Title Magnets Integrated Unit

Teacher(s) Alison Friend

E-mail Alison.friend@cobbk12.org
School Tritt Elementary School
Grade Level First Grade Concepts(s) Targeted Physical Science/Magnets
Performance Expectations
Define and explain science vocabulary words attract and repel
Identify and describe what is attracted to a magnet and why
Identify and explain how a magnet will repel
Identify and describe how magnets are used in everyday life
Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concept
Asking questions (for science) and defining problems (for engineering) PS1: Matter and its interactions Cause and Effect: Mechanism
Developing and using models and explanation
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for
engineering)
Obtaining, evaluating, and communicating information

Georgia Standards of Excellence in Science

S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.
a. Construct an explanation of how magnets are used in everyday life.
(Clarification statement: Everyday life uses could include refrigerator magnets, toys, magnetic latches, and name tags.) b. Plan and carry out an
investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.
Math Standards Writing Standards Reading Standards Technology Standards
CCSS.MATH.CONTENT.1.MD.C.4 CCSS.ELA-LITERACY.W.1.2 CCSS.ELA-LITERACY.RI.1.10 NETS.1.b
Organize, represent, and interpret Write informative/explanatory With prompting and support, read Comprehends and applies first
data with up to three categories; texts in which they name a topic, informational texts appropriately grade concepts and skills related
ask and answer questions about supply some facts about the topic, complex for grade 1. to technology.
the total number of data points, and provide some sense of
how many in each category, and closure.
how many more or less are in one
category than in another.
Safety Considerations
Review proper use of magnets to avoid breaking.
Discuss how magnets cannot be used on or near electronics and signs have be placed on those items indicating such.
Safely test magnetic items such as a nail and a pin.
Title of the Lesson: Magnet Exploration
Lesson 1
ENGAGE Watch the Toy Story 3 clip on
magnets with the sound off. Allow
for student discussion. Complete
the science probe placing a post-it
with the student they agree with.
Have a CER group discussion. Then,
watch the Toy Story clip with sound.
EXPLORE After reviewing magnet safety with
electronics, students will explore
the classroom to determine what
items are attracted to a magnet and
what items are not attracted to a
magnet.
EXPLAIN Revisit the science probe allowing
students to change their answers.
Review CER. Clarify misconceptions
discussing and modeling how shiny
items and all metals are not
attracted to magnets.
Weekly Lesson Plans
Magnetic vs. Non-Magnetic
Lesson 2
Read the book That Magnetic Dog
by Bruce Whatley. Discuss what the
word attract means and create an
anchor chart defining the scientific
word attract.
Pass out items to test with a
magnet. Allow students to make
predictions on what is magnetic and
what is non-magnetic. Verbally
make a CER to support predictions.
Then, test and sort items by
magnetic and non-magnetic.
Meet in a circle on the rug to
discuss and sort the items by
magnetic or non-magnetic. Collect
data on how many items in each
category, then graph the data.
(math integration)
Repelling Magnets
Lesson 3
Watch the Brainpop Jr. on magnets.
Introduce and explain the repelling
centers.
Students will explore how magnets
repel through a four center
rotation. They will make ring
magnets float on a pencil. Make a
magnet car move without touching
it with a magnet wand. Make a
hanging bar magnet spin by
repelling with a second bar magnet.
Use two bar magnets to explore
what happens when same poles and
opposite poles move towards each
other.
Together create an anchor chart of
the scientific vocabulary word
repel. Record scientific
observations, findings, and
discoveries on the repelling graphic
organizer.
Attract and Repel
Lesson 4
Watch the Sung Science video on
magnets to clarify
misconceptions and when two
magnets with attract and repel
(opposites attract). Then read
Magnets Pulling Together,
Pushing Apart by Natalie M.
Rosinsky.
Students will be assigned to be
the south pole or the north pole
of a magnet. They will label a
colored post-it with an N or S
corresponding with their
assigned pole and place the post-
it on their shirt. Then, model how
to attract or repel each other
based on which pole each
student has on their shirt. Play
The Magnet Song then pause it.
When the song pauses, students
will attract or repel the student
closest them according the pole
label they are wearing.
Write an All About Magnets
informational books including
facts about magnets, how they
attract and repel. Use research
from day 3. (Writing integration).
EIP/ESOL students will work with
the EIP/ESOL teacher.
ELABORATE/ Review optional homework project
on locating, writing, and drawing
EXTEND how magnets are used in our
everyday life around the home.
Explore and play with magnetic
toys: magna blocks, Magnetix, and
Willy Wooley iron shaving faces.
Research magnetism on the science
PebbleGo website and complete the
graphic organizer to use on day
four. (Technology integration).
Read nonfiction grade level
science books on magnets to aid
in writing informational book.
Cut magnet illustrations out of an
old science workbook to add to
their teaching book.

EVALUATE Draw and label an item that is
attracted to a magnet and an item
that is not attracted to a magnet.
Then complete a tree map about
magnets.
Take a picture of the magnetic and
non-magnetic items that were
sorted using the PicWall iPad app.
Post to the Seesaw app and voice an
explanation for each photo.
(Technology integration)
Complete the Magnet Movement
worksheet drawing and writing
what happens when opposite poles
move towards each other and then
when same poles are moved
towards each other.
Identify whether four different
bar magnet illustrations will
repel or attract, then circle the
correct word.

Assessment (What is the evidence of learning?)

Formative (On-going) Summative (End)
Journaling scientific observations Short answer six question test
Magnet tree map
Repel and attract recording sheet
Teacher observations
Magnetic vs. Non-magnetic graph
All about magnets informational writing
Pic wall digital product
Documentation of Resources
Toy Story 3 clip on Magnets: https://www.youtube.com/watch?v=Na6-URHxOtU
That Magnetic Dog by Bruce Whatley
PicWall iPad app
Seesaw iPad app
Brainpop Jr./Magnets
PebbleGo Science website/Magnetism
Magnets: Pulling Together, Pushing Away by Natalie M. Rosinsky
Sung Science- I Love Like Magnets Video: https://www.youtube.com/watch?v=wI0ebVGNOj8
Music with Mar, (2005) Music Makes It Memorable: "Magnets". [Song]. Available from http://www.discoveryeducation.com
Harcourt Leveled Science Readers: Magnets and What Can Do Magnets Do?
Magnets by Alan Trussell-Cullen guided reading book/level G
Harcourt Science Student consumable workbook
GRAPHIC ORGANIZERS, RECORDING SHEETS, AND WORKSHEETS BELOW:
Teacher Generated Science Probe:
 This week we will begin our physical science unit on
magnets. One of our standards states students will
construct an explanation of how magnets are used in
everyday life which could include refrigerator magnets,
toys, magnetic latches, name tags, etc.
This homework project is optional. Students should go on a
scavenger hunt around your house looking for ways magnets
are used. They may need your help as they may not realize
all the places we use magnets in our everyday life.

Once they have found everyday uses for magnets they can
draw and label their findings on the backside of this paper.

This paper is DUE FRIDAY and will be used for our lesson
at the end of the week and to kick off our STEM challenge.

Thanks for your support!

 How do magnets repel?
STATION WHAT HAPPENED?
Moving the jeep

Floating on a
pencil

Spinning
magnets
 Magnet Assessment

1. A magnet will attract things made of

2. What does attract mean?

3. For a magnet, to push away means to

4. Draw how a magnet will repel another magnet.

5.

Things magnets Things magnets do

attract NOT attract

6. Write and draw 2 ways we use magnets in our

everyday life: