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Lesson Plan #: AELP-EAR0071
Submitted by: Jessica Pickett and Sage Robertson
Email: jessiepicket@hotmail.com
School/University/Affiliation: University of Montana
Endorsed by: Professor Lisa Blank
             University of Montana Date: April 6, 2000


Grade Level(s): 4, 5

Subject(s):

  • Science/Earth Science

Duration: 90 minutes Description: Students will create a compass and investigate properties of magnetism. This lesson has been aligned with the National Science Education Standards and the Montana Standards for Science.

Goals: Student Understandings: 1. Students will understand compasses work because of magnetism. Students will understand that it is possible to magnetize an iron or steel object by stroking it with a magnet.
NSES: Science as Inquiry; Physical Science: Magnets attract and repel each other and certain kinds of other materials, p. 127.
Montana Standards: Content Standard 2. 6; Describe the basic characteristics of light, heat, magnetism and sound, p. 4.
3. Students should have a basic understanding of magnets and their properties. Students should understand basic cardinal directions. Students should have basic small group, partner and journal writing skills.
NSES: Science as Inquiry; Physical Science: Magnets attract and repel each other and certain kinds of other materials, p. 127.
Montana Standards: Content Standard 2. 6; Describe the basic characteristics of light, heat, magnetism and sound, p. 4.
3. Students should have a basic understanding of magnets and their properties. Students should understand basic cardinal directions. Students should have basic small group, partner and journal writing skills.

Objectives: Students will demonstrate science understanding by:

1) Explaining/listing the essential parts of a compass.
2) Designing and constructing their own compass.
3) Successfully drawing how a compass works. 4) Completing the journal entries to the teacher’s satisfaction.

Materials: Materials: A real compass (one for each partner group)

Procedure:

Scientific Exploration:

Teacher Information/Background
Key Questions: How can I make a compass? Is it possible to magnetize an iron or steel object by stroking it with a magnet?

The compass is a device we use to determine directions and find our way. In its simplest form, a compass is a magnetic needle that turns on a pivot. In fact, the compass was the first practical use humans found for magnetism. Early ships were wooden, so simple magnetic compasses were satisfactory. Sailors welcomed magnetic compasses on long voyages because clouds often obscured stars, which were the principle means of navigation at the time, during storms. Sailors needed a way to stay their course even when they couldn’t see the stars, which is where the magnetic compass came in such handy.
Magnetic compasses point to magnetic north, which is located near the northern islands of Canada (not the North Pole). Magnetic north is determined by the magnetic fields of the Earth and moves a few miles from year to year. Our compass works because the iron in the pins becomes magnetized after being stroked with the magnet. It then aligns itself with the magnetic north pole and points north! The water in the petri dish allows the pin to pivot freely.
 

Focus Phase:

Ask students: Have you ever used a compass? What do we know about compasses? List ideas on the board. Pass out compasses to students. Ask: Why do you think your compass works? What do you think makes the needle move? What are the parts of your compass? Add to the list on the board. Ask students to complete the attached worksheet. Ask students to share their ideas in small groups.

Challenge Phase:

How do compasses work? Do you think we can design a compass of our own? Provide students with the materials outlined in the materials section (magnets, flat pieces of Styrofoam, pins, plastic petri dishes, and Ziploc bags filled with iron fillings) to create their own compasses. Students can compare their compass readings to a real compass to see how accurate their compass is.
-Compasses can be created by first filling a petri dish with water, and then adding a steel or iron nail which has been stroked with a magnet and pushed diagonally through the piece of Styrofoam. One end can be painted with the red nail polish to distinguish north from south.

Concept Introduction:

Students are asked to share their design, their prediction and if their compass worked with the class. Ask: What do we need to make a compass? Were we missing anything from our original predictions? What are the essential elements of a compass (water, magnet, needle, etc.)? Do these essential elements help us to understand how a compass works? Students draw a picture of how a compass works in their journals. Students list the essential elements of a compass in their journal.

Concept Application:

Students will consider the following question: Does the material a ship is made of affect the accuracy of a compass? Why do you think so? Students write in their journals about the following topic: As you travel north does the accuracy of your compass change.

Assessment: Students will demonstrate science understanding by:

1) Explaining/listing the essential parts of a compass.
2) Designing and constructing their own compass.
3) Successfully drawing how a compass works.
4) Completing the journal entries to the teacher’s satisfaction.

Useful Internet Resources:

Lesson adapted from Aims Educational Foundation

Rosemarie Bezerra-Nader (1996). Finding your bearings. Aims Educational Foundation; ISBN: 188143169X

National Science Education Standards

Montana Standards for Science
http://www.metnet.state.mt.us/accreditation/HTM/ContStds-Science.pdf
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