UNIT PLAN SUBJECT

MAGNETS Science

DATE GRADE: 2

February 20, 2012 DURATION: 3 Weeks

UNIT OVERVIEW
Established Goals (PLOs)
Use their senses to interpret observations Infer the probable outcome of an event or behaviour based on observation

Enduring Understandings Students will understand that:

Magnets come in different shapes and sizes Magnets are attracted to steel and iron which are magnetic materials Magnets do not stick to non-magnetic materials Space around the magnet is where the force of a magnet acts or can be felt Magnet attraction occurs between opposite poles The earth is the largest magnet How to make predictions and observations How to take data through observation and interpretation Use and play with magnets

Essential Questions
What are magnets and what kinds are there? What will a magnet pick up? What is a magnetic field? How do North and South poles work? What are the uses of a magnet? How do magnets apply to our lives?

Students will know (skill based):

Students will be able to:

Know how magnets work Know how to make soft iron objects magnetic

Assessment Evidence
Performance Task:
Brainstorming and questioning Checking students observation data after experiments Ability to follow instructions Circulate and ask students how magnets work

Other
Thumbs up, Thumbs down

Lesson & Date #1 Intro to Magnets

IRP Outcomes PLOs Use their senses to interpret observations; Engaging in play; Exploring information together

#2 What Will Magnets Pick Up?

Infer the probable outcome of an event or behaviour based on observation

Specific Lesson Outcomes SLOs Learn different kinds of magnets and where they come from; Engaged in play with partner to create magnetic structure; Students explore how magnets work through play Learn through predicting and testing various objects to see what types of materials magnets will and will not attract

Activities and Teaching Strategies

Materials/ Resources Different magnets, Kinds of Magnets Worksheet, Magnet kit

Assessment

-K-W-L Strategy -Think-Pair-Share

-Brainstorming and questioning -Circulate and observe students discussion between partners -Open class discussion + debrief -Ability to follow instructions

-Experiment activity

#3 Making Magnets

Infer the probable outcome of an event or behaviour based on observation; Use their senses to interpret observations Participate in a physical activity during school day

Learn why magnets work and will apply their knowledge and make a temporary magnet in the activity

-Modeling activity -Experiment activity

Different magnets, nail, paper clips (plastic and metal), tack, stick, buttons (plastic and metal), brass fastener, penny, dime, nickel, quarter, crayon, hairpin, Pick Me Up worksheet strong permanent magnet, iron nail, paper clips, worksheet Making Magnets

-Brainstorming and open class discussion -Checking students data of observations -Ability to follow instructions -Circulation while students are experimenting with magnets

-Brainstorming -Open class discussion and asking questions -Ability to follow step-by-step instructions

#4 North and South Poles

Learn that two opposite poles attract and two same poles repel; Learn the definition of attract and repel; Learn to work as a team

-Tag game -Relay game -Talking circle strategy -Word Search activity

Students, open area, North and South Pole signs or different colour pinnies for students to wear, orange cones (to set boundaries), Magnet word search

-Modeling the concept of repel and attract through a modified game play of tag

#5 How Much Strength?

Use their senses to interpret observation; Infer the probable outcome of an event or behaviour based on observation

Learn that magnets are strongest at or near the poles and certain magnets are stronger than others

-Experiment activity

#6 Uses of Magnets and Magnet Review

Use their senses to interpret observation; Infer the probable outcome of an event or behaviour based on observation

Learns how to make a compass and how it works; Studying and reviewing with partner the concepts and information presented in the core teaching lessons of the unit

-Modified talking circle strategy

Bar magnet, rod magnet, U-shaped magnet, plastic bag of paper clips, How much strength worksheet, crayons/pencil/m arker bar magnet , a needle, dish of water, piece of cork or Styrofoam, compass, Make a Compass worksheet, Magnet Book.

-Checking students data from observations -Ability to follow instructions, circulating -Questioning while students are experimenting with magnets and paper clips -Collecting predictions from the class -Checking students data from observations -Ability to follow instructions, circulating and questioning while students are reading their magnet book.

LESSON PLAN #1
TOPIC: Introduction to Magnets
Subject & Grade Level: Science Gr. 2 BIG IDEA(S): What are magnets and what kinds are there? Materials: Bar magnets, horseshoe magnets, ring magnets, other magnets, kinds of magnets worksheet, magnet kit Objectives: Have students understand that magnets come in different shapes and sizes and know where they come from Assessment: Brainstorming and open class discussion, checking students data from observations, ability to follow instructions, circulation while playing and questioning while students are playing/creating Time
10:45

Student Does
Raise hands to brainstorm what they think they know about magnets and what they want to know

Teacher Does
Use K-W-L strategy Ask students what they already know about magnets Write down what students already know on chart paper Ask what students want to know about magnets

Understanding
Students telling me their prior knowledge about magnetism Students telling me what they want to explore about magnetism

10:50 (5mins) 10:50 Actively listening Answering questions voluntarily Drawing magnets on worksheet that is provided Looking at different types of magnets Explain where magnets come from Show some different types of magnets: -bar, rod, horseshoe, etc. Hand out worksheet to draw different types of magnets Have examples of magnets in front of classroom Draw on board if students having difficulty Circulating to check students understanding Students correctly drawing the different types of magnets in the labeled box Example: Horseshoe magnet

11:00 (5mins)

 11:00

Students hold up magnet that teacher asks for Students create something unique with their partners using magnetic kit magnets Follow pictures in magnetic kit to create something Use observational skills while playing with magnets

Review by asking students to hold on a certain magnet when I ask for a specific one Pair students up Take out activity kit magnets and let them create, play, and observe how magnets work Circulating to see what students are making Ask questions about how magnets work while they are playing

Play-based learning using magnets to create See what answers students come up with when I ask them about repel and attract concept of magnets Are they recognizing the attract and repel concepts?

11:20 (10mins) 11:20 Students raise their hands voluntarily and explain what they have learned or observed about magnets As a class, have them share what they have noticed after playing with magnets Write in K-W-L chart what they have learned Open class discussion to show what they have learned today

11:25 (5mins) 11:25 Students clean up Put magnets away Hand in worksheets Ask students to clean-up and put magnets away Ability to follow instructions

11:30 (5mins)

LESSON PLAN #2
TOPIC: What Will A Magnet Pick Up?
Subject & Grade Level: Science Gr. 2 BIG IDEA(S): What will magnets attract? Materials: nail, paper clips (plastic and metal), tack, stick, buttons (plastic and metal), brass fastener, penny, dime, nickel, quarter, crayon, hairpin. Pick Me Up worksheet. Each group gets one magnet. Objectives: Students first predict and then test various objects to see what types of materials magnets will and will not attract Assessment: Brainstorming and open class discussion, checking students data from observations, ability to follow instructions, circulation while students are experimenting with magnets Time
9:00 9:05 (5mins) 9:05

Student Does
Voluntarily raise hand to answer what attract means Raise hands to brainstorm what they think they know about magnets and what they want to know Getting into their groups Receives worksheet Pick Me Up Puts their name on worksheet Listening to instructions of how to do the experiment Students voluntarily raise hand to repeat instructions

Teacher Does
Begin by asking students what the word ATTRACT means Ask the students what types of objects a magnet might attract Brainstorm ideas and record them on the board or on chart paper Divide the class into groups of three or four Give each student a copy of worksheet, Pick Me Up Give each group a bag or box containing the above materials Give instructions about the assignment -First make prediction, sort out magnets that will and will not pick up and record it -Then test magnets with different objects to see if they attract and record data Ask students to work cooperatively as a group Ask students to repeat instructions to make sure they understand

Understanding
Students trying to explain the definition of attract in magnetic terms Students using prior knowledge to brainstorm what objects a magnet might attract Following up and asking students to repeat instructions to make sure they understand the assignment

9:10 (5mins)

 9:10

9:25 (15mins) 9:25 9:30 (5mins) 9:30

Students empty the objects from paper bag or box onto work surface Predict and sort the objects into two categories those that they think a magnet will pick up and those that they think a magnet will not pick up Record their predictions on worksheet Use the magnet given to test their predictions Record the information on worksheet Two students from each group answers which objects were picked up by magnet Two students from each group answers which objects were not picked up by the magnet Other questions are voluntarily answered by the whole class

Circulating to see how students are doing with experiment Then give each group a magnet to test their predictions

Ability to follow instructions Using prior knowledge to make predictions Recording data on worksheet Testing their predictions and recording the information

Get students attention Ask two people from each group to tell which objects were picked up by the magnet How are they the same? Ask two people from each group to tell which objects were not picked up by the magnet Why do you think the magnet did not pick up these objects?

Two students from each group share their understanding of experiment Open class discussion to check for understanding

Active listening Raising hand and asking questions

9:35 (5mins) 9:35 Students clean up Put magnets away Hand in worksheets

Debrief with students and explain which materials magnets attract and which do not attract Make a chart on chalkboard or chart paper to show the kinds of metals that magnets attract & the metals that dont attract Ask if anyone has any questions Ask students to clean-up and put objects back into paper bag or box Ask students to give me back magnets

Compare and contrast different objects used in the experiment for better understanding

Ability to follow instructions

9:40 (5mins)

LESSON PLAN #3
TOPIC: Making Magnets
Subject & Grade Level: Science Gr. 2 BIG IDEA(S): How to make a temporary magnet. Can a nail be made into a magnet? Materials: strong permanent magnet, iron nail, paper clips, worksheet Making Magnets Objectives: Students learn why magnets work and will apply their knowledge and make a temporary magnet in the activity. Assessment: Brainstorming, open class discussion and asking questions, ability to follow step-by-step instructions

Time
9:00

Student Does
Students sit down on carpet Actively listening Students stand up while letting teacher position them After listening to teachers instructions, they try to arrange themselves in straight rows like atoms in a magnet

Teacher Does
Gather students in carpet area and have them sit down Tell them there are tiny particles inside the magnet called atoms that are lined up Ask students to stand up and then position each of them in different directions Explain to them that ordinary objects are like a group of students standing around the playground, facing all directions Now explain to them that the atoms in a magnet are arranged like students are standing in straight rows Ask them to arrange themselves as to how might that look like Correct positioning if needed

Understanding
Modeling how magnets work in real life with students being the atoms

9:07 (7mins)

9:07

Students sit down on carpet Actively listening Voluntarily answering teachers questions

9:17 (10mins) Actively listening Voluntarily answering teachers questions 9:25 (8mins)

9:17

Ask class to sit down again Today we will learn to make a temporary magnet Explain that they will be working in groups of two or three and each group will have the following: strong permanent magnet, iron nail, paper clips Show students an ordinary nail and ask if a nail will attract paper clips Ask students if a nail can be made into a magnet Record responses on chart paper or board Discuss the meaning of the words: temporary and permanent Divide students into groups and tell them that they are going to see if they can turn a nail into a magnet Discuss the word hypothesis (an educated guess) Tell students that they are working in a lab as scientists Formulate a question to be tested: Can a nail be made into a magnet? Explain worksheet Making Magnets and tell them to write down their educated guess and remind them it is ok to guess wrong. Happens to scientists all the time Example: A nail can/cannot be made into a magnet Ask student to repeat what they are supposed to do

Open class discussion in their guess of whether or not a nail can be made into a magnet

Repeating instructions to teacher to make sure they understand

9:25

9:35 (10mins) 9:35 9:40 (5mins) 9:40 9:45 (5mins)

Students separate into groups Students write down their hypothesis on worksheet One student will drop nail on the floor and another will try using nail to pick up paper clips Students will put paper clips in a row at one end of nail and then another student will hold magnet at the other end of nail Answer teachers questions: What happens? Why? Have a student take away magnet from nail and ask them what happens Students try to stroke strong magnet onto one end of the nail in one direction A group member will count how many times they do it until nail is magnetized Try picking up some paper clips with nail Drop nail on the floor and try to pick up paper clips Observing the procedures and what happens Answering teachers questions Students answer teachers questions Actively listening Clean-up

1. 2. 3. 4.

Ask students to find a place in the classroom and write down their hypothesis first Then ask students to do experiment step-bystep with teacher Drop nail on the floor Try picking up paper clips with nail. What happens? Place some paper clips in a row at one end of the nail. Hold a magnet near the other end of the nail. What happens? Why? Take magnet away from the nail. What happens? Why? Explain: magnet induction

Ability to follow instructions Using prior knowledge to make predictions Recording data on worksheet Testing their predictions and recording the information

5. Ask students to stroke entire nail with one pole of the magnet. Be sure to stroke the nail in only one direction. Explain that just rubbing it back and forth will not magnetize it. Have them experiment how many times they have to stroke the nail to magnetize it. 6. Try picking up some paper clips with the nail. What happens? 7. Drop the nail on the floor. Try picking up paper clips, what happens?

Ability to follow instructions Using prior knowledge to make predictions Recording data on worksheet Testing their predictions and recording the information

Debrief and ask: How many strokes do you need to magnetize the nail? How many paper clips will it pick up? How many paper clips could the nail magnet pick up after it was dropped on the floor? Why? After debriefing, ask students to clean up

Open class discussion to check for understanding

LESSON PLAN #4
TOPIC: North and South Poles
Subject & Grade Level: Science Gr. 2 BIG IDEA(S): Magnets have two poles, North and South. If two of the same poles are brought together, they repel or move away from each other. If two opposite poles are brought close together, they attract or move towards each other. What attract and repel mean. Materials: Students, an open area, North and South Pole card to put around the neck or different colour pinnies for students to wear if available, orange cones (to set boundaries), Magnet word search handout Objectives: Students learn that two opposite poles attract and two same poles repel. Learn the definition of attract and repel. Assessment: Modeling the concept of repel and attract through a modified game play of tag. Time
9:00

Student Does
Class listens Students line up and walks to an open area to get ready for tag game

Teacher Does
Tell the class that they are going to play a game of tag to learn how North and South poles work in magnets Class lines up to go to an open area to play game Explains how Magnetic Tag game works Show where the boundaries are Explain the rules of the tag game Pick out 3 students who are going to be South Pole Have them wear a sign showing their pole or assign a colour pinny that represents South Pole The rest of the class is North Pole Have the South pole students stand in the center of the open area while the North pole students are at one end of the area

Understanding
Ability to follow instructions

9:05 (5mins) 9:05 9:07 (2mins) 3 students volunteer and are picked as South poles; they stand in the center of the open area Rest of the students are North pole and stand at one end of the open area

Ability to follow instructions

the North pole students run to the other end of the open area trying not to get attracted by the South pole students South pole students try to tag North pole students Then, the North pole student becomes attracted to the South pole student so they have to stick together in the center after the first round is done Students who were caught have 9:17 the turn to be the South pole (10mins) taggers Actively listening 9:17 Go into groups of 5 or 6 assigned by the teacher 9:07

Whistle blows to start the game Blows whistle again after first round has ended to debrief what has happened This continues until all the students have had a turn to be South Poles (taggers)

Illustrating south pole and north pole concept through play

9:22 (5mins) 9:22 Students do their cheers First person on each team is magnetized and runs to the finish line, return and attract the next person and so on. They join hands and run together to the finish line, return and attract the next person. Game continues until all members of the team are magnetized Students line up and walk back to classroom Students sit in a circle and summarize what theyve learned Sit at their desks to do word search

Have students sit down close to teacher Set boundaries for next game (finish line) Explain the next game: Magnetic Relay Divide the class into five or 6 teams Tell them to form a straight line in assigned spot Ask teams to make a team cheer before starting and encourage each other after the relay begins Ask teams to do their cheers Blows whistle to start the game Take note of which team finishes first, second, third and so on. Have them cheer the rest of the teams who are still finishing the relay

Ability to follow instructions and work as a team

Modeling how attraction works with magnetism

9:30 (8mins) 9:30

9:45 (5mins)

Have students line up and walk back to classroom Ask students to summarize what theyve learned in a talking circle Hand out a magnet word search for class to do

Make sense of what theyve learned through the games

LESSON PLAN #5
TOPIC: How Much Strength?
Subject & Grade Level: Science Gr. 2 BIG IDEA(S): Some magnets are stronger than others Materials: bar magnet, rod magnet, U-shaped magnet, a plastic bag of paper clips, How much strength worksheet, crayons/pencil/marker Objectives: Students learn that magnets are strongest at or near the poles and certain magnets are stronger than others. Assessment: Checking students data from observations, ability to follow instructions, circulating and questioning while students are experimenting with magnets and paper clips, collecting predictions from the class.

Time
9:45

Student Does
Listening Voluntarily raising their hands to make an educated guess on how many paper clips a magnet will pick up

Teacher Does
Tell students they will be doing an experiment to test how strong different magnets are Demonstrate experiment that students will be expected to complete Show different magnets that will be used and ask students to predict how many paper clips a magnet will pick up Record their responses on board or chart paper Put magnet into plastic bag of paper clips Divide class into groups of 3 or 4 Ask each group to get the following materials: bar magnet, metal paper clips, resealable plastic bag, markers/crayons/pencil Give each student a copy of the worksheet How much strength?

Understanding
Making sure students are paying attention and listening Collecting predictions from the class Thumbs up/down to check their understanding

9:50 (5mins) 9:50 Students get into their groups One person from each group gets the materials needed for experiment

Ability to follow instructions while getting into groups and getting materials

9:52 (2mins)

 9:07

9:22 (15mins) 9:22

Students predict how many paper clips their magnet will pick up. They record their predictions on worksheet Students place their magnet into a bag of paper clips. Students record the number of paper clips that the magnet picked up on the worksheet Repeat those two steps two more times using the different magnets Listening to teacher Watching the demonstration

Circulate the groups to make sure they are making predictions before doing the experiment Ask students how many paper clips a certain magnet picked up and ask them to count out loud

Circulating groups and questioning their understanding

9:27 (5mins) 9:27 Students predict how many paper clips they can hang from the end of one magnet to form a train. Record their predictions on worksheet They pick up one paper clip with magnet and gently put the second paper clip to the end of the first paper clip Repeat these steps two more times with the different magnets Record data on worksheet Students give their data information to class Answer the questions the teacher is asking voluntarily Clean up used materials

Bring class back together and explain the second part of the activity Tell class to make predictions of how many paper clips can form a train using the magnets that they have Demonstrate this in front of the class and then they will do it in their groups Let class know teacher will be circling the classroom and raise hands if they need help Asks students to start on the activity Circulate the groups to make sure they make predictions before doing the experiment Ask the students if the paper clip sticks to the first or second paper clip

Making sure students are paying attention and listening Collecting predictions from the class Thumbs up/down to check their understanding

Circulating groups and questioning their understanding

9:37 (10mins)

9:37 9:45 (8mins)

Debrief: Bring class back together and compare the answers of each group Ask: Did all the magnets pick up the same number of paper clips? What variables could cause some magnets to pick up more paper clips than others? Ask students to clean up

Make sense of what they have learned through open class discussion Ability to follow instructions

LESSON PLAN #6
TOPIC: Uses of a Magnet and Magnet Review
Subject & Grade Level: Science Gr. 2 BIG IDEA(S): Learn about some of the uses of magnets and tying all the information together of magnetism Materials: bar magnet , a needle, dish of water, piece of cork or Styrofoam, compass, Make a Compass worksheet, and Magnet Book. Objectives: Students learns how to make a compass and how it works. Reviewing the concepts and information presented in the core teaching lessons of the unit. Assessment: Checking students data from observations, ability to follow instructions, circulating and questioning while students are reading their magnet book. Time
10:45 10:50 (5mins) 10:50 10:52 (2mins)

Student Does
Students get a whiteboard and sit on the carpet in a circle Get worksheet and put their name on it Students raise up their hand to answer teachers question Listening

Teacher Does
Asks students to get a whiteboard to write on Have students sit at the carpet in a circle Hand out Make a Compass worksheet Ask students to put their name on worksheet Tell class they are going to learn how to make a compass today and ask if anyone knows what a compass is Lay out the materials that are needed to make a compass and go over them individually

Understanding
Ability to follow instructions Open class discussion

 10:52

Students come up one by one to do the steps of the activity Raise hands to answer questions Students write down what happens on their handout A student turns the needle and tells what is happening Students write down what happens on handout

11:00 (8mins) 11:00 Hand in make a compass worksheet Get together with their partners Find a spot to read together 11:03 (3mins) 11:03 Read My Magnet Book with each other Write their names on the book Colour the book independently at their desks Students put Magnet book in their bags

Start reading the steps from the Make a Compass handout Ask a student who is sitting nicely to come up and do first step, second step, third step, and fourth step Ask students to raise their hands to tell what is happening Tell students to write down what is happening on their handout Ask a student to turn the needle and see what happens Place the dish on the circle of the worksheet. Turn the paper until the needle lines up with the north and south lines Tell the class they have made a compass! Ask class to hand in Make a Compass worksheet Pair up students Hand out My Magnet Book Have them take turns reading the pages to each other Remind them to write their names on it where it says Scientist ______________ Tell them to colour the book after they have finished reading the book together

Show what the instruction is asking them to do Documenting what they have observed in the activity

Ability to follow instructions and work with a partner

Circulate the classroom and listen to them read to each other Help them out with words they do not know how to pronounce of their meaning Ask students to put their books in their backpack to show parents what they have learned

Asking teacher or their partner questions if they do not understand something Reflect on what they have learned while reading

11:30 (27mins)