Unit/Lesson Plan Title:Magnets and Motion
Fourth Grade
Rowland/Youngo
Primary Subject
Integrated
Subjects
Grade Level(s)
Length of Unit
Research
Sources
Science
Unit Summary
Students will use inquiry to discover force and motion while working collaboratively, with a group to help solve
the center challenge.
Key Vocabulary
force, force field, magnetism, charge, electricity, electric discharge,
magnet, attract, repel
NC Essential
Standards For
Science
4.P.1 Explain how magnets interact with all things made of iron and other magnets to produce motion without
touching them.
4.P.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce
motion.
Commor Core
Standards for
Mathematics
Common Core
Standards for
ELA & Literacy
4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving
addition and subtraction of fractions by using infomration presented in the line plots. For example, form a line plot find and
interepret the difference in the length of a measurement in one of the activities.
Essential
Questions
ELA, Writing, Speaking Listening, Technology
Fourth
Week
The Mystery of Magnets by Melvin Berger
as well as www.studyjams.com /magnetism Lesson 1)
Look at Magnets by Rena K. Kirkpatrick and www.brainpop.com/magnets (Lesson 2)
My Magnets by Robert Pressling (Lesson 3)
www.brainpop.com/elctromagnets (Lesson 4 and 5)
This unit plan was found on www.learnnc.org. (Magnet Magic by Thelma Pike a lesson plans for grade 4 Science)
Key Ideas and Details:
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and
why, based on specific information in the text.
Craft and Structure:
RI.4.4. Determine the meaning of genereal academic and domain-specific words or phrases in a text relevant to a grade 4
topic or subject area.
RI.4.5. Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
Range of Reading and Level of Text Complexity:
RI.4.10. By the end of the year, read and comprehend informational texts, including history/social studies, science and
technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
What is a charge?
How do we know something is carrying a charge?
What is a magnet?
How can we describe the properties of a magnet?
What is electromagnetism?
How do electromagnetic forces create a push or a pull?
If we cannot see a force, how do we know it is there?
Materials &
Resources
•
The Mystery of Magnets by Melvin Berger
•
Look at Magnets by Rena K. Kirkpatrick (Out of print)
•
My Magnets by Robert Pressling
•
globe
•
compass
•
magnets of different shapes and strengths
•
tub of water
•
61/2 × 24 inch wooden dowels for fishing poles—attach string on one end of dowel and tie a magnet to it
•
test and prediction worksheet
•
writing paper
•
two-by-three-inch card for each student
•
chart paper
Items to test:
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Safety
Requirements
paper
cloth
plastic lid
paperback books of various thickness
different sizes of paperclips
glass jars
pencils
other objects that will and will not be attracted
◦
demonstrate compass always points north
Safety rules are reviewed before beginning activities. Keep objects and materials to yourself.
What is a charge?
Activities/
How do we know something is carrying a charge?
Procedures
What is a magnet?
• Essential How can we describe the properties of a magnet?
Question What is electromagnetism?
• Explore/ How do electromagnetic forces create a push or a pull?
If we cannot see a force, how do we know it is there?
Engage
• Explain Activities:Journaling will take place, before, during and after each center (be sure to allow time for journaling). Before each
• Elaborate center activity, students must make observations and document what they see, what they think the objects are used for etc..
#1
(Inquiry) Center
Essential Question: What is a magnet? How can we describe the properties of a magnet?
• Evaluate Explore/Engage: Hand on activity: will have bar, horseshoe and circle magnets.
Explain: Testing poles. Students will find the poles on bar magnets, horseshoe magnets and circle magnets. They will put
opposite poles together and record their results, then put like poles together and record their results. Journal Entries.
Elaborate: To dig deeper, students can explore poles of the Earth as well as how a compass works when you are in the woods.
Evaluate: Journal writing:Predicting/Observing, Exit Slips, Monitoring Activity
Center #2
Essential Question: What is electromagnetism? How do electromagnetic forces create a push or a pull?
Explore/Engage: Hands on activity: will have available paper clips of various sizes.
Explain: Making a magnet. Students will use magnets of various strengths and different sizes of paper clips. They will predict
how many paper clips their magnet will be able to connect into a chain and pull along. Test and record results. Journal Entries.
Elaborate: Discuss how electromagnets are used in power plants.
Evaluate:Journaling: Scientific Method, Monitoring center activity and group cooperation Exit Slip
Center #3
Essential Question: How can a magnet attract through water? Can/Will a magnet attract through water?
Explore/Engage: Hands on activity: will have available fishing line, various objects that attract to magnets, various magnets,
tubs and water. Journal Entries.
Explain: Magnetic fishing—can a magnet attract through water?After fishing for about five minutes, students will record
their results, listing the kinds of things they caught and observing the kinds of things that remained in the tub.
Elaborate: Students will test various objects that might attract through water through the use of Magnetic fishing.
Evaluate: Journaling and exit slips as well as teacher monitoring group cooperation.
Center #4
Essential Question: What is electromagnetism? How do electromagnetic forces create a push or a pull?
Explore/Engage: Hands on activity: various magnetic materials, fishing line, various magnets and journals.
Explain: Magnetic attraction.Students will make predictions from their sheet about the kinds of things a magnet will pick up.
Then they will test and record their findings.
Center #5
Essential Question: What is a charge? How does an electromagnet create a charge?
Explore/Engage: Writing paper, three inch note cards, graph paper, various magnets, various magnetic materials, paper clips,
batteries, tape, nails, copper wire with plastic covering.
Explain: Magnetic strength students will predict if the magnetic force will travel through various items at their table. Record
prediction then test and record. Hand out writing paper, ask students to write about their experiments and what they found out
about magnets.On the chart paper write the names of the Magnet Center. Hand out the two-by-three-inch cards to each
student. Ask them to put their name on one side and their favorite Magnet Center on the other. Make a class graph, orally
discuss the results, and ask problem-solving questions based on the results.
Evaluate: Graphs, oral discussions, journals, exit slip on what they have learned about magnets through the various activities.
Students demonstrated proper care of equipment and procedures during experiments at centers and completion of worksheet,
story, and class graph. Completion of the interactive website http://www.engineeringinteract.org/resources/parkworldplot/
flash/concepts/magneticforces.htm Teacher can monitor and use the “Traveling Clipboard” to take notes while walking around
to check behind students for mastery (The website puts check marks beside the answer chosen if correct). Can create (have not
yet) a rubric for each center based upon their journals (?)
Accommodations Students will meet with the teacher to discuss plans and the teacher will share concerns and make suggestions
based on the individual group.
for
Differentiated
Instruction
Cross Curricular English, Language Arts, SS and Math
Integration
Created by
Email
Supporting
Documents
Chrissy Rowland: rowlandce@rss.k12.nc.us
Kelly Youngo: youngoks@rss.k12.nc.us
Teacher Notes, Flipcharts, Labs, Data Sheets, Rubrics, etc.
Assessments: Performance based on center activity.
Pre Test and Post Test.
Journal Writing
Exit Slips: Sentence describing what the student learned from the assigned center.