Magnet Unit

Magnets

Magnets

Name: Genna Mortenson

Date:

Subject: Science

Grade: 2

Lesson #1

Content (topic):

Core Unit: Magnets Topic: What is a magnet?Instructional Strategy: -Cooperative Learning

-Active Learning

Learning Objectives:

Predict whether an object will be attracted to a magnet

Identify objects which can be attracted to a magnetAssessment: Use: Rating Scale

Purpose: Collect the worksheets complete and use the rating scale to assess for learning.

Adaptive Dimension: If students are off-task then partner those students with an on-task student.

Common Essential Learnings (CELs):

- (C) Communication, (CCT) Critical and Creative Thinking, (TL) Technology

Prerequisite Learning:

Students may have had experiences with refrigerator magnets.

Lesson Preparation: Equipment/Material Needed

Magnets

Magnetic items

Non magnetic items

Advanced Preparation

Make worksheets

Photocopy worksheets

Presentation:

Set (20 minutes):

- Have students sitting on the carpet.

- Brainstorm with students what a magnet is and record on chart paper so you can revisit it during the unit.

- Introduce a magnet

- Who can tell me what a magnet is?

- What is magnet used for?

- What kind of objects are attracted to magnets?

- Ask, Why do you think certain objects attract a magnet?- Why are dimes attracted to magnets but not pennies? (Demonstrate)- Explain: Iron is attracted to a magnet because of the iron fillings in certain objects. Therefore, some objects may not have iron fillings in them and thats why iron looking objects may not stick.

- Introduce vocabulary

- What happens when I put two magnets together?

- Introduce the word attract

- What do you think happens if I switch the magnets this way? Do you think they will stick?- This is called repel

- Explain: Each student is going to receive a record sheet and a magnet. Each child is to walk around the room to find objects that are magnetized. Children will record what they find on their sheet.Development (25 minutes): - Ask the students to return back to their desk.

- Ask the students what kind of objects they found that attracted to their magnet.

- Introduce the second worksheet

- Show them my mystery bag

- Demonstrate how to complete the worksheet by going through my mystery bag.

- Explain: with each item they are to guess whether or not they think the object is magnetized and circle yes or no. Then they are to test the object and circle the right answer.

- As I go through the bag, ask if they think it is magnetic or not?- Ask Why do you think this is a magnet?

- Hand-in the worksheets.

Closure (5 minutes):

-Clean-up

- What did you learn today? Record on chart paper used in the set. Safety:

- Do not put magnets on computer screens.Extensions:

-Have students keep on looking for objects in the classroom or get the students to write in their science notebooks. What is a magnet? or draw me a picture of magnets attracting to something else.

ObjectMy Prediction Check

1.StickerYes

NoYes

No

2.RingYes

NoYes

No

3.PennyYes

NoYes

No

4.DimeYes

NoYes

No

5.DieYes

NoYes

No

6. Paper ClipYes

NoYes

No

7. NutYes

NoYes

No

8. Elastic BandYes

NoYes

No

9. Bobby PinYes

NoYes

No

10. Refrigerator MagnetYes

NoYes

No

11.Styrofoam Yes

NoYes

No

Which Objects Are Attracted to Magnets? Magnets


Date:

Subject: Science

Grade: 2

Lesson # 2

Content (topic):

Core Unit: Magnets

Topic: How Strong Are Magnets? Instructional Strategy:

-Demonstration

-Cooperative Learning

Objectives: Discover the parts of a magnet where the attraction is the strongest.

Predict whether an object will be attracted to a magnet.Assessment: Use: Checklist for the worksheet Purpose: Assessment for learning. Does the student understand the experiment? Refer to answers on the worksheet.

Adaptive Dimension: Have students working in groups of three

Make groups of three where high and low achievers are together for effective learning

Teacher will be demonstrating the experiment step-by-step

Common Essential Learnings (CELs): - (C) Communication

- (CCT) Critical and Creative Thinking

- (N) Numeracy

Lesson Preparation: Equipment/Materials Needed

Bar magnet

Clothes Pin

Masking tape

Manila Folder

12 oz. Paper Cup

20 Paper Clips

Pencil

Advanced Preparation Worksheet

Materials for Set (paper clip, piece of thread, bar magnet)

Presentation:

Set (10 minutes):

- Have students sitting in a circle in the carpet area

- Demonstrate how the strength of the magnetic field decreases the farther you move away from the magnet

-Tie one end of a string to a paper clip and tape the other end on the edge of a table- Hold a magnet above the paper clip. You can hold the clip up in the air (and keep the string taut) as long as the magnet is fairly close to the paper clip.

- Ask them to estimate how far away they can move before the clip falls.

- If you move the magnet too far away from the clip, the strength of the magnetic field decreases, and the paper clip falls.

- Ask How can you find out how strong your magnet is?

Development (35 minutes):

- Working in groups of three

1. Clamp your magnet to the clothespin. Tape the clothespin to the bottom of the cup as shown in the sketch.2. Pull out one end of a paper clip so it looks like a hook. Then, touch the hook to the magnet? Does it stick?

3. Group members will be taking turns carefully adding one paper clip at a time.

4. Count the number of paper clips you can hang on each other before the weight of the paper clips are to heavy for the magnet to handle and the paper clips fall. Explain to the students to record the number of paper clips under the space zero layers of tape.

5. Next, stick three pieces of tape on the magnet. Then, attach the paperclips to the magnet and record how many paperclips you can hang from each other.

6. Then, tape three more pieces to the magnet so there are six pieces of tape. Hang paperclips then record how many you can hang. Then, 9. Then, 12. Then, 15.

Questions to ask during the experiment and give students time to write answers on the back of their data sheets.

As you add more layers tape, what happens to the number of paperclips you can hang?

Is the magnet able to hold more or fewer clips?

What happens to the strength of your magnet as you add layers of tape?

Is the tape a magnet? Why are paperclips still attracted to the magnet?


Debrief the experiment.

Clean up.

Collect the data sheets.

Safety: Ensure students are in a safe working atmosphere for this experiment.

Extension:

- If students are finished the worksheet and experiment then let the student come up with their own experiment using magnets.

Lesson #2: Data Sheet

How Strong Is Your Magnet?

# of Pieces of Tape # of Paper Clips

0

3

6

9

12

15

Magnets


Date:

Subject: Science

Grade: 2

Lesson # 3

Content (topic):

Core Unit: Magnets

Topic: Magnet Surprise Boxes Instructional Strategy:

-Active Learning

-Cooperative Learning

-Games

Objectives: Discover the parts of a magnet where the attraction is the strongest.

Predict whether an object will be attracted to a magnet.Assessment: Use: Anecdotal records

Purpose: Assessment for learning. Does the student understand the experiment? Refer to answers on the worksheet.

Adaptive Dimension: Locate centers in the room to provide space and make it easy for the teacher to get to each center. Assign roles for each student

Common Essential Learnings (CELs): - (C) Communication

- (PSVS) Person and Social Values and Skills

- (IL) Independent Learning

Lesson Preparation: Equipment/Materials Needed

Magnet Surprise Box

Paper Clips

Magnets

Pencils

Advanced Preparation Prepare Surprise Boxes

Worksheets for centers

Presentation:

Set (10 minutes):

- Review magnetic strength

- Show students different types and sizes of magnets.

-Sort magnets by weight, type, size, etc.

-Strong and weak magnets are very useful.

- A magnets strength depends on the substance it is made of, how it was made and its shape.

Development (30 minutes): Students will begin to understand that magnets can exert force through materials like paper. Explain the centers

1. Each center will have one carton. In each carton, there will be a magnet inside.

2. The students task is to figure out where the magnet is located in the box using a paperclip or magnet.

3. Students will record their observations on the worksheets provided.

4. Each group will have 3-4 minutes at each center. There will be 6 centers.

5. Students will be recording their observations on a worksheet.

How to Make the Surprise Boxes

Use a shoebox, milk cartons, or any other container.

Tape a magnet on the top, bottom or sides of the box. Ensure the magnet is taped very well. Wrap the box like a present. Ensure you label top, bottom, and the sides on the box. Closure (10 minutes): Have students share their observations

Debrief activity and show students where the magnets were located in each carton

Safety: Ensure students are in a safe working atmosphere for this activity.

Extension: Have students complete an extra work sheet or let them play with the magnets.

Lesson #3: Magnet Surprise Boxes

Please draw or write at the best of your ability to show me where you think the magnet is hiding in the box.

Center #1

Center #2

Draw where you think the magnet is.


Magnet Shape:

Magnet Shape:

Center #3

Center #4



Magnet Shape:

Magnet Shape:

Center #5

Center #6Draw where you think the magnet is.


Magnet Shape:

Magnet Shape:

Magnets


Date:

Subject: Science

Grade: 2

Lesson # 4Content (topic):

Core Unit: Magnets

Topic: Making Temporary Magnets Instructional Strategy: -Conducting Experiments -Direct Instruction

Objectives:

Identify substances which can be magnetized Identify objects which can be attracted to magnets.

Assessment:

Use: Anecdotal Records

Purpose: If possible, jot down records of students comments and questions.

Adaptive Dimension:

Make partners so effective learning is taking place in the classroom.

Create a safe classroom by explaining the safety expectations.


(C) Communication,

(CCT) Creative and Critical Thinking


-What a magnet is

-What is attracted to a magnet

-Magnetic strength

Lesson Preparation:

Equipment/Material Needed: Strong Bar Magnet Steel Paper Clips

Steel Screw and an Iron Nail

Presentation:Set (10 minutes): - Review everything that was taught so far in the unit.

- What is a magnet made of?

- What attracts an object to a magnet?

- How can you measure magnetic strength?

- What does attract and repel mean? Development (35 minutes)-Introduce new vocabulary

-Explain north and south poles

- Each magnet has a north and south pole. The north end attracts the south end, and the south end attracts the north end. Opposites attract.

- S + S = repel

- N + N = repel

- S + N = attract - Demonstrate with the bar magnets, the red end is the North pole and the blue end is the South pole.

- Show students different kind of magnets: horse shoe magnet, bar magnet-Students will be working in partners. Each partner will have a bar magnet, screw and paperclip.

-Today, we are going to make our own temporary magnets. This is called magnetic induction or magnetization.

1. Place a screw against a bar magnet.

2. Keeping the screw in contact with the magnet, see if it will attract a paper clip.

3. Hold the screw and softly move the magnet away from it. Does the screw keep its magnetism?

4. Repeat 1-3 with a nail. Is there any difference?

5. What would happen if the screw and nail kept in contact with the magnet for longer and repeat? Does anything make a difference?

Closure (5 minutes)- Clean up

- Debrief activity.

-Exit question: What did you learn about north and south poles today?

Safety: Students may be extremely safe with the nails and screws. Before lesson, explain safety cautions.

Extensions: Have more questions prepared for students to answer in their science notebooks.

Magnets


Date:

Subject: Science

Grade: 2

Lesson # 5

Content (topic):

Core Unit: Magnets

Topic: Making Compasses Instructional Strategy: -Conducting Experiments -Cooperative Learning

Objectives:

Locate the poles of various types of magnets.

Observe the attraction and repulsion of magnetic poles.

Identify some uses of magnets.

Use a compass to determine the direction of the magnetic north pole.

Assessment:

Use: Anecdotal Records

Purpose: If possible, jot down records of students comments and questions.

Adaptive Dimension:

Make partners so effective learning is taking place in the classroom.

Create a safe classroom by explaining the safety expectations.


(C) Communication,

(CCT) Creative and Critical Thinking (TL) Technology Literacy


-What a magnet is

-Magnetic strength -North and South Poles

Lesson Preparation:

Equipment/Material Needed: Cork Screws

Needle magnets

Bowls of water

Advanced Preparation: Supplies are ready

Worksheet for observations

Presentation:Set (5 minutes): -Motivation question Did you know the whole Earth is a magnet?

-Today, we are going to make compasses to prove it.

-Show north and south pole on the globe. Development (40 minutes) Students will be placed in groups of three.

Each group will have supplies to make a compass. Students will listen carefully and conduct the experiment in step-by-step method. How To Make a Compass

1) Use your needle magnet to make the compass.

2) Get two small pieces of foam plastic (cork) and stick a piece on each end of the needle.

3) Label north and south on the bowl.

4) Then float the needle in a bowl of water.

5) Watch the needle. The needle will swing around so one end points to the north. The end that points to the north, place a black ink dot.

6) Turn the needle around. The same end should point to the north.

In their science notebook, the students are going to reflect on these questions:

Why is the earth a magnet? What substances are in a magnet?

Why do people use compasses?


-Clean up

-Hand-in science notebooks Safety: Students may be extremely safe with the needle magnets. Before lesson, explain safety cautions.

Extensions: Have more questions prepared for students to answer in their science notebooks.

Documents

Magnet Unit