Download Magnetic Polarity - Ms. Chelsea Gaudet

Lesson 3 of 6
Science Unit: Invisible forces
Grade 3
(1) 50 min. class
Magnetic Polarity
NSES Content Standards (K-4):
NSES:
All students should develop an understanding of:
 Properties of objects and materials
 Position and motion of objects
Light, heat, electricity, and magnetism
Outcomes:
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100-32: Investigate the polarity of a magnet, determine the
orientation of its poles, and demonstrate that opposite poles
attract and like poles repel
200-2: Provide opportunities for children to explore magnetic
force, learn about the force of gravity
Make and record relevant observations in investigations of
the conditions that affect the force of static electricity, and
draw simple conclusions that identify these conditions (10033, 201-5, 202-7)
Describe and demonstrate new ways to use everyday
materials to produce static electric charges, and describe how
charged materials interact (attract, repel) (101-8, 203-3)
Jordan Smith, Chelsea Gaudet, Joe
Ross, Kayla Brinston
Materials
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Bar Magnets
Water
Bowl
Styrofoam balls
Needles
Science Journals
KWL
Pencils
Differentiation
Activities will take a hands-on
approach in order to accommodate
different learning styles and abilities.
Students will be grouped with those
in the class that they are known to
work and learn well with.
Engaging Question:
What is magnetic polarity and how does it work?
Magnetic Polarity
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Engagement Activity
KWL
Have students discuss, and write in their science journals, what they
know about magnetic polarity. Then students discuss and record
what they want to know about magnetic polarity. The whole class
then regroups to make a class KWL. Students should be guided into
answering where we find magnetic polarity, what it does, how we
use it and where we find it.
Exploration
Bar Magnets
Students are put in pairs to do this experiment. Each pair is given
two bar magnets that are clearly marked with a north and south side
to the magnet. Students are asked to try and connect the two north
side of the magnets, the two south sides of the magnets and to try and
connect the north side of one magnet to the south side of the other.
Students should make predictions in their science notebook about
what they think will happen. After the experiment is completed, they
should discuss what they observed and why they thought it
happened. These ideas should be documented in their science
journal as well.
Explanation
Each side of every magnet has two poles, a north and a south pole.
Similar poles repel and opposite poles attract.
Expansion
Pairs of students will be asked to make a compass. Please see
attachment for instruction.
Students, before this experiment, will write a prediction in their
science journal. After completing the experiment 3 times, will
compare their findings with another group. Students will then record
their observations. Did the needle always point in the same
direction? What direction did it point in? Was this direction the
same as the other group? Why do you think this happened?
Magnetic Polarity
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Explanation
Teacher will facilitate a whole class discussion on the balloon
experiment. It is important that students understand that:
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All magnets have a north and a south pole
By rubbing the needle with the magnet, it became magnetic
The earth is one big magnet with a north and south pole
These the magnetized needle is affected by this pole, causing
it to point north.
Students will then finish the KWL chart in their science journals
noting what they have learned about magnetic polarity.
Evaluation
Hands on Assessment:
The teacher will formatively assess students during the first and
second experiments.
Reflective Assessment:
Students will each write the last part of the KWL in their science
journal. Students will reflect on what they have learned about static
electricity.
KWL Image:
Magnetic Polarity
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