Mighty Magnets
Primary Subject
Integrated Subjects
Grade Level
Length of Unit
Research Sources
Unit Summary
Key Vocabulary
Science
Math and ELA
4
14 days
1.
"2011 Iredell-Statesville Schools - 4th Grade Science."
Iredell-Statesville Schools. Schoolwires, Inc., 2011. Web.
22 June 2012. <http://iss.schoolwires.com/cms/lib4/
NC01000579/Centricity/Domain/34/
CG_Science_4_2011.pdf>.
2.
Mahoney, Susan. "Magnets." Promethean Planet.
Promethean, Inc., 2 Sept. 2009. Web. 22 June 2012.
<http://www.prometheanplanet.com/en/Resources/Item/
39315/magnets>.
3.
Dawdy, Kristy. "Magnets." Promethean Planet. Promethean,
Inc., 31 Oct. 2007. Web. 22 June 2012.<http://
support.prometheanplanet.com/server.php?
show=ConResource.11777>.
4.
"StudyJams." StudyJams. Scholastic, 2010-1996. Web. 28
June 2012. <http://studyjams.scholastic.com/studyjams/
jams/science/energy-light-sound/magnetism.htm>.
5.
"Magnet Song." Gaggle. Gaggle.net, n.d. Web. 28 June 2012.
<https://www.gaggle.net/gaggleVideoProxy.do?op=view>.
6.
"4th Grade Electricity and Magnetism Packet."
Science.ocde.us. N.p., n.d. Web. 28 June 2012. <http://
science.ocde.us/Assets/Science/4th+grade+Electricy+and
+Magnetism+Packet.pdf>.
7.
Moore, Marti, David Cater, Barbara Anderson, and Tara
Windle. Elementary Science with Vernier. New ed.
Beaverton: Vernier Software & Technology, 2008. Print.
8.
"Designing a Maglev System." The Attraction Is Obvious:
Designing Maglev Systems. United States of America:
Museum of Science, 2006-2008. 103-24. Print.
9.
Favre, Megan. "Magnets Made to Attract." Promethean
Planet. Promethean, Inc., 12 June, 2008. Web. 22 June
2012. <http://www.prometheanplanet.com/en/Resources/
Item/33095/magnets>.
10. Ashleigh. "Magnet Station Activities." Teachers Pay
Teachers. N.p., n.d. Web. 29 June 2012. <http://
www.teacherspayteachers.com/Product/Magnet-StationActivities>.
Students will determine how magnets interact with all things made
of iron and with other magnets to produce motion without touching
them.
Magnet, Iron, Metal, Force Field, Pole, Push, Pull, Motion,
Attraction, Repulsion, Electric Charge, Electric Discharge
NC Essential Standards for
Science
Common Core Standards for
Math
Common Core Standards for
ELA/Literacy
4.P.1 Explain how various forces affect the motion of an object.
4.P.1.1 Explain how magnets interact with all things made of iron
and with other magnets to produce motion without touching them.
4.MD.1 Know relative sizes of measurement units within one
system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Within a single system of measurement, express measurements in
a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table. For example, know that 1 ft is 12
times as long as 1 in. Express the length of a 4 ft snake as 48 in.
Generate a conversion table for feet and inches listing the number
pairs (1, 12), (2, 24), (3, 36), ...
Grade 4 Writing Standard 2:
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and
phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Provide a concluding statement or section related to the
information or explanation presented.
I Can Statements
Lesson 1: I can determine which objects are attracted to
magnets by observing them move.
Lesson 1: I can sort objects by testing if they have iron in them
by using a magnet.
Lesson 2: I can diagram the poles on a magnet.
Lesson 3: I can observe the reaction of an object based on the
polarity of a magnet.
Lesson 4: I can observe the force field of a magnet.
Lessons 5 and 6: I can use tools to test the force field of a
magnet.
Lesson 6: I can diagram the position on the poles differently.
Lesson 7: I can test the strength of a magnet’s force field by its
ability to attract items through a variety of materials.
Lesson 8: I can magnetize a needle and observe its interaction
with Earth’s natural magnetic poles.
Lesson 9: I can apply knowledge of magnetism to plan, create,
test, and improve a track and train controlled by magnets.
Materials and Resources
* Pre/Post Assessment
* Magnet bags (the bags should include a washer, screw, nail,
aluminum foil, paperclip, penny, color wire, black wire, and straw)
* Magnet Investigation Notebooks (one per student)
* 12 ring magnets
* 12 horseshoe magnets
* 12 bar magnets
* 12 disk magnets
* Activboard
* Magnetism flipchart
* Pencils
* Paperclips (several boxes)
* 5-6 rulers
* tape
* Elementary Science with Vernier lessons 36 and 37 (located at
Horizons Unlimited)
* 12 Vernier Labquests (located at Horizons Unlimited)
* 12 magnetic sensors (located at Horizons Unlimited)
* Various materials to test magnetic force field (e.g. fabric,
cardboard, paper, etc.)
* Styrofoam or plastic cups (one per student)
* Needles (one per student)
* 1”x1” paper squares (one per student)
* water
* “The Attraction Is Obvious: Designing Maglev Systems” kit from
Horizons Unlimited
* The Attraction Is Obvious: Designing Maglev Systems, Magnets
and Transportation Engineering for Elementary Students Lesson
4: Designing a Maglev Systems (located at Horizons Unlimited)
* Activotes
Exploration/Engagement
Activities
Lesson 1 (about 2 days)
What’s the Attraction?
I Can Statements: I can determine which objects are attracted to
magnets by observing them move.
I can sort objects by testing if they have iron in them by using a
magnet.
Pre-Assessment to open up the unit.
Hand out magnet bags. Students will use their magnet investigation
notebooks to follow the scientific method. Each step of the
scientific method is written on the flipchart. Students will record
their predictions. Based on the items in the magnet bags, students
will predict which items will be attracted to the magnet and which
items will not be attracted to the magnet. After students make
their predictions, they will listen to a song about magnets called
“It’s a Magnet” (video clip from the flipchart). Once students
listen to the song and have a general idea about what is attracted
to a magnet, they will work in small groups to see which items are
attracted to the magnet and which are not. They will cross out the
items that do not belong under the headings on the T-chart. Once
students finish, the class will meet together and discuss their
results using the Activboard to record the results. The following
questions should be considered during the class discussion:
* What metals are magnetic?
* How did you know which objects were magnetic?
* How did you know which objects were not magnetic?
Exploration/Engagement
Activities
Lesson 2 (about 1 day)
Floating Magnets
I Can Statement: I can diagram the poles on a magnet.
Use the magnetism flipchart to introduce students to magnetic
poles. Then, students will use their magnet investigation notebooks
to complete “Floating Magnets” page.
Exploration/Engagement
Activities
Lesson 3 (about 1 day)
Strong, Stronger, Strongest
I Can Statement: I can observe the reaction of an object based on
the polarity of a magnet.
Students will use their magnet investigation notebooks to complete
“Strong, Stronger, Strongest” pages using the scientific method.
After students complete the activity, the class will discuss the
results. Use the page 17 of the flipchart to guide the discussion.
Exploration/Engagement
Activities
Lesson 4 (about 2 days)
Testing the Force Field
I Can Statement: I can observe the force field of a magnet.
Introduce the lesson by asking the students to consider how far
magnetic force reaches, and introduce the vocabulary, "force
field." Model the procedure for the lesson. State that we will
conduct an experiment to find out how the distance between a
magnet and a pile of paper clips affect the magnetic force field of
a magnet. As a whole group, ask the students to predict what will
be the possible outcomes of the experiment and write these
hypotheses in their magnet investigation notebooks. Students will
use their magnet investigation notebooks to record their data
using the scientific method. On one side of this T-chart will be the
distance (0cm., 2cm., 4cm., 6cm., 8cm., 10cm., 12cm.) and on the
other side of the T-chart will be the number of paper clips. This
chart can be horizontally or vertically drawn.
Each group will the tape the ruler on a desk/table. They will lay the
paper clips next to the 0cm. mark on the ruler. Position one end of
the bar magnet next to the 12cm. mark on the ruler. Watch and
see if the paper clips move toward the magnet. Record the number
of paper clips that are are pulled toward the magnet on the table/
chart.
Move the end of the bar magnet from the 12cm. mark to the 10cm.
mark on the ruler. Watch and see if the paper clips move toward
the magnet. Record the number of paper clips that are pulled
toward the magnet on the table/chart. Have the students continue
to move the end of the bar magnet next to the following places on
the ruler: 8cm., 6cm., 4cm., 2cm., and 0cm. After each movement
of the bar magnet, have the students record the number of paper
clips that are pulled toward the magnet in their magnet
investigation notebooks. After the experiment, students will
discuss in their groups their interpretation of the data. Each group
will share their findings with the whole class. As a whole group, the
students will decide which hypothesis supports their data.
Students will record this hypothesis in their magnet investigation
notebooks.
Exploration/Engagement
Activities
Lesson 5 (about 1 day)
Learning to use a Magnetic Field Sensor
I Can Statement: I can use tools to test the force field of a
magnet.
Use Elementary Science with Vernier lesson 36 to complete the
activity. Use the Labquests with this activity.
Exploration/Engagement
Activities
Lesson 6 (about 1 day)
Exploring the Poles (without leaving the classroom)
I Can Statement: I can use tools to test the force field of a
magnet.
I can diagram the position on the poles differently.
Use Elementary Science with Vernier lesson 37 to complete the
activity. Use the Labquests with this activity. After students
complete the activity, they will view a slideshow on force fields
from the link in the flipchart. If there is additional time, try
setting up the materials for Lesson 4 again. Have students repeat
the experiment using the magnetic sensor probe and record the
readings into the chart used during Lesson 4.
Exploration/Engagement
Activities
Lesson 7 (about 1 day)
Through Thick and Thin
I Can Statement: I can test the strength of a magnet’s force field
by its ability to attract items through a variety of materials.
Students will use the scientific method to create their own
investigation using five materials that were either brought from
home or provided by the teacher to use with the activity. They will
work in groups to test if a magnet can attract paperclips through
the materials they chose. They will record their experiment in
their magnet investigation notebooks.
Exploration/Engagement
Activities
Lesson 8 (about 1 day)
Make a Simple Compass
I Can Statement: I can magnetize a needle and observe its
interaction with Earth’s natural magnetic poles.
Students will place a cup of water (slightly over half full) on the
compass located in their magnet investigation notebook. The word
NORTH must be pointing north. Using a magnet, students will
stroke their needle 50 times in the same direction on the magnet.
Once they have stroked their needle, they will take a 1” x 1” piece
of paper and place it in the water and place the needle on top of
the paper. The magnetized needle should turn and point north
while floating on the paper. In addition to creating the compass,
students should answer the questions in their magnet investigation
notebooks.
Exploration/Engagement
Activities
Magnet Trains
Lesson 9 (about 3 days)
I Can Statement: I can apply knowledge of magnetism to plan,
create, test, and improve a track and train controlled by magnets.
Exploration/Engagement
Activities
Using Lesson 4 in The Attraction Is Obvious: Designing Maglev
Systems, Magnets and Transportation Engineering for Elementary
Students along with the kit to plan, create, test, and improve a
track and train that uses magnets to control it.
Using the flipchart, review the unit by having students answer the
questions with activotes and discuss the choices each time.
Lesson 10 (about 1 day)
Post-assessment to close the unit.
Accommodations for
Differentiated Instruction
Read aloud the pre/post assessment to students as needed.
Students will work in collaborative groups to utilize all students’
talents. Collaborative groups will be small so that all students in
the group will have an equal opportunity to participate in the
activities. Vocabulary will be posted throughout the unit to assist
students who are having trouble with the terminology.
Math: Students will use the distance in centimeters from the
magnet to the paperclips to predict how many paperclips the
magnet will attract.
ELA: Students will summarize their learning during the unit by
explaining and/or informing an audience about their experiences
with magnetism.
Cross Curricular
Integration
Assessments:
•Performance-based
•Formative
•Summative
Lesson 1:
Performance-Based Assessment - Magnet investigation notebook
Formative Assessment - Observations and Graphic Organizer (TChart)
Summative Assessment - Pre Assessment
Lesson 2:
Performance-Based Assessment - Magnet investigation notebook
Formative Assessment - Observations and Visual Representation
(drawings)
Lesson 3:
Performance-Based Assessment - Magnet investigation notebook
Formative Assessment - Observations and Visual Representation
(drawings)
Lesson 4:
Performance-Based Assessment - Magnet investigation notebook
Formative Assessment - Observations and Graphic Organizer
Lesson 5:
Formative Assessment - Observations written on Vernier handouts
Lesson 6:
Formative Assessment - Observations written on Vernier handouts
Lesson 7:
Performance-Based Assessment - Magnet investigation notebook
Formative Assessment - Observations and Graphic Organizer (TChart)
Lesson 8:
Performance-Based Assessment - Magnet investigation notebook
Formative Assessment - Observations and Visual Representation
(compasses)
Lesson 9:
Summative Assessment - Magnet train designs and handouts
Extension Activities
Created by
Lesson 10:
Formative Assessment - Activote quiz located at the end of the
flipchart
Summative Assessment - Post Assessment
At the end of the unit, students can create either a Keynote or a
poster in Comic Life summarizing what they learned about
magnetism.
Amanda Barnes, Kori Cairrikier, Stephanie Smith
Email
Supporting Documents
barnesam@rss.k12.nc.us, cairrikierks@rss.k12.nc.us,
smithsg@rss.k12.nc.us
Magnet Investigation Notebook
Pre/Post Assessment
Magnetism Flipchart