Magnetic Exploration: NGSS & Common Core 5E Lesson Plan

Lesson by Gina Alves and Denise Hobson 2015-2016

Grade: 3-5

Topic: Magnetism

Time Allotted:
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# Lessons:
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Brief Lesson Description:

Performance Expectation(s): 3-PS2-3. Ask questions to determine cause and effect relationships of
electric or magnetic interactions between two objects not in contact with each other.
[Clarification Statement: Examples of an electric force could include the force on hair from an
electrically charged balloon and the electrical forces between a charged rod and pieces of paper;
examples of a magnetic force could include the force between two permanent magnets, the force
between an electromagnet and steel paper clips, and the force exerted by one magnet versus the
force exerted by two magnets. Examples of cause and effect relationships could include how the
distance between objects affects strength of the force and how the orientation of magnets affects the
direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by
objects that can be manipulated by students, and electrical interactions are limited to static
electricity.]
Specific Learning Objectives: Students will be able to explain about the forces of magnets, and

what makes them push each other away or pull toward each other.
Prior Student Knowledge:
1. Given examples of randomly selected objects, students will label them as either magnetic or
nonmagnetic.
2. Survey: Agree or Disagree
a. All metals have magnetic properties (are attracted to magnets).
b. Magnets are always attracted to other magnets.
c. All magnets are made from naturally occurring materials, therefore we cannot manufacture
magnets from other materials.

Essential Features of Classroom Inquiry within Lesson:

Students predict the motion of magnets, based on knowledge that they repel and attract.

Adaptations/Accommodations for Diverse Learners:

Context clues (gestures, expression, body language)
Multiple media to provide different stimuli
Peer Tutoring and Small Group Instruction
Visual and audiovisual aids
Build on student's existing knowledge
Modify Speech
Vary presentation of subject matter Cooperative learning: Hands-on experience

Common Core Standards Addressed:

ELA/Literacy

RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers. (3-PS2-1), (3-PS2-3)
RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect. (3-PS2-3)
RI.3.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence). (3-PS2-3)
SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration
and detail. (3-PS2-3)
W.3.7 - Conduct short research projects that build knowledge about a topic. (3-PS2-1), (3-PS2-2)
W.3.8 - Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories. (3-PS2-1), (3-PS2-2)
Mathematics
3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving

masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem. (3-PS2-1)
MP.2 - Reason abstractly and quantitatively. (3-PS2-1)
MP.5 - Use appropriate tools strategically. (3-PS2-1)
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
Ask questions that can be investigated
Electric, and magnetic forces
based on patterns such as cause and
between a pair of objects do not
effect relationships. (3-PS2-3)

require that the objects be in

contact. The sizes of the forces in
each situation depend on the
properties of the objects and their
distances apart and, for forces
between two magnets, on their
orientation relative to each other.(3PS2-3), (3-PS2-4)

Cause and effect relationships are

routinely identified, tested, and
used to explain change. (3-PS2-3)

Possible Preconceptions/Misconceptions:
1.
2.
3.
4.
5.
6.

All metals are attracted to a magnet.

All silver colored items are attracted to a magnet.
All magnets are made of iron.
Larger magnets are stronger than smaller magnets.
The magnetic and geographic poles of the earth are located at the same place.
The magnetic pole of the earth in the northern hemisphere is a north pole, and the pole in the southern
hemisphere is a south pole.
7. Only magnets produce magnetic fields.
8. A magnetic field is a pattern of lines (not a field of force) that surrounds a magnet.
9. In a magnet, the magnetic field lines exist only outside the magnet.

LESSON PLAN 5E Model (6E Extend)

Teacher does
ENGAGE:
Opening Activity Access Prior Learning /
Stimulate Interest / Generate Questions:

Before class begins, put a magnetic marble in

your pocket.
Put a second magnetic marble and a magazine
or thin notebook on your desk.
Show the students a magnet magic trick! Hold
up the magnetic marble (not the one from your
pocket), and say that you can move it however
you wanteven through a book. Carefully put
the marble from your pocket into your hand,
without allowing students to see it. Set the
magazine over your hand that contains the
marble, balancing it over your palm.
Next, carefully place the other magnetic
marble directly over the first. Hold the book
steady with your free hand, and slowly move
the hand that contains the magnetic marble
underneath the magazine, so that the magnet
on top rolls along with it.
After the students see the "magic," show them
the magnet you had in your hand and tell them
that they will get a chance to experiment with
the magnetic marbles for themselves.

Student does
ENGAGE:

Students are observing the magic trick and

making predictions as to how it is happening.

EXPLORE:
Probing or Clarifying Questions:
What factors affect the attraction between two magnets?
What factors affect the repulsion between two magnets?

EXPLAIN:
Concepts Explained and Vocabulary Defined:

EXPLORE:
Give magnetic marbles to students, so
they can experience the forces of
magnetism on their own.
Walk around the classroom, giving
suggestions on experiments to try, or
pointing out how the magnets are
attracted to each other.
After a few minutes of exploration,
have students get into small groups of
three or four. Have students show each
other the tricks they found to do with
their magnets.
Encourage them to talk about why they
think that happened. Come back as a
class and have one or two students
from each group share what they
learned about magnets.
EXPLAIN:

Explain the concept of magnetic domains and how they

affect the strength of magnets. Discuss the two sides (or

Have students produce a pictorial model of a few of

the arrangements they used during exploration along
with a short narrative about what they felt happened
between the two magnets.

poles north and south) a magnet has, which are on

opposite ends, just like the North and South poles on the
globe.
Vocabulary: magnet, magnetic poles, magnetic force,
magnetic field

ELABORATE:

ELABORATE:
Students make predictions about what they
think will happen.
Provide student with a varied set of different objects
Each student will write down his or her
prediction (or hypothesis) at the top of a
piece of notebook paper.
They will draw what actually happened and
their explanation of why their prediction
was correct or incorrect.

Applications and Extensions:

EVALUATE:

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report):

Support an argument that opposite sides of a magnet

will attract to another.
The students will show their understanding of
magnetic forces by writing a summary/conclusion
about its effects.
Students will show their understanding of the effect
magnets have on other objects by writing a short
story about magnetic attraction.

EXTEND:

EXTEND:

Elaborate Further / Reflect: Enrichment:

Materials Needed:
magnetic marbles
other magnets
paper, science journal
pencils, colored pencils, crayons
computers with internet access

random group of objects, some with magnetic properties, some without magnetic properties
Document Camera, Computer for Presenter, Internet Connection, Overhead Projector
Resources:

https://www.youtube.com/watch?v=9FS-g9WyNfA
https://www.youtube.com/watch?v=MZtTVsIOA9c
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=631&ClassID=2802220
http://californiastreaming.org/ViewAsset.aspx?assetID=10106