Download 1.3 Magnet Learning Center

Inquiry Lesson Plan
Name: Carley Paxton & Kim Pulliam
Topic/Concept: Magnets
Date presented: December 5, 2013
Grade Level/Age: 2nd grade
Objectives:
 Student content learning objectives, The student will:
o Identify how magnets work through objects and throughout the world.
 Student process learning objectives, The student will:
o Predict and discover what is attracted by magnetic forces (Predicting)
o Experiment to see if magnetism will pass through a variety of materials and thickness
(Experimenting)
o Grouping objects that have magnetic forces and non-magnetic forces (Classifying)
o Infer a conclusion based on observations about how magnets are used. (Inferring)
Standards:
 GLE: Strand 2 A. Grade 2 a. Identify magnets attract and repel each other and certain materials
 Corresponding National science standards: H.B.4 Motions and forces
o e. Electricity and magnetism are two aspects of a single electromagnetic force.
Moving electric charges produce magnetic forces, and moving magnets produce
electric forces. These effects help students to understand electric motors and
generators.
Topic preparation
 Background knowledge needed: Basic idea of how a compass works with North, South, East, and
West; Things that are attracted to magnets (ex. iron); and examples of different types of magnets
 Content knowledge summarized:
o What is a magnet? A magnet is an object made of certain materials, which create a
magnetic field. Every magnet has at least one north pole and one south pole. By
convention, we say that the magnetic field lines leave the north end of a magnet and enter
the south end of a magnet.
o Magnets are used for various important applications
 Magnets are used for compasses to guide people if they are lost.
 In companies, magnets are used for lifting, holding, separating, retrieving,
sensing, and material handling.
 Magnets are used in the home to organize tools or kitchen utensils and can be
found in doorbells, loudspeakers, microwaves, and televisions.
 Business offices and schools use magnetic planning boards to display schedules
and charts.
 Magnets can be found in a car, house, and many other aspects of our daily lives.
o Vocabulary
 Magnetism
 Compass
 Attract
 Repel
 Electromagnets
Modifications Planned:
 Gearing up: Provide more challenging questions and concepts for a higher thinking level by the
students.
 Gearing down: Students can be put into small groups for cooperative work.
Resources used for planning:
 http://kidsactivitiesblog.com/28674/make-a-compass#_a5y_p=610486
 http://www.sciencekids.co.nz/sciencefacts/magnets.html
 http://www.stevespanglerscience.com/lab/experiments/what-is-a-magnet
 Magnets & Electricity: Super Science Activities Young, Ruth M. M.S. Ed. Teacher Created
Resources Inc. 2002 pg. 7
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Teaching Science as Inquiry Bass, Joel E. Contant, Terry L. Carin, Arthur A. 2009 Pearson
Education Inc. 11th Edition pgs. A-98-99
What Makes a Magnet? Branley, Franklyn M.
The Science Book of Magnets Ardley, Neil A.
Science All Around Me: Magnets Bryant-Mole, Karen
Materials: magnets, 2 boxes (labeled magnetic and non-magnetic), various magnetic and non-magnetic
items, paper clips, string, cardboard, paperback books, aluminum foil, metal soup cans, wood, water,
needle, craft foam
Inquiry-based lesson plan:
1. Engage (10 Minutes): Lay out assortment of materials that are both magnetic and non-magnetic,
different types of magnets, and two boxes.
Ask: Someone try to describe what they think a magnet is in your own words?
Let the students have a chance to look at the assortment of materials. Ask-Based on the materials
here, what do you guys think a magnet will pick up and won’t pick up?” (Predicating)
It is important to have enough materials for each student to have a chance to experiment with the
magnets.
First, demonstrate how a magnet will pick up an item by placing the magnet on a paper clip. The
paper clip is magnetic so that item will be placed in the magnetic box. Then give each student an
opportunity to engage in the activity and place it into the given box. (Classifying) [MoSpe
Standard 4.1]
2.
Explore (20 Minutes): Next, write on the board, “Can magnetism pass through water, plastic,
glass, air, paper, metal, wood, skin and bone?”
Divide the students into eight groups and distribute magnets, cups of water, paper clips, string, and
the items to be tested. (Experimenting) [MoSpe Standard 4.3 Cooperative Learning]
Let students use the magnets and materials they have received to answer the question.
Using pencil and paper have student write down their discoveries.
Each group will have one minute to explore their item and then rotate clockwise to a new item.
(Some may not take one minute to test)
(The students can use their own hands to find if magnetism passes through skin and bone. The
classroom window can be used to test glass. They can use the string tied to a paper clip and held a
distance from the magnet to demonstrate how magnetism travels through air. Drop the paper clip
into the cup of water and lower the magnet into the water. It should not touch the paper clip but be
held above it to show that the magnetic force travels through the water.
Be sure to follow up with the students after the experiment is completed to find out results.
3.
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Explain (10 Minutes): Discuss the concept of how magnets work and the vocabulary words:
Magnets are objects that produce an area of magnetic force called a magnetic field.
Magnetic fields by themselves are invisible to the human eye.
Iron filings can be used to show magnetic fields created by magnets.
Magnets only attract certain types of metals; other materials such as glass, plastic and wood aren't
attracted.
Metals such as iron, nickel and cobalt are attracted to magnets.
Most metals however are not attracted to magnets; these include copper, silver, gold, magnesium,
platinum, aluminum and more. They may however magnetize a small amount while placed in a
magnetic field.
Magnetism can attract magnetic objects or push them away.
Magnets have a magnetic north pole and a magnetic south pole. If the same pole of two magnets is
placed near each other they will push away (repel), while if different poles are placed near each
other they will pull together (attract).
Magnetic objects must be inside the magnetic field to respond, which is why you may have to
move a magnet closer for it to have an effect.
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The Earth's core is believed to be a mix (alloy) of iron and nickel, giving the Earth its own
magnetic field.
The Earth's magnetic field is responsible for deflecting the solar wind, charged particles that come
from the Sun.
Magnetic compasses use the Earth's magnetic field to help navigate in north, south, east and west
directions.
An electric current running through a surrounding coil creates electromagnets. They have many
uses including the generation of electricity in hydroelectric dams.
4.
Elaborate (25 Minutes): To take magnets to the next level, students will create a compass.
Ask: Why are compasses important?
Compasses are magnetic; they always point North because of the magnetic forces in the Earth.
Ask: Who are some famous explorers that may of used a compass when discovering a new land?
To begin the activity: Cut a small circle from a material that will float in water. The next step is to
turn the sewing needle into a magnet. To do this, stroke the needle across the magnet about thirty
to forty times. Be sure to stroke in one direction only, not back and forth. The needle will now be
magnetized. Next, place the needle on the circle of craft foam or cork and place it on top of the
water. Try to place it in the center of the bowl, keeping it away from the edges. The needle will
begin to slowly turn around and eventually the needle will point North and South. (Inferring)
[MoSpe Standard 4.2]
Explain to the students that every magnet has a north and south pole. A compass is small magnet
that aligns itself with the north and south poles of the Earth’s magnetic field. As the needle is
stroked across the magnet, it becomes magnetized because the electrons within the needle
straighten up and align themselves with the magnet. The magnetized needle then aligns itself with
the Earth’s magnetic field when it is placed on top of the water.
5.
Evaluate (10 Minutes): Students will reflect over one of the experiments they participated in. In
the reflection, each student will need to discuss what they liked about the experiment, something
they learned, and why they think magnets are important. [MoSpe Standard 4.1]
6.
End (5 Minutes): Read the book, What Makes a Magnet by Franklyn M. Branley.
Review the basic concept of magnets.
Have students share something they learned, discovered, or enjoyed about the lesson.
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