Inquiry Lesson on Magnets
November 12, 2007
Dr. Vincent/ Science for Elem/ MWF 800
a.
The concept of the lesson will be magnets and magnetism. The main concept is
centered on the PASS skill for second grade physical science, standard one, objective
three. This states that magnets attract and repel each other and certain other materials.
The students will learn in their explore phase that certain objects, including other
magnets, can be drawn to magnets or that a magnet attracts certain objects. They will also
see that certain objects are not attracted to magnets, and that sometimes a magnet will
push another magnet away. This will teach the students that sometimes magnets repel
each other. They will learn to classify objects into two categories of objects that are
attracted by magnets and those that are not. The student will also be able to describe
characteristics of the two different categories and explain differences about both
categories. Students will then learn that every magnet has a north and a south pole. This
will go hand in hand with the concept of attraction and repulsion that they discover in the
explore phase. They will discover the science concept that opposite poles of a magnet
attract each other and like poles repel each other. In the expand phase the students will
apply their knowledge of the north and south poles of a magnet and how they attract or
repel each other in an activity with compasses and magnets. The students will discover
through exploring with these two objects that a compass works just like a magnet. They
will discover this because the compass needle will follow the south pole of the magnet.
After this investigation the students will learn through discussion that the earth is also a
magnet and that the compass points north because the magnet in the needle is attracted to
the magnetic pole of the earth. They will discover also that magnets are found naturally
occurring in the earth and that is why the earth has its magnetic force. Although all of
these sub concepts will be touched on briefly, the main concept for the children to learn is
that magnets attract and repel each other and other certain objects. The majority of time
in this lesson will be focused on making sure the students fully understand this concept.
The other sub-concepts can be more fully developed if the students easily understand the
main concept.
For this inquiry lesson I would suggest that the teacher does a little extra research
on magnets before beginning. The teacher should build a background on what objects
will be attracted to magnets and which will not. To help me understand better I
researched how magnets work. The teacher may want to understand that all of the objects
that are attracted to magnets have unpaired electrons just like a magnet. This causes the
object to act in a way like a magnet and be attracted to the magnet. Teachers might want
to look at what metals and minerals are found to be naturally occurring magnets. This
information will be useful if students have questions about this when talking about the
earth as a magnet. By being able to explain that the earth produces these magnets student
may better understand how the earth acts as a magnet. One thing I would definitely want
to warn teachers to look at and make sure they understand is the difference between the
geographic north pole and the magnetic north pole of the earth. The magnet in the needle
of the compass always points north because it is attracted to the south pole magnetism of
the geographic north pole. I was not aware of this or had never though about it until I
began this lesson. If the teacher is unaware of this going into the lesson it might be
confusing for several students and they might come to understand the concept of how a
compass works incorrectly.
b. The students will be using several process skills to complete this investigation. During
the explore and expand phase the students will be using the skill of observation. This will
be their primary means of obtaining information about how magnets work. The student
will use this skill in the explore phase when they are observing which objects are
attracted to a magnet and which are not. In the expand phase, the student swill be
observing how the compass reacts to the magnet to help them gather information about
how a compass works. In both situations students are observing what is happening and
recording the data they find. Student will also use the process of classifying in this lesson
when they are classifying the objects into two categories, objects that magnets attract and
objects that magnets do not attract. When the students classify these objects they are
organizing the observations that they have made and are noting differences and
similarities of the objects. Students will also use the process skill of prediction in the
inquiry lesson. In the explore phase students will be asked to make prediction about
whether each object will be attracted to the magnet or not. By the expand phase students
should be making predictions in their head about how the magnet will affect the compass
even if they are not required to formally record them. Students will be using the process
of making inferences in this lesson as well. When we are discussing our findings in the
explain phase students must use inferences to draw conclusions about what they have
observed. Finally, students will use their skill of communication in every phase of this
learning cycle to express their ideas about the concept they are learning. Through this
communication they will develop the concept and take on a more active role as learners.
Students will communicate their observations about the objects in the explore phase. In
the explain phase they will communicate their ideas to develop the idea that magnets
have poles and how they are attracted or repelled by them. In the expand phase students
will communicate their ideas and observations about how a magnet affects a compass.
Through this communication the students will come to understand the concept of how a
compass works. All of these process skills are aligned with second grade PASS process
skills for science standards 1, 2, 3, & 4, and content standards 1 objective 3 under
physical science.
Part 2
Inquiry Lesson Plan on Magnets
Grade Level: 2nd
Inquiry Question: What kinds of objects are attracted to magnets and why do magnets
sometimes repel each other and sometimes attract each other?
Concept to be invented: Materials can be classified as either being attracted to magnets or
not. Every magnet has a north and a south pole. Opposite poles (north and south) will
attract each other and like poles (north and north) will repel each other.
PASS Skills:
Content: Physical Science: Standard 1: Properties and Interactions of Objects and
Materials - Characteristics of objects can be described using physical
properties such as size, shape, color, texture, or magnetism. Interactions
change the position and motion of objects. The student will engage in
investigations that integrate the process standards and lead to the
discovery of the following objectives: 3. Magnets attract and repel each other
and certain other materials. Magnetic force passes through materials such as
paper, glass, and water.
Process: Process Standard 1: Observe and Measure, Process Standard 2: Classify, Process
Standard 3: Experiment and Inquiry, Process Standard 4: Interpret and
Communicate
a. Objectives
1. Students will demonstrate their knowledge of which objects a magnet attracts and
which they do not and the understanding of polar attraction of magnets by completing a
pictorial pre and post-assessment.
2. Students will apply their knowledge of polar attraction in magnets to understand how
compasses work and will demonstrate this knowledge through an informal assessment of
classroom discussion.
3. Students will predict which objects will be attracted to magnets by completing a
pictorial pre-assessment.
4. Students will be able to observe whether or not certain objects are attracted to magnets
by investigating this during the explore phase.
5. Students will classify objects into two groups; items that are attracted to the magnet
and objects that are not.
Materials needed:
Bar magnets with identified (in this lesson they are painted red on one end and white on
the other) north and south poles, glass jar, wood, paper, pencil, paper clips, nails, spoon,
keys, comb, marbles, building blocks, aluminum foil, cork, cardboard, coins, plastic bag,
battery, tissue, balloon, bolt, buttons, ruler, scissors, washers, staples, aluminum foil,
compasses, chalk, chalkboard
Exploration:
Process skills used: Observing, classifying, prediction, and communication
Before beginning the lesson each student will be given a pre-assessment pictorial
worksheet having them predict whether or not a magnet would be attracted to certain
items on the page. The worksheet will have a picture of several (but not all) of the items
listed above and also a picture of a magnet. I will then instruct the students to write “yes”
if they think the pictured item will be attracted to the magnet and “no” if they do not
think it will be attracted to the magnet. I will be sure to remind the students that this test
is not for a grade.
After the students have taken the pre-test I will divide up the class into four
groups and give each group all of the items listed in the materials needed section. I will
also give each group a worksheet for them to record the data they are about to collect. I
will then explain to the students that today we are going to find out about magnets. On
the worksheet there will be a spot for the group to make a prediction about whether or not
each object will be attracted to the magnet. After they have made all their predictions,
they will then go back through the list of objects and test each one to see if it is attracted
to the magnet or not. There will be a yes category and a no category for the group to mark
on each object. Before we get started with the magnets, I will tell each group to use the
red (south pole) end of the magnet to test everything. This will be important because on
two of the groups worksheets there will be a spot for them to see if their magnet will
attract the red end of another magnet. On the other two groups worksheet, they will be
asked to see if their magnet will attract the white end of the magnet. After they are done
making their predictions and completing their tests, each group will have to classify the
objects into two groups; objects that were attracted by the magnets, and objects that were
not. At this point I will be walking around the rooms and observing the students as they
conduct their investigations. I will ask each group as they are classifying the objects, “Do
you notice any similarities between the objects are attracted by the magnet?” and “Are
there any similarities between the objects that are not attracted?” Students should be
coming to the conclusion that most of the metal objects are attracted to the magnet,
although many non-metal materials are not being attracted. I will also ask each group if
their magnet was attracted to the other magnet. Two of the groups should answer yes (the
groups trying opposite ends) and two should answer no (the groups trying like ends). At
this point I will ask the groups individually, “Why do you think the magnet was attracted/
not attracted to the other magnet?” The teacher’s role in this part of the learning cycle
will be to give the students their task and inform them of how to collect their data. It
would then be up to the students to obtain that data. I would use this more teacherdirected form of inquiry because the students are very young and this might be one of
their first experiences with it. The teacher should allow the students to explore and make
observations on their own, but use questioning to determine their understanding of the
concept and to further develop that concept. The teacher’s questions will be an important
part of this stage. However, the teacher’s level of involvement in this phase should be
minimal.
Explain
Process skills used: communication and inferences
After the groups have tested their objects and collected their data, we will discuss
our findings as a class. We will go through each object one by one as a class and
communicate whether or not the object was attracted by the magnet. I will write each
object on the board in the one of two categories, those that were attracted to the magnet
and those that were not. However, I will not yet ask about whether or not the magnet
attracted the other magnet. I will tell them I am saving that question for later. If there are
any discrepancies over an object I will perform the test in front of the class until we can
agree on whether or not it is attracted to the magnet. Next, I will have each group discuss
what similarities they found in the group that was attracted and the group that was not. I
will write their ideas on the chalkboard as they come up with them. As a class we should
come to the conclusions that most of the metals were attracted to the magnet, but most
non-metal materials were not.
Finally, I will ask each group to tell me if their magnet attracted the other magnet.
When two of the groups reply yes and the other two reply no, there is bound to be some
disequilibrium. I will then ask someone from on of the groups that had the attracting
opposite end magnets to come and show the class why they said yes. I will ask another
member from the group that replied no to show why they had stated that. During this
demonstration students are bound to speak up and say that the student who is doing it
differently from their group is doing it wrong. There will also be students that disagree
with those students and say he or she is doing it correctly. By asking questions and
guiding the students the class should come to the conclusion that although the red end of
the magnet is attracted by the white end, it pushes away the other red end. At this point I
will have the students all take their seat so we can discuss our new finding. At this point I
will introduce the new terms attract, repel, and poles. I will provide some scaffolding by
telling them that every magnet has a north and a south pole. I will the say that the red part
of the magnet it called its south pole and that the white part is called its north pole. Then I
will ask the students, “When I touch one north pole and another north pole together what
happens?” the students should come to the conclusion that the magnets will push each
other apart or repel each other. Then I will ask the students, “What do you think will
happen if I touch a south pole to another south pole?” Students should be able to
conclude that the magnets will again repel each other. We will discuss how when the like
ends of magnets are put together they will always repel each other. I will then ask the
students “What do you think will happen if I touch a north pole to a south pole?” The
students should respond that they will attract each other. I would then remind them that
said that north poles and north poles were like poles. I would then ask the students
questions so they would develop the concept that north and south poles were opposite
poles. Just to make sure everyone understood, I would ask the class what opposite poles
would do if they were put together and what like poles would do. At the end of the
explain phase I should be able to assess though observation and class participation
whether or not the students understand that opposite poles attract each other and like
poles repel each other.
The teacher’s role in this phase is to help students communicate their ideas about their
observations so that they may learn and develop the concept. The teacher should try to
not simply tell the students answers, but instead teacher should promote students’
understanding through questioning and scaffolding. The teacher’s involvement in this
stage will be considerably more than in the explore stage. However, if at all possible
teachers should allow students to develop their ideas together before interfering. The
tether will also have the important role of guiding the discussion toward the right
conclusion and negating misunderstandings that may occur.
Expand
Process Skills: observation, inferences, communication
To begin the expand phase I will ask the students what they already know about
compasses. Students may have several relevant responses, but I will be guiding them
towards telling me that a compass always points north. After we have come to that
agreement I will ask the students “How does the compass know which way is north?” and
“Is there anyway to make a compass needle point in a direction other north?” Then we
will discuss their answers for the questions. I will write some predictions we make about
these questions up on the board. Next, I will tell the students we are going to see if we
can use what we know about magnets to figure out our questions. I will divide the class
up into smaller groups so that there are two or three in each group. Then I will give each
group a bar magnet like the one used in the explore phase and a magnetic compass. I will
then ask the students to play with both the magnet and the compass together and see what
information they can find out about the two and how they interact. As each group is
working with the magnet and the compass I will walk around and observe the groups. I
will ask each group questions such as, “Does the magnet affect the compass at all or does
it not change where the needle is pointing?” and “What does the magnet seem to be
making the needle do?” Students should be realizing that the needle is attracted to the
south pole of the magnet and repelled by the north pole of the magnet. After they have
explored with the magnets and compasses enough I will have another class discussion to
discuss what we had found out. Through discussion students will identify that the needle
of the compass followed the south pole of the magnet wherever they would take it. I
would ask students at this point, “What other object was attracted to a magnet like that?”
I would then remind the students that the north end of our magnets also like to follow (or
is attracted by) the south end of another magnet. I would then ask the students what they
thought the compass was made of. They would either come to the conclusion that the
compasses also use magnets or I would provide that scaffolding for them. Then I would
ask the students if our compass we used in our experiment was always pointing at the
magnet that was right next to it, then what magnet is it pointing at whenever we take our
magnet away. Students might come up with several answers but I would guide them
towards thinking that their might be something in the earth that acts like a magnet and
attracts the needle. At this point I would tell them that they are right, and in fact the
whole earth is like one big magnet! At this point you could mention that the earth is full
of the materials that were attracted to the magnet and that is where we get a lot of
magnets from metal that occur naturally in the ground. I would also explain that although
the compass needle is pointing at the north pole, it is actually the south end of the earth’s
magnet. So that the north end of the earth’s magnet is actually at the south pole. Then we
would wrap up the expand phase by going over again how the north pole of the needle in
the compass was attracted to the south pole of our magnet.
In this stage students are given a little more freedom when investigating with the
compass and the magnet. The teacher should allow students to explore freely and should
help the student observe important things that are happening by asking the right
questions. At the end of this phase, the teacher will serve as a guide for the discussion
again, leading students with questioning. Teachers will also have to present students with
information that they will not be able to observe in their observations.
Evaluation
Although evaluation is listed at the end of this lesson, it is definitely not the only
place where the students will be evaluated. Students will be assessed formally and
informally and by using pre-assessments, formative assessments and summative
assessments. Before students being the explore phase they will take a brief pictorial preassessment to see how much they understand about what objects are attracted to magnets
or not. This evaluation will be very helpful for the teacher to be able to modify his or her
plan when teaching this lesson. For example, if the teacher sees that most students will
correctly guess which objects are attracted to the magnet, he or she will not need to spend
as much time going over this material since they will develop this concept quickly. This
will allow more time for students to connect to other sub concepts and further their
knowledge of the original concept. On the other hand, if students have a difficult time on
the pre-assessment the teacher can make sure they cover this concept fully before they
start introducing any sub concepts. I will be using informal observation as a formative
assessment to evaluate how the students understand the concept as we are learning it. I
will make sure I get around to all students to observe them working to make sure they
understand the connection between the activity and the concept. I will also use
questioning as an informal way of finding out what students are having difficulty
understanding as individuals and as a class. The observations I make should be use to
modify my teaching. If there is part of the concept they are struggling with we can go
back over it. If the easily grasp a certain part, I know we can probably move on to more
information or a sub concept. Finally at the end of the lesson, I will give the students the
same test that I gave them during the pre-assessment. Students should be able to identify
by this point which objects will be attracted or not. Students should learn by the end of
the lesson that magnets are both attracted and repelled by other magnets so I would not
have the picture of the magnet as on the pretest. Instead I would add to this summative
assessment by asking students to identify from pictures showing to magnets if they would
attract or repel each other. Also included on this post-test, students would have to
complete these two sentences. “If similar poles of a magnet are put together they will
______ each other. If opposite poles of a magnet are put together they will ________
each other.” This will ensure that students have learned the main concept of this lesson.
Students will understand that magnets attract each other with opposite poles and repel
each other with like poles and that certain other objects are either attracted or not
attracted to magnets. Students will demonstrate this understanding on this post-test
worksheet.
Questions
Questions students might ask about the concept
Are all metal objects attracted to magnets?
What are magnets made of?
Are we magnetic, or are we attracted by magnets?
Are there any liquids that are attracted by magnets?
Why is their magnet attracted and ours is not?
What makes the magnets push away from each other?
Why are they called poles?
Why does the compass follow or push away from the magnet?
Are there any other planets that act like magnets?
Questions to ask students during the lesson
Expand
“Which objects are attracted to the magnet? Which are not?”
“Do you notice any similarities between the objects are attracted by the magnet?”
“Are there any similarities between the objects that are not attracted?”
“Does the magnet attract the other magnet?”
“Why do you think the other magnet was/ was not attracted by out magnet?”
Explain
“What are some typical characteristics that describe objects that are attracted by/ not
attracted by our magnet?”
“Why was their magnet attracted by the other magnet when your magnet was pushed
away by the other magnet?”
“What are some reasons you can think of that would explain the difference in how the
magnets are acting?”
“When I touch one north pole and another north pole together what happens?”
“What do you think will happen if I touch a south pole to another south pole?”
“How does the compass know which way is north?”
Expand
“Is there anyway to make a compass needle point in a direction other north?”
“What other object was attracted to a magnet like that?”
“What magnet do you think the compass is pointing to when we take out magnet away?