K5 Science Endorsement GPS Lesson Plan

Title Magnificent Magnets!

Teacher(s) Maggie Gudgel ( Elmore )
E-mail Maggie.Gudgel@cobbk12.org
School Frey Elementary School
Grade Level 1st Concept(s) Targeted Magnetism
Performance Expectation - Plan and carry out an investigation to demonstrate how magnets
attract and repel each other and the effect of magnets on common objects. Students observe
and demonstrate that magnets can make some things move (push or pull things), magnets
attract (pull on) some things, but not others and magnets can pull through some things. This
integrated unit will incorporate technology, art, mathematics, language arts, and social studies
content throughout the 5E lessons.

Science & Engineering Disciplinary Core Ideas Crosscutting

Practice (Content) Concept
 Asking questions and  Some metals are attracted to
defining problems magnets.
 Engaging in creating  Some metals are repelled by  Cause and effect
claims magnets.  Patterns
 Developing and using  Magnets can push or pull through
models certain objects and materials such as
 Obtaining, evaluating, air, water, wood, paper, and clothes.
and communicating
information
Georgia Performance Standards- Social Studies/Science/Math Integration

 S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of

magnets on other magnets and other objects.
 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.)
 Plan and carry out an investigation to demonstrate how magnets attract and repel each
other and the effect of magnets on common objects.

 SS1H1. The student will read about and describe the life of historical figures in American
history. a. Identify the contributions made by these figures: Benjamin Franklin.

 MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and
write numerals and represent a number of objects with a written numeral.

 TAES1.1 Analyzing and constructing meaning from theatrical experiences, dramatic

literature, and electronic media
 Safety Considerations – Students are appropriately partnered for all activities. Students
will understand that magnets should be away from most electronic devices. I will also
explain to the students how to be careful handling the sharp items when testing objects
such as nails, paper clips, shells, and magnets.
 The Learning Plan: 5 E’s
 ***PRETEST*** Before unit begins.
 ENGAGE students with questions on how we use magnets around us in our daily lives.
Allow students an opportunity to discuss in groups and come up with theories or
create a claim on why magnets work and how they “know” what to stick or push away
from objects. Show students to phenomena of “Rainbow Magnets” to get their ideas
flowing about magnetic fields and forces. Students will hear and learn several fun
chants and songs to help understand concepts and big ideas. We will explore Study
Jam-Magnetism and Mystery Science Magnets to present big ideas and activate prior
knowledge.
 EXPLORE - Students will conduct hands-on inquiry activities using a variety of
materials to discover magnetism. Through engineering and inquiry students will use
magnets and math to build and solve Lego magnet mazes. Students will also explore
through rotating stations of hands-on magnet observation and discovery.
 EXPLAIN -Help students come to the conclusion or reasoning that magnets can make
some things move (push or pull things), magnets attract (pull on) some things, but not
others and magnets can pull through some things. Students will provide and explain
their reasoning by using an example of magnetism in our world.
 EXTEND –The students will extend learning with use of technology on the class IPADS.
Students will work in partnerships to play an online magnetic scavenger through
online educational games about magnets.

 EVALUATE student learning by having them complete a whole group CER framework
anchor chart with teacher facilitation. Students will show their mastery through a
project presentation on the iPad using the APP green screen and Chatterpix for the
presentation. Students will use art to create and design a foam kite. Students will
then use magnet wands to fly their magnetic kites against the skyline mats while
presenting and recording information about Benjamin Franklin for peers to watch.
 ***POST TEST*** After unit ends.
 Lesson Opening/ Hook/ Initial
Logistics/Materials: Focus:
Lesson 1: Learning Style: ENGAGE:
 Whole Group  TW show students the
Magnificent  Small Groups phenomena of the floating
rainbow washer
Magnets experiment. Students will
Around Us! Materials:
observe the magnetic
 Smartboard repulsion for up to five
minutes. I will show the
 Pandora students how it is done by
placing the opposite
 Anchor Chart magnet washer poles on
top of one another- Sw
 Magnet Rainbow witness the magnetic field.
Washers for  In groups, SW discuss what
they think they are seeing
Phenomena
and why the washers are
not “sticking together” and
 Scholastics Study Jam appear to be floating. We
will create their claim by
writing it on the anchor
chart.
 We will do the study jam
session about magnetism
from Scholastics in a whole
group setting. The
students will watch the
vocabulary slide show.
 TW lead students to the
conclusion that there are
several types of magnets,
and various magnetic
objects that attract or
repel to a magnetic field.
Work Session: Closing: Resources:
EXPLORE: EVALUATE: http://studyjams.s
Students will rotate  Each groups will cholastic.com/stu
between four fun hands-on share pair their dyjams/jams/scien
stations using and exploring two station’s
magnets. Sw investigation recording answer
ce/energy-light-
sound/magnetism.
to demonstrate how sheets. The sw try
magnets attract and repel to clear htm
each other and the effect of misconceptions
magnets on common about the
objects. predictions they
Station Materials-
made before
 Station 1- Magnetic testing the items. Magnets,
Madness- Sw use worksheets, timer,
Magformers, cartoon iron  Students will magnet readers,
wands, and books about return to the and paperclips.
magnets. assessment piece
 Station 2- How many paper 7 question test
clips?- Sw use recording from Study Jam to
sheet to predict and test review lesson
how many total paperclips content.
the four types of magnets
will hold. The students will  http://studyjam
need to correctly count and s.scholastic.com
write the amount of
/studyjams/jam
paperclips to their sheet.
The students will compare
s/science/energ
with table peers how many, y-light-
and whose magnet could sound/magnetis
hold more total clips. m.htm
 Station 3- Students will sort
and test over 25 magnetic
and nonmagnetic items into
two groups. Students will
use the magnet wands and
will do a dry run first sorting
objects before testing and
replacing items into their
correct groups. SW use a
timer to test each other’s
sorting skills. Each group
 will hit the buzzer when the
sort is complete.
 Station 4- Sw make a Y/N
prediction recording of
several items. Sw be testing
objects through solids and
liquids then checking
predictions after testing the
materials.

Lesson 2- Learning Style: ENGAGE: EXPLORE: EXPLAIN: KNEX

 Whole Group Students also observe connects  SW use five colored groups  CW go back and COASTER
 Small Groups rollercoaster toy in action- of ten Legos each (100 total look at VIDEO-
A-MAZ-ing Phenomena
 Independent discuss how the toy words and Legos) to build a magnetic phenomena. In
Lego Magnet why the train car stays on the
Materials: marble maze to use a wand groups, SW
Maze track. to solve. The students will discuss what may
 Picture of
phenomena have to include 1 exit and 1 have caused it
 Smartboard Video  Students watch 2 minute entrance into the maze. using new
K’NEX coaster toy video to Together the partners will academic
 Magnet Wands
activate and engage ideas. construct the 100 piece vocabulary.
 Building Guidelines
KNEX COASTER VIDEO Lego maze. Each person will
 100 (grouped in
take turns solving the maze  Sw use math by
ten) multi-colored
 Allow students a few getting the marble through regrouping the
lego stacks and
moments of discussion as and out of the maze Legos and
green lego mat-12
to what may have caused without getting stuck. recounting to
sets.
the phenomena.  The students will swap make sure they
mazes with other partners have the ten
Other Considerations:  Discuss the engineering to solve all of the marble Legos sorting into
Change discussion groups to process mazes. appropriate
allow students the opportunity
groups. We will
to hear form more of their
talk about various
peers. Students are paired for
number
best building results.
combinations we
could have used
with our Legos
incorporating
numbers to 120.
As a class we will
count the stack
aloud by 1’s, 5’s,
and 10’s.
  EXTEND: Sw do
the magnet fact
center to
incorporate
math- Sw see
which magnet
facts attract to
complete the
puzzle at this
extension
center.
Lesson 3 Learning Style: ENGAGE: EXPLAIN: EVALUATE: Scavenger Hunt
 Whole Group  Read aloud “ Penny  SW watch fun video SW watch and take iPad Link
Hooray-  Partners Dreadful is a Magnet for about magnets the Brainpop Jr
 Technology & ELA Disaster” FUN MAGNET VIDEO assessment at the end Hard BrainPop Jr
Magnet Play of the video
Integration Magnet Quiz
on iPad DAY! independently on a
Pose the questions: EXPLORE: Sw be in paired
Materials: ticket out of the door
 Why is Iron Man partners to complete a
 Pictures of slip. If the students FUN MAGNET VIDEO
Magnetic? magnet online game get 100% he/she will
phenomena
scavenger hunt via have access to the
 12 IPADS
 Book-Penny classroom iPads. Students games during snack
will go through several the next day.
Dreadful is a
Magnet for a engaging, interactive Hard BrainPop Jr
Disaster” games that will help them Magnet Quiz
to understand magnetism
while having fun!

Lesson 4 Learning Style: ENGAGE: EXPLORE: EVALUATE: Electricity Puppet

(2 days)-  Individual  Review concepts from Sw create a kite by using  Sw present their Video Ben Franklin
What’s the  Art/ S.S/ previous days by singing several art materials. Sw then findings allowing
Technology Magnet chant and attach their kite to a yarn peers to watch
Big Idea, ChatterPix App
Incorporated reviewing our CER anchor string and paperclip. The sw the different
BEN? Materials: chart. Chatterpix
fly their kite using a magnet
Foam Sw watch Electricity Puppet presentations
wand while reading their
String Video Ben Franklin before with walking
informational writing about museum
Paper Clips creating their own magnetic
Skyline Mats
Ben Franklin using the skyline
kite presentation about Ben
Chatterpix App maps. SW use the Chatterpix  Have a time of
Franklin. app to make the kite appear
iPads sharing.
to be the narrator recording EXPLAIN:
their voice and incorporating  To end the unit,
technology, art, and social SW complete a
studies. CER Anchor Chart
completing all
sections for
Claims,
Reasoning, and
Evidence.
 SW get the
graded rubric for
their project
completion
scores.