develop and Use   Benchmark Lessons?” Teaching Science in Elementary and    Middle School Classroom. Boston: McGraw Hill. 2^nd ed. 2003.

2.     Discovery Education. “Curriculum Center: Magnetism.”     Discovery School. 3 Mar 2006     http://school.discovery.com/curriculumcenter/magn    etism/projectideas.html

3.     Gunning, Thomas. “The Nature of Literacy in Today’s Students.” Creating Literacy Instruction for all      Students. Boston: Pearson A and B. 4^th ed. 2003.

4.     Rice, Diana. “Using Trade Books in Teaching Elementary   Science: Facts and Fallacies.” The Reading     Teacher. International Reading Association, 2002.

5.     Yahoo Inc. “Yahoo Education: Magnetism” Columbia    Encyclopedia. 3 Mar 2006      http://education.yahoo.com/reference/encyclopedia    /entry/magnetis

6.     Wikimedia Foundation Inc. “Magnetism” Wikipedia: the     Free Encyclopedia. 3 Mar 2006.   http://en.wikipedia.org/wiki/Magnetism