Exploring With Magnets
Grade Level:
Kindergarten and Grade 2
Content Area:
Physical Science
Core Area:
Properties of Objects and Materials (K), Properties of Solids and Liquids (2)
Lesson Overview:
Students will predict, sort, test, and classify objects as being magnetic or non-magnetic. They
will discover that magnetic force can pass through many materials and will use the properties
of attraction and repulsion to discover the poles of a magnet.
2005 Standards Correlation:
Kindergarten
Exploring Matter
Standard K-5: The student will demonstrate the understanding that objects can be described by their observable
properties. (Physical Science)
Indicators:
K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture,
and the ability to float in water).
K-5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from
which objects are made.
Grade 2
Magnetism
Standard 2-5: The student will demonstrate an understanding of force and motion by applying the properties of
magnetism. (Physical Science)
Indicators:
2-5.1
Use magnets to make an object move without being touched.
2-5.2
Explain how the poles of magnets affect each other (that is, they attract and repel one another).
2-5.3
Compare the effect of magnets on various materials.
2-5.4
Identify everyday uses of magnets.
2014 Standards Correlation:
Kindergarten
Physical Science: Exploring Properties of Objects and Materials
Standard K.P.4: The student will demonstrate an understanding of the observable properties of matter.
K.P.4A. Conceptual Understanding: Objects can be described and classified by their observable properties, by their
uses, and by whether they occur naturally or are manufactured (human-made). Different properties of objects are suited
for different purposes.
Performance Indicators: Students who demonstrate this understanding can:
K.P.4A.1
Analyze and interpret data to compare the qualitative properties of objects (such as size, shape, color,
texture, weight, flexibility, attraction to magnets, or ability to sink or float) and classify objects based on
similar properties.
K.P.4A.2
Develop and use models to describe and compare the properties of different materials (including wood,
plastic, metal, cloth, and paper) and classify materials by their observable properties, by their uses, and by
whether they are natural or human-made.
K.P.4A.3
Conduct structured investigations to answer questions about which materials have the properties that are
best suited to solve a problem or need.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Grade Two
Physical Science: Properties of Solids and Liquids
Standard 2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3B. Conceptual Understanding: Magnets are a specific type of solid that can attract and repel certain other kinds
of materials, including other magnets. There are some materials that are neither attracted to nor repelled by magnets.
Because of their special properties, magnets are used in various ways.
Performance Indicators: Students who demonstrate this understanding can:
2.P.3B.1
Conduct structured investigations to answer questions about how the poles of magnets attract and repel
each other.
2.P.3B.2
Analyze and interpret data from observations to compare the effects of magnets on various materials.
2.P.3B.3
Obtain and communicate information to exemplify the uses of magnets in everyday life.
Materials:
Magnetic stirrer and magnet, glass flask, and food color
Laminated cards picturing the predict/test items (to make graphs on board)
Magnetic field projectual for overhead projector
Cow magnets
8 bins, each with:
§ Egg cartons filled with items to predict/test: ball, bear, boat, bolt, paper clip, coin, marble, rock, safety pin,
shell, sinker, yo-yo
§ Plastic bag filled with scraps of paper, plastic, aluminum foil, fabric, and cardboard (8)
§ Bag of paper clips
§ Pencil and six colored ring magnets (2 sets)
§ Red/blue magnets (8)
§ Toy cars (4) with bar magnets with N and S poles labeled (attach to cars with rubber bands)
§ Laminated maps of North America (4)
Optional Children’s Literature:
• What Makes a Magnet? by Franklyn M. Branley
• The Science Book of Magnets by Neil Ardley
• Magnets – Delta Science Readers
• Magnetism and Electricity – FOSS Science Stories
• Shivers In The Fridge by Fran Manushkin
• Magnet Magic by Phylliss Adams
• Marta's Magnets by Wendy Pfeffer
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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7E Procedures for Magnets and Motions:
7E
Procedure
ELICIT
Show how the magnetic stirrer uses a magnet to mix
“chemicals” (fill a flask with water, add yellow food color
and watch, then add blue food color). Ask students how
they think the machine works. They may guess that “fan
blades” are turning and the magnet is attracted to the fan.
What is the fan made of?
ENGAGE
Egg carton activity: Students sort objects, making
predictions by placing items on green for “magnetic” and
items on red for “non-magnetic.” Graph the results of the
students’ predictions on the board. Then, students test the
items with a bar magnet. Graph those results on the board.
Compare.
EXPLORE
§
§
SEP
Cross Cutting
Concept
Can the magnetic force of a magnet pass through
paper, plastic, aluminum foil, fabric, and cardboard?
Your shirt? Your friend’s ear? The table? Ask the
students to test different objects.
Use the red/blue magnets to feel attract/repel. Have
the students test their red/blue magnets through the
table (make them spin!) or build a
north/south/north/south pattern train.
EXPLAIN
Demonstration on overhead- Shake the iron filings to
spread them out. Place a cow magnet in the middle and
watch what happens. This is a magnetic field. The
strongest parts of a magnet are the north and south poles.
Use a second cow magnet to show how opposite poles
attract and like poles repel.
ELABORATE
Demonstrate a Floating Magnet and ask students to work
with a partner to create a whole rod full of floating
magnets.
EVALUATE
Maps and cars activity: Students use a toy car with a bar
magnet (labeled N and S) attached to the top with a rubber
band. Using a laminated map of North America, the
students are asked to move the cars from South Carolina
to Oregon and back home again. However, they may not
touch the car; they must use what they know about how
opposite poles attract and like poles repel to make the car
move. Challenge the students to use a red and blue magnet
to propel the car, then figure out which color represents
north and which is south based on how it interacts with
the N/S magnet.
EXTEND
How are magnets useful in everyday life? Briefly discuss
the use of magnets on refrigerators and in can openers,
auto junkyards, televisions, computers, credit cards, and
compasses.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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