Lesson: Number 3

Title: Magnets – Day 3

Topic: Science

Grade: Second Grade

SOLs: 2.2

Time Frame: 50 minutes

Objectives: The children will identify types of magnets and vocabulary words. The children will discover that all magnets do not have the same strength.

Lesson: Review magnets through Think, Pair, Square, and Share with whiteboards (John Strebe) Square up/group into fours. The tallest child in the groups will come and get a whiteboard for your group. Of the three left, the child with the most vowels in his/her name will come and get a whiteboard marker. Of the two left, the child with the most consonants in his/her first name will come and get a whiteboard eraser. The one who is left will write the answer on the whiteboard and hold up when asked to share answers. (John Strebe) Have the child to draw a small rectangle on the bottom right hand side. Next, have the group come up with a real, true, factual sentence example: The sky is blue today. Then, write it on the bottom of the board next to the rectangle. Example below: (John Strebe)

The sky is blue today.

Using the whiteboard, the children will review identifying types of magnets (horseshoe, bar, wand, U, lodestone and circle/disk) and vocabulary words (force, magnet, attract, repel, North Pole, and South Pole). Identify group that is the winner. Take picture and hang on the bulletin board of fame. (John Strebe) Now, children who got the whiteboards, white markers, and erasers will return them. The one who wrote on the whiteboards will collect a bar magnet for each and iron filings for each person in their group. Let the children experiment with iron filings and bar magnets for about 5-10 minutes. Come together, discuss, and share the discovery of the magnetic field and where the strongest parts of the magnetic field are located. Lead the children in creating a definition of a magnetic field. A magnetic field is a push or pull from a magnet. Pose question to the children: Do all magnets have the same strength? Record answer and why using a T graph (James Elwell and Stephanie Barber) The person who brought the iron filings collect from your group and return them. The one who is the tallest will get a wand magnet for each person in his/her group. (John Strebe) Number off in your group 1, 2, 3, 4. (Dan Mulligan) Remember your number because you are going to each corner with your wand and bar magnets to see how strong your magnets are and record your results next to your name. Once the task is completed, I will play music to rotate to the next corner. In corner one you will find the recording sheet, pencils, and four zip lock bags of paper clips—one bag of red, one bag of white, one bag of blue, and one bag of silver. In corner 2 you will find the recording sheet, pencils, and four bags of colored coded magnetic balls. In corner 3 you will find the recording sheet, pencils, and four bags of colored coded washers. In corner 4 you will find the recording sheet, pencils, and four bags of colored coded magnetic dots. This will continue until all four corners are completed and they will return to their seats while music is playing. (John Almarode) I will have someone from each corner bring me their paper where they recorded their answers. See examples below assessment. Regroup, share, and discover that not all magnets have the same strength. Look at the four different charts to find who had the strongest wand and bar magnets and who had the weakest.

Lesson: Number 3

Lesson: Number 3

Name

Name

Bar

Wand

Name

Bar

Wand

Name

Bar

Wand