| Duration: |
40 minutes |
| Content Focus: |
Science |
| Description |
This lesson provides an introduction to magnets and their properties. Students will learn how to locate
poles on various kinds of magnets. Students will also observe how like poles repel and unlike poles
attract each other. In addition, students will become familiar with natural magnets and the different
materials a magnet can attract. |
| Goal |
To introduce students to the properties of magnets. |
| Objectives |
Students will be able to
- locate poles on various kinds of magnets.
- Students will be able to identify the strongest parts of a magnet.
- Students will be able to observe that like poles repel and unlike poles attract each other.
- Students will be able to identify objects that are attracted to magnets.
|
| Standards |
Indiana Academic Standards
2.1.1 Manipulate an object to gain additional information about it.
2.3.8 Demonstrate and observe that magnets can be used to make some things move without being touched.
3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens of analysis.
3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.
4.3.15 Demonstrate that without touching them, a magnet pulls all things made of iron and either pushes or pulls other magnets.
5.2.4 Keep a notebook that describes observations and is understandable weeks or months later.
|
| Materials & Preparation |
- magnets (man-made and natural magnets, if available)
- paper clips
- iron filings
- plain white paper
|
| Vocabulary |
- magnet - A stone or a piece of metal that attracts some other metal.
- attract - To pull towards.
- repel - To push away from each other.
- magnetic poles - The north and south poles or ends of a magnet.
|
| Grouping |
Students work in groups of 3-4 |
| Procedures |
| Anticipatory Set: |
Inform students that today they are starting a new unit in science. Hold up a magnet.
Ask, "Does anyone knows what this is?" Show students a bar magnet. Ask them what the "N" and
"S" stand for. Explain that all magnets have a north and south pole, just like our earth. "Can anyone
name something that shows us the directions north and south? Has anyone ever heard of a compass?"
|
| Continuation: |
Show the students more examples of magnets. Give each pair of students two magnets and ask
students to find the poles. "What happens when you put the north pole of a magnet next to the south
pole of a magnet? What happens when two north poles are placed next to each other? Two south poles?"
Ask students to share their findings. |
| Demonstration #1: |
Give each pair of students some paper clips and have them lay the paper clips in a line. "Touch a
magnet to one paper clip. Now the paper clip is temporarily magnetic. Lower the magnet until the paper
clip is touching another paper clip. Lift the magnet up again. Pull the chain off the table using the magnet.
Let's see who can get the longest chain." |
| Demonstration #2: |
Divide the students into small groups. Give each group a plain, white piece of paper. Have the
students place a bar magnet underneath the sheet of paper, keeping the paper flat on the table. Go
around to each group and sprinkle iron filings over the paper. The students should be able to see
where the magnet has the strongest attraction by where the iron filings seem to cluster. (The iron
filings will cluster and move towards the magnet's poles.) |
| Closure: |
Hold up a magnet and ask students to name the poles and the strongest parts of the magnet. Ask
a student or a pair of students to demonstrate and explain what two north poles do and what two south
poles do when placed next to each other. |
|
| Assessment |
- Observe students' actions during the demonstration activities.
- Have students write a journal entry listing three facts that were learned about magnets today.
|
| Extensions |
(Technology Integration Ideas)
After discussing what the natural form of a magnet is called, where magnets are most abundant, and
what natural magnets look like, have the students look up this information on the World Wide Web.
When discussing where the natural forms of magnets are found most commonly in the world, you can
have students look up these places on the Internet or an electronic encyclopedia. Magnets are commonly
found where volcanoes are located, so this could lead into a discussion or lesson about volcanoes.
Students can take "electronic fieldtrips" to different regions in the world where volcanoes are located and
view on-screen animations/demonstrations of how volcanoes erupt. |
| Special Needs Adaptations |
During the demonstration/experiment you could pair a special needs child with another child who
understands the material and concepts. Working in pairs will help both of the students. The special
needs student will benefit by having someone other than the teacher explain the concepts to him/her.
Also, by explaining the concepts to someone else, the other student will reinforce his/her own knowledge
of the subject matter. |
