Name: Hailee Bramel     Date: February 19, 2007   Age/Grade Level: Second Grade

# of Students: 27   # of IEP Students: 0   # of GSSP Students: 0 # of LEP Students: 0  Subject: Science     Major Content: Magnet Properties  Lesson Length: 20 Minutes     Unit Title: How do Magnets Work?   Lesson Number and Title: Lesson #2 – Magnet Magic

Context

• This is the second lesson about magnets. Throughout this activity the students will predict which objects a magnet will pick up and then experiment to confirm their predictions. 
• Students have had prior experience working with magnets in my class. The previous lesson dealt with magnet poles and how opposite poles attract.
• There are not any critical student characteristics or attributes that will affect student learning.

Objectives

• The students will predict which objects a magnet will pick up and then experiment to confirm their predictions, with 90% accuracy.

Connections

• Core Content SC-EP-1.2.1
  • Students will describe and make inferences about the interactions of magnets with other magnets and other matter (e.g., magnets can make some things move without touching them).

Magnets have observable properties that allow them to attract and repeal each other and attract certain kinds of materials (e.g., iron). Based on the knowledge of the basic properties of magnets, predictions can be made and conclusions drawn about their interactions with other common objects.

DOK 3

Assessment Plan

Resources, Media, and Technology

• Magnets                                  

• Nails
• Erasers
• Crayons
• Staples
• Paper Clips
• Hairpins
• Aluminum Foil
• Metal Keys
• Penny
• Magnet Ball
• Worksheet 1   Science Experiments for Young Learners
• Pencil

Precautions

Do not throw the material or play with them. Some objects are sharp, leave lying on desk when not exploring the materials. Respect the materials and your partners. Do not drop the magnets!!

Opening

• Review
  • Ask the students “Can anyone remember what a magnet is?”

Ø      Magnet is a piece of iron or steel that attracts, or pulls, other objects made of iron and steel.

• Ask the students “What are the two poles of a magnet called?”

Ø      North seeking (N), South seeking (S)

• Ask the students “What does the N pole and the S pole on a magnet represent?

Ø      The (N) pole of a magnet and the (S) pole of another magnet attract each other. Or two (N) poles or two (S) poles repeal each other

• Lesson Expectations
  • Students will learn how to predict and draw conclusions why looking at different objects to see if they can be picked up by a magnet or not.
  • Students will understand why a magnet can pick up certain objects and while others cannot be picked up.

Strategies and Activities

• Ask the students what it means to predict
  • To think about if something will do something that you want it to do
• Ask the students what it means to experiment
  • To take your predictions and find the answers out to them

• After discussing prior knowledge from previous lesson and what it means to predict and experiment the students will get into groups of 3 or 4
  • The groups of students will be handed a Ziploc bag with the following items in it: nail, eraser, crayon, paper clip, cork, hair pin, metal key, penny, and a magnet ball.

Ø      The students are to take the items out of the bag and examine them carefully.

• After the students have examined each item carefully they will be given worksheet where they will predict by making a sad face L if it cannot be picked up by the magnet or a happy face J if it can be picked up by the magnet next to each picture on the worksheet.
• After the students have made their careful predictions, each group will be given a magnet to test their predictions.

Ø      If the object can be picked up by the magnet have the students draw a circle around the object. If the magnet cannot pick it up have the students put an X through the object.

• After all groups have finished with their experiment. Instruct the groups to but all of their materials back into the Ziploc bag, except for the magnet.
• Once all materials have been collected begin class discussion on what each group’s predictions were. 
  • Why did the magnet pick up some objects, but not all of them?
  • How were the objects the same?
  • If you were to use a smaller magnet or a larger magnet than the one that you are using, would it have a difference in what objects were picked up?
  • Can magnets pick up an object without touching them?
  • Does the pole on the magnet depend if it can pick up an object?
  • What happened when you tried to pick up the magnet ball with the magnet?
  • Do you think that a magnet could pick up a mineral (rock)? Why or why not?
  • What other objects would you like to try to see if a magnet could pick up?
  • What if you had two magnets and tried to pick up one of the objects that one magnet would not pick up. Would it work?
  • Are there any objects that we should not put a magnet close to?

Modifications

• There are not any modifications that need to be made for this activity.

Formative Assessment

• Misconceptions will be addressed as the lesson is being taught, and while the students are working in independently to complete their predictions on their worksheet, as while the students are working in groups to test their predications. Observation will be an assessment tool, to see how the students are predicating which objects are magnetic.

Closing

• Students will be asked what their predictions were and how they tested when doing the exploration.
• The teacher will ask the students some discussion questions to get them further thinking about magnetism and how it works.

Summative Assessment

• The students will complete a worksheet by making predictions and testing their predictions on magnetism.

Open Response

You are in your dad’s garage and you spill a buck of nails, you start to pick them up by hand and then you remember from your science class that magnets will pick up nails. You run into your house and get a magnet off of the refrigerator and try to pick the nails up with it. Only you discover it will pick up the nails, but will not hold on to them like the magnets in your class did… Provide 2 reasons why this magnet is different than the one from your classroom.

Rubric for Open Response

Lesson Extension/Follow Up

Return to Professional Page