Jersey City Public Schools Early Childhood Department

“Tell me and I'll forget, show me and I may remember, involve me and I'll understand.”

STEAM: INQUIRY BASED LEARNING

Unit of Study: Magnetic Force Is Everywhere By: Jennifer Resnick and Hattie Warren Claremont Avenue Early Childhood Center

Index

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It all started when… Teacher Preparation Resource Hunt Study Web K-W-L Chart Small Group Activities Call It A Rap Photo Opportunity/Documentation Panel Indoor/Outdoor Activities Connections Teachers Helpful Hints

It all started when… In the box below, please state the originating idea for your study.

New discovery bottles were introduced in our classroom. The children were particularly interested in the bottles that had magnets attached to them. They were fascinated and curious about how the objects were moving.

“Look it get stuck.” “It move. See it move.” “Up and down it stuck.”

TEACHER PREPARATION Materials needed: Different types of magnets (wands, horse shoe, etc.) Variety of magnetic items *nuts, bolts, paperclips, pipe cleaners Metal springs, magnetic letters/ Numbers, etc. Non magnetic items *feathers, crayons, penny, rubber bands, pom-poms, etc. Water/sand/syrup/chalk/rice/paint Ice cube trays Cars Tape Compasses *Optional: Magnetic blocks & tiles

RESOURCES Books

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Experiments With Magnets by Dale Marie Bryan Magnets: Pulling Together, Pushing Apart by Natalie M. Rosinsky Magnet Magic by Michael Herschell *Magnet Max by Monica Lozan Huges Science with Magnets by Helen Edom Magnets by Josie Stewart and Lynn Salem What Magnets Can Do by Allan Fowler What Makes A Magnet? By Franklyn Branley *A Look At Magnets by Barbara Alpert Amazing Magnetism (Magic School Bus) by Rebecca Carmi Magnets by Edward Victor

Websites

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http://www.preschoolexpress.com/discovery_station07/magnet_e xperiments_jan07.shtml

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http://teachingmama.org/exploring-with-magnets-4-fun-activitiesfor-preschoolers/

Songs

The Magnet Song (Sung To:" I'm A Little Teapot") I'm a little magnet can't you see Anything metal comes right to me. If it is not metal you will see. It just will not stick to me.

(Tune: Did you ever see a Lassie?)

Chorus: Did you ever see a magnet, a magnet, a magnet? Did you ever see a magnet pull this way and that? On iron and steel, its pull is unreal! Did you ever see a magnet pull this way and that? Chorus A magnet has action, it's called an attraction! Did you ever see a magnet pull this way and that? Chorus Types of Magnets song: https://www.youtube.com/watch?v=_xwZmpBvUTk (for kids to dance and have fun during large group)

Videos

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https://www.youtube.com/watch?v=DR9w4koW2EA (Magnetism for kids)

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https://www.youtube.com/watch?v=yXCeuSiTOug (Magnetism/The Dr. Binocs Show/Learn Series for kids)

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https://www.youtube.com/watch?v=QN6o5yMbKlc (How can you find a magnet?)

Poems

Magnets (Author Unknown) I am a mighty magnet, I can be very strong. But if you use me exactly right nothing can go wrong. I can pick up many objects but not everything you see, I only pick up objects that are attracted to me. So take me now and try me out And you will quickly see, what different kinds of things are pushed and pulled by me

Poems

Magnets attract that’s a fact. Things like nails and metallic pails Magnets attract that’s a fact. Things like cars and lids on jars. Magnets attract that’s a fact Things like pins and cookie tins Magnets attract that’s a fact.

Compass Guide Poem How do we know Which way to go? Look at the magnet and it will show North, south, east or west, For finding directions it is the best How does it work? It’s as simple as can be. The planet’s biggest, and strongest magnet of all. Compared to it, all others are quite small. Because of its size, it’s pull is so strong That all other magnets are pulled along. Try as they might, for all that they’re worth, Magnets can’t help but point toward north. So the next time you’re lost Without a clue, Let a magnet find your way To rescue you.

Parents

Fun Work (home/school connections-please see attached at end of study)

Study Web Science

Technology

* Magnetic Scavenger Hunt * Moving paper clips *Magnetic Ice Experiment *Pipe Cleaner Magnetic Activity *Bar Magnets (North & South Poles) *Magnetic Field Activity

*Videos on You Tube for children to view *Compass Fun

Magnetic Force Engineering Math

*Introduce Magnetic tiles (work time material) * Introduce Magnetic blocks (work time material) *Magnetic cars/ race track Art *Painting with magnets *Magnetic sculptures (work time center) *Crazy Magnetic Hair Styles

*Data analysis magnetic Venn Diagram *Number Fish: Bigger & Smaller (Numbers Plus Activity-card 23) *Magnetic Fishing *Magnetic Counting-class graph to represent how many magnets they found

K

W

L

What do you KNOW?

What do you WANT to know?

What did you LEARN?

“I have them on my refrigerator.” “Magnets hold my paper on the wall.” “We have magnets in the toy area.” “They stick to things.” “ABC magnets stick on the board.” “My mommy has magnets at my house.” “Magnets hold my pictures on the wall.”

(child pointed our magnetic board)

“Can magnets stick to pipe cleaners?” “How can we find out if magnets stick to chalk?” “I wonder if magnets would stick to toys.” “Why do it stick to magnets?” “Do magnets work in the water?” “I wonder if they work in the snow and ice too.”

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“Magnets do stick to pipe cleaners.” “Magnets attract to some metal.” “Chalk no stick to magnets.” “Magnets still work in the chalk. It can still pick up clips.” “Some toys stick to magnets, and some do not stick.” “Magnets can move paper clips in the water.” “It attract even with ice.”

Magnetic? Venn Diagram Activity Originating Idea: Explore what materials are magnetic.

Standards / COR item: W. Data Analysis, BB. Observing & classifying

Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4) Sort, order, pattern, and classify objects by non-measurable and measurable attributes (M 4.3.1)

Materials: Magnets, Venn Diagram for sorting, glue and/or tape, variety of items

that are magnetic and non magnetic (marble, safety pin, paper clips, feather, pencil, scissors, toothpick, etc.)

Beginning: The teacher will introduce a bucket filled with a variety of items. The children may help identify the items they see. The teacher will hold up a magnet and ask, “I wonder what will stick to the magnet?” Allow children to make predictions.

Middle: Each child will be given a magnet and materials to explore. The teacher will encourage children to discuss their observations. The teacher may say, “I wonder what other items we could test to see if it is magnetic.” Invite the children to choose an item from around the room to test.

End: Together place the items on the Venn Diagram titled “Magnetic? Yes, No,

Both.” The children then sorted the items into the correct spots, which everyone agreed upon. Encourage children to discuss, “Why do you think some things stick to the magnet and some don’t?”

Higher Order Questions / Scaffolding Technique:

I wonder what will stick to the magnet. What parts of the item are attracted to the magnet? What other items would you like to test? Why do you think some things stick to the magnet and some don’t?

Child Anecdotes: “It sticking the magnet.”- Anes “Look, it sticking a little bit.” –Elias “It not stick the dinosaur.”-Janrenielle “It go up.” –Jamie (When Jamie placed the magnet over the scissors it jumped up to the magnet.) “The ball no stick magnet.” –Andrew “I gonna test the crayon.” –Ilyes “Ball no work.” -Johan

REFLECTION / SUGGESTIONS: Read the story “Magnet Max” Monica Lozan Huges What other items are magnetic in the classroom? (Maybe a magnet hunt?) Will magnets still work if they are in water, sand, etc.?

New vocabulary to introduce

Magnets Pulling- Repel Attract

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Magnetic Scavenger Hunt Activity Originating Idea:

What other items are magnetic in the classroom? (Maybe a magnet hunt?) Taken from previous activity reflections

Standards / COR item: M. listening and comprehension, CC. Experimenting, predicting, and drawing conclusions

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Children develop inquiry skills (S 5.1) Display curiosity about science objects, materials, activities, and longer-term investigations in progress. (S 5.1.1) Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4)

Materials:

Magnetic wand for each child Camera (to document findings)

Beginning: The teacher will give each child a magnetic wand and say, “I

wonder what items in our classroom are attracted to magnets.” Encourage children to think and respond.

Middle: Invite the children to walk around the classroom to test their predictions then hunt for other things in our room that will attract to magnets. The teacher will take photos to document findings.

End: Have the children share what they learned from the scavenger hunt. Make an experience chart from their responses. (If children have difficulty sharing, reference the photos that were taken or have them show you what item they found.)

Higher Order Questions / Scaffolding Technique:

See if children can recall what items attracted the magnet from the previous activity. What items did you find that were attracted to the magnetic wand? Why do you think it worked on some items and not others?

Child Anecdotes:

“The spoon and the computer leg attract.” –Elias “The metal on a box. It stick. Your paper clips too.” -Xavier “The bells, pipe cleaners, and the magnetic board. It stick.” -Jan “The legs on the chair and the kitchen sink. It stick.” -Janrenielle “The radiator. It stick.” -Mark “The door lock and garbage can stick.” -Aadrian “On cabinet and pencil sharpener. It attract.” -Jamie “Put on paper, hole punch, and ring binder attract.”- Anes (ELL children and non-verbal children demonstrated what they found) Yacine- walked over and placed his magnet on the set of keys hanging from the file cabinet and looked at the teacher. Johan- walked over and placed his magnetic wand on the binder ring, of the teacher’s lesson plan book, and looked at the teacher.

REFLECTION/SUGGESTIONS:

New vocabulary to introduce

This was a high energy activity. The children were so excited when they found magnetic items. They had so much fun learning, they did not want the activity to end.

Attract Repel Magnetic

Possible lesson extension- Expand to a magnetic school wide scavenger hunt (hallways, cafeteria, etc.)

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Pipe Cleaners Activity Originating Idea:

Children played with the pipe cleaners at work time. It was also listed as a want to learn on our K-W-L chart.

Standards / COR item: J. Fine motor skills, X. art  

Develop and refine fine motor skills (H, S & PE 2.4.2) Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions. (S 5.1.4)

Materials:      

Magnetic wands Paper plates Pipe cleaners Markers Google eyes Glue

Beginning:

The teacher placed 2 inch pipe cleaners on a paper plate and said, “I wonder what will happen when I put the magnetic wand on the pipe cleaners.” The children then shared their predictions.

Middle: The teacher gave each child a plate with pipe cleaners, and a magnetic wand. She encouraged the children to test their predictions. The children put the magnetic wand towards the plate with the pipe cleaners. The teacher asked, “What happened to the pipe cleaners? Why do you think that happened?”

End: The teacher then placed googly eyes, markers, and glue in the middle of the table and said, “I wonder if you could give your magnetic wand a crazy hair style.” The children then used the materials to make a face.

Higher Order Questions / Scaffolding Technique: What will happen if the magnetic wand is placed against the pipe cleaners? Why did the pipe cleaners stick to the magnetic wand? What other items do you think will stick to the magnetic wand?

Child Anecdotes: “It’s gonna stick. It’s magic.” –Elias “It stick.” –Jan “Look, I made all of them stick.” -Xavier “Stick” –Johan “Look, it stick.” -Andrew “Look like face...me.” –Jan “This look like a boy.” -Elias

REFLECTION/SUGGESTIONS: Pre-cut the pipe cleaners into 2 inch pieces before the activity After the activity we used the cut up pipe cleaners to make a discovery bottle. We placed the pipe cleaners inside and attached a magnetic wand to a water bottle. We then sealed the top using our hot glue gun. The bottle was then placed in our Toy area/Science area for the children to explore during work time.

New vocabulary to introduce Magnetic wand Pipe cleaners Googly eyes

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Chalk Activity Originating Idea:

The children have been playing with the magnetic discovery bottles during work time. When we made our K-W-L chart the children wanted to know, “How can we find out if magnets stick to chalk?”

Standards / COR item: CC. Experimenting, predicting, and drawing conclusions Display curiosity about science objects, activities, and long term investigations in progress (S 5.1.2) Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4)

Materials:       

Small magnets Paper clips, safety pins, screws, bolts, etc. Magnetic horse shoe Chalk powder mixture Salt Meat cleaver (to mash the pieces of chalk) Shallow bowl

Beginning:

The teacher will mash chalk pieces until they turn into a powder consistency. Then mix the chalk powder mixture with an equal amount of salt. Pour the mixture into a shallow bowl and fill the bowl with magnetic items. The teacher will say, “I wonder what will happen when we put a magnetic horse shoe/magnetic wand in the powder mixture. Will the powder move? Will the magnetic items stick to the horse shoe?” The teacher will record the children’s predictions.

Middle:

Each child will be given their own bowl filled with the chalk mixture and magnetic items to test their predictions. The children will be encouraged to explore, observe, and share their findings.

End:

The teacher may ask, “What items were attracted to the horse shoe? What made them stick to the horse shoe?” The children showed and shared their findings. They concluded that the items attracted, but not the chalk.

Higher Order Questions / Scaffolding Technique:

What happened when we put the magnetic horse shoe in the powder mixture? What items were attracted to the horse shoe? Why do you think those items were attracted to the horse shoe?

Child Anecdotes: “Stick.” –Andrew “It’s gonna stick. It’s gonna go up.” –Elias “It sticking.” -Jan “Magnets catch paper clips.” -Ilyes “Magnets no stick to rocks.” -Jan

REFLECTION/SUGGESTIONS: Look for soft chalk. The chalk can be hard to smash. Be sure to have the chalk smashed before the experiment to save time. After the activity we added the chalk powder mixture and magnetic items inside of a discovery bottle and attached a magnetic wand. We then sealed the top using our hot glue gun. The bottle was then placed in our Toy area/Science area for the children to explore during work time.

New vocabulary to introduce Chalk Horse shoe magnet Magnetic Wand Shallow bowl

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Moving Paper Clips Activity Originating Idea: In a previous activity, Xavier shared that paper clips stick to magnets

Standards / COR item:

CC. Experimenting, predicting, and drawing conclusions Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions. (S 5.1.4)

Materials:    

Jar, cups, or other container filled with water (we used a variety) Magnets Paper clips Paper towels (for spills and clean up)

Beginning:

Show the children a container of water with paper clips at the bottom. Demonstrate by holding the magnet flat against the container how to move a paper clip to the top of the container. Once it reaches the top, very carefully take it out and place it on the table.

Middle:

Give each child their own magnet and container of water filled with paper clips. The teacher may say, “I wonder if you can use your magnet to rescue all of the paper clips at the bottom of the container.” Allow each child to use trial and error as they remove their paper clips. Repeat until all paper clips have been removed.

End: Have children count how many paper clips they were able to remove from their containers. The teacher may ask, “What idea worked the best?” “What did not work so well?” “What do you think we should explore next?”

Higher Order Questions / Scaffolding Technique: “What idea worked the best?” “What did not work so well?” “What do you think we should explore next?”

Child Anecdotes: “Yes, it working.” –Janrenielle “The clips go up and down.” Why? “Because they metal.” –Elias “They up, up, up.” –Johan “I’m moving them up and down with the magnet.” -Xavier “It’s jumping out of cup.” –Aadrian “They jump out of the water to magnets.” -Mark “A bunch coming together.” -Janrenielle “Look how many I got out.” -Aadrian “I wonder if it will work in snow and ice too.” -Xavier

REFLECTION/SUGGESTIONS: Next time, I would offer a small bowl for the paper clips collection after they are removed from the container. Next time I would offer other magnets for the children to try besides the magnetic wand. After the activity we made a discovery bottle with paper clips and water. We attached a magnet to the outside. It was then placed in the Science area for the children to explore during work time. Remember to hot glue the lid to limit messes! Leads us to ask if it will work in snow and ice too? (Xavier)

New vocabulary to introduce Paper clips Attract

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Magnetic Ice Activity Originating Idea:

Xavier’s comment after the moving paper clips activity, “I wonder if it will work in snow and ice too.”

Standards / COR item:

CC. Experimenting, predicting, and drawing conclusions Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4)

Materials:  

Ice cube trays Smaller magnetic items (paper clips, screws, bolts, washers, magnetic marbles,etc.)

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Water & a freezer Magnetic wands/horse shoe magnets Trays

Beginning:

Give each child a tray, magnetic wand, and several ice cubes filled with magnetic items. Allow the children to explore. The teacher may ask, “What items can you move with your magnetic wand? What items work better than others?” (Some items may work better as the ice begins to melt.)

Middle: Lift tray up on top of two bowls and show how to move the ice cubes from below. Allow the children to explore.

End:

Pose a challenge-sorting competition. Sort 6 ice cubes to have 3 of the same item on each side of the tray using their magnets.

Higher Order Questions / Scaffolding Technique: What items can you move with your magnetic wand? What items work better than others?” What have you learned from this experiment?

Child Anecdotes:     

“It attract even with ice.” –Elias “Yes, it working.” –Anes “Magnet not working on all the ice cubes.” –Janrenielle “It’s cold.” –Johan “Look, I saved it from the ice.” –Janrenielle (he broke his object out of the ice cube.)

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“The balls move the best.” –Mark “Magnet circles are easier to move than the paper clips.” –Ilyes “They melting and coming out. That make it more easier.” –Xavier “It easier to move all the ice cubes, when the ice melts.” –Elias “I can move the ice with my magnet.” –Jamie “Yes, it all works with the horse shoe too!” –Ilyes Amiir touched the magnetic ball and the bottom of his horse shoe magnet and made some noises. The teacher said, “Is it working?” He shook his head yes.

REFLECTION/SUGGESTIONS: Prior to activity, fill an ice cube tray with magnetic items; add water, then freeze. Next snow day, we want to collect some snow to see how magnets work in the snow. Have paper towels on hand for easier clean up. Putting the trays on the bowls didn’t work out as well as I planned. The children preferred to hold the bucket in the air. It was easier.

New vocabulary to introduce Freeze Attract Screws Nuts Bolts

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Magnetic Painting Activity Originating Idea: Using the idea from the last project, placing the magnet under the tray to move the magnetic objects.

Standards / COR item: X. Art, CC. Experimenting, predicting, and drawing conclusions

Investigate how and why things move. (S 5.2.4) Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4)

Materials:      

Tray Several paint choices Magnetic marbles Magnetic wands White paper Magnetic wands

Beginning:

Each child will receive a bucket with paper inside. They may choose one or two paint colors. The teacher will drip some paint, their color choice, onto the middle of each child’s paper. The teacher will then give each child a magnetic marble(s) to drop into their bucket. Each child will then receive a magnetic wand.

Middle:

The teacher will invite the children to use the magnet wand underneath the bucket to move the marble through the paint. They will observe the colors mix and move around; as they see how the magnetic marbles travel around the paper.

End:

The teacher will invite the children to describe what they did, and how they were able to move the magnetic marbles around the paper. The teacher will place final products to dry.

Higher Order Questions / Scaffolding Technique: What is happening as you move the magnetic wand? How are you able to move the paint around the paper?

Child Anecdotes:       

“I make it move.” –Jan “Look, when I move my magnet around my marble move the paint in a circle.” –Elias “I can make the marble move my paint around.” –Ilyes “The paint is mixing together.” –Janrenielle “I make it move all around the paper.” –Andrew “I can move the paint up and down.” -Jamie

REFLECTION/SUGGESTIONS: Next time add other various magnetic items in the tray to see what happens.

Read “Magnet Magic” by Michael Herschell After the activity, we added magnetic balls inside of an empty water bottle. We sealed the top and attached a magnetic wand. The bottle was then placed in the Toy/Science area for the children to explore.

New vocabulary to introduce Attract Magnetic balls Magnetic wands

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Compass Activity Originating Idea: The children are exploring and experimenting with magnetic items at work time. Introduce magnetic technology.

Standards / COR item: CC. Experimenting, predicting, and drawing conclusions Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4) Children develop inquiry skills (S 5.1)

Materials: Compass for each child, journals

Beginning: The teacher introduced the vocabulary terms magnet, compass, and magnetic needle. The teacher pointed out and discussed that the magnetic needle on a compass is a tiny magnet. Airplane pilots, ship captains, and scouts use a compass to make sure they are going in the right direction; and to keep from getting lost. The compass needle always points north. Once you know where North is, you can find the other poles.

Middle: Each child was given a compass to lay flat in the palm of their hand to explore and observe what happens. The children were encouraged to discuss their observations. The group then took their compasses and went for a walk down the hallway to observe what happens to the needle. The teacher asked, “What is the needle on the compass doing?

End:

The children returned to their small group to discuss their findings. They were given the option to illustrate their findings in their journals; after the discussion.

Higher Order Questions / Scaffolding Technique: How does a compass work? Why do we use a compass? Who uses a compass? Where are compasses used mostly?

Child Anecdotes:         

“A boat driver need a compass to find their way.” –Ilyes “A compass needle point North. “ –Elias “A compass help a plane drive. Make sure his plane is going in the right direction.” – Xavier "A compass - It's spinning around." Letters N, S, E, W" -Aadrian “The needle is red. It goes around and around.” -Andrew "A captain drives the ship. He need the compass cause he gonna get lost. –Mark “It moving left - the needle - red, white." –Anes "It's going around." -Jan “My cousin is going boy scouting. He have one.” -Mark

REFLECTION / SUGGESTIONS: After the activity we added several compasses to the toy/science areas for the children to explore during work time. Explain to the children that we have things all over our homes that need magnets to work such as: refrigerators, clocks, radios, cell phones, televisions, electric stoves, washing machines, and door bells. Read “Pulling Together, Pushing Apart” by Natalie M. Rosinsky to better explain!

New vocabulary to introduce Compass Magnetic needle Poles

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Pictured are some samples of the children’s drawings, after the compass activity.

Bar Magnets (North and South Poles) Originating Idea: Jamie and Ilyes played with the bar magnets during work time. They were fascinated to see how the poles reacted when placed in close proximity.

Standards / COR item:

CC. Experimenting, predicting, and drawing conclusions EE tools and technology

Display curiosity about science objects, materials, activities, and longer-term investigations in progress. (S 5.1.1) Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4)

Materials: 2 Bar magnets (labeled north and south) for each child

Beginning:

The teacher will show the children 2 bar magnets. The teacher will ask, “What do you think will happen if I put the ends of a North and South Pole together? What do you think will happen if I put the ends of two North Poles together?” The teacher will record the children’s predictions.

Middle:

Each child will then receive a bar magnet. Next, they will be paired with a partner to test their predictions and explore the bar magnets.

End: The teacher will have a discussion with the children about what they learned, as they tested out their predictions. The teacher then shared that the magnets will be available for more exploration during work time.

Higher Order Questions/Scaffolding Technique:

What do you think will happen if the ends of two opposite poles are put together? What do you think will happen if the ends of two same poles are put together? What did you learn about the bar magnets?

Child Anecdotes: 

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"The South and North Pole attract because they not the same. They stick together. When they the same they repel or push apart; two North poles." -Xavier "Sticking and pulling apart because they're not the same; North and South. North and South attract." – Aadrian "North Pole and South sticking, and two North poles or two south poles they pull apart." - Mark "If you put North together it repel, they move. North and South attract. Attract mean they stick." - Elias "They moving inside." – Jan "A North and a South stick. Two North, they moving away." - Jamie

REFLECTION/SUGGESTIONS: Next time, I would purchase some larger bar magnets for the children to explore. Make sure children wash hands after working with the magnets. During exploration, the children were fascinated to see the bar magnets repel and attract. Many children continued to explore the bar magnets during work time. Read “Magnets” by Edward Victor

New vocabulary to introduce Bar Magnet North Pole South Pole Repel Attract

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Magnetic Cars Activity Originating Idea: The block area is the most popular interest area in our classroom. We thought incorporating cars would be a fun way to help teach how a magnet not only attracts, but repels.

Standards / COR item: CC. Experimenting, predicting, and drawing conclusions, EE tools and technology

Investigate how and why things move. (S 5.2.4) Display curiosity about science objects, activities, and long term investigations in progress. (S 5.1.1)

Materials:

Scotch and painter’s tape Cars Bar Magnets, Magnetic Wands, horse shoe magnets, etc Traffic signs and garages (optional)

Beginning: The teacher will use painter’s tape to make a track on the carpet with help from the children. The children then added traffic signs and garages to make it more fun. Next, each child picked a car and tapped a bar magnet to the roof. Finally, each child picked a second magnet to use. Middle: The teacher may say, “Use your magnet to move your car around the track. I wonder if you will push or pull your magnet powered car. Remember don’t use your hands, use your magnet.” Allow children to experiment moving their cars around the track using his/her magnet. Encourage the children to try different types of magnets.

End:

Discuss what the children learned during this activity. What magnet did you think worked best? Were you able to make your car turn? Was it easier to push or pull your car with the magnet?

Higher Order Questions / Scaffolding Technique: Which magnet worked the best? How can you make your car turn? Was it easier to attract or repel your magnetic car? What happened when your car became close to someone else’s?

Child Anecdotes:           

“Move car go.” –Yacine “Car moving.” –Johan “It stick to my car.” –Andrew “It’s moving.” –Janrenielle “I moving it backwards.” –Elias “It’s fun doing this.” –Xavier “The horse shoe magnet is too hard.” -Jan “The magnet moving my car.” –Jan “My car pushin this car.” –Aadrian “The cars sticking together.” –Janrenielle “Look, I movin my car.” -Mark

REFLECTION/SUGGESTIONS: Next time, we could try to attach other types of magnets (horseshoe or ring magnets, etc.) on the roof of the cars. The children had so much fun with this activity that they wanted to extend it into work time. We added the materials to the block area for the children to explore more in the future. The children were not happy with the power of the horse shoe magnet. At times, the carpet was a little challenging for some. A few children moved to the floor instead. The children were excited to find out if they moved one car; it moved another car forward or backwards. The children found it challenging to make turns.

New vocabulary to introduce Pushing Pulling Attract Repel

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Magnetic Field Activity Originating Idea:

The children explored and experimented with the bar magnets during work time.

Standards / COR item: CC. Experimenting, predicting, and drawing conclusions

EE. Tools and technology Display curiosity about science objects, activities, and long term investigations in progress (S 5.1.1) Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions (S 5.1.4)

Materials:   

2 Bar magnets or 1 magnet wand per child 1 piece of heavy white paper Bits of steel wool

Beginning:

The teacher will show the children how to make a magnetic field. First, bits of steel wool will be dropped all over a piece of heavy white paper. The teacher will ask, “What do you think will happen if I put a bar magnet underneath the paper and tap the edges of the paper?” Where will the bits of steel wool go? How will the steel wool move?” The teacher will record the children’s predictions. The teacher will then demonstrate how to tap the edges of the paper without touching the steel wool. Middle: The teacher will pair the children and give them two bar magnets, a piece of heavy white paper, and bits of steel wool to explore and test out their predictions. The teacher will assist the children place a bar magnet underneath the piece of heavy white paper, if needed.

End:

The children then discussed how the bits of steel wool moved when they tapped the edges of the paper. What did it look like when you began the activity? What happened when you tapped the edges of the paper?

Higher Order Questions / Scaffolding Technique:

What will happen to the bits of steel wool? How will the magnetic force affect the bits of steel wool? Why did the steel wool repel? Why did it attract?

Child Anecdotes:       

“It's going to move in all different places." - Xavier "They move - It's going to push it on the paper." – Aadrian "Both of them, the magnet pushing it on the paper." - Mark "It was moving when I tap it. It moved all around the paper." - Elias "It moved like a circle." – Anes "All over the paper. It's making a move in circles." - Jan "It's all over the paper.” The teacher asked, "What happens when you tap the paper?" Jamie responded, “It's not all over the paper."

REFLECTION/SUGGESTIONS: Make sure you cut the pieces of steel wool into small pieces before the activity to save time Do not allow the children to touch the steel wool, only the paper. (It could go underneath the skin.) This activity should be an ending activity to working and exploring with different types of magnets; so the children may actually see how magnets attract and repel the bits of steel wool. Read “Magnets” by Edward Victor

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New vocabulary to introduce Bar Magnets Bits of Steel Wool

PHOTO OP

“Aha” Moments! Moments of sudden insight, discovery, or realization! Students First Name 1. Elias

Students Response “Our magnets stick together.” (two children were reaching for the same object and their magnets got stuck together)

2. Jamie

“On cabinet and pencil sharpener. It attract.” (first time a child used the term attract)

3. Ilyes

“Magnets catch paper clips.”

4. Jan

“Magnets no stick to rocks.”

5. Xavier

“I’m moving them up and down with the magnet.” (child realized he could move the paper clips up and down the side of the cup using his magnet)

6. Xavier

“I wonder if it will work in snow and ice too.”

7. Elias

“Look, when I move my magnet around my marble move the paint in a circle.” “A compass needle point North. “

8. Elias 9. Xavier

“A compass help a plane drive. Make sure his plane is going in the right direction.”

10. Aadrian

“My car pushin this car.”

11. Jamie

"A North and a South stick. Two North, they moving away."

Teacher’s Helpful Hints

*Voss Water Bottles work best for discovery bottles. They are a little more expensive, but they last longer and are stronger than regular water bottles. *Be sure to keep all of your photos, they make a great class book that you can add to as you continue to explore magnets. *Make sure you use the paper clips with the coating when using water; otherwise they will start to rust. *Home Depot sells magnets! They also sell nuts, bolts, etc. individually. I picked up various materials in various sizes for the magnetic sculptures. (I spray painted some pieces ahead of time; to make the sculptures have a little contrast and look more interesting)

Documentation Panel

ADDITIONAL PHOTO OP Magnetic sculptures

ADDITIONAL PHOTO OP Magnetic fishing

Fun Work We are working on a StEM Study (science, technology, engineering, and mathematics) on “Magnetic Force is Everywhere” in our classroom. This study wil continue throughout the school year. Please discuss with your child magnetic items and objects in your household. Please attach or illustrate four pictures of the magnetic items in your household. You may use pictures from a magazine for your child to share at school, if you wish.