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1. Topic and Big Ideas: Magnetism: Magnets are Attracted to Iron and Steel 2.

Name: Joanna Yuhas and Alex Lagay Professor: William Dilluvio Host Teacher: Julie Johnson Grade Level: fourth 3. Instructional Decisions: This lesson clears up the possible misconception that magnets are attracted to all metals. This lesson is structured as an inquiry activity, in which students discover on their own that not all metals are magnetic. Teaching about magnets also allows conversations about energy and forces that will aid in future science lessons. 4. Prior Knowledge: Students will come into the lesson with knowledge of what magnets are and where they are used in every day life. They will know that magnets stick to metal objects and that they do not stick to non-metal objects. One misconception that the students might have is that magnets stick to all metals. In order to address this misconceptions the students will have the opportunity to experiment with multiple types of metals and discover that magnets do not stick to all metals. 5. New Jersey Core Curriculum Standards: 5.2.4.E.3 Forces and Motion Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can make some things move without being touched. 5.1.4.B.3 Generate Scientific Evidence Through Active Investigation Evidence is used to construct and defend arguments. 6. 7. Lesson Objectives and Assessments Objectives Students will be able to conclude that magnets only attract materials that contain iron. (academic) Students, through investigation, will be able to determine what objects in the classroom are made of iron or steel and which ones are not. (cognitive) Assessments Students will fill out a worksheet with a list of the objects in their test bag that are made of iron or steel and which objects are not made of iron or steel. Students will fill explore the classroom with their magnet and correctly identify which objects are made of iron and which are not. Their responses on the worksheet will show understanding or not.

8. Lesson Map-Out a) Total Lesson Time (50 min) Opening Activity (5 min) Main Activity (30 min) Sorting Activity (20 min) Exploration Activity (10 min) Lesson Closure (15 min) b) Opening Activity Each student will receive a round magnet, without being told what it is. They will be told to figure out what the object based on what it looks like and what it does. As a class, students will discuss what the object is and where they have seen the object in their everyday life. c) Main Activity Working in pairs, students will be given a bag with test objects. The objects in the bag include: one iron nail, one aluminum nail, one brass fastener, one sheet of copper, one brass washer, one iron washer, one iron mesh, one piece of cardboard, one piece of yarn, one plastic poker chip, one wooden popsicle stick, one paper clip, one rubber band, one rock containing iron, one rock not containing iron, one sponge, and one piece of aluminum foil. o Classroom Management: One student from each pair will come up to receive the test bag so that there are not too many students out of their seat at a time. Students will be asked to sort their objects based on whether they predict the object will be magnetic or not. In order to avoid playing with the magnets, magnets will be clipped to the bottom of the desks during this time. o Questions: Teacher should go around asking questions like why do you think this object is magnetic? What do you know about magnets that makes you think this object will not be magnetic? o Classroom Management: A chime or other noisemaker will be used in order to bring attention back to the teacher during the entire activity. The teacher will also walk around the room so that students are never left feeling unattended. Once the pairs have separated the objects into two piles, they will be allowed to test their predictions. o Questions: Teachers should go around and ask questions like: What did you observe? Were you surprised by any of the results? Why do you think the magnet stuck to some metals but not all? After all groups have finished testing their predictions gain students attention and host a discussion based on what they found. Ask questions like o Questions: What was the object that most surprised you? Did the magnets stick to all metals? What do you think makes the difference?

Explicitly explain to students that magnets only stick to iron and metals that are made from iron. Steel is a metal made from iron, which is why magnets stick to your stainless steel refrigerator. Pass the worksheet to students and have then write objects made of iron and steel on the left side of the worksheet and objects that were not made of iron and steel on the right side of the worksheet. Once students have filled in the worksheet, have them become iron detectors. Give them time to explore the classroom with their magnets and find five objects that are made of iron and steel and five objects that are not made of iron and steel. d) Grouping and Transitions Students will be paired with students seated near them so that they do not have to get from their desks to conduct the experiment. Students will be paired heterogeneously so that students who might struggle with the lesson will have a partner who can help aid in the investigation. Each change in directions will be made using the chime to bring students attention to the front of the room and the teacher will tell students what they are to do next. e) Questions What did you observe? (the magnet stuck to, that magnet did not stick to) Why do you think this object is magnetic? (it is made of metal) What do you already know about magnetism that makes you think this? (magnets stick to refrigerators and cars) Were you surprised by any of the results? Why? (the magnet stuck to the one of the rocks, the magnet stuck to one nail but not the other, the magnet did not stick to the brass fastener) Why do you think the magnet was attracted to some metals but not others? (the metals are different, they are made of different things) What objects do you know are made of iron in your house? (refrigerator, car, white board) What objects in this room are made of iron? (desks, chair legs, white board, window sill, sink faucet, paper clips) Were there objects in the room that you thought were magnetic but arent? (wooden table, desktop, cabinets, textbooks, pencils, pens) What does that mean the object is not made of? (iron or steel) f) Closure Students will fill out their worksheet with the objects in the room that are made of iron and the objects that are not made of iron. When finished students will go to the carpet to share findings and to ask questions that may have been brought up during the investigation. Teacher will facilitate a class discussion about what objects were made of iron and steel. This is also a time to review any new vocabulary (magnetism, attract, repel, north and south poles) that is relevant to this lesson. Address any questions that students may have. All papers will be collected for a grade.

g) Differentiation Students who are having trouble can be paired with students who find the material easy. Students who work at a slower pace can be given fewer materials in their test bags so they have time to participate along with the class. They can also get an extension on their worksheet if they cannot finish it in the allotted time. h) Safety Magnets do not pose a serious threat to safety, but students should be reminded that they should be careful not to pinch fingers between magnets. Magnets can also damage some technological devices so students should be advised to keep magnets away from computers and cell phones. 9. Future Lesson: Students will understand that magnets are attracted to iron and steel. Their understanding will be a assessed based on how successfully they fill out the worksheet in this lesson. Assuming students successfully complete the worksheet, the next lesson would be to teach students about permanent and temporary magnets. When the permanent magnet is connected to an iron nail, the iron nail becomes temporarily magnetic. This is a natural progression from the previous lesson because it builds on the knowledge students attained about the properties of magnets. It will challenge them to investigate another property of magnets.