PS.4.1.1
Ask questions to summarize the relationship of magnetic interactions between two objects not in contact with each other.
Embedded Files
District Recommended Resources for 4th Grade Science
Invisible Forces Activity Pack
Magnets and Materials
Magnetic Force
Static Electricity
Forces, Matter, and Energy Kit Resources
Activity Packs available for purchase. Full kit rental options are also available. See your administrator.
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Dimension 1:
Science and Engineering Practice: Ask Questions: Students will ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships (NSTA SEP Matrix).
Dimension 2:
Crosscutting Concepts: Cause and Effect
Dimension 3:
Disciplinary Core Ideas:
PS2.B Objects in contact exert forces on each other (friction, elastic pushes and pulls). Magnetic forces between a pair of objects do not require that the objects be in contact. Magnets push and pull at a distance. The sizes of the forces depend on the properties of the objects and their distances apart, and for magnets their orientation relative to each other (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
How do magnets interact with each other even when they are not touching?
How do magnets interact with other objects?
What is the physical property that allows an object to be attracted to a magnet?
How are magnets used in everyday life?
Vocabulary
Vocabulary
attract
force
iron
magnet
magnetic pole
magnetism
metal
motion
non-metallic
north
repel
south
Students will be able to...
Students will be able to...
Recognize the difference between contact and non-contact forces.
Classify objects as magnetic or non-magnetic, noting some patterns such as many metals being magnetic.
Explain the size of the force (push or pull) depends on the force exerted (e.g. one magnet versus the force exerted by two magnets) and the distance between the object and the magnet.
Asking Questions and Defining Problems- Ask questions that come from observations of two objects not in contact with each other interacting through electric or magnetic forces. Questions relate to the size of the force due to distance; the orientation of magnets- and whether they attract or repel; how magnetic forces interact with metallic or nonmetallic objects.
Students will know...
Students will know...
A magnet pulls on all things made of iron (and some other magnetic metals) without contact, and that this pulling can result in motion (e.g., two permanent magnets, an electromagnet and paper clips).
A magnet has two poles; the like poles repel (push), unlike poles attract (pull).
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
How do magnets interact with objects containing iron to produce motion without contact? (e.g.,causes a push or pull that depends on distance between objects, and orientation of the magnetic poles)
How do magnets interact with nonmetallic objects (e.g., paper, wood, air(gas), liquids, plastic)? (do not attract or repel)
Explain what happens when like poles are placed near each other? (repel) Explain what happens when unlike poles are placed near each other? (attract)
How are magnets helpful in everyday life?
Mini Projects and Investigations
TEACH ENGINEERING.ORG
Magnetic Strength Test
Project: Test the strength of different magnets by seeing how many paper clips each magnet can pick up.
Investigation: Compare the strengths of various magnets and answer questions such as "Which magnet is the strongest?" and "How does the size or shape of the magnet affect its strength?"
Create a written or visual presentation to share your findings.
Variables: Plastic coated paperclips, different sized paper clips, different shaped paper clips
Magnetic Races
Project: Create a race track for small metal balls or washers. Use magnets to move them along the track without touching them.
Investigation: Experiment with different types and strengths of magnets to see which moves the objects fastest. They should answer questions such as "How does the speed change with different magnets?" and "How does the speed change with different objects?"
Create a written or visual presentation to share your findings.
Variables: Different types of metal objects (washers, metal balls, hair pins, etc.)
NCDPI Formative Assessment Samples
Mastery Connect
Mastery Connect
PS.4.1.1 - Howell - CO - Jan. 9, 2025
PS.4.1 Summative-Biamby-WCS
Culminating Activity
Anchor Chart or Infographic - Example
Students create an anchor chart to display what they have learned about Forces and Interactions during their investigations on magnetism and static electricity. They should include illustrations and brief explanations of what each image represents. Students should use content specific and grade level appropriate vocabulary on their anchor charts. (Scaffold as needed.)
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Predicting: True or False?
Tell students to predict if classroom items have magnets in them by answering true or false when you call our the items. (Some examples include clocks, speakers, cabinet doors, books, pencil sharpeners, etc.) They can record their answers using a white board or paper. Ask students to discuss how they can determine if those items have magnets.
Don't Touch Me!
Gather flat, round magnets with holes in the middles. Thread them on bamboo skewers or long toothpicks in random order, some attracting and others repelling. Give the skewers to pairs or small groups of students, and ask them to explain the reactions of the magnets. Ask students to rearrange them, first so that all magnets are attracting and then so that all magnets are repelling. This can also be demonstrated with small bar magnets.
Think-Pair-Share
Which of these items do you think contain magnets? Why or Why not?
Cell phone?
Airpods or earbuds?
Computer?
Credit/Debit Card?
(All of these items use magnets or magnetism to operate.)
Exploration
Compass - provide students pairs or groups with compass. Take them outside and stand in different places and face different directions. Give them directions to walk north, then east for example.
Lead a discussion... why did they all walk in the same direction?
Additional Literacy Connections
Magnetism Lightbox - (see your media coordinator for assistance)
epic!
Wonderopolis
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