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GLEs Forces affect motion

Concept: Forces are classified as either contact [pushes, pulls, friction, buoyancy] or non-contact
forces [gravity, magnetism] that can be described in terms of direction and magnitude

Grade 2:
a. Recognize magnets attract and repel each other and certain materials
b. Describe magnetism as a force that can push or pull other objects without touching
them

Content Piece Process Piece

Step in Activities: Inquiry GLE / process


Lesson: skill:

Engage This could be anything to get the students interested, or


you could go straight to Explore, since magnets are
inherently interesting. One suggestion would be to
begin by showing the students something really
impressive like a magnet holding up a car.

Explore Day 1: Provide lots of objects [magnetic and non-


magnetic] and as many different shapes and strengths of Observe with senses
magnets as possible. Have the students explore the
objects and magnets. Provide a worksheet so that each Communicate
student can record his or her observations by either observations
drawing or naming the objects they tested:
Use simple tools
Object Moved by a
Magnet?

When you think the majority of students are ready, ask


them to look at the objects that were moved by a
magnet and think about what those objects have in Use observations to
common. Ask the students to come up with a rule to describe a relationship /
describe the kinds of things that are moved by a make a reasonable
magnet. [This would be a perfect Think-Write-Pair- explanation
Share]
Explain Have pairs share out their rules. Discuss as a class how
we “test” rules by trying something new and seeing if
the rule “works”. What could we do to test our rules?
Hold up an object and ask students to predict whether it
will attract a magnet. Ask students to justify their
prediction [this makes the connection to the “rule”] Do
this with several different objects. This will lead into Predict / justify
further exploration over the question of whether
magnets attract all metals. [At this point they don’t
have to use the words attract and repel; move or push
are fine]

Explore Provide students an assortment of metal objects to test Observe with senses
whether magnets attract / move all metals. [Someone is
bound to notice that magnets move each other, but if Communicate
not, remind them that magnets are also made of metal] observations

Use simple tools


Explain Come up with a refined rule for what kinds of objects
magnets attract. This will require discussing the
different kinds of metal. [pages 320-321 in book]. Use observations to
Have students copy the rule into their notes, science describe a rule
journal, or under their observation sheet.

Explore Ask the students whether or not the magnet has to


actually touch the object. Some students may not have Observe with senses
noticed, so allow some time for observation. Make sure
everyone works slowly enough to see objects pulled to Communicate
the magnet without first being touched by it [iron nails observations
are great for this]. This is very different from our
ability to push only if we’re touching. Use simple tools

Explain Discuss the need for special words for the magnet’s
ability to push and pull without touching. Introduce the
words attract for pull and repel for push.
[You will need to demonstrate repel with the bar
magnets]

Evaluate Provide a worksheet with pictures of objects and have


students identify which would be attracted by a magnet Predict / justify
[make sure they are not objects that were already
tested]. Ask them to write the rule about what kinds of
objects magnets will attract.
Extend Ask students if there is a relationship between the size
#1 of the magnet and how strong it is [how easily it moves
objects]. Survey the room. What did they observe
when they were working with their magnets?

Ask students how the class could do an experiment to Conduct a simple


test the question. Allow lots of time for discussion investigation [with
[perhaps small groups?] With the class, develop a teacher assistance]
simple plan to use several different sizes of magnets on
the same objects. The best way would be to measure the
weight of an object and see which magnets can pick up
the most weight. Record results. Develop a
conclusion.

Extend The Investigation in the book about magnets pulling


#2 things through other materials [page 323]

***The best time to read the textbook is AFTER the


students have done their exploration and
explanation. I think the students could now read
Lesson 5 and have it be useful in synthesizing
information.

Vocabulary Magnet
Attract
Repel
Metal
Force

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