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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Magnetism

Learners' language knowledge

Student Information (Word 32KB) shows the ESOL students are behind their peers in academic language. In the beginning unit activities Mr L will build his data on the student's scientific language and scientific experiences.

Year: 5-6

Level: 3

Duration: 2 weeks

Curriculum links

Science

Achievement objectives

Making Sense of the Physical World

Students will:

  • investigate and describe their ideas about magnetism
  • explore how a compass works
  • investigate and describe how magnets are used in the home.

Scientific skills and attitudes

Students carry out scientific investigations and report on their findings.

Teaching and learning activities

Learning task 1
Exploratory activity to ascertain language and content knowledge.

Learning task 2
Make a nail magnet.

Learning task 3
Discuss the poles on a magnet.

Learning task 4
Provide multiple opportunities for authentic language use - dictogloss.

Learning task 5
Investigate how a compass works - jigsaw reading.

Learning task 6
Using receptive and productive language.

Learning task 7
Write a question about the ends of a magnet.

Resources

Magnets, paper clips, thread, paper, iron nails, scissors, pins, compass.

Assessment

Assessment activities link directly to the learning outcomes.

  1. Teacher and student organised structured overview:

    Vocabulary
    Magnets, magnetism, lodestone, magnetite, metals, iron, to attract, to repel, filings, a compass, to magnetise, to demagnetise, strong, weak, poles, vice versa, energy, force, a molten layer, a tape, some thread, to dangle, a segment, hanging pin, to spin, to sprinkle, patterns.

  2. Each student uses appropriately scientific writing to create a fact sheet explaining how magnets work. Each fact sheet contains two or three untruths. These sheets are exchanged with a partner. The partner's task is to rewrite the sheet. Both sheets could be handed in to the teacher and assessed for depth of conceptual knowledge and appropriateness of scientific writing.
  3. Students self evaluate their writing about magnetism. How well can I write a fact sheet about magnetism using scientific writing?

Published on: 27 Jun 2009




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