Exploring Magnets

Author:CharlyHolikCreditsNSTA(MorePicturePerfectScience)
Datecreated:10/12/20166:38PMCSTDatemodified:10/13/201611:16AMCST

VITALINFORMATION
Subject(s) Science

Topic and Name of Lesson Force - Magnetism

Grade/Level Kindergarten

Standards
TX- Texas Essential Knowledge and Skills (TEKS) (2012)
Chapter: Chapter 112. Science
Subchapter: Elementary
Grade/Course: Kindergarten
Standard:
(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is
expected to:
Student Expectation:
(B) explore interactions between magnets and various materials;

Objective At the end of this lesson, the student will be able to:

1. describe what a magnet is (kindergarten definition)

2. understand that magnets are attracted to some materials and not others

Pre-Requisite Skills None for this lesson

Materials For teacher:

magnet to demonstrate with/explain

materials from each shoe box
white board/expo markers (green and red)

For students:

pencils and papers

a shoebox for each group including: aluminum foil, paperclip, wooden block, cotton ball, plastic fork, metal spoon
a "fishing pole" (magnet tied with a string to a pencil) for each group (for each student if possible)
second shoebox for each group including: steel bolt, pipecleaner, pencil, and a plastic linking cube

Safety: nothing needed

InstructionalCycle
Engage Complete a prediction graph as a whole group

Draw a graph with a column for each of the material to be test (aluminum foil, paperclip, wooden block, cotton ball, penny, plastic fork, metal
spoon, iron nail)
Ask students to predict what items are magnetic and are not magnetic.
Have students write a green check under items they predict will be attracted to the magnet and a red X under items they predict will not be
attracted to the magnet.

Explore Activity 1:

Ask students why they think certain materials are or are not attracted to the magnet.
Give groups of 2-4 students a shoebox of the materials from the prediction chart as well as a "fishing pole" (a pencil with a magnet tied to it
with a string.)
Ask the students to go "fishing" for materials that are attracted to the magnet.
Have students record which items were attracted to their magnet.

Explain Ask groups of students, to create a poster to present their findings to the rest of the class.

Ask students present their findings and ask:

1) What items did the magnet pick up?

2) What do those items have in common?

3) Were you surprised by any of the results?

Read "Magnet Max" by Monica L Hughes

Introduce/reinforce the basic concepts of magnetism by identifying and explicitly defining the terms:

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 Magnetism: is an invisible force

Magnet: a material that has the ability to attract certain materials

Attract: to pull or draw towards

Magnetic: the ability to attract materials

Discuss each term with examples.

Elaborate
Using what they have just learned, have students categorize items as either attracted to the magnet or not attracted to the magnet.
Give groups of 2-4 students a shoebox of the new materials (steel bolt, pipecleaner, plastic linking cube, pencil). This time without a magnet to
test them.
Allow students to study the objects up close but do not yet test them with a magnet.
Have students share what items think will be attracted to a magnet and why.
In front of the class, test each of the items with a magnet. Reinforce student understand/ redirect misunderstandings.
Option: allow students to test each item with a magnet for themselves.

Evaluation
Ask the class: What is something we learned today? Discuss.
Ask students to draw a picture of a magnet with something that is attracted to it.
Once students complete their drawing, have student come up to your desk one at a time for a short "interview" about their picture.
During the interview, access additional questions like: Are their other material the magnet picked up? Which ones? Does everything attract to
magnets? Why?
If students finish while you are "interviewing" another student, have them color their picture while they wait.

Extensions/Modifications
Differentiation Gifted and Talented Students: Allow students to write a description of their picture.

English Language Learners: Allow students to work with their classroom buddy.

Extend 1. Have students brainstorm where they can find magnets in their home and school.

2. Have students use their "fishing-pole" to find other magnetic objects around the classroom. BE SURE TO INSTRUCT STUDENTS NOT TO FISH
NEAR THE COMPUTERS OR OTHER ELECTRONICS.

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