MAGNETIC MASTERPIECES!

Grade 3: Magnetic Masterpieces!

Unit Description

In this “Magnetic Masterpieces!” unit, students will explore and discover the world of magnets through the arts. They will do hands on arts projects and make real world connections to gain in depth understanding of how magnets work. Students will use visual arts, theatre, and music to strengthen their science and art content knowledge.

Unit Essential Question

How do magnets interact with one another and other objects?

Real World Context

Students will explore magnets through the use of everyday objects. They will discover why certain objects are attracted to magnets, while others are not. They will also discover why the poles of magnets attract and repel each other. We will explore the world of Disney to see how they use magnets throughout the park every day. We will also look at how magnets are used in sorting materials at recycling centers.

Cross-Cutting Interdisciplinary Concepts

Compare and Contrast
Cause and Effect

Projects

Magnetic Discovery Painting
In this project, students will use their knowledge of previously taught magnetic properties to create a visual arts piece. Students will explore a variety of magnetic and non-magnetic materials to create a one-of-a-kind painting. During their painting, they will differentiate objects between magnetic and non-magnetic properties. Students will take time to document their observations and write about their magnetic discoveries.

Magnetic Slime
In this project, students will work in small groups to create magnetic slime. Each group will have different amount of iron filings in their mixture. Students will use magnets to explore the pull of the magnetic field on the magnetic slime based on the amount of iron filings in it. Students will use the visual arts to create this pliable sculpture made of magnetic slime!

Magnetic Drama
In this project, students will dramatize how magnets attract and repel. Students will create dialogue and use their actor voices and bodies to dramatize different magnetic poles, as well as common objects that are magnetic and non-magnetic.

The Magnet Rap
In this project, students will integrate their knowledge of magnets to create and perform a rap. Students will use music, rhythm, and verses to dramatize objects that do and don’t have magnetic pulls. They will do this using a sixteen measure, four-beats per measure composition to create their verses. Students will use actions, emotions, and voice to perform their rap.

Standards

Curriculum Standards

S3P2 Students will investigate magnets and how they affect other magnets and common objects.

  1. Investigate to find common objects that are attracted to magnets.
  2. Investigate how magnets attract and repel each other.

CCSS.ELA.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-Literacy.W.3.1.d Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-Literacy.V.3.2.b Develop the topic with facts, definitions, and details.

CCSS.ELA.Literacy.V.3.3.a Use dialogue and descriptions of actions, thoughts, and feeling to develop experiences and events or show the response of characters to situations.

MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Glossary: Multiplication and Division Within 100.

Arts Standards

VA3PR.1 Creates artworks based on personal experience and selected themes.

  1. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture).

VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates paintings with a variety of media (e.g., tempera, watercolor).

VA3PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates sculpture using a variety of methods (e.g., paper-mâché, cutting, folding, found objects).

TAES3.2 Developing scripts through improvisation and other theatrical methods.

  1. Develops characters and setting through action, sensory details, cause and effect relationships, and Dialogue.
  2. Creates scripts that are appropriate in purpose, expectations, and length for the audience.

TAES3.3 Acting by developing, communicating, and sustaining with roles within a variety of situations and environments.

  1. Communicates a character's actions, motives, emotions, and traits though voice, speech, and language.

M3GM.1 Singing, alone and with others, a varied repertoire of music.

  1. Sing melodies in the range of an octave using appropriate head voice accompanied and unaccompanied.

M3GM.2 Performing on instruments, alone and with others, a varied repertoire of music.

  1. Perform rhythmic patterns using body percussion as well as a variety of instruments with appropriate technique.

Character Education

Components

In “Magnetic Rap,” third grade classes will perform their rap for first grade classes. The reason for this pairing is because both grade levels learn about magnets. The first grade students will watch and critique the performance, ask questions, and give compliments.
Attributes

  • Respect to others
  • Collaboration with one another
  • Ensemble skills (working together)

Summative Assessment Tools

  • Pre/Post Test
  • Magnetic Discovery Rubric
  • Magnetic Slime Rubric
  • Magnetic Drama Rubric
  • Magnetic Rap Rubric

Partnering with Fine Arts Teachers

Music Teacher:

  • Enhance the creation of the rap and the percussive elements of the performance. The music teacher can encourage students to create a rhythm for the rap using percussion instruments.

Visual Arts Teacher:

  • “Magnetic Slime” and “Magnetic Discovery Painting” could both be conducted in the visual arts classroom. Visual Arts teachers may have suggestions on how to showcase the artwork created from “Magnetic Discovery Painting.”

Appendix (See Additional Resources)

  • Pre-test/Post-test

Credits

U.S. Department of Education
Arts in Education--Model Development and Dissemination Grants Program
Cherokee County (GA) School District and ArtsNow, Inc.
Ideas contributed and edited by:
Shannan Cagle, Liz Pendlington, Melissa Joy, Shannon Green, Dr. Maribeth Yoder-White, Susie Spear Purcell, Jessica Espinoza

Magnetic Discovery Painting

Science, English Language Arts, and Visual Arts

Description

In this project, students will use their knowledge of previously taught magnetic properties to create a visual arts piece. Students will explore a variety of magnetic and non-magnetic materials to create a one-of-a-kind painting. During their painting, they will differentiate objects between magnetic and non-magnetic properties. Students will take time to document their observations and write about their magnetic discoveries.

Learning Targets

“I Can…”

  • Make predictions about magnetism based on my knowledge of magnetic properties
  • Differentiate objects that are magnetic from those that are non-magnetic
  • Use visual arts to create a unique painting based on the properties of these objects (magnetic objects will be used to “paint” while non-magnetic objects will remain stationary).
  • Sort objects by their magnetic properties
  • Reflect on my findings and draw conclusions about magnets based on my project observations

Essential Questions

  • What common objects are attracted to magnets?
  • How do objects both magnetic and non-magnetic interact with magnets?

Curriculum Standards

S3P2 Students will investigate magnets and how they affect other magnets and common objects.

  1. Investigate to find common objects that are attracted to magnets.

ELA.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Arts Standards

VA3PR.1 Creates artworks based on personal experience and selected themes.

  1. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture).

VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates paintings with a variety of media (e.g., tempera, watercolor).

Content Vocabulary

  • Magnet
  • Characteristics
  • Iron
  • Steel
  • Attract
  • Magnetism
  • Bar magnet
  • North Pole
  • South Pole

Arts Vocabulary

  • Aesthetics: the term that refers to that which is beautiful and visually pleasing
  • Color: an element or art with three properties 1) hue, the name of the color, e.g. red, yellow, etc. 2) intensity or the purity and strength of the color such as brightness or dullness and 3) value, or the lightness or darkness of a color
  • Media: the tools and materials an artist uses

Technology Integration

Formative Assessment

  • Teacher will monitor students through anecdotal notes while they are creating their paintings and sorting their materials

Summative Assessment

  • Written student observations and reflections in Science Journal
  • Magnetic/Non-magnetic painting Rubric (See Downloads)

Materials

Thick cardstock, Tempera paint (primary colors), various sized paint brushes, chalk pastels, class sets of wand magnets, dozen cookie sheets (small)

Activating Strategy (5-10 min)

  • YouTube video: Kid-powered Magnetic Separating Recycling Conveyor Belt (57 seconds): https://www.youtube.com/watch?v=FFvc0-cP0jw
  • Teacher demonstration with soda can and vegetable/soup can
  • Discuss: Why is one type of can magnetic while the other is not?

Main Activity

Part 1:

  • Teacher will lead a class discussion of what makes an object magnetic. Teacher will make a T-chart (magnetic, non-magnetic) and students will contribute ideas to fill it in. Students will make predictions as to which objects are magnetic and non-magnetic.

Part 2:

  • Students will create a T-chart and label one side magnetic and the other non-magnetic.
  • Student partner groups will each be given a paper bag containing: small piece of wood, penny, paper clip, eraser, dime, screw, thumb tack, nail.
  • Each group will be given two bowls, one to sort magnetic, one to sort non-magnetic.
  • Each group will be given one cookie sheet, two pieces of cardstock, two magnetic wands, tape to adhere the paper to the cookie sheet, and four colors of paint (one squeeze of each color on each paper).
  • Students will take turns choosing an item and seeing if they can paint with it. After both students have used the item, they will place it in the appropriate bowl.

Part 3:

  • Students will complete their T-chart based on their sorting of magnetic or non-magnetic objects.
  • Students will complete a written reflection evaluating why certain objects are magnetic or non-magnetic.
  • Compare the T-chart created as a class to those created by the students.

Classroom Tips:

  • Teacher will pre-select partner groups
  • Teacher will lay-out behavior expectations
  • Teacher will model how to set-up the cookie sheet, paper, paint, and magnets

Reflection Questions

  • How did creating a painting through the exploration of magnetic and non-magnetic materials help me identify some common objects that are attracted to magnets, as well as those that are not?

Differentiation

Accelerated:

  • These students could research how recycling is done in the real world using magnets to separate metal from other objects (like in the video). They could then compose a narrative story to portray the journey of a piece of metal or nonmetal object through the recycling process. Also, they could research other uses of magnets in the real world (such as store sensors on clothing for anti-theft).

Remedial/EL Students:

  • During the Reflection part of this project the following modifications could be made: place students in small groups, assist with Guided writing, provide sentence starters, provide graphic organizers, a word bank based on content vocabulary, a paragraph frame, or modify the length/writing assignment based on student needs.

Additional Resources

Books

  • What Makes a Magnet? by Franklyn M. Branley

Websites

Appendix (See Downloads)

  • Magnet Painting Rubric

Credits

Magnetic Slime

Science, English Language Arts, and Music

Description

In this project, students will work in small groups to create magnetic slime. Each group will have different amount of iron filings in their mixture. Students will use magnets to explore the pull of the magnetic field on the magnetic slime based on the amount of iron filings in it. Students will use the visual arts to create this pliable sculpture made of magnetic slime!

Learning Targets

“I Can…”

  • I can explain the correlation between the amount of iron oxide and the magnetic pull of the magnet on the slime.
  • I can compare and contrast the viscosity of the slime (through writing) depending on the amount of iron oxide in each mixture.

Essential Questions

  • What common objects are attracted to magnets?
  • What are characteristics of objects that are attracted to magnets?
  • How does the viscosity of the slime change based on the amount of iron oxide in the mixture?

Curriculum Standards

S3P2 Students will investigate magnets and how they affect other magnets and common objects.

  1. Investigate to find common objects that are attracted to magnets.

ELA.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Arts Standards

MA:Cr2.1.3 Form, share, and test ideas, plans and models to prepare for media arts productions.

Content Vocabulary

  • Magnet
  • Characteristics
  • Iron
  • Horseshoe magnet
  • Magnetism
  • Attract
  • Strength
  • Viscosity
  • Compare & contrast

Arts Vocabulary

  • Media: the tools and materials an artist uses
  • Collaboration: two or more people working together in a joint intellectual effort
  • Dialogue: a conversation between two or more persons
  • Diction: using a “crisp and clear” actor voice that can be understood by everyone watching and listening

Technology Integration

  • Make a “How To” video of the magnetic slime process. The video will demonstrate the correlation between the amounts the iron oxide and the magnetic field of the slime.

Formative Assessment

  • Teacher observation with anecdotal notes regarding student participation and exploration during the slime experiment.

Summative Assessment

  • Students’ video demonstrating the correlation between the amounts the iron oxide and the magnetic field of the slime.
  • Students’ compare and contrast writing piece, discussing both the magnetic field as well as the viscosity of the slime.

Materials

Class sets of horseshoe magnets, class set of neodymium magnets, bags of iron filings, liquid starch, liquid white glue, paint stir sticks, smocks, 4 bowls per small group

Activating Strategy (5-10 min)

Main Activity

Part 1:

  • Teacher will list steps to create magnetic slime. Each group will make four different strengths of slime.
  • Teacher will explain the purpose of creating four strengths of slime.

Part 2:

  • Pour ¼ cup of liquid starch into each of your four bowls.
  • Add 1 tablespoon of iron powder to one bowl, two to the next, three to the next, and four to the last. Stir each until well mixed. (Each bowl should be labeled so students know how much iron filings they contain.)
  • Add ¼ cup of white liquid glue to each bowl and mix.
  • Take the slime out of each bowl and mix (separately) with your hands until it’s well mixed.
  • Pat the slime dry with a paper towel to get rid of any excess liquid. The finished slime won’t make your hands black, but the extra liquid will.

Part 3:

  • Students will use their magnets to explore the correlation between the amount of iron filings in the slime and the strength of the magnets pull.
  • Students will use their hands to explore the viscosity of the slime depending on the amount of iron fillings in each mixture.
  • Students will write a preliminary compare and contrast based on their findings.

Classroom Tips:

  • Teacher will pre-determine small groups that can work well together.
  • Students will wear smocks to protect clothing.
  • Teacher will set clear behavior expectations.

Reflection Questions

  • How did creating magnetic slime with different amounts of iron filings help me understand the correlation between the amount of iron filings in the slime and the strength of the magnets pull?

Differentiation

Accelerated:

  • These students could predict what effect different sizes of magnets would have on each oobleck sample. Students could also design a color coded ratings chart for the strength of the magnets based on ROYGBIV (red could be the strongest magnetic attraction and violet could be the least magnetic attraction).
  • These students could also make a table projecting what would happen if more filings were added, or if the slime had less filings in it. Students could use a similar ratings chart as above for the amount of filings in the substance.

Remedial/EL Students:

  • During the Reflection part of this project the following modifications could be made: place students in small groups, assist with Guided writing, provide sentence starters, provide graphic organizers, a word bank based on content vocabulary, a paragraph frame, or modify the length/writing assignment based on student needs.

Additional Resources

Books

  • Shivers in the Fridge by Fran Manushkin (fiction)
  • Magnet Magic by Phyllis Adams (fiction)
  • Marto’s Magnets by Wendy Pfeffer

Websites

Appendix (See Downloads)

  • Written Reflection Sheet for Magnetic Slime
  • Rubric for Magnetic Slime

Credits

Magnetic Drama

Science, English Language Arts, and Theater

Description

In this project, students will dramatize how magnets attract and repel. Students will create dialogue and use their actor voices and bodies to dramatize different magnetic poles, as well as common objects that are magnetic and non-magnetic.

Learning Targets

“I Can…”

  • Describe why magnetic poles attract and repel
  • Dramatize magnetic poles using dialogue and movement
  • Apply drama to the classification of common objects that are magnetic and non-magnetic

Essential Questions

  • Why do magnets attract and repel each other?
  • How can drama be used to model the relationships between magnetic poles?

Curriculum Standards

S3P2 Students will investigate magnets and how they affect other magnets and common objects.

  1. Investigate how magnets attract and repel each other.

ELA.W.3.1.D Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELA.V.3.2.B Develop the topic with facts, definitions, and details.

ELA.V.3.3.A Use dialogue and descriptions of actions, thoughts, and feeling to develop experiences and events or show the response of characters to situations.

Arts Standards

TAES3.2 Developing scripts through improvisation and other theatrical methods.

  1. Develops characters and setting through action, sensory details, cause and effect relationships, and dialogue.
  2. Creates scripts that are appropriate in purpose, expectations, and length for the audience.

TAES3.3 Acting by developing, communicating, and sustaining with roles within a variety of situations and environments.

  1. Communicates a character's actions, motives, emotions, and traits though voice, speech, and language.

Content Vocabulary

  • Poles
  • Attract
  • Repel
  • Magnetic
  • Non-magnetic
  • Opposite

Arts Vocabulary

  • Character: an actor or actress in a specified role
  • Collaboration: two or more people working together in a joint intellectual effort
  • Concentration: the ability of the actor/actress to be “in” character – that is, to be like the character s/her is portraying – in dialog, attitude, carriage, gait, etc.
  • Dialogue: a conversation between two or more persons
  • Diction: using a “crisp and Clear” actor voice that can be understood by everyone watching and listening
  • Facial Expression: using your face to show emotion
  • Gesture: an expressive movement of the body or limbs

Technology Integration

  • Computers or tablets could be used to type students’ scripts instead of writing them on an index cards

Formative Assessment

  • Accuracy of written dramatization
  • Collaboration of peers

Summative Assessment

  • Written script with beginning, middle, and end.
  • Magnetic Drama Rubric (See Downloads)
  • Completed Video

Materials

North and South magnet labels (affixed to the magnet characters shoulders. North on one shoulder, South on the other shoulder), pictures of other common objects that are magnetic and non-magnetic (paper clip, nail, safety pins, aluminum can, a plastic bottle), iPad for videoing or other video device

Activating Strategy (5-10 min)

  • Teacher will begin lesson by getting all students involved in the process of using their voice and body.
  • Teacher can begin with the E-clap technique. The teacher will say “E” using different levels of voice and speed, while the students clap at that level and speed. The teacher can then clap, and have the students say “E” to the volume level and speed of the clap.
  • Any other drama voice warm-up strategies would also be effective.

Main Activity

Part 1:

  • Teacher will use magnets to demonstrate how opposite poles attract and like poles repel.
  • Teacher will then demonstrate how to dramatize how opposite poles would attract, and like poles would repel using voice and body movements.
  • Teacher will also demonstrate how to dramatize how common objects are either magnetic or non-magnetic.

Part 2:

  • Teacher will review the information the students have learned about magnetic and non-magnetic objects.
  • Teacher will review the elements of a story telling drama using a simple beginning, middle, and end script.

Part 3:

  • Students will create and write a small group short dramatization about magnets and how the poles attract.
  • Students will include a beginning, middle, and end for their dramatization.
  • An example of this would be two north poles walk up to each other, and repel one another.
  • Students will use their voice and body to dramatize this action. They might begin with “Hey, why are you pushing me?” (beginning), “I’m not pushing you, you are pushing me.” (middle), “I know, we are like poles, and we are repelling each other.” (end).
  • The students will repeat this type of process with common objects in their group.
  • Groups will have at least 3 small scripts with beginning, middle, and end. One of them has to be about the poles repelling and attracting.
  • The others can be about being attracted or not attracted to the other magnetic and non-magnetic objects in the group.

Part 4:

  • Students will present their magnetic drama to the class. Other classroom students may provide constructive feedback on theatrical delivery (diction, facial expression, tone, volume, pitch, etc.) using theater vocabulary.

Classroom Tips:

  • Teacher will pre-select student groups
  • Teacher will constantly monitor the room, and work with groups as needed.

Reflection Questions

  • Explain how north and south poles attract and repel each other.
  • How did our drama production help me understand how north and south poles attract and repel each other?
  • How did our drama production help me understand how other common objects are attracted or not attracted to magnets?

Differentiation

Accelerated:

  • These students could compose a song using found/body sounds that goes with either repel or attract. When two objects/poles come “on stage” in the class, they would provide the song in the background to illustrate either repelling or attracting as the drama is performed on stage.
  • These students could also research to compare and contrast the earth’s north and south pole to the north and south (positive and negative) poles of a bar magnet.

Remedial/EL Students:

  • In Part 2 of this project, teachers could provide students with visual guides of what makes up magnetic/non-magnetic properties, and provide students with visual guides on story parts.
  • In Part 4 of this project, a Review of Theatrical Terms with students in small group would be beneficial.

Additional Resources

Books

  • Magnetic and Nonmagnetic by Angela Royston
  • Amazing Magnetism (Magic School Bus) by Rebecca Carmi

Appendix (See Downloads)

  • Magnetic Drama Rubric
  • Magnetic Drama Written Reflection

Credits

The Magnetic Rap

Mathematics, Science, English Language Arts, and Music

Description

In this project, students will integrate their knowledge of magnets to create and perform a rap. Students will use music, rhythm, and verses to dramatize objects that do and don’t have magnetic pulls. They will do this using a sixteen measure, four-beats per measure composition to create their verses. Students will use actions, emotions, and voice to perform their rap.

Learning Targets

“I Can…”

  • Classify objects that are and are not magnetic
  • Create a sixteen-measure verse, with four beats per measure, that demonstrates my understanding of magnets
  • Perform my rap using actions, emotion, and voice

Essential Questions

  • What common objects are attracted to magnets?
  • What are characteristics of objects that are attracted to magnets?
  • How can music be used to dramatize the concept of magnetism?

Curriculum Standards

S3P2 Students will investigate magnets and how they affect other magnets and common objects.

  1. Investigate to find common objects that are attracted to magnets.

ELA.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Glossary: Multiplication and Division Within 100

Arts Standards

M3GM.1 Singing, alone and with others, a varied repertoire of music.

  1. Sing melodies in the range of an octave using appropriate head voice accompanied and unaccompanied.

M3GM.2 Performing on instruments, alone and with others, a varied repertoire of music.

  1. Perform rhythmic patterns using body percussion as well as a variety of instruments with appropriate technique.

Content Vocabulary

  • Magnet
  • Magnetic
  • Non-magnetic
  • Attract
  • Repel
  • Opposite
  • Poles
  • Metal
  • Non-Metal
  • Informational

Arts Vocabulary

  • Beat: the pulse underlying music
  • Measure: the space between two bar lines
  • Collaboration: two or more people working together in a joint intellectual effort
  • Diction: using a “crisp & clear” actor voice that can be understood by everyone watching and listening

Technology Integration

  • iPad: students will record their group performances on the iPad. Performances will be used as a summative assessment.

Formative Assessment

  • Student rap template – one 16-measure verse, with 4 beats per measure, about objects that are attracted to magnets, one 16-measure verse, with 4 beats per measure, about objects that are not attracted to magnets.

Summative Assessment

  • Recorded rap
  • Completed rap writing

Materials

iPad, garageband application, rap template, wooden pitch frogs, plastic egg shakers

Activating Strategy (5-10 min)

  • Teacher will sing and perform the chorus of The Magnet Rap using Garage Band app.
  • Teacher will distribute instruments and have the class perform the chorus.
  • Discuss: How will creating a rap help you remember what objects are and are not magnetic?

Main Activity

Part 1:

  • Teacher will show the chorus of the Magnet Rap on the promethean board. Teacher will demonstrate (sing) the 16-measure, 4-beats per measure verse. Teacher will model to students how to use the Magnet Rap Template to write their two verses. (One verse for magnetic objects, one verse for non-magnetic objects)
  • Teacher will also use the measure and beats of the rap to correlate the creation of the rap to multiplication and division skills.

Part 2:

  • Student groups will create two verses of The Magnet Rap. Students will use the template to create their verses. Teacher will circulate while groups are working and assist where needed.
  • Students will use instruments and/or body percussion to perform the rap.
  • Students will use 16 measures, with 4 beats per measure, to write and perform their rap.

Part 3:

  • Students will practice their rap to bring it to performance level
  • Student groups will perform their rap using instruments and/or body percussion.
  • Students will perform their rap using actions, emotions, and voice.

Classroom Tips:

  • Teacher will pre-select student groups that will work well together.
  • Teacher will pre-select areas for the groups to work together on their rap.
  • Teacher will discuss group work expectations using the Magnetic Rap rubric (See Downloads)

Reflection Questions

  • How did creating a rap help me remember common objects that are magnetic and non-magnetic?
  • How did using the 16-measure, 4-beats per measure pattern help my group write the rap?
  • What math skills were utilized to write the rap?
  • How did math help you write and perform the rap?

Differentiation

Accelerated:

  • These students could turn the rap into a music video with different sounds and video features.
  • They could also design an album cover, keeping in mind to use certain colors for magnetic objects (perhaps warm) and other colors for non-magnetic objects (perhaps cool).

Additional Resources

Books

  • Magnets: Pulling Together, Pushing Apart by N. Rosinsky

Appendix (See Downloads)

  • Magnetic Rap Rubric
  • Magnetic Rap Written Reflection

Credits

Grade 3: Magnetic Masterpieces!

Additional Resources

Books

  • Magnets: Pulling Together, Pushing Apart by N. Rosinsky
  • Magnetic and Nonmagnetic by Angela Royston
  • Amazing Magnetism (Magic School Bus) by Rebecca Carmi
  • Shivers in the Fridge by Fran Manushkin (fiction)
  • Magnet Magic by Phyllis Adams (fiction)
  • Marto’s Magnets by Wendy Pfeffer
  • What Makes a Magnet? by Franklyn M. Branley

Websites

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