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Magnetism & Static Electricity

Unit Title: Invisible Forces: Magnetism & Static Electricity Area of Study: Science

Grade Level: Three Unit Duration: 11- 60 minute classes

Teacher(s): Sara Belliveau, Amanda Fairley, Kimberly Mertens, Alex Sorensen

Academic Standards

NSES Standards:

Standard B: Physical Science Light, Heat, Electricity, and Magnetism:

o Magnets attract and repel each other and certain kinds of other materials.

o Electricity in circuits can produce light, heat, sound and magnetic effects. Electrical currents require a complete

loop through which an electrical current can pass.

Curriculum Outcomes:

STSE/Knowledge Skills

Students will be expected to: 102-14 identify familiar uses of magnets

100-31 investigate to identify materials that can be magnetized and materials that are attracted by magnets, and distinguish

these from materials that are not affected by magnets 100-32 investigate the polarity of a magnet, determine the

orientation of its poles, and demonstrate that opposite poles attract and like poles repel

100-33 identify conditions that affect the force of magnets and of static electric materials

101-8 describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged

materials interact

102-15 describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can

be used safely or avoided

Initiating and Planning

200-2 identify problems to be solved 200-3 make predictions, based on an observed pattern

Performing and Recording

201-1 follow a simple procedure where instructions are given one step at a time

201-3 use appropriate tools to manipulate and observe materials and to build simple models

201-5 make and record relevant observations and measurements, using written language, pictures, and charts

Analysing and Interpreting

202-2 place materials and objects in a sequence or in groups according to one or more attributes

202-7 propose an answer to an initial question or problem and

draw simple conclusions based on observations or research 202-8 compare and evaluate personally constructed objects with

respect to their form and function 202-9 identify new questions that arise from what was learned

Communication and Teamwork

203-3 communicate procedures and results, using drawings, demonstrations, and written and oral descriptions

203-5 respond to the ideas and actions of others and acknowledge their ideas and contributions

Overview of Unit

Over the course of this unit students will be introduced to the

topic of invisible forces. They will learn that magnetism and static electricity are able to both attract and repel objects without physically

or visibly seeing them do so. Students will also learn that while these

two forces are able to move things in similar ways, they are created by different sources and materials. When preparing this unit consider

doing it in the winter as the air is drier and there is a greater chance for static electricity.

Inquiry is the focus of this unit by allowing students to explore

magnets and electrostatic forces and recording the information that they observe. Students will investigate the conditions and materials

that alter the strength of these forces.

Materials

Scavenger Hunt worksheet (see attached)

Loose leaf Pencil

Map of the world Several different sized and shaped magnets

Paper clips Magnet Strength Predictions & Results sheet

“The Floating Magnet!” worksheet

Large bowl of water Magnets in various shapes, sizes and strengths

Styrofoam plate Tray

Paper towels Class set of compasses, or at least enough for students to work

with compasses in pairs Metal shavings (or fine steel wool broken up in bits)

Stiff cardstock paper or cardboard Plastic fixative spray (hairspray may also work)

Miscellaneous metal objects (i.e., paper clips, nails, etc.) Bus for transportation

Outdoor clothing for all students Signed permission slips

Kings Landing Reflection Sheet

Science journals Balloons

Fur Yarn

Wool Foam

Aluminum Plate Coins

Spoon Bobby Pins

Pop can Feathers

Pompoms Boxes

Combs

Summary of Lessons

Invisible Forces Bulletin Board Lesson Length: Used prior to beginning unit

The invisible forces bulletin board is posted a couple of weeks in

advance of beginning this unit. The bulletin board is used to peak the interest of students and to allow them to begin to explore the world of

the invisible forces of magnetism and static electricity.

Invisible Forces Discovery Center

Lesson Length: Present throughout unit within the classroom

The invisible forces discovery center will be present in the classroom over the course of this unit. In the center are a variety of activities

that allow students to discover more information about invisible forces. Activities are completely student led and provide an area for students

to work independently if they finish work early in any of their classes.

Introduction to Magnets Lesson Length: 60 minutes

This lesson allows students to discover that some materials are

attracted to magnets (or are magnetic) while others are not. They will discover this in two manners: through an interactive SMARTboard

game and through fishing for magnets.

Where Do Magnets Come from?

Lesson Length: 60 minutes Cross Curricular Link: Social Studies

In this lesson students will be asked to discuss the areas that they

have found magnets. Students will discuss in small groups where they

have located magnets. We will then have a representative from each group to inform the class of all the places they have located magnets.

Magnet Strength

Lesson Length: 60 minutes Cross Curricular Link: Math

In this lesson students will be asked to conduct experiments with

different types of magnets to test their strength. Specifically, students will be making predictions as to which magnets will be the strongest

and then testing them by seeing how many paperclips each can pick

up.

Polarity of Magnets Lesson Length: 60 minutes

Cross Curricular Link: Physical Education

Students will discover that magnets have a North and a South Pole. Through observations and testing, students will discover that like

poles repel and opposite poles attract.

Magnet Art Lesson Length: 60 minutes

Cross Curricular Link: Art

Students will explore the effect of North and South poles used to repel

and attract materials in order to create a 3D image using metal shavings students must create a piece of artwork using the metal

shavings without actually touching them, they can only use the attraction and repulsion of magnets Students must create their picture

using the element of positive and negative space

Earth as a Magnet Lesson Length: 60 minutes

Students will be asked to predict what a magnet will do when placed

on water. They will test and observe this three times and write out their observations. Students will use compasses to find out the

direction the magnet has moved. Once learning that the earth is a large magnet and that the needle of a compass is magnetic, students

will speculate why both the magnet in the water and the needle in a

compass both point north.

Scavenger Hunt with Homemade Compasses Lesson Length: 60 minutes

Cross Curricular Link: Physical Education

In this lesson, students will be asked to use their homemade compasses to find their way through a scavenger hunt. At the end of

the scavenger hunt, as a class, students will brainstorm ideas about how this activity relates to the magnet unit.

Producing Static

Lesson Length: 60 minutes

Students will explore different materials that create a static electricity charge. By rubbing various materials on either a balloon or garbage

bag students will attempt to determine which materials either are or are not static producing and if they are static producing what is the

strength of the static force. Students will relate this invisible force back to the invisible force of magnetism.

Attracting and Repelling Static

Lesson Length: 60 minutes

Students will dive deeper into the world of static by discovering that not only does static electricity create a force of attraction but also one

of repulsion. They will work in groups to discover ways to have two

balloons repel one another and what happens when the force is broken by a piece of paper between the two. Again, students will relate the

forces of static electricity to those that they have learned about magnetism.

Static Electricity Safety

Lesson Length: 60 minutes Cross Curricular Link: Art

Students will discuss daily occurrences of static electricity. They will

discover what materials create static electricity and what materials reduce static electricity. Using what they know, they will create and

market their own static-reducing product or a product that use static electricity in a positive way.

Electricity in our Everyday Lives Lesson Length: 30 minutes of instruction prior to field trip

Cross Curricular Link: Social Studies

Students will go on a guided tour of Kings Landing Historical Settlement. They will take part in traditional roles of males and

females. Upon return, they will reflect on the activities they participated in and how they would be different with the use of

electricity

Basic Info – Discovery Center

Lesson Title: Discovery Center

Area of Study: Science

Grade Level: 3 Teacher: Kimberly Mertens, Sara Belliveau, Amanda Fairley, Alex

Sorenson

Introduction

Some forces involve direct pushes and pulls, where a surface is

directly contacted, while others involve interaction from a distance. The intent of this unit is to introduce students to two kinds of forces

that can act between objects, where the objects need not be touching one other. Students learn that magnetic forces and static electric

forces both involve attraction and repulsion, but have different origins and involve different kinds of materials. Students discover a variety of

ways these forces can be applied or can affect their daily life. Although gravity is an invisible force, it is not addressed until the grade 5 unit,

Forces and Simple Machines.

Focus and Context

Inquiry, in the form of observation and recording, is the focus of this

unit. Through explorations of magnetic and static electric forces, students observe and record the materials and conditions that alter

the strength of these forces. Investigations of electrostatic forces are best done in the winter, when the air is very dry.

Curriculum Outcomes

STSE/Knowledge Skills Students will be expected to:

102-14 identify familiar uses of magnets 100-31 investigate to identify materials that can be magnetized and

materials that are attracted by

magnets, and distinguish these from materials that are not affected by

magnets 100-32 investigate the polarity of a magnet, determine the



101-8 describe and demonstrate ways to use everyday materials to produce static electric charges,

and describe how charged materials interact 102-15 describe examples of the effects of static electricity in their

daily lives, and identify ways in which static electricity can be used safely or avoided

Initiating and Planning

200-2 identify problems to be solved

200-3 make predictions, based on an observed pattern

Performing and Recording

201-1 follow a simple procedure where instructions are given one step at a time

201-3 use appropriate tools to manipulate and observe materials and to build simple models

201-5 make and record relevant observations and measurements, using written language, pictures, and charts

Analysing and Interpreting

202-2 place materials and objects in a sequence or in groups according to one or more attributes

202-7 propose an answer to an initial question or problem and draw

simple conclusions based on observations or research

202-8 compare and evaluate personally constructed objects with respect to their form and function

202-9 identify new questions that arise from what was learned

Communication and Teamwork 203-3 communicate procedures and results, using drawings,

demonstrations, and written and oral descriptions

203-5 respond to the ideas and actions of others and acknowledge their ideas and contributions

Materials

Bulletin Board (Materials on bulletin: spoon, paperclips, yarn,

bobby pins, magnet, aluminum plate, foam, coins, pop can, feathers and pompoms)

Instruction cards

Observation Sheets Magnets (big/small/strong/weak)

Boxes (big/small) Balloons

Combs Popcorn on a string

Board game template Hair (your own)

Fur Paper

Markers Pencils

Overview of Activities

Bulletin Board: Magnetism Using the materials on the bulletin board, test to what items attract

the magnet. Record your findings on the worksheet provided. Can you

find 2 more items in the room that attract magnets?

Bulletin Board: Static We know that when certain materials are rubbed together they can

become charge with static electricity. Using the materials on the bulletin board test to see which items give

the balloon an electrostatic charge Do some materials work better than others?

Record your findings on the worksheet provided.

Pendulum Hold the magnet by a string above the magnets on the orange circle

board What do you feel?

What forces might be effecting how the pendulum is swinging?

Move the Box Challenge

Use what you know about invisible forces to move one of the boxes

without touching it. Consider what happens to magnets when you put the ends together.

How can you use this idea to move the box?

Magnet Race Are all magnets the same strength? Using the materials provided test

to see how strong each magnet is. Does size matter?

Is a bigger magnet always stronger than a smaller one? Place the paperclips at the start line. Using the magnets, start at the

bottom of the sheet and move towards the paperclip.

Make Your Own Invisible Forces’ Board Game Using what you know about invisible forces create a board game on

the template provided.

Ex. You are attracted to a magnet. Move ahead 2 spaces.

Comb and Popcorn Use what you know about static electricity to move the popcorn

without touching it. Need a hint? Look inside!

(Inside) Rub the comb on various materials to see which one will make the popcorn move. When you rub materials together they may create

static electricity. If the comb moves the popcorn when nearby, then it has created static electricity. If it does not move, then the material is

not a good conductor of electricity.

Basic Info – Introduction to Magnets

Lesson Title: Fishing for Magnets! Area of Study: Science: Invisible Forces

Grade Level: Three (3) Lesson Duration: 60 minutes

Teacher: Sara Belliveau, Amanda Fairley, Kim Mertens and Alex Sorensen

Date: Wednesday, March 2nd, 2011 Academic Standards

NSES Standards Magnets attract and repel each other and certain kinds of other

materials.

Science Curriculum Outcomes At the end of this lesson students will:

1. (102-14) identify familiar uses of magnets; 2. (100-31) investigate to identify materials that can be

magnetized and materials that are attracted by magnets;

Content to be Taught

In this lesson students will learn that: Certain objects are attracted to magnets while others are not;

Some objects are magnetic but the magnet is not strong enough to lift them off the ground.

Identify some familiar uses of magnets.

Children’s Prior Knowledge/Misconceptions

Before this lesson, students have had a chance to explore the

discovery centre created by the teacher on magnetism and static electricity. Other than that, this lesson is an introductory to magnetism

and how some materials are magnetic while others are not.

Performance Objective

This lesson allows students to discover that some materials are

attracted to magnets (or are magnetic) while others are not. They will discover this in two manners: through an interactive Smartboard game

and through fishing for magnets.

Resources/Materials

KWL chart pre-made Brain Pop Junior Magnet Game

Fishing rod with magnet on the end

Magnetic/Non-magnetic Materials (see Assessment Chart for items)

Checklist of Magnetic/Non-Magnetic Materials

Concept Development: ENGAGEMENT

Materials: KWL chart (pre-made) and Brain Pop Junior Magnet Game Procedure:

1. The beginning of the lesson is focused on introducing students to magnets. First we will do a KWL chart about magnets. The chart

will have the following three columns: what you know, what you want to know and what you learned.

2. We will then play a game together as a class on the Smartboard

from the Brain Pop Junior website. The game requires students to choose the items that they think are magnetic and place them

on the crane with a magnet on the end. The items that are not magnetic are places on the ground in the “non-magnetic”

section.

EXPLORATION

Materials: Fishing rod with magnet on the end, Magnetic/Non-magnetic Materials (see Assessment Chart for items) and the Checklist

of Magnetic/Non-Magnetic Materials

Procedure: 3. As an activity for students to explore magnets further, we will let

students engage in a “fishing for magnets” activity. We will have set up some magnetic and non-magnetic materials on the floor

(e.g., wood block, keys, coin money, paper, pen, pencil, etc).

Students will also be provided with a chart which lists the items on the floor and a place for students to check if it was magnetic

or non-magnetic.

EXPLANATION

4. After students have completed the fishing activity, we will have a discussion about what we learned from playing the Brain Pop

magnet game and “fishing for magnets”. We will write the students comments in the third column of the KWL chart.

ELABORATION

5. Ask the students why they think some materials are attracted to

the magnets while others weren‟t. Were there any specific materials that they noticed were always attracted to the

magnet? 6. Explain to students that there are three types of metals that are

attracted to magnets: iron, nickel and cobalt.

EVALUATION

The worksheets that students are to fill out while fishing for

magnets can be a source of evaluation for the teacher. By looking at this sheet the teacher will be able to tell whether the

students were engaged in the learning process. Another form of evaluation that the teacher can use is the KWL

chart. If there are several things listed in the What I Learned column of the chart then the teacher can conclude that the

students learned about magnetism.

Accommodations

Enrichment For the students who already have a good understanding of magnets,

the teacher could allow them to explain why different materials are

attracted to the magnet and others are not.

Differentiation

For students who are visually impaired, it is crucial that they are still

involved in exploring which materials are magnetic. Therefore, it is important for them to get a chance to actually feel the materials and

get an idea of what they are made of.

Fishing for Magnets

Record Sheet

Item Magnetic Non-Magnetic

Wooden Block

Keys

Quarter

Penny

Pen

Paper clip

Pencil

Paper

Watch

Bobby pin

Basic Info – Where do Magnets Come From?

Lesson Title: Where do magnets come from? Area of Study: Science: Invisible Forces


Teacher: Amanda Fairley, Alex Sorensen, Kim Mertens, Sara Belliveau Date: Wednesday, March 2nd, 2011 Academic Standards

NSES Standards

Magnets attract and repel each other and certain kinds of other materials.

Science Curriculum Outcomes

At the end of this lesson students will: 3. (102-14) identify familiar uses of magnets

4. (100-31) investigate to identify materials that can be magnetized and materials that are attracted by magnets.

Social Studies Curriculum

GCO (People, Place and Environment): Students will be expected to demonstrate an understanding of the interactions among people, places and environment.

Specific Outcome: Students will be able to use maps, globes and pictures

to describe location and place.


In this lesson, students will:

Learn that there are two types of magnets: artificial and natural; Learn that the earth has a natural magnet called magnetite;

Locate areas on the map that have a large amount of magnetite; and

Learn that the earth is a giant magnet and therefore, has a north and south pole.


Prior to this lesson students have had a chance to explore magnets

and how they work. They have had a chance to explore the discovery

centre created on magnets and static electricity involving many different fun learning centered activities. Also, students have watched

a video and “gone fishing for magnets” to test which materials are magnetic.


In this lesson students will be asked to discuss the areas that they

have found magnets. Students will discuss in small groups where they have located magnets. We will then have a representative from each

group to inform the class of all the places they have located magnets.

Resources/Materials

Loose leaf Pencil Map of the world


Materials: none needed Procedure:

1. To begin the lesson have a class discussion focused on if students were able to find places to locate magnets.

EXPLORATION

Materials: Pencil and paper

Procedure: 2. Students will then be placed in groups of four.

3. Once they are in their groups students will be instructed to designate a recorder and a representative (reporter).

4. Each student in the group will discuss with the others where

they were able to find magnets. The recorder will write their locations and the type of magnet they found down on the

piece of loose leaf. 5. After about 10-15 minutes of group discussion, students will

share their findings with their classmates. 6. The teacher will write their findings on the board so everyone

can see the different locations where magnets can be found in their home and community.

EXPLANATION

7. After the class discussion, explain to students that the

magnets they have located, and the magnets that they have been exposed to in class are called “artificial” magnets. This

means that they are created from non-natural elements or that someone has made them.

8. Explain that there is a naturally occurring magnet found in certain areas of the earth. This natural magnet is a mineral

called magnetite. 9. Students will then be given a map. In front of the class, show

students where magnetite is found and have them colour these places on their maps.

ELABORATION

10. Inform students that people have known about the natural magnet, magnetite for thousands of years. One story tells

about a Greek shepherd named Magnes who lived in a town called Magnesia. When he stood on a large rock, dark rock,

his shoes stuck to it. Ask students, “Why do you think this

happened”? 11. Have students write their answers down on a sheet of

paper to be handed in at the end of the lesson.

EVALUATION

Listen to students as they explain where their group has located magnets. As you write them on the board you will be able to

comprehend whether they have a full understanding of where

magnets can be found. Students will also be evaluated on their answer to the question

about magnetite. If students‟ answer include that the man must have been wearing shoes that were attracted to magnetic

material then the teacher knows that they have a good understanding of the content in the lesson.

Accommodations

Enrichment

For the students or group who has finished early, have them talk amongst themselves about why they think they were able to find

magnets in the places they did.

If there are students in the class who know the world map very well, tell them where the magnetite is located and have them come up and

locate it on the map for the class (if they are comfortable doing so).

Differentiation

When students are put into groups, the teacher should ensure that students who experience difficulty working in groups are places with

other students who will make them feel welcome.

In the case of the map, the teacher will visually show the students where to colour and what to write. This will be beneficial for students

who are visual learners.

Basic Info – Magnet Strength

Lesson Title: Experimenting with Magnet Strength! Area of Study: Science: Invisible Forces


Teacher: Sara Belliveau, Amanda Fairley, Kim Mertens and Alex Sorensen

Date: Wednesday, March 2nd, 2011 Academic Standards


materials.


5. (102-14) identify familiar uses of magnets; 6. (100-31) investigate to identify materials that can be

magnetized and materials that are attracted by magnets; 7. (200-3) Make predictions about the number of objects a magnet

can pick up under different conditions; and

8. (100-33, 201-5) Make and record relevant observations during investigations about the number of objects a magnet can pick up

under different conditions, and use the observations to identify conditions that affect the force of magnets.


In this lesson, students will: Experiment to learn about the different strengths of different

sized magnets; Make predictions about the strength of a magnet.


Prior to this lesson, students have had a chance to explore magnets and how they work. Students have also had a lesson on where

magnets come from and that some magnets are artificial and some are

natural.


In this lesson students will be asked to conduct experiments with different types of magnets to test their strength. Specifically, students

will be making predictions as to which magnets will be the strongest and then testing them by seeing how many paperclips each can pick

up.

Resources/Materials

Several different sized and shaped magnets Paper clips Magnet Strength Predictions & Results sheet


Materials: Magnet Strength Predictions & Results sheet Procedure:

1. Begin the lesson with a class discussion about magnet strength. To get the students thinking, get them to brainstorm types of

magnets that they think would be weak vs. strong. Write their ideas on the board in the corresponding columns.

2. Show students a variety of different sized and shaped magnets. Have students predict which magnets will be the strongest and

weakest. They will write their predictions on the Magnet Strength Predictions & Results sheet.

EXPLORATION

Materials: variety of magnets, paperclips and Magnet Strength

Predictions & Results sheet Procedure:

3. Have student volunteers test the magnets in front of the class.

Test the magnets by seeing how many paper clips it can pick up at one time.

4. Have students record how many paper clips each magnet was able to pick up on their prediction sheet.

5. After each magnet has been tested and the number of paperclips is recorded, have students rank the magnets from weakest to

strongest (1 being weakest) on their prediction sheet.

EXPLANATION

6. Follow this activity with a brief discussion about other ways magnet strength could be tested (instead of using the paperclip

method). 7. Write the students ideas on the board. If there is time in the

lesson, these ideas could be explored further.

ELABORATION

8. Have students write a brief description of why they think magnets have different strengths. Have them answer the

question, “Is a big magnet always stronger than a small magnet? Why or why not”?

EVALUATION

The teacher will collect each student‟s Magnet Strength

Prediction sheet. This can be used as a source of evaluating whether students participated in the activity

and were able to answer the questions and fill out the columns.

Also, the brief exit slip that students write at the end of the lesson will be another form of evaluating how well

students understand magnet strength. Accommodations

Enrichment

If a student has a great idea of how to test the strength of magnets,

they should be encouraged to complete this test. This can be done on their own time or time can be allotted during class to let the students

demonstrate to their classmates. But, this should not be forced upon the student. It should be something that they students wants to do.

Differentiation

For students who have trouble expressing themselves through writing, it should be an option for them to verbally explain to the teacher what

they would write in their exit slip.

Magnet Strength Predictions & Results Name: ______________________________________

Type of Magnet Magnet Strength Prediction

# of Paperclips Magnet picked

up

Magnet Strength Ranking

Basic Info – Polarity of Magnets

Lesson Title: Magnets Have a North & a South Pole

Area of Study: Science/Physical Education Grade Level: 3

Lesson Duration: 60 minutes Teacher: Sara Belliveau, Amanda Fairley, Alex Sorensen, Kim Mertens

Date: Academic Standards


materials.

Curriculum Outcomes

Science 100-31 investigate to identify materials that can be magnetized and

materials that are attracted by magnets, and distinguish these from

materials that are not affected by magnets 100-32 investigate the polarity of a magnet, determine the


100-33 identify conditions that affect the force of magnets 200-3 make predictions about the number of objects a magnet can

pick up under different conditions

Physical Education - select and perform locomotor and non locomotor skills (with and

without objects) in simple sequences, individually, and with a partner - solve movement tasks using given criteria

- use acquired motor skills in simple, low organized games


In this lesson students will:

Discover that magnets have a north and a south pole. Discover that opposite poles attract

Discover that like poles repel Learn that magnets have a magnetic field around them

Learn that other objects can be magnetic but do not contain a north and south pole (as magnets do)


Students have used the Discovery Center to learn about magnets.

They have tested different objects (for example, a spoon, a can, money, other magnets etc.) to see if they are magnetic. At the

Discovery Center, there were also other magnets; this gave students an opportunity to investigate whether magnets attracted to each other

or not. This may have peaked their interest when (unbeknownst to them) they tried to put a north pole and a north pole together and it

actually repelled. Students can feel the force between the two magnets.

A common misconception for students is that all metals are magnetic. Students may also believe that because magnets have a north pole

and a south pole, that other objects have these poles as well. Ensure that students realize that other objects do not possess a north or a

south pole.


Students will be asked to predict what they think will happen when two

bar magnets are put together (North to North, South to South, and North to South). Each student will test and observe what happens

each time and write down their observations. With their newly found information, students will perform a couple of

experiments to reinforce what they have just learned.

Resources/Materials

- Marked bar magnets (with North and South poles clearly

marked) - Unmarked bar magnets

- Iron nails - http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Sc

ience/Physics/PHS0203.html


Materials: Bar magnets with clearly marked North and South poles,

other magnets unmarked

Safety: When using magnets ensure that students know not to put

them near computers or other electronic equipment. Also, remind students to not put their fingers in between two magnets.

Procedure: 1. Hold up the clearly marked bar magnet.

2. Ask students if they know what they are (magnets) 3. Ask students if they know what the N stands for and what S

stands for? 4. Explain that magnets have a north pole and a south pole, just

like our earth. 5. What happens when we put the north side against north side?

South side against south side? North side against the south side? 6. Have students make predictions.

EXPLORATION

Materials: Bar magnets with clearly marked North and South poles, other magnets unmarked

Procedure:

1. Hand out marked bar magnets to each student.

2. Have them try to put north to north, south to south and north to south.

3. Have students record the results (“Free Exploration”).

EXPLANATION

Ask students:

What did you notice when you put the two north ends together? What did you notice when you put the two south ends together? What did

you notice when you put the north end to the south end? Observe what happens when two magnets come near; how would you

describe what was happening? What does this mean? (Poles which are the same, or like poles, repel

each other. That means they push each other away. Poles which are different attract each other, or pull together).

ELABORATION

Safety:

Ensure students handle the magnets carefully and do not put them

near electronics in the classroom. When using the iron nails, ensure students know that they are not toys; make sure they stay on desks

and do not fall on the floor.

Provide students with iron nails and unmarked bar magnets. 1. Provide each group of students with some iron nails. Instruct

them to arrange the nails one after another in a row. 2. Now let them bring the magnet near to the first nail and slowly

raise it. They can see a chain made of nails. 3. Each group should have a second bar magnet.

4. Direct them to bring one pole of this new magnet near to the end of the nail chain.

5. Repeat the process by changing the pole.

6. Let them write down their observation. (If the first nail sticks to the north pole of the first magnet, then the south pole of the

second magnet will be repelled by the last nail and it will be attracted to the second magnets north pole. If the first nail

attracts to the south pole then the reverse occur.) 7. Which side of your magnets are the north sides and which are

the south sides? Clearly mark the magnets yourself using a blue sticker for the north and a red sticker for the south.

8. Pose this question: "Do any of you hang your school work on the refrigerator?" "What do you use to do this?" "If your refrigerator

was a blue dot (north pole) the magnet, what side of the other magnet would face the refrigerator?” "How do you know?"

Provide students with other materials such as toy cars, boxes etc. and magnets.

1. Allow students to create toys that they can move without

touching. They are free to use whatever materials are available. 2. They can either move their toy by using a repelling force or an

attracting force; it will be up to them. 3. If you are using a repelling force, what ends do you have to

make sure are pointing towards each other? If you are using an

attracting force, what ends do you have to make sure are pointing towards each other?

4. What force (repelling or attracting) moves your car faster? Why do you think it does this?

5. Presentation: Present your toy to the class and describe how it moves using words like pushes/pulls/repels/attracts.

EVALUATION

Students will be assessed on their participation in class and their exit

slip they must fill out; what they learned and what they want to learn etc.

ACCOMODATIONS

Enrichment Play the “North Hand/South Hand” game.

- Each student holds a North and South sign in each hand. Play music

and have them dance around the room. When the music stops they must match up each hand with another student‟s North or South sign to either attract (North to South or repel North to North, South to

South). - If students are attracted, they must have the signs stuck together, if

they are supposed to repel, the signs should almost be touching, but not quit (just like a repelling magnet!)

- Use this as a form of assessment!

Remediation

- Students will be given both written and oral instructions - Ensure that teacher circulates the room and helps students who

are having trouble (explain instructions one-on-one etc.) - If students need further instructions or need questions posed in

a different way, modify them. - Allow students to work in partners for the iron nail experiment

for safety reasons and to keep information straight - Allow students to work in groups for the “toy” experiment

Basic Info – Magnet Art

Lesson Title: The Art of Magnetism Area of Study: Science/Art

Grade Level: 3 Lesson Duration: 60 minutes

Teacher: Alex Sorensen, Amanda Fairley, Sara Belliveau, Kim Mertens Date: March 2, 2011 Academic Standards


materials.

Curriculum Outcomes Science

100-32 investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles

repel

Art GCO:

- Choose from a variety of art media to express a feeling, to

communicate a message and represent people, places and objects. - Demonstrate how the elements of art, e.g., color, line texture,

shape, can be manipulated to create unity and variety. - Describe visual properties and qualities in the world around them.

SCO:

- Compare and contrast a two dimensional artwork with a three-dimensional object

- Identify art elements in the natural and manufactured world



- Learn that positive and negative space can be represented

through 3D artwork - Learn about Ferrofluid art

- Show what they know about magnetic force by using it to create their artwork


- Students have already learned about how magnets attract and

repel and about north and south poles and their effects on

invisible forces - Students have already had an art class learning about the

concept of positive and negative space


- Students will explore the effect of North and South poles used to repel and attract materials in order to create a 3D image using

metal shavings - Students must create a piece of artwork using the metal

shavings without actually touching them, they can only use the attraction and repulsion of magnets

- Students must create their picture using the element of positive and negative space

Resources/Materials

- Large magnets - Metal shavings (or fine steel wool broken up in bits)

- Stiff cardstock paper or cardboard - Plastic fixative spray (hairspray may also work)

- Miscellaneous metal objects (i.e., paper clips, nails, etc.)


Materials: - Internet access

- Infocus machine or smart board - YouTube video of Sachiko kodama‟s ferrofluid artwork

Safety:

Have students move to the front of the room so they can see the video

Procedure:

- Introduce the possibilities of using magnetism as a method for making artwork and provide inspiration to students by showing

Sachiko Kodama‟s ferrofluid artwork on YouTube - Ask students how they think magnetism is involved in this type

of art - Explain that Ferrofluid is an iron based fluid which can become

strongly magnetized in the presence of a magnetic field - In an oily substance, Ferrofluid collects at the poles of a magnet,

when it is placed underneath a dish holding Ferrofluid (see attached picture). Unlike normal iron particles collecting near a

magnet (as students will see with the metal shavings they will use for their own artwork), the ferrofluid maintains its liquid

state - Explain that we will be using solid iron, rather than liquid, to

make our own magnetism artwork

EXPLORATION

Materials: - Large magnet

- Iron/metal shavings - Stiff cardstock paper or cardboard

- Plastic fixative spray - Miscellaneous metal objects

Safety:

Metal shavings are small and sharp so be sure to go over the safety precautions before using them. Have students wear safety goggles

and gloves so as not to get any metal shavings in their eye or cut their

hands. DO NOT eat metal shavings or magnets.

Procedure: - Have students place their large magnet on their desk with the

piece of paper/cardboard on top - Sprinkle some iron shavings on the paper

- Tell students they can move the metal shavings on top of the paper in any way they like but they cannot touch them.

Students must use the power of the invisible forces of magnetism to move the shavings

- Have students move the paper around over top of the magnet to change the pattern. They can play around and experiment with

this technique

- Put other metal objects underneath the paper. What happens to

the shavings? Can you try to magnetize the metal objects by touching the magnet with them? Keep them under the paper,

now what happens? - After students have experienced with the movement of metal

shavings they must create a picture that uses positive and negative space

- Remind students that negative space is empty or void space, that is around an object or form (also called white space), while

positive space is space in an artwork that is filled with something, such as lines, designs, color, or shapes.

- When students are happy with their picture, they must spray it with the fixative spray or hairspray to hold their picture in place

- Only when they have sprayed their picture several times and have let it dry should they slowly remove the magnet

EXPLANATION

Pairing and sharing: Have students pair up and share their strategies and challenges for

creating their artwork with their partner

Lead a discussion of student ideas. Prompts could include: - What was your biggest challenge?

- What strategies did you use to help you create your artwork?

- What was easier to use to manipulate the metal shavings; the magnet or the other metal objects?

- Were you ever frustrated and temped to move the shavings with your hand?

- Did you use the negative or the positive space to create your picture?

ELABORATION

Ask students:

Do you think that texture is found in your artwork? If you were to draw your Magnet Artwork with a pencil, what would you do to make

sure the viewer could tell that the texture was the same as the metal shavings?

EVALUATION

Student performance will be assessed using the attached rubric

ACCOMODATIONS

Enrichment: - Challenge students to create another image, but this time see if

they can do it by still using magnetic forces, but not using the magnet directly on the metal shavings (i.e., students must

temporarily magnetize a piece of metal in order to move the

metal shavings

Remediation:

- If students are struggling, have them draw a rough draft of the image they wish to create. Ask them to tell you if they will use

magnets to attract or repel the metal shavings in the correct place

An example of Ferrofluid artwork on glass with a magnet underneath.

RUBRIC 3 2 1

Students used positive and negative space to

create their picture

- Students display understanding of

the topic - Students

emphasize pos. or neg. space - The student

used balance between the

background and foreground

- Students display some understanding of

the topic - Students used

some emphasis on the pos. or neg. space

- The student used some

balance between background foreground

- Students display little or no understanding of

the topic - Students used

little or no emphasis on the pos./neg. space

- The student used little or no

balance between background and foreground

Time and Effort Students demonstrate that

time and effort was put into their

artwork

Students demonstrate

some time and effort was put

into their artwork

Students demonstrate little

or no time and effort put into

their artwork

Students use and

understand invisible forces in order to create

their artwork

- Students used

only the force of magnetism to create their

picture - Students

demonstrate an understanding of

North/South poles and their effects on

attracting and repelling

materials

- Students use

mostly the force of magnetism to create their

picture - Students mostly

demonstrate an understanding of



materials

- Students use

little or no force to create their picture

- Students demonstrate little

or no understanding of



materials

Vocabulary - Students use

and demonstrate an understanding of art vocabulary

- Students use and demonstrate

an understanding of science vocabulary

- Students

display some use and understanding of

art vocabulary - Students

displayed some use and understanding of

science vocab.

- Students

displayed little or no understanding of art vocabulary

- Students displayed little or

no understanding of the science vocabulary

Basic Info – Earth as a Magnet

Lesson Title: The Earth is a Magnet Area of Study: Science/Social Studies



NSES Standards


Curriculum Outcomes

Science

100-32 investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles

repel

Social Studies

GCO: People Place and Environment: Students will be expected to

demonstrate an understanding of the interactions among people, places and the environment

SCO: Identify ways people depend on, modify, and are influenced by

the physical environemtn



Learn that the earth is a giant magnet and therefore has a magnetic field, and a north and south pole

Learn that using the Earth‟s magnetic field, compasses can help

you find direction


Students have learned in a previous lesson that magnets have a north

and South Pole and that opposite poles attract and like poles repel.

They will learn that the Earth has a north and South Pole. A common misconception is that there is literally a red and white striped „pole‟ at

the North Pole. Ensure that students realize that the magnetic north and south poles are located at the Earth‟s core.


Students will be asked to predict what a magnet will do when placed on water. They will test and observe this three times and write out

their observations. Students will use compasses to find out the direction the magnet has moved. Once learning that the earth is a

large magnet and that the needle of a compass is magnetic, students will speculate why both the magnet in the water and the needle in a

compass both point north.

Resources/Materials

- “The Floating Magnet!” worksheet

- Large bowl of water - Magnet

- Styrofoam plate - Tray

- Paper towels - Class set of compasses, or at least enough for students to work

with compasses in pairs


Materials: Large bowl of water, tray to collect water, magnet, small

Styrofoam plate

Safety: The floor may become wet and slippery. Place a tray to collect overflow under the container of water. Provide paper towels or

newspapers to absorb spills.

Procedure:

7. Have the bowl of water set up at a center in an area of the room where all students can see clearly or easily gather around.

8. Hand out “The Floating Magnet” worksheet 9. Show students the magnet on top of the Styrofoam plate.

10. Ask students to predict what will happen if you float the magnet on the plate in the water, keeping in mind what they

know about magnets 11. They must write their prediction on the sheet provided.

EXPLORATION

Materials: Large bowl of water, tray to collect water, magnet, small Styrofoam plate

Procedure: 4. Place the magnet on the Styrofoam plate in the center of the

bowl. 5. Wait as you watch which direction the magnet goes towards.

6. Have students record the results on their worksheet. 7. Do this two more times.

8. The compass should continually point in the same direction; north

EXPLANATION

Ask students:

Did you notice if the magnet kept floating in the same direction? Do you know what direction it was?

Are there any tools you know of that can tell you what direction the compass was going?

Safety:

Make sure that students know that putting a magnet near a compass compromises the compasses accuracy. Do not tell students the reason

for this right away. Ask them to consider why this is the case during their experiences with the compass.

Provide students with compasses.

9. Ask them to tell you which way is north

10. Using the compass rose displayed near the world map, ask students if they can figure out what direction they are facing

when they face the door? The board? The back of the room?

And so on. (*The students have previously had a social studies lesson on direction, the compass rose and using the compass

rose to find directions on a map.) 11. Explain to students that the earth is actually a large magnet

with a north and south pole and that the needle inside of a compass is a magnet

12. Using what students know about North and South poles in magnets, have them explain how why they think the magnet

floating in the water moved in the same direction

ELABORATION

Ask students:

1. What does the magnet floating North in the bowl of water have to do with the needle on a compass?

2. Why they think putting a magnet near a compass effects it‟s accuracy of pointing north?

EVALUATION

Students will be assessed on “The Floating Magnet!” worksheet, their participation in class and their self-assessment

ACCOMODATIONS

Enrichment

- Tell them that you can magnetize certain materials so that they become temporary magnets; you do this by rubbing the material

on a magnet repeatedly. Have students test which materials can be magnetized. How can they tell if they‟ve created a magnet?

Do these temporary magnets respond in the water the same way the real magnet did?

Remediation - Students will be given both written and oral instruction

- If students need to see the experiment done again after the first three teacher demonstrations they may do so

- If students need review on to use a compass, get them to work with a partner

The Floating Magnet!

Name__________

1. What do you will happen to the magnet once it is floating in the bowl of water? ____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

2. Explore!

Place the magnet in the water and record what happens. Do this three times First Test ____________________________________________

____________________________________________

____________________________________________

Second Test

____________________________________________

____________________________________________

____________________________________________

Third Test

____________________________________________

____________________________________________

____________________________________________

3. Using what you know about the North and South Poles in magnets, why do you think the magnet floating in the water moved in the same direction?

____________________________________________

____________________________________________

____________________________________________

_____________________

4. What this has to do with the needle on a compass?

____________________________________________

____________________________________________

____________________________________________

SELF-ASSESSMENT Name____________________

Name three things that you learned today about Magnetism

1. I learned….

___________________________________________________

___________________________________________________

___________________________________________________

2. I learned….

___________________________________________________

___________________________________________________

___________________________________________________

3. I learned….

___________________________________________________

___________________________________________________

___________________________________________________

How do you think you did today? Fill in the boxes that go

with sentences with a happy face, a neutral face, or a sad

face

I worked hard in class

today

I participated

I had fun today

If others needed help, I

was willing to help them

Basic Info – Scavenger Hunt with Homemade

Compasses

Lesson Title: Scavenger Hunt with Compasses!

Area of Study: Science: Invisible Forces Grade Level: Three (3)

Lesson Duration: 60 minutes

Teacher: Amanda Fairley, Alex Sorensen, Kim Mertens, Sara Belliveau Date: Wednesday, March 2nd, 2011 Academic Standards

NSES Standards



9. (102-14) identify familiar uses of magnets

Physical Education Outcomes Students will be expected to:

1. (13) demonstrate activity-specific motor skills in a variety of alternative environments (the example given for this activity is

to encourage student involvement in outdoor scavenger hunts).


In this lesson, students will:

Learn that the earth is a giant magnet and therefore, has a North and South Pole;

Learn that by using the Earth‟s magnetic field compasses can help you find direction; and

Learn about the different directions on a compass.


At this point in the lesson, students have been exposed to the fact the

Earth has its own magnet, called magnetite, and it has a North and South pole that are affected by magnetism. They have also learned

that compasses work by using the Earth‟s magnetic field to locate the different poles. Lastly, students have created their own compasses,

which will be used in this activity.


In this lesson, students will be asked to use their homemade compasses to find their way through a scavenger hunt. At the end of

the scavenger hunt, as a class, students will brainstorm ideas about how this activity relates to the magnet unit.

Resources/Materials

Homemade compass (made in previous class) Scavenger Hunt worksheet (see attached)


Materials: none needed yet.

Safety: Students will be on the playground when conducting their scavenger hunt. Since there will be several groups, it is impossible for

the teacher to be with each of them at all time. Therefore, it is important that students know they are responsible for their own

behavior on the playground. They should act in a proper, responsible

and safe manner, while focusing on completing the scavenger hunt. Procedure:

1. Have a brief discussion about how compasses work and how magnets are involved.

2. Inform students that they are going to be using their compasses to go on a scavenger hunt around the playground! Inform

students of the rules that they have to follow during the activity. 3. Students will be placed into groups of four or five and given a

Scavenger Hunt Activity sheet which they must complete during their hunt.

EXPLORATION

Materials: Homemade compass and Scavenger Hunt Activity sheet Procedure:

4. Students, along with their teacher, will proceed to the

playground where they will complete their Scavenger Hunt Activity sheet as a group using their compasses.

EXPLANATION

5. As students are engaged in their hunt, the teacher should go

around to each group and ask questions such as: How is the compass working? What do you think compasses are used for in

everyday life? When do you think you would every use a compass? Do you know anyone who uses a compass or has one?

Why do they have it?

ELABORATION

6. Once all groups have completed the scavenger hunt, have a class discussion about how this activity related to their learning

of magnets. Write their ideas on the board.

EVALUATION

When students are brainstorming ways in which the scavenger hunt

related to their learning about magnets, mentally record the students who you believe have understood the activity and the students who

seem to be a bit lost. In the latter condition, have a brief discussion with these students briefly outlining how this activity relates to the

unit on magnets. The teacher can also collect the Scavenger Hunt worksheets to ensure

that each group was able to locate all of the “prizes”. This

demonstrates that the students were able to use their compasses properly.

Accommodations

Enrichment

For the groups who finish first, have them discuss within their groups (or in larger groups if desired) how this activity relates to magnets. By

doing this, they are simply thinking about the discussion that they will

be having in the class when all the groups are finished.

Differentiation When creating the groups, ensure that students who have a good

understanding of the unit do far are grouped with students who do not have such a great understanding. This way, the students who have a

good understanding will have the opportunity to share and practice their knowledge, while the others will have the opportunity to learn

from them.

Compass Scavenger Hunt

Follow the direction on this sheet to see where the compass will lead you. When you find the location from

the clue given, record what you found and move on to the next clue. Happy Scavenger Hunting!

1. In the Northern direction, take 23 steps. Your prize is waiting

underneath something that is red.

What did you find? ____________________________________

2. In the Western direction, take 16 monster steps. Your prize is waiting

above your head in something wooden.

What did you find? ____________________________________

3. In the Southern direction, take 32 baby steps. Your prize is waiting

under a large grey rock.

What did you find? ____________________________________

4. In the Eastern direction, take 40 steps. Your prize can be found

beneath something blue and long.

What did you find? ____________________________________

5. In the North Eastern direction, take 36 steps. You will find your prize

beside some that swings back and forth.

6. In the South Western direction, take 50 steps. Your prize is waiting in

something green and shiny.

What did you find? ____________________________________

7. In the North Western direction, take 43 giant steps. Your prize can be

found behind a grassy mound.

What did you find? ____________________________________

8. In the South Western direction, take 63 baby steps. Your prize is

waiting behind something tall and green.

What did you find? ____________________________________

9. In the Northern direction, take 65 tip-toes. Your prize can be found

beneath a brown box.

What did you find? ____________________________________

Basic Info – Producing Static

Lesson Title: Producing Static Area of Study: Science


Teacher: Kimberly Mertens, Sara Belliveau, Amanda Fairley, Alex Sorenson


NB Curriculum Outcomes:

Describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged

materials interact (attract, repel) (101-8, 203-3) Identify materials to be used to investigate conditions which

affect the force of static electricity, and suggest ways to use them in their investigations (202-7)

Make and record relevant observations during investigations to identify conditions that affect electrostatic forces, draw simple

conclusions about these conditions (100-33, 201-5, 202-7)

NSES:

Standard B: Physical Science o Light, Heat, Electricity, and Magnetism: Electricity in

circuits can produce light, heat, sound and magnetic effects. Electrical currents require a complete loop through

which an electrical current can pass.


Students will explore static electricity in an attempt to see which

materials produce static electricity and which do not. By rubbing materials together a buildup of static electricity occurs. Certain

materials also lead to more static electricity than other materials do.


Most students have experienced a shock from a buildup of static

electricity from rubbing across materials. What they may not understand is that static electricity is an invisible force and the shock

they feel is the end result of charging a material with static. They may also not realize that just like magnets, static electricity both attracts

and repels materials as well.


Given a variety of materials, children will discover which materials produce the greatest amount of static electricity by trying to move

pieces of confetti across their desks. They will record which of the materials produced the greatest amount of static electricity on the

provided worksheet.

Resources/Materials

- Balloons

- Garbage bag - Wool

- Paper - Polyester

- Cotton - Fur

- Yarn

- Foam - String

- Tape - Popcorn

- Confetti


Materials: Popcorn, string, tape, Balloon, Box of materials

Ask the students how we might be able to move a hanging piece of popcorn without touching it. Record answers on the board. Present a

box of items including a balloon and items to create a static charge. Again ask how they could use the items in the box to move the piece

of hanging popcorn. Try a couple of the ideas that they suggested on

the board. Students will see that rubbing a material against the balloon will attract the piece of popcorn. Ask students how they might

move the greatest number of pieces of confetti. This becomes the essential question.

EXPLORATION

Materials per groups of 2: Various materials to create static charge, confetti, alternate giving groups either a balloon or garbage bag, static

charge record sheet for each student

Procedure: 1. At the top of the static charge record sheet have students record

what they need to do to move the greatest amount of confetti.

2. Divide the class into partners and have them discuss with their partner how they will go about moving the greatest number of

confetti. Have them record any questions that they may have. When both partners are finished ask that one group member

raises his or her hand to inform the teacher and to learn about the next step.

3. Provide each group with a box of materials to use to create static charges. Have students take turns trying materials to create

charges with in order to collect the greatest amount of static. Have each partner record in the chart on the record sheet

whether they are using a balloon or garbage bag, what material they rubbed it with and the amount of confetti they were able to

pick up.

EXPLANATION

Ask the children who was able to move 10 pieces of confetti or more.

Process Responses: Have students bring items from their materials to the front of the class and classify them as either “moved a lot of

confetti” or “moved a little confetti”.

Individual Reflection: Ask students to take a moment to write down what they observed happening during their trials. Were some

materials better at creating static than others? Why?

Lead a discussion with the class about which materials created a static

charge and which did not: What do the materials that created a static charge have in

common? What do the materials that did not create a strong static charge

have in common? What does the difference in materials tell us about static

electricity?

Summarize: Reinforce to students that different materials create different strength charges because they have more electrons to share

with the balloon or garbage bag. When there are more electrons on the balloon it reacts differently to things than a balloon without the

extra electrons. This is known as static electricity.

ELABORATION

Ask the students to explain how to move a larger object as well as a heavier object.

EVALUATION

See attached “Static charge record sheet”

Students will be expected to record all necessary information

Accommodations

An accommodation for this lesson may be going over the instructions one-on-one with certain students who may be

hearing impaired, or subject to over stimulation. Another accommodation may be to have instructions written out

for students who require a written set of direction as opposed to only verbal.

Students who struggle with written responses may be given the

option to provide a verbal response that the teacher may write down or draw a picture.

Static Charge Record Sheet Name: ______________________ I. What do you need to do to move the confetti? ________________________________________________________________________________________________________________________________________________________________________________________________

II. Observations: We used a (circle one): Balloon or Garbage Bag

Record observations in the chart below:

Material: Amount of Confetti Moved:

III. Were some materials better at creating a static charge? Why do you think that is?

-________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Basic Info – Attracting and Repelling Static

Lesson Title: Attracting and Repelling Static Area of Study: Science


Teacher: Kimberly Mertens, Sara Belliveau, Amanda Fairley, Alex Sorensen


NB Curriculum Outcomes:

Describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged

materials interact (attract, repel) (101-8, 203-3) Identify materials to be used to investigate conditions which

affect the force of static electricity, and suggest ways to use them in their investigations (202-7)

Make and record relevant observations during investigations to identify conditions that affect electrostatic forces, draw simple

conclusions about these conditions (100-33, 201-5, 202-7)

NSES:

Standard B: Physical Science o Light, Heat, Electricity, and Magnetism: Electricity in

circuits can produce light, heat, sound and magnetic effects. Electrical currents require a complete loop through

which an electrical current can pass.


Students will continue to explore static electricity to look at its ability

to attract and repel, similar to a magnet. By investigating combinations of materials to rub together students will discover how to

create a force of attraction with static as well as one of repulsion. Students will also discover how a break in the field between two

objects reacts.


Students are now aware that static electricity can be used as an

invisible force to move objects. They have also learned that magnets function on two forces; attract and repel. Students may not realize

that static also functions on these two forces and not just one of attraction.


Given a variety of materials students will discover how to create a

repelling force with static electricity. Students will record their

observations and the combinations of materials that they tried to have two balloons move away from one another. If students are able to

repel the two balloons they will also write down their observations of what happens when a piece of paper breaks the force between the two

balloons. At the end of the class students will complete an exit card describing things that they learned in the class and a question that

they still have about static electricity.

Resources/Materials

- String

- Balloons - Pencils

- Observation sheet - Index cards

- Yarn - Wool

- Foam - Plastic bags

- Fur - Cotton

- Polyester - Tape


Materials: String, Two Balloons, Various Materials to rub on the

balloons

Procedure:

Attach a string of equal length to each of the two balloons. Tape the other end of the strings up so that the balloons are

touching each other as they hand down. Explain to the class that yesterday we learned about how static

electricity can attract materials just like magnets do. Today we have a problem and it is up to the students to solve

the problem. The two balloons are touching and we do not want them to be.

Show students the materials that we have to work with to make the balloons move apart (repel).

Ask students to record on their observation sheet how they think they can get the balloons to move apart. This becomes the

essential question.

EXPLORATION

Materials for groups of 3-4: Two balloons, tape, string, materials to rub balloons (yarn, wool, fur, plastic, etc)

Procedure:

1. Have students discuss in their groups strategies to have the balloons repel each other.

2. Give each group their materials. Have them suspend the balloons from the edge of a desk so they are free hanging and

not touching any other part of the desk. 3. Allow students to experiment with different combinations of

materials to determine how to create a repelling force between the balloons. Record the materials tried and the effect they

found.

4. If students are able to create a repelling force have them place a piece of paper between the balloons and record what happens. If

they do not get to this step be sure to provide all students with an opportunity to see this at the end.

EXPLANATION

Ask students which groups were able to repel their balloons.

Process Responses: Create a chart on the board that matches the

observation chart students filled in. Record a combination from each of the groups, both those that repelled and a combination that did not if

they were unable to find one that worked. Try some of the responses

in front of the entire class so everyone can see that static electricity does create a repelling force as well as one of attraction.

Individual Reflection: Have students write a personal reflection on

what they notice about the combinations of materials and the effects that they had on the balloons. Which combinations repelled the

balloons? Which combinations did not?

Lead a class discussion about which material combinations were able to repel the balloons:

Which combination of materials repelled the balloons? Did some combinations create a larger repelling force?

Which other invisible force has two forces; Attract and Repel? How are static electricity and magnetism the same? (Opposites

attract and likes repel)

Create a repelling charge between the two balloons and ask students

to watch what happens when a piece of paper is put between the balloons. Have all students write a response to what they observed on

their observation sheet.

Summarize: Reinforce to students that just like magnets, static electricity also has two forces; attract and repel. When both balloons

are charged the same way they do not want to touch each other because there is no place for the extra electrons to go so they repel

one another. When the balloons have different charges (different amounts of electrons) they will touch because they can spread out the

charges evenly between the two balloons. Also, like magnets, barriers between the static force will break the field and bring the two objects

together.

ELABORATION

Ask students if all materials that are the same will make the balloons repel. Remind them to think of the materials they used in the previous

lesson an in today‟s lesson.

EVALUATION

Students must fill in all parts of the observation sheet to be handed in.

Students fill complete an exit card at the end of class describing

2 things that they learned about static electricity today and one question that they want to ask/answer.

Note which students were able to talk about static as having two forces; attract and repel. Also look for the use of proper

terminology in their responses to ensure students are grasping the concepts at the early stage of the unit.

Accommodations

An accommodation for this lesson may be going over the

instructions one-on-one with certain students who may be hearing impaired, or subject to over stimulation.

Another accommodation may be to have instructions written out for students who require a written set of direction as opposed to

only verbal.

Students who struggle with written responses may be given the option to provide a verbal response that the teacher may write

down or draw a picture.

Observation Sheet Name:______________________________ 1. How can you make the balloons repel? ________________________________________________________________________________________________________________________________________________________________________________________________

2. Record your trials:

Material #1 Material #2 What happened?

3. What happens when a piece of paper is placed between the repelling balloons? ________________________________________________________________________________________________________________________________________________

________________________________________________

4. What do you notice about the materials that repel and those that attract? ________________________________________________________________________________________________________________________________________________

Basic Info – Static Electricity Safety

Lesson Title: Safety and Static Electricity

Area of Study: Science Grade Level: 3

Lesson Duration: 60 minutes Teacher: Sara Belliveau, Amanda Fairley, Kim Mertens, Alex

Sorensen, Date: March 3, 2011 Academic Standards

NSES Standards Electricity in circuits can produce light, heat, sound, and magnetic

effects. Electrical circuits require a complete loop through which an electrical current can pass.

Science


101-8 describe and demonstrate ways to use everyday materials to

produce static electric charges, and describe how charged materials interact

102-15 describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used

safely or avoided

Art - Painting

- Paper Manipulation - Drawing Exploration

- Printmaking - Three Dimensional Exploration

- Technology - use a variety of subject matter in their art work



- Discover how static electricity occurs in every day situations (static „shock‟)

- Learn how to prevent static electricity in these every day situations

- Learn about being safe around static electricity


Students have already learned about static electricity; rubbing

balloons on different materials and objects to see if an electric charge is produced.

A misconception is that static shock is not looked at as a hazard.


Have a class discussion about the common occurrences of static

electricity in their daily lives (e.g. rubbing feet on carpet then touching someone, getting out of the car and touching door handle, getting

laundry out of drying, sliding down a plastic slide.) Lightning is a

dramatic natural example of static discharge. Students will identify ways in which static electricity can be reduced or

avoided. Students will create posters that market a product for reducing static

electricity (or will use static electricity in a positive way.)

Resources/Materials

- Bill Nye the Science Guy: Static Electricity video - Video on how to reduce static electricity

http://www.youtube.com/watch?v=4cX4ECAyhb0

- Video on static electricity: http://www.youtube.com/watch?v=t7Ybha8ue3k

- Balloons - Materials such as yarn, fleece etc. that will produce static

- Materials that will reduce static - Art supplies: paper, pencils, paint etc.

Concept Development:

ENGAGEMENT

Materials: Videos/literature on static electricity; balloons and other materials that will create static electricity; materials that will reduce

static electricity

Safety: Do not allow students to „shock‟ each other.

Procedure:

1. Ask students if they know some every day occurrences of static electricity. Allow students to come up with as many examples as

they can think of. 2. Using different types of materials ask students if they know

which materials will produce static electricity. 3. By rubbing a balloon on these materials, test to see if students

are correct (this is a review from the previous lesson). 4. Pose the question: now that I have a static charge, what do you

think will happen when I spray the balloon or the material with water?

5. Have students make predictions.

EXPLORATION

Materials: Materials (such as different types of yarn, fleece, students own hair)

that will create static electricity, a spray bottle with water in it.

Safety: Ensure that students do not shock each other. Ensure they do not spray each other.

Procedure:

1. Give groups of student a balloon and different materials they can use to create static electricity.

2. Give groups of students a spray bottle with water in it.

3. Have students spray either the balloon or the materials and then try to create that same static charge as before.

4. Have students record which item they sprayed with water and what happened? Did they create static charge again? Record

results on “Free Exploration” sheet.

EXPLANATION

Ask students:

When you sprayed the water from the bottle and tried to create static electricity, what happened? Could you create it again?

What do we know that water will do? (Water prevents the occurrence

of static electricity). How can we use this knowledge in our daily lives? Water neutralizes the charge when it touches the material or the

balloon.

ELABORATION

Safety: Ensure students do not „shock‟ each other. Students should handle all materials with care.

Provide students with balloons and materials that will create static

electricity; also provide them with materials that will prevent or reduce static electricity (Static Guard, water, hand cream, dryer sheets etc.)

Also provide random materials (paper, plastic wrap, tin foil etc.) 1. Provide each group of students with a balloon and materials to

create static electricity. 2. Provide materials that will reduce static electricity.

3. Have each group rub the balloon on the material they think will create the most static electricity

4. Students will explore techniques to reduce static attraction or “static cling”; they will test things such as making things moist,

or touching them to grounded metal.

5. Have students test all of the different materials to see which one best reduces static electricity. Have students try rubbing two

charged items together to see if it counter acts, have them just rub it with their hand, have them rub it with other materials

provided. 6. Which material do you think reduces static cling the most?

7. Record all results on “Our Investigation” sheet. 8. How do you think you could use this knowledge in your daily life?

(For example, if it is a dryer sheet, they might say to carry one around in your pocket).

9. Students will then create a poster for a product that either inhibits static electricity (e.g., spray products used for clothes)

or use static electricity (e.g., dusters and new brooms that pick up dust using static charge attraction). They can use something

that already exists, or make up a whole new product (for

example, a hat that is lined with dryer sheets so that when you take it off their head static electricity won‟t occur.)

EVALUATION

Students will be assessed on their participation in class and their exit

slip they must fill out; what they learned and what they want to learn etc.

Students will also be assessed on their poster.

ACCOMODATIONS

Enrichment: - Students will present their posters in an original way; a

commercial, a newspaper article, an ad in a magazine etc.

Remediation: - Students will be given both written and oral instructions

- Ensure that teacher circulates the room and helps students who are having trouble (explain instructions one-on-one etc.)

- If students need further instructions or need questions posed in a different way, modify them.

Art: Poster of Static/Non-static Product Rubric

Skill

Projects

Outcomes

Criteria

4 3 2 1

Basic Skills

Follows

Directions,

Requirements

Complete

understanding:

Created a

visually

appealing

poster w/

static product

Very good

idea

Above

average art

skills to

represent

product

Average

grasp of

directions

Shows some

skill to

represent

product

Does not

meet

expectations

Higher

Level

Thinking

Skills

Originality

Creativity

Unique, very

original,

individual

Somewhat

original,

expressive

Not original

idea but still

presented

well

No original

ideas

Apply

Knowledg

e

Design

Principles /

Elements

Complete

understanding,

use of

elements and

principles

Has very

good idea

of product

+ good

poster

Unclear

understandin

g of how

product

works

Little use of

principles

and elements

No concept

Basic

Social

Skills

(if poster

done in

group)

Teamwork-

Communicatio

n

Always

Contributes-

Excellent

Communicatio

n

Contribute

s most of

the time-

Gets along

Seldom

contributes.--

Sometimes

uncooperativ

e

No attempt

to

communicate

-

Argumentativ

e or

Disinterested

Basic Info – Electricity in Our Everyday Lives

Lesson Title: Electricity in Our Everyday Lives Area of Study: Science/Social Studies

Grade Level: 3 Lesson Duration: 30 minute lesson, field trip, 30 minute lesson


NSES Standards Electricity in circuits can produce light, heat, sound, and magnetic

effects. Electrical circuits require a complete loop through which an electrical current can pass.

Curriculum Outcomes

Science Describe examples of the effects of static electricity in their daily lives,

and identify ways in which static electricity can be used safely or should be avoided (102-15)

Social Studies

GCO:

- Culture and Diversity: Students will be expected to demonstrate an understanding of culture, diversity and worldview, recognizing the

similarities and differences reflected in various personal, cultural, racial, and ethic perspectives

- Interdependence: Students will be expected to demonstrate an understanding of the interdependent relationships among individuals,

societies, and the environment- locally, nationally, and globally- and the implications for a sustainable future

SCO:

- Identify the material and non-material elements of a culture - Identify and describe examples of interactions among people,

technology and the environment


In this lesson students will: - Learn about the daily uses of electricity

- Learn what life is like without the use of electricity

- Reflect on what their lives would be like without electricity and compare it to how they live now


Students have already learned about static electricity. They know the

daily use of static and the safety involved. This lesson builds off static electricity in our lives and gets students thinking about electrical

current for grade 4, which is relevant to the following Specific

Curricular Outcomes: - 303-3 distinguish between objects that emit their own light and

those that require an external source of light to be seen - 107-1 describe examples, in the home and at school, of tools,

techniques, and materials that can be used to respond to their needs

- 108-1 identify positive and negative effects of familiar technologies


Students will go on a guided tour of Kings Landing Historical Settlement. They will take part in traditional roles of males and

females. Upon return, they will reflect on the activities they

participated in and how they would be different with the use of electricity

Resources/Materials

- Bus for transportation

- Outdoor clothing for all students - Signed permission slips

- Kings Landing Reflection Sheet - Science journals


Materials:

“My Typical Day” worksheet

Safety:

Procedure:

Lead a class discussion on a typical day for students. Students will name the steps it takes for them to get ready in the morning (see „My

Typical Day‟ Sheet attached for guidance). Ask, “I wonder what our days would be like if we did not have electricity?” For every step that

involves electricity, students must write out how they would do this step without using electricity. Can they think of an alternative way?

Is it possible? Model filling in a few steps on your own “My Day” sheet before having

students do theirs on their own.

EXPLORATION

Materials: Bus for transportation, permission slips, outdoor clothing

Safety:

Review with students the rules of the bus. Ensure that there is a chaperone with each group of children.

Procedure:

Students will participate on a guided tour of Kings Landing Historic Settlement, taking part in the traditional roles of males and females.

Before going on the tour, students will be asked to think about the activities they are doing and how these chores are done at home (with

the use of electricity and other technology)

EXPLANATION

Upon return to class, discuss with students the chores and activities that they participated in. What was similar to their typical day? What

was different? Get students to write in their journals about 5 things they did at Kings Landing that we do differently today. Do these

things involve electricity? Energy? Technology?

ELABORATION

Ask students:

In what situations do you not have electricity? (I.e., power goes out, camping, etc.). What do we do in these situations?

Do you think everyone in the world has the same access to electricity and technology as we do?

Do you think electricity plays an important role in your life?

Explain to students that many people all over the world have much

less than we do, and often people live without electricity and other luxuries on a daily basis. Although some people are unfortunate and

do not have access to electricity, others choose to live self sufficiently

EVALUATION

Students will be evaluated on the „MY TYPICAL DAY‟ worksheet, their participation on the Kings Landing guided tour, and their reflection

journal entries

ACCOMODATIONS

Enrichment: - Students who finish early may do research and compare and

contrast the use of electricity in other cultures (i.e., third world countries).

- They may also brainstorm to see if they can come up with other

kinds of energies besides electricity (solar energy, hydro-or water energy, wind energy, etc). Where any of these energies

used at Kings Landing?

Remediation: - If students have a physical disability, they may participate as

best they can in the activities at Kings Landing. If they cannot participate in the designated male or female activity they may

alternate to the other one, or observe. - If students need help writing, they may dictate their ideas to a

teacher or TA for the “MY TYPICAL DAY” worksheet or journal entry

MY TYPICAL

DAY!

Steps to get

ready for my day

Does this

involve the use of electricity?

Yes or No.

How can you change

your activity so that it does not involve

electricity

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Step 8

Step 9

Step 10

magnetism & static electricity€¦ · light, heat, electricity, and magnetism: o magnets...

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