Unit/Lesson Plan Title: Forces and Motion: Magnetism Primary Subject Integrated Subjects Grade Level(s) Length of Unit Research Sources Forces and Motion: Magnetism Science, ELA, Math Fourth Grade 2-3 weeks http://schools.bcsd.com/fremont/ 4th_Sci_Electricity_magnets.htm Harcourt Science Textbooks Science Saurus text http://www.internet4classrooms.com/ science_elem_magnets.htm What Magnets Can Do by Allan Fowler Unit Summary Students will explore and investigate the effect of magnets on different types of materials. They will be asked to design and create a vehicle that can be moved using magnets. Key Vocabulary magnet, magnetism, attraction, north, south, pole, vehicle, friction, magnetic field, frictional force, force NC Essential Standards For 4.P.1.1- Explain how magnets interact with all things made Science of iron and with other magnets to produce motion without touching them. Common Core Standards for Mathematics CCSS.Math.Content.4.MD.A.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), ... Common Core Standards for ELA & Literacy CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. How do magnets interact with iron and other materials? Essential Questions Materials & Resources Safety Requirements meter stick, various types of magnets, scrap paper, fabric, cardboard, markers, crayons, scissors, tape, glue, pencils, paper clips, other materials, Horizons Magnets and Motors kit, LabQuest probes and magnetic field sensors (optional) Caution using scissors, some materials Activities/Procedures • Essential Question • Explore/Engage • Explain • Elaborate (Inquiry) • Evaluate EQ: How can I build a vehicle that can be moved without touching it? How can I use magnets to move an object? What materials react with magnets? Day 1- Students take a Pretest to assess prior knowledge of magnets. Introduce the problem with Keynote slides. Create a Know/Need to Know chart in partners or whole group. Go over necessary vocabulary from charts, and review materials that will be available (mention availability of outside materials and materials brought from home). Students will create an exit ticket or journal entry to solidify their thinking and begin to create a blueprint. This can be done as a drawing, diagram, or a list of steps. Day 2- Review parameters of the problem and the Know/Need to Know charts from previous day. Divide students into groups (teacher or student choice). Have students create a blueprint of a plan for a vehicle. They may touch and investigate with the materials, but no group may start building on this day. A finished blueprint should be turned in by each group by the end of the day. Day 3- Students use their blueprints to build their cars. Testing and practice trials should be performed throughout. Students should take pictures using cameras or iPads for use during final presentations. Students should record the steps in their construction. If desired, students can use LabQuest software to test the strength of magnets as they build. Day 4- Students continue to build their vehicles. Vehicles should be ready for official trials by the end of the day. Day 5- Run official trials with each groupʼs vehicle. Record data to show which vehicles successfully moved 1 meter, which moved farther, and which failed to move 1 meter. Short discussion of results whole group or in partners. Day 6-8- Students do research using internet sites and various authentic texts to find out why certain vehicles performed better or worse than others. Students should ensure that vocabulary words are correctly used and defined. Students begin to create presentations to share their process and data. Presentations should include: materials used, question asked, hypothesis, how their blueprint changed, results of their official trial, conclusions they drew based on their results, and what they would do differently next time. This can be done as an iMovie, Keynote, essay, poster with diagrams and explanations, etc. Day 9- Students complete the web investigation about the MagLev train. They view a video and answer questions about it. Site link: http:// science.howstuffworks.com/transport/29341-extreme-engineeringmaglev-train-video.htm Activities/Procedures • Essential Question • Explore/Engage • Explain • Elaborate (Inquiry) • Evaluate Day 10- Students share their presentations with the whole class. This may continue over several days depending on the length of the presentations. Accommodations for Differentiated Instruction Students will meet with the teacher discuss plans and the teacher will share concerns and make suggestions based on the individual group. Roles can be assigned within the group based on students abilities/needs. Cross Curricular Integration ELA- Students will research magnetism and friction before beginning the lesson. Students will explain in writing key features of their vehicles in their science journals. Students will discuss their designs and make changes based on whole/small group discussions. Students will orally present their findings to their group, modeling appropriate fluency. ELA Resource- Read Works leveled reading selection Media/Technology- Use of Vernier Labquest probes Math- Students measure the distance their magnet cars traveled and compare lengths. Tina Harrill- [email protected] Anna Irvin- [email protected] Hillary Nixon- [email protected] Dianne Young- [email protected] Forces and Motion Keynote Maglev Train Questions Read Works leveled text Pretest/Post test Created by Email Supporting Documents Day 11- Students take a Post Test to measure how much they learned over the course of the unit.