Students will explore how magnets function. They will learn about Earth’s magnetic field. Students will work with a variety of materials to find what attracts magnets, and what does not.
1. Magnetic Properties Physical Science/Grade 3 Students will explore how magnets function. They will learn about Earth’s magnetic field. Students will work with a variety of materials to find what attracts magnets, and what does not. They will not only see common uses for magnets; but by the end of the unit, they will use this knowledge to engineer their own innovative gadgets to share with the class. Authors Meaghan Boucher, Physics/Secondary Education major, MCLA Lindsay Osterhoudt, Science Coordinator, North Adams Public Schools Lori Parrino, Grade 3 Teacher, Colegrove Park Elementary School This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 1 of 34
3. Table of Contents Unit Plan Lesson 1: Introduction to Magnets Lesson 2: Pole to Pole Lesson 3: Magnetic Applications Lesson 4: Magnetic Engineers Unit Resources This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 3 of 34
4. Unit Plan Stage 1 Desired Results 3-PS2-3. Conduct an investigation to Meaning determine the nature of the forces between UNDERSTANDINGS U ESSENTIAL QUESTIONS Q two magnets based on their orientations Students will understand that… and distance relative to each other. • Magnets have certain characteristics and How do magnets and their properties Clarification Statement: Focus should be attract specific types of metals influence everyday life? on forces produced by magnetic objects that • Magnets can be used to solve design are easily manipulated. problems • Magnets have poles that attract and repel 3-PS2-4. Define a simple design problem • Magnets will work through non magnetic that can be solved by using interactions surfaces between magnets. Clarification Statement: • Some objects and materials a magnet will Examples of problems could include attract and some objects and materials constructing a latch to keep a door shut and that a magnet will not attract creating a device to keep two moving objects from touching each other. 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 4 of 34
5. on materials, time, or cost that a potential Students Learning Targets solution must meet. Students will be able to 1. Correctly predict whether or not an object is magnetic 3.3-5-ETS1-2. Generate several possible 2. Categorize objects by whether or not they are magnetic solutions to a given design problem. 3. Label the North and South ends of a magnet Compare each solution based on how well 4. Predict whether or not two poles will attract or repel each other each is likely to meet the criteria and 5. Determine the strength of a magnet based on number of paperclips held constraints of the design problem. 6. Explain that a magnet will work through a non magnetic surface Clarification Statement: Examples of 7. Create a design to fix an everyday problem using magnets and materials supplied. design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. Clarification Statements: Examples of informational resources can include books, videos, and websites. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 5 of 34
6. Examples of representations can include graphic organizers, sketches, models, and prototypes. 2006- PS- 9 Recognize that magnets have poles that repel and attract each other. 2006- PS-10 Identify and classify objects and materials that a magnet will attract and objects and materials that a magnet will not attract. Stage 2 - Evidence Evaluative Criteria Assessment Evidence Pre-unit Assessment (if any) 1. The end of the year science test. 2. Individual lesson worksheets Stage 3 – Learning Plan Third grade is the first time the concept of magnetic properties is introduced. Lesson 1 - Students will discuss magnets, what they are, and where they’ve seen them. They will then do 2 activities, first exploring which objects around them are magnetic objects and which aren’t, then predicting and testing the magnetic nature of objects. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 6 of 34
8. Tiered Vocabulary List Tier 1 Tier 2 Tier 3 Magnet Attract Magnetic field Metal Repel Nonmetal North Force South East West Poles Strength This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 8 of 34
9. Lesson 1: Introduction to Magnets BACKGROUND Overview of the Lesson Students will discuss magnets, what they are, and where they’ve seen them. They will then do two activities, first exploring which objects around them are magnetic and which aren’t, then predicting and testing the magnetic nature of objects. Focus Standard 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. Clarification Statement: Focus should be on forces produced by magnetic objects that are easily manipulated. Learning Targets I can correctly predict whether or not an object is magnetic. I can categorize objects by whether or not they are magnetic. Assessment The assessment will be the two worksheets that the students complete during the lesson. One worksheet categorizes the objects into magnetic and nonmagnetic, the other has the students predicting whether or not an object is magnetic and testing their predictions. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 9 of 34
10. WIDA Language Objectives Dependent on the needs of your ELL students Key Vocabulary Tier 1: Magnet, metal, nonmetal RESOURCES AND MATERIALS Quantity Item Source 1 Large demonstration magnet Bin 1 per student Handheld bar magnets Bin 1 per group Plastic tray Bin 1 of each per group Paper clips, wood block, paper, plastic toy, pennies/coins, jar Bin of iron filings, pipe cleaners, novelty fridge magnets, plastic bingo chips 1 per student Scavenger Hunt Worksheet Binder 1 per student Discovery Worksheet Binder **Items in bold should be returned for use next year** This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 10 of 34
11. LESSON DETAILS Lesson Opening/ Activator In the beginning of the lesson, the teacher will have a large magnet to show in front of the class. They will then ask the students questions like “who knows what this is?” or “does anyone know what this might be/be used for?” Students will identify this as a magnet. The teacher should also ask students if they have encountered magnets at home or in other places. The teacher should demonstrate the magnet sticking to various surfaces in the front of the classroom, as the students may suggest that they have seen this before. During the Lesson Magnet Scavenger Hunt: The teacher explains this activity to the students. Students will each be given a magnet and a scavenger hunt worksheet, and they will take their bar magnet around the room to find 6 different things that the magnet sticks to, and 6 that it doesn’t. (Based on the classroom, this number may be changed). 1. The teacher may choose to do this activity in small groups or have each student do this individually. 2. Give students an adequate amount of time to fill in their worksheets, then bring them all back to a whole group and start the discussion about what objects the students found to be magnetic. 3. The teacher should now collect the students’ magnets. 4. Ask students what material the objects were made of. Were the objects metal or nonmetal? Students should eventually conclude that all the objects that the magnets stuck to were made of metal, but the magnet didn’t stick to all metal objects. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 11 of 34
12. The teacher will now explain to the students that they will be predicting whether or not an object is magnetic based on what they just learned. The teacher will split students into groups of 3-4 students and have the students in each group sit together around a table or central desk. Magnet discovery basket: each group will be given a tray full of the various objects, and each student will be given a worksheet. The worksheet has a prediction column, and an experiment column. 1. Students will first predict whether or not the object is magnetic and note that in the prediction column. 2. Once the whole group has all of their objects classified as magnetic or not magnetic, the teacher should now give each group a few bar magnets to test their predictions. They will record their findings on the experiment section of their worksheet. 3. Once they finish this worksheet, they will regroup as a whole group and discuss the worksheet. 4. The teacher will ask about each item, including what they predicted about that item, and what they ultimately found out about that object. Students will return to their assigned seats and the teacher will move to the lesson closing. Lesson Closing Students will recap what they learned during the lesson by reviewing what they learned about magnetic properties by conducting the scavenger hunt, from the discovery activity, and through discussing what all the objects have in common. The teacher may choose to do this on chart paper and save it for the rest of the lessons in this unit as a reference guide. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 12 of 34
13. Assessment The assessment will be the two worksheets that the students complete during the lesson. One worksheet categorizes the objects into magnetic and nonmagnetic, the other has the students predicting whether or not an object is magnetic and testing their predictions. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 13 of 34
14. Lesson 2: Pole to Pole BACKGROUND Overview of the Lesson Students will experiment in groups of 2-4 with a variety of magnets and the properties of North and South poles. They will have an opportunity to manipulate the magnets, and discuss how “like” poles repel and “different” poles attract one another. The students will extend these properties to the concept of a compass. They will manipulate a magnet and compass. They will see that the compass works by magnetic forces, and that the introduction of a magnet will attract the needle to it. Focus Standard(s) 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. 2006- PS- 9 Recognize that magnets have poles that repel and attract each other. Learning Targets I can label the north and south poles of a magnet. I can predict whether or not two poles will attract or repel each other. Assessment The students will be assessed on their participation and how well they respond to questions during classroom discussion. ● What can you say about magnetic poles of a magnet? ● When will they attract? This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 14 of 34
15. ● When will they repel? ● What is a compass? ● How does a compass work? ● What could affect a compass and its effectiveness? WIDA Language Objectives Dependent on the needs of your ELL students Key Vocabulary Tier 1: magnet, force Tier 2: poles, attract, repel, north, south (east, west). Tier 3: magnetism, magnetic field. RESOURCES AND MATERIALS Quantity Item Source Bar magnet, block magnet, horseshoe magnet, ring magnet, button magnet, plastic- Classroom Attractions Kit 5 of each encased block magnet, magnet wand, North/South bar magnet (Dowling Magnets) 1 Demo Alnico bar magnet Bin 8 Compass Bin 1 per student Science Journal Classroom Teacher 6 Plastic bowls Bin This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 15 of 34
16. 6 Sewing needles Bin 6 Pieces of cork or Styrofoam Bin **Items in bold should be returned for use next year** LESSON DETAILS Lesson Opening/ Activator Tell students: “In our last lesson, you were able to experiment with bar magnets. You had the opportunity to do a scavenger hunt to find what types of materials are magnetic (drawn to a magnet) and others that were not. Would someone care to share something that they learned last week?” Students will share some objects that were successful and others that weren’t. “Now that we are aware of some things that are “attracted” to a magnet, let’s see how magnets interact with one another. We’ll talk a bit about a compass. Some of you may know what that is. We’ll see how a compass fits our other ideas about magnets.” During the Lesson: 1. Guided Exploration: Tell students: “Magnets have two ends, these ends are called poles. One is called the north pole. The other is called the south pole.” Put students into groups of 2-4 or as the classroom teacher sees fit to specific needs of the classroom. a. Show the children the demo bar magnet, pointing to the ends marked N and S. Give the students two “like” magnets (two horseshoe, two bar or block magnets). Ask: “Why do you think they labeled N (North) and S (South) for you?” Children may answer that they are labeled in order to help them do their investigation until This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 16 of 34
17. they remember what magnets do on their own. b. First, have the children move the magnets so that the opposite/different poles are facing one another. c. Second, have the children move the magnets so that the same poles are facing one another. d. Discuss the pulling and pushing force that the students feel. Explain that when opposite poles face each other, the magnets attract each other; when like poles face each other, the magnets push away. 2. Free Exploration: Allow children to explore with all the other types of magnets. Have the children remain in their groups and investigate and record their findings. Guide the students to use the different kinds of magnets to push the N/S ends of the different kinds of magnets together and see what happens. Does the same thing happen? Does something different happen? Give the children time to work through their investigations. Bring the class back together to discuss their findings. Have them share their observations and any notes they made in their science journal. 3. Compass Exploration a. Tell students: The Earth acts like a magnet and has a North and South pole, just like the magnets we’ve explored in class. b. The Earth is filled with magnetic materials, such as iron. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 17 of 34
18. c. Does anyone know what a compass is? What is it used for? A compass has a magnetized needle with a north and south pole just like other magnets. Ask students what they know about Earth’s poles, North at the top and South at the bottom. d. A compass is simple: the red pointer in a compass (or the magnetized needle on your home-made compass) is a magnet and is attracted by Earth's own magnetism (sometimes called the geomagnetic field—"geo" simply means Earth). As English scientist William Gilbert explained a 400 years ago, Earth behaves like a giant bar magnet with one pole up in the Arctic (near the north pole) and another pole down in Antarctica (near the south pole). Figure A This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 18 of 34
19. e. Teacher shows a compass via a projector/Elmo and waits for the needle to stop moving. Teacher turns the compass around so that the arrow on the needle lines up with the “N” for North. Decide where north and south are in the room you are in. Then have the children predict where their needle will point. Experiment 1: Have each group conduct the experiment with a needle, cork/styrofoam, and bowl of water and compass. Float the needle on top of the cork/styrofoam and set in the water within the bowl. Make predictions. Record which way the compass needle points. Set your bowl on the desk and your compass beside it and compare. The needle should line up just as the compass did. Discuss the results. Experiment 2: Ask students if anyone can predict what will happen when you place a magnet next to your compass? A compass in the presence of other metals or magnets will throw off the true reading on your compass. Allow students to test out the magnet next to the compass and discuss the results. • Did students predict correctly? • Ask students why they think that the needle moved. Discuss responses. Lesson Closing Teacher reviews the first activity reinforcing what students learned about the poles of the magnets. Ask students to share things they discovered about the different kinds of magnets. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 19 of 34
20. Assessment The students will be assessed on their participation and how well they respond to questions during classroom discussion. ● What can you say about magnetic poles of a magnet? ● When will they attract? ● When will they repel? ● What is a compass? ● How does a compass work? ● What could affect a compass and its effectiveness? This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 20 of 34
21. Lesson 3: Magnetic Applications BACKGROUND Overview of the Lesson Students work with paper clips and magnets to determine the strength of various magnets. Students will also explore magnets’ ability to work through other objects. Focus Standard 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. Clarification Statement: Focus should be on forces produced by magnetic objects that are easily manipulated. Learning Targets I can determine the strength of a magnet based on number of paperclips held. I can explain that a magnet will work through a non magnetic surface. Assessment Use the worksheet done during the lesson closing to assess students’ understanding. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 21 of 34
22. WIDA Language Objectives Dependent on the needs of your ELL students Key Vocabulary Tier 2: Strength RESOURCES AND MATERIALS Quantity Item Source 1 package Matte finish paper plates Bin Craft supplies Classroom Teacher 1 package Coin Magnets Bin Various types of magnets Bin 1 Box of paper clips Bin **Items in bold should be returned for use next year** LESSON DETAILS Lesson Opening/ Activator The teacher will introduce the idea that magnets don’t just stick directly together, they might need to do a job, or stick through something (e.g., through a picture to hang it on the fridge). Ask students if they have seen anything that uses magnets through an object. Discuss what the students might bring up. Then ask the students what they know about the strength of magnets. Ask This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 22 of 34
23. them probing questions about whether or not the strength matters, why it matters, and what different strength magnets are used for. (Weak magnets might be fridge decorations, stronger ones may hold pictures up on the fridge, and very strong ones may be used in workplaces like the crane in a junkyard). During the Lesson Discussion/Demo using magnets through surfaces. Examples include on fridges to hold things, to move things without touching them directly (why might this be useful? For moving things you can’t reach otherwise). 1. The teacher will first discuss that one of the ways people use magnets is by using them through surfaces. Some examples would be hanging pictures on the fridge at home, the magnetic whiteboard eraser, and other things you might find around your home. Ask the students if they can think of some other places in their homes that magnets are used to help them or their parents. 2. Tell the students they will now be moving on to a creative activity using magnets Magnet plate car: In this activity students will be decorating paper plates to resemble a racetrack style road so their car can drive in a circle on their paper plate. 1. Each student should be given a matte finish paper plate, access to crayons, colored pencils, markers, a print out of the car to color and cut out, scissors, 2 coin magnets, and glue. 2. Students will first color their plate and car, then they will cut out their car and glue it to one of the coin magnets. (liquid glue or gel glue is preferable for this activity). Students will then wait for their car to dry and put their car magnet on one side of the plate, and their second coin magnet on the back of the plate underneath the car magnet. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 23 of 34
24. 3. The students will move their magnet on the back of the plate and watch the car magnet move on their road/plate. Magnet strength: The teacher should let the class know that they will be doing a strength activity today. The class will be divided up into equal groups of 2-5 students, depending on class size. 1. Groups will each be given a box of paperclips, and several different kinds of magnets. Students will test each magnet for strength by testing the number of paperclips each magnet can hold. 2. One student will hold up the magnet while the other students attach paperclips one at a time to the magnet until no more paper clips will hold without falling. Record the amount and have the students discuss and compare the different strengths. If there is enough time, students can repeat the test to see if the number changes for each type of magnet. Continue the discussion on the usefulness of magnets. Discuss other uses magnets have. Use this time to review the today’s activities. Lesson Closing The teacher will hand out a worksheet that the students will do to prepare them for the next lesson. The worksheet will review what they have learned about magnets in the first 3 lessons. This worksheet can be done in groups, individually, or as a class. Assessment Use the worksheet done during the lesson closing to assess students’ understanding. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 24 of 34
25. Lesson 4: Magnetic Engineers BACKGROUND **Parts of this lesson were adapted from a lesson by Karen Ostlund and Sheryl Mercier at Teacherspayteachers.com** Overview of the Lesson Students take on the role of engineers. They will be given an everyday problem to solve, for which they will use magnets and a variety of craft materials to design and create a gadget. Students will reflect on their recent knowledge of magnets and will work in groups to analyze the problem, discuss the design of a gadget which will potentially solve the problem, and test their ideas to see what worked and what didn’t work, before presenting the final product to the class. Focus Standard 3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets. (Clarification statement: Examples could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.) Learning Target I can create a design to fix an everyday problem using magnets and materials supplied. Assessment Use the following questions to assess the students: This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 25 of 34
26. • Did the children collaborate with their teammates? • Did they build a design that would potentially solve the problem they were given? • Did they use the materials given? • Did they test their design? • Can they describe how their design works? • Can they state the problem that it solves? • Did they use the magnets and understand why they worked? WIDA Language Objectives Dependent on the needs of your ELL students Key Vocabulary Tier 1: problem Tier 2: create, engineer, practical. Tier 3: design, gadget, contraption, collaborate RESOURCES AND MATERIALS Quantity Item Source 1 Steel can Bin 30 cm String Bin 1-2 Piece tape Bin This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 26 of 34
27. 6 each Magnets (different types) Bin 1 Package Feathers Bin 1 each Box Paper clips (small and large) Bin 1 Roll string Bin 1 Package of craft Foam sheets Bin 1 Package of popsicle sticks Bin 1 Package of pom poms Bin 1 Package of clothespins Bin 1 List of design problems Binder 1 per child Science Journals Classroom Teacher **Items in bold should be returned for use next year** LESSON DETAILS Lesson Opening/ Activator 1. Tell the students “In our previous lessons we’ve learned what a magnet is, what a magnet will attract, how magnets interact, how a compass works, and how magnets can work through other objects.” Refer to the “What do you Know About Magnets?” worksheet that was completed in Lesson #3. Discuss this together before beginning the whole-class experiment. 2. “Today we are going to be Engineers and solve a problem using magnets. What is an engineer? What does it mean to design something?” See if there is anyone in the class who understands the terms engineer or design. Discuss that when you design something, you decide what it will look like and how it will function (work) in the best way that it can. When This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 27 of 34
28. you design something you use what you know and you imagine what it could be. “Generally, engineers come up with ideas and design something to make something better, or to make something that makes things in our lives easier to accomplish. Engineers are people who do the designing and overseeing of the design. They figure out the problem to be solved, test their design, find out their mistakes, and find the best solution to the problem. Today you are the engineers creating a design to solve a problem. We have a cool demonstration to do together first and then we can get started.” During the Lesson 1. Paperclip Contraption/Whole-class: a. Explain that before you begin designing, that you’d like to share a cool demonstration. It’s called the Paperclip Contraption.” b. Have the experiment already set up in the front of the class. Place a magnet inside the steel can, close to the top. Turn the can upside down. Tie a paperclip to a string and tape it to one end of a table/desk. c. Ask students to observe what is happening to the paperclip in relation to the can and why. d. Lead a discussion addressing what is causing the paperclip to be drawn to the can. “What materials must each item in our contraption be made of? Knowing what we do about magnets, why is there an attraction? What is causing the paperclip to levitate/hover?”(hang in the air unsupported) e. Instruct the students to draw the “contraption” in their science notebooks and show what is making it work. f. “Let students know that now we’re going to take the “contraption” apart and see how it actually works. g. Discuss with the students what the contraption did and why it was able to do that. Have the students compare what they just learned with their original conclusions and drawings. h. Now ask the students to brainstorm possible ways they could change the contraption in some way, and share. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 28 of 34
29. i. Ask the students if they think there is a practical use for the paperclip contraption. Have the students brainstorm some possible uses for what they observed and write these on the board. 2. Engineers creating Gadgets a. Explain that using what we have learned about magnets, and what we’ve observed with our paperclip contraption, they are going to design their own contraption or gadget using magnets, and the design needs to solve a problem. We have talked about how a magnet will hold a note to a refrigerator, how a magnet will keep a door shut and other possible uses for magnets that make our lives easier. b. The Third Grade Engineers, will now be given a problem to solve and some materials to use. Ask students to take what they know and create a gadget to solve a problem. c. The teacher will place children in groups of 2-4. The slips of paper with a design problem will be in a container (Note: These slips of paper should be cut out from the design problems sheet in the binder). Each group will choose a problem to work on. Each team will have a packet to complete as they go. Students will fill out the packet as they go through the following procedure. Once students have chosen a team name, they will i. Identify the problem ii. Brainstorm solutions iii. Draw/design their prototypes (new designs) iv. Build their prototypes v. Test their designs vi. Answer the conclusion questions at the end of the packet to complete the activity. This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 29 of 34
30. d. While the students are designing their contraptions, a table with materials will be present in the room. The teacher may choose to familiarize the children with what is available first, and limit how many of each item they choose, depending on availability. Every team is given a variety of magnets to choose from. Let every team know that the rule is: every team must use a magnet/magnets in their design, but the other materials are up to them. e. Teacher should give the students a designated amount of time to complete their project. (Perhaps an hour). Lesson Closing Each team will present their “gadget” and explain how it works and answer the following: ● Does your gadget solve the problem you were given? ● What did you find challenging about this activity? ● What would you change about your gadget if you could do this again? After everyone has shared their own contraptions, discuss with the class how they felt about the activities. Were there challenges? Ask the students to argue from evidence in answering these questions: Are magnets useful? How can they make our lives easier to manage? [SP 2 – Arguing from Evidence] Assessment Use the following questions to assess the students: • Did the children collaborate with their teammates? • Did they build a design that would potentially solve the problem they were given? • Did they use the materials given? • Did they test their design? This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 30 of 34
31. • Can they describe how their design works? • Can they state the problem that it solves? • Did they use the magnets and understand why they worked? This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 31 of 34
32. List of Unit Resources Lesson 1 Quantity Item Source 1 Large demonstration magnet Bin 1 per student Handheld bar magnets Bin 1 per group Plastic tray Bin 1 of each per group Paper clips, wood block, paper, plastic toy, pennies/coins, jar of Bin iron filings, pipe cleaners, novelty fridge magnets, plastic bingo chips 1 per student Scavenger Hunt Worksheet Binder 1 per student Discovery Worksheet Binder Lesson 2 Quantity Item Source Bar magnet, block magnet, horseshoe magnet, ring magnet, button magnet, plastic- Classroom 5 of each encased block magnet, magnet wand, North/South bar magnet Attractions Kit (Dowling Magnets) 1 Demo Alnico bar magnet Bin This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 32 of 34
33. 8 Compass Bin 1 per student Science Journal Classroom Teacher 6 Plastic bowls Bin 6 Sewing needles Bin 6 Pieces of cork or Styrofoam Bin Lesson 3 Quantity Item Source 1 package Matte finish paper plates Bin Craft supplies Classroom Teacher 1 package Coin Magnets Bin Various types of magnets Bin 1 Box of paper clips Bin Lesson 4 Quantity Item Source 1 Steel can Bin 30 cm String Bin This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 33 of 34
34. 1-2 Piece tape Bin 6 each Magnets (different types) Bin 1 Package Feathers Bin 1 each Box Paper clips (small and large) Bin 1 Roll string Bin 1 Package of craft Foam sheets Bin 1 Package of popsicle sticks Bin 1 Package of pom poms Bin 1 Package of clothespins Bin 1 List of design problems Binder 1 per child Science Journals Classroom Teacher This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. Page 34 of 34
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