Discovering the "Hidden" Properties of Magnets

Working in groups, students will pose questions that will aid them in their investigation to discover what occurs when magnets come together with other magnets, and when magnets come together with various other materials. Vocabulary that will develop through this activity include: attract, repel, force, and poles. Students will write and draw observations in their science notebooks and share their new learning with the whole class. Further thoughts and ideas will be added to the science journals. An additional investigation will be created where students design a game or activity using magnets.

This activity is designed for students in grade 4 with roughly 28 students in the class. Students should be in groups of 4 having an "equipment getter", "starter", "responder/time keeper", and "writer." The students will need to be somewhat familiar with setting up their science notebooks, and writing claims and evidence statements. Teacher scaffolding (writing prompts and guided questioning) should be available to help if students are having difficulties.

This activity is adapted from the Foss Magnetism and Electricity Unit (Investigation 1: Part 4) Materials needed include 7-8 similar opaque boxes with one or two magnets taped inside. The magnets should be placed inside the boxes ahead of time. Horseshoe magnets, cow magnets, bar, and donut magnets can be used. In one of the boxes tape a non-magnetic object that is about the same weight as the magnets used in the other boxes (as a "trick.") Also have 7 tubs with two types of each magnet listed above and ziplock bags with the following materials in each bag: tin foil, a penny, nickel, and dime; a rubber band, a straw, paper clip, cardboard, piece of sponge, brass ring, rock, a piece of magnetite, craft sticks, a steel nail, iron filings inside of a petri dish, and an aluminum nail. (Other materials can be added as well. Be sure to have a variety of various metals though.) A teacher demonstration box with magnets inside covered with fancy wrapping paper.
Begin the class by having the students in groups of 4 with the bin of magnets and ziplock bags with materials near them. Tell the students that they will have 5 minutes to observe and "play" with the items in front of them, but they are to write 5 or more observations when that time is completed. When students are done writing, take time for the responder in each group to share what they observed. If another group did not see what was shared, give time for the rest of the group to test their items again. Next, break out your "special box" with the magnets inside. Tell the children that you have a magic box and that they are to watch closely and write down 5 or more new observations in their journals as you walk around the class with the magic box. Allow students that are near you at that time to tell the whole group what they observed about the box. One group could shake or feel the box, another group can observe as you move the box and make a compass needle move, another group can observe as you magically "pick up" items with your box, another observation might include the box "pushing" another magnet away, students may also comment on the shape of the box and pattern of wrapping paper on the box. From these observations ask the students what questions they have. Post these questions on a large chart paper. Ask guiding questions that lead students to materials that might help them identify where the magnets are located in the box. Example: What did you notice when I moved the box near another magnet? What happened when the box was close to wood? Plastic? A compass? What might be inside of the petri dish? How was that the same as what you had observed with your tub of materials? Discuss new concepts /words...attract and repel. Have students explain when the magnets attract and when they repel. Then discuss the term "poles." Ask if certain magnets had a stronger "pull" or "force" when they worked with them. Also determine where the poles are on each type of magnet. Explain to the students that in order for the magnet to be attracted, the metal must contain iron or steel. As students discover where the poles on each type of magnet are, have them draw and label in their science notebooks.
During the next class period, review with the whole class the magnet types and where the poles are located. Also review what materials could help them determine if there was a presence of a magnet. During this time list those items on a large chart paper. These are the items that the "getters" will collect once the investigation starts. Tell the students that they will get to work with their groups to locate where hidden magnets are in boxes that you have prepared ahead of time. Each box has a letter on it. Once the group has determined where the hidden magnets are they should draw this in their notebooks. Have groups design a data collection sheet that could show the boxes. Have groups share their designs. Students may choose to modify theirs from what others have shown. Remind students that scientists do not work alone, but learn from each other. Explain the process ahead of time so that students can stay on task: The "getter" should collect all the necessary equipment. The starter in the group should test one of the materials to detect where the magnet might be. Next, the responder/ time keeper should test a new material; the writer will go next followed by the getter. Each person in the group gets a chance to try an object and decide where the hidden magnets might be located. Once everyone is done, each person records in their journals their drawing. It is the writer's job to be sure to ask the group to include the evidence. Have groups rotate to another table when it appears that they are ready. They may not be able to complete all 7 stations, but they should try to get about 4. After about 30 minutes, pull the class together and discuss findings. It may become apparent that there may have been something unusual about one of the boxes (the "trick" box.) Do not tell the students, but have them come up with questions.
The final piece of this activity involves students designing their own type of game or activity using magnets. Students will need to explain the game and how it works. They will need to use the terms attract, repel, and poles when presenting. If new concepts or ideas (such as induced magnetism) come up when students are designing their games, have them list new questions in their journals.

The metals attracted to the magnet must contain some type of iron or steel. Try to get a magnetite rock, but do not tell the students about the properties of this rock until they have had the chance to explore materials. During the exploration time or the final investigation, students may discover induced magnetism, in which an iron object can become a temporary magnet when in contact with a permanent magnet. Have a student share this with the whole class and have them ponder why this may occur. A research project of the difference between a permanent magnet and temporary magnet can be offered to students who want to take this a step farther. This activity is different in how it was taught before because students are designing their data collection sheets, and making an evidence statement in their journals that support their findings. Also, students are given the chance to design their own investigation with the magnets and materials to present to the class.

Student journals will be assessed and must include a minimum of 3 mystery boxes that show a picture of the shape and location of the magnets in the box as well as a claims and evidence statement regarding the findings in those boxes. Students will also be assessed on their presentation of the game they created. The students must use the terms attract, repel, and poles accurately in their presentation.

: 4.2.3.1.2 Describe how magnets attract or repel and how they attract to certain metals. 5.1.1.1.1 Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are an essential part of doing science. 3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observation or investigations