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Magnets: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.

Language

First Grade

CCSS.ELA-Literacy.W.1.1 [CCSS page]

Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Suggested Lesson

After an investigation where students observe magnets interacting with magnetic and non-magnetic objects, students write an opinion about why they think the magnets attract certain objects and not others.

Third Grade

CCSS.ELA-Literacy.W.3.3 [CCSS page]

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Suggested Lesson

Students plan and create a story where they imagine themselves to be magnetized. Have them consider situations where they would be attracted or repelled by everyday objects.

Fifth Grade

CCSS.ELA-Literacy.W.3.3 [CCSS page]

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Suggested Lesson

Give each student or small group a question about magnetism and access to several sources. Have them locate an answer to the question and be prepared to share it with the class.

Math

Kindergarten

CCSS.Math.Content.K.MD.B.3 [CCSS page]

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Suggested Lesson

Analyze several everyday materials and sort into magnetic and non-magnetic. Count and compare the numbers in each category.

Fifth Grade

CCSS.Math.Content.5.OA.B.3 [CCSS page]

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Suggested Lesson

Conduct the experiment How Strong Is Your Magnet? Students will record data and graph results. The x-axis (horizontal) is for the distance from the magnet (that is, the number of layers of tape beginning with zero); the y-axis (vertical) is for the strength of the magnet (number of paper clips it can hold).

Sixth Grade

CCSS.Math.Content.6.SP.B.5.C [CCSS page]

Summarize numerical data sets, such as by giving quantitative measures of center (median and/or mean) and variability.

Suggested Lesson

Follow the directions for Making An Electromagnet. To increase the strength of the electromagnet, increase the number of wire coils around the nail and record the number of paper clips you can pick up. Each pair of students will keep a table of the number of coils and number of paperclips. Then collect and average student findings to create a class chart.

Science

Second Grade

Physical Sciences: PS1-2-1 [ICS page]

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Supporting Content

Matter can be described and classified by its observable properties.

Third Grade

Physical Sciences: PS1-3-3 [ICS page]

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Supporting Content

Magnetic forces between a pair of objects do not require that the objects be in contact. Examples of magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paper clips, and the force exerted by one magnet versus the strength exerted by two magnets. Examples of cause and effect relationships could include how the properties of the objects and the distance between objects affect strength of the force, and how the orientation of magnets affects the direction of the magnetic force.


Physical Sciences: PS1-3-4 [ICS page]

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Supporting Content

Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.

Fourth Grade

Physical Sciences: PS1-4-4 [ICS page]

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Supporting Content

Energy can be transferred from place to place by electric currents, produced by transforming the energy of motion into electrical energy. Possible solutions to a problem are limited by available materials and resources (constraints). The success of a design solution is determined by considering the desired features of a solution (criteria.)

Fifth Grade

Physical Sciences: PS1-5-1 [ICS page]

Develop a model to describe that matter is made of particles too small to be seen.

Supporting Content

Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means.

Sixth Grade/Middle School

Physical Sciences: PS1-MS-1 [ICS page]

Develop models to describe the atomic composition of simple molecules and extended structures.

Supporting Content

Substances are made from different types of atoms, which combine with one another in various ways. Each substance has characteristic physical and chemical properties that can be sued to identify it.


Physical Sciences: PS2-MS-3 [ICS page]

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Supporting Content

Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges or magnetic strengths involved and on the distances between the interacting objects. Examples of devices that use electric and magnetic forces could include electromagnets or electric motors. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.


Physical Sciences: PS2-MS-5 [ICS page]

Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Supporting Content

Examples of this phenomenon could include the interactions of magnets. Forces that act at a distance (magnetic) can be explained by fields that extend through space and can be mapped by their effect on a test object Examples of interactions could include first-hand experiences or simulations.


Earth and Space Sciences: ESS1-MS-3 [ICS page]

Analyze and interpret data to determine properties of objects in the solar system.

Supporting Content

Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects.

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