Duncan Busser Term III Science Magnet lesson plan 1 An Introduction to Magnets Time: 35 minutes Goals / Objectives Students

will be able to: Identify magnets, Recognize magnets polarity as indicated on the tools presented, Identify non-ferrous materials, as defined within the lesson. Students will generally understand that not all metals are the same.

1) 2) 3) 4)

Students will have the building blocks upon which further investigation into the world of magnetism can develop. Standards / Assessment Anchors Magnets attract or repel other magnets. Design and conduct an investigation to answer a question about an object, organism or an event making and recording observations using appropriate tools and instruments. S4.A.2.1.1,S4.A.2.1.2,S4.A.2.1.3,S4.A.2.1.4 Magnets attract or repel other magnets. Measure, describe, or classify organisms, objects and/or materials by basic characteristics, their changes, and their uses. S4.A.1.3.1,S4.A.1.3.2,S4.A.1.3.3,S4.C.1.1.2 K-12 Framework: Practices: Asking questions; Planning and carrying out investigations; Obtaining, evaluating and communicating data Crosscutting concepts: Energy and matter, specifically magnetic force Core Ideas: PS2.B Types of Interactions, specifically magnetic force Materials and Preparation Following suggestions in lesson guidelines offered from the NEED curriculum of energy education (http://www.need.org/needpdf/WondersOfMagnets.pdf), I will use a variety of magnets and materials to allow students to test predictions of magnetic effects. For this initial introduction to magnets and magnetism, I will use a wide variety of tools, mostly contained in a materials box: 2 bar magnets, same size 2 horseshoe magnets, same size Several spherical magnets

 Mystery box of materials Glass marble Wooden disk Plastic disk Steel paperclip Samples of steel, aluminum, copper, and brass Various papers Various cloths Plastic cup of water 2 each of pennies, nickels, dimes, and quarters Additional assortment of magnets to be pulled out, depending on the needs of the lesson and in response to questions asked by students Magnetic compass Sufficient copies of worksheets 1 through 4 of NEED Wonders of Magnets curriculum packet Projection slides or displayable handouts of polarity and magnetic fields Plan Expectations: (2 minutes) Quiet, raised hands No calling out Work together in pairs Introduction: (6 minutes) Take two sphere magnets and run them toward each other. Once they snap together, ask the students, What do you think just happened here? Assess prior knowledge Look for questions and comments that address these types of questions: What do you know about magnets? Do they stick to everything? Do they stick to every metal? What are they made out of? Where have you seen magnets at work in your life? What else do you know about magnets? Project 1: (6 minutes) : Bar magnets (See worksheet Magnets 1) Predictions: Given similar marked bar magnets, can you predict which magnets stick to each other? Begin Worksheet Knowing the basics that we have just talked about, I want you to write down on the worksheet what you predict is going to happen in each of the scenarios. Then we will test it out and see how well you predicted. [Hand out two pairs of bar magnets] Try end-to-end NN, SS Try pressing the magnets together in the same orientation

 Try end-to-end NS, SN Press magnets together in opposite orientation. How easy is it to break them apart? Discuss matching predictions with results Project 2: (6 minutes) : ONLY IF THE STUDENTS NEED EXTRA FORMATIVE UNDERSTANDING Comparison of bar and horseshoe magnets (See worksheet Magnets 2) Predictions: With marked polarity, can you predict attractions and repulsions? Does the shape matter? What happens in the middle of the horseshoe? Does the polarity of the bar magnet matter when attracting or repelling a horseshoe magnet? How often did your predictions match up with your results?

Materials Box (Projects 3 and 4): (12 minutes) Which of these objects stick to magnets? (Worksheet Magnets 3) Paper, glass, wood, plastic, cloth, metal (a paperclip), water? How often did your predictions match up with your results? After Worksheet 3: Questions to seek / seek answers to from students: What does metal mean? Are all metals the same? What is steel? Iron? What other kinds of metals can you name? Will a magnet stick to all of them? Why or why not? Lets try some different kinds of metal. (Worksheet Magnets 4) Copper, brass, aluminum, mild steel Penny, nickel, dime, quarter Prediction questions I want to hear from students: Does polarity matter? Will all materials react the way we saw the magnets act with each other, attracting sometimes and repelling other times? Why? How often did your predictions match up with your results? What else would you like to try? (8 minutes) Worksheet: Tr. Duncans Special Magnet Worksheet With an assortment of things in my box and whatever is nearby, I will have the kids verbally predict then test materials in the classroom (steering clear of sensitive electronics). Seek same formative questions as before. How often did your predictions match up with your results? Closure: (5 min) How were your predictions overall? What did you learn here today? What did you already know?

 Was there anything you know now about magnets that you learned to be different what you used to believe? What was your favorite thing we did today? I will collect all worksheets. By discussing and reviewing the predictions and results, we will understand what we knew already and what we learned about magnets through experimentation.