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K5 Science Endorsement GPS Lesson Plan

Title
Teacher(s)
E-mail
School
Lesson
Title
Grade
Level

Magnets Vertical Alignment Project


Ayoola
Doyin.Ayoola@cobbk12.org
Blackwell Elementary
Magnets
First

Concept Magnets attraction to iron


s(s)
Targeted
Lesson Essential Questions
What common objects are attracted to magnets?
How are magnets attracted and repelled to each other?
Georgia Performance Standards S1P2. Students will
demonstrate effects of magnets on other magnets and
other objects
a. Demonstrate how magnets attract and repel
b. Identify common objects that are attracted to a magnet
c. Identify objects and materials (air, water, wood, paper,
your hand, etc) that do not block magnetic force
Safety Considerations: Be sure to keep magnets away
from computers or electronic devices. Do not put any
materials into your mouth.
The Learning Plan:
ENGAGE:
Have each student get a magnet and a paper clip. Let students do free
exploration with the magnet and paper clip. Have them write down
observations about what they see happening as they freely explore with the
magnet and paper clip.
EXPLORE: Have assorted objects some of which are attracted to magnets and
some that are not (coins, aluminum foil, steel can, aluminum foil, wood,

plastic, paper, iron nails, iron fillings, other magnets, etc).Have a lot of
different sized and shaped magnets for students to explore with the different
objects. After the activity is up have students turn and talk to each other in
small groups and discuss observations. They will need to record their findings
after testing the different materials with magnets.
EXPLAIN: The teacher will introduce a chart with attracted to/not attracted to
columns. As students test the objects, the teacher will guide the students in
adding the correct items to the chart-either in the is attracted to or not
attracted to. Introduce a made up story where someone has spilled a box of
screws and the magnet only picks up some of them. Students have to write
in their science journals why the magnet only picked up some of the screws.
Have them do reflective responses to questions in science journal to explain
their thinking and observations.
Reflective Questions that need to be answered in science journal to help with
explaining.
1) What did you observe with the paper clip and magnet?
2) What did you observe with __________ (fill in other items) and magnets?
3) Why do you think that happened?
EXTEND: Students will search with a scavenger hunt through classroom,
school, and outside to find objects that would and would not be attracted to
magnets. Discuss as a class what real world objects would and would not be
attracted to magnets that they found in their search.
EVALUATE: Give students a post assessment where they are asked to name
items that can be attracted and items that cannot be attracted to magnets
and they have to sort objects that are and are not attracted to magnets.
Title of the Lesson:
Lesson Logistics/Materials: Students will work in small groups.
Materials needed: bar magnets, ring magnets, materials that are
and are not attracted to magnets (aluminum foil, wood, plastic, ),
paper clips, iron fillings, several different sized and shaped magnets
Opening/Hook/Initial Focus:
The teacher will show pictures of objects attracted to magnets and not
attracted to magnets. Explain that the inquiry lesson will be evaluating what
objects are and are not attracted to magnets.
Work Session:

The teacher will prepare 4 centers for small group experiment. In each center
the teacher will place many different magnets of all different sizes and
shapes and several different items (coins, wood, plastic, iron fillings, paper
clips, screws, iron nail, paper, etc..)
Then students will be asked to take turns testing all of the objects with a
magnet to see which objects the magnet is attracted to and what objects the
magnet is repelled by.
Students will be asked to write down observations and check attracted or not
attracted on their charts. They will also be asked to draw their observations
and write down sentences about what they observed as they tested. In their
small groups they will need to discuss possible explanations about what is
attracted to magnets and what is not.
Closing: The students will make posters of a magnet and all of the items
that can and cannot be attracted to magnets. Students will also have to
present their findings on the poster to the class.