Lindsey Catlett September 24, 2013 Introduction to Magnets Lesson Plan Grade Level: 2 Content Area: Science Focus:

Magnets SOLs: 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a. observations and predictions are made and questions are formed 2.2 The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific type of metals. Key concepts include a. magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and b. important applications of magnetism Objectives: Students will make predictions about which materials will be attracted to magnets. Students will test predictions about which materials will be attracted to magnets. Students will categorize materials according to magnetic and non-magnetic. Students will understand that everyday materials can be magnetic.
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Rationale: This lesson is designed to introduce magnets to young learners. In this lesson, students will be able to investigate magnets. They will make predictions about which materials will be attracted to magnets; and they will be able to test these predictions. All the materials will be materials from our everyday life. By including everyday materials, students will see that items that we encounter everyday can be magnetic. Materials: A container of various everyday materials (paper clips, pencils, refrigerator magnets, pipe cleaners, birthday candles, buttons, straws, crayons, rocks, pennies, jacks, pom-poms, paper, binder clips, rubber bands, bottle tops, dice, plastic spoon, etc.) Containers marked magnetic and non-magnetic Magnetic vs. Non-magnetic Worksheet Doc Cam & Smartboard

Procedures: 1. Introduction (questioning) a. Today we are going to be discussing magnets. Who knows what magnets are? What can magnets do? Are all things magnetic? What kinds of things are magnetic? What kinds of things are non-magnetic? 2. Magnet Investigation a. Here we have a bunch of materials. We are going to see what kind of things are magnetic and what is nonmagnetic. I am going to show you an object and you are going to make predictions (guess) about whether the object is magnetic or nonmagnetic. Then we are going to test your predictions (to see if we were right or wrong). b. Continue this process until several different materials have been tested. c. Talk about what type of things are attracted and the things that are not. d. Discuss what the different materials might be made of. 3. Explicit Instructions a. I will give explicit instructions for assessment worksheet (guided practice). I will read the directions. I will explain that the students need to provide at least 3 things for each category. Explain that at least means they can do more than 3, but not less than 3. Explain that they can either write and/or draw the objects for each category. I will have students repeat directions back to me. I will tell students to put up their blocker/privacy folders because this is independent work. Students will work at a level 0 or 1. 4. Magnetic/Non-magnetic worksheet (Independent practice) a. Students will complete the attached worksheet (assessment) independently. 5. Closure a. When students have completed the worksheet, I will have them answer questions on the back of their paper. i. How do magnets react to other magnets? 6. Students may place their work in the finished basket. Assessment: Gauge student understanding during our whole-group instruction. Listen to student responses and questioning. Worksheet will serve as a formative assessment. Observe and walk around while students are completing the worksheet to informally assess their understanding.

Modifications/Differentiation: Directions and processes will be explained and modeled several times for students who may have processing needs, or those who have trouble focusing and keeping sustained attention. This material is presented in a visual and tactile manner to reach different style learners. Assessment is slightly varied so that understanding can be expressed in more than one way. Students are able to write and/or illustrate on the worksheet (this may help ELL students or those with special needs). References/Resources: Virginia Standards of Learning (grade 2) Spotsylvania County Schools Curriculum Map (grade 2) Previously made magnetic/non-magnetic science center

Name:
Directions: Illustrate and label materials that are either magnetic or nonmagnetic. Place them under the correct heading.

Magnetic

Non-magnetic

Magnet Lesson Plan Notes Definitions (found on Foss web): Magnet an object that sticks to iron Magnetism a property of certain kinds of materials that causes them to attract iron or steel Repel to push away, as similar poles of two magnets push away from one another Attract to pull toward one another, as opposite poles of two magnets pull toward one another From the Curriculum Map: Magnets contain iron and produce a magnetic field around them that pushes or pulls on other materials containing iron or nickel. Magnets push (repel) or pull (attract) metals. If they do not contain iron or nickel (are nonmetal), they cannot be pushed or pulled by a magnet. A magnet has two ends called positive and negative poles. The poles of the magnet are where the magnets pull is the strongest. Magnets will react with each other. Opposite ends of two magnetsthe positive pole of one and the negative of the otherattract each other. Two negative poles repel each other. Opposites attract and like repel. Magnets are used in everyday life. Examples include: refrigerator magnets, chalkboard letters, toys, door latches, and paper clips.