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Download Lesson 1: 4th Grade Science: "A Hairy Picture": Magnets Big Idea
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Lesson 1: 4th Grade Science: "A Hairy Picture": Magnets Big Idea: Electricity and magnetism are related effects that have many useful applications in everyday life. Lesson content goals: 1. 2. 3. 4. Students know the concepts of attract, repel and aligning fields Students know that the primary element in magnets is Iron. Students know that it is typically Iron that magnets are attracted to and not metal. Students can visualize a magnetic field for various types of magnets. Guiding Question: 1. 2. 3. 4. 5. What do magnets do? 1. f. and 1. e. What are the names of the different kinds of magnets? 1. f. What are magnets made of? Used in 1. c. and 1. d. What is magnetic? 1. f. What does a magnetic field look like? 1. b. Engaging Scenario: Background: Naturally occurring magnets have been found on Earth for thousands of years. The naturally occurring magnets are often referred to as lodestone. It was said that Archimedes used magnets to pull nails from ships in order to sink them. Engaging Scenario: Act 1: I have just heard that there will I be a giant electrical disruption caused by a huge Solar Flare. It will affect all power lines, and could cause huge burst of electricity in this room. Flowing electrons create a magnetic field, which means that this giant flare could turn this room into a super magnet. This will turn all of the electrical cables into one giant magnet. We need to make sure that all things that are magnetic are moved near the walls. Primarily, magnets attract Iron. You are to try and find at least three things that are magnetic in the room and report back. There are 2 rules: 1. You must keep all magnets away from anything that has electricity, or plugs into a wall outlet. These will be magnetic and are very dangerous. 2. We think that you will only have time to test 7 things around the room, so you need to move quickly and test smartly. Have a plan. Updated information now tells us that the electromagnetic storm will not affect the areas as far south as Palmdale. Focus Question: This is generated by the students, but should be something like the following examples: Act 1 What is a magnet attracted to? Prediction: For Act 1 I think that ________________ because __________________. Planning: Act 1: Place the magnets on different items until they are attracted to the object and “stick.” We have found something that is magnetic. If something does not, then move on to the next item. Investigation: How are we going to enter data? We use a diagram with labels. (Draw a picture) Show them what you expect. Model the diagram, if that is what you want. Investigation suggestion for entering data for Act 1: I found that Circle the correct observation 1. ________________________ is magnetic / is not magnetic 2. ________________________ is magnetic / is not magnetic 3. ________________________ is magnetic / is not magnetic 4. ________________________ is magnetic / is not magnetic 5. ________________________ is magnetic / is not magnetic 6. ________________________ is magnetic / is not magnetic 7. ________________________ is magnetic / is not magnetic Engaging Scenario: Act 2: The Company that you work for has acquired a failed electro-motor manufacturer. The plan is to continue to create magnets and sell them to kids. 1. Your first task is to identify the different types of magnets and log them. 2. In order to be more effective at finding ways to sell magnets, we must examine the different types of magnets to see how they will best go together. To do this, we can imagine what the magnetic field looks like for each one. According to the foreman, this can be done with iron filings. 3. Your next job is to create instructions of fun things to do with the different types of magnets. Focus Question: Act 2 1. 2. 3. What do different types of magnets look like? What does a magnetic field look like? How do magnets react to each other? Prediction: No prediction for act 2. Planning: Act 2: 1. Know the names / classifications of the different types of magnets. a. Horseshoe, bar, disk, ring, rare earth, etc. 2. The different magnetic fields will be demonstrated using iron filings. 3. Use vocabulary: attract, repel, line up, alignment, magnetic field, north, south, electrons, charge and pole. Investigation: Investigation suggestion for entering data for Act 2: 1. Draw each type of magnet and describe it. 2. Draw the magnetic field for different types of magnets. 3. Find the most interesting interaction of the magnets and describe a way for someone to recreate the interaction through writing, or drawings. Making meaning Conference: All matter in the Universe is made of protons, neutrons and electrons. They are like the little Lego Blocks at Lego Land in the sense that they are arranged to make everything that is matter. Together, protons, neutrons and electrons are formed into atoms. The center of the atom is where we find protons and neutrons. They only change in the rarest of cases, or extreme circumstances. Electrons, however, are much more flowing. They can move from atom to atom and sometimes even leave the atom all together (ionization.) Electrons surround atoms in pairs. If one electron spins upward, the other spins downward. It's impossible for both of the electrons in a pair to spin in the same direction1. Even though an atom's electrons don't move very far, their movement is enough to create a tiny magnetic field. Since paired electrons spin in opposite directions, their magnetic fields cancel one another out. Atoms in magnets, on the other hand, have several unpaired electrons that have the same spin. Iron, for example, has four unpaired electrons with the same spin. Because they have no opposing fields to cancel their effects, these electrons have are able to line up and create a magnetic field. You may have noticed that the materials that make good magnets are the same as the materials magnets attract. This is because magnets attract materials that have unpaired electrons that spin in the same direction. Metals that are magnets are attracted to materials that have the ability to become magnets. The theoretical implications of electromagnetism led to the development of special relativity by Albert Einstein in 1905. Claims and Evidence: Explanation/conclusion: Have the students write to the focus question and have them make claims and provide evidence for their claims. Next Steps: 1. Students know electricity and magnetism are related. They are used in most machines found to do common “work” in a house. Anything that spins, or moves when plugged in, or uses a battery, uses an electromagnetism. Reflection: Students need to relate their claims and evidence to the big idea, “Electricity and magnetism are related effects that have many useful applications in everyday life.” References: 1. Pauli Exclusion Principle