Lesson Plan:

Magnets

By: Averi Kuberacki

Common Core Standards:

P.FM.E.3 Force- A force is either a push or pull. The motion of objects can be changed by forces. The
size of the change is related to the size of the force. The change is also related to the weight (mass) of the
object on which the force is being exerted. When an object does not move in response to a force, it is
because another force is being applied by the environment.
P.PM.E.3 Magnets- Magnets can repel or attract other magnets. Magnets can also attract magnetic
objects. Magnets can attract and repel at a distance.
P.FM.03.35 Describe how a push or a pull is a force.

Objective:
Having listened to a story, watched a video and PowerPoint presentation the students will be able
to successfully identify the characteristics of magnets. The students will also be able to determine which 6
objects and materials are magnetic vs. non-magnetic with 100% accuracy, after taking part in a group
activity and separating materials based on their observations.

Prior Knowledge:
1. In a quick discussion the students will be asked to share something they already know about
magnets.
2. Following their prior knowledge the students will add what they hope to learn or questions they
have relating to the material that is going to be learned.
3. This information will be put on large paper that will be taped on the board in three sequences,
what we already know, what we would like to know, and what we have learned.
4. The students will share what they have learned and it will be added to another large paper when
the lesson is over.

Set Activity:
The students will be read the book Magnetism. This book offers information about the topic in
a creative way, using a comic book layout and fun images that will help get the students engaged and
ready to take part in the prior lesson. We will stop periodically to ask questions and discuss the material
being presented throughout our reading.

Lesson Input:
1. Quick class discussion about the students prior knowledge and what they would like to learn.
This information will be put on large paper that will displayed in the classroom during the lesson
where the students will be able to see their learning process.
2. To start the engagement process the students will be read the book Magnetism, stopping
throughout the story for questions and discussion.

3. After the story the children will be watching a brief PowerPoint presentation that will further
cover the information that was introduced during our Set Activity. The PowerPoint will include
definitions, visuals and a short video from Bill Nye the Science Guy.
4. After the presentation the students will be separated into groups where they will be provided a
variety of objects. They will work together to determine which of those objects a magnet attracts
and which ones it does not.
5. I will introduce the activity they will be taking part in. I will show them the materials they will
be using and how to use them properly.
6. The students will then be given time to work independently on the activity among their group,
where they will be able to share their thoughts and ideas while completing their worksheet based
on the scientific method.
7. When all of the groups have completed their activity, they will be given the chance to share their
findings with the rest of their classmates.
8. The students will answer the questions they had asked before beginning the lesson and discuss
what we have learned.
9. Before ending the lesson the students will complete a quick puzzle that includes true or false facts
they have learned about magnets. When the puzzle is completed the true facts would have made a
horseshoe magnet and the false facts will be under the magnet as if they did not attract to it.

Modeling:
I will provide the students an example of what materials they will have in order to complete their
group activity Am I Magnetic? I will have a tray that includes a small box, a horseshoe magnet, and
their worksheet. Inside the box will be 6 items, 3 magnetic and 3 non-magnetic. On the worksheet there is
room to provide a hypothesis and conclusion about the activity and a table where the students will give
the name of the object, prediction, observations, and results on whether the object was magnetic or nonmagnetic.

Guided Practice:
I presented a brief PowerPoint presentation to the students. It will help further explain the
information that was introduced in the Magnetism story during the Set Activity. The PowerPoint
includes definitions, visuals, and a short video of Bill Nye the Science Guy.
I will demonstrate how they will complete the Am I Magnetic? activity. The students will be
separated into groups of four and will be handed a tray with the same materials I had modeled. Each
group was provided with different magnetic and non-magnetic materials, so I will give them an example
of what they will be doing by using the materials I have in my box. When the items are dumped on to
their tray they will use the box to separate the materials based on their results. If the object is attracted to
the magnet it will be placed in the box labeled magnetic, if the object is not attracted it will be placed in
the lid that is labeled non-magnetic. They will use the horseshoe magnet to test each of the objects.
Using my example I will show them how to properly fill out the worksheets and where each piece of
information fits appropriately. We will work together to fill in my worksheet using the objects in my box,
as a way for the students to fully understand how to complete their activity when they are working on
their own. Before having them work on the object independently I will make sure to answer any questions
the students may have pertaining to the work.

Independent Practice:
The students will work independently in their small groups to complete the activity. The children
will be encouraged to share their ideas and come up with solutions. The best writer will fill out the
worksheet while the other students in the group will take turns testing the objects with the magnet. When
the activity is done each student will present one part of their lesson whether it be their groups hypothesis
(What they think is going to happen during the activity), the results of their objects or their conclusion
(What they have learned from doing the activity).

Checking for Understanding:

Throughout all parts of the lesson I will be checking to make sure the students are understanding
the materials. During the story and PowerPoint I will stop periodically to ask questions to make sure
every students is following along. While the students are independently working in their groups I will
walk around the room to observe them and ask them questions that relate to what they are taking part in.

Closure:
To wrap up the lesson the students will participate in a fact puzzle as a review.
1. Each student will be given a puzzle piece with a fact pertaining to magnets on it. Most of the facts
are true but there are some that are false. It is up to the students to determine whether the fact they
were given is correct.
2. A large piece of paper will be placed on the floor with the outline of a horseshoe magnet. If the
facts are true they will be placed in the outline to complete the puzzle of the magnet. The facts
that are not true will be placed underneath the magnet to represent objects that are non-magnetic.
3. When the students have finished the puzzle by putting the pieces where they believe they belong,
we will go over the facts as a class to determine whether the puzzle was completed accurately.

Homework:
For their homework assignment the students will continue determining if certain objects are
attracted to a magnet but these objects will be found in their home. The children will walk around their
home and find 4 magnetic objects and 4 that are non-magnetic. They will each be given a bag that
consists of 5 materials: a horseshoe magnet and rectangle cutout, 8 paper squares, 2 pipe cleaners, and a
magnetic wand. The students will draw and label the objects they used, if the magnet repels them the
pictures will be glued to the magnet cutout, if they are repelled than they will be glued to the rectangle.
Both cutouts will be colored and labeled, when they are finished the pipe cleaners will be used to attach
the two together. The students are provided with directions that will give steps to creating the collage.

Materials List:

Magnetism book

PowerPoint
Large paper
8 serving trays
8 horseshoe magnets
8 boxes
Magnetic and non-magnetic objects (6 items per box)
8 Am I Magnetic? group worksheets
30 true and false puzzle pieces
Horseshoe magnet outline for puzzle
28 homework papers
28 bags of homework materials

Activity Board:
The Magnet fact puzzle will serve as my activity board and will be used for closure.

Multiple Intelligences:
1. Linguistic. By reading the students the Magnetism book during the set activity.
2. Interpersonal. The students are taking part in groups where they are sharing thoughts and ideas
with each other.
3. Logical-mathematical. The students used the scientific method to complete their worksheet
during the group activity.
4. Bodily Kinesthetic. The children are using fine motor skills while working with the magnets and
objects in their group.
5. Visual-Spatial. By watching the Bill Nye the Science Guy video.