Grade 2
Science
Unit: 03
Lesson: 02
Suggested Duration: 7 days
Science Grade 02 Unit 03 Exemplar Lesson 02: The Force, Motion and Uses of Magnets
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this
lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district
may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson has students observing and identifying how magnets are used in everyday life.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
2.6
Force, motion, and energy. The student knows that forces cause change and energy exists in many forms.
The student is expected to:
2.6B Observe and identify how magnets are used in everyday life.
Scientific Process TEKS
2.2
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in
classroom and outdoor investigations. The student is expected to:
2.2E Communicate observations and justify explanations using student-generated data from simple
descriptive investigations.
2.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate
the natural world. The student is expected to:
2.4A Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic
beakers, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and stopwatches weather
instruments such as thermometers, wind vanes, and rain gauges materials to support observations of habitats of organisms
such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Science Unit 03 PI 02
Create a poster to describe observations about magnets. Include visual and oral descriptions about how magnets are used in everyday life.
Standard(s): 2.2E , 2.6B
ELPS ELPS.c.1C , ELPS.c.3D
Key Understandings
Magnets have characteristics that make them useful.
— What are the characteristics of magnets that make them useful?
Magnets are useful in everyday life.
— How do we use magnets in everyday life?
Observations can be communicated using pictures and words.
— How do pictures help communicate ideas?
Vocabulary of Instruction
magnets
push
repel
Last Updated 04/23/13
page 1 of 18 Grade 2
Science
Unit: 03
Lesson: 02
Suggested Duration: 7 days
seen
unseen
pull
attract
useful
Materials
books (about magnets, 1–2 per group)
cardboard (large, sturdy, see Advance Preparation, 1 piece for Shoebox Station 4)
glue (stick or liquid, per group)
magnet (neodymium bar or cow, see Advance Preparation, 1 for Shoebox Station 4)
magnets (bar, see Advance Preparation, 2 for Shoebox Station 3)
magnets (horseshoe, see Advance Preparation, 2 for Shoebox Station 3)
magnets (ring, see Advance Preparation, 4–5 for Shoebox Station 3)
magnets (selection, see Advance Preparation, for Shoebox Stations 1 and 2)
markers or colored pencils (per group)
maze (glued onto cardboard, see Advance Preparation, 1 for Shoebox Station 4)
objects (variety, see Advance Preparation, for Shoebox Station 2)
paper (construction or other sturdy paper, 1 sheet per student)
paper (drawing, 1 sheet per student)
paper (plain, for recording information from books, per group)
paperclips (large, or other magnetic items, see Advance Preparation, 2–3 for Shoebox Station 4)
paperclips (large, see Advance Preparation, 50 for Shoebox Station 1)
paperclips (small, see Advance Preparation, 100 for Shoebox Station 1)
pencil (unsharpened, see Advance Preparation, 1 for Shoebox Station 3)
pencils (per group)
resealable plastic bags (see Advance Preparation, per station)
shoeboxes (cardboard or plastic, with lids, see Advance Preparation, 1 for each station)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Teacher Resource: Shoebox Station 1 (1 per box)
Handout: Does a Magnet’s Size Determine its Strength? (1 per student)
Handout: Does a Magnet’s Size Determine its Strength? Instructions (1 per box)
Teacher Resource: Shoebox Station 2 (1 per box)
Handout: What Can a Magnet Attract? (1 per student)
Teacher Resource: Shoebox Station 3 (1 per box)
Handout: How Do Magnets Interact? (1 per student)
Teacher Resource: Shoebox Station 4 (1 per box)
Handout: A Magnet Can Move Objects (1 per student)
Teacher Resource: Sample Maze
Teacher Resource: PowerPoint: Magnets Are Used Every Day
Teacher Resource: Sample Performance Indicator
Teacher Resource: Instructions for Performance Indicator
Resources
None Identified
Advance Preparation
1. Prior to Day 2, prepare the science shoeboxes. Boxes should have enough materials for two pairs of students to complete the
activities. You may need two of each box to accommodate all students in your class. You can use either cardboard shoeboxes or
plastic shoeboxes with lids for these activities. Many stores that sell shoes will save shoe boxes for teachers.
Last Updated 04/23/13
page 2 of 18 Grade 2
Science
Unit: 03
Lesson: 02
Suggested Duration: 7 days
Shoebox 1: Does a Magnet’s Size Determine its Strength?
Needed: A plastic bag with 100 small paperclips, plastic bag with 50 large paper clips, and selection of magnets including a bar, wand, ring, and
horseshoe magnet
Shoebox 2: What Can a Magnet Attract?
Needed: A plastic bag of items such as, but not limited to, a paper clip, brass fastener, penny, nickel, aluminum foil, iron nail, marble, piece of
wood (dowel or pencil works), rock, lodestone, cardboard, paper (about 2”x3”), piece of cloth, eraser, buttons (one that is plastic but looks like it is
metal and one that has metal parts), and selection of magnets including a bar, wand, ring, and horseshoe magnet
Shoebox 3: How Do Magnets Interact?
Needed: 4–5 ring magnets, an unsharpened pencil, two bar magnets, and two horseshoe magnets
Shoebox 4: A Magnet Can Move Objects
Needed: One neodymium bar or cow magnet, a few large paper clips (or other magnetic item), and a large piece of sturdy cardboard with maze
glued onto it
2. Prepare attachment(s) as necessary.
Background Information
Prior to this lesson, students have predicted and described how a magnet can be used to push or pull an object, and they have described and demonstrated
how objects can move using magnets. During this lesson, students will observe and identify how magnets are used in everyday life. They will also discover
that many objects use magnets in one way or another. Students will also observe how magnets interact with other magnets and other materials.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – What do I Know?
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Distribute a piece of paper to each student.
Materials:
2. Instruct students to draw and/or write whatever they already know about
magnets. Include information on where they think magnets are used every
day and why we use magnets.
paper (drawing, 1 sheet per student)
glue (stick or liquid, per group)
3. Have students affix these papers into their science notebooks. (They will be
able to modify the drawings later.)
EXPLORE – Magnets in Everyday Life
Suggested Day 2
1. Introduce the lesson:
Materials:
What are some ways we use magnets every day? Allow time for
students to discuss in small groups. Share and record.
Why do we use magnets? Answers will vary.
What are the characteristics of magnets that make them useful?
(Bar) Magnets have a force at each end. Magnetic force helps people to
navigate (compass), run computers, use machines, play with toys, and
hold objects in place.
books (about magnets, 1–2 per group)
paper (plain, for recording information from
books, per group)
pencils (per group)
2. Divide the class into small groups. Distribute books on magnets and how
they are used (1 per group).
3. Instruct students to work in small groups, using the literature you have
provided, to investigate and discover how magnets are used in everyday life.
4. Facilitate a class discussion about what students learned from literature. It
might be helpful to share their observations using pictures and words.
Ask:
How do pictures help communicate ideas? Answers will vary.
5. Students should follow-up the discussion by recording findings in their
science notebook. Include pictures and words.
Last Updated 04/23/13
page 3 of 18 Grade 2
Science
Unit: 03
Lesson: 02
Suggested Duration: 7 days
EXPLAIN – How Magnets Work
Suggested Days 3 and 4
1. In order for students to understand how magnets are used all around them,
they need to understand how magnets interact. Students will have the
opportunity to explore how magnets interact with each other and with
materials.
2. Set up “Science in a Shoebox” stations. These are learning activities that can
be stored and distributed in a shoebox. (The plastic boxes with lids work
well.)
3. Students will have about 15 minutes to explore each station and then 10
minutes to complete the data recording sheet. It will take two days to learn
and record the content from each station.
4. Before students begin the stations, the teacher will need to read the
instructions/expectations and the safety notes. Teacher Resource: Shoebox
Station 1 has both a verbal instruction sheet and a visual instruction sheet.
The data recording sheets should also be with each shoebox station. Each
student will complete a recording sheet.
5. Provide a word bank or sentence starters for students who might need
language support.
Materials:
shoeboxes (cardboard or plastic, with lids, see
Advance Preparation, 1 for each station)
resealable plastic bags (see Advance
Preparation, per station)
paperclips (small, see Advance Preparation,
100 for Shoebox Station 1)
paperclips (large, see Advance Preparation,
50 for Shoebox Station 1)
magnets (selection, see Advance Preparation,
for Shoebox Stations 1 and 2)
objects (variety, see Advance Preparation, for
Shoebox Station 2)
magnets (ring, see Advance Preparation, 4–5
for Shoebox Station 3)
pencil (unsharpened, see Advance
Preparation, 1 for Shoebox Station 3)
magnets (bar, see Advance Preparation, 2 for
Shoebox Station 3)
magnets (horseshoe, see Advance
Preparation, 2 for Shoebox Station 3)
magnet (neodymium bar or cow, see Advance
Preparation, 1 for Shoebox Station 4)
paperclips (large, or other magnetic items, see
Advance Preparation, 2–3 for Shoebox Station
4)
cardboard (large, sturdy, see Advance
Preparation, 1 piece for Shoebox Station 4)
maze (glued onto cardboard, see Advance
Preparation, 1 for Shoebox Station 4)
glue (stick or liquid, per class)
Attachments:
Teacher Resource: Shoebox Station 1 (1
per box)
Handout: Does a Magnet’s Size Determine
its Strength? (1 per student)
Handout: Does a Magnet’s Size Determine
its Strength? Instructions (1 per student)
Teacher Resource: Shoebox Station 2 (1
per box)
Handout: What Can a Magnet Attract? (1
per student)
Teacher Resource: Shoebox Station 3 (1
per box)
Handout: How Do Magnets Interact? (1 per
student)
Teacher Resource: Shoebox Station 4 (1
per box)
Teacher Resource: Sample Maze
Handout: A Magnet Can Move Objects? (1
per student)
Safety Notes:
Care should be given when children are given strong
magnets to handle and manipulate. Fingers can be pinched
Last Updated 04/23/13
page 4 of 18 Grade 2
Science
Unit: 03
Lesson: 02
Suggested Duration: 7 days
and chips can break off the magnets. It is advisable to wear
goggles during experimentation with magnets.
Instructional Notes:
The bag in Station 2 should include a piece of lodestone and
another rock that looks similar. The two rocks and two
buttons will provide a discrepant event so students do not
think in terms of “all” or “none”. Students may think “all” rocks
are non­magnetic, or “all” buttons are non­magnetic. Having
a discrepant event helps with building understanding.
Misconceptions:
Students may think that the strength of a
magnet is related to the size of the magnet.
Students may think that magnets stick
together because they have some magical
properties.
Students may think that all metals are
attracted to a magnet, or all silver colored
items are attracted to a magnet.
ELABORATE – Magnets are used Every Day
Suggested Day 5
1. Watch the Teacher Resource: PowerPoint: Magnets are used Every Day.
Attachments:
2. As each slide is shown, discuss the pictures and the question posed on each
slide. Some slides may generate more student discussion than others.
Teacher Resource: PowerPoint: Magnets are
used Every Day
3. Viewing and discussing the information and the pictures will assist students
with the task for the Performance Indicator.
EVALUATE – Performance Indicator
Suggested Days 6 and 7
Grade 02 Science Unit 03 PI 02
Materials:
Create a poster to describe observations about magnets. Include visual and oral
descriptions about how magnets are used in everyday life.
Standard(s): 2.2E , 2.6B
ELPS ELPS.c.1C , ELPS.c.3D
1. Refer to the Teacher Resource: Instructions for Performance Indicator
for information on administering the performance assessment.
paper (construction or other sturdy paper, 1
sheet per student)
markers or colored pencils (per group)
Attachments:
Teacher Resource: Sample Performance
Indicator
Teacher Resource: Instructions for
Performance Indicator
Last Updated 04/23/13
page 5 of 18 Grade 2
Science
Unit: 03 Lesson: 02
Shoebox Station 1
Does a Magnet’s Size Determine its Strength?
1. Choose two different magnets, and set
them on the table in front of you.
6. Take out the plastic bag of large
paperclips.
2. Take the plastic bag of small paperclips
out of the box. Open the plastic bag, but
do not take any paperclips out.
7. Open the plastic bag, but do not take any
paperclips out.
3. On your data recording sheet, draw a
picture of the two magnets you chose.
Next to the picture, make a prediction of
how many small paperclips you think each
magnet will pull from the bag.
4. Pick up one magnet. Dunk the magnet into
the bag with the paper clips. Carefully take
the magnet out of the bag. Count the
paperclips. Record the actual amount next
to the prediction. Put the paperclips back
in the bag. Repeat the procedure with the
other magnet.
5. Put all the small paperclips back into the
plastic bag, and put the bag back in the
box.
8. Next to the picture of each magnet, make
a prediction of how many large paperclips
you think each magnet will pull from the
bag.
9. Pick up one magnet. Dunk the magnet into
the bag with the paper clips. Carefully take
the magnet out of the bag. Count the
paperclips. Record the actual amount next
to the prediction. Put the paperclips back
in the bag. Repeat the procedure with the
other magnet.
10. Put all the paperclips back in the bag. Put
the bag and the magnets back into the
box.
11. Put these instructions on top of the box for
the next group to use.
Materials in Boxes
•
ring magnet
•
bar magnet
•
horseshoe magnet
•
plastic bag with 100 small paperclips
•
plastic bag with 50 large paper clips
©2012, TESCCC
06/26/12
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Does a Magnet’s Size Determine its Strength?
Magnet
Prediction
for
Small
Paperclips
Actual
Amount for
Small
Paperclips
Prediction
for
Large
Paperclips
Actual
Amount for
Large
Paperclips
Does a magnet’s size determine its strength? Justify your answer.
©2012, TESCCC
04/17/13
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Does a Magnet’s Size Determine its Strength? Instructions
1. Choose two different magnets
2. Set the magnets on the table in front of you.
3. Take out the plastic bag of small paperclips.
4. Open the plastic bag, but do not take any paperclips out.
5. On your data recording sheet, draw a picture of the two magnets you chose. Next to the
picture, make a prediction of how many small paperclips you think each magnet will pull
from the bag.
6. Pick up one magnet. Dunk the magnet into the bag with the paper clips. Carefully take the
magnet out of the bag. Count the paperclips. Record the actual amount next to the
prediction. Put the paperclips back in the bag. Repeat the procedure with the other magnet.
7. Put all the small paperclips back into the plastic bag, and put the bag back in the box.
8. Take out the plastic bag of large paperclips.
9. Open the plastic bag, but do not take any paperclips out.
10. Next to the picture of each magnet, make a prediction of how many large paperclips you
think each magnet will pull from the bag.
11. Pick up one magnet. Dunk the magnet into the bag with the paper clips. Carefully take the
magnet out of the bag. Count the paperclips. Record the actual amount next to the
prediction. Put the paperclips back in the bag. Repeat the procedure with the other magnet.
12. Put all the paperclips back in the bag. Put the bag and the magnets back into the box.
13. Put these instructions on top of the box for the next group to use.
Materials in Boxes
Ring magnet
Bar magnet
Plastic bag with 100 small
paperclips
Plastic bag with 50 large
paper clips
©2012, TESCCC
Horseshoe magnet
06/29/12
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Shoebox Station 2
What Can A Magnet Attract?
1. You will work with a partner.
1.
2. Take the plastic bag of objects out of the box.
Spread the objects out on the table.
2.
3. With your partner, classify the objects into
groups: will be attracted to a magnet, will not
be attracted to a magnet, or not sure.
3. and 4.
Attracted
Not attracted
Not Sure
4. Fill in the recording sheet with this prediction.
5. Take the magnet out of the box. Test each
item.
5.
6. Fill in the recording sheet with the results of
your investigation.
6.
Attracted
Not Attracted
7. Put all the materials back in the box, so it is
ready for the next group.
Materials in Box
•
plastic bag of items such as, but not limited to, paper clip, brass fastener, penny, nickel, aluminum foil, iron
nail, marble, piece of wood (dowel or pencil works), rock, lodestone, index card, paper (about 2” X3”),
piece of cloth, eraser, and buttons (one that is plastic but looks like it is metal and one that has metal
parts)
•
selection of magnets such as, but not limited to, a bar, horseshoe, ring, and wand magnet.
•
student’s recording sheets
©2012, TESCCC
06/29/12
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
What Can a Magnet Attract?
OBJECT
PICTURE
PREDICTION
Attracted
Not
Attracted
ACTUAL RESULTS
Not Sure
Attracted
(magnetic)
Not Attracted
(non-magnetic)
brass
fasteners
button
eraser
glass marble
iron nail
key
nickel
©2012, TESCCC
04/17/13
page 1 of 2
Venegas, A. (Photographer) (2010). Magnetic or Not series [Print].
Microsoft. (Designer). (2010). Eraser [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Microsoft. (Designer). (2010). Nails [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Microsoft. (Designer). (2010). Glass marble [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Microsoft. (Designer). (2010). Wood block [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Microsoft. (Designer). (2010). Wooden spoon [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Grade 2
Science
Unit: 03 Lesson: 02
paperclips
penny
aluminum
soda can
piece of
cardboard
(2”x2”)
piece of
paper (2”x2”)
piece of wood
(block)
plastic spoon
rock
cloth
©2012, TESCCC
04/17/13
page 2 of 2
Grade 2
Science
Unit: 03 Lesson: 02
Shoebox Station 3
How Do Magnets Interact?
1. Pick up the unsharpened pencil and
plastic bag with the ring magnets.
1.
2. Slide the magnets onto the pencil.
What do you notice?
3. Put the materials back in the box.
4. Take out the two bar magnets. Hold the
two ends marked “N” next to each
other. What happens? Hold the two
ends marked “S” next to each other.
What happens? Hold an end marked
“N” next to an end marked “S”. What
happens?
4.
5. Put the materials back in the box.
6. Take out the two horseshoe magnets.
Explore how these magnets interact
with each other. Record your
observations on the recording sheet.
7.
6.
Put the materials back in the box.
Materials in Box
plastic bag with 4–5 ring magnets
unsharpened pencil
bar magnets (2)
horseshoe magnets (2)
student’s recording sheets
©2012, TESCCC
04/17/13
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
How Do Magnets Interact?
1. What did you notice about the way the ring magnets interact with each other?
Draw and write your observations.
2. What did you notice about the way the bar magnets interact with each other?
Draw and write your observations.
3. What did you notice about the way the horseshoe magnets interact with each other?
Draw and write your observations.
©2012, TESCCC
04/17/13
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Shoebox Station 4
A Magnet Can Move Objects
1. You will work in groups of three.
1.
2. Each person will get the chance to move
the object through the maze.
3. Two people will hold the ends of the
cardboard. Only your thumb and index
finger will touch the corners of the
cardboard.
3.
4. The third person will put a paperclip in the
green space.
5. He or she will pick up the magnet and place
it UNDER the cardboard. HE or she needs to
carefully move the paperclip through the
4.
maze. When he or she gets to the box
marked with the red space, he or she will
trade places with a group member so that
group member can move the paperclip
through the maze.
6. When all group members have completed
the maze, put the materials back into the
box.
7. Record your observations and reflections
about the activity on the recording sheet.
Materials in Box
neodymium bar or cow magnet (1)
paper clips (a few) (or other magnetic item)
sturdy cardboard with maze glued onto it (1 large piece)
students’ recording sheets
©2012, TESCCC
04/17/13
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
A Magnet Can Move Objects
Some sentence stems:
The maze was _____________________to complete because…
The easiest part of this activity was…
The hardest part of this activity was…
A magnet can be used to….
Include a picture of this activity.
©2012, TESCCC
06/29/12
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Sample Maze
©2012, TESCCC
06/29/12
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Sample Performance Indicator
Magnets hold
papers on the fridge.
Math
23 31 14
The magnet in
the compass
(called a needle)
points to North.
19
42
+
+
25
56
44
58
+
The tip of the
screwdriver is
magnetic. It helps
to pick up screws.
A magnet in the
crane picks up
metals that have iron
in them.
©2012, TESCCC
http://image.ec21.com/image/kebotoy/oimg_GC05406105_CA05406232/Educational_Toys_Magnetic_Toys_Magnetic_Blocks.jpg
The magnets help
hold the pieces of
the toy together.
04/17/13
A magnet in the toy moves
the iron filings inside so
you can draw pictures.
page 1 of 1
Grade 2
Science
Unit: 03 Lesson: 02
Instructions for Performance Indicator
Performance Indicator
Create a poster to describe observations about magnets. Include visual and oral descriptions about how magnets
are used in everyday life.
(2.2E; 2.6B)
1C; 3D
1. Say and write the expectations of the Performance Indicator:
Create a poster.
Make sure it describes how magnets are used in everyday life.
Make sure there are visuals (pictures) to go with the descriptions.
Include observations from the Shoebox Stations.
2. Distribute a piece of paper to each student.
3. Assist with providing a word bank as necessary.
4. Allow two days for this activity. On the second day, students should have the opportunity to orally describe their
poster.
©2012, TESCCC
04/17/13
page 1 of 1