Magnetism- Unit Plan for First Grade

Science Methods
December, 2003

I. SUBJECT/TOPIC
The topic of this unit is Magnetism. The unit is designed to instruct first grade
students, and consists of six forty-minute lesson plans. The lessons of the unit cover
every aspect of magnetism appropriate for this grade level. Beginning with an
introduction to magnets, the unit continues on to elaborate on various characteristics of
magnets. The unit concludes with students creating compasses and magnets, as they
discover how magnets are used in everyday life.
II. RATIONAL AND PURPOSE
Teaching this material to the students is valuable for various reasons. This unit
meets Michigan Curriculum Standards in each lesson. The unit will teach students how
magnets work, function, and are used.
Students needs will be met through the various learning styles targeted in the
lessons. Diverse learning situations are available in each lesson, such as cooperative
learning groups, whole class discussions, and individual critical thinking. One-on-one
assistance will be provided for students with individual needs during the activities.
This unit relates to real world concerns as students learn about how our Earth
behaves as a natural magnet, and how compasses can help us with direction. Even the
use of magnets to hang work on a refrigerator will be a personal application for students.
This unit reflects our philosophy of teaching in the way it addresses different
learning needs of students. Our philosophy also allows students to take ownership of
their learning through exploring and interacting with the lesson material.
III. GOALS AND OBJECTIVES
1. General Goals
Students will recognize the different characteristics of magnets, including
attraction, repulsion, magnetic poles, and capabilities of force.
Students will recognize the relation of magnets to the natural forces in the earth.
Students will apply knowledge to create magnets, and identify the everyday
uses of magnets in the world.
2. Relevant Goals
Science MCF 1.1.1
Science MCF 1.1.2
Science MCF 1.1.3
Science MCF 1.1.5
Science MCF 1.1.6
Science MCF 4.1.2
Science MCF 4.3.3

3. Specific Objectives
Students will describe observations on how magnets work.
Students will predict, and collect and record observations during their
investigations.
Student will discover that the strongest force of a magnet is at the poles.
Students will observe and record that like poles repel each other, and unlike
poles attract to each other.
Students will explain the relationship of magnets and the materials they pull
through.
Students will predict and discover what objects magnets can pull through.
Students will use a bar magnet to find the direction of the Earths magnetic
north pole.
Students will recognize that the Earth has a magnetic core.
Students will recognize how magnetic attraction, direction, and the earths
natural magnetism are related.
Students will demonstrate and locate, by use of their homemade compasses, the
direction of north.
Students will identify objects that can be magnetized.
Students will create magnetic materials through nonmagnetic
IV. UNIT MAP/PLAN
1.

2.

3.

4.

5.

Lesson One: Introduction Lesson to Magnets

Students will describe observations on how magnets work.
Students will predict, and collect and record observations during their
investigations.
Lesson Two: Magnetic poles
Student will discover that the strongest force of a magnet is at the poles.
Students will observe and record that like poles repel each other, and unlike
poles attract to each other.
Lesson Three: Things Magnets Pull Through
Students will explain the relationship of magnets and the materials they pull
through.
Students will predict and discover what objects magnets can pull through.
Lesson Four: The Earth as a Magnet
Students will use a bar magnet to find the direction of the Earths magnetic
north pole.
Students will recognize that the Earth has a magnetic core.
Lesson Five:
Students will recognize how magnetic attraction, direction, and the earths
natural magnetism are related.
Students will demonstrate and locate, by use of their homemade compasses, the
direction of north.

6. Lesson Six:
Students will compare and contrast true magnets with objects that have been
magnetized.
Students will produce magnetic attraction in spoons and other materials by
using magnets.
Students will recall from their everyday lives how magnets are used in the
world around them.

V. INSTRUCTIONAL STRATEGIES AND MATERIALS

Lesson 1: Introduction Lesson to Magnets

Subject/Topic
This lesson will be taught on what items will move (attract) or not move (repel) to a
magnet.
Rational/Purpose
The purpose of this lesson and the value to the students is so that students will learn
concepts such as magnets attracting specific items and magnets repelling specific items.
Students will also learn about key words such as magnet, attract, repel, steel, and iron.
Students will also have practice in key scientific methods such as predicting, observing,
recording, and concluding.
Objectives
1.
2.
3.
4.

The learner will describe observations on how magnets work

The learner will predict what items the magnet will/will not attract
The learner will collect and record their observations during their investigations
The learner will report what they have concluded

Content
Key Words: Magnet, Attract, Repel, Steel, Iron.
A. Introduce the lesson with questions pertaining to student background knowledge and
interest.
B. Ask students to make predictions on what will move to a magnet.

C. Have students work with magnets and items to test their predictions and to record their
observations on their provided charts.
D. Regroup as a class to discuss the students findings.
E. Students will once again split into groups to try different things around the room some ideas are provided on their new charts and some they will have to find on their own
and write in on the blank spaces.
F. Students will regroup as a class again to discuss their new findings.
G. Items will be listed on the board during the discussion of the students findings.
H. A concept map, with the students help based on their given information, will be
created on the board.
Strategies and Activities
Engage

Ask the students to share their ideas of ways they could hold a piece of
paper to a refrigerator (such as glue, tape, putty, and a magnet).
Tell the students that today, they are going to learn about magnets and
items that will move, or not move, to a magnet.
Begin by holding up the items that the students will be working with in the
coming minutes and ask them to make predictions of what will or will not
move to a magnet.

Explore

The students will be provided with their own individual charts that will list
the given items.
The title of the chart will be What will move to a magnet? And each item
will have a space to draw the item and yes or no columns.
Students will work in groups of no more than three and will draw
conclusions on each item.
Students will draw a picture of what the item is (next to the item name on
their charts) and determine what things move to a magnet and what does
not.
The items will consist of things such as a block, nut, penny, crayon, paper
clip, rubber band, piece of paper, etc.

Explain

The students will return to their seats so that the observations and
conclusions can be discussed, justified, explained, and defined.

Elaborate

The students will be given new charts that are only filled half way (at the
most) with items and will once again be gathered into their previous
groups.
These items will be things from around the room and then the students will
be expected to fill the second half with things that they find on their own
from around the room to test.
The students will again draw what they test with the magnet and will x
yes or no of what they believe will move to a magnet.

Evaluate

The students will once again return to their seats for application and
discussion of the attraction or lack there of.
The students will be asked about magnets, what they attract, and do not
attract (or rather what moves and does not move to a magnet).
A list on the board will be made and then a concept map will be put
together (on the board) with the students help.
The concept map will consist of the heading Magnets then breaking
down into two categories underneath the heading. The divisions are
attract and do not attract.

Materials
__ Magnets
__ Pencils
__ Charts (two given types)
__ Toothpicks
__ Nuts
__ Pennies
__ Crayons
__ Paperclips
__ Rubber bands
__ Pieces of paper
__ Baggies
__ (Whiteboard or chalkboard / dry-erase marker or chalk)
Plans for Individual Differences
The lesson is geared not just for one learning style but rather the major three: audio,
visual, and kinesthetic (hands on).

The questions, discussions and explanations are for those who are auditory
learners.
For the visual learners, the lesson provides by not only the presence of the actual
items (magnets and attractable/non-attractable items), but also observation of the
actual attraction/non-attraction put into practice. Also, the concept map will aid
the visual learners as well.
For kinesthetic learners, the students will have the opportunity to interact with and
manipulate the actual items with the magnets. They will also be able to go around
the room and try out items that they have found by their own choice.

For those who have learning difficulties, one on one help during grouped activities (either
the teacher or another student who had previously volunteered) will be available.
Evaluation
Based on the objectives, students progress will be determined by various components.
These criteria are the following:
1. Students will be assessed on their observations and conclusions of what moves or
does not move to a magnet.
2. Students will be assessed by way of their two charts on both activities.
3. Students will also be assessed on their overall participation throughout the entire
lesson, including the class discussions.
(Option: The teacher will keep an evaluation sheet and record observations and notes on
each student in order to determine the level of effort of each student that was imported.)
Lesson Critique

Lesson 2: Magnetic Poles

Subject/Topic
Magnets contain a north and south pole. Magnetic force is strongest at these poles;
opposite poles of magnets attract, and similar poles repel.
Rational/Purpose
Students should be able to apply the foundation of a magnet to this lesson, taking the
basics a step further. Furthermore, this lesson will follow with application of real-life
magnets and its uses. Therefore, it is important for students to understand the basics of
magnets and their parts, so that they can see the application in our world.
Objectives
1. Student will discover that the strongest force of a magnet is at the poles.
2. Students will observe and record that like poles repel each other, and unlike poles
attract to each other.
Content

Key Vocabulary
o Poles- ends of a magnet
o Attract- pull towards
o Repel- push away
o magnetic field- space around a magnet
Magnets have north-seeking and south-seeking poles
Law of magnetic attraction:
o Unlike poles attract each other
o Like poles repel each other
A magnetic field is the space around a magnet
Magnetic force of a magnetic field is strongest at the poles

Strategies and Activities

Engage
Hand each student a bar magnet and handful of paper clips.
Ask the students, now, we have been talking about magnets, and their magnetic
attraction. However, do you think there could be a place on a magnet where the
pull is the strongest? Discuss with the students sitting near you how you will
investigate this problem.

Explore
Allow the students to investigate with their materials.
Students should draw the magnet in their science journals and circle the parts
where the magnets pull is strongest (at the poles, or ends).
Explain
Then, discuss with the class their findings and how they know. (Students should
be able to state that they know the ends are strongest because the ends picked up
more paper slips than other parts of the magnet.)
Point out to the students that magnets have two ends, or poles. They are the north
and south poles on a magnet. And yes, these poles have the strongest force on the
magnet. Demonstrate the north and south poles on a bar magnet.
Elaborate
Ask students to form a hypothesis: What will happen when two like poles are put
together? What will happen when two unlike poles are put together?
Have students write their hypotheses in their paper (or science journal).
Have students discuss with their neighbor what their hypothesis is. Ask the class
to share a few ideas.
Demonstrate how to set up the experiment (without actually demonstrating the
results; this is for the students to discover):
o Tie the string around the center of one of the bar magnets.
o Hold the string in the air, so that the magnet dangles below.
o Have your partner take the other bar magnet and move the north pole
towards the north pole of the dangling magnet. What happens?
o Tell the students to experiment in this way; also trying the unlike poles,
putting together a south pole and a north pole.
Students will perform the activity with their partner, allow plenty of time for them
to explore.
Have students record results on paper (or science journal).
Evaluate
Bring the class together for discussion: What happened? Were our hypotheses
correct? What conclusions can we make? (Unlike poles repel, while like poles
attract).
Have students write about their conclusions in their science journals.
Finally, after obtaining this knowledge, have students cover the poles of one of
their bar magnets with the strips of electrical tape. Have them experiment with the
magnets as before, to see if they can predict which is the north pole and which is
the south pole. After, they can remove the tape to check their predictions.
Materials
1. For each student: a bar magnet and some paper clips, paper and pencil

2. For each pair of students: two bar magnets, with poles marked, 12-inch piece of
string, two 2-inch strips of electrical tape, paper and pencil
Plans for Individual Differences
This lesson consists of a variety of activities, which will likely target many different
learning styles. The lesson contains small group interaction, individual and group
hypothesizing, predicting, and critical thinking, large group discussion, drawing and
labeling, writing, and small motor abilities throughout the exploration. It will also
enhance and stretch students who might differ in their learning styles, as they engage in
these specific activities. For students with disabilities, this lesson is adaptable to meet
individual needs of students. Also, since students work in pairs most of the time,
cooperative thinking/working will occur, perhaps helping those with individual needs and
differences. Teachers may wish to form the pairs accordingly. This lesson is adaptable
and may easily be altered.
Evaluation/Assessment
Teacher evaluates student responses and participation, as well as their science journals.
Lesson Critique

Lesson 3: Things Magnets Pull Through

Subject/Topic
Magnets- things magnets can pull through
Rational/Purpose
A magnet can pull through some things. In order for students to understand the strong
pull magnets have, they must recognize different materials magnets can pull through.
They will also recognize ways people use magnets.
Objectives
1.
2.
3.
4.
5.

Students will predict what objects magnets can pull through.

Students will test their predictions about magnetic pull through objects.
Students will experiment with magnets, paperclips, and other materials.
Students will write their observations on a data sheet.
Students will explain the relationship of magnets and the materials they pull
through.

Content
*Key Words: magnetic force, strong, weak, distance (close, far)
Engage
Magnadoodle/magnet man face- This game uses a magnet.
Record the students answers to the following questions on the board:
o How does it work?
o What does the magnet attract here?
o What does the magnet pull through to move the iron fillings?
o Can magnets pull through other objects?

Next, on a transparency, show the class the data sheet they will be filling out as
they explore. Have them predict if a magnet can pull through: paper, wood, glass,
cloth, water. Record their predictions on the board.

Explore
Have children pair up with another student in groups of two.
Give each group the following materials:
o Magnet
o paperclips

o
o
o
o

wood (ruler)
paper
glass
cloth

Hand out a data sheet to each group. Have them test and record their observations
with a happy or sad face. Also, have them explore around the room to test other
ideas and materials that magnets can and cannot pull through.
Encourage the pairs to take turns trying as many different things as they can.
Tell the students that they should draw a picture or write what they did to try other
experiments or ideas (e.g. if the tried to pull through a whole book, draw a book)

Explain
Ask the students to share their discoveries by using what they did as an example.
Questions:
o What did you observe?
o What other objects or experiments did you try?
o What do you think we can conclude about magnets and their ability to pull
or not pull through objects?
*The pulling force is strong close to a magnet. It is weaker away from a magnet.
Magnets can pull through paper, plastic, glass, water, (cardboard), and air.
Elaborate
Do you think I can move this small car with a magnet through this piece of
cardboard? Why? What reasons do you have from your own experiences to
make this guess?
Do you think I can move this same car with a magnet through this table top?
Why?
Based on your observations, what do magnets do? (push, pull, lift, move, attract,
repel.
Evaluate
Walk around and observe/interact with the groups as they are exploring and
working together.
Create a concept web showing what magnets can pull through.
Strategies and Activities

5 Es: Engage, Explore, Explain, Elaborate, Evaluate

Magnet Face Man
Experimenting with different objects and magnetic force/pull
Car on cardboard

Materials
-Magnet face man/Magna-doodle
-Data sheet transparency
-Data sheets for students
-Magnets
-Paperclips
-Paper
-Wood (rulers)
-Glass
-Water
-Cloth
-Car
-Cardboard
Plans for Individual Differences
This lesson is geared towards the many different learning needs of students in the
classroom. Students are actively engaged with many different materials, which is
beneficial to students who learn best through hands-on activities. Also, in addition to
whole class discussion, students work together in small groups. This lesson is also aimed
at visual learners as they use the chart provided to record what they discover.
Also, the assistance of a teacher aid will allow for more one-on-one attention for students
who need it.
Evaluation
1. Walk around and observe/interact with the groups as they are exploring and
working together.
2. Create a concept web showing what magnets can pull through.
Lesson Critique

Lesson 4: The Earth as a Magnet

Concept
The Earth behaves as a magnet, containing magnetic north and south poles just like any
magnet.
Rational/Purpose
Students will be applying their foundational knowledge of magnetism to this lesson, in
order understand the natural source of magnets.
Objectives
1.

Students will use a bar magnet to find the direction of the Earths magnetic north
pole.
Students will recognize that the Earth has a magnetic core.

2.
Content

Key vocabulary:
o North Pole, South Pole- geographical Poles
o Magnetic north pole, south pole- near, but not the same as previous
o Earth- contains a magnetic core
o Core- center of the earth
o Layers- outside the core, leading to the surface
o magnetic field- the space around a magnet
o poles- the ends of a magnet
Magnetic field is strongest at the poles
Earth behaves as a huge magnet, and contains a magnetic north pole and south
pole.
Earth is made up of many layers, starting with a naturally magnetic core.
Earth contains north and south magnetic poles- near, but not the same as the
geographic North Pole and South Pole.

Strategies and Activities

Activity I

Engage
Ask students if they know where the North Pole is. Allow students time to look at
a map or globe to find their answers. Have a globe at the front of the room and
ask a few students to come and demonstrate where it is. Ask the students to point
out the South Pole as well.
Tell students there is also a magnetic north pole, and ask for predictions of what
that might mean. The students should write their predictions in their journals, and
then write some of their offered predictions a piece of chart paper. Tell students
they will find the magnetic north pole by the end of this lesson.
Explore
Students should be in cooperative working groups of two or three. Hand out
materials for Activity I.
Have students mark the north pole of the magnet using their knowledge from
Lesson Two.
Finding the middle of the magnet, have students wind a 7"-8" piece of thread
around the magnet and tie into a knot. When the students hold the other end of the
thread, the magnet should be balanced and parallel to the ground.
Take the free end of the thread and tape it to the end of the ruler.
Place five books on the edge of a counter, sliding the ruler between the top two
books. The magnet will be hanging down and able to move about.
Once the magnet comes to rest, where does the north pole of the magnet point?
Move the magnet again to find if it settles in the same spot. Move about the room
as well as outside. Does the pole continually point in the same direction?
Allow ample time for students to experiment then gather in a group. What did the
students experiments find? Were their results consistent?
Ask the students to write in their journals what they discovered so far, and what
their hypothesis is for this phenomenon.
Activity II
Explain
Ask the students about their findings from the previous activity (the north pole of
the magnet always pointed towards the north). Ask for some of their hypotheses
for why this happened.
In the same groups, they will remove all other materials and use only the bar
magnet.
Ask the students if they remember what a magnetic field is (space around a
magnet)
Also review their understanding of where the strongest points of that field is (at
the N and S poles)
Tell the students that the Earths core makes a magnetic field like the bar magnet.
Elaborate

Hand each group a piece of tissue paper.

Imagining that the bar magnet represents the core of the Earth; ask the children
how they could use the tissue paper to create a layer of Earth to cover the core.
After they have found they could wrap the magnet in the tissue paper, pass out 10
more pieces to continue layering the "core."
Give each group various magnets to explore with, finding the actual N and S
poles of their Earth.

Evaluate
While students are doing this, walk around and question each child to find out if
they understood the concept of core and layers of the Earth.
After each group has completed the activity, have each student draw an Earth on
their paper, labeling the core, differing layers and top layer of the Earth. Use the
following worksheet on a large chart or overhead to demonstrate the layers of the
Earth. Show the students where on the globe are the magnetic north and south
poles, in relation to the geographical North Pole and South Pole.
Pull the children together in a circle for discussion. Ask questions such as "Were
you surprised the Earths core is magnetic? Why or why not. Have you ever had
an experience seeing the different layers of the Earth? What have you noticed
about the top layer of the Earth? What conclusions can you draw from this
activity?
(Optional Art Extension):
Ask children what they know about the top layer of the Earth i.e., 75% of the
earths surface is water, the differing habitats, etc.
Demonstrate a top layer of the Earth by taking strips of newspaper dipped in
starch to cover the tissue layers of the Earth (if time permits, painting the papermache Earth once it has dried would make an excellent art project).
Materials
1. Globe, maps of the world, (per small group): bar magnet, thread, several heavy
books, tape, ruler, chart paper.
2. Journal and pencil, bar magnets used for previous for each group, tissue paper,
(optional: newspaper, starch and paint- to paper-mache and paint the earth)
Plans for Individual Differences
This lesson consists of a variety of activities, which will likely target many different
learning styles. The lesson contains small group interaction, individual and group
hypothesizing, predicting, and critical thinking, large group discussion, drawing and
labeling, writing, as well as small and large motor abilities throughout the exploration. It
will also enhance and stretch students who might differ in their learning styles, as they
engage in these specific and diversified activities. For students with disabilities, this
lesson is adaptable to meet individual needs of students. Also, since students work in
pairs most of the time, cooperative thinking/working will occur, perhaps helping those

with individual needs and differences. Teachers may wish to form the pairs accordingly.
This lesson is adaptable and may easily be altered.
Evaluation/Assessment
Teacher evaluates students responses during individual checking for understanding, as
well as during class discussion and reviewing work in their science journal.
Lesson Critique

Lesson 5: Making and Using a Compass

Subject/Topic
This lesson will be taught on how to make and use a compass.
Rational/Purpose
The purpose of this lesson and the value to the students is so that students will learn how
to make a compass. The students will also learn how to use a compass and how it works
in relation to the Earths natural magnetism. This lesson is a real application to everyday
life.
Objectives
1. The learner will create their own magnetized compass.
2. The learner will recognize how magnetic attraction, direction, and the Earths
natural magnetism are related.
3. The learner will demonstrate and locate, by use of their homemade compasses, the
direction of north.
Content
Key Words: Magnet, Compass, the Earths North and South Poles, Attraction, Location,
and Direction.
A. Begin the lesson with the imaginary situation.
B. Have students tell how they would try to get home.
C. Explain the compass.
D. Have the students get into groups and make their compasses.
E. Regroup as a class and discuss what they just made. Also discuss the Earth and its
magnetism.

F. Divide class into groups again and bring class outside.

G. Have students do the compass/location activity.
H. Regroup as a class again and discuss the previous activity.
Strategies and Activities
Engage

Create a situation for the students by having them closing their eyes and
imagining that they are out in the forest, the country, another country, or
just somewhere out in the middle of no where.
Make the scenario as detailed and as real as possible.
Even allow students to comment on what they envision.
When you feel that the students are in their imaginary place, begin to ask
them how they would attempt to get out of it and what they would do.
Hold up a compass and ask the students if they know what it is, if they
know what it does, and how it is used.
Explain how a compass may help one find his or her way out of the
unknown location.
Tell the students that they are going to make their own compasses and that
they will be using them to find a specific location.

Explore

Divide the students into groups of two and no more than three. Have the
groups work on creating their own compass and writing their observations.
Each group will follow these instructions:
Magnetize the needle by rubbing the tip several times, in the same
direction on the magnet. Test the needle by making sure it can
attract an item that typically is attracted to a magnet.
(E.g. a paperclip)
Each bowl (per group) should be filled with one inch of water.
Place bowl in center of white construction paper.
Place piece of cork in the bowl.
Put the needle on the piece of cork.
Make observations of how the needle aligns itself in the bowl of
water (needle should point to north)
Construct a drawing of a compass rose on the white construction
paper. Begin with north and then add south, east, and west.

Explain

Students will return to their seats so a class discussion may take place.

Students will explain what they did and had observed.

Explain how the Earth is a magnet itself and its natural magnetism is found
in the north and south poles (most strong in the north).
Elaborate

In this activity, students will be given the opportunity to go outside with

their provided, one answer worksheet and practice their homemade
compass.
Students will be expected to figure out, in their groups, what large
structure, location, or building is north.
(The answer will depend on your personal campus. If the school happens
to be north of where you bring your class, then school will be the one
word answer. You may choose to place the groups in different locations
around your campus and have them determine what is north from their
specific location. The one word answer will then vary.)

Evaluate

The students will return to the classroom with the teacher and discuss what
they just did outside.
They will also discuss how it worked, why it worked, and how they can
apply their new knowledge to a situation if the students were actually lost.
Ideas and suggestions will be written on the board.

Materials
__ Small bowl (plastic or paper is best)
__ Small flat circular piece of cork
__ Non-magnetized needle
__ Magnet
__ Pitcher of water (enough to fill each bowl with about 1 inch of water)
__ Piece of white construction paper
__ Given worksheet for each group
Plans for Individual Differences
The lesson is geared not just for one learning style but rather the major three: audio,
visual, and kinesthetic (hands on).
The questions, discussions and explanations are for those who are auditory
learners.
For the visual learners, the lesson provides by not only the presence of the actual
items (magnets and attractable/non-attractable items), but also observation of the

actual attraction/non-attraction put into practice. Also, the concept map will aid
the visual learners as well.
For kinesthetic learners, the students will have the opportunity to interact with and
manipulate the actual items with the magnets. They will also be able to go around
the room and try out items that they have found by their own choice.

For those who have learning difficulties, one on one help during grouped activities (either
the teacher or another student who had previously volunteered) will be available. At least
one adult will be with each group of students during the second activity.
Evaluation
Based on the objectives, students progress will be determined by various components.
These criteria are the following:
4. Students will be assessed on their creation of their homemade compasses, their
cooperative group work, following of directions as a group, and contribution to
the group work.
5. Students will be assessed by way of their one word worksheets in combination
with their group work and effort.
6. Students will also be assessed on their overall participation throughout the entire
lesson, including the class discussions.
The teacher will keep an evaluation sheet and record observations and notes on each
student in order to determine the level of effort of each student that was imported.
Lesson Critique

Lesson 6: Magnet Conclusion

Subject/Topic
Making magnets, and the world around us
Rational/Purpose
Magnets can magnetize other materials when rubbed together. In order for students to
understand this characteristic of magnets, they must practice and see for themselves how
a magnet can magnetize other objects. They will recognize the difference between true
magnets and materials that have become magnetized. Also, students will recognize
everyday uses of magnets in their lives.
Objectives

Students will compare and contrast true magnets with objects that have been
magnetized.
Students will produce magnetic attraction in spoons and other materials by using
magnets.
Students will recall from their everyday lives how magnets are used in the world
around them.

Content
Engage
The Magic Spoon:
o Here is the list of things we came up with from our very first lesson on
magnets of objects the magnet attracted.
o From what you have learned so far about magnets, do you think this
magnet will attract or repel this spoon?
o What would happen if I held this spoon above this paperclip? Will the
spoon attract the paperclip? Will the spoon attract these iron fillings?
Record the responses of the class to have available after the exploration activity.
Exploration

Pair the students up into groups of two.

Hand out paper folded in half, a magnet, a paperclip, and a Dixie cup with some
iron fillings.
Ask the student to experiment with their partner to find out if there is a way to
make the spoon magnetic- to act like a magnet.
Have them record what they tried and what happened.
Explanation:
Ask the students to share what they tried and discovered. (If they have not tried
rubbing the spoon with the magnet, help them to think critically about what they
have not tried to do yet. Then, have them try it.)
Once they have discovered that rubbing a spoon with the magnet made it
magnetic, and they have all tried it, ask them:
o Did the spoon remain magnetic?
o How long was it magnetic?
o Is its force as strong as a magnets force?

Record their discoveries on the board and compare them to what they had
predicted or thought about the spoon in the engaging activity.
Elaboration
Other Secret Magnetic Friendso Ask the children if they think other objects can be made into magnets.
o Have them go around the room testing and recording what else they found
that they could make magnetic by rubbing a magnet to it. Provide objects
for them on various tables.
Return to discuss what they discovered about other magnetic secret friends.
Relate this experience back to the previous day when they made a compass. Are
there similarities? Differences?
Real world uses of magnetso How else, besides with compasses, are magnets used in the world around
use? (record their answers on the board)
o How would life be different if we did not have magnets?
Evaluation:
Students will be evaluated as they are observed during the exploration activity,
and in their explanation of what happened.
Students will also be evaluated by their journal entry for the day describing what
they did and what they learned from their experience with magnets today. Also,
encourage them to write about how their life would be affected if magnets did not
exist.
Students will be evaluated by their successful completion of a cumulative concept
map covering the entire unit.
Strategies and Activities

5 Es Lesson Plan

Secret Magnet Friends

Journaling

Materials
- Magnets
- spoons
- paper
- iron shavings
- Dixie cups
- paperclip
Plans for Individual Differences
This lesson is designed to meet many different learning needs of the students. The lesson
aids kinesthetic and hands-on learners, as there is movement during the class as they
discover and explore with their materials. As well as whole class discussion, there is also
cooperative learning as students work in groups making magnets. Also, the evaluation
meets the needs of learners who are verbal-linguistic, as they write and record their
thoughts and experiences in their journal.
This lesson will also include the assistant of an aid while the children are exploring. This
will provide more one-on-one instruction and attention for those students who may need
it.
Evaluation/Assessment
1. Students will be evaluated as they are observed during the exploration activity,
and in their explanation of what happened.
2. Students will also be evaluated by their journal entry for the day describing what
they did and what they learned from their experience with magnets today. Also,
encourage them to write about how their life would be affected if magnets did not
exist.
3. Students will be evaluated by their successful completion of a cumulative concept
map covering the entire unit.
Lesson Critique

VI. ASSESSMENT STRATEGIES

Formative:

Lesson 1: Students will be required to fill out two chart handouts based on their
observations during the explorations. Participation will also be evaluated
throughout the lesson.
Lesson 2: Students will be evaluated through their responses and participation, as
well as their science journals and drawings.
Lesson 3: Students will be evaluated based on their use of charts, as well as
teacher observations.
Lesson 4: Students will be evaluated by individual checking for understanding, as
well as during class discussion and reviewing work in their science journal.
Lesson 5: Students will be assessed on their homemade compasses and their
One-Word Worksheets. Cooperative group work and overall participation
through out the class discussions will also be a part of the evaluation.
Lesson 6: Students will be evaluated as they are observed during the exploration
activity and as they compare and contrast a spoon to a magnet. Students will also
be evaluated by their journal entry.

Summative:

Lesson 1: Students will be evaluated by their completion of a concept map on

what will move or not move to a magnet.
Lesson 3: Students will be evaluated by their completion of a concept map on
what a magnet can pull through.
Lesson 6: Students will complete a cumulative concept map of everything theyve
learned about magnets throughout the unit.

VII. EVALUATION

VIII. RESOURCES
Science for Children- A Book for Teachers, 2nd ed. Jacobson, Willard J., and Bergman,
Abby Barry. 1987 Prentice Hall, Inc, Englewood Cliffs, New Jersey. 360-364.
Science: Teachers Edition. McGraw-Hill. 2002 National Geographic Society,
Washington, D.C. F26-F39
Introduction to Magnetshttp://www.iit.edu/~smile/ph9515.html
Making and Using a Compass
http://www.lessonplanspage.com/printables/PscienceMagnetismUnit3MakeUseCompass.
html
Making Magnets
http://sched.sbu.edu/FACULTY/ncasey/HTMLFiles/Magnetism/magnetism.html
Passing Magnetism http://web2.airmail.net/kboyle/Magpass.htm
Unit plan: May the Force be with You
http://www.coreknowledge.org/CKproto2/resrcs/lessons/22K_May_Force.pdf
Unit plan: Amazing Magnets
http://www.coreknowledge.org/CKproto2/resrcs/lessons/22K_Amazing Magnets. PDF