LEARN NC

K–12 teaching and learning · from the UNC School of Education

Magnetic magic

Students will explore and experiment with a magnet's mysterious invisible strength by rotating through five hands-on centers.

A lesson plan for grade 4 Science

By Thelma Pike

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Learning outcomes

Students will:

  • increase vocabulary
  • use scientific process skills
  • use science manipulative skills
  • record information
  • report/write results

Teacher planning

Time required for lesson

3 hours

Materials/resources

  • The Mystery of Magnets by Melvin Berger
  • Look at Magnets by Rena K. Kirkpatrick (Out of print)
  • My Magnets by Robert Pressling
  • globe
  • compass
  • magnets of different shapes and strengths
  • tub of water
  • 61/2 × 24 inch wooden dowels for fishing poles—attach string on one end of dowel and tie a magnet to it
  • test and prediction worksheet
  • writing paper
  • two-by-three-inch card for each student
  • chart paper

Items to test:

  • paper
  • cloth
  • plastic lid
  • paperback books of various thickness
  • different sizes of paperclips
  • glass jars
  • pencils
  • other objects that will and will not be attracted

Pre-activities

  • KWL/graphic organizer
  • Discuss what a magnet is:
    • lodestone rock
    • comes from the earth
  • Discuss north poles and south poles (let students assist in the following demonstrations)
    • ask what else has poles (use globe to locate)
    • demonstrate like poles repel and opposites attract
    • tell students that the earth is a magnet
    • demonstrate compass always points north

Activities

Center #1

Testing poles

Students will find the poles on bar magnets, horseshoe magnets and circle magnets. They will put opposite poles together and record their results, then put like poles together and record their results.

Center #2

Making a magnet

Students will use magnets of various strengths and different sizes of paper clips. They will predict how many paper clips their magnet will be able to connect into a chain and pull along. Test and record results.

Center #3

Magnetic fishing—can a magnet attract through water?

After fishing for about five minutes, students will record their results, listing the kinds of things they caught and observing the kinds of things that remained in the tub.

Center #4

Magnetic attraction

Students will make predictions from their sheet about the kinds of things a magnet will pick up. Then they will test and record their findings.

Center #5

Magnetic strength

Students will predict if the magnetic force will travel through various items at their table. Record prediction then test and record. Hand out writing paper, ask students to write about their experiments and what they found out about magnets.

On the chart paper write the names of the Magnet Center. Hand out the two-by-three-inch cards to each student. Ask them to put their name on one side and their favorite Magnet Center on the other. Make a class graph, orally discuss the results, and ask problem-solving questions based on the results.

Assessment

Students demonstrated proper care of equipment and procedures during experiments at centers and completion of worksheet, story, and class graph.

Supplemental information

Read the Mystery of Magnets and Look at Magnets before presenting the lesson.

Attachment: worksheet (should be read in a spreadsheet).

North Carolina Curriculum Alignment

Science (2005)

Grade 4

  • Goal 3: The learner will make observations and conduct investigations to build an understanding of magnetism and electricity.
    • Objective 3.01: Observe and investigate the pull of magnets on all materials made of iron and the pushes or pulls on other magnets.