unit overview
Gravity and Magnetism
The Grade 2–3
Gravity and Magnetism­kit components:
Materials and equipment—Each kit contains a set of
high-quality materials and equipment for a class of 32
students. Consumable items are provided for two classes.
Refill packages are available.
Teacher’s Guide—A comprehensive teacher’s guide provides
easy-to-use, step-by-step instructions for presenting the
unit. The guide includes a number of optional presentation
approaches to meet the unique needs of your students.
Student Books—Eighteen copies of each of four student
books are included with the kit.
Summative Assessment Booklet—Contains a set
of pre-post assessments designed to enable teachers
to measure student gains over the course of a unit.
Investigation Notebook—The Investigation Notebook
can be duplicated, or additional copies may be purchased
separately and provided to each student.
Copymaster Booklet—A copymaster booklet is
provided in each kit with full-size copymasters,
including transparencies, and student handouts.
Seeds of science/roots of reading ®
What’s in the Gravity and Magnetism Unit?
Gravity and Magnetism has two investigations, each with 10 sessions. Students learn
about forces, particularly magnetic force, gravity, and electrostatic force. Students develop
strategies for reading and writing nonfiction text. They also learn about the nature and
practices of science and develop inquiry skills. Four accessible books support students’
learning in these areas. About half of the sessions in this unit are devoted to literacy and
half are devoted to science.
Investigation 1—Magnetic Force. Students are introduced to the concept of forces and
use simple materials to make forces. The importance of evidence is introduced as a major
unit focus. Students learn that good readers set goals, and practice this as they read Forces.
They are introduced to the idea that some forces act at a distance and learn to use headings
in text to find information. They investigate magnetic force, sorting objects that are and are
not attracted to magnets. The class constructs a scientific explanation about forces using
evidence from both text and experience. Students then investigate the resting position of
a magnet hung from a string, and discover that magnets have north and south poles. By
inventing and sharing “magnet tricks,” they learn that like poles repel and opposite poles
attract. They read What My Sister Taught Me About Magnets and learn to use a table of
contents and to interpret data tables. Groups choose a goal for a brief investigation and
learn that both poles of a magnet can attract iron, that magnets cannot repel iron, and that
magnetic force can act through materials. The class deepens their understanding of the
importance of evidence in science by writing a scientific explanation about magnets.
Investigation 2—Gravity and Other Forces. Students make observations about evidence
of the force of gravity and measure its force on hanging water bottles. They learn that
weight is a measure of the force of gravity on an object. They read Gravity Is Everywhere
and practice using its headings, table of contents, and data tables. They lift bottles that
represent what a full water bottle would weigh on Earth, on Jupiter, and on the Moon.
Students revise ideas about an object’s weight, making predictions, taking a measurement,
then adjusting to reflect the fact that an object would have a different weight on a different
planet. They write an explanation to support the idea that gravity is a pull between all
things, then compare gravity and magnetic force. They construct “anti-gravity devices” in
which a magnet holds up a paper clip, learn that more than one force can act on an object,
and learn that magnetic force weakens as the objects involved move farther apart. They
revisit Gravity Is Everywhere and learn that the same is true for gravity. Students then
investigate the electrostatic force between a charged balloon and other objects, and between
two charged pieces of tape. They read Mystery Forces and use evidence to determine which
of the three forces is at work in various scenarios. They write a scientific explanation
supporting the idea that there is ample evidence that forces can act at a distance. They add
electrostatic force to the “anti-gravity device” and learn that electrostatic force also gets
weaker as the objects involved move farther apart. Students sort statements about and
compare all three forces—magnetism, gravity, and electrostatic force.
UNIT OVERVIEW
unit overview
What Students Do
Investigation 1—Magnetic Force
Students use blocks and other materials to create forces between two objects and use
their senses of touch and sight to observe the effects of these forces. They read Forces,
which explores forces at work in familiar settings. They observe demonstrations of
three forces that act at a distance. They investigate which objects are attracted to a
magnet. Students practice supporting explanations with evidence and use headings
to find evidence in text. They then search for evidence from both text and from their
investigations to support the idea that forces act between two objects. Students
investigate the way a magnet rests when hung from a string. They explore magnetic poles
by inventing and sharing “magnet tricks.” They read What My Sister Taught Me About
Magnets and reorganize a table from this book to see which kind of metal is attracted to
magnets. Groups then choose one of three goals for a short, independent investigation of
magnetic force. Students search for evidence to support the idea that magnets can repel
and attract each other and are guided through the writing of an explanation. They reflect
on what they have done and learned and then read a passage about scientists changing
their explanations about how compasses work.
Investigation 2—Gravity and Other Forces
Students make initial observations of gravity and graph the amount a rubber band
is stretched by the weight of different numbers of water bottles. They read Gravity Is
Everywhere and focus on the data tables in the book. Students select an object they
estimate weighs one pound, then weigh it using a rubber band and ruler. They lift bottles
that model what a full water bottle would weigh on Earth, on the Moon, and on Jupiter.
They then revise ideas about the object they selected earlier, noting that its weight would be
different on another planet. Students gather evidence and write an explanatory paragraph
about gravity as a pull between all things. They sort statements about magnetic force and
gravity and construct sentences comparing the two. They build an “anti-gravity device”
and explore how far a magnet can be from a paper clip and still hold it up against gravity.
Students explore electrostatic force between a charged balloon and other objects, and
between two charged pieces of tape. They read Mystery Forces, identifying the force at work
in various scenarios. Students independently write an explanation paragraph detailing
evidence that proves forces act at a distance. They add electrostatic force to the antigravity device. To conclude the unit, they sort statements about the three forces they have
investigated and write sentences comparing these three forces.
Seeds of science/roots of reading ®
What Students Learn
Investigation 1—Magnetic Force
Students learn that a force is a push or a pull. They learn that scientists base their ideas
on evidence, and that evidence of some forces can be observed. They learn that a force acts
between two objects, and a change in an object’s movement is evidence of a force. They
also learn that setting a goal is a useful strategy for both reading nonfiction text and for
conducting an investigation. They learn that some forces act between objects that are not
touching, and that magnetic force is one of these forces. They observe that magnets attract
some metal objects but not others, and that they do not attract nonmetals. Students learn that
a scientific paragraph begins with an explanation or topic sentence followed by evidence, that
headings in science books help readers find information, and that scientists often organize
information in tables. Students also learn that Earth acts like a huge magnet, a magnet has
a north and a south pole, like poles repel while opposite poles attract, and magnets differ
in shape and strength. They learn that the metal magnets attract is iron, that both poles
of a magnet can attract iron, that a magnet cannot repel iron, and that magnetic force can
act through materials. Throughout, students deepen their understanding of how to support
explanations with evidence and learn that scientists sometimes change their explanations
based on new evidence.
Investigation 2—Gravity and Other Forces
Students learn that gravity is a force that acts at a distance, and that evidence of gravity
can be observed both by seeing objects fall toward Earth and by feeling the weight of
objects. They learn that scientists often organize data and interpret it through graphs. They
learn that gravity, like all forces, acts between two objects; that on Earth, one of the objects
is Earth; and that gravity is a pull, not a push. They learn that gravity acts between all
objects, but can only be observed when one of the objects is huge, such as a moon or planet.
They learn that the force of gravity is not the same on all planets, so an object’s weight
would vary depending on which planet it was on. Students learn that more than one force
can affect an object at the same time, and that both magnetic force and gravity weaken as
the objects involved move farther apart. They learn that electrostatic force can act between
a charged object and some other objects, can act at a distance, can be a push or a pull, and
that a charged object loses its charge over time. They learn ways that electrostatic force is
similar to and different from magnetic force and gravity. Students also learn more about
how to use tables of contents to help them set a goal for reading nonfiction text, and they
learn how to interpret data tables. Students continue to deepen their understanding about
how to make explanations using evidence and about writing explanatory paragraphs with
relevant supporting evidence. Students also learn to use the language of comparison.
UNIT OVERVIEW
unit overview
About the Student Books
Here are short descriptions of the four full-color Gravity and Magnetism student science books:
Forces introduces students to several foundational concepts about
forces, including: 1) a force is a push or a pull; 2) forces act between
two objects; 3) forces can change the way things move; 4) you can
feel evidence of forces; and 5) there are some forces that act at
a distance—between objects that aren’t touching. By analyzing
various playground scenarios with a focus on the forces at work, the
book helps students view the world through a scientific lens. It also
helps students see how forces are at work around them every day,
all the time. In addition to providing students with an introduction
to concepts about forces and an everyday context for what they are
learning, Forces provides students with a book from which they can gather clear examples of
both pictorial and textual evidence.
What My Sister Taught Me About Magnets is a realistic,
fictional account of a girl who loves to investigate magnets. She
investigates the similarities and differences among magnets
of different shapes, sizes, and strengths. Through a series of
“speeches,” the girl explains to her older sister what she has learned
by investigating, and the ways in which she compared different
magnets. The sisters learn about the similarities and differences
between magnets of a variety of shapes and sizes, including: like
poles repel, and opposite poles attract; some magnets have more
magnetic force than others; and magnets attract only some kinds
of metal. The book also provides data about what materials are attracted to magnets. What
My Sister Taught Me About Magnets models ways of investigating magnets, recording data,
making explanations, and the use of comparative language.
Seeds of science/roots of reading ®
In Gravity Is Everywhere, students learn that gravity is a pulling
force. The force of gravity exerted by Earth holds us and objects
around us on the surface of Earth. Illustrations and informative
tables help explain that Earth isn’t the only thing that exerts
gravity. Gravity is pulling between everything, though we can
only notice the force of gravity on us from large objects like Earth.
The book explains the relationship between weight and gravity,
and students learn that objects would have different weights
on different places in space, such as on the Sun, Moon, and various planets in our Solar
System. Gravity Is Everywhere provides evidence about the force of gravity through multiple
examples. The book provides students with additional evidence about gravity that is not
directly observable in everyday experience.
A train floats in the air. A tree shrinks instead of growing. A spoon
seems to move by itself. What’s going on? Students grapple with these
“mysteries” as they read Mystery Forces. Students are provided
with a mysterious scenario and are asked to figure out which force
(gravity, electrostatic force, or magnetic force) is involved. They use
descriptions of different pulls or pushes to determine which force is at
work. Students think carefully about the effects that each force has
in order to make an explanation and solve the mystery. The book also
helps students connect what they’ve been learning about forces to the
world outside the classroom.
UNIT OVERVIEW
unit overview
INVESTIGATION 1
At-a-Glance Chart
Gravity and Magnetism
Magnetic Force
Session
Content Knowledge
Inquiry Abilities
Literacy Abilities
Unit Vocabulary
Inquiry Vocabulary
1.1 Introducing Forces
••evidence is clues that help prove or explain something
••a force is a push or a pull
••you can feel evidence of forces
••forces can change the way things move
••forces act between two objects
••investigating scientific questions
••making observations
••searching for evidence
••determining cause and effect
••learning and using science vocabulary
••writing to record information
••making explanations from evidence
••communicating information orally
••participating in discussions
• force
• evidence
• investigate/investigation
• observe/observation
• science/scientist
••informational text explains something that is factual
••good readers set goals for reading, especially when they are reading informational
••investigating scientific questions
••searching for evidence
••setting purpose for reading
••interpreting visual representations
••learning and using science vocabulary
••making explanations from evidence
••
making connections
• electrostatic force
• force
• gravity
• magnetic force
• evidence
• explain/explanation
• investigate/investigation
• question
• science/scientist
••magnets do not attract nonmetals
••magnets will attract some metals but not others
••scientists make predictions based on evidence
••magnetic force can act at a distance
••accessing and applying prior knowledge
••setting goals
••making predictions
••making observations
••sorting and classifying based on evidence
••making explanations from evidence
••making connections
••posing questions
••writing to communicate information
••writing to record information
••organizing and representing information
••participating in discussions
• attract
• force
• magnetic force
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• predict/prediction
• question
• science/scientist
••explain means to give reasons for something
••scientists use evidence to help them make explanations
••evidence helps you be more sure of your ideas
••scientific explanations can be created by evidence gathered from books
••searching for evidence
••making explanations from evidence
• force
• evidence
• explain/explanation
• question
• science/scientist
••scientists gather evidence from books and from investigations
••searching for evidence
••making explanations from evidence
••setting a purpose for reading
••using features of informational text
••making explanations from evidence
••using multiple sources
••writing to communicate information
••making connections
••accessing and applying prior knowledge
••writing to communicate information
••using multiple sources
••making explanations from evidence
••communicating information orally
• attract
• force
• magnetic force
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• predict/prediction
• question
• science/scientist
••Earth acts like a giant magnet
••magnets have two poles—a north pole and a south pole
••magnets can attract and repel each other
••opposite poles attract
••like poles repel
••magnetic force can act as a push or a pull
••magnets are not all the same
••tables are important for representing data
••tables have particular features that help them to be understood more easily
••recording the results of an investigation is a way to remember what happened and
••making observations
••using tools to extend senses
••drawing conclusions
••learning and using science vocabulary
••writing to communicate information
••participating in discussions
••communicating information orally
• attract
• force
• magnetic force
• pole
• repel
• evidence
• investigate/investigation
• observe/observation
• predict/prediction
• question
• science/scientist
••setting goals
••using features of informational text to
••setting a purpose for reading
••using features of informational text
••interpreting visual representations of information
••making connections
••organizing and representing information
••participating in discussions
••making explanations from evidence
••setting a purpose for reading
••using features of informational text
••interpreting visual representations of information
••organizing and representing information
••using multiple sources
••making explanations from evidence
••participating in discussions
• attract
• magnetic force
• pole
• repel
• compare
• evidence
• explain/explanation
• investigate/investigation
• question
• record
• science/scientist
• attract
• magnetic force
• pole
• repel
• compare
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• question
• record
• science/scientist
••setting a purpose for reading
••using features of informational text
••making explanations from evidence
••writing to communicate information
••using multiple sources
••participating in discussions
• attract
• force
• magnetic force
• pole
• repel
• compare
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• question
• science/scientist
••setting a purpose for reading
••making connections
••writing to record information
••making explanations from evidence
••participating in discussions
• attract
• magnetic force
• pole
• repel
• compare
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• question
• record
• science/scientist
Science Inquiry PAGE 14
1.2 Forces
texts
••we encounter forces every day
••there are forces that act between objects that are touching and forces that act
between objects that are not touching
reading PAGE 32
1.3 Investigating Magnetic
Attraction
••magnetic force, gravity, and electrostatic force are three kinds of forces that can
act at a distance, between objects that are not touching
Science Inquiry PAGE 54
1.4 Searching for Evidence
About Forces
Literacy Development PAGE 72
1.5 Making Sense of Forces
Science/Literacy PAGE 84
1.6 Investigating Magnetic
Poles
Science Inquiry PAGE 100
1.7 What My Sister Taught Me
About Magnets
share it with others
reading PAGE 118
1.8 What Attracts?
••scientists use notebooks to record their investigation results and ideas
••students can act like scientists in many ways
••magnets attract objects that contain iron
••some materials containing iron are not magnetic
••data can be displayed in different ways in charts and tables
••evidence from books can help make better explanations
••scientists change their ideas and explanations based on new evidence
Science/Literacy PAGE 134
1.9 Writing About Magnetic
Force
••in scientific explanation paragraphs, the topic sentence states what will be
explained
••supporting detail sentences provide evidence to support the topic sentence
••illustrations can support the written information in an explanation
locate information
••searching for evidence
••comparing and contrasting
••investigating scientific questions
••using features of informational text to
locate information
••sorting and classifying to find evidence
••analyzing data
••making explanations from evidence
••setting goals
••searching for evidence
••using features of informational text to
locate information
••making explanations from evidence
Literacy Development PAGE 148
1.10 Making Sense of
Magnetic Forces
••scientific explanations have changed over time as scientists have discovered more
about the world
••the needle of a compass points north because Earth acts like a giant magnet
••searching for evidence
••making explanations from evidence
••setting goals
Science/Literacy PAGE 160
Seeds of science/roots of reading ®
UNIT OVERVIEW
unit overview
INVESTIGATION 2
At-a-Glance Chart
Gravity and Magnetism
Gravity and Other Forces
Session
Content Knowledge
Inquiry Abilities
Literacy Abilities
Unit Vocabulary
Inquiry Vocabulary
2.1 Introducing Weight
••gravity can act from a distance
••objects are pulled to Earth by gravity
••scientists use graphs to show information
••accessing and applying prior knowledge
••investigating scientific questions
••making observations
••using tools to extend senses
••recording data
••analyzing data
••drawing conclusions
••accessing and applying prior knowledge
••using features of informational text to
••accessing and applying prior knowledge
••making predictions
••organizing and representing information
••communicating information orally
••making explanations from evidence
• attract
• force
• gravity
• weight
• evidence
• investigate/investigation
• observe/observation
• predict/prediction
• question
• record
••accessing and applying prior knowledge
••setting a purpose for reading
••using features of informational text
••writing to record information
••making connections
••interpreting visual representations of information
••using features of informational text
••setting a purpose for reading
••making inferences
••making explanations from evidence
••participating in discussions
• attract
• force
• gravity
• repel
• weight
• compare
• evidence
• observe/observation
• predict/prediction
• question
• attract
• force
• gravity
• weight
• evidence
• explain/explanatio
• investigate/investigation
• observe/observation
• predict/prediction
• question
• record
• science/scientist
••setting a purpose for reading
••using features of informational text
••making explanations from evidence
••using multiple sources
••writing to communicate information
••participating in discussions
••accessing and applying prior knowledge
••writing to record information
••communicating information orally
••comparing and contrasting
••active listening
• attract
• force
• gravity
• weight
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• question
• attract
• force
• gravity
• magnetic force
• pole
• repel
• weight
• compare
• evidence
• explain/explanation
• investigate/investigation
• observe/observation
• predict/prediction
• question
• science/scientist
Science Inquiry PAGE 184
2.2 Gravity Is Everywhere
Reading PAGE 208
2.3 Investigating Gravity
and Weight
••gravity is everywhere
••gravity is a pull between all objects
••weight is a measure of the force of gravity
••you can set a goal for reading by selecting a question that is likely
to be answered in a book
••the force of gravity is different on different planets
••objects would have different weights on different planets
••there is gravity on the Moon
••informational books can help you make sense of investigations
••using tools to extend senses
••using features of informational text to
••scientists write to communicate their ideas to other people
••scientists learn more about a topic by reading the writing of other scientists
••searching for evidence
••making explanations from evidence
••gravity and magnetic force are the same in some ways and different
••accessing and applying prior knowledge
••sorting and classifying based on evidence
••comparing and contrasting
••organizing and representing data
••more than one type of force can act on an object at the same time
••magnetic force is weaker between an object and a magnet when they
••using tools to extend senses
••comparing and contrasting
••searching for evidence
••making connections
••making predictions
••setting a purpose for reading
••making inferences
••writing to record information
••communicating information orally
• attract
• force
• gravity
• magnetic force
• pole
• repel
• weight
••compare
••explain/explanation
••observe/observation
••property/properties
••conducting systematic observations
••recording data
••comparing and contrasting
••analyzing data
••drawing conclusions
••investigating scientific questions
••accessing and applying prior knowledge
••sorting and classifying based on evidence
••making explanations from evidence
••comparing and contrasting explanations
••making predictions
••writing to record information
••writing to communicate information
••participating in discussions
••making explanations from evidence
••setting a purpose for reading
••accessing and applying prior knowledge
••organizing and representing information
••participating in discussions
••making connections
••attract
••charged
••electrostatic force
••force
••repel
••attract
••electrostatic force
••gravity pole
••repel ••searching for evidence
••using features of informational text to
••setting a purpose for reading
••accessing and applying prior knowledge
••using features of informational text
••making explanations from evidence
••writing to communicate information
••using multiple sources
••participating in discussions
••accessing and applying prior knowledge
••making connections
••organizing and representing information
••participating in discussions
••comparing and contrasting
••making connections
••electrostatic force
••force
••gravity
••magnetic force
••weight
••evidence
••investigate/investigation
••observe/observation
••predict/prediction
••record
••compare
••evidence
••explain/explanation
••observe/observation
••predict/prediction
••science/scientist
••compare
••evidence
••explain/explanation
••investigate/investigation
••observe/observation
••question
Science Inquiry PAGE 222
2.4 Writing About Gravity
locate information
••analyzing data
locate information
••comparing and contrasting
••analyzing data
••making explanations from evidence
••revising explanations
Literacy Development PAGE 238
2.5 Making Sense of Gravity
in others
••scientists organize charts to help them make comparisons
Science/Literacy PAGE 250
2.6 Investigating Gravity
and Magnetic Force
are farther apart
••the force of gravity is weaker between objects that are farther apart
Science Inquiry PAGE 264
2.7 Investigating Electrostatic
Force
Science Inquiry PAGE 278
2.8 Mystery Forces
••electrostatic force can act from a distance
••electrostatic force can be a push or a pull
••electrostatic force works when at least one object is charged
••objects lose their charge over time
••gravity, magnetic force, and electrostatic force are at work in many everyday
situations
Reading PAGE 294
2.9 Writing About Forces
••when writing a scientific explanation, you should select the most relevant
supporting evidence
locate information
••evaluating evidence
••making explanations from evidence
Literacy Development PAGE 306
2.10 Making Sense of
All Three Forces
Science/Literacy PAGE 316
Seeds of science/roots of reading ®
••electrostatic force is weaker between charged objects that
are farther apart
••gravity is similar to electrostatic force in some ways, and different
in other ways
••magnetic force is similar to electrostatic force in some ways,
and different in other ways
••setting goals
••comparing and contrasting
••accessing and applying prior knowledge
••organizing and representing data
••attract
••electrostatic force
••gravity force
••pole
••weight
• charged
• force
• magnetic
• weight
• charged
• force
• magnetic
• repel
••compare
••explain/explanation
••observe/observation
••record
• evidence
• investigate/investigation
• predict/prediction
• question
• evidence
• investigate/investigation
• question
• science/scientist
UNIT OVERVIEW