Ashley Miller Linda Poole Physical Science Lesson Purpose: Explore how magnets interact with different objects. Grade Level: 2nd grade Standard: •
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2.2P.1 Compare and contrast how objects and materials respond to magnetic forces. 2.3S.2 Make predictions about living and non-­‐living things and events in the environment based on observed patterns. Supplies Needed: Magnets, assortment of objects of assorted materials (paper clips, screws, nails, wood, plastic, paper, soda can, pennies, chalk, eraser), two bins (one labled “magnets pick up” and the other “magnets do not pick up”). Safety: •
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Discuss proper use of materials. Talk about how some objects are sharp and they should only be used to test the interaction they have with the magnet. Keep magnets away from computers, televisions, and antique watches , because the magnets can damage the components inside of them. Treat magnets with care. Don’t drop them, put them next to something hot, or store two magnets of the same type together because you can destroy the magnetism. Be careful with neodymium, either do not use it or be sure no students put it in there mouth Procedure 1. Give each student a magnet. Have students explore how the objects on or around their desk interact with the magnet. (Don’t leave your chair though!) 2. Asks students, “did this object interact with anything you could reach from your seat?” “What?” Continue the conversation until the consensus is reached that some things stick to the magnet, and some do not. 3. Hand out a bag of objects to each pair of students and give each pair two bins to sort their objects. 4. Have students look at the objects in their bag and predict which objects will stick to the magnet and which objects will not. 5. When they have finished their predictions they can begin testing their magnets with the various objects in their bag. 6. The teacher should walk around the room and ask questions of students. “Why do you think that object stuck to the magnet?” “Were you surprised that any specific object did not stick to the magnet?” 7. When everyone has tested all of their objects, come back together as a group. Teacher should facilitate a group discussion about student findings. “Are there any metal objects in the magnet did not pick up pile?” What do you think the difference is between the magnet pick up pile and the magnet did not pick up pile?” 8. Ask “What did we discover that magnets do?” Adaptions/ Differentiation •
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For students with tactile difficulties modify the materials in their bag so that they feel comfortable interacting with them. Pair students with their peers in a way that will allow for beneficial learning for each student. Extensions 1. Magnet Maze: have students create their own maze (this can be as simple as cutting strips of scrap paper and taping it to the table). Use a magnet and an object that sticks to the magnet to guide the object through the maze. The magnet is under the table as the guide for the object. This begins the process of discovering how magnets can interact with objects through different materials. 2. Have a magnet station, kids bring things in from home to see if they stick to the magnet. Have a large piece of paper similar to the attached worksheet for students to record their findings. Connections •
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Properties of materials (e.g., classifying different types of metals) Construction and materials that make good building materials. Positive and negative charges (magnet to magnet interaction) Motors: motors need magnets to work. Where do you find old magnets? (dissect old electronics) Disposal and clean-­‐up •
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All objects should be put back in the bags and returned to the teacher. Have students return magnets to the appropriate magnet bin, being mindful of how they can be destroyed if put next to like magnets. Stack all the bins in a designated place in the room Discussion: Iron is the only kind of common metal that magnets attract. Magnets will not stick to such metals as aluminum, copper, and brass. Magnets stick to steel because steel is made mostly of iron. All magnetic items are metals. Not all metals are magnetic. Ideas for younger and older students: •
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For younger students: Have the materials out ahead of time so that they can become familiar with the objects and then they can focus more on the magnetism part of the exploration and not on the exciting new objects. For older students: Have more difficult objects that may “trick them” or “stump them.” Then they can investigate these objects and why they were “tricky.” For older students: Have them investigate the different properties of metals and what it is about them that makes the magnet attract to them. Math Tie in: Have students count the number of objects that certain magnets can pick up. Have them fill out a table to determine what kind/size of magnets pick up more objects. Literature Tie in: Have students write short stories with the main character as a magnet. Have them incorporate their knowledge about magnets into the story. References Activities for Teaching Science as Inquiry (class text)