2008 Georgia Grade 5 Writing Assessment Persuasive Sample Papers
12 pages
English
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2008 Georgia Grade 5 Writing Assessment Persuasive Sample Papers

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12 pages
English

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2008 Georgia Grade 5 Writing Assessment 2008 Georgia Grade 5 Writing Assessment Persuasive Sample Papers Persuasive Writing Topic 5116 Your class is discussing items that people use every day. Think of one item that you use every day. What would your life be like without it? Write a speech to convince your class that the item is important.
  • little sentence variety
  • correct pronunciation
  • control components
  • control of the components
  • exception of an occasional spelling error
  • little awareness of audience
  • audience awareness
  • spelling words

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on
GeorgiaStandards.Org.

Georgia Performance Standards Framework for Physical Science – GRADE 8

Unit: Energy in Our Life
Sternberg Task
Magnetism for Me

Subject Area: Physical Science
Grade: 8

Standards (Content and Characteristics):

S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds
of forces acting in nature.
c. Investigate and explain that electric currents and magnets can exert force on each other.

S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.

S8CS2. Students will use standard safety practices for all classroom laboratory and field
investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and
technological matters.
a. Observe and explain how parts can be related to other parts in a system such as the role of simple
machines in complex machines.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to
represent the same thing.

S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is
achieved.
Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the
differences are trivial or significant, which often requires further study. Even with similar results,
scientists may wait until an investigation has been repeated many times before accepting the
results as meaningful.

S8CS9. Students will understand the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena,
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 1 of 12
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confirming previous results, testing how well a theory predicts, and comparing different theories.
Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and
formulating explanations to make sense of collected evidence.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and
forma
c. Scientific experiments investigate the effect of one variable on another. All other variables are kept
constant.
d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent
studies of the same questions.

Enduring Understandings:

• Energy appears in different forms such as:
o mechanical energy,
o gravitational energy,
o heat energy, and
o electric and magnetic energy.
• Magnetic forces arise from the movement of electric charge.

Essential Questions:

• Scientists tell us that energy can’t be created or destroyed. If this is true, where does it come from
when we notice it and where does it go to when we don’t see any evidence of it?
• What’s the easiest or best way to describe or illustrate the kind of energy present in a magnet?
• If you met someone who had never seen or heard a speaker and had no idea of what energy is,
how would you explain the way it works?

Pre-Assessment:

Placing a CD-player or speaker in front of students, ask them to explain what is necessary for the device
to work. Listen for any mention of the word magnet or magnetism. Encourage students to draw pictures
explaining their ideas. Consider using a concept mapping tool such as those listed below to create a mind
map of what the students know about the topic.
• FreeMind at http://freemind.sourceforge.net/wiki/index.php/Main_Page
• Mindomo at http://www.mindomo.com/
• CMap Tools at http://cmap.ihmc.us/download/free_client.php

Ask students to pick a question from those listed below and be prepared to make their best guess as to
answer. Allow the class to pick the most interesting question and have them write a short answer on a
sticky note. Afterwards, collect the stick notes and compare and categorize them by their similarities.
• How do magnets do all the crazy things they do?
• How is it that sometimes they get stuck to each other and other times they push away from one
another?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 2 of 12
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• What makes magnetism possible in our world?
• Would magnets work the same way in outer space, on the moon, or another planet? Why or why
not?
• Is there any way to make a magnet more powerful than it already is? If so, how. If not, why not?
• Is there a way to turn a magnet’s power “off” if you decided to something like that? If so, why or
why not?
• Is it possible to create a magnet out of something that isn’t currently acting like a magnet? If so,
how?

Ask students to list the 10 most important words necessary for describing magnets and magnetism.

Have students create a “most wanted” poster for a “Mr. Magnet.” Ask that students supply:
• distinguishing characteristics/behaviors
• his haunts (where he can be found)
• any aliases (i.e., lodestone)
• his atomic “fingerprints”—what he’s made of
• disguises (what he might be hiding in—i.e., a speaker, a microphone, et cetera)

Ask students to choose one of the following questions to answer in their science journals:
• How serious would it be if we created a machine that could instantly destroy all magnets or
magnetic objects on the earth? What kinds of things might be affected?
• In comic books and movies, there are often villains and heroes with magnetic powers? What kinds
of things could these fanciful individuals do it they really existed? How could they use their
abilities for good (or ill)?Just for reference, and the sake of being knowledgeable about this topic,
here are a few such individuals in case students ask for specifics:
o Marvel Comic’s ™’ evil mutant, Magneto™’ http://www.marvel.com/universe/Magneto
o DC Comic’s™’ villainous Dr. Polaris™’ http://en.wikipedia.org/wiki/Doctor_Polaris, the
stcrime fighting teen from the 31 Century and member of the Legion of Super Heroes,
Cosmic Boy™’ http://en.wikipedia.org/wiki/Cosmic_Boy
• We often see science fiction movies and books that mention force fields. Do magnets have a force
field? If so, how might one look if we could see it?

ANALYTICAL PRACTICAL CREATIVE
Outcome/ Students will diagram Students will create a Students will draw
Performance magnetic field lines. “how to” guide for magnetic field lines
Expectations making a compass with around different kinds
Students will analyze common items. The of magnets and use
how a speaker works guide, when their diagrams in a
and the role a magnet successfully created short skit or
plays in producing can be sent home with demonstration in which
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 3 of 12
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ANALYTICAL PRACTICAL CREATIVE
sound. students for storage in a magnetism is discussed car’s glove and explained.
Students will create a compartment (the idea
motor and observe how being that, in the event Students will analyze,
forces of repulsion and a compass is needed, explain, and depict the
attraction cause the the instructions may role magnets play in
rotary movement of the prove useful). producing sound
motor. through speakers. They
Students will create will use their
Students will describe slideshow presentation knowledge to design a
the relationship explaining where the speaker.
between magnetism magnetic field lines for
and electricity. a variety of magnets are Students will create a
located. The finished motor and observe how
Students will play product will be made forces of repulsion and
Hangman to review the available to other attraction cause the
concepts of electricity classrooms/schools for rotary movement of the
and magnetism. Links use when teaching motor.
to these sites at the end concepts related to
of the document. magnetism. Encourage Students will
other classrooms and participate in a creative
schools to return computer generated
feedback about the tutorial to learn about
accuracy and the relationship
usefulness of the between electricity and
resource. The final magnetism. Links…..
product should be open
to refinement. Students will play (or,
better yet, use a free
Students will observe version of GameMaker
speakers and figure out software at
how they work. http://www.yoyogame
Disassemble a speaker s.com/gamemaker/ to
to figure out how it create) computer games
works. in order to learn about
Students will create a magnetism and
motor and observe how electricity.
forces of repulsion and
attraction cause the
rotary movement of the
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 4 of 12
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ANALYTICAL PRACTICAL CREATIVE
motor.



Students will play
Magnetism 2, a
computer generated
game, to discover the
behavior of magnets.
http://gprime.net/game.
php/magnetism2
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 5 of 12
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ANALYTICAL PRACTICAL CREATIVE
Performance Task: See attached document See attached document See attached document
(Detailed Description) at the end of this task. at the end of this task. at the end of this task.

Teacher role? The teacher will have The teacher will have The teacher will have
to give instructions and to give instructions and to give instructions and
assist with information. assist with information. assist with information.
He/She will also have He/She will also have He/She will also have
to provide feedback to provide feedback to provide feedback
along the way to insure along the way to insure along the way to insure
students are on the right students are on the right students are on the right
track and keeping pace. track and keeping pace. track and keeping pace.

Students must take an Students must take an Students must take an
Student role? active role in learning active role in learning active role in learning
the material and the material and the material and
seeking information seeking information seeking information
beyond the information beyond the information beyond the information
provided if needed. provided if needed. provided if needed.
Students may want to Students may want to Students may want to
do additional research do additional research do additional research
in order to gain a in order to show how to find out how they are
deeper understanding magnets are used in used and what types of
of the concepts and to their daily lives. uses magnets may have
include greater detail in in the future.
their explanations.

Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 6 of 12
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ANALYTICAL PRACTICAL CREATIVE
Resources See attached document See attached document See attached document
at the end of this task, at the end of this task, at the end of this task,
Magnetism for Me. Magnetism for Me. Magnetism for Me.

United Streaming: United Streaming: United Streaming:
http://gpb.unitedstreami http://gpb.unitedstreami http://gpb.unitedstreami
ng.com/index.cfm ng.com/index.cfm ng.com/index.cfm
Electricity and Electricity and Electricity and
Magnetism: The Magic Magnetism: The Magic Magnetism: The Magic
of Magnets of Magnets of Magnets
and and and
Physical Science: Physical Science: Physical Science:
Magnetism Magnetism Magnetism
BrainPop: BrainPop: BrainPop:
http://www.brainpop.co http://www.brainpop.co http://www.brainpop.co
m/ m/ m/
or, use a freely or, use a freely or, use a freely
accessible web-based accessible web-based accessible web-based
alternative explanation alternative explanation alternative explanation
and hands-on site and hands-on site and hands-on site
located at located at located at
http://micro.magnet.fsu. http://micro.magnet.fsu http://micro.magnet.fsu.
edu/electromag/java/ma .edu/electromag/java/m edu/electromag/java/ma
gneticlines/index.html agneticlines/index.html gneticlines/index.html
Magnetism Magnetism Magnetism
Magnetic Poles Magnetic Poles Magnetic Poles

Homework/Extension How could magnets be How could you use a Design an invention
used to make magnet to help you in that uses magnets to
something, such as a your everyday life to be make a task more
machine, more more efficient? efficient.
efficient?

Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 7 of 12
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ANALYTICAL PRACTICAL CREATIVE
Instructional Tasks Accommodations for ELL Teachers should consider using the "print screen"
Students key on a computer to take screen pictures of pages
on the internet activities. Once the "print screen"
key is pressed, the internet page being viewed is
saved onto the clipboard. Open a power point or
word document and paste the internet page into
it.
Clarifiers can be written on each internet page of
this activity and given to students, ahead of time if
necessary. Teachers should consider using the
free services of http://picasa.google.com/ for
more extensive editing of screen shots, such as
cropping, enlarging, highlighting, etc.
Also, migrant.org and visionlearning.org are free
resources for teachers to incorporate into plans
involving internet sites.

Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 8 of 12
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ANALYTICAL PRACTICAL CREATIVE
Instructional Tasks Accommodations for Students with reading disabilities and/or visual
Students with Disabilities impairments may need to make use of the free
services of readplease.com for help navigating
through this internet site. Teachers should
consider using the "print screen" key on a
computer to take screen pictures of each page of
this activity. Once the "print screen" key is
pressed, the internet page being viewed is saved
onto the clipboard. Open a Power Point, Word, or
other multimedia document and paste the internet
page into it. Clarifiers can be written on each
internet page of this activity and given to students,
ahead of time if necessary The activity can be
accommodated in this manner so that the student
clicks only on the buttons that the teacher has
highlighted on the hard copy. Teachers should
consider using the free services of
http://picasa.google.com/ for more extensive
editing of screen shots, such as cropping,
enlarging, highlighting, etc.

Instead of doing this lab assignment, gifted Instructional Tasks Accommodations for
Gifted Students students can research and present multimedia
presentations on how an electromagnet works and
the applications of electromagnets. Students need
to emphasize the applications of magnetism
and/or its relationship to the movement of
electrical change as it relates to electromagnets.

Safety Accommodations: Iron filings are used in this lab activity. The iron filings should never come
into direct contact with the magnets. Iron filings are to be used only on the transparency placed over the
magnets. Safety glasses are to be worn so that iron filings cannot accidentally get into an eye. Settings on
the frequency generator at Station 2 for the speaker are not to be touched by students. Follow the
directions at the station only. At station 3 is a power supply. Students are not to change the settings, nor
plug the wires into anything except the correct terminals on the power supply. If you have questions,
please ask your teacher. Follow the instructions carefully at your lab station, and remember to never go
over the Voltage setting requested in the lab. Be very careful with screw drivers. “Poking” others and/or
playing with them are lab safety violations. They are to be used for lab purposes only. Only visit approved
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 9 of 12
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internet websites for the lab. Limit computer time to details of the assigned tasks. Follow all safety
guidelines all the time. Lab time is very valuable, so use lab time wisely and safely so that learning can be
fun for all.
Magnetism for Me
Have you ever played with magnets? Try putting the two North poles together. What happens? Try
putting the two South poles together. Does the same thing happen? Why?
What happens when you put the North and South poles together? How close do the magnets need to be
together before you see something happen? What determines this distance?
These are a lot of questions that you can answer simply by playing with magnets. Magnets come in all
kinds of shapes and sizes. There are many uses for magnets besides just playing with them. Did you have
some games that you played with as a child that used magnets? Name a few toys that you remember
playing with as a child that used magnets.
Station 1: Different shapes of magnets and iron filings
Examples could be a bar magnet, horseshoe magnet, and a round magnet.
Students should place a transparency over the magnet and sprinkle the iron filings over the transparency
to see the force field lines. These lines are similar to electric field lines that surround a point charge.
Students should draw explanatory the force field lines they see.


Station 2: How does a speaker work?
Electromagnetic Speaker
*Note to the Teacher: Hook up a speaker for students to be able to see when a sound or frequency is
produced. The speaker can be connected to a frequency (wave form or signal) generator for specific
pulses to be seen. Set the generator on a low frequency so that the motion of the speaker can be seen (you
will see the speaker pulsating). The magnet is the center at the back of the speaker and is surrounded by a
coil of wire that is not visible that becomes magnetized when a current passed through the coil.
Watch the video on How Stuff Works
http://electronics.howstuffworks.com/speaker.htm
For the diagram of a speaker cone, visit:
http://www.scienceyear.com/outthere/sound_check/images/techno/speaker.gif

Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science GRADE 8 Energy in our Life
7-30-07 Page 10 of 12
Copyright 2007 © All Rights Reserved