GRADE: Second

CONTENT STANDARD: Physical Science

CONTENT TOPIC: Electricity and Magnetism

CONCEPT: Magnets vary in size, strength, shape, composition, and use.

CONTENT OBJECTIVE: 2B2.00 To understand the fundamentals of magnetism

INSTRUCTIONAL OBJECTIVES: The learner will:

2.01 describe the composition of a magnet.
2.02 compare strengths of magnets.
2.03 identify magnetic poles.
2.04 discover how magnetic poles repel and attract
2.05 create a magnetic field.

I. Magnet composition
II. Magnet strengths
III. Magnetic poles
IV. Magnetic field

TN COMPONENT OF SCIENCE: Process Of Science

TN GOAL:

To enable students to demonstrate the process of science by posing questions and investigating phenomena through language, methods and instruments of science

1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning

1.5a Tables and graphs may be used to interpret the meaning and significance of data.

BENCHMARK: Graphs and tables provide visual results of observations

TIME REQUIRED:

Two classroom connectors - 45 minutes each

MATERIALS:

Magnets of various shapes, sizes, and strengths; paper clips; nails; teacher-prepared observation guide

Shut your eyes and think about the refrigerator at your house. Raise your hand if there is something sticking on your refrigerator. Tell your neighbor what makes these items stick to the refrigerator (Magnets). At the end of class today, you will have learned what a magnet is and compare the strengths of different magnets.

A magnet is an object that attracts metal. Magnets can be natural or man-made. Magnetite is a mineral that is a natural magnet. Man-made magnets are made from steel. Magnets can pick up or stick to iron and steel. Magnets come in many sizes, shapes, and strengths.

(Have the students compare the strengths of various magnets by determining how many paper clips can be held in a chain by each type of magnet. Set up various magnets at different locations in the classroom. Groups of students will work at each station, rotating at intervals as instructed by the teacher.

Each group has a teacher-prepared observation guide to record data. For example:

Center 1: predicted outcome/actual outcome

Center 2: predicted outcome/actual outcome, etc.

After students have completed the activity at each center, class should discuss data. The data is used to make a graph to illustrate the results.

Compare and contrast predictions and actual outcomes. Order the magnets by strength from the strongest to the weakest.)

Tell your neighbor what a magnet is made of. (Magnetite, steel) Hold up the strongest and weakest magnets (as determined by your data). Which magnet would you use to pick up a very heavy metal object?

(The following activities are suggested:

1. Set up a center with various magnets and objects available for the students to explore.
2. Look at the magnets and draw them on your paper.
3. Make a temporary magnet: Rub an iron nail at least 50 times with a magnet. Be sure to rub the nail in the same direction. Try to pick up a paper clip. If the magnet will not pick it up, repeat the directions.
4. Have students bring in magnets from home to share.)

This classroom connector addresses Instructional Objectives 2.03, and 2.04.

MATERIALS:

Iron filings, magnets, paper, fixative, paper clips.

Mary's mother was sewing a dress. She spilled her box of pins. Quietly, tell your neighbor how Mary could easily pick them up. (Use a magnet)

In our last lesson, you learned that magnets can vary in strength, size, and shape. Today, you will learn the strongest parts of a magnet and how they are special.

The ends of magnets are called poles. Each magnet has a north pole and a south pole. A magnet is strongest at its poles. Sometimes the letters N and S are stamped into the magnets to label the poles.

The space around a magnet is called the magnetic field. (Have a demonstration using two children standing far apart. One child holds a magnet, the other holds a paper clip.) Why isn't the paper clip sticking to the magnet? (They are too far apart.) Have them move slowly towards each other until the paper clip is attracted to the magnet. The paper clip must be within the MAGNETIC FIELD to stick to the magnet.

(The following activities are suggested:

1. Give each group of students a bar magnet and paper clasps. Let them observe how most of the clasps stick to the ends. Take another bar magnet and bring the north pole of one magnet near the south pole of another magnet. The poles will pull towards each other or attract. Place the north pole of one magnet near the north pole of another magnet. The poles will push away or repel. Unlike poles will attract. Like poles will repel.

2. Place a bar magnet on a table at each group. Put a sheet of paper over the magnet. Sprinkle iron filings on the paper. Tap the paper gently. What happens? Lines form to show the magnetic field. Put another magnet under the paper. Make sure the poles are together. Tap the paper. What happens? Filings between the magnets should be veering away from each other. Change the magnets so that poles are unlike. Tap the paper. Observe the new pattern. Fillings between the magnets are pulling toward each other.)

Tell your neighbor where a magnet is the strongest. (Poles) When I raise my hand, tell me together what you call the space around a magnet. (Magnetic field)

(Make a magnetic picture. Have various magnets available for students to choose from. Students choose magnets to make designs. Place a file card over the magnets. Spoon or sprinkle iron filings on the cards. The filings will form a picture because of the magnetic fields. Spray the cards with hair spray or fixative. Dry and spray again before removing magnets. Display the results.)

This is the time this file has been accessed since 04/20/97.

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