Name: Catie Higgins

Activity Name: Magnets

Age of Child(ren): 3-5 year olds

Setting: Small Group

Developmental Focus: Science with math concepts integrated
Key Content Focus: Science: Physical Science
Key Content Area Concepts: Physical Science: Magnets repel and attract
Key Content Area Skills: The children will observe, compare and contrast different magnets to see which ones repel and
which ones attract (magnetic/non-magnetic)
Integrated Content Focus: Math: Number & Operations and Data Analysis
Integrated Content Area Concepts: Number & Operations and Data Analysis
Integrated Content Area Skills: The children will classify and organize the magnets/non-magnets and then count how
many are in each category
Learning Outcomes: The child will observe which objects in the container are magnetic and which ones arent then the child
will sort them into a specific category and be asked to count how much is in each
2.4 PK.A.4 Classify objects and count the number of objects in each category.
3.2 PK.A.1 Sort and describe objects according to size, shape, color, and texture.
PS (Mississippi): Identify properties of objects and materials, position and motion of objects, and properties of magnetism
Materials to collect/prepare: The Science Book of Magnets, tray to hold all the materials on, 2 magnet wands (blue), a
container of items that are magnets and non-magnets, a piece of paper that says magnetic on it and a second piece of paper
that says non-magnetic on it
Transition/warm up/introduction: Read The Science Book of Magnets and get the children familiar with what magnets are
and their characteristics
Adult Procedures:
After the transition/warm up/introduction, the adult will

1.
2.
3.

I would explain to the children that we are going to do an activity that has magnets involved with it

4.

I would introduce the two pieces of paper and ask the children what they think the words mean. I would explain it to
them.

5.
6.

I would then have the children sort the objects into the two different categories (magnetic and non/magnetic)

I would then show the children the box of objects that I have and explain to them what the magnetic wands do.
I would let the children observe the objects and the magnetic wands for a little bit asking them questions that go
along with magnets

I would then ask the children to count how many objects were in each category

Child Procedures: (use as many steps as needed Must match the Adult Procedures)
1. First the child will hear what the activity will be about
2. Next the child will look at the box of objects and the magnetic wands
3. Then the child will observe the box of objects and see how which ones are magnetic and which ones arent.
4. Then the child will see the two pieces of paper and get the understanding of what the words mean
5. Then the child will sort through the objects again and put them into the two different categories (magnetic and nonmagnetic)
6. Finally the child will count the number of objects that are in each category
Conversation to Support Learning/Talking with Children:

1.
2.
3.
4.
5.

How can you tell which objects are magnetic? Explain

How can you tell which objects are non-magnetic? Explain
What other objects do you think are magnetic/non-magnetic? Why?
How do you think magnetic work? Why do you think that?
Why do you think we have magnets? Why do you think that?

Observations and Assessment:

The children will be able to classify the objects into two different categories and then count how many objects are in
each category- 2.4 PK.A.4

The children will be able to sort through the objects and put the objects into two different categories (whether they
are magnetic or non-magnetic)-3.2 PK.A.1

The children will be able to identify which objects are magnetic and which objects arent-PS (Mississippi)

Accommodations for individuals:

Simplification for atypical learners: For simplification, I wouldnt have so many objet inside the container for the
children to have to look through and I wouldnt have them have to sort them by category or even count how much are in each
category. The activity would be strictly observing the magnets with the wands
Challenge for advanced learners: For advanced learners, I would have a lot more objects inside the container for
them to look through. I would also talk more about the force of the magnets, changing directions of magnets, and the electric
magnet. I would also let the children make their own magnets
Resources:
http://earlychildhood.msstate.edu/resources/pdfs/science.pdf
https://www.pakeys.org/uploadedContent/Docs/Career%20Development/2014%20Pennsylvania%20Learning%20Standards
%20for%20Early%20Childhood%20PreKindergarten.pdf
http://creeksidelearning.com/preschool-magnet-science/