This document outlines a research action plan to teach a unit on magnetism using active learning methods. It involves implementing student-centered activities over 6 lessons, including experiments, group projects, and presentations. Students will explore properties of magnets, magnetic fields, poles, and other concepts. They will predict, observe, analyze results, and communicate findings. Assessment involves student-created quizzes, cooperative work rubrics, and reflections on learning outcomes and ways to improve the plan. The goal is for students to develop higher-order thinking skills over memorization through hands-on lessons and real-world applications of magnetism concepts.

1. RESEARCH ACTION
PLAN
Bilingual Coordination
Ms. Vanesa Olías Arteaga

2. OBSERVED ISSUE:
Pupils learn by heart the
contents of Natural Science,
instead of using higher order
thinking skills.

3. INTERVENTION:
The use of an active
methodology in which pupils
learn by doing, developing their
skills for life.

4. IMPLEMENTATION OF THE
INTERVENTION
Throughout the 6 didactic units
which make up the Natural Science
syllabus for year 6 during the
academic course 2017-2018.

5. EXAMPLE OF
INTERVENTION:
TEACHING PLAN

6. MAGNETISM

7. OBJECTIVES
We want our pupils to learn about:
MAGNETS
AND TYPES
OF
MAGNETS
THE POLES
OF A
MAGNET.
THE
MAGNETIC
FIELD
THE
EARTH’S
MAGNETISM
MAGNETS
AROUND US

8. UNIT CONTENTS
• Magnets: their uses and properties.
• Magnetic fields and how poles function.
• Earth´s as a magnet and the use of compasses in
navigation.
• Understanding the relationship between magnetism
and electricity.
• The use of magnets in industry and around the house.
• Planning projects by sequencing tasks.
• Decision-making: criteria outcomes. Writing reports.
• Creating a tri fold poster for a Magic show fair using
the scientific method and using recycled materials.
• Individual and group work with a focus on collective
responsability. Empathy and interpersonal
relationships.

9. LEARNING STANDARDS
• Observes the effect of a magnet on different materials.
• Understands that magnets produce a magnetic field around them.
• Understands that a magnetic field attracts certain metals.
• Can explain that a magnetic field is strongest at the ends of a magnet.
• Analyses that the opposite poles of a magnet attract, while like poles
repel.
• Carries simple experiments while making hypotheses and predictions
about the end result.
• Looks for, selects and organises relevant information from various
sources.
• Shows certain precision and rigour in the observation and elaboration
of practical and written work.
• Communicates the results verbally and in writing, presenting them with
graphic support.
• Analyses the information, drawing conclusions, and speaks about the
experience reflecting on the process.
• Employs strategies for carrying out individual work and group work,
showing skills in the peaceful resolution of conflicts.
• Shows creativity and originality in their project work and presentations.

10. TEACHING SEQUENCE
SESSION 1: ADVANCE ORGANIZER.
Look at the picture. Is it magic or not? Discuss.

11. SESSION 1: INQUIRY
QUESTIONS
• When do two magnets repel each other? What do we need to make
them attract each other?
• What substances are magnets attracted to?
• How can a compass help you if you get lost? Why does it always
point north?
• Are all metals attracted by magnets?
• What are magnets? What are they made of?
• What are the parts of a magnet? What are the properties of
magnets?
• Explain the difference between permanent and induced magnets?
• Describe how magnets react with different materials
• What is the difference between magnets and electromagnets?
• What is the difference between magnets and electromagnets?

12. SESSION 2: MAGNETIC
OR NOT?
PREDICTING
“ We predict that….will be attracted
won´t be attracted
because…”
DESCRIBING RESULTS
“ We found out that…is/ is not magnetic…”

13. SESSION 3: POLES AND
MAGNETIC FIELD
To watch the video go to: http://www.tigtagworld.co.uk/

14. SESSION 3: MIND MAP

15. SESSION 4

16. SESSION 4

17. SESSION 5: LAB EXPERIENCE
Review:
Scientific Method

18. Creating an electromagnet
Attractive or not
Aquatic magnets
Magnetic pull
Invisible force moving car
Magnet magic
Pointing North
Suspended paper clip
Stop me if you can
Let´s go fishing
Made the force be with you
Each group will be given specific instructions on
Their experiment

19. SAMPLE LAB EXPIENCE

20. SESSIONS 7 & 8:
• Ifema Madrid has asked schools in the
community to organised a Science Fair Week
on Magnetism for families.
• Your job is to create a stand in which you will
demostrate and explain an experiment
following the scientific method. To do so, you
will make a tri-fold poster.

21. MATERIALS FOR THE TRI-FOLD
POSTER
• Cardboard
• Sheets and construction paper
• Stationary
• Equipement for the experiment
• Photos of the different steps of the
experiment to be explained step by step.
https://www.youtube.com/watch?v=O-BdCzopT34
https://www.youtube.com/watch?v=Y9MYICbozCk

22. SESSIONS 7 & 8: TRIFOLD POSTERS
What does a tri-fold poster consist of?

23. Structure of the tri-fold poster

24. SESSION 9:

25. SESSION 9:STUDENT REPORT
SHEET

27. STUDENTS WILL CREATE THEIR OWN QUIZ CARDS FROM THE CONCLUSIONS.
THE TEACHER WILL USE THESE QUESTIONS FOR A TEST USING THE APP
PLICKERS THAT WILL TAKE PLACE IN SESSION 11.

28. ASSESSMENT: COOPERATIVE WORK

29. EXAMPLE OF ASSESSMENT
RUBRICS

30. REFLECTION
• ANALYSIS OF:
– Level of competence reached by pupils
– Methodology and planification
– Academic results
– External evaluation results
– Proposals to improve the plan
• POSSIBLE IMPLEMENTATION OF THE PLAN IN
THE WHOLE SCHOOL, YEAR 2018-2019.

31. THE END