Magnets Unit One
Second Grade
One Week Unit
Amber Hornbarger and Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Introduction
Magnets are surrounding us, from holding papers on the refrigerator to the attraction between the
moon and earth. Magnets are predictable and reliable because we know how they will act around
other magnets. This magnet unit will help students understand types of magnets, how they work
and magnetic poles. Magnets can be used for many purposes and this unit will present them
across curriculum, from art to movement to integrating technology. Magnets are part of the SOL
for second grade, learning how they work and every day applications for magnets are necessary
for students to further their science education.
Amber Hornbarger & Rachel Goolsby
Objectives
General Unit Objectives
(BIG ideas of the unit): These three general objectives address the essence of the Standards of
Learning for the main focus/core content of the unit plan. - THINK BIG ideas and what you
want your students to “gain” from participating in this unit.
These objectives can focus in the following areas
The students will know and understand magnets, differentiate between
magnetic/non-magnetic materials, artifical/natural magnets and magnetic poles

The students will appreciate how magnets can be applied to every day life,
recognizing their characteristics and functions, and their attraction to specific
metals.

The students will integrate magnetic ideas across curriculum, using fine arts,
physical education, and technology and the core subjects.
Amber Hornbarger & Rachel Goolsby
Specific Objectives
In order to meet this standard (Science 2.2), it is expected that students will

TSWBAT use magnetic compasses to determine the directions of north and south poles.

TSWBAT understand what magnet poles are and how they repel and attract through
repetition of the poles song as a class, singing it 4 times throughout the class.

TSWBAT identify different types of magnets: artificial and natural, through highlighting
at least one of each in the magnet sort.

TSWBAT predict which materials will be attracted to magnets, test the predictions, and
create a chart that shows the results, classifying materials as to whether they are attracted
to magnets or not.

TSWBAT finish the first half of their interactive folder, gluing all of the appropriate
pieces to the folder, having all of the necessary items.

TSWBAT write a story about magnets, following the guidelines for a minimum of 5
sentences.

TSWBAT make predictions with the teacher about what they think will happen during
the station, recording their predictions on the Four Corners Worksheet, filling out one
statement for each box and graphing the results on the board.

TSWBAT complete one of the two file folder games with a partner, playing to the finish
and placing the appropriate cards on the appropriate spaces.

TSWBAT watch the BrainPOP video and differentiate between the two magnetic poles,
through completing the BrainPOP video quiz, taking it as a class and receiving at least an
80%

TSWBAT play the magnet tag game, correctly identifying north and south poles through
their attraction/repulsion of other students (teacher must watch students play).

TSWBAT write five facts on notecards, at least two of the notecards will focus on north
and south poles, gluing each folded notecard on the interactive folder, four of the five
notecards will be correct facts.


TSWBAT separate magnet versus non-magnetic items with 90% accuracy, through
smartboard app.
Amber Hornbarger & Rachel Goolsby

TSWBAT fill out bingo sheet from asking classmates different questions, with 90%
accuracy.

TSWBAT write a story a story about magnets, including descriptive details.

TSWBAT define magnetic/non-magnetic, and the differences between these two through
completing a worksheet identifying 8 out of 10 items correctly.

TSWBAT begin their interactive folder, reinforcing magnetic/non-magnetic, types of
magnets and poles through correctly gluing all items in appropriate areas of folder (100%
accuracy necessary).

TSWBAT complete magnet vocabulary worksheet answering questions with at least 83%
accuracy.

TSWBAT paint with magnets, using at least four different magnets to complete the
picture.

TSWBAT fill out the ‘KWL’ chart, including at least 3 facts about what they know about
magnets and one thing they ‘want to know more’ about magnets on KWL sheet. (leave
‘learned’ space blank).
Amber Hornbarger & Rachel Goolsby
Standards of Learning
Main SOL
Science SOL 2.2 The student will investigate and understand that natural and artificial
magnets have certain characteristics and attract specific types of metals. Key concepts
include
a) Magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and
b) Important applications of magnetism.
Supporting SOLs
Science SOL 2.1 The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations in which
a) Observations and predictions are made and questions are formed;
b) Observations are differentiated from personal interpretation;
c) Observations are repeated to ensure accuracy;
d) Two or more characteristics or properties are used to classify items;
e) Conditions that influence a change are identified and inferences are made;
f) Data are collected and recorded, and bar graphs are constructed using numbered
axes;
g) Data are analyzed, and unexpected or unusual quantitative data are recognized;
h) Conclusions are drawn;
i) Observations and data are communicated;
Language Arts SOL 2.12 The student will write stories, letters and simple explanations
a) Generate ideas before writing
b) Organize writing to include a beginning, middle and end for narrative and expository
writing
c) Expand writing to include descriptive detail
d) Revise writing for clarity
Math SOL 2.17 The student will use data from experiments to construct picture graphs,
pictographs and bar graphs
Amber Hornbarger & Rachel Goolsby
PE SOL 2.2 The student will apply the basic movement concepts to change performance of
locomotor, non-locomotor and manipulative skills use the concept of relationships (e.g.
Over, under, around, in front of, behind and through) in dynamic movement situations
a)
Use the concept of relationships (e.g., over, under, around, in front of, behind, and
through) in dynamic movement situations.
b)
Use the concepts of spatial awareness (e.g., location, directions, levels), and effort
(time, force, flow) in static and dynamic movement situations.
Technology SOL 2.1 Demonstrate an operational knowledge of various technologies.
a)
Use various types of technology devices to perform learning tasks.
o
Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact
with a computer.
o
Use appropriate buttons, gestures, menu choices, and commands to manipulate
the computer when completing learning tasks.
b)
Communicate about technology with appropriate terminology.
c)
Use basic technology vocabulary as needed.
Fine Art SOL 2.4 The student will create works of art inspired by a variety of concepts,
themes, and literary sources.
Magnets Lesson Plan 1
Amber Hornbarger & Rachel Goolsby
Purpose:

Today’s lesson introduces the two week unit of magnets. The focus for the first lesson
will be differentiating magnetic and non-magnetic items, artificial and natural magnets,
and understanding the poles of a magnet.

Science SOL 2.2 The student will investigate and understand that natural and
artificial magnets have certain characteristics and attract specific types of metals.
Key concepts include:

Magnetism, iron, magnetic/nonmagnetic poles, attract/repel
Objectives:

TSWBAT define magnetic/non-magnetic, and the differences between these two through
completing a worksheet identifying 8 out of 10 items correctly.

TSWBAT identify different types of magnets: artificial and natural, through highlighting
at least one of each in the magnet sort

TSWBAT understand what magnet poles are and how they repel and attract through
repetition of the poles song as a class, singing it 4 times throughout the class

TSWBAT begin their interactive folder, reinforcing magnetic/non-magnetic, types of
magnets and poles through correctly gluing all items in appropriate areas of folder (100%
accuracy necessary)
Procedure:
Introduction (10 minutes)

The teacher will put on a Magnetic glove and walk around the classroom, specifically
picking up materials that are magnetic or magnets from the board. Then the teacher will
ask the students some questions about why the gloves can pick up certain items.

What do you think being a magnet means? Or what the word magnetic means?

Can you find other magnets in the classroom?

When something is magnetic, how would you describe it? (i.e. Stick together,
mesh, etc.)

Teacher will record some of the students answers on the board.
VISUAL, AUDIO

Read Aloud (20 minutes)

What Makes a Magnet? By Franklyn M. Branley,
Amber Hornbarger & Rachel Goolsby


Revise definition of magnet (from above)

Can you find more magnets in the classroom? Where?

Can you think of some magnets at home?
Discuss poles of a magnet and explain difference between north and south, attract
and repel. The teacher will hold up two magnets and show how the magnets repel
and attract. The teacher will have a student come up to make sure when the
magnets repel, they cannot/do no stick together. Breifly talk about how the force
between the north and south poles create a magnetic field
KINESTHETIC

Restate the following:

Magnets have two poles, north and south

North poles are at one end, south pole is at the opposite end

Same poles repel; different poles attract
AUDIO, VISUAL

“Did You Ever See a Magnet? Song (20 minutes)

Http://the-science-mom.com/1365/magnets-song-ever-see-magnet/
Did you ever see a magnet, a magnet, a magnet?
Did you ever see a magnet pull this way and that?
Attraction, repulsion
Attraction, repulsion
Did you ever see a magnet pull this way and that?
Did you ever see a magnet, a magnet, a magnet?
Did you ever see a magnet pull this way and that?
The north pole, the south pole
The north pole, the south pole
Did you ever see a magnet pull this way and that?
Did you ever see a magnet, a magnet, a magnet?
Did you ever see a magnet pull this way and that?
AUDIO
Amber Hornbarger & Rachel Goolsby
Development p0
Magnet Sort; Everyday Items (15 minutes)

Discussion of differentiation between natural and artificial magnets based on
items in the magnet sort.

A natural magnet is an object that has a magnetic field and is attracted to
iron and steel (https://www.google.com/?Gws_rd=ssl#q=define+a+natural+magnet)

An artificial magnet is a manufactured magnet (http://www.engineeringdictionary.org/wiki/artificial_magnet)

Natural magnets occur in nature, artificial magnets are man-made

Show the students different examples of each, natural/artificial (natural:
lodestone; artificial: U-shape magnet, horseshoe magnet)

Magnet sort will comprise two zip lock bags per table, consisting different items
that are magnetic or non-magnetic.

One zip-lock bag has felt, pencils, beads, buttons, shells, markers, a spoon,
plastic necklace, eye patch, and other small trinkets

One zip-lock bag has metal paper clips, bobby pins, bells, lodestone, and
zippers.

Dump each bag on student desks and mix them up; depending on amount
of supplies and amount of students, the teacher might need to break
students into pairs or small groups (table groups).
VISUAL, KINESTHETIC

Magnet T-Chart (25 minutes)

Students will be given a graph with a ‘T Chart’, dividing the paper into two
sections, magnetic and non-magnetic.

Students will be responsible to make a small prediction of what they think will be
magnetic and non-magentic at the top of their paper.

Next, they will use magnets and see which items are attracted to their magnet or
not from the Ziploc bags and create two different piles. Magnetic and nonmagnetic.

Finally, the students will be given a chart with pictures on it. They will cut and
glue the pictures on their own chart in their interactive notebook, coloring the
Amber Hornbarger & Rachel Goolsby
pictures and identifying whether they are magnetic or not.

Review T-Chart as a class, calling out where each item goes item by item.
KINESTHETIC, VISUAL
Summary

Interactive folder (15 minutes)

Explain to students that they are going to make their first entry into the interactive
folder. Ask them to…

Label and glue magnet pictures.

Label poles on pictures.

Label natural and artificial magnets.

Glue T-Chart into folder. Go over the T-Chart as a class.
Think, Pair, Share (5 minutes)

Have students get in partners and tell their partner two objects that are magnets,
two that are not and which poles are attracted to each other
Stoplight Exit Slip

Have students write their names on a sticky note and place it on green, yellow or
read (pre-made stoplight), regarding how they feel about magnets: got it, okay, do
not understand
Homework: Bring in two magnet examples from home
For Struggling Students

Have them work in partners.

Make sure to give the students an example on their worksheet of an item that is
magnetic/non-magnetic.

Have students work in a small group if they don’t understand the concept of
magnets.

Give students magnets to use, separating each item first before testing it.
For Advanced Students

Have them make up/draw pictures of other magnets or places where you might
find magnets.
Amber Hornbarger & Rachel Goolsby

Have students write their own definition of a magnet once they finish the chart.

Draw and label a magnet.
Materials

What Makes a Magnet? By Franklyn M. Branley

Individual zip-loc bags filled with magnets and non-magnets:

Lodestone

Paper clips

Coins

Felt

Pencil

Beads

Aluminum foil

Plastic spoon

Button

Shell

Marker top

Bobby pins

Plastic necklace

Eye patch

Jingle bell

Glue stick
Manilla folders
Magnet pictures
Non-magnet pictures
Stoplight
Sticky notes
Evaluation Part A:

Keep an eye on strugglers while circulating the room and be sure to assist them
Amber Hornbarger & Rachel Goolsby
accordingly.

Walk through while students are grouping the different items, if students appear to not
understand, have them work in partners.

See if the student can define what a magnet it and isn’t through their worksheet, with 8
out of 10 items correct.

Review their T-Charts as a whole group, having the students respond altogether as the
teacher goes through the items.

Have the students tell their elbow partner the difference between artificial and natural
magnets.

Have students sing the magnet poles song at the end of the lesson.
Evaluation Part B:

Did the students meet my objectives?

What worked? What didn’t work?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How many students seemed to be really struggling with the concept?

How can I help the struggling students in a different way?
Amber Hornbarger & Rachel Goolsby
MAGNET T-CHART
Prediction:
____________________________________________________________________________________
_____________________________________________________________________________________
MAGNETIC
NON-MAGNETIC
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Magnets Lesson Plan 2
Purpose:

The purpose of this lesson is to bring realistic examples of magnets to the students. It
aims to solidify student understanding of important applications of magnets and magnet
characteristics as an everyday object.

Science SOL 2.2 The student will investigate and understand that natural and
artificial magnets have certain characteristics and attract specific types of metals.
Key concepts include:

o
Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and
o
Important applications of magnetism.
Science SOL 2.1 The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and conducting
investigations in which
o

Observations and predictions are made and questions are formed;
Language Arts SOL 2.12 The student will write stories, letters and simple
explanations
o
Generate ideas before writing
o
Organize writing to include a beginning, middle and end for narrative and
expository writing

o
Expand writing to include descriptive detail
o
Revise writing for clarity
Math SOL 2.17 The student will use data from experiments to construct picture
graphs, pictographs and bar graphs
Objectives:

TSWBAT write a story about magnets, following the guidelines for a minimum of 5
sentences.

TSWBAT make predictions with the teacher about what they think will happen during
the station, recording their predictions on the Four Corners Worksheet, filling out one
statement for each box and graphing the results on the board.
Amber Hornbarger & Rachel Goolsby

TSWBAT complete one of the two file folder games with a partner, playing to the finish
and placing the appropriate cards on the appropriate spaces.
Procedure:
Introduction (20 minutes)

Gather students on the carpet.

Partner talk; have students turn to their elbow partner and share the different objects that
are magnetic that they found at home.

Ask the students to pick their favorite magnetic object/magnet shape (can be the shape of
the magnet and/or color).

Go around the room and have each student share their favorite magnet, one by one.

Discuss the different kinds of magnets (natural/artificial), their poles (north/south), and
how magnets interact (attract/repel/magnetic field).
AUDIO
Development (45 minutes)

Tell the students that we are going to leave the carpet and enter centers for the day.

Centers (3): Each center time will be 15 minutes long.

CENTER 1: Write a story about magnets. If I was a magnet, I would…

Students will be given a sheet of decorative paper and guidelines to write
five sentences. Starting with “If I was a magnet, I would…” then three
descriptive sentences and a final statement such as “That’s what I would
do if I was a magnet.”
KINESTHETIC, VISUAL

CENTER 2: Teacher station; bottle with pipe cleaners and a bottle with miniature
bells

The teacher will show the students some cut up pipe cleaners. The
students will make verbal predictions about these pipe cleaners, whether
they are magnetic or not.

Give the students a Four Corners worksheet, having them record their
Amber Hornbarger & Rachel Goolsby
predictions.

Next, the students will be shown a plastic bottle and ask the students what
they think about the bottle.

Put the pipe cleaners inside the bottle and have the students hold the bottle
up; there are no magnets used yet.

Next, show the students the magnets on the table. Have the students move
the magnets across the bottle to see how the pipe cleaners move.

Have students complete the Four Corners sheet based on the results after
the magnets were moved.


Four Corners Sheet:

What I saw

Why do I think it happened

I was right about

What I didn’t know was
Finally, the teacher will repeat the process with miniature jingle bells;
showing the students how the bells can repeat the same process as the pipe
cleaners.
VISUAL, AUDIO, KINESTHETIC

CENTER 3: File folder games {must have at least two students per game to make
it successful}

“The Magnet Match”

A game that has different images, magnetic/non-magnetic items
moving across the board.

The students are given cards with magnets and cards with magnets
crossed out, have them pick which image goes on the different
items, moving through the board until they get to the end.

ANOTHER WAY...mix up the cards and place them face down in
the deck; take turns picking a card and moving to the first picture
that first the card drawn.

“Magnet Magic”

This game board is full of magnets and magnets that are crossed
Amber Hornbarger & Rachel Goolsby
out, there is a bag full of items that accompany the game.

Mix up the item cards and have the students draw a picture, oneby-one. They need to correctly match the images with the
magnets/non-magnets.
KINESTHETIC, VISUAL, AUDIO
Summary (25 minutes)

Graph predictions from teacher station as a whole group.

Have a chart on the board already written with the x and y axis labeled. Have each
student come to the board in groups of three and plot their prediction above the
appropriate bar.


Review the results as a class.

Which bar has the greatest population?

Which bar has the least?

How do you know?
Have students copy and write class results in their interactive folder.
KINESTHETIC, AUDIO, VISUAL
For Struggling Students

For the magnet writing piece, the students can be given a template with the first
and last sentences pre-printed. These will allow the student to focus their writing
and on the descriptive sentences.

These students can also be given a venn diagram to help organize their thoughts.
The teacher should be aware of who to put in groups together for centers.

These students can draw a picture first before writing, deriving their story out of
their picture.

Bottle and pipe cleaner predictions are made at the teacher center, the teacher can
assist when deemed necessary.

At the file folder games center, the teacher can make small sheets with directions
printed on them and have ‘pre-selected teachers’ to assist students who do not
understand how to play the games.
For Advanced Students
Amber Hornbarger & Rachel Goolsby

For the magnet writing piece, the students can elaborate more on their story,
adding more than three sentences. They can draw a picture once they have
finished their writing piece.

At the teacher station, the teacher can ask more challenging questions (regarding
amount of pipe cleaners or types of magnets, etc) to see if any predictions change.

At the file folder games, these students can be the ‘pre-selected teachers’ for the
students who are struggling. These students will help teach the other students how
to play the file folder games.
Materials

Magnets

Pipe cleaner

Two liter bottle

Decorative paper

“The Magnet Match” game board and cards (attached)

“Magnet Magic” game board and pieces (attached)

Interactive folders from previous class

Jingle bells

Decorative worksheet for witing

Guidelines for written piece
Evaluation Part A:

The students will turn in their story, and the teacher will check the guidelines, making
sure each story follows the guidelines, including a minimum of five sentences.

The students will turn in their predictions chart, completing one example per box on the
four corners worksheet, the teacher will check for completion.

The students will play at least one of the two file folder games, in partners, playing to the
finish of the game.
Amber Hornbarger & Rachel Goolsby
Evaluation Part B:

Did the students meet my objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How many students seemed to be really struggling with the concept?

How can I help the struggling students in a different way?
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Guidelines for Writing Piece
First sentence: “If I was a magnet, I would..”
Second sentence: Descriptive
Third sentence: Descriptive
Fourth sentence: Descriptive
Fifth sentence: “That’s what I would do, if I was a magnet.”
Amber Hornbarger & Rachel Goolsby
FOUR CORNERS
Prediction:
____________________________________________________________________________________
_____________________________________________________________________________________
What I saw…
Why do I think it happened?
I was right about…
What I didn’t know was…
Amber Hornbarger & Rachel Goolsby
Magnets Lesson Plan 3
Purpose:

The purpose of this lesson is to reinforce how magnets attract / repel, the
difference between north and south poles, and give students concrete definitions of
different magnet terms in their own words.

Science SOL 2.2 The student will investigate and understand that natural
and artificial magnets have certain characteristics and attract specific types of
metals. Key concepts include:


Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and

Important applications of magnetism.
PE SOL 2.2 The student will apply the basic movement concepts to change
performance of locomotor, non-locomotor and manipulative skills

Use the concept of spatial awareness (e.g. Location, direction, levels),
and effort (time, force, flow) in static and dynamic movement
situations.

LA SOL 2.12 The student will write stories, letters and simple explanations.
Objectives:

TSWBAT watch the BrainPOP video and differentiate between the two magnetic poles,
through completing the BrainPOP video quiz, taking it as a class and receiving at least an
80%

TSWBAT play the magnet tag game, correctly identifying north and south poles through
their attraction/repulsion of other students (teacher must watch students play).

TSWBAT write five facts on notecards, at least two of the notecards will focus on north
and south poles, gluing each folded notecard on the interactive folder, four of the five
notecards will be correct facts.
Amber Hornbarger & Rachel Goolsby
Procedure:
Introduction (25 minutes)

Tell students that we are going to continue working with magnets and start today with a
short video.

Magnets Brainpop Video

Learn About Magnets. “In this movie, you’ll learn that magnets attract objects
made with iron. Magnets have two poles, a north pole and a south pole. The
opposite poles of magnets will attract, or pull toward each other. The like poles
will repel, or push away. Magnets can pull through gases, like air, but some can
also pull through solids and liquids. A magnetic field is the area around the
magnet where it can attract or repel things. A magnet will affect a magnetic object
only when it enters its magnetic field. How is a compass like a magnet?”

Take brainpop Quiz as a class
AUDIO, VISUAL
Development (40 minutes)

Tell the students that we are going to go to the gym and play a game of magnet tag.

Explain to the students that when we get to the gym we are going to each get a penny to
wear. One will be red and one will be blue. If you are red, you are the north end of a
magnet. If you are blue you are the south end of a magnet.

Transition to the gym and play Magnet Attract Repel Tag

First, the teacher needs to remind the students about the two different poles on
magnets: north and south.

Talk about how poles repel and attract to one another; the north pole and south
poles attract to each other, the north and north poles repel each other. Show the
students visual imagery or two magnets.
(https://www.google.com/search?Q=magnet+poles+repel+and+attract&espv=2&biw=1110&bih=611&tbm=isch&imgil=yplunn0rgtmjm%253A%253Bc3Nj4xDUB6QG4M%253Bhttps%25253A%25252F%25252Fquizlet.com%25252F762413
14%25252Fglencoe-physical-science-chapter-8-magnetism-section-1-review-flashcards%25252F&source=iu&pf=m&fir=-
Amber Hornbarger & Rachel Goolsby
yplunn0rgtmjm%253A%252Cc3Nj4xDUB6QG4M%252C_&usg=__vsnplvl3_wodhaw1zl_K_t6zg8a%3D&ved=0ahukew
jjnydbskdjahxk6cykhfgdbv8qyjcimw&ei=actpvomzimrrmwhxh5b4bq#imgrc=yplunn0rgtmjm%3A&usg=__vsnplvl3_wodhaw1zl_K_t6zg8a%3D)

Have two sets of pennies colored identical to the example magnets

North:RED

South:BLUE

Divide the students into two groups and give them either a blue or red penny.

The purpose of this game is for the students to play tag; when one red student tags
a blue student, they become a blob and stick together (similar to blob tag)

Next, they will try to attach more people to their blob so it can grow

If a student tries to attach to the wrong side, they will repel each other and not add
to the blob.

If two students are caught by the teacher being attached incorrectly, they will have
to detatch and do ten jumping jacks.

The purpose of the game is for the students to incorporate movement into learning
about magnets.

At the end of the game the students should understand which poles attract to each
other and which ones repel each other. Have a group discussion about how
attracting and repelling works. (Return to classroom)
KINESTHETIC, VISUAL
Summary (25 minutes)
Amber Hornbarger & Rachel Goolsby

Circulate the room and ask students to write at least five facts about magnets on
notecards.

Have student first fold the notecards in half, creating a flip card type of notecard. Have
the students write one word on the top: such as ‘NORTH POLE’, when the card is flipped
up, the inside will say the north pole is one side of the magnet, it is attracted to south pole
and repelled by north pole.

Have them repeat this process for each card made.

They should write at least two notecards about artificial magnets and natural magnets;
providing one example of each.

There should be one or more notecards to recognize the poles; preferably one card per
pole, north and south. (specify which pole is attracted to which and which repels which)
Glue facts (notecards) into interactive folder

Have students practice their cards, flipping them up to check themselves.

Once students have completed necessary notecards, they will be given the
opportunity to play with a ‘Wooly Willy’ or ‘Doodle Balls’, moving small
magnetic pieces around to form hair on willy or make designs on doodle balls.
KINESTHETIC, VISUAL
For Struggling Students
o
Let struggling students watch the brainpop video on their own with headphones.
o
There will be designated safe spots during magnet tag where students can come
stand if they do not understand how to play; they must sit out during the first
game and watch everyone. The colored pennies will help students visually see the
different colors attracting and same colors repelling.
o
For the notecards, the students who are struggling can work in a small group with
the teacher. This will be more open discussion to allow students to talk in a safe
place and fill out their notecards.
o
Cut outs can be offered to students who understand but are having trouble staying
on task/have trouble writing.
For Advanced Students
Amber Hornbarger & Rachel Goolsby
o
Students will be asked to shout out the word attract or repel during the game if it
becomes too easy.
o
These students can make multiple notecards, going above and beyond the
assigned amount. Students can add pictures and/or their favorite magnet facts.
o
Students can make a matching game with left over notecards; having the word on
one notecard and the definition or picture on another. This is a form of the
memory matching game. (can be played silently at seat)
Materials

Brainpop Video

Notecards

Glue

Red and Blue colored pennies

Markers

Wooly Willy

Doodle Balls
Evaluation Part A:


Students will complete the BrainPOP video receiving a score of at least 80%
Watch the students play the magnet tag, making notes on the students who appear to
understand the concepts correctly, making notes of those who do not understand it
completely.

Students complete four out of the five notecards correctly and glue them into the folder.
Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after
the lesson has been taught)

Did the students meet my objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson? What were the weaknesses?

How would you change the lesson if you could teach it again?

How many students seemed to be really struggling with the concept?
Amber Hornbarger & Rachel Goolsby

How can I help the struggling students in a different way?
Magnets Lesson Plan 4
Amber Hornbarger & Rachel Goolsby
Purpose:

The purpose of this lesson is to give students an opportunity to apply what they have
learned throughout the week. This lesson will help evaluate where the students stand in
order to move forward with the second week of the unit.

Science SOL 2.2 The student will investigate and understand that natural and
artificial magnets have certain characteristics and attract specific types of metals.
Key concepts include:


Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and

Important applications of magnetism.
Technology SOL 2.1 Demonstrate an operational knowledge of various technologies.

Use various types of technology devices to perform learning tasks.

Use a keyboard, mouse, touchscreen, touchpad, and other input devices to
interact with a computer.
Objectives:

TSWBAT separate magnet versus non-magnetic items with 90% accuracy, through
smartboard app.

TSWBAT fill out bingo sheet from asking classmates different questions, with 90%
accuracy.

TSWBAT complete magnet vocabulary worksheet with at least 83% accuracy.
Procedure:
Introduction (15 minutes)

Find-Someone-Who Sheet

The students will be given a ‘find-someone-who’ sheet with sentences and blanks.
There are true and false questions and fill in the blank.

All questions will reinforce things that have been taught so far about magnets and
poles, bingo sheet can be adjusted if necessary.

Students will be moving around asking other students questions. The students
should have a different person answer each questions and that student should sign
Amber Hornbarger & Rachel Goolsby
their name. The noise level should be at a low level.

Once the student has answered all of the questions, they should come back to their
seat.

Once the majority of the students are seated, have sharing time between table
partners. The students can share what they have learned, their favorite fact about
magnets and something they find interesting about magnets.

Finally, the students will be responsible to glue their bingo sheet into their
interactive folder.
KINESTHETIC, AUDIO

Next, the students will come to the back carpet and the teacher will take a poll, how the
students are feeling about their knowledge of magnets.

The students can raise their hands, giving a thumbs up, thumbs to the side and
thumbs down.

Teacher should make a mark of how many students are not feeling great about
magnets, or might be confused. If there is a larger amount, the teacher can take
quick questions, figure out what might be confusing and discuss with students as a
whole group, in small groups or individually (teacher will use discretion).
AUDIO
Development (45 minutes)
(Centers; teacher will explain all three centers before students leave carpet)

Centers (3): Each center time will be 15 minutes long.

CENTER 1: Teacher will have the students face the smartboard from the carpet. They
will talk about how much fun it can be to use technology in lessons. The teacher will
bring up the magnet drop on the smartboard and choose one student volunteer to help
demonstrate ‘how to’ use the app/play the game.
o
Smart Board App Magnetism File Type: SMART Table activity pack

There will be different categories, magnetic and non-magnetic.

There will be words to pull out of a bucket and the different students will
get to pull out one item from the bucket. The student will use the
smartboard marker to move the item in the right category; then another
Amber Hornbarger & Rachel Goolsby
student will come move the next item.
VISUAL

CENTER 2: Students will then be shown the app on iPad/tablets, moving different items
towards the magnet to see if it is attracted to or repelled from the magnet. It will show the
students different items attracted to magnets. This reinforces the poles, too. There will be
one iPad/tablet per pair of students.
o
App Title: “Learn About Magnets”

Put the students in pairs while working with the magnetism app.

The students can move the items to touch the magnet to see if there is any
attraction/repulsion to determine if the item is magnetic or not.
VISUAL

CENTER 3: Students will be brought to a remediation group to better understand
magnets, with the teacher. This is where students can ask questions about things they
might not understand, teach the teacher what they do know, and play a small game.
o
Yes/No Questions Game: Students will be given cards made by the teacher to tape
on their forehead.

All of the card will have words related to magnets on them.

Students will go around the table asking someone a yes or no question to
guide their guess about their word.

Students will take turns asking questions. Once the student believes he/she
knows what their word/phrase is, they can guess.
AUDITORY
Summary (20 minutes)

Magnet Vocabulary Worksheet

Explain to the students that they have learned several terms since we started
studying magnets. Ask the students to complete the magnet vocabulary
worksheet.

Students need to fill in the blank squares with the different key words and picture
clues; teacher will demonstrate the first one for both squares.

When completed, glue into interactive folder.
Amber Hornbarger & Rachel Goolsby
KINESTHETIC, VISUAL
For Struggling Students
o
Students will be given a partner to walk around with to complete the ‘findsomeone-who’ worksheet. (doesn’t have to find different people to answer all the
questions)
o
Students will be given a day buddy for the centers, if they are struggling their
buddy can assist them. First they must try to complete the different apps alone,
but if they struggle there is a designated helper for any student who will need
help.
o
Students will be given typed words to cut out and fill in the blanks on the
vocabulary magnet worksheet
For Advanced Students
o
Students will be allowed to make up their own magnet super hero on the back of
their ‘find-someone-who’ worksheet if they finish early.
o
Students must make a list of at least four more items they could add to the apps.
Of things that might be magnet/not magnetic.
o
Students must add more detail/pictures of the different words defined
Materials

Find-someone-who worksheet (attached)

Magnet Vocab Worksheet (attached)

Notecards

Tape

Sharpie

IPad / Tablets (depends on number of pairs at station)

Smartboard
Amber Hornbarger & Rachel Goolsby

Magnet apps

Smartboard interactive game

Interactive folder (individual for each student)
Evaluation Part A:

Keep an eye on strugglers while circulating the room and be sure to assist them
accordingly.

Separate magnetic versus non-magnetic items with 90% accuracy.

Check bingo sheet for 90% accuracy.

Check magnet vocabulary worksheet for at least 83% accuracy.
Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after
the lesson has been taught)

Did the students meet my objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How many students seemed to be really struggling with the concept?

How can I help the struggling students in a different way?
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Amber Hornbarger & Rachel Goolsby
Magnets Lesson Plan 5
Purpose:

The purpose of this lesson is to bring closure to this week’s learning and to leave an
opening for the following week’s lessons.

Science SOL 2.2 The student will investigate and understand that natural and
artificial magnets have certain characteristics and attract specific types of metals.
Key concepts include:
a. Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and
b. Important applications of magnetism.
Fine Art SOL 2.4 The student will create works of art inspired by a variety of
concepts, themes, and literary sources.
Objectives:

TSWBAT fill out the ‘KWL’ chart, including at least 3 facts about what they know about
magnets and one thing they ‘want to know more’ about magnets on KWL sheet. (leave
‘learned’ space blank)

TSWBAT paint with magnets, using at least four different magnets to complete the
picture.

TSWBAT finish the first half of their interactive folder, gluing all of the appropriate
pieces to the folder, having all of the necessary items.
Procedure:
Introduction (15 minutes)

Students will create individual KWL charts for following week’s unit.

Have students write at least three facts about what they ‘know’ regarding magnets
(especially from the last week of studying magnets).

Have students write one thing they ‘want to know’ (more) about magnets.

Save the last space, ‘learned’ for what the students learn next week.
Have students turn and share with their table, at least one thing they ‘know’ and
something they might ‘want to know’.
KINESTHETIC, VISUAL, AUDIO
Amber Hornbarger & Rachel Goolsby
Development (45 minutes)

Magnet painting
o
The teacher will have a set of different size magnetic balls, chains, screws and
springs; all of these magnetic.
o
The teacher will have pre-made sets containing a plastic tray, set of 6 paints, two
small spoons, magnetic material, long magnetic bar (magnetic wand), egg carton
and paper.
o
The teacher will take apart one set to show the students what should be included
in their packages when they get it. There should be one package provided per two
students
o
The teacher will take the magnetic pieces out of the package and place the egg
carton on the desk.
o
Pour the different colored paints in the small cups of the egg carton, make sure the
cups are large enough to fit the magnetic pieces in and pull them back out.
o
Place the paper inside the plastic tray.
o
Dip one magnet in one color; use the spoon to pull out the magnet and place it on
the blank white paper, in the tray.
o
Move the metal wand around, under the plastic tray to make the first color across
the paper.
o
Repeat these steps with different shape magnets dipped in different colors.
o
Finally, there will be an end product, an art picture made with paints and magnetic
forces
o
The teacher must pass out the pre-made sets to partners. The students will have
freedom to make their own picture, while sharing. The teacher must walk around
and watch the students, assisting when necessary.
Http://leftbraincraftbrain.com/2015/03/29/five-minute-craft-magnet-painting/
KINESTHETIC, VISUAL
Amber Hornbarger & Rachel Goolsby
Summary (20 minutes)

Attach the KWL worksheet to the interactive folder, for the rest of it to be completed
during the next week of magnets.

Finish interactive folders.

Have students fill out an exit slip, ‘what stuck with you today’ with sticky notes. The
students need to write one thing that they have taken out of the first week of magnets.
KINESTHETIC
For Struggling Students

The students will be put in a group with the teacher to complete the KWL sheet. Teacher
can provide cut-out statements for students to glue in their KWL chart (if necessary,
teacher uses discretion)

The students will work in a small group with the teacher/aid if available, during the
magnet art portion.

The teacher can pair the students (higher students with lower students). Designate
specific students to be partners to assist each other.

The teacher will have traced areas to glue specific activities on the interactive folder,
labeling each traced area.
For Advanced Students

These students will be asked to include more than three facts they ‘know’ about magnets
on the KWL. These students will be required to include more than one thing they ‘want
to know’ about magnets on the KWL.

These students will be designated as the ‘helper’ or ‘assistant’ for students who might
struggle. (Teacher will inform students of their roles before completing the assignment)

These students can glue some extra activities on the back of their interactive folder, once
they have finished the necessary activities.
Materials
Amber Hornbarger & Rachel Goolsby

Sticky notes

Interactive folder

Small personal paint containers (6-8 colored paints)

KWL worksheet

Plastic tray

Two small spoons

Magnetic materials

Nail

Springs

Marbles

Washers

Paperclips

Necklace/chains
Magnetic wand
Egg cartons (enough for students to have in pairs)
Plain white paper
Glue
Evaluation Part A:

Keep an eye on strugglers while circulating the room and be sure to assist them
accordingly.

The students will complete the ‘KWL’ sheet, fulfilling the first two columns with at least
three examples in the first column and one in the second column (three of the four
necessary examples/answers)

The students will complete magnet painting using at least four of the six magnetic
materials.

The students will finalize the first half of the interactive folder and complete the exit slip
sticky note before class finishes.
Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after
the lesson has been taught)
Amber Hornbarger & Rachel Goolsby

Did the students meet my objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How many students seemed to be really struggling with the concept?

How can I help the struggling students in a different way?
K
W
L
Amber Hornbarger & Rachel Goolsby
Unit Evaluation
Part A: Interactive Folder 70% complete
Part B: Magnet Assessment
Magnetism Assessment
Magnets can be made of metal including:
a.
Plastic
b.
Steel
c.
Silver
d.
Aluminum
Which of these two poles will attract?
a.
North and north poles
b.
South and south poles
c.
North and south poles
d.
All of the above
Magnetics attract materials with _____________ in them.
a.
Plastic
b.
Iron
c.
Wood
d.
Copper
List two everyday objects that magnets are attracted to:
______________________
______________________
Amber Hornbarger & Rachel Goolsby
Where are magnets strongest?
a.
Poles
b.
Middle
c.
Everywhere the same
What is the opposite of a magnetic?
a.
Non-magnetic
b.
Unmagnetic
c.
Magneto
Which is a natural magnet?
a.
Lodestone
b.
Bar magnet
c.
Horseshoe magnet
This will be given to students on day six. The expectation will be that students answer at least 90% of the
questions accurately.
Amber Hornbarger & Rachel Goolsby
Resources

What Makes a Magnet? by Franklyn M. Branley
o

“Did You Ever See a Magnet? Song
o Http://the-science-mom.com/1365/magnets-song-ever-see-magnet/

Interactive folder adapted from:
o http://hubpages.com/education/physicslapbook

Natural and Artificial Definitions
o

(http://www.engineering-dictionary.org/wiki/artificial_magnet)
Magnetic Pipe Cleaner Activity
o http://laughingkidslearn.com/2013/07/science-experiment-for-kids-magneticforce.html/

File folder games – Mrs. Goolsby
o “The Magnet Match”
o “Magnet Magic”

BrainPop Video
o https://jr.brainpop.com/science/forces/magnets/preview.weml

Smart Board App
o Magnetism File Type: SMART Table activity pack
Amber Hornbarger & Rachel Goolsby

iPad / Tablet App
o “Learn About Magnets”

Magnet Vocabulary Worksheet
o https://www.teachervision.com/electricity-and
magnetism/printable/32365.html

Find-someone-who worksheet
o http://iheartrecess.blogspot.com/2014/07/worksheet-wednesday-magnets.html

Painting Activity
o Http://leftbraincraftbrain.com/2015/03/29/five-minute-craft-magnet-painting/

Repel and Attract Picture in Lesson 3
o https://quizlet.com/76241314/glencoe-physical-science-chapter-8-magnetismsection-1-review-flash-cards/
Amber Hornbarger & Rachel Goolsby
Resources


Individual zip-loc bags filled with magnets and non-magnets:
o
Lodestone
o
Paper clips
o
Coins
o
Felt
o
Pencil
o
Beads
o
Aluminum foil
o
Plastic spoon
o
Button
o
Shell
o
Marker top
o
Bobby pins
o
Plastic necklace
o
Eye patch
o
Jingle bell
o
Glue stick
Magnetic materials
o
Nail
o
Springs
o
Marbles
o
Washers
o
Paperclips
o
Necklace/chains

Decorative paper

Egg cartons (enough for students to have in pairs)

Find-someone-who worksheet (attached)

Glue

Interactive folder

IPad / Tablets (depends on number of pairs at station)

Jingle bells Brainpop Video

KWL worksheet
Amber Hornbarger & Rachel Goolsby

Magnet apps

Magnet pictures

Magnet Vocab Worksheet (attached)

Magnetic wand

Manilla folders

Markers

Non-magnet pictures

Notecards

Pipe cleaner

Plain white paper

Plastic tray

Red and Blue colored pennies

Sharpie

Small personal paint containers (6-8 colored paints)

Smartboard

Sticky notes

Stoplight

Tape

Two liter bottle

Two small spoons
AUDIENCE
BEHAVIOR – action, verb, mesasurable
CONDITIONS – Given a ruler the students will measure.
DEGREE – mastery %