New Attractions
A WebQuest for 5th Grade (Electromagnetism)
Designed by
Rachel Hall, David Marsch, Jason Vance
hallrachelan@hotmail.com, cdmarsch@gmail.com, vancejk@hotmail.com
Introduction Task Process Evaluation Conclusion Credits
Introduction
Have you ever played around with a magnet? Isn't it amazing to see the seemingly magical power of a tiny magnet at work? Well, did you know that there is also something called an electromagnet? You are going to study electromagnets. However, you are not only going to learn about the fascinating study of electromagnets. The Society of Young Inventors has asked your class to come up with new uses for electromagnets that might help people's lives in some way. You must gather together a team of researchers, scientists, and marketers to complete this mission given to you by the SYI. Are you up for the task?
The Task
You will be in teams of three to four scientists/researchers/marketers. You will begin by researching electromagnets and their uses. Research well, because your team will eventually be responsible for coming up with a new invention using electromagnets. In the end, your team will present either a poster or a brochure displaying your new electromagnetic invention to the class. The class will vote on their favorite new invention.
To help things run smoothly, each of your group members will have a specific job. Make sure to assign one of your group members to each of the jobs below.
1. Director: This person's job is to create good discussion amongst the group. The director needs to ask good questions about the material his or her
group reads. This person also needs to keep the group on task.
2. Connector: This person tries to make connections between what you are reading and doing and your own life and personal experience. The
connector will probably talk about his or her own use of magnets or electromagnets.
3. Summarizer/Recorder: This person needs to be good with words. The summarizer/recorder will summarize the important information from reading.
He or she will also summarize the ideas for the electromagnetic invention.
4. Illustrator: This person will draw charts, graphs, diagrams, or pictures related to the reading. They will also be in charge of drawing on the poster or
brochure.
Be good team players, and let that creativity flow!
The Process
To complete this WebQuest, you will:
- Form a group of 3-4 students.
- Each of you will independently research the current uses of electromagnets. You will use approved web sites to gain information. Find more information at this link. You might also want to learn more about electricity as it relates to electromagnets. You could also watch this video to find out how an electromagnet is made. You will hold a team meeting at the end of Day 2 to share your findings with your group. As a team, you will select 5 interesting current uses for electromagnets to share with the class on Day 3. For each use your team found that was not discussed by another group, your team will receive a bonus point. Dig deep into the research! There are many uses to find.
- During Day 3, each group will present 5 interesting uses they found for electromagnets. You will keep notes on the other team's findings.
At the end of Day 3, our class will discuss the final project scheduled for Day 7 and the rubric your project will be graded by.
- Day 4 is another research day. Designate one team member to be the recorder. As a group, you will find and site sources to answer the following questions: Use this link to get started.
| How and when were electromagnets invented? |
| What was their first use? |
| Who holds the first patent on electromagnets? |
| What makes an electromagnet different from a permanent magnet? |
| What are some types of electromagnets |
- At the end of day 4, your group must submit a proposal to your teacher outlining the use and construction of a new invention using electromagnets. It must state your invention's purpose, target audience, materials needed and an estimated retail price of the finished product. When your teacher approves this proposal, your team may move to the next step.
- On day 5, your team will finalize the materials needed for each product and finalize the product's retail price. Your team must make a table showing the itemized cost of all materials. Then, each of you independently will figure your product's percent of profit based on the product's retail price and the price of your materials. Figure how much profit each product will bring in. How much would 100 products bring in? Figure how many items would you need to sell to become a millionaire.
- On day 6, think about the audience who would like to buy your product. What type of people will you target? What age group? What information would these people like to know. As a team, decide on a product name and slogan. Then, write the text to put on your product's poster or brochure. If time allows, you may begin to create your poster or brochure. Keep the rubric in mind as your team makes decisions.
- On Day 7 your team will put the finishing touches on your poster or brochure. Remember to include all group members in each activity. During the last half of class, each team will show their inventions to the class. Each student will vote for their favorite poster or brochure. The winning team will get to eat pizza with the teacher for lunch on Monday.
Evaluation
**The first six rows of this rubric will reflect your individual efforts and accomplishments. The "final project" row reflects the accomplishment of your team. This WebQuest grade will be worth 70 points with 5 possible bonus points.****
| |
Beginning
1
|
Developing
4
|
Accomplished
7
|
Exemplary
10
|
Score
|
|
Day 2
Research on the current uses of electromagnets
|
Student shows no evidence of independent work, disrupts others and does not work well with his team. |
Student shows some evidence of independent work but does not contribute to the team. |
Student shows adequate evidence of independent research and works well with his team. |
Student shows excellent evidence of independent research and proves to work efficiently with his group. |
|
|
Day 3
Presentation of the uses of electromagnets
|
Student does not present during team's and may be disruptive to the class. |
Student shows minimal effort during his team's presentation and may not pay attention during the other team's. |
Student presents sufficiently and respects other teams during their presentations. |
Student does an exceptional job presenting with his group and shows respect and interest in the other team's presentations. |
|
|
Day 4
Research the history of electromagnets
|
Student does not contribute to the team's research and interrupts the team's work. |
Student contributes some to the research and does not disturb other teams. |
Student contributes to the research to answer most of the questions in #5 of the process and works cooperatively with his group.
|
Student is a key contributor in the group and keeps the group on task to answer all of the questions in #5 of the process. |
|
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Day 5
Cost and Profit
|
Student does not answer the questions in #8 of the process. |
Student answers some or all of the questions in #8 of the process with considerable errors. |
Student answers all of the questions in #8 of the process with few mathematical errors. |
Student answers all of the questions in #8 of the process with no mathematical errors. |
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Day 6
Text for poster or brochure
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Student makes no contribution to the team's poster or brochure text. |
Student contributes but the text is not creative and has many errors. |
Student contributes and the team's text is creative and has minimal errors. |
Student is important to the group and leads the team to a creative text with very few errors. |
|
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Day 7
Final Presentation
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Student does not present final project.
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Student plays minimal role in team's presentation.
|
Student works well with team during presentation.
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Student is an essential part of the team's presentation.
|
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Day 7
Final Project
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Team's project is not unique, neat or well thought out and the team has not followed suggestions.
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Team's project shows adequate creativity, effort and organization. Team has used some of the teacher's suggestions.
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Team's project shows good creativity, effort and organization. Team has used most of the teacher's suggestions.
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Team's project shows great creativity, effort and organization. Team has used all of the teacher's suggestions.
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Bonus Points
Uses of electromagnets.
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1 Point
Group presents 1 original use for electromagnets.
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2 Points
Group presents 2 original uses for electromagnets.
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3 Points
Group presents 1 original uses for electromagnets.
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4 and 5 Points
Group presents 4 or 5 original uses for electromagnets.
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Conclusion
The Society of Young Inventors would like to thank you for inventing your own device using elecrtromagnets. You have explored electromagnetism and the use of electromagnets. You then put your knowledge to use by coming up with your own electromagnetic invention. Hopefully you have enjoyed learning about electromagnetism. Do you think that there are forces other than magnetism and electromagnetism that have a similar attracting power?
Credits & References
Opening graphic www.geekalerts.com/u/led-lev-frame.jpg
Scientist image: http://cns.miis.edu/research/antiplague/images/scientists.jpg
Last updated on April 16, 2008**
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