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Background Information
Students have been studying how magnets affect other magnets and common objects. This activity is
going to apply their knowledge of magnet behavior.
Background knowledge builder for teachers: http://www.howmagnetswork.com/
Background knowledge builders for students:
http://www.brainpopjr.com/science/forces/magnets/grownups.weml
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/magnets/play/ (interactive game)
Design Challenge
You have been working hard for the Hasbro Game Company for about a year now. They have decided
youre ready to create your very own game! They want you to create a magnetic maze for children ages
5-7.
Criteria
Your game must use a magnet to move a game piece through the maze using attraction or
repulsion
The magnet must be separated from the game piece by some kind of material so that a player
Materials/Tools
Student journals
Magnets
Magnetic materials to use for game pieces
Cardboard building materials
Tape and/or glue
Popsicle sticks
scissors
Standards
Science:
S3P2. Students will investigate magnets and how they affect other magnets and common objects.
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.
Math:
MCC3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in
appropriate units whole numbers, halves, or quarters.
Assessments/Rubric
Magnet Use
Size
Construction
Quality
3 Points
My magnet only partially
5 Points
My magnet moves the
25 inches.
25 inches.
Some effort was made to
inches.
My game looks
professional! Any 5-7 year
old would be interested in
incomplete.
playing it!
Supplemental Resources
Literature Connections:
Rosinsky, M. Magnets: Pulling Together, Pushing Apart
Branley, Franklin What Makes a Magnet?
Extension:
Students may graph the path distances of different game boards using a line plot.
Students may create more than one path that leads to the finish line.
Remediation:
Provide students with yarn to measure their 25+ inch path BEFORE construction. They can then use
that yarn to check their path length.
Date___________________
2. Brainstorm Possibilities
What do you already know that will help you solve this problem?
Think about the constraints of this challenge.
Sketch or describe some possible solutions.
Be sure to add labels to your design.
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List ALL the materials that you will need to complete your design.
4. Draw
Draw and label your teams final solution. Explain how your design changed during construction.
5. Evaluate
Evaluate your solution!
a. Record your results
b. Did your design solve the problem?
c. Did your design meet the constraints of this challenge?
__Yes __ No
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Does your game must have a clear start
and finish?
__Yes __ No
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Does your game must have at least 2 paths
that do not lead to the finish?
__Yes __ No
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Is your game board smaller than 20 inches
long and 20 inches wide?
__Yes __ No
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Is your maze path at least 25 inches?
__Yes __ No
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Does your game must look professional?
__Yes __ No
d. Does your design need to be improved? If so, what could you do differently next time?
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