2nd Grade Science Unit: What’s so attractive about Magnets?

2.PS.1b

Unit Snapshot

Topic: Changes in Motion Duration:

Grade Level: 2

8-9 thirty-minute class periods

Summary: This unit lets students learn and explore magnetism through wondering and conducting experiments with magnets.

Clear Learning Targets

“I can”…statements ____ observe the relationship between forces and motion. ____ describe how motion can increase, change direction, or stop, depending on the force applied. ____ explain how the change in motion of an object is related to the size of the force. ____ observe and describe how some forces act without touching, such as using a magnet to move an object or objects falling to the ground.

Activity Highlights and Suggested Timeframe Day 1 Days 2-3

Days 4-5

Days 6-7

Ongoing

Engagement: Teacher will demonstrate with magnets how they repel and attract each other. Students will write and share why they think the magnets acted in that manner on a post it. Exploration: Students will do a fishing activity to determine whether items made of different materials are magnetic. Students will watch a YouTube video called Magnetism and begin an AlphaBox. Explanation: Read the books; Experiments with Magnets by Dale Marie Bryan, What Makes A Magnet? By Franklyn M. Branley. Students will conduct the demonstrations/activities in What Makes a Magnet? while continuing to add information to the Alphabox. The information will be used to create questions about magnets and magnetism along with accompanying answers. Elaboration: Use a student created question and answer from the explanation section as an entrance or exit ticket. Conduct the labs: 1) What’s Magnetic? And 2) Playing With Your Food- Breakfast of Champions. Students will record and share information. Evaluation: Teacher created tests from questions the students created during explanation phase. Formative and summative assessments are used to focus on and assess student knowledge and growth throughout the unit, and to become aware of students’ misconceptions. Formative- observations of student participation in discussions, creating and using weather instruments, competing the KWL chart, lab worksheets from the stations.

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LESSON PLANS Ohio’s NEW LEARNING STANDARDS:

2.PS.1 Forces change the motion of an object. Motion can increase, change direction or stop depending on the force applied. The change in motion of an object is related to the size of the force. Some forces act without touching, such as using a magnet to move an object or objects falling to the ground. Note: At this grade level, gravitational and magnetic forces should be introduced through observation and experimentation only. The definitions of these forces should not be the focus of the content statements.

Content Elaboration Forces are needed to change the movement (speed up, slow down, change direction or stop) of an object. Some forces may act when an object is in contact with another object (e.g., pushing or pulling). Other forces may act when objects are not in contact with each other (e.g., magnetic or gravitational). Earth’s gravity pulls any object toward it, without touching the object. Static electricity also can pull or push objects without touching the object. Magnets can pull some objects to them (attraction) or push objects away from them (repulsion). Gravity, static electricity and magnets must be explored through experimentation, testing and investigation at this grade level. For a particular object, larger forces can cause larger changes in motion. A strong kick to a rock is able to cause more change in motion than a weak kick to the same rock. Real-world experiences and investigations must be used for this concept. Note 1: Introducing fields, protons, electrons or mathematical manipulations of positive and negative to explain observed phenomena are not appropriate at this grade level. Note 2: There often is confusion between the concepts of force and energy. Force can be thought of as a push or pull between two objects and energy as the property of an object that can cause change. A force acting on an object can sometimes result in a change in energy. The differences between force and energy will be developed over time and is not appropriate at this grade level. Note 3: Charges and poles are often confused. It is important to emphasize they are different. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term “weight” in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:

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Observe and ask questions about the natural environment; Plan and conduct simple investigations; Employ simple equipment and tools to gather data and extend the senses; Use appropriate mathematics with data to construct reasonable explanations; Communicate about observations, investigations and explanations; Review and ask questions about the observations and explanations of others.

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STUDENT KNOWLEDGE: Prior Concepts PreK-1: Vibrating objects are observed producing sound. Motion is described as a change in an object’s position. Forces are pushes and pulls that can change the motion of objects. Future Application of Concepts Grades 3-5: The amount of change in movement of an object depends on the mass* of the object and the amount of force exerted. Grades 6-8: Speed is defined and calculated. The field concept for forces at a distance is introduced

MATERIALS:

VOCABULARY:

Engage •   Round Magnets with holes in the center (4-5) •   Dowel Rod or pencil •   Chart to record student answers •   Post It’s (optional)

Primary Magnets Motion Speed

Explore •   Fishing pole materials (1 for each group): sticks or yard sticks fishing wire, string or yarn magnets to tie to the fishing pole •   Materials to test (1 set for each group): aluminum foil, penny, paper clip, a nickel, index cards, other items the students choose •   Lab sheet for each student •   AlphaBox (1 large on chart paper for whole class or individual sheets) •   Computer for YouTube video Explain •   The books; Experiments with Magnets by Dale Marie Bryan, What Makes A Magnet? By Franklyn M. Branley •   Demonstrations while reading What Makes A Magnet?: at least 2 flat magnets to show North/South poles, penny, needle (made of steel), paperclips, thumbtacks •   Alphabox from Explore section •   Paper for students to write questions and answers Elaborate •   From the Experiment with Magnets book, Chapter 3 Playing with your Food p.p. 20-24 •   Strong magnet bar •   Quarter •   Key •   Dime •   Nickel

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Secondary Attract Force Magnetic Poles Position Repel

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Penny Paperclip Thumbtack Other items for experiment Students bring in an item from home Cereal bowl for each pair of students Water for each pair of students Strong magnet for each pair of students 1 serving of Total brand cereal for each pair of students Optional- other brands of cereal

Evaluate •   Lab worksheets •   Student created questions/answers •   Teacher-made assessment •   Engage- Students should keep magnets away from any computers or other electronics. •   Magnets should not be banged against the desks or broken they may lose their magnetic force. SAFETY •   Explore- Students need to use the fishing pole magnet appropriately and do not swing them around •   Elaborate- Make sure students do not eat the cereal. •   Gather the children’s literature for the entire unit •   Watch the YouTube videos ADVANCED •   Gather materials for class demonstration (Engage) •   Gather materials for student activities (Explain/Elaborate) PREPARATION Objective: Students will understand how magnets have different magnetic pulls.

ENGAGE (1 Day)

(What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?)

What is the teacher doing?

What are the students doing?

(Day 1) •   Teacher will do a demo with round magnets and a dowel rod or pencil. The teacher will place a magnet on the dowel rod. Next place a 2nd magnet onto the rod so the magnets do not touch. If you place the 2 North ends near each other they will repel (not touch.)

(Day 1) 1. Students will watch the magnet demonstration.

image from Disney Imagicademy

Then turn a magnet around so you

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have a North end and a South end and they will attract. Repeat this process at least 2 more additional times. 2. Students will share their thoughts about “What do you think happened between the magnets and why?” Students may be asked to share aloud or write on sticky notes. The magnets and pencil will be passed around the room so students can quickly try the demonstration themselves. Objective:  Students will explore what items are magnetic. The earth itself acts as a magnet. •  

EXPLORE (2 Days)

(How will the concept be developed? How is this relevant to students’ lives? What can be done at this point to identify and address misconceptions?)

Ask students “What do you think happened between the magnets and why?” While students are sharing aloud or writing their thoughts on sticky notes, pass the magnets and dowel rod/pencil around so children can explore the magnetism. If students are writing on sticky notes, have a chart paper for the notes.

What is the teacher doing?

What are the students doing?

(Day 2) Fishing Pole Activity (may take 2 days) •   Assign students to groups for this activity. Teacher may choose to create the fishing poles ahead of time or show students how you expect the fishing poles to be created before they begin the exploration. Be sure to address safety concerns when using magnets. Ex. Do not swing fishing pole around, do not get magnets near any electronic devices.

(Day 2)

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Read through the activity directions included in the lesson. Assign students an area to use as the “pond” for the items. Gather testable items: aluminum foil, penny, paper clip, a nickel, index cards, other items the students choose

(Day 3) •   Review the fishing activity from yesterday. •  

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Watch the YouTube video “Magnetism for Kids” (6:03 min). Discuss with students: What type of materials are magnetic? Why do some magnets attract and others repel? How is the Earth like a magnet?

1. Students will begin the fishing pole activity, listen to safety concerns, read through the activity sheet, and prepare the “pond” to test for magnetic items.

2. Use the recording sheet to complete the fishing pole activity.

(Day 3) 3. Students review what they discovered during the fishing activity. 4. Watch the YouTube video and participate in the discussion questions.

5. Complete the Alphabox as a

Introduce Alphaboxes included in this class or individually. Write lesson. Teacher may create 1 large information you have learned Alphabox on chart paper or each about magnets and magnetism student can complete their own in the correct alphabet box. Alphabox. Students are to write information about magnets and magnetism in the correct alphabet box. The boxes may include words or phrases. Objective: Students will learn about how magnets are created. The will create questions to demonstrate their learning. •  

What is the teacher doing?

What are the students doing?

(Day 4)

(Day 4) 1. Listen to the book for new information and participate in the questions and activities/demonstrations along the way.

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EXPLAIN (2 Days)

(What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

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Read the book What Makes a Magnet? by Franklyn M. Branley. The students should listen for new facts about magnets to add to the Alphabox. Later the students will work with a partner to create questions and answers about magnets using their Alphabox. During the reading of What Makes a Magnet? By Franklin M. Branley * ASK after page 8- What do you think she could have “caught” with her fishing pole magnet? * After page14 you can try the demonstration with the class * SKIP pages 16-26 about a compass * After reading page 27 let students explore the North and South poles with 2 bar magnets * Finish reading the book Fill in the Alphabox as a class or individually.

(Day 5) •   Teacher will read the section “Magnets in the Making,” pages 13-16 from Experiments with Magnets by Dale-Marie Bryan. Add new information to the Alphabox. •  

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Partner the students to create magnet questions and answers. Tell the students they should refer to the Alphabox to help create factual questions that may be used as entrance/exit formative assessment questions throughout the unit.

2. Add the new information to the Alphabox.

(Day 5) 3. Listen to the book for new information about magnets to add to the Alphabox. Students may stop along throughout the reading or wait until the end. 4. With a partner, create questions about magnets and magnetism with accompanying answers.

Objective: Students will learn that some unlikely materials contain iron and have magnetism.

ELABORATE (2 Days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)

What is the teacher doing?

What are the students doing?

(Day 6) •   Ask students the day before to bring in an item from home that they would like to test for magnetism. •   Use a question the students created as an entrance ticket.

(Day 6) 1. Students will bring in an item from home today to test for magnetism. 2. Students will answer the entrance ticket question that one of their classmates created.

Playing With Your Food Experiment taken from Experiments With Magnets by Dale-Marie Bryan •   As a review of the fishing pole activity the teacher will call students up to the front to participate in the activity, What’s Magnetic? On pages 20-21. If you have a document camera this will allow all students to see what happened to the items. Ask: Does the magnet cause the objects to move? •   Options: 1) Each student can fill out their own magnetic/nonmagnetic worksheet included in this guide. 2) Create a large T chart on the board, chart paper, or use Google Docs and display on the board.

Playing With Your Food

magnetic

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1. Students will watch and/or participate in the demonstration. All students will record what happened to each item on the recording sheet or the large T chart.

not magnetic

Students will record each item on the class chart. (key, quarter, nickel, penny, dime, paper clip and thumb tack, etc.) After the class examples, give students a bar magnet for each group of 4 or 5 students. The group will test each of their items with the bar magnet. Each student will use a sticky note to write the name of their item and place it on the T chart. Class discussion: Why did some items jump onto the magnet and others did not? Objects that contain iron will jump on to the magnet. Steel objects usually jump, because steel contains eon.

2. In small groups the students will test the item they brought from home. Students will add each item to the recording sheet included in this lesson plan or use a post it note to add their item to the class T chart. 3. After 5 days of experimenting and reading about magnets the students should be able to answer the questions asked by the teacher.

Anything made of pure nickel should also move toward the magnet. Nickels contain a small amount, so they won’t do anything. (Day 7) •   Use a student question/answer as an entrance or exit ticket. •   The students will do an experiment to find out where iron exists in other items.

(Day 7) 4. Answer a question/answer from a peer as an entrance or exit ticket.

Breakfast of Champions Experiment Breakfast of Champions •   The teacher should gather a few 5. Create a class hypothesis boxes of cereal including Total brand. before conducting the lab. Read the ingredient labels to the Follow the procedures and students or have children read them record all findings on their lab aloud. Some will contain iron. sheet. •   Pose the research question: Is the iron in cereal the same kind of iron that is attracted to magnets? Come up with a class hypothesis. Ex. Some cereals contain iron, that will attract the magnet. Read through the procedures for the experiment on the lab sheet included in this lesson. Objective: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning throughout the unit.

EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

Formative How will you measure learning as it occurs?

1. Teacher should make observations during the class demonstration and make notes of student participation. An exit ticket can be created after any of the daily lessons. 2. Students will create questions about magnets.

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. Consider creating a teachercreated Short Cycle assessment which will assess all clear learning targets. 2. Create an anticipation guide.

3. Students will complete the lab worksheets.

EXTENSION/ INTERVENTION

EXTENSION 1. Conduct the experiment from the book, Use Experiments With Magnets Chapter 6, Experiment #2 How Much Iron? Pages 26-27. 2. Read Amazing Magnetism by Rebecca Carmi. This is a Magic School bus book.

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INTERVENTION 1. Use the Harcourt online textbook, 1st Grade (Snowfox book) http://www.eharcourtschool.com/ You can display the ebook on the whiteboard so all students can read the pages together or you can use the play button and listen to the

Students can read the book and present the new information by creating a poster or do a book talk.

COMMON MISCONCEPTIONS

DIFFERENTIATION (This refers to changes to the lesson plan for lower/higher groups and other student populations)

pages aloud. The lesson – How do Magnets Make Things Move? Online pages – 400407

3. After the Elaborate stations give students the book Experiment with Magnets. They should read Chapter 5 pages 36-42. Students can conduct the experiments presented in chapter 5. 1.   The only natural motion is for an object to be at rest. 2.   If an object is at rest, no forces are acting on the object. 3.   Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are acting on it. 4.   Force is a property of an object. 5.   An object has force and when it runs out of force, it stops moving. 6.   A force is needed to keep an object moving with a constant speed. 7.   Gravity only acts on things when they are falling. 8.   Only animate things (people, animals) exert forces; passive ones (tables, floors) do not exert forces. Lower-level: -Group students in multi-level groups or work in groups larger than pairs -Provide additional children’s literature at a variety of reading levels. -Consider having all students do the same object and record information about each object during activities or labs. Higher-Level: Read Amazing Magnetism by Carmi, Rebecca. This is a Magic School bus book. Students could present info in this book to add new information presented during this unit in a poster or do a book talk. After the Elaborate stations give students the book Experiment with Magnets; They should read Chapter 5 pages 36-42. Websites: •   All about magnetism http://easyscienceforkids.com/all-aboutmagnetism/ •   8 Irresistible Activities to do with magnets http://www.parents.com/blogs/toddlers-kids/2015/03/05/fun/irresistible-activitiesto-do-with-magnets/

ADDITIONAL RESOURCES

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Youtube Videos: •   Magnetism for Kids. By Smart Learning for All (6:03). This animated video uses engaging characters and themes that present the basis of magnets (i.e. poles, attraction, and repel). It also shows the earth’s magnetic fields and how magnets on earth will always point to the poles and why. •   Magnetic Field. By Smart Learning for All (5:52). This animated video uses engaging characters that present the concepts of a magnetic field produced by a bar magnet in a real world simulation. •   The Science Behind Magnets: How Do They Work? Stuff to Blow Your Kids' Mind #2. (4:45). YouTube. A video explanation about the science behind magnetism. •   Bill Nye Magnetism Part 1 (edited) by Teaching Video Clips. A short video clip introducing magnets.

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Bill Nye videos can also be found on INFOhio.org under Digital Video Collection Bill Nye Magnetism Part 2 (edited) by Teaching Video Clips. A short video clip introducing magnets. Bill Nye videos can also be found on INFOhio.org under Digital Video Collection

Literature: •   Investigating Magnetism by Sally M. Walker •   Experiments with Magnets by Dale-Marie Bryan •   The Magic School Bus and the Electric Field Trip by Joanna Cole •   What Makes A Magnet? by Franklin M Branley •   Step By Step Experiments With Magnets by Gina Hagler •   First Science Experiments Magnet Power by Shar Levine & Leslie Johnstone

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TEACHER BACKGROUND taken from http://easyscienceforkids.com/all-about-magnetism/ All About Magnetism and How it Works From your clothes to your desk, every bit of matter is made of tiny particles called atoms. Atoms have negatively charged electrons that spin around them. Most of the time, the electrons spin in random directions. When the electrons all spin in the same direction, though, they create an invisible force known as magnetism.

All About Magnetism: The two ends of a magnet are called the north and south poles. When something is magnetic, it can pull things with steel or iron in them to it. The two ends of a magnet are called the north and south poles. These are the parts where the magnets are strongest. Around these poles is an area known as a magnetic field. In the magnetic field, other objects can be drawn to the magnet. Fun Facts about Magnetism for Kids •  The Earth is a very big magnet. Its North and South poles are highly magnetic. •  The Earth’s magnetic force is not very strong. The magnets on your refrigerator have more magnetic force. •  A collapsed star, known as a neutron star, has the strongest magnetic force of

any object in the universe. •  A compass has a tiny magnet in it. The arrow always points to the North

Pole. A compass has a tiny magnet in it. The arrow always points to the North Pole.

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Fishing Pole Lab

Name __________________

Materials: Pole or yardstick String or fishing line Magnets Aluminum foil Screws Penny Paper clip Nickel Index cards Wooden cube/block Washers 2 sided counters

Procedure: 1.   Tie a string to one end of your fishing pole. 2.   Tie the magnet to the end of your string. 3.   Set the objects to be tested on the floor. 4.   Take you fishing pole and try to pick up one item from the floor. 5.  On your recording sheet write the name of the object in the first column. Next, write what happened when you put the magnet over the object. Third, write yes or no in the magnetic column. 6.  Continue to test each object and record your information.

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Name of the object

What happened to the object?

Is the object magnetic?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    What  objects  are  attracted  to  the  magnet?  ___________________________________     _____________________________________________________________________     _____________________________________________________________________     Why  do  you  think  the  objects  attracted  to  the  magnet  ___________________________     _____________________________________________________________________     _____________________________________________________________________   Columbus City Schools Science Department 2016

What Makes a Magnet? (Explain)   Names __________________________________________________________________ Write one thing you know now about magnets? __________________________________________________________________________ __________________________________________________________________________ Now create a question for that answer. _________________________________________________________________________ _________________________________________________________________________ What else have you learned about magnets? _________________________________________________________________________ _________________________________________________________________________ Now create a question for that answer. _________________________________________________________________________ _________________________________________________________________________

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What’s  Magnetic?        Demonstration  (Elaborate)                                                Name  ___________________     Observation   Does the magnet cause the objects to move? Name of the Object

     

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What happened to the object?

Science  (Elaborate)    

 

 

         Name  _________________________  

  Experiment  Title:  _____________________________________________________     Research  Question:  ___________________________________________________     ____________________________________________________________________     Hypothesis:  __________________________________________________________     ____________________________________________________________________     Materials:   Cereal  bowl   Water   Strong  magnet   1  serving  of  Total  brand  cereal     Procedure:   1.   Fill  the  bowl  with  water.     2.   Crush  the  cereal  flakes  into  very  small  pieces  with  your  hands.    Don’t  crush  them   into  powder.     3.   Gently  sprinkle  the  cereal  pieces  on  the  water’s  surface.     4.   Hold  the  magnet  about  ¼  inch  above  some  floating  cereal  pieces.    Be  careful  not   to  breathe  on  the  bowl.     5.   Slowly  move  the  magnet  to  the  left  or  right.     Record  your  results:     Move  the  magnet     What  did  the  cereal  do?   To  the  right     To  the  left             Columbus City Schools Science Department 2016

Conclusion:  ___________________________________________________________     ____________________________________________________________________     ____________________________________________________________________     ____________________________________________________________________      

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Intervention  Activity     Make  a  Magnetic  Toy   st

Taken  from  1  grade  textbook    

Materials   •  scissors   •  tissue  paper   •  thread   •  paper  clip   •  tape   •  magnet  

Make  a  Magnetic  Toy   What  to  Do   1.  Cut  a  small  kite  from  tissue  paper.   2.  Tie  a  paper  clip  to  a  thread.  Tape  the  clip  to  the  kite.  Tape  the  end  of  the  thread  to  a  table.   3.  Hold  the  magnet  above  the  kite  but  not  touching  the  kite.  Can  you  use  the  magnet  to   make  your  kite  fly?         Draw  Conclusions   What  part  of  the  kite  does  the  magnet  pull?  Why?            

 

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