English and Language Arts, Writing,Mathematics, Social Studies

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1 Unit/Lesson Plan Title: Magnets at Work Primary Subject Integrated Subjects Grade Level(s) Length of Unit Research Sources Unit Summary Key Vocabulary NC Essential Standards For Science Physical Science English and Language Arts, Writing,Mathematics, Social Studies Fourth Grade Three weeks Elementary Science with Vernier Book 4th Grade Harcourt Science Textbook copyright 2000 Magnetism, Scholastic Science and Reading Kit Students will explore magnetism. They will learn how magnets cause motion by completeing investigations about magnetic properties and exploring with magnets. Students will also learn how magnets and electricity are related to each other. Electric Field Electric Current Circuit Electric Cell Charge Conductor Insulator Magnet Magnetic Field Electromagnet North Pole South Pole Attract Repel Resistor Solenoid 4.P Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. 4.P Recognize the basic forms of energy (electrical and magnetic) as the ability to cause motion or create change.

2 Common Core Standards for Mathematics 4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations. Common Core Standards for ELA & Literacy 4.MD - Represent and interpret data. RI - Reading for Informational Text (4.3, 4.4, 4.5, 4.7, 4.10) W - College and Career Readiness (2, 7,8, 9) W - Writing (4.2, 4.2a, b, c, d, e, 4.7, 4.8, 4.9, 4.9b) SL - College and Career Readiness (1, 2, 4, 5, 6) SL - Speaking and Listening (4.1, 4.1a, b, c, d, 4.5) L - College and Career Readiness (4.6) L - Language (4.4c, 4.6) Social Studies - Geography and Environmental Literacy (4.G.1.4) Essential Questions What are two basic forms of energy? What do magnets interact with? How do magnets produce motion without touching other objects? How do electrically charged objects cause motion? How does electricity cause a magnetic field? I can conduct investigations into magnetic and electromagnetic properties. I can analyze the results of investigations to draw conclusions. I can create presentations using correct vocabulary to explain my thinking. I can find the main idea and key supporting details within a science text.

3 Materials & Resources Safety Requirements Various magnets of different shapes and sizes, labeled and unlabeled Magnetism, Scholastic Science and Reading Kit Wood, aluminum, steel, paper, wool, iron Two plastic toy cars Paper clips Cardboard pieces Iron filings Plastic bowl, water ipads or digital cameras Vernier Lab Quests Magnetic field sensors Nails, other metal objects, masking tape Electricity and Magnets, Harcourt School Insulated wires 1 meter long D Batteries Students will need to be aware of the dangerous nature of of electricity and how to safely use it in the classroom. Students will need to be well versed in scientific procedures in the classroom, including listening to the directions, reading the directions, and following the procedures in the labs.

4 Magnets Day 1 (30-40 minutes) Pre-Requisite - Students should already have learned about electricity. What are properties of magnetics? Explore/Engage: Give students pre-assessment on electricity, magnetism, and electromagnetism content. Have several magnets (bar, horseshoe, circular, etc) out for students to explore. Have a magnet in your hand with a piece of cardboard on top and another magnet on top of that. Move the magnet in your hand and have the students explain why the magnet on top is moving. Suspend a circular magnet from a string. Have students try to get the north pole of the magnet face south and explain why it won t work. Hold a bar magnet in your hand with the south pole facing out. Hand a student a bar magnet with the south pole facing out and tell the student to try to push the magnets together. Let four or five students try and then secretly switch the position of the bar magnet in your hand and have another student try again. Have students explain the difference between the magnets not going together compared with when they did go together. Vocabulary discussion - attract, repel, north pole, south pole, magnet, magnetic, magnetic field. Use class observation of the Explore/Engage section to develop vocabulary definitions. Homework - create vocabulary illustrations of the terms learned in class today. Day 2 (40 minutes ) I can find the main idea and key details for a reading selection about magnets. Divide class into 5 groups. Assign each group one of the first five topics from Magnetism (found in the Scholastic Science and Reading Kit). Groups should read and discuss their assigned pages. In their lab notebook, they should write the key information the rest of the class will need to know from their section. Teacher should check these prior to the next day s lesson.

5 Day 3-4 (45 minutes each day) I can analyze the results of an investigation about magnets. I can create a presentation using correct magnet vocabulary to explain my results. Groups should review the information from their lab notebook and then complete the Investigate section in their topic. Students can choose to record or take pictures of their investigation. Using their pictures and/or video, they should create a keynote or an imovie to teach the rest of the class about their topic. It must include content from the reading as well as their investigation. Day 4 - Finish products and practice presentation. Day 5-6 (45 minutes each day) I can present my research based on my reading and investigation. Groups will present their products teaching the rest of the class about their topic. Teacher will use a rubric to score each group presentation. Give students 4-5 questions they will be trying to answer based on the presentation. Have them read them and pick out key words to listen for. Students will be expected to answer the questions during the presentations or take a few minutes afterwards. After each presentation the teacher will lead a discussion involving the investigation, the questions, and any misconceptions. Day 7 (1 hour) I can follow lab procedures to investigate magnetic fields. I can explore magnetic poles. Vernier Lab 36- Learning to Use a Magnetic Field Sensor (20 min.) This lab will be to help the students see how the magnetic field sensor works and what the readings look like. Everyone will do this lab in their small groups. Vernier Lab 37 - Exploring the Poles (without leaving your classroom). (40min.)

6 Day 8 (45 minutes) I can present my research based on my reading and investigation. Students will use their lab notebooks to have a scientific discussion about their data, procedures, and conclusions about lab 37. Teacher will need to teach, facilitate, and model how to have an effective discussion, not saying one group is right and one is wrong, but rather focusing on WHY there may have been differences. Day 9 (45 minutes) I can explain how various items can become magnetic and how they can lose magnetism. Use flipchart to teach students about making a magnet and losing magnetism. Day 10 (1 hour) I can use problem solving skills to create a magnet. Vernier Lab 38 - Making Magnets Day 11 (45 minutes) I can use correct magnet vocabulary to explain my thinking in writing. Students will write an informational text in their lab notebook using sequence to explain the process of creating their own magnet. They will complete their writing for homework. Teacher will use a rubric to score their responses. Day 12 (1 hour) Electromagnets I can create an electromagnet. Show students a group of pictures. Ask them to discuss what they all have in common (electromagnets power them). (Using EM in NC, video clips, etc Vernier Lab 39 - Electromagnets

7 Day 13 (45 minutes) I can compare my hypothesis with my data. I can read and ask questions about electricity and magnets. Begin class with a discussion of what the students noticed about their hypothesis compared to their actual data from the lab yesterday. Divide class into 4 groups (homogenous). Assign each group a section to read from either Magnetism or Electricity and Magnets, Harcourt School. After reading their section, groups should create 3 questions in their lab notebook they still have or don t understand from the text. Day 14 (30 minutes) I can apply what I ve learned about electromagnets to the world around me. Teacher led discussion based on the text (uses of electromagnets in our lives) and the questions the students still had. Day 15 (30 minutes) I can apply my knowledge of electricity, magnetism, and electromagnets on an assessment. Give students Post Assessment. Accommodations for Differentiated Instruction During reading activities, books will be provided at lower reading levels or read aloud on an ipod for students to listen to as well. Lab directions will be modified as well for students who need more basic directions or steps. Cross Curricular Integration Throughout the unit, students will be working on reading, writing, speaking, presenting, graphing, and social studies (ways people use technology). Created by Anne Hedrick Rachel Troutman troutmra@rss.k12.nc.us

8 Supporting Documents Pre-Assessment/Post Assessment Making Magnets Flipchart Maglev Lab Notebook (Available at Horizons) Maglev Teacher Directions (Availiable at Horizons) Electromagnets Keynote Video Links