Making a Magnetic Toy Unit
Lesson originator: Weiru Chang. Note that you can download this unit in PDF format for easy printings. PDF files can be read with Adobe Acrobat Reader.
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Contents:
- Overview
- Introduction
- Unit Activities
- Assessment
- Extension Activities
- Some Properties of Magnets Activity
- What Objects Attract a Magnet? Activity
- Magnetic Toy Instructions and Worksheet
- Resources
- Illinois Early Elementary Learning Standards in Science, Math, and English/Language Arts
- Illinois Late Elementary Learning Standards in Science, Math, and English/Language Arts
- National Science Education Standards
Overview
This unit contains three activities, the first two introduce the basic concepts of magnets. During the third one, participants make a simple inexpensive magnetic toy.
Introduction
The introduction to this lesson could include a discussion about the concept of magnetism (i.e. the properties and applications of magnets). It could also include an introduction to using a compass. Here are some sample discusion questions:
- What is magnetism?
- What kind of objects are magnets attracted to?
- Why do you think magnets "stick" to these objects?
- What is a compass?
- How is a compass used?
Magnet Factoids:
- Magnets have a north and south pole.
- Opposite poles of a magnet are attracted.
- Similar poles of a magnet are repelled.
- Magnets attract objects that contain iron.
- Magnetic properties were first discovered in rocks.
- Magnets are now produced in many ways using many different materials.
Unit Activities
- See Some Properties of Magnets worksheets
- See What Attracts a Magnet worksheet
- Making a Magnetic Toy Activity (See Magnetic Toy Instructions and Worksheet)
Assessment
- Assessments can be formal and/or informal
- Assessments can be done before, during and after the lesson
- Sample assessment questions
- What is a magnet?
- What is a magnetic field?
- What is magnetism?
- What kind of objects are magnets attracted to?
- Why do magnets attract some objects and not others?
Extension Activities
- Use more than one magnet for the magnetic toy.
- Are two magnets more powerful than one?
- How do the iron filings react to multiple magnets?
- Use different materials to make the toy.
- Use a different sized petri dish.
- Use something beside a petri dish.
- Use different substances besides iron filings inside the toy.
- Add glitter to the iron filings and describe what happens.
- Use paper clips instead of iron filings or add paper clips to the iron filings
- Use baby food jars or test tubes with lids and add a small amount of vegetable or car oil to the container along with the iron filings and describe what happens when you bring a magnet near the jar.
- Try different magnets and compare their effects.
Some Properties of Magnets
For this activity you will need
- a set of bar magnets with the poles labeled,
- some objects that are magnetic and,
- some object that are NOT magnetic.
- Predict what you think will happen when you bring the south pole of one bar magnet near the north pole of the other magnet on a desk or smooth surface.
- Observe and describe what happens when you actually bring the south pole of one bar magnet near the north pole of the other magnet on a desk or smooth surface.
- Draw what you observed and label the poles on each magnet
- How do you explain what you observed?
- Predict what you think will happen when you bring the south pole of one bar magnet near the south pole of the other magnet on a desk or smooth surface.
- Observe and describe what happens when you actually bring the south pole of one bar magnet near the south pole of the other magnet on a desk or smooth surface.
- Draw what you observed and label the poles on each magnet.
- How do you explain what you observed
- Predict what you think will happen when you bring the north pole of one bar magnet near the north pole of the other magnet on a desk or smooth surface.
What Objects Attract a Magnet
Make a list of 10 magnetic objects, and 10 non-magnetic objects.
Magnetic Toy Instructions and Worksheet
- Tools needed to make a magnetic toy
- a pair of scissors
- about 6 inches of masking tape
- 1/2 teaspoon measure
- permanent marker (optional)
- Materials to make a magnetic toy
- 1/2 teaspoon of iron filings
- small petri dish
- 1 pipe cleaner
- magnet
Step-by-step Instructions for making the Magnetic Toy:
- Use the permanent marker to print your name on the bottom of the small or large petri dish. (Optional)
- Cut the pipe cleaner so that it can be stuffed between the small and large petri dish.
- Measure out a 1/2 teaspoon of iron filings.
- Pour the filings into the small side of the petri dish.
- Stuff the pipe cleaner between the small and large petri dish.
- Masking tape the two sides of the petri dishes together.
- Place the magnet on the underside of one of the petri dishes.
- Move the magnet around and observe what happens to the iron filings.
Observations:
- Draw a picture of your Magnetic Toy and label its parts.
- Describe what happens to the iron fillings when you move the magnet around
Resources
| Title | Reading Level | Comments |
|---|---|---|
| Magnetic Magic, 1994 by John Cassidy and Phil Doherty, $11.95ISBN # 1878257862 | Grade 3 and up | Contains many activities which allow students to explore with magnets. It also explains how many machines and inventions use magnets. The book contains five magnets. |
| Exploreabook: A Kids' Science Museum in a Book, 1991 by John Cassidy,ISBN # 1878257145 | Grade 4 and up | Contains a broad range of activities from a variety of science disciplines, one of which is physical science which includes magnetism. In the magnetism section, the book explains what a magnet is and how they were discovered. It also include a variety of activities including how to make a temporary magnet. |
| The Cool Hot Rod and Other Electrifying Experiments on Energy and Matter 1996, by Paul Doherty and Don Rathjen, $10.95,ISBN # 0471115185 | Grade 3 and up | Contain a wide variety of activities that explore concepts of physical science including two activities that are dedicated to creating a magnetic field. |
| Safe and Simple Electrical Experiments 1964 by Rudolf F. Graf, $5.95, ISBN # 0486229505 | Grade 2 and up | Contains over 30 activities on magnetism. The activities vary in difficulty level. |
| Magnets 1993 by Janice Van Cleave, $8.95, ISBN # 0471571067 | Grade 4 and up | Contains 20 activities on magnetism that use every day materials and require very little preparation. |
| Electro-Wiz Magnetism1996 by Penny Norman,ISBN # 1886978018 | Grade 1 and up | Supplies and instructions to complete 23 activities with magnets. |
| Magnets and Electricity 1990 by Frank Schaffer, $4.99 | Teacher Resource for K-1 | Contains a variety of worksheets that explore some basic concepts in magnetism and electricity. |
| The Know How Book of Batteries and Magnets, 1989, Usborne Publishing, $5.95ISBN # 0860200086 | Grade 1 and up | Explains how to make many things using magnets and how to make an electromagnet. |
| What Makes a Magnet?1996, by Franklyn M. Branley, $4.95,ISBN # 0064451488 | Grade 1 and up | Explains what a magnet is and has many illustrations showing how magnets are used. |
| Magnet Magic, 1995, by Michael Herschell, $4.95,ISBN # 0811437701 | Grade 1 and up | A story about two children who explore with magnets. Many basic concepts applying to magnets are discussed and the children learn how many everyday things use or are controlled by magnets. |
| Magnets and Electricity1987 by Creative Teaching Press | Teacher Resource for grades 3-4 | Contains a variety of worksheets that explore basic concepts of magnetism and electricity. |
| Teachers Net Lesson Exchange www.teachers.net/lessons/posts/13.html | Teacher Resource | This is a lesson on exploring ring magnets |
| Utah Education Network www.uen.org | Teacher Resource | Search engine allows you to search for magnet lessons and other resources contained in this site |
Early Elementary Learning Standards
Illinois Learning Standards in Science, Math, English/Language Arts that apply to this lesson:
|
Subject |
Learning Goals |
Learning Standards and Benchmarks |
Application to this Lesson |
|
Science |
State Goal 11: Understand the processes of scientific
inquiry and technological design to investigate questions, conduct
experiments and solve problems |
A. Know and apply the concepts, principles and processes of scientific
inquiry. • 11.A.1a. Describe and observed
event. B. Know and apply the concepts, principles, and processes of technological
design. • 11.B.1c. Build the device using
the tools and materials provided. • 11.B.1d. Test the device and
record the results using given instruments, techniques, and measurement
tools. •11.B 1e. Report the design of the device,
the test process and the results in solving a given problem. |
• Each participant will use the processes of scientific inquiry
to learn: 1. Magnets have poles 2. Certain metals are attracted to magnets. • Each participant will learn about the processes of technological
design by building the magnetic toy. • Each participant will test the toy, record the results, and
make suggestions on improving its design • Each participant will give a summative report on the design
of the toy. |
|
Science |
State Goal 12: Understand the fundamental concepts, principles
and interconnections of the life, physical, and earth/space sciences. |
D. Know and apply concepts that describe force and motion and
the principles that explain them. • 12.B.1b. Identify observable forces
in nature (e.g. pushes, pulls, gravity, magnetism.) |
• Each participant will observe, discuss and apply the concepts
that magnets have poles and certain metal are attracted to magnets. |
|
Science |
State Goal 13: Understand the relationships among
science, technology, and society in historical and contemporary
contexts. |
B. Know and apply concepts that describe the interaction between
science, technology and society. • 13.B.1d Identify and describe ways
that science and technology affect people's everyday lives (e.g.
agriculture, sanitation, communication, occupations.) |
• Each participant will investigate the use of magnets in machines
of the past and the present. |
|
Math |
State Goal 9: Use geometric methods to analyze, categorize
and draw conclusions about points, lines, planes and space. |
C. Construct convincing arguments and proofs to solve problems. • 9. C. 1 Draw logical conclusions
and communicate reasoning about simple geometric figures and patterns
using concrete materials, diagrams and contemporary technology. |
• Each participant will investigate, discuss and draw conclusions
concerning the patterns made by the iron filings in the magnetic
toy. |
|
English/ Language Arts |
State Goal 1: Read with understanding and fluency. |
C. Comprehend a broad range of reading materials. • 1.C.1a. Use information to form
questions and verify predictions. |
• Each participant will read one or more books on magnets and
their uses. • Each participant will follow directions to build his/her magnetic
toy. • Each participant will answer questions concerning magnets and
their uses. |
|
English/ Language Arts |
State Goal 3: Write to communicate for a variety
of ideas. |
A. Use correct grammar, spelling, punctuation, capitalization
and structure. • 3.A.1 Construct complete sentences
which demonstrate subject/verb agreement, appropriate capitalization
and punctuation; correct spelling appropriate, high-frequency
words; and appropriate use of the eight parts of speech. B. Compose well-organized and coherent writing for specific purposes
and audiences. • 3.B. 1b. Demonstrate focus, organization,
elaboration and integration in written composition (e.g. short
stories, letters, essays, reports) C. Communicate ideas in writing to accomplish a variety
of purposes. •3.C.1a. Write for a variety of
purposes including description, information, explanation, persuasion,
and narration. |
• Each participant will use correct grammar, spelling, punctuation,
capitalization and structure to compose a report about this lesson. |
|
English/ Language Arts |
State Goal 4: Listen and speak effectively in a variety
of situations. |
A. Listen effectively in formal and informal situations. •. Ask questions and respond to questions
from the teacher and from group members to improve comprehension. • 4. A. 1c. Follow oral instructions
accurately B. Speak effectively using language appropriate to the situation
and audience. • 4. B. 1b. Participate in discussions
around a common topic. |
• Each participant will respond to questions in informal and formal
settings during this lesson. • Each student will participate in informal and formal discussions
during this lesson. |
Late Elementary:
Illinois Learning Standards in Science, Math, English/Language Arts that apply to this lesson:
|
Subject |
Learning Goals |
Learning Standards and Benchmarks |
Application to this Lesson |
|
Science |
State Goal 11: Understand the processes of scientific
inquiry and technological design to investigate questions, conduct
experiments and solve problems |
A. Know and apply the concepts, principles and processes of scientific
inquiry. • 11. A. 2b. Collect data for investigations
using scientific process skills including observing, estimating
and measuring. B. Know and apply the concepts, principles, and processes of technological
design. • 11.B.2c. Build a prototype of
the design using available tools and materials. • 11.B.2d. Test the prototype using
suitable instruments, techniques, and quantitative measurements
to record data. •11.B 2e. Assess test results and the
effectiveness of the design using given criteria and noting possible
sources of error. |
• Each participant will use the processes of scientific inquiry
to learn: 1. Magnets have poles 2. Certain metals are attracted to magnets. • Each participant will learn about the processes of technological
design by building the magnetic toy. • Each participant will test the toy, record the results, and
make suggestions on improving its design • Each participant will give a summative report on the design
of the toy. |
|
Science |
State Goal 12: Understand the fundamental concepts, principles
and interconnections of the life, physical, and earth/space sciences. |
D. Know and apply concepts that describe force and motion and
the principles that explain them. • 12.B.2b. Demonstrate and explain
ways that forces cause actions and reactions (e.g. magnets attracting
and repelling; objects falling, rolling and bouncing.) |
• Each participant will observe, discuss and apply the concepts
that magnets have poles and certain metal are attracted to magnets. |
|
Science |
State Goal 13: Understand the relationships among
science, technology, and society in historical and contemporary
contexts. |
B. Know and apply concepts that describe the interaction between
science, technology and society. • 13.B.2a. Explain how technology
is used in science for a variety of purposes (e.g. sample collection,
storage and treatment, measurement, data collection, storage and
retrieval, communiction of information.) • 13. B. 2c Identify and explain ways
that science and technology influence the lives and careers of
people. |
• Each participant will investigate the use of magnets in machines
of the past and the present. |
|
Math |
State Goal 9: Use geometric methods to analyze, categorize
and draw conclusions about points, lines, planes and space. |
C. Construct convincing arguments and proofs to solve problems. • 9. C. 2. Formulate logical arguements
about geometric figures and patterns and communicate reasoning. |
• Each participant will investigate, discuss and draw conclusions
concerning the patterns made by the iron filings in the magnetic
toy. |
|
English/ Language Arts |
State Goal 1: Read with understanding and fluency. |
C. Comprehend a broad range of reading materials. • 1.C.2a. Use information to form
and refine questions and predictions. |
• Each participant will read one or more books on magnets and
their uses. • Each participant will follow directions to build his/her magnetic
toy. • Each participant will answer questions concerning magnets and
their uses. |
|
English/ Language Arts |
State Goal 3: Write to communicate for a variety
of ideas. |
A. Use correct grammar, spelling, punctuation, capitalization
and structure. • 3.A.2 Write paragraphs that include a
variety of sentence types; appropriate use of the eight parts of
speech; and accurate spelling, capitalization and punctuation. B. Compose well-organized and coherent writing for specific purposes
and audiences. C. Communicate ideas in writing to accomplish a variety
of purposes. •3.C.1a. Write for a variety of
purposes and for specified audiences in a variety of forms including
narrative, expository and persuasive writings. |
• Each participant will use correct grammar, spelling, punctuation,
capitalization and structure to compose a report about this lesson. |
|
English/ Language Arts |
State Goal 4: Listen and speak effectively in a variety
of situations. |
A. Listen effectively in formal and informal situations. • 4.A.2a. Demonstrate understanding
of the listening process by summarizing and paraphrasing spoken
messages orally and in writing in formal and informal situations. • 4. A. 2b. Ask and respond to
questions related to oral pressentations and messages in small
and large group settings. • 4. A. 2c. Restate and carry out
a variety of oral instructions. B. Speak effectively using language appropriate to the situation
and audience. • 4. B. 2b. Use speaking skills
and procedures to participate in group discussions. |
• Each participant will respond to questions in informal and formal
settings during this lesson. • Each student will participate in informal and formal discussions
during this lesson. |
National Science Education Standards
National Science Education Standards that apply to this Lesson
|
Standard |
Level |
Application to this Lesson |
|
6.1 Science as Inquiry |
K-4, 5-8, 9-12 Abilities necessary to do scientific inquiry Understanding about scientific inquiry |
Each participant will use scientific reasoning and critical thinking
to observe the properties of magnets. Each participant will build on observe a magnetic toy. Each participant will ask questions, conduct investigations, and
gather information to help them understand the behavior of magnets
and the construction of the magnetic toy. |
|
6.2 Physical Science |
K-4 Properties of objects and materials Position and motion of objects Light, heat, electricity and magnetism 5-8, 9-12 Motions and forces |
Each participant will learn the names of the tools and materials
used to build the magnetic toy. Each participant will learn the vocabulary associated with magnetism
including: magnetic fields, magnetic poles, repulsion and attraction. Each participant will understand the concepts associated with
magnetism including: magnetic fields, magnetic poles, repulsion
and attraction. Each participant will investigate the use of magnets in the present
as well as the past. |
|
6.4 Earth and Space Science |
K-4 Properties of earth materials |
Each participant will learn the physical properties of magnets
and how these principles can be applied to making a magnetic toy. Each participant will learn about the magnetic properties of rocks
and the processes involved in making magnets from different materials. |
|
6.5 Science and Technology |
K-4, 5-8, 9-12 Abilities of technological design and understanding about science
and technology. |
Each participant will be involved in observations and discussions
concerning the principles of magnets and the uses in society. |