Grade: First Grade
Subject: Physical Science
Topic: Magnets
Submitted by: Summaya Talib
Date: 2/28/08
Magnificent Magnets
Performance Task – Magnet
Search
Goal- You will find out what
objects repel or attract to a magnet. You and a partner will be given a magnet
to help determine which objects found in your classroom can be attracted or
blocked by magnetic force.
Role- You are the magnet
detective. Your room has been destroyed by a storm. You will work with a
partner to determine how to clean up your room by deciding which items can be
used for clean up. You will use a magnet and a sifter to go through the items.
You will write your findings on a magnet T chart. On the right side you will
write things that are attracted by the magnet. On the left side you will write
things that are not attracted by the magnet.
Audience- Your audience is the
custodians at Brookview Elementary. The custodians
will help you clean up your classroom. You will write a letter to the
custodians to let them know what items can be used for clean up. You will also
let them know what items can not be used for clean up.
Situation- As a magnet detective you
must send your letter to the
Custodians
at Brookview Elementary. You
must remember to let the
Custodians know what objects
can and can not be used for clean up.
Product- You will create a T magnet
chart. On one side of the T chart you will write what object can and can not be
used for clean up. Using your magnet T chart you will write a letter to a
custodian at Brookview Elementary explaining what
items in the classroom can help clean up your room. Lastly, you will illustrate
a picture of your findings.
Standard- Your magnet T chart must
include all the items found in the classroom. In your letter
use scientific words/language to describe your magnets.
* Also see attached rubric
Magnificent Magnets Rubric
|
Criteria for student |
Poor 1
|
Needs Work 2
|
Good 3
|
Excellent 4
|
Score |
|
Demonstrate how magnets attract and repel. |
Student does not use magnet. |
Student uses either the sifter or the magnet to pick
up the items. |
Student uses both items correctly to pick up the
items. |
Student develop own instrument to pick up the items. |
|
|
Identify common objects that are attracted
to a magnet. |
The students have 1 correct answer on the T chart. |
The students have half of the answers correct on the
T chart. |
The students have majority of the items correct on
the T chart. |
The students have all of the items correct on the T
chart. |
|
|
Use language to communicate observations. |
The students do not use scientific language to
communicate with the custodian. |
The students use either “attract” or “does not
attract” to communicate with the custodian. |
The students use both “attract” and “does not
attract” to communicate with the custodian correctly. |
The students use additional scientific language to
communicate with the custodian. |
|
|
Student groups work as a team and share materials. Student completes work. |
The students do not work together as a team.
Students do not start any work. |
The students share some of the materials. Some parts
of the project are complete. (T chart or letter) |
The students share all the materials in the box. The
student completes all parts of the project. |
The student completes all parts of the project and
illustrates their findings. |
|
Scoring
Satisfactory – 16 to
13 points
Needs Improvement – 12
to 10 points
Unsatisfactory- 9 to 0
points
* Some parts of this
rubric were adapted from