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Magnets!: An Interactive Lesson

  Classroom Resource Information  

Title:

 Magnets!: An Interactive Lesson

URL:

 https://aptv.pbslearningmedia.org/resource/reach-with-stem-magnets/magnets/

Content Source:

 PBS
Type: Interactive/Game

Overview:

Meet a clingy red-eyed tree frog with a magnetic personality as you learn about magnets, magnetic forces, and how magnets make things move. Use main ideas and key phrases to help you read. Then, invent your own amazing magnet technology for the future.

Content Standard(s):
Science
SC2015 (2015)
Grade: 3
3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

NAEP Framework
NAEP Statement::
P4.5: Magnets can repel or attract other magnets. They can also attract certain nonmagnetic objects at a distance.

Unpacked Content
Scientific And Engineering Practices:
Asking Questions and Defining Problems
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Motion and Stability: Forces and Interactions
Evidence Of Student Attainment:
Students:
  • Observe and manipulate objects to identify cause and effect relationships of electrical interactions between two objects not in contact with one another.
  • Observe and manipulate objects to identify cause and effect relationships of magnetic interactions between two objects not in contact with one another.
Teacher Vocabulary:
  • Explore
  • Manipulate
  • Cause and Effect
  • Electrical Interactions
  • Magnetic Interactions
  • Magnet
  • Repel
  • Attract
Knowledge:
Students know:
  • The size of the force can affect the electrical and magnetic interaction of two objects not in contact with one another.
  • The orientation of magnets can affect the magnetic interaction of two objects not in contact with one another.
  • The repulsion or attraction of magnets can affect the magnetic interaction of two objects not in contact with one another.
  • The presence of a magnet and the force the magnet exerts on other objects affects the magnetic force of two objects not in contact with one another.
  • The electrical charge of an object can affect the electrical force of two objects not in contact with one another.
Skills:
Students are able to:
  • Explore electrical interactions between two objects not in contact with one another.
  • Explore magnetic interactions between two objects not in contact with one another.
  • Determine cause-and-effect relationships of electrical interactions between two objects not in contact with one another.
  • Determine cause-and-effect relationships of magnetic interactions not in contact with one another.
Understanding:
Students understand that:
  • Cause and effect relationships are routinely identified, tested, and used to explain change.
  • Magnetic and electrical forces affect the way objects interact.
AMSTI Resources:
AMSTI Module:
Forces and Investigations
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.3- Recognize cause-and-effect relationships of magnetic interactions between two objects (opposite poles attract, similar poles repel).
Science
SC2015 (2015)
Grade: 3
4 ) Apply scientific ideas about magnets to solve a problem through an engineering design project (e.g., constructing a latch to keep a door shut, creating a device to keep two moving objects from touching each other such as a maglev system).*

NAEP Framework
NAEP Statement::
P4.5: Magnets can repel or attract other magnets. They can also attract certain nonmagnetic objects at a distance.

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Disciplinary Core Idea: Motion and Stability: Forces and Interactions
Evidence Of Student Attainment:
Students:
  • Identify and describe a simple design problem that can be solved by applying a scientific understanding of the forces between interacting magnets.
  • Identify and describe the scientific ideas necessary for solving the problem.
  • Identify and describe the criteria for a successful solution to the problem.
  • Identify and describe the constraints (limits) for solving the problem.
Teacher Vocabulary:
  • Magnet
  • Properties
  • Engineering Design Process (Ask, Imagine, Plan, Create, Improve)
  • Attract
  • Repel
  • Forces
Knowledge:
Students know:
  • Magnetic forces between a pair of objects do not require that the objects be in contact with each other.
  • The sizes of the forces in a magnetic situation depend on the properties of the objects, the distances apart, and their orientation relative to each other.
Skills:
Students are able to:
  • Define a problem that can be solved with magnets.
  • Apply scientific ideas about magnets.
  • Solve a problem with scientific ideas about magnets through an engineering design project.
Understanding:
Students understand that:
  • Scientific discoveries about the natural world, such as magnets, can often lead to new and improved technologies, which are developed through the engineering design process.
AMSTI Resources:
AMSTI Module:
Forces and Investigations
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.4- Apply scientific ideas about magnets to solve a problem. (e.g., using a magnet to pick up an object, using a magnet to push or pull an object)
English Language Arts
ELA2021 (2021)
Grade: 3
19. Determine the explicit or implied main idea and supporting details of a text.

a. Explain how supporting details contribute to the main idea, using textual evidence.

b. Recount or summarize the key ideas from the text.

Unpacked Content
Teacher Vocabulary:
19.
  • Explicit main idea
  • Implied main idea
  • Supporting details
19a.
  • Supporting details
  • Main idea
  • Textual evidence
19b.
  • Recount
  • Summarize
  • Key ideas
Knowledge:
19. Students know:
  • The main idea is the most important idea presented in the text.
  • Sometimes an author will clearly state the main idea, while other times an author will merely suggest the main idea.
  • The supporting details explain the main idea or provide more information about the main idea.
19a.
  • The supporting details explain the main idea or provide more information about the main idea.
  • Textual evidence is quotations from the text that are used to provide information.
19b.
  • Key ideas are important details within a text.
  • Recount means to retell the big ideas of the text.
  • Summarize means to briefly state the big ideas of the text.
Skills:
19. Students are able to:
  • Identify the main idea in of a text.
  • Determine if the main idea is explicitly stated or implies.
  • Identify the supporting details of a text.
19a.
  • Explain how the supporting details provide more information about the main idea, using evidence from the text.
19b.
  • Retell or summarize the most important (key) ideas from a text.
Understanding:
19. Students understand that:
  • Literary and informational texts have a main idea, or most important message, and supporting details, which provide more information about the main idea.
  • An author can choose to state the main idea in the text or provide clues to imply the main idea.
  • A text usually just has one main idea, but multiple supporting details.
19a.
  • The supporting details help explain the main idea or provide more information about the main idea.
19b.
  • Texts have key ideas, and they can retell or summarize these important ideas to demonstrate comprehension of the text.
Tags: magnet, magnetic forces, main idea, tree frog
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Author: Stephanie Carver
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