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Next Generation Science Standards:
1. Disciplinary Core Ideas:
 PS2.A: Force and Motion
Each force acts on one particular object and has both strength and a direction. An object
at rest typically has multiple forces acting on it, but they add to give zero net force on
the object. Forces that do not sum to zero can cause changes in the object’s speed or
direction of motion. (Boundary: Qualitative and conceptual, but not quantitative
addition of forces are used at this level.)
 PS2.B: Types of Interactions
Objects in contact exert forces on each other. (3-PS2-1)
Electric, and magnetic forces between a pair of objects do not require that the objects
be in contact. The sizes of the forces in each situation depend on the properties of the
objects and their distance apart and, for forces between two magnets, on their
orientation relative to each other. (3-PS2-3), (3-PS2-4)
Type in PS2A part 1 and PS2B http://nextgenscience.org/3fi-forces-interactions
2.
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 paperclips, 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.]
3. Crosscutting Concepts
Patterns- Patterns of change can be used to make predictions. (3-PS2-2)
Cause and Effect: Cause and effect relationships are routinely identified. (3-PS2-3) Cause and
effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)
Objective of Activity:
Students will compare and contrast the different shapes of the magnetic fields made with various
magnets. Investigate and compare the behavior of magnetism using magnets.
Materials:
•Salt shaker with iron shavings
•White paper
•Magnets of various shapes and sizes
• Activity handout and Pencil
Procedure:
1. The students will get into groups of three, each group will have a white sheet of paper, a
shaker of iron shavings and some various sized and shaped magnets.
2. Amongst themselves, they will talk about what they think will happen with the shavings
based on the information introduced before they got partners. They will answer the
preliminary questions on the handout.
3. They will place the magnets on the counter and put the paper on top, covering them up.
4. Then they will sprinkle the shaving over the paper.
5. After the shavings are sufficiently covering the paper enough to collect on the various
magnets, the partners will observe what happens.
6. Each partner will draw what they see and have a discussion about it. Following the
handout they were given.
7. They can repeat this process by moving the magnets around or picking different magnets
out of the ones they were given.
8. Each group will be responsible for cleaning up their materials. Wash Hands and wipe of
table if needed.
9. Finish the handout
10. Discuss this and the other activity done as a class.
Questions:
1. State your Hypothesis. What do you think (in words) will happen with each of your 5
magnets when you drop your shavings on top of the paper? Now Draw it.
2. Draw what happened with each magnet.
3. Was your hypothesis accurate? Why do you think the iron shavings reacted like they did?
4. Does the shape of the magnet effect the magnetic field’s shape?
5. What happens if you place two magnets that you used before together?
What do you think will happen? What actually happened?
6. Why did the change in patterns happen?
1.
2.
3.
4.
5.
Quiz:
Does the shape of a magnet effect the shape of the magnetic field? Why?
What makes a compass work?
Name 3 types of magnets that you see/ use every day.
What do magnets attract?
Does the thickness of paper affect the push or pull strength?
Reading and Writing Integration:
Common Core 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-PS2-1),(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)
W.3.7
Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2)
W.3.8
SL.3.3
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)
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3PS2-3)
Cite References:
http://nextgenscience.org/3fi-forces-interactions
www.uen.org/Lessonplan/preview?LPid=11306
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