Investigate Magnets

magnet - pic.jpg

1st Grade ScienceA five-week unit about Magnets

By: Brittney RusnellFall 2011

Table Of Contents

1. Content Analysis………………………………………………………………………………..........1

2. Rationale…………………………………………………………………………………………………2

3. Content Analysis....................................................................................................................3-4

4. Content Outline……………………………………………………………………………………….5

5. Unit Objectives/Outcomes………………………………………………………………………6

6. Pre-Assessment Data………..………………………………………………….....................7-10

7. Unit Overview…………………………………………………………………………....................11

8. Unit Lessons........................................................................................................................12-44a. Pre-Assessment……………………………………………………………………….12-15b. Lesson One………………………………………………………………………………16-

20c. Lesson Two……………………………………………………………………………..21-28d. Lesson Three…………………………………………………………………………...29-33e. Lesson Four……………………………………………………………………………..34-39f. Culminating Activity………………………………………………………………...40-44

9. Post-Assessment Data………………………………………………………...……………45-48

10.Reflection & Self Evaluation……………………………………………………………..49-52

11.Teaching Materials………………………………………………………………………………..53

12.Bibliography………………………………………………………………………………………….54

Context Analysis

School DistrictThe school houses grades kindergarten through fifth grade. Highland is a growing community located near White Lake and Milford. The children attending Huron Valley School District are primarily Caucasian (94.6%). Other ethnicities represented in this school district are African American (0.5%), Asian (.6%), and American Indian or Native American (0.3%). The total number of students in this district is around 10,300, with approximately 1,440 staff members.

Classroom FactorsThere are 5 hexagon tables in the classroom with 4-5 students at each table to promote cooperative learning. There are 24 students in the classroom containing 11 male students and 12 female students. The classroom is located in the lower elementary Centrum that includes 3 first grade classes, second, third and 1 fourth grade classroom as well as the Para educator classroom. It has a common learning area and walls and curtains divide each classroom. There are many shelves around the classroom as well as a learning center with audio books that promotes reading for all reading levels. There is one computer in the classroom that is for the students use. There is a sink, tv, and quiet time area in the classroom. The boys and girls bathrooms are located in the Centrum area and are shared with the other lower elementary Centrum classrooms.

Student Characteristics There are a wide variety of needs in this first grade classroom. Some of the students have a hard time focusing and finishing tasks while other students are more advanced. This will affect my planning because I will need to make sure that every student is engaged and involved in the lessons that I present to them. There are a couple children who have parents that are divorced and there is one child who is dealing with a very ill loved one who is living in her household.

Implications for InstructionThe students who are easily distracted may need extra help with parts of the lessons and may need to be reminded to stay on task. I will make sure that the directions for each task is explained thoroughly and that I write the directions on the front dry erase board. I will also plan my lessons to accommodate for the advanced students as well as the students who may need some extra help and direction.

Rationale

StudentsHave you ever wondered how you can move and object without even touching it? In this unit you will learn everything you wanted to know about magnets. You will discover that there are magnetic and non-magnetic objects that surround you every day. You will also do many hands on activities to learn about how magnets repel and attract.

TeachersThis unit covers the topic of magnets. It reflects the State of Michigan and Huron Valley Common Core benchmarks. This unit includes hands-on-activities, group activities, and work to be done individually in order to accommodate to the various abilities and learning styles in the class.

Content Analysis

Michigan Science Standards/ Benchmarks:P.PM.01.11 Demonstrate the ability the sort objects according to observableattributes such as color, shape, size, sinking or floating.P.PM.01.31 Identify materials that are attracted by magnets.P.PM.01.32 Observe that like poles of a magnet repel and unlike poles of a magnet attract.

Generalizations

Magnets do not stick to just anything. Magnets attract to metal objects- iron, nickel and cobalt.Focus Question: What types of objects do magnets stick to?

There are many objects that are magnetic and many that are non-magnetic.Focus Question: What are some magnetic and what are some non-magnetic objects?

All magnets have two poles, north and south. Focus Question: What poles of a magnet repel? What poles of a magnet attract?

Concepts magnetic field north pole south pole force attract (stick to) repel (push apart) magnetism attributes

Facts

Magnets are attracted to many different things that are metal.

Magnets give off a force that can cause some things to move, called magnetism.

North poles point up (north), south poles point down (south).

Heat that is too close to a magnet can affect magnets strength.

Opposites attract north and south magnetic poles attract or, stick to, one another.

Like magnetic poles repel, or push apart. South pole near a south pole repel, north pole close to another north poles repel.

Stacking magnets together will make the magnet stronger.

Magnets that have the same pole repel, or push apart.

If a magnet is broken in two pieces, it will still have a north magnetic pole and a south magnetic pole.

Never place magnets near computers, watches, televisions, credit cards or videos or the magnet will ruin these products.

Content Outline

I. Attributes of Objectsa. Physical properties- shape, color, size, weight, texture b. Sorting objects

II. Magnetsa. Uses of Magnets:

i. Keys, refrigerator, paper clips, compass, iron nail, screws. ii. Magnetic and non-magnetic objects.

b. Safety:i. Handle with care, wearing safety goggles and do not place in

mouth.ii. Never place magnets near the computer, television, or tapes.

III. Magnetic Polesa. North poles point up (north), south poles point down (south).b. Opposites attract. North and south poles attract. Like poles repel.

IV. Push and Pulla. Magnets have different strengthsb. Magnets give off a force that causes them to move objects called

magnetism.

V. Culminating Activitya. Making magnets.b. Assessment.

Unit Objectives/Outcomes

Michigan Science Benchmarks Unit Outcomes: Students will:P.PM.01.11 Demonstrate the ability the sort objects according to observableattributes such as color, shape, size, sinking or floating.

describe and classify objects based on common visible aspects such as size, color, shape.

plan and conduct simple investigations to observe the properties of objects.

P.PM.01.31 Identify materials that are attracted by magnets.

Predict and test materials to see if they are magnetic or non-magnetic.

describe ways to safely use magnets in the classroom and at home.

Examine pictures of everyday objects and determine if they are magnetic or non-magnetic.

Make chart about how to be responsible with magnets.

P.PM.01.32 Observe that like poles of a magnet repel and unlike poles of a magnet attract.

Explain that magnets use forces that can cause objects to move, called magnetism.

Explain that North point North and South poles point South.

Describe that magnetic poles that repel, push apart and magnetic poles that attract, pull together.

P.PM.01.32 Observe that like poles of a magnet repel and unlike poles of a magnet attract.

Recall that magnets have a force that can move objects.

Test objects to see if the magnets strength can push or pull various objects, moving those objects.

Pre-Assessment

Students were given a worksheet to complete that assessed them on 2 main objectives. They were given a rating of either N,L, or S for each objective. N= no evidence of understanding. L = limited Understanding and S = Substantial Understanding.

Objective #1 Objective # 20-1 correct = N 0 examples = N2-3 correct = L 1-2 examples = L4-5 correct = S 3+ examples = S

STUDENT SUMMARY OF PRE-ASSESSMENT INFORMATION Student Number #1- Identify 5 objects that

are magnetic. Identify 4 objects that are not magnetic.

#2- Name at least three more things a magnet will pick up.

1 N N 2 L N 3 L N 4 N N 5 N L 6 N N 7 S L 8 L N 9 L N 10 L N 11 L L 12 L N 13 L L 14 L N 15 S N 16 L S 17 S L 18 L L 19 S L 20 N N 21 N L 22 L N 23 S L 24 L L

Pre-Assessment Planning For Instruction

Objective/Outcome Pre-Assessment Strategy

Summary of Results Implications for Instruction

1. Student will identify 5 objects that are magnetic. Identify 4 objects that are not magnetic.

Students were given pictures of magnetic and non-magnetic objects. Students were asked to color the pictures of objects a magnet will stick to and cross out the objects a magnet wont stick to.

There were 6 students who were only able to identify 1 magnetic object. There were 13 students who were able to identify 2-3 magnetic items. There were 5 students who were able to identify 4 or 5 magnetic objects.

Many students were confused about what objects are magnetic. I will spend a good amount of time demonstrating what a magnet sticks to.

Objective/Outcome Pre-Assessment Strategy

Summary of Results Implications for Instruction

2. Students will name at least three more things a magnet will pick up.

Students were asked to write the name of 3 more objects, not previously listed on worksheet, that are magnetic.

13 students were unable to name one more magnetic object not listed on the worksheet. 10 students were able to identify 1 object other than those listed on the sheet that are magnetic. 1 student was able to name 3 magnetic objects.

Majority of the students could not name even one magnetic object they know of at school or home. I will be sure to spend time discussing everyday magnetic objects.

Data Entry and Graph

#1 #2

N 6 13

L 13 10

S 5 1

STUDENTS

Students of Special ConcernI am concerned for the many students who received an “N” for both the objectives being assessed. I will be sure to get those children involved in learning to help them gain more knowledge about magnets. I am concerned about one student who had absolutely no knowledge of what a magnet is other than it sticks to a teacher’s whiteboard. This is the first time many students are truly being introduced to magnets academically and therefore they will each need support during this unit.

Student For Learning AnalysisThe student I chose for analysis is a bright student however she has issues at home and at school. There is little home support for her to complete homework and other projects that are sent home. She often comes to school hungry and tired. She also has little support from her parents. She struggles at school in many academic areas and is disruptive in class. She has reading and speech support during each school day and has little confidence in completing tasks that she finds difficult. I will make to give her the support she needs during this unit and throughout each day I teach her. This student received a “limited understanding” score on the pre-assessment of identifying magnetic objects shown and received a “no understanding” of naming other magnetic objects in her environment other than those listed on the page. I feel that this student will need additional help during this unit and so I will do my best to help keep her on task and confident in her abilities.

Unit Overview

Monday Tuesday Wednesday Thursday Friday*Pre-assessment*KWL Chart

Indirect

*Attributes of Objects

Direct & Indirect

*Magnets*Magnet Safety

Direct

*Magnetic Poles

Indirect

*Push and Pull

Cooperative

Monday*Making Magnets*Test

Culminating Activity

Culminating ActivityAt the end of the unit, the students will use what they learned about magnetism to make their own magnets. They will make some objects into magnets by using a bar magnet, steel nail, small paper clips, a pencil, a large paper clip and an activity log to conduct an experiment on making their own magnets. Students will rub one end of the bar magnet several times along the steel nail in the same direction. They will then use the end of the nail to determine if the nail will pick up paper clips and how many paper clips it picked up. They will rub a pencil along the bar magnet to find if the magnetism is transferred to the pencil and try to pick up paper clips with the pencil. They will work with a partner and record what happened in their activity log.

Rubric For Culminating Activity The purpose of this activity is for the students to apply their knowledge of magnets to conduct an experiment with magnetic and non-magnetic items to build their very own magnet. Since the students have had plenty of time to explore magnets and how they work, they will be graded on their experiment of making a magnet on a pass or fail basis. Since students of this grade level are not graded in such a structured manner, those who do not correctly have knowledge about magnets by the end of

the unit, will be pulled for extra small group time to supplement their learning and get them where they need to be in terms of their knowledge of magnets.

Magnet Unit: Pre-assessment

Topic: Magnets

Duration: 35-40 Minutes

Materials:Mighty Magnets worksheet (http://www.teachervision.fen.com/tv/printables/orange/sp-9.pdf)

KWL ChartVarious magnets

Michigan Standards/Benchmarks:P.PM.01.31 Identify materials that are attracted by magnets.

Objectives:Students will discuss their prior knowledge about magnets and what they want to know about magnets.

Students will complete a worksheet making predictions about objects they think will stick to a magnet and will also list three other things they know of that a magnet will pick up, or stick to.

Purpose: The purpose of this lesson is to pre-assess students prior knowledge about magnets. Based on their completed worksheet describing items they believe will stick to a magnet, I will be able to analyze the direction of my unit and how I can properly educate these students about magnets. Using a KWL chart, we will engage in a whole group discussion about the things the children already know about magnets and the discuss the things they would like to learn about the magnets. Doing this will help me to make my lessons appropriate for their interest and academic levels.

Assessment(s) of Objectives:Given a visual aide of a magnet, students will brainstorm using a KWL chart, the things they already know about magnets and will discuss things they would like to learn about magnets.

Given a worksheet about magnets, students will identify the objects they believe will stick to a magnet by coloring that object on their worksheet and then they will give three examples of other things they know of that a magnet will pick up or stick to.

Anticipatory Set:Introduce various magnets in the classroom. Show different types of magnets i.e. bar magnet, horseshoe magnet.

Input: Students will need to understand that magnets only stick to things that are iron or steel.

Possible teacher behaviors: Teacher will explain that magnets only stick to iron or steel objects. Vocabulary:

o Magnet: An object that is surround by a magnetic field and is attracted to iron and steel.

Possible student behaviors: Listen to teacher explain what a magnet is. Raise questions.

Modeling:Teacher will show the class various magnets in the classroom.

Possible teacher behaviors: Models how a magnet sticks to things. Example, “Watch carefully while I place these magnets next to objects in our

classroom to see weather the magnet sticks to the object or not. If the object does not stick to the magnet, or the magnet to the object, that means the object is not another magnet.

Possible student behaviors: Watch as teacher models what magnets stick to in the classroom. Raise questions. Respond to questions. Predict other objects in the class that a magnet will stick to. i.e. whiteboard.

Checking for Understanding:

Possible teacher behaviors: Ask students what objects the magnet stuck to.

Possible student behaviors: Respond to questions.

Guided Practice:

Possible teacher behaviors: Begin the K and W part of the KWL chart.

Possible student behaviors: Discuss things they “know” and “wonder” about magnets.

Closure:Explain to students that for the next few weeks we be exploring with magnets. Explain that they will conduct experiments and work with groups to complete activities in order to learn all about magnets.

Independent Practice/Assessment:Students will complete a pre-assessment paper. They will color all the objects they believe will stick to a magnet. They will also provide three more names of things they think a magnet will stick to.

Adaptation/Differentiation: I will read the directions of the pre-assessment sheet very carefully so that all students understand what they are supposed to do. I will also be sure to tell them exactly what each picture is so they are not confused. i.e. the bat is a wooden bat not a metal bat.

Magnet Unit: Lesson One

Topic: Attributes of Objects

Duration: 35-40 Minutes

Materials:Grandma’s Button Box by Linda Williams AberButtons (Variety of colors, shapes and sizes)Bubble Map of button attributesSorting Buttons page

Michigan Standards/Benchmarks:P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating.

Objectives:Students will be able to describe and classify objects based on common visible aspects such as size, color, shape.

Students will be able to plan and conduct simple investigations to observe the properties of objects.

Purpose: The purpose of this lesson is for children to learn that physical characteristics can be observed and used to describe and classify objects. Children will observe buttons based on common visible aspects such as size, color and shape.

Assessment(s) of Objectives:Given a selection of buttons, students will sort by three properties, size, shape and color and describe the properties used.

Anticipatory Set:Read Grandma’s Button Box by Linda Williams Aber. Have a button box on your lap as you read the story. Discuss the story as you read to the class.

Pose a problem by saying:“Oh no, look at all my buttons, they are all mixed up. How do you think we can sort them so they are not all mixed into the same basket?”

Input: Students will need to understand that objects can be sorted based on various attributes such as color, shape and size. Students will need to understand the vocabulary used in this lesson.

Possible teacher behaviors: Teacher will show students the various buttons and make a large bubble

chart describing the properties of the buttons. Using a bubble map, talk about different attributes of buttons, i.e. size, shape,

color, holes. Etc. Example: “Please tell me attributes/properties of buttons. What do buttons

look like, what do they feel like, what are they used for?” Vocabulary:

o Properties: A trait of an object o Attributes: A quality or characteristic of an object

Possible student behaviors: Listen to teacher explain ways to sort the buttons. Respond to questions about sorting objects.

Modeling:

Possible teacher behaviors: Models how to sort objects. Example, “As I look at my buttons, I notice that they have 3 different sizes, I

am grouping my buttons into small, medium and large size buttons”.

Possible student behaviors: Listen Sort buttons based on size when teacher directs them to.

Checking for Understanding:

Possible teacher behaviors: Ask students to sort buttons at their table. Example, “Now I would like you to sort your buttons based on their color. Put

all the red ones in a pile, put all the blue ones in a pile and put all the other ones in a pile based on their color.”

Possible student behaviors: Complete task of sorting buttons by various attributes. Example: Students sort buttons by color as teacher circulates.

Guided Practice:

Possible teacher behaviors: Teacher will instruct students to sort buttons at their table with a partner. Teacher will give students a sorting worksheet.

Possible student behaviors: Students will sort buttons with a partner. Students will document how they sorted the buttons by coloring their

buttons on the sorting worksheet.

Closure:Ask students, “How did we sort buttons today?”. Then explain to students that on another day they will be able to do an experiment that will help them become a magnet expert!

Independent Practice/Assessment:Students will brainstorm how to sort buttons. They will be given a bag of buttons to sort based on various attributes. The teacher will circulate while students explore and sort their buttons. Students will document how they sorted their buttons, coloring onto their work page how they sorted them. Then the teacher will ask individual students how they sorted their buttons.

Adaptation/Differentiation: Due to the many different learning levels in this class, I will be sure to ask questions that will intentionally reach students who are at above, below and just right learning levels. I will ask questions twice, changing the vocabulary so that each student understands what the question means.

Example: “What is an attribute?”“What is a property of an object?”“What does a button look like?”

Name: __________________ Date:____________

Sorting ButtonsDirections:

1. Please sort buttons based on attributes/traits.2. Draw and color your buttons in each box based on how

you sorted them.

1. Buttons you sorted by shape.

2. Buttons you sorted by color.

3. Buttons you sorted based on how many Holes they have.

4. Buttons you sorted by size.

Magnet Unit: Lesson Two

Topic: Magnets

Duration: 40-45 Minutes

Materials:Magnets- 1 for each childMagnets at Home (Homework sheet)Magnetic & Non-Magnetic Items in the Classroom (Worksheet)Magnet Experiment pageMagnets: Our Physical World by Rebecca OlienWhat Makes a Magnet by Franklyn M. Branley

Bag containing items: (1 bag for each group)Paper clipsPennyRubber bandAluminum foilNailScrewButtonFoam HeartPencilRockPattern Block (wood)

Michigan Standards/Benchmarks:P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating.

P.PM.01.31 Identify materials that are attracted by magnets.

Objectives:Students will be able to plan and conduct simple investigations to observe the properties of objects to find out if they are magnetic or not.

Purpose: The purpose of this lesson is for students to be introduced to magnets as well as magnetic and non-magnetic items. They will sort various items based on weather they stick to a magnet or not. Students will also learn the importance of using magnets safely.

Assessment(s) of Objectives:Given a sandwich bag full of magnetic and non-magnetic objects, students will be able to sort the objects into two groups based on being magnetic and non-magnetic. Students will complete the work pages that require them to identify magnetic and non-magnetic objects in their environment.

Anticipatory Set:Read one book.Magnets: Our Physical World by Rebecca OlienWhat Makes a Magnet by Franklyn M. Branley

Input: Students will need to understand that magnetic items stick to a magnet. Students will need to understand that only items that are made of iron or steel will stick to a magnet.

Possible teacher behaviors: Teacher will explain that there are magnets all around. Teacher will also

explain that magnets serve many purposes. Example: “What can magnets do?” Example: “There are many uses of magnets. Magnets make up our tvs,

computers, telephones, car crushers, vending machines and many other things. Can someone raise their hand and tell me about a magnetic object they know of?”

Teacher will explain that magnets only stick to metal objects (iron or steel). Example: “Magnets only stick to objects that are metal. Magnets do not stick

to wood, copper, silver or other objects with no iron. What objects do you know of that are metal?”.

Teacher will explain safety procedures when using magnets. Not to let them snap together. Do not use them near electronics such a televisions, computers or telephones. Do not ingest a magnet.

Vocabulary:o Magnetic: stick too Non-magnetic: does not stick to a magnet

Possible student behaviors: Listen to teacher explain the uses of magnets. Listen as teacher tells students what magnets stick to. Listen to teacher explain how to use magnets safely. Respond to questions.

Modeling:

Possible teacher behaviors: Ask: “Please look around the room and name other objects that might stick to

a magnet. Write the name of those objects on your paper under the “Magnetic” column.”

Ask: “Please look around the room and name objects that you predict will not stick to a magnet. Write the name of those objects on your paper under the “Non-magnetic” column.”

Example, “I have pictures of things on my paper, I’m going to predict which objects I think will stick to my magnet. I’m going to circle “Paper clips” because I think paper clips will stick to my magnet.”

Explain that the objects in their bags are magnetic and non-magnetic just like the objects on their paper.

Example, “There are objects in your bag, some of them are magnetic and will stick to a magnet. Some of the objects are non-magnetic and will not stick to a magnet. Please look at the items in your bag and predict which items you think will stick to a magnet.”

Model how to sort magnetic and non-magnetic objects in bag by waving the magnet over each object to determine if it does or does not stick to the magnet.

Possible student behaviors: Listen Use magnets to determine which items do or don’t stick to their magnet. Sort items into two groups, magnetic and non-magnetic.

Checking for Understanding:

Possible teacher behaviors: Explain that the objects in their bags are magnetic and non-magnetic

just like the objects on their paper. Example, “I have eleven pictures of things on my paper, I’m going to

predict which objects I think will stick to my magnet. I’m going to circle “Paper clips” because I think paper clips will stick to my magnet.”

Possible student behaviors: Complete task of identifying objects that are magnetic and non-magnetic. Example: Students complete the worksheet while teacher circulates.

Guided Practice:

Possible teacher behaviors: Give students a worksheet to predict objects they believe will stick to a

magnet. Example, “I have eleven pictures of things on my paper, I’m going to predict

which objects I think will stick to my magnet. I’m going to circle “Paper clips” because I think paper clips will stick to my magnet.”

Ask students to explore the magnetic and non-magnetic items in their bag of objects.

Example: “Using your magnet, I would now like you to experiment by seeing if the objects in your bag stick to the magnet.”

Observe behavior of students while circulating. Give students the opportunity to complete their worksheet by crossing out

the objects that are not magnetic.

Possible student behaviors: Complete the task of sorting the magnetic and non-magnetic objects in the

bag and document their findings. Example: students will complete the worksheet provided that requires them

to circle magnetic objects in their bags and cross off the non-magnetic objects in their bag. Teacher circulates.

Closure:

Place the objects from the bags on the overhead for all students to see. Make two piles, magnetic and non-magnetic. Ask students which pile each object belongs to. Then review the worksheet, showing students which objects they were to circle and which one they were to cross out.

Important: It is important to emphasize the word magnetic and its definition of “sticking” to something.

Independent Practice/Assessment:Before sorting the objects, students will predict weather each item on their worksheet will or will not stick to a magnet. Students will then experiment with the magnet and objects, sorting the objects based on if they are magnetic or non-magnetic. Once the experiment is done they will look at their worksheet and change any mistakes they made in their predictions and they will put an X on the objects that were NOT magnetic.

Students will complete a worksheet at home, naming objects in their home.

Adaptation/Differentiation: Due to the many different learning levels in this class, I will be sure to ask questions that will intentionally reach students who are at above, below and just right learning levels. I will ask questions twice, changing the vocabulary so that each student understands what the question means.

Example: “What objects are magnetic?”“What objects stick to a magnet?”

“What objects are non-magnetic?”“What objects do not stick to a magnet?”

Name:____________________ Date:____________

Magnets at HomeDirections:1. Please list or name 5 objects at home that a magnet will

stick to. If you do not have 5 objects at home, list objects that you remember that a magnet will stick to from our magnetic experiment in class.

Note: Don’t forget, magnets only stick to objects that are iron

or steel!

1. ________________

2. ________________

3. ________________

4. ________________

5. ________________Please turn this in by Friday!

Name:__________________Date:____________

Magnetic & Non-Magnetic Items in our

Classroom Magnetic Non-Magnetic

Name:____________________________________ Date:__________________________

Magnet Experiment Page

Directions: 1. Circle all the objects that are magnetic, or stick to, a magnet. 2. Cross out all the objects that are Non-Magnetic, or do NOT stick to a magnet.

Magnet Unit: Lesson Three

Topic: Magnetic Poles

Duration: 35-40 Minutes

Materials:Bar magnetsStringPaper clips

Poles worksheetInvestigate Magnets By Charlotte Guillian

Michigan Standards/Benchmarks:P.PM.01.32 Observe that like poles of a magnet repel and unlike poles of a magnet attract.

Objectives:Students will be able understand that strongest force of the magnet is at the poles.

Students will observe and record that like poles repel and unlike poles attract each other.

Purpose: The purpose of this lesson is to teach the children that magnets contain a north and south pole. The children will learn that the magnetic force is the strongest at each pole. They will also learn that opposites poles attract and similar poles repel.

Assessment(s) of Objectives:Given a bar magnet and paper clips, students will learn that at the ends of each magnet, or the poles, is where the magnet is the strongest.

Given a bar magnet with a string tied around the center of the magnet, students will experiment with north and south poles and discover that like poles repel and unlike poles attract each other.

Anticipatory Set:Read Investigate Magnets By Charlotte Guillian

Input: Students will need to understand that each magnet has a north and south pole. They will learn that the strongest part of a magnet is at the pole, or ends, of the magnet. Students will also understand that like poles repel, push apart, and unlike poles attract, or stick to each other.

Possible teacher behaviors: Ask questions. Example: “Do you think there is a place on a magnet where the pull, or force,

is the strongest?”

Example: “Do you think that magnets always stick together or could they push each other apart?”

Vocabulary:o Poles: The ends on a magneto Attract: Pull togethero Repel: Push aparto Magnetic Field: The field of force, or the area, around a magnet that

attracts magnetic objects.

Possible student behaviors: Listen. Respond to questions. Raise questions.

Modeling:

Possible teacher behaviors: Demonstrate paper clips sticking to the magnet ends. Example: “The paper clips stick to the ends of the magnet, do you think the

paper clips stick to every part/side of the magnet? Show magnets that stick together and show magnets that pull apart. Show students the different ends of a bar magnet. Each end labeled N for

north and S for South. Example: “Here are two bar magnets when I put both north ends together

what do you think will happen?” Example: “When I put a north and south end of a bar magnet together what

do you think will happen?” Teacher will explain that the area around a magnet is called a magnetic field

but we cannot see it. The stronger the magnet, the larger the magnetic field is.

Example: “Magnets are attracted to iron and steel. Using an iron filing disk and a magnet, when I move my magnet the iron in the disk moves because the iron is attracted to the magnet. This helps show a magnetic field.”

Possible student behaviors: Listen. Raise questions.

Checking for Understanding:

Possible teacher behaviors: Discuss how the paper clips stuck the bar magnet.

Example: “What happened with the paper clips when I brought them close to the magnet?”

Example: “What area around a magnet attracts the paper clips?”

Possible student behaviors: Listen. Respond to questions. Talk with table partner about the paper clips sticking to the magnet.

Guided Practice:

Possible teacher behaviors: Give each student a bar magnet and a handful of paper clips. Example: “We have been talking a lot about magnetic attraction. I showed

you how a magnet can stick to other objects that are iron or steel but now I want you to explore with your bar magnet and paper clips to see if the paper clips stick to every part of the magnet. Test your magnet to see where the pull of the magnet is the strongest and the paper clips stick the best.”

Collect the paper clips and tie a string around the middle of the bar magnet. Point out that the bar magnet has two ends, north and south. Example: “We just discovered with the paper clips that the strongest area of a

magnet is at the poles, or ends. This is the north pole (point to north pole), this is the south pole, (point to south pole).

Have students experiment with north and south poles and pose a problem for them to solve with those at their table.

Example: “ Now I want you to see what ends of your magnet stick together. I want you and your partner to hold your bar magnet by the tip of the string and see how your magnet acts toward your partners magnet. What happened when you put a north pole and a north pole together? What happens when you put a south pole and a north pole together?

Possible student behaviors: Listen. Explore with magnets and paper clips. Use bar magnets tied to string to determine that like poles push apart, repel,

and unlike poles stick together, attract.

Closure:Bring the class together and review vocabulary with the students and ask them what they learned about magnet poles. Ask them what they learned about where the strongest part of a magnet is.

Independent Practice/Assessment:Students will complete a worksheet, labeling the north and south poles that attract and repel.

Adaptation/Differentiation: This lesson consists of a variety of activities that will meet the needs of many different learning styles. This lesson contains small group interaction, individual work, hypothesizing and predicting. This lesson will also have a large group discussion, time for students to draw and time to manipulate paper clips using fine motor skills. Due to the many different learning levels in this class, I will be sure to ask questions that will intentionally reach students who are at above, below and just right learning levels. I will ask questions twice, changing the vocabulary so that each student understands what the question means.

Example:“Each magnet has two poles, or ends”“Each end has a north (N) pole and a south (S) pole.”

“Opposites attract”“North (N) and south (S) stick together/attract.”“South (S) and south (S) push apart/repel.”“North (N) and north (N) push apart/repel”

“Like poles repel.”“Like poles push apart.”

“Unlike or different poles, attract.”Unlike or different poles, pull together.”

Name:___________________ Date:____________

Magnetic PolesThe poles are the end of the magnet label “S” for south pole and “N” for the north pole. What happens when you put together the two ends of a bar magnet that have the same pole? What happens when you put the ends of a bar magnet that have a different pole.

Please write “Attract” on the line below the bar magnets whose poles will attract, or stick together. Then write “Repel” on the like below the bar magnets whose poles will repel, or push apart.

*Think: Opposites attract!

S N N S1._______________

2._______________

S N S N

3.___________________

4.________________Magnet Unit: Lesson Four

Topic: Push and Pull

Duration: 40 Minutes

Materials:Attraction Action WorksheetPush or Pull WorksheetPaper clips3 magnets (each of different strength)Car magnetsMagnets: Pulling Together, Pushing Apart by Natalie M. Rosinsky

N S N S

N S S N

http://www.teachervision.fen.com/tv/printables/scottforesman/sci_1_ARS_B3_inv1.pdf

Michigan Standards/Benchmarks:P.PM.01.32 Observe that like poles of a magnet repel and unlike poles of a magnet attract.

Objectives:Students will be able to recall that magnets have a force that can move objects.

Students will test with magnets to understand that magnets have different strengths.

Students will be able to test objects to see if the magnets strength can push or pull various objects, moving those objects.

Purpose: The purpose of this lesson is for children to learn that magnets give off a force that causes them to move objects, called magnetism. They will learn that the force of the magnet can push and pull an object, making it move. The children will also learn that magnets have different strengths.

Assessment(s) of Objectives:Given paper clips and magnets of different strength, students will discover that stronger magnets have the ability to pick up more paper clips than magnets of less strength.

Given two car magnets, students will discover that magnets have the ability to push and pull magnetic objects from one place to another.

Anticipatory Set:Read, Magnets: Pulling Together, Pushing Apart by Natalie M. Rosinsky. As you read the story, discuss how magnets have a force that can move objects, sometimes pushing or pulling them apart.

Input: Students will need to understand that magnetic strength can push or pull various objects, causing them to move.

Students will need to understand that magnets have different strength. They will need to know that strong magnets can pick up more objects than weaker magnets can. Possible teacher behaviors:

Explain that magnets give off a force, or strength, that causes them to move things, called magnetism.

Explain that magnets have different strength. Vocabulary:

o Attract: Pull togethero Repel: Push apart o Force: Strength, powero Magnetism: strong attractive power

Possible student behaviors: Listen to teacher explain that magnets use a power to push or pull objects. Listen to teacher explain magnetic strength. Respond to questions about magnetic strength.

Modeling:

Possible teacher behaviors: Model what it means to push and pull things, i.e. push chairs in, pull doors

open, etc. Model how a magnet can push or pull another magnetic object. “Watch as I show you how I can use my magnet to move other magnetic

objects. My magnet can either push or pull the object.” Model how a magnet can pick up paper clips. Example: “Here I have a magnet and a pile of paper clips. Let’s see how many

paper clips this particular magnet will pick up.”

Possible student behaviors: Listen Raise questions

Checking for Understanding:

Possible teacher behaviors: Ask what type of objects a magnet can push or pull. Ask which magnet they think will pick up the most paper clips and why? Interpret student’s behavior during whole group and individual work time.

Possible student behaviors: Respond to questions. Conclude and circle the magnet that is the strongest

Guided Practice:Students will be given a Push or Pull worksheet that they will complete individually as the teacher models the worksheet. The teacher will use the worksheet on the overhead and ask the students their responses. Students will write their responses on their worksheet. With their partner, students will use magnetic cars to push and pull the other car magnet from the car’s home to the school on the provided worksheet.

Students will be give a worksheet that has them predict which magnet will pick up the most paper clips. There are to write the number of paper clips they think each magnet will pick up, on the line given. Then students will be given magnets of various strengths and paper clips. Working with a partner, students will test their magnets strength but picking up the paper clips and documenting on their paper, how many paper clips each magnet picked up. Once the experiment is finished, they will circle the magnet on their paper that picked up the most paper clips.

Possible teacher behaviors: Provide “Push or Pull” worksheet. Complete worksheet as a group, having

students answer questions out loud while writing those answers on their own worksheet.

Provide “Attraction Action” worksheet, magnets and paper clips for each group of students.

Observe behavior of students will circulating the classroom. Give feed back to students predicts while circulating the classroom.

Possible student behaviors: Complete the task of recognizing what it means to Push or Pull an object and

documenting the information on the worksheet. Example: Students complete the worksheet writing their answers down as

the teacher talks about each picture that shows a push or pull action. Complete the entire task of making predictions and documenting results

about the strength of the magnets. Example: Students complete the worksheet while the teacher circulates.

Closure: As a whole group talk about what the students noticed during their experiments. Then determine together, determine which magnet is the strongest and which magnet is the weakest.

Independent Practice/Assessment:

Students will work as partners during this lesson however each student will complete the assigned worksheet independently. They will make their own predictions about how many paper clips they believe each magnet will pick up and they will count the paper clips and document their results onto their own paper.

Adaptation/Differentiation: Allow students to work with partners to complete the worksheets. Model the Push or Pull worksheet on the overhead, modeling how to write the words, Push and Pull.

Social Objective:Students will work cooperatively as partners, taking turns sharing the materials and practicing teamwork to finish the task. Students will us communication with their partner while completing each task. Students are likely to be placed with a partner they have never been a partner with before, resulting in building new relationships in the classroom.

Face to Face Interaction:Students will find a place in the room, either at a table or on the floor with clipboards, with their partners to complete the partner activity. As students work as partners, they will be sitting in a position, facing their partner where they are able to hear and make eye contact with the other person.

Positive Interdependence:I will explain that the role of each student is to work with his or her partner to both find out which magnet is the strongest and weakest. I will suggest that while one student is using one particular magnet, the other student uses another magnet and they take turns using the materials.

Individual Accountability:I will explain that each student is expected to participate in the experiments and they are to each turn in their own worksheets. They are not to share worksheets. I will remind students that each student must make their own predictions about how many paper clips the magnet will pick up and that copying from a partner is not acceptable.

Group Accountability:I will assess the group work by walking around the classroom as the students work together on their partner activities. I will observe cooperative behaviors among partners, making sure that both students are working together. Students will be reminded that each student is to complete their own worksheet while working together using the materials and talking about their predictions.

Name:___________________ Date:_______________

Attraction Action!Directions: 1. Predict how many paper clips each magnet will pick up and put a start by the magnet you predict is the strongest.2. Use the magnets to pick up the paper clips. Write the amount of paper clips each magnet picks up on the space below.

3. Once your experiment is finished, circle the magnet that picked up the most paper clips and is the STRONGEST.

I predict that this bar magnet will pick up _____ paper clips.

Magnet Unit: Culminating Activity

Topic: Making Magnets

Duration: 35-40 Minutes

Materials:Bar magnet (one for each group)Small paper clips (many for each group)Large paper clips (two for each group)Steel nails (one for each group)

This bar magnet picked up _____ paper clips.

I predict that this horseshoe magnet will pick up _____ paper clips.

This horseshoe magnet picked up _____ paper clips.

Pencils (two for each group)Activity Log sheetMighty magnets worksheet(http://www.teachervision.fen.com/tv/printables/orange/sp-9.pdf)

Michigan Standards/Benchmarks:P.PM.01.31 Identify materials that are attracted by magnets.

Objectives:Students will conduct an experiment using materials to make their own magnet and record their findings in their activity log.

Students will be able to identify objects that are magnetic and non-magnetic.

Students will be able to name three objects that a magnet will stick to.

Purpose: The purpose of this lesson is for children to learn that magnets can be made using other magnetic objects. They will use their knowledge of magnets to conduct an experiment of how they can make a magnet. They will find that some objects allow them to make a magnet while other objects, such as a pencil, cannot be made into a magnet.

Assessment(s) of Objectives:Given a bar magnet, and steel nail, students will rub the nail several times along the bar magnet to induce magnetism from the bar magnet into the nail. They will determine if they made their nail a magnet by testing to see if their nail picks up magnetic objects such a paper clips.

Given the pre-assessment form, students will re-take the assessment to provide evidence of their knowledge about magnets by determining magnetic and non-magnetic objects as well as by naming three objects that are magnetic.

Anticipatory Set:Review the “L” (learned) part of the KWL chart. Talk about what they learned about magnets.

Input: Students will need to understand that magnets can be made out of other magnetic objects.

Possible teacher behaviors: Explain that magnets can be made from other existing magnets.

Possible student behaviors: Listen to teacher explain that new magnets can be made from other magnetic

objects.

Modeling:

Possible teacher behaviors: Model how a magnet sticks to magnetic objects. “Watch as I show you how a magnet sticks to magnetic objects.” Model how a magnet can pick up paper clips. Example: “Here I have a magnet and a pile of paper clips. Do you think my

magnet will pick up these paper clips? Why or why not?”.

Possible student behaviors: Listen Raise questions

Checking for Understanding:

Possible teacher behaviors: Ask what other objects a magnet can stick to or pick up. Ask questions about what they have learned about magnets so far.

Possible student behaviors: Respond to questions. Explain there knowledge of magnets.

Guided Practice:Students will be given the materials listed above. They will raise ideas of how they think they can make a magnet using the materials given. They will then be guided to rub the end of the magnet along the nail several times in the same direction. They will use the end of the nail to see how many small paper clips the nail will pick up. They will record their findings in their activity log. They will then explore with a bar magnet and pencil and determine if they can make a pencil into a magnet just like how they did with their nail. They will then repeat this process by rubbing a paper clip on a bar magnet to determine if they can turn a paper clip into a magnet.

Once the experiment is finished, students will work independently to complete the assessment page.

Possible teacher behaviors: Provide supplies and directions of how to rub the objects along the bar

magnet. Remind students of safety procedures using the nail and other objects. Ask students to complete the assessment page independently. Observe behavior of students will circulating the classroom. Give feed back to students predicts while circulating the classroom.

Possible student behaviors: Conduct the experiment with a partner to find out what objects they can

make into magnets. Example: Students record their observations of making magnets onto their

activity log while the teacher circulates. Complete the assessment page, Might Magnets, independently by identifying

magnetic and non-magnetic objects then also naming three separate objects not previously listed on the page that they know are magnetic.

Closure: As a whole group talk about what the students noticed during their experiments.

Independent Practice/Assessment:Students will work as partners during this lesson however each student will complete the assigned assessment worksheet independently. They will identify objects that are magnetic and non-magnetic. They will also name three objects onto their assessment page that are magnetic.

Adaptation/Differentiation: Allow students to work with partners to complete the experiment and activity log sheet. Model the directions and steps to take so that they know exactly what is required of them during this activity.

Social Objective:Students will work cooperatively as partners, taking turns sharing the materials and practicing teamwork to finish the task. Students will use communication with their partner while completing each task. Students are likely to be placed with a partner they have never been a partner with before, resulting in building new relationships in the classroom.

Face to Face Interaction:Students will find a place in the room, either at a table or on the floor with clipboards, with their partners to complete the partner activity. As students work as

partners, they will be sitting in a position, facing their partner where they are able to hear and make eye contact with the other person.

Positive Interdependence:I will explain that the role of each student is to work with his or her partner to both find out how they can use the materials to make a magnet. I will suggest that each student divide the tasks, one person conducts the experiment while the other documents their findings in the activity log. Then they can switch roles.

Individual Accountability:I will explain that each student is expected to participate in the experiments and they are to each turn in their own worksheets. They are not to share worksheets. I will explain that during the assessment, the students are to complete the worksheet on their own and copying from a partner or friend is not acceptable.

Group Accountability:I will assess the group work by walking around the classroom as the students work together to build a magnet and document their findings. I will observe cooperative behaviors among partners, making sure that both students are working together. Students will be reminded that each student is to complete their own activity log while working together using the materials and talking about their predictions.

Post Assessment

Students were given a worksheet to complete that assessed them on 2 main objectives. They were given a rating of either N,L, or S for each objective. N= no evidence of understanding. L = limited Understanding and S = Substantial Understanding.

Objective #1 Objective # 20-1 correct = N 0 examples = N2-3 correct = L 1-2 examples = L4-5 correct = S 3+ examples = S

STUDENT SUMMARY OF POST-ASSESSMENT INFORMATION Student Number #1- Identify 5 objects that

are magnetic. Identify 4 objects that are not magnetic.

#2- Name at least three more things a magnet will pick up.

1 L S 2 S S 3 S L 4 L L 5 L S 6 L L 7 S S 8 S L 9 S S 10 S S 11 S L 12 S S 13 S S 14 S L 15 S L 16 S S 17 S L 18 S L 19 S S 20 S N 21 L L 22 L L 23 S S 24 S L

Group Analysis Of Student Learning

Key Concepts/Outcomes Assessment Strategies Summary Results for Overall Class

1. Student will identify 5 objects that are magnetic. Identify 4 objects that are not magnetic.

Students were given pictures of magnetic and non-magnetic objects. Students were asked to color the pictures of objects a magnet will stick to and cross out the objects a magnet wont stick to.

There were 6 students who were able to identify 2-3 magnetic objects. There were 18 students who were able to identify 4 or 5 magnetic items.

Key Concepts/Outcomes Assessment Strategies Summary Results for Overall Class

2. Students will name at least three more things a magnet will pick up.

Students were asked to write the name of 3 more objects, not previously listed on worksheet, that are magnetic.

1 student was unable to name one more magnetic objects not listed on the worksheet. 12 students were able to identify 1 object other than those listed on the sheet that are magnetic. 11 students were able to name 3 magnetic objects.

Data Entry And Graph

#1 #2

N 0 1

L 6 12

S 18 11

Summary Statement for Student Learning

STUDENTS

There was evidence of student learning in both areas that were assessed. The first objective was for students to identify 5 objects that were magnetic and 4 objects that were not magnetic by circling the magnetic objects and crossing out the non-magnetic objects. Five students went from no understanding to limited understanding. One student went from no understanding to substantial understanding. Twelve students went from limited to substantial understanding. One student stayed at limited understanding. Five students stayed at substantial understanding of the objective.

There was also a significant growth in the second objective, which was to name three or more objects that a magnet will pick up that is not already listed on the worksheet. Six students went from no understand to limited understanding. Six students went from no understanding to substantial understanding. Five students went from limited to substantial understanding. Five students stayed at limited understanding. One student struggled and stayed at no understanding and one student stayed at substantial understanding.

Students excelled in both objectives. There were not any objectives where a student’s score went down. I could tell that during the unit, each student was learning and progressing in their understanding of magnets.

Individual Analysis

Ashley (a pseudonym) showed substantial understanding in the first objective. However, she stayed at limited understanding for the second objective. She showed limited understanding in the first objective of the pre-assessment and showed substantial understanding for the post-assessment.

Ashley has several brothers and is the only girl sibling in her family. Her mother is going to school full time while also working full time. Her parents are divorced and she has mentioned openly that she has not seen her dad in a long time. While we do not have any concrete evidence, we are sure that her dad is completely out of the picture from the way she talks. Ashley has a speech problem and is seeing our speech and reading specialists in our school.

A few adaptations were made for Ashley during this unit. She was allowed to sit on the bumpy chair at the carpet so that she could focus. She was given extra reading instruction for directions. Daily, we made sure to give her proper snacks and bathroom and water breaks. She is a sloppy writer and therefore we have been giving her extra writing instruction and encouragement. She does well when she is paired with other students who challenge her. During the partner activities, I paired her with other hard working students who helped her to stay focused and on task. Throughout the time of the unit, even during non-science times, I asked her science concepts and questions.

List of Unit Teaching Materials

KWL chart Bubble chart Bar magnets Horseshoe Magnets String/yarn Paper clips Pennies Rubber bands Aluminum foil Nails Screws Buttons Foam pieces Pencils Rocks Pattern blocks (wood) Overhead projector Microphone All handouts are included with each lesson plan

Resources

Aber, L.W., Grandma’s Button Box. The Kane Press, New York, 2002.

Baerns, Davis and Whol, Magnets. The Mailbox, 21 (4). The Education Center, Inc., Greensboro, NC, 1999.

Branley, Franklin, What Makes a Magnet?, Harper Collins, New York. 1996.

Challand, Helen, Experiments With Magnets. Children’s Press, Chicago, 1986.

Gibson, Gary, Science For Fun; Playing With Magnets. Copper Beech Books, CT, 1995.

Goren, Henry, Moore, Sanderson and Van Beveran, Simple Science for Kindergarteners. The Mailbox, 13 (3). The Education Center, Inc., Greensboro, NC, 2003.

Guillan, Charlotte, Investigate Magnets. Heinemann Library, Chicago, 2008.

Morgan, Ben, Magnetism; Elementary Physics. The Gale Group, MI, 2003.

Olien, Rebecca, Magnets: Our Physical World. Bridgestone Books, MN, 2003.

Riley, Peter, Magnetism. Grolier Publishing, New York, 1998.

Rosinsky, Natalie, Magnets: Pulling Together, Pushing Apart. Picture Window Books, MN, 2003.

Rowe, Perham, Amazing Magnets. Children’s Press, CT, 1994.

http://www.abcya.com/alphabet_number_magnets.htm

http://www.buzzle.com/articles/facts-about-magnets.html

http://www.teachervision.fen.com/magnetism/printable/45079.html

http://www.teachervision.fen.com/tv/printables/orange/sp-9.pdf

http://www.teachervision.fen.com/tv/printables/scottforesman/sci_1_ARS_B3_inv1.pdf