Unit 4
Properties
Unit Question
How can we compare objects in our
world?
Focus Questions
• How are objects alike and different?
• How are solid and liquid water
different?
• What objects can be moved by
magnets?
Grade 1
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Unit Question:
How Can We Compare Objects in Our World?
Focus Question: How are objects alike and different?
Content Statement: P.PM.E.1 Physical Properties. All objects and substances have physical
properties that can be measured.
GLCE: P.PM.01.11- Demonstrate the ability to sort objects according to observable properties
such as color, shape, size, sinking and floating. Depth of Knowledge: Level 2
Cross Curricular Connections: ELA: describe informational text patterns including descriptive,
sequential, and enumerative, Social Studies – using calendars and maps, describing physical
environments. Mathematics – Measurement, Size is a property used in describing objects. Collect and
organize data to use in pictographs. Read and interpret pictographs.
Months
April
Key Concepts: sort, properties, poles, solid, liquid, magnet, push, pull, attract, repel
Teaching Objectives And Resources
Suggested Activities
1.
1.
Unit Pre-Test. Determine prior knowledge/
student understanding of GLCEs.
• CCG. Unit Pre Test How Can We Compare
2.
Sort solid objects according to observable
properties, such as color, shape, size, texture,
as well as liquid and solid.
Objects?
•
•
3.
Delta Science Module, Properties, Module
Overview, Hands-on Activities 1-7: What Are
Properties, Describing Properties, Size and
Color, Shape, Texture, Weight, Properties of
Solids.
CCG. Properties - Hardness. Using a graphic
organizer to illustrate, by means of a
continuum line, the degree of hardness of an
object in relation to that of other objects.
Demonstrate how specific properties of solid
materials can have specific uses in
construction.
•
4.
2.
•
3.
4.
FOSS Solids and Liquids Module, Module
Overview, Investigation 1 - Solids, Parts 1-3.
CCG. Building with Wonderful Junk.
Observe how objects behave in water and
predict whether various objects will sink or
float.
• Delta Science Module, Properties, Activity
5.
10, Sink or Float.
6.
7.
8.
2
Provide a variety of objects for students
to observe and describe according to their
own criteria. Give students the
opportunity to attach their own language
to describing objects before introducing
the properties of objects.
Have students describe objects to one
another and have their partner guess what
the object is by the student’s description.
Add objects to the students’ exploration
that have a new property to describe, such
as objects that are squishy, fuzzy, or wet
(cotton balls, wet sponge, cup of water) to
increase their observation and vocabulary
skills
Play the game “I’m Thinking of
Something…” and describe a common
object in the room that by its properties.
Have students try to guess what object
you are describing. Have students list the
different properties you used to describe
the object.
Classify and record terms commonly used
by students in their initial descriptions of
properties of a variety of objects. Ask
students what property they are using
when they describe the object as red, or
green, etc.
Ask students to sort a variety of objects
according to common properties that they
observed using their own sorting process.
Have students share their sorting
procedure with the rest of the class. As a
class discuss the difference in different
sorting techniques.
Make a chart of properties and list objects
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
on the chart that can be described with the
list of properties.
9. Introduce measurement tools and units
for students to measure different sizes of
objects, such as weight, length, width,
volume, etc.
10. Introduce a variety of uncommon shapes
and have students describe the shapes and
compare them to common shapes.
11. Use matching cards for reinforce the
color, size, shape and texture words and
color, size, shape and texture of a variety
of objects.
SAMPLE BELLWORK/DO NOW
•
•
•
•
How would you explain to a kindergarten student what properties are?
Name some ways that you can sort, or group, the children in our classroom.
Draw a picture of something floating in water and something sinking.
Draw a picture of something rough and something smooth.
•
•
•
Give presentations to describe objects by their properties.
Use a Venn diagram to sort objects using vocabulary that includes color, size, shape, and texture.
Use a Bubble or Double Bubble Thinking Map to describe or compare objects using their
properties.
SAMPLE ASSESSMENTS
3
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Unit Question:
How Can We Compare Objects in Our World?
Focus Question: How are solid and liquid water different?
Content Statement: P.PM.E.2 States of Matter. Matter exists in several different states:
solids, liquids and gases. Each state of matter has unique physical properties. Gases are easily
compressed but liquids and solids do not compress easily. Solids have their own particular
shapes, but liquids and gases take the shape of the container.
GLCE: P.PM.01.21- Demonstrate that water as a solid keeps its own shape (ice). Depth of
Knowledge: Level 2
GLCE: P.PM.01.21- Demonstrate that water as a liquid takes on the shape of various
containers. Depth of Knowledge: Level 2
Cross Curricular Connections: ELA: describe informational text patterns including descriptive,
sequential, and enumerative, Social Studies – using calendars and maps, describing physical
environments. Mathematics – Measurement, Size is a property used in describing objects. Collect and
organize data to use in pictographs. Read and interpret pictographs.
Months
Key Concepts: sort, properties, poles, solid, liquid, magnet, push, pull, attract, repel
April/May
Teaching Objectives And Resources
Suggested Activities
1.
1.
Identify characteristics of water as a solid
and a liquid.
•
2.
3.
Delta Science Module, States of Matter,
Module Overview, Hands-on Activities 12, 4: What Is a Solid? (Classifying and
measuring solids); What Is a Liquid?
(Classifying and measuring liquids).
2.
3.
Demonstrate that water as a liquid takes on
the shape of various containers.
• FOSS Solids and Liquids Module,
Module Overview, Liquids, Part 3 Liquid
Level, “Water Level in Containers,”
“Falling Bottle Puzzle,” and “Water Level
in a Bottle,” pp. 12-14.
Demonstrate that solids keep their shape as they
change containers.
•
FOSS Solids and Liquids Module
Investigation 3, Part 1: Solids in
Containers, Part 3 Solids in Bottles
• CCG: Water and Ice, Investigating Matter,
Solid or Liquid: Barthlomew and the
Oobleck
4.
5.
Explore how puddles are formed and how the
shape and size of a puddle is determined by
the pooling of water that takes the shape of the
land.
Further the exploration into properties of
objects by introducing objects that are solids
and liquids. Have students describe solids by
their properties and liquids by their properties.
Make observations of a variety of shapes of
ice and describe ice as a solid that keeps its
shape. Make observations of liquid water and
describe liquid water that takes the shape of its
container and can be poured from one
container to another.
Measure the temperature of water as a liquid
and water as a solid. Investigate the freezing
point of water.
Investigate the path of liquid water down
slopes and over material.
Sample Bellwork/Do Now
•
•
•
•
Use a Venn diagram to compare and contrast the properties of water as a solid and as a
liquid.
Write a question about water that you could answer by using a balance.
Make a drawing of liquid water in different containers and describe the properties of the
water in each container including shape.
Make a drawing of ice in different containers and describe the properties of the ice in each
container including shape.
Sample Assessments
•
•
Give presentations describing the shape of water as a solid or a liquid
“Gloop and Glip,” Assessment Activity Sheet 2, Part A, Delta Science Module, States of
4
Detroit Public Schools
Physical Properties
•
Office of Science
Grade 1
Matter, p. 106. (Visual analysis, classifying substances as liquid or solid.
Assessment Summary Chart, Delta Science Module, States of Matter, Copymasters. (Student
Skills Checklist).
5
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Unit Question:
How Can We Compare Objects in Our World?
Focus Question: What objects can be moved by magnets?
Content Statement: P.PM.E.3 Magnets. Magnets can repel or attract other magnets. Magnets
can also attract magnetic objects. Magnets can attract and repel at a distance.
GLCE: P.PM.01.31- Identify materials that are attracted by magnets. Depth of Knowledge:
Level 1
GLCE: P.PM.01.32- Observe that like poles of a magnet repel and unlike poles of a magnet
attract. Depth of Knowledge: Level 1
CROSS CURRICULAR CONNECTIONS: ELA: describe informational text patterns including descriptive,
sequential, and enumerative, Social Studies – using calendars and maps, describing physical
environments. Mathematics – Measurement, Size is a property used in describing objects. Collect and
organize data to use in pictographs. Read and interpret pictographs.
Months
Key Concepts: sort, properties, poles, solid, liquid, magnet, push, pull, attract, repel
May/June
Teaching Objectives And Resources
1.
3.
4.
1.
CCG:. What Will A Magnet Attract?
Mighty Magnet, Stick To It, To What Will
A Magnet, Stick, In or Out of the Circle
•
2.
Suggested Activities
Classify objects according to their
magnetic properties.
2.
Demonstrate that magnetism is a force that
can push or pull objects at a distance.
•
CCG. Through it All, Hungry Hounds
•
CCG. Finding North and South on
Magnets
3.
Observe that like poles of a magnet repel
and unlike poles of a magnet attract.
4.
Measure strength of various magnets in
repeated trials.
5.
CCG. Holding Power
•
6.
7.
Explore magnets through observation and their
own simple trial and error investigations with a
variety of materials that are attracted and not
attracted to magnets.
Explore, through observation and their own
simple trial and error investigations, how the
ends of magnets can push away from each other
or attract to each other.
Explain and describe observations with magnets
in their own terms.
Elaborate on the sorting by properties by
introducing magnet and magnetic and nonmagnetic material. Have students sort objects
by their ability to be attracted by a magnet.
Have students make pictographs of objects that
are attracted and not attracted to magnets.
Give students the opportunity to explore the
polarity of magnets and experience the “push”
and “pull” of like and unlike poles.
Investigate how magnets can move objects
when the object is on the other side of different
materials.
Sample Bellwork/Do Now
•
•
•
List objects things in your home that will and will not stick to magnets.
Students will each write one question that about magnetic properties and exchange it with a
classmate for an answer. Students discuss their questions and answers.
Draw a picture of what you could do with a magnet.
Sample Assessments
•
•
•
Use a circle map to describe the terms magnetic, as well as attract and repel
Describe pictographs used in exploration of magnets and magnetic material
Make a 2 flap magnet foldable. Draw diagrams using arrows to show the motion of bar
magnets when like and unlike poles are facing each other. Label the diagram inside the
foldable using the words “repel” and “attract”.
6
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Unit 4
Force and Motion
Pre/Post Test
Core Curriculum Guide
Resource Pages
Grade 1
7
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Name__________________________________________Date_____________________
Grade 1 Unit 4 Properties Pre/Post Test
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. A square
alike because
, a rectangle
a. they are all round.
b. they are all shapes.
,
and a triangle
are
c. they are all square.
d. they are all colors.
2. How does water change when you pour it from a cup to a bowl?
a. It changes color
b. It changes taste.
c. It changes shape.
d. It does not change.
3. Which is a picture of solid water?
a.
c.
Ice cube
b.
River
d.
Cloud
Rain drop
8
Detroit Public Schools
Physical Properties
4. Which objects will float?
a.
Office of Science
Grade 1
c.
Pennies
Bricks
b.
d.
pop bottle
Rocks
5. What will happen to these magnets?
a. They will push apart or
repel.
c. They will not move.
b. They will stick together or
attract.
d. They will spin around.
9
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Grade 1 Unit 4 Properties
Answer Section
MULTIPLE CHOICE
1.
2.
3.
4.
5.
B
C
A
D
B
10
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Student Text: I noticed the silver ball is harder than the blue spoon. I felt the spoon bend. The silver ball did
not bend or squish. The silver ball staed the same shape. The spoon broke when I bent the spoon.
*This format could be used with students to describe many properties of matter such as size or texture,
11
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
12
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
13
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Water and Ice
Purpose
To explore what happens to water as it goes from solid to liquid
and back again; to use observation, measurement, and
communication skills to describe change.
Context
This lesson is the first in a three-part series that addresses a
concept that is central to the understanding of the water cycle—that
water is able to take many forms but is still water. This series of
lessons is designed to prepare students to understand that most
substances may exist as solids, liquids, or gases depending on the
temperature, pressure, and nature of that substance. This
knowledge is critical to understanding that water in our world is
constantly cycling as a solid, liquid, or gas.
In these lessons, students will observe, measure, and describe
water as it changes state. It is important to note that students at
this level "...should become familiar with the freezing of water and
melting of ice (with no change in weight), the disappearance of
wetness into the air, and the appearance of water on cold surfaces.
Evaporation and condensation will mean nothing different from
disappearance and appearance, perhaps for several years, until
students begin to understand that the evaporated water is still
present in the form of invisibly small molecules." (Benchmarks for
Science Literacy, pp. 66-67.)
In this lesson, students explore how water can change from a solid
to a liquid and then back to a solid.
Planning Ahead
Materials:
One per group of 3 students:
* ice
* clear plastic cups
* clear plastic container of a different shape or size
14
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
One of each:
* ice cube tray
* access to a freezer
* timer
Motivation
Begin this lesson by dividing the class into pairs. Assign each
student a role: writer or illustrator. Students will exchange roles
during the course of the lesson.
Distribute an ice cube in a clear plastic cup to each group. Have the
illustrator draw a picture of what he/she sees. Have the writer write
a sentence or word to describe the properties of the ice cube. Guide
students' observations with questions such as the following:
1.
2.
3.
4.
5.
What is in the cup?
Describe the ice. What does it look like? Feel like?
What is the ice made of?
How is ice made?
Pour the ice into a container of a different shape or size.
What does it look like now? Does it look the same or
different? Has the shape of the ice changed? Why do you
think that is?
6. What will happen if we leave the ice out on the desk/table?
Why? How do you know?How long might this take?
Development
Tell students that they will be asked to observe the ice over time to
see what changes take place. Set a timer or note 15-minute
intervals on the clock. ( Please note: The appropriate time interval
will vary depending on the size of the ice cube, amount of sunlight,
temperature in the room, etc. Choose the interval appropriate for
your time constraints, number of students, age range. Although the
activity could require an hour to fully complete, other activities are
being conducted simultaneously.) Ask students to repeat the above
recording procedures after each time interval.
15
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
While this activity is taking place, you may wish to read Amazing
Water by Melvin Berger, or I am Water by Jean Marzollo.
When the ice has completely melted, allow students to draw their
final journal entry. You can post the students’ pictures of the ice in
a line on the wall, so that students will have a visual representation
of the change that has occurred.
Ask students:
1.
2.
3.
4.
What happened to the ice? Why?
What is in the cup?
How is it like the ice? How is it different from the ice?
Describe the water. What does it look like? Feel like? Pour
the water into a container of a different shape or size. What
does it look like now? Does it look the same or different?
Has the shape of the water changed? Why do you think that
is?
5. Did the ice change its shape when you poured it into this
container? Why or why not?
6. Can you think of something else that we can pour in that
will take the shape of the container?
7. Return the water to the glass. Is there any way that we
could change this water back to ice? How? How long might
this take?
Have students place one or more of the cups of water in a freezer.
If possible, repeat the procedure used above to observe change in
the melting ice. Allow students to check on the water at regular
intervals of your choice. When the water has frozen and the final
illustration has been made, you can place a finished series of
drawings up on the wall, in sequence, so that students can see the
change in water temperature. If time or access to a freezer does not
allow for this put cups of water in a freezer at different intervals
ahead of time and allow students to make observations of cups that
were in the freezer for 5 min, 15 min, 30 min, etc.
Ask students:
1. Change is happening all around us. There are some
changes that happen so quickly or slowly that we cannot
16
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
see them. Did the change in the water happen slowly or
quickly?
2. How long did it take for the ice to turn into water? Do you
think that there is any way to speed up this change? How?
If time permits, allow students to share and test their ideas.
(Students might suggest and test blow dryer, fan, sunlight,
different spots in the room, radiator, salt, stirring it,
different container, etc.)
3. Is there any way to slow down this change? (different
container, insulator, different location in the room, place in
the shade, put a fan on it, etc.) How can we compare the
rate of change? (Time it, use ice in a plastic cup as a
control.)
4. Can you think of anything else that changes from one form
to another? In the kitchen? In the bathtub? How might soap
change?
In groups or as a class, create a Venn Diagram comparing water in
solid form and water in liquid form. How are they alike? How are
they different?
Assessment
Have students answer the questions below in their journal, using
words and/or pictures. Allow students to explain their answers
verbally.
• What happens to the shape of liquid water when it is
moved from one container to another?
• What happens to the shape of solid water or ice when it is
moved from one container to another?.
• How can we make water go from water to ice?
• How can we make water go from ice to water?
• How does the shape change as it changes from solid water
or ice to liquid water?
17
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Investigating Matter, Solid or Liquid: Barthlomew and
the Oobleck
Background information: This activity is an extension of the
children's exposure to states of matter in the Scott Foresman
science series for Grade 2. This lesson has a Literacy component.
Using the book by Dr. Seuss, "Bartholomew and the Oobleck," the
students will be using observing, and communicating during our
reading activities. The students will be using Oobleck to observe the
characteristics of solids and liquids. Previously they have had
opportunity to experiment with liquids and solids to see which sink
and which float. They have an understanding of the definitions of
liquids and of solids. This current lesson allows for experimenting
with a non-Newtonian fluid, (Oobleck). The students will make their
own predictions, conclusions on whether Oobleck is a solid or liquid
by using focus observations, conducting focus explorations, raise
questions, clarify questions and make conclusions about Oobleck.
[image right border]
Learning Goals
1. Students will understand that solids, liquids are forms of
matter.
2. Students will compare and contrast the attributes of Oobleck
3. Students will have concrete experiences with solids, liquids.
4. Students will explore and observe Oobleck.
5. Students will draw their own conclusion about whether Oobleck
is a solid or liquid.
Context for Use
This activity is easily combined with a Literacy or Reading block. It
incorporates inquiry process skills in Reading as well as Science.
The groups can be by twos for Science and a large group for
Reading for observing or small reading groups. This activity can be
a two- day lesson or if a Reading First school it can be used in the
120 minute reading block. The students can do the investigation
activities on day two or intertwined with Literacy.
Grade Level: Primary (K-2)
18
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Description and Teaching Materials
The students by this points should have had the story and reading
activities centered on "Bartholomew and the Oobleck" by Dr. Seuss.
Materials:
"Bartholomew and the
Oobleck", Multiple copies.
Cup with ice cubes
Cup with water
Empty cups
Pencil and paper for drawing
Pan for each pair of students
Plastic clear drinking cup for
each pair of students
Cheerios
Legos
Inquiry journals
Jar with lid
Measuring cups and spoons
Zip-lock baggies for each
student
Permanent markers
Small white boards or large
sheets of construction paper
for each pair of students
Pennies, dimes, nickels,
quarters
Buttons
String
Toothpicks
Washers
Marbles
Cup of water or other liquids
Any other objects interesting
for the students to observe.
Made up Oobleck in advance
mixing the following
ingredients:
• Cornstarch
• Water
• Green food coloring
Safety: Even though Oobleck is not harmful to eat, we never put it in
our mouth. When the students are done they will put the Oobleck in
a baggy, with their name on it to take it home or throw it in the
trash. The students will wash their hands when they are through.
1. Begin the lesson by asking about the prior knowledge
on solids and liquids. Who can tell me one of the
characteristics of a solid and then a liquid? Allow the
students to engage in a conversation about liquids
and solids and give examples. Students can write
their answers on their white boards. In the story
about Bartholomew were there any solids or liquids?
Who can tell me something in the story that we
learned that we didn't know about liquids or solids?
Allow students to communicate openly.
19
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
2. Teacher can write students ideas on the board with
examples for liquids and solids. Once the
characteristics, attributes, or principals of solids and
liquids are listed, discussed then the teacher can ask
the students to move to the tables where the solids
and liquids will be located.
3. The teacher will have roles for the students a getter,
reporter, recorder and a person that returns the
items. The getter will bring to the table or desks
(pushed together) Cheerios, Legos, Ice, Water. The
teacher will demonstrate the molecular difference
between solids and liquids. Cheerios work great to
demonstrate liquids-they roll around, take the shape
of the container and aren't bound to one another.
Several Legos stuck together are the perfect solidthey always keep their shape, are hard to the touch
and stick together. Water and ice are great to
demonstrate the liquid and solid but also the
changing of the structure when the ice melts. Allow
the students to observe, communicate and draw or
journal their findings. Have enough Legos to link a
small chain and Cheerios for explorations. After a
number of minutes of creative play.
4. Ask the students if they have ever heard of the 4 tests
to decide if something is a liquid or a solid.
• Push test? - Can you push it?
• Pick-up Test-if you pick something up, does it
all come up?
• Pour test-does it pour out smoothly, or does it
just fall out in a clump?
• Shape test-does it keep the same shape?
Have one of the students get all of the objects for
exploration. (Marbles, coins, string, toothpick, spoon,
washers, water, etc from off the table) Allow
students to sort through and test the objects. What
were their findings with each of the objects that they
had? Have the person return the objects to the return
table.
20
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
5. The teacher will ask the students how could
something be a solid and a liquid at the same time?
The teacher will ask the students if they would like
some Oobleck just like Bartholomew?. Have the other
student from each pair come and get a zip lock
baggie of Oobleck. Ask students to predict whether
they think this is a liquid or a solid. Using the
characteristics of push, pick-up, pours, and shape
what is Oobleck.
6. Ask students to describe ways in which we can tell
solids and liquids apart? Model this procedure for
students. Have students do each test after it is
modeled by the teacher. Keep the Oobleck inside the
baggie for all of the tests except the “pickup” test in
order to reduce the mess. Have students draw or
write their results in their journal after each test.
7. Liquid:
• Assumes the shaped of the container, which it
occupies.
• Is not easily compressible) little free space
between particles)
• Flows easily (the particles can move/slide past one
another)
Solids:
• Has a fixed volume and shape (the particles are
locked into place)
• Is not easily compressible (little free space
between particles)
• Does not flow easily (particles cannot move/slid
past one another)
Have students restate these properties out loud.
8. The teacher will move around during this inquiry and
observe, communicate and ask direct questions about
the activity. The teacher will encourage the students
to make observations, communicate and ask
questions of their partner about their findings.
9. Teacher will have students draw; write in their journal
questions, findings thoughts about Oobleck and
things that they discovered during this process.
10. The teacher will ask students to begin to clean up.
They may take the Oobleck home in a zip lock baggy,
21
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
properly marked with their name or put the Oobleck
on the table for the teacher to discard. The second
person may gather all of the objects and return them
to the table. The students will then wash their hands.
11. The teacher will have the desks returned to the
proper place and have the students write in their
journal whether they thought the Oobleck is a solid
or liquid and their reasoning why. The teacher will
also reinforce that there is no right or wrong answer.
Teaching Notes and Tips
It would be very helpful to make Oobleck ahead of time and play
with it for yourself. You will then know how it reacts to different
forces. Also use different objects to discover what would be more
useful. This is a perfect lesson for cross-curricula. This lesson
affords you an opportunity to be creative in both Reading and in
Science. The more organized with preparations and your thought
processes in your objectives and goals the better it becomes.
Assessment
No formal assessment. The assessment is based on the children's
contributions to the discussion, their ability to work in groups and
pairs, and their personal journal entries about this activity.
Standards
National Science standards
Grade K-4, Science as Inquiry/Abilities necessary to do scientific
inquiry/plan and conduct a simple investigation.
Grade K-4/ Physical Science Properties of objects and materials/
Materials can exist in different states-solid, liquid, and gas. Heating
or cooling can change some common materials, such as water from
one state to another.
Adapted from lesson found at
http://serc.carleton.edu/sp/mnstep/activities/26393.html
22
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
23
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
24
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
25
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
26
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
27
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
28
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
29
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
30
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
31
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
32
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
33
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
34
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
35
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
36
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
37
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
38
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
39
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
Finding North and South on Magnets
Subject - Science
Grade Level - 1st - 2nd
Magnets: "North and South Poles"
Materials:
1. 36 doughnut shaped magnets
2. 36 red and 36 blue dot stickers
3. 12 new pencils
4. various shaped magnets
Preparation:
1. Apply the red and blue dots to the 36 doughnut shaped magnets,
making sure that all the south poles are one color and the north
another
Procedure:
1. Group the children into 4’s.
2. Provide each group of children with one pencil and 4
doughnut shaped magnets
3. Ask the children to place the magnets on the pencil in such
a way that the magnets are not touching each other, they
are not touching the magnets and nothing else is touching
the magnets (besides the pencil). Ask them to raise their
hands when their group has finished. When a group has
finished, ask that group some questions.
a.) Why does this happen?
b.) Will it happen off the pencil?
4. Allow for as much time as needed until every group is done
(up to 10-15 minutes, then stop regardless). Ask the
groups to share what they have learned.
5. How did your group arrange the magnets so that they would
repel away from each other. You can refer to the colored
dots on the magnet if it is helpful.
40
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
6. Explain that sometimes magnets attract, or come together
and sometimes they repel, or push apart. What are your
magnets doing now? What are they doing when you place
them onto another magnetic metal?
7. Please make your magnets attract to each other. Please
make your magnets repel from each other.
8. Explain that every magnet has two parts, a north pole and a
south pole. Lets say that the blue side is the north and the
south part is red (draw on board). What happens when we
put the north side against the south side? (Let them try this
at their desks) North side against north side? South side
against south side? What does this mean? (opposites attract,
listen to all other comments.)
9. Supply each group with various shaped magnets.
10. Ask each group to make the magnets repel and attract
from each other. Also ask if they can identify the north and
south poles. Allow 10 minutes of exploration time.
11. Ask each group to pick one magnet and to demonstrate
which side is the north and which side is the south. Ask the
question, "Do any of you hang your school work on the
refrigerator?" "What do you use to do this?" "If your
refrigerator was a blue dot or was the north end of the
magnet, what side of the other magnet would face the
refrigerator? "How do you know?"
12. To conclude the lesson, ask them to get out their journals
and to write down what they have learned.
Adapted from www.lessonplanspage.com/ScienceMathMDMagnetNorthSouthPoles12.htm
41
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
42
Detroit Public Schools
Physical Properties
Office of Science
Grade 1
43