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Non-contact Forces Unit – Grade 3

Nov 10, 2023

Students investigate a phenomenon of how the magnets on a magnetic ring toy appear to levitate and how, after compressing and releasing them, the magnets spring up into the air. Over the unit, students learn about balanced and unbalanced forces to work towards explaining how and why the gaps between magnets are different sizes and how the magnets move or ‘float’ in particular ways.

This unit is structured into two sets of lessons. First, students learn about pushes and pulls, material properties, magnetic fields, and how multiple forces can act on one object to explain how the magnetic ring toy works. Then, students ask questions, design and conduct their own investigations, and write an informational text to answer their testable questions about magnets and magnetism. Ultimately, students develop and revise evidence-based models to explain how the magnetic ring toy works and then apply these ideas to explain their investigation data and other magnetic force-related phenomena that we use in everyday life.

Storyline

This curriculum guide provides an outline of a unit about magnetic and gravitational forces for grade 3. During the initial elicitation of students’ ideas about a magnetic ring toy phenomenon, many ideas, topics, and connections may be brought up by students. Use these examples as avenues for investigations and developing understanding. Modifications are essential to being responsive to your students’ learning.

Central to this unit are the ideas that students offer in their attempts to explain the anchoring phenomenon. By honoring multiple types of talk and eliciting student ideas, the teacher can identify touchpoints of students’ ideas and examples that become the focus for later investigations and activities. The explanation of the anchoring event can also be turned toward identifying testable and researchable questions students have and can then pursue in pairs or teams to answer together.

To launch this unit, 3rd-grade students explore a phenomenon of how the magnets on a magnetic ring toy appear to levitate and how, after compressing and releasing them, the magnets spring up into the air. Over the unit, students learn about balanced and unbalanced forces to work towards explaining how and why the gaps between magnets are different sizes and how the magnets move or ‘float’ in particular ways.  Why are there sometimes spaces between the donut-shaped magnets? Do the gaps change size when adding/removing magnets? Why do you think this happens? Push the magnets down and then let go. What happens? Why do the magnets separated by gaps seem “bouncy”?

This unit is structured into two sets of lessons with a culminating engineering design task:

  • First, students learn about pushes and pulls, material properties, magnetic fields, and how multiple forces can act on one object to explain how the magnetic ring toy works. 
  • Then, students ask questions, design and conduct their own investigations, and write an informational text to answer their testable questions about magnets and magnetism. 
  • Ultimately, students develop and revise evidence-based models to explain how the magnetic ring toy works and use these ideas to solve a problem in their classroom, school, or home using magnets.

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