Karin Trubic, Ashley Kim, Noah Grey

Subject: Science Grade: 4 Subject: Magnetism

Performance Expectations: Students who demonstrate understanding can:
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.
Science and Engineering Disciplinary Core Crosscutting Concepts
Practices Ideas

Asking Questions and PS2.B Types of Cause and Effect

Defining Problems
Asking questions and
defining problems in grades
3–5 builds on grades K–2
experiences and progresses
to specifying qualitative
relationships.
Ask questions that can be
investigated based on
patterns such as cause and
effect relationships
Interactions Cause and effect
Electric, and magnetic relationships are routinely
forces between a pair identified, tested, and used
of objects do not to explain change.
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. (3-PS2-
3),(3-PS2-4)

Maryland State Standards Connections:

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-PS2-3)
MCPS: 2.4.A.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
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) (e.g., comparison, cause/effect, first/second/third in a sequence). (3-PS2-
3)
MCPS: 3.4.A.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the text.

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text
MCPS: 3.4.A.2 Determine the main idea of a text and explain how it is supported by key details;
3.4.A.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
3.4.B.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail. (3-PS2-3)
MCPS: 5.4.A.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.

Mathematics -
MP.2 Reason abstractly and quantitatively. (3-PS2-1)
MCPS:Embedded in several indicators
MP.5 Use appropriate tools strategically. (3-PS2-1)
MCPS: Embedded in several indicators
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)
MCPS: 2.4.A.1 Know relative sizes of measurement units within one system of units including km,
m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit.

Writing-
MCPS: 5.4.B.4 Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

WIDA English Language Development Standard 4: Language of Science

English language learners will communicate information, ideas, and concepts
necessary for academic success in the content area of science
Objective: SWBAT demonstrate that the strength of a magnet’s force depends on
the distance between magnets and the orientation of the magnets.
Resources/Materials:
● North/South/Attract/Repel cards
● 2 Bar Magnets, White Paper, Iron Filings (teacher)
● 2 Bar Magnets (per group)
● 1 Small Bar Magnet (per group)
● 1 ruler (per group)
● paper clips (per group)
● Magnetic Field Investigation Data Collection Worksheet
● internet to view:Introduction to Geomagnetism
● Chromebook/computer for each group’s presentation
● Books: Magnetism & Electricity:Scott Foresman Science,Patricia Walsh ; Magnetism: Scott
 Foresman Science, Patricia Walsh
● Synthesizing Information Evaluation sheet

Vocabulary: magnet, force, magnetic force, magnetic field, electricity, pole

In previous 2 lessons, through student inquiry, the students have:
● determined how magnets affect other objects
● developed (student generated) a list of general properties of magnets
● determined that the strength of combined magnets is stronger than that of one magnet by
conducting an experiment

Lesson Overview: In this lesson students will:

● Develop an understanding of a magnetic force and a magnetic field
● Measure the distance between magnets at the point in which they attract
● Repeat the testing procedures and apply the theories to relative objects (magnet, paper clip)
and the directions (north, south poles).
● Use causal reasoning from experimentation and foundational facts from previous lessons to
conclude that each magnet has a magnet field and its strength of force is dependent on the
distance and orientation of magnets.
5 E’s Lesson Plan
Engage: Randomly pass out the North/ South cards to students (these are just cards
students’ prior labeled North or South). Tell the students they are all little magnets and are
knowledge accessed going to act out what happens when magnets come together. Tell them you
and interest engaged will hold up signs with directions and they will act them out. When you hold
in the phenomenon up a sign that says, ATTRACT, students should find their opposite pole and
link arms. Question students about their pairing choice- “Why did you form
N-S pair” to discuss previous thinking and where it came from. Discuss
underdeveloped concepts as well and question student thinking (such as a
S-S pairing. Then hold up a sign that says REPEL (students should find a
partner with the same pole and show that they are not linked together by
stick your arms out, palm to palm or in another way). Repeat the
questioning tactics from before. Next, vary the activity by rotating signs and
adding the words STRENGTH of FORCE, (can be shown by walking really
slowly to a partner to show WEAK and really quickly to show STRONG).
Discuss student choices for acting this out after activity.
● Motions in parenthesis are just suggestions of what a teacher might
see, these are not instructions to be given to students.
Ask students: “What is magnetic force? What is a magnetic field?" in order
to obtain a working student definition to be used throughout the lesson.

Allow students to discuss ideas (using their pre-existing knowledge and

what was discussed during the activity) to attempt to define these concepts.

Tell students you will illustrate Magnetic Fields -- Place two bar magnets
on a table -- close enough that you can cover them with a single sheet of
paper. Place a plain white sheet of paper on top of them, and then sprinkle
 iron filings on the paper. Tap the paper a few times to get the filings
moving, and watch as they take the shape of the magnetic fields. Make
sketches on separate sheets of paper to record the shapes of the fields.
You can then rearrange the positions of the magnets to see how the filled
shapes change, and record them as well.

● Were the patterns and shapes formed by the iron filings the same for
each position no matter how many times you did the experiment?
● What do you think caused this pattern? What would we call this
pattern?
● Why would we want to know where a magnetic field is? Students
should start connecting to real world through this discussion.
Teacher Note: The pattern they saw was the outline of the magnetic field
around the magnet. Around every magnet there is an invisible field called a
magnetic field. This field is what attracts items such as paper clips and nails
to the magnet. Although the magnetic field is invisible, the iron filings
indicate where it is because they line up with the field.

Teacher Note: MAGNETIC FIELD is the area around a magnet that

exhibits a magnetic force. MAGNETIC FORCE is the push or pull that a
magnet exerts. In other words, it is the FORCE in which a magnet
ATTRACTS or REPELS a metal, strongest near the poles. Consider
Scaffolds for Review if students are struggling with magnetic fields.

Explore: Students will be working to answer the driving question, “What effect does
students participate distance and orientation have on the strength of a magnet?” (write this on
in an activity that the board or have it posted where students can see).
facilitates conceptual
change Each group will need:

● 2 bar magnets
● 1 small bar magnet
● 1 ruler
● paper clips
● Magnetic Field Investigation Data Collection Worksheet (Chart that
allows students to list their choice of combinations of objects and
orientation of magnets at 0 cm and 10 cm, has prediction column
and observation column) Students choose the objects and the
orientation of magnets from available list of materials, which allows
them to design their own experiment.
Directions: Place the object in the first column at 0 cm. Place the object in
the 2nd column at the 10 centimeter mark on the ruler. Make a prediction
 of what will happen as you move them closer together and record. Slowly
move the object on the right (at 10 cm) toward the object on the left (at 0
cm). Record observations. Encourage students to try different size
magnets, different lengths, different amounts of paperclips, etc.

Possible Misconception: A magnet needs to touch another object to attract

it.

Explain: Students should answer the questions on the bottom of the Magnetic Field
students generate an Investigation to evaluate their findings.
explanation of the
phenomenon ● “How does strength and orientation of a magnet impact its forces on
another object?”
● “What evidence do you have to backup your claim?”
● “What do you see in the real world to provide further proof that your
claim is correct?”
Ask students to compare and contrast the large and small magnets in their
groups. Teachers should allow students to discuss, draw conclusions,
make generalizations and then share in various formats (poster, debate,
skit, infographic, or Google Slides) about magnetic fields and their impact
on this experiment. Students should be asked to include a graph with the
experimental information. After the students have discussed and completed
their findings, have them share presentations (Google Slides, Infographic,
Poster, etc.).

*Note to teacher: Students should include that the magnet was able to
attract items despite its distance or objects blocking its contact to the
magnetic field surrounding it. Magnets do not attract when the poles are
the same.

After sharing presentations:

● Brainstorm a list of the ways that humans rely on magnetic fields

(GPS, compass, etc.)

● Connect this knowledge via student led discussion to real world

ideas by posing a situational experience then asking an open ended
question (in bold print):

If you suddenly found yourself lost, hundreds of miles from your home and
in a new place, do you think you would be able to find your way back on
your own? What if you didn’t have a cell phone or map, and it was
nighttime? Do you think you’d be permanently lost? Compared to other
 members of the animal kingdom, humans are terrible navigators.
Throughout our history as global travelers, we have relied on a variety of
tools, like compasses and GPS, to help us find our way. Surprisingly, many
species of animal are capable of navigating around the world—even at
night and underwater—without any devices to help them! Animals like sea
turtles don’t need a compass. How do you think sea turtles navigate
based on what you have learned? Discuss ideas and ask students to
backup their thinking/claims using phenomenon they see in the real world
and information they learned from their experiments. Chart ideas and have
students “argue” multiple answers.

● Read Magnetism & Electricity pp.12-15 and discuss main ideas in

context with what they learned from their experiment.
● Show students Introduction to Geomagnetism (7:04) to create a
fuller idea of advanced and real world application of magnetism &
magnetic fields at work. This may prompt new ideas about how
turtles navigate, which can be further researched in Elaborate.

Evaluate: Have students complete the synthesizing information sheet that contains
students assess their three questions (individual):
understanding of the
phenomenon ● At first I was thinking
● While I was investigating I was thinking
● At the end I was thinking
(Group evaluation)- presentation information

Elaborate: Allow students to investigate the poles of the Earth and their impact.
students' Considering that the Earth is a huge magnet, what does the magnetic field
understanding of the around the Earth look like? Hypothesize what the Earth's magnetic field
phenomenon looks like by drawing onto a page of paper or in their science journals. How
challenged and
does this impact sea turtles?
deepened through
new experiences Have students design and test a magnetic sea turtle map:
https://www.sciencefriday.com/educational-resources/magnetic-turtle-
navigators/

On the website it gives directions for students. Instead, allow students to

see materials and think through a design before creating the map and
turtle.

Scaffolds for ● The book Magnets pp 4-7 is an instructional resource that will
review develop students understanding further.
● Consider using the resource Magnetism & Electricity for students
 struggling with concepts pp 12-13.
● Consider using the resource Electricity and Magnets for students
struggling with concepts pp. 12-15

Scaffolds for ● Alternative Investigation: “How Strong Is Your Magnet” To

Enrichment experimentally measure the strength of a magnet and graph how the
strength changes as the distance from the magnet increases, and as
a barrier (masking tape) is built between the magnet and an iron
object.
● Ask students to research how magnets are made and how the
magnetic field is determined. Students can look at the process for
which magnets are created from the text Magnets (pp. 8-9) as a
starting point.

Language ● Chunk the video into meaningful segments. Set a clear purpose for
Supports viewing each chunk. Pause the video after chunk and pair students
to discuss new learning related to the purpose for viewing.
● Pair English Learners with strong English speakers.
● Use a graphic organizer such as Flow Chart to organize science
content.
● Select sentence starters from Sentence Stems. Model the use of
selected stems and support student use during student oral and/or
written discourse.

Transdisciplinary Lessons in other content areas to go along with the science lesson
Reading Key Ideas and Details

3.4.A.1 Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text.

3.4.A.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based
on specific information in the text.

Students will read multiple leveled texts on the subject of turtle

navigation using magnetic fields on Earth and reducing human impacts
on sea turtles. Students will use organizers to capture the information
showing problem/solution and cause/effect relationships from the texts:
 Hometown Turtles (Houghton Mifflin leveled reader); Saving Turtles
(Houghton Mifflin leveled reader); Protecting Turtles (Houghton Mifflin
leveled reader); Turtle,Turtle Watch Out, Furry Logic: The Physics of
Animal Life, magazine articles.
on specific information in the text.

Math Solve problems involving measurement and conversion of

measurements from a larger unit to a smaller unit. (Data &
Measurement)

2.4.A.1 Know relative sizes of measurement units within one system of

units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger unit
in terms of a smaller unit.

Generalize place value understanding for multi-digit whole

numbers. (Numbers and Operations in Base Ten)

1.4.C.2 Read and write multi-digit whole numbers using base-ten

numerals, number names, and expanded form.
 Compare two multi-
digit numbers based on meanings of the digits in each place, using >,
=, and < symbols to record the results of comparisons.

Use place value understanding and properties of operations to

perform multi-digit arithmetic. (Numbers and Operations in Base
Ten)

1.4.C.5 Multiply a whole number of up to four digits by a one-digit

whole number, and multiply two two-digit numbers, using strategies
based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or
area models.

Represent and Interpret Data. (Data & Measurement)

2.4.A.4 Make a line plot to display a data set of measurements in

fractions of a unit . Solve problems involving addition and subtraction of
fractions by using information presented in line plots.

Over a week, have students separate the waste left after they eat
lunch. Separate out everything that can be reused, recycled or
composted. Weigh all the rest of the waste that will end up in a landfill.
Have the students create a chart for the class that lists each students’
name, the date and
the weight of their trash (or can do for each class in grade level).
Convert weight to be reflected in an appropriate unit.
 Challenge students to think of ways to reduce the amount of trash they
produce each day (bring their food in reusable containers instead of
plastic zip-top bags and ask their parents to purchase recyclable
containers rather than non-recyclable ones, etc.).
At the end of the week, create a line graph showing the reduced
amount of trash produced throughout the week (using converted
measurements).
Have the students look at the trashing being put in the landfill and
identify items that could harm or kill sea turtles and other marine or
coastal wildlife. Have students discuss ways to reduce or eliminate
these items, or come up with alternative solutions (ex. compost bin).
Have students calculate regular waste vs. reduced waste for an entire
school year.

Writing Text and Purposes of Writing

4.4.A.1 Write opinion pieces on topics or texts, supporting a point of

view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are grouped to support
the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion

presented.

Students will write an opinion essay on a chosen solution to reduce

excess trash in the lunchroom (ex. compost bin) to present to the
principal. Include line plot data to support opinion as well as number
comparisons from the week without trying to reduce waste and the
week trying to reduce waste.

Resources: https://conserveturtles.org/wp-
content/uploads/SeaTurtleMirgationTrackingEducatorsGuide-
7_LandfillLunch.pdf

mcpsmd.instructure.com
https://www.sciencefriday.com/educational-resources/magnetic-turtle-
navigators/