Reflection: Rigor Electromagnets (3/3) - Section 2: Mini Lesson

 

When I set up for today's investigation, I placed more than the students would need on the materials table intentionally. I always want my students to figure out what and why they are doing something, and then figure out how to do it. By placing items like magnets, which have been a part of our investigations for 2 weeks, string, foil, and wires they don't need, they are forced to make decisions. I also expect them to build electromagnets that don't work. When that happens, they will have to problem solve and revise their models. This is true science!

I also did not show them how to build the electromagnet, as I want them to use what they learned in their research to begin. As they go, I will offer suggestions. 

These strategies, withholding and choice, drive students to be independent problem solvers. When they learn something, it is because it is necessary and timely. This is the strongest way to lead young minds, I believe.

  More Than They Need, Less Than They Are Use To
  Rigor: More Than They Need, Less Than They Are Use To
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Electromagnets (3/3)

Unit 9: Electricity
Lesson 12 of 13

Objective: Students will be able to build an electromagnet using knowledge gained during research.

Big Idea: Many times, science is presented as a "follow these steps and see what happens" learning opportunity. Today, students will use their prior knowledge to make meaning on their own and journey through an investigation.

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a model electromagnet
 
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