MAGNETS: YOU DO ATTRACT ME
MASTER TEACHER
Gladys M. Tilley
GRADES: K – 2
OVERVIEW
This lesson provides students with the understanding
that magnets and magnetism are with us constantly. In learning
about magnets, students will use interactions with video segments from
the Science Treehouse’s Magnetism – What’s the Attraction, the
hands-on approach, interactions with each other and the teacher.
In using the hands-on approach students will
experience the push and pull of magnets, experiment to
determine what objects magnets do and do not attract, construct a simple
magnet, show that magnets can attract through solids and water, and,
construct an electromagnet.
ETV SERIES
The Science Treehouse # 108
Magnetism—What’s The Attraction
LEARNING OBJECTIVES
Learners will be able to:
* tell what forces have a profound effect on our lives
* tell what kinds of objects magnets attract
* demonstrate the pull and push of magnets
* name some kinds of magnets
* identify the largest magnet of all magnets and tell
why
MATERIALS
(for teacher)
2 bar magnets
1 chart with 3 columns labeled K – W – L
1 dark marker
Rotations (4 students per work station)
A. Push and Pull of Magnets
Magnets available to the teacher, such as:
2 or 4 bar magnets
2 or 4 horseshoe magnets
2 or 4 round magnets
2 or 4 U-shaped magnets
1 – 2 sheets of drawing paper or newsprint per student
12 pencils
room pencil sharpener
B. Magnets Do Attract
2 extremely strong magnets (bar, wands, horseshoe,
round)
container to hold items such as – metal scissors,
plastic scissors, penny, dime, quarter, aluminum can, coffee can, keys,
metal and non-metal forks and spoons, paper clips, thumbtacks, nails,
toothpicks, crayons, chalk, buttons, (any available classroom objects)
2 sheets of paper ( 1 labeled ‘yes’, 1 labeled
‘no)
C. Construct a Magnet
1 strong bar magnet
1 steel nail
paper clips
D. Magnets Attract Through Solids
2 strong magnets (horseshoe, bar, wand, round)
1 small compass
1 plastic lid
1 paper clip
1 – 3” x 5” index card
1 piece of fabric
1 – 3” x 5” piece of foil
1 roll of paper towels
E. Magnets Attract Through Water
1 plastic pan (teacher choice of size)
1 pitcher with water
magazines, telephone books, books, bricks on which to
raise pan off the table
2 strong magnets (bar, horseshoe, round, wands)
2 – 4 small triangular slips of paper attached to 4
quilting pins
4 thumbtacks
F. Electromagnetism
2 “D” flashlight batteries
1 large steel nail
4 pieces of insulated/copper wire – 1 ½ feet long
each
1 roll masking tape or adhesive tape
1 –2 pair scissors
1 – 12”x18” construction paper (light color) with
“electromagnet” written on it
3 – 5”x8” index cards
1 dark marker
4 paper clips
4 tacks
4 safety pins
2 rubber ducks or rubber toys
4 rubber erasers
2 – 4 keys
other available classroom items of the teacher’s
choice
VOCABULARY
attract – to pull close
compass – an instrument used to tell directions
with a needle that always points north
electromagnet – a magnet that uses electricity
in order to work
force –energy that can cause something to be
pulled or pushed
magnet – a piece of steel or iron that attracts
some metals
magnetic field – a region of space surrounding
a magnet
magnetic pole – the strongest part on a magnet
magnetic object – anything attracted by a
magnet
mystery – something that cannot be or has not
been explained or understood
repel – to push away
PRE-VIEWING ACTIVITIES
As you stand before the class, say, “Today, boys and
girls, you are going to solve a mystery. You are going to discover
what can push or pull something without touching it. Have you any idea
what that something is?” Accept all suggestions. Show a
refrigerator magnet. Ask, “Can anyone tell me what this is?” (
Ans. “A magnet.”) Ask, “Where can you find these?” (Ans.
“On the refrigerator.”) Ask, “Can you think of any other place
where magnets are found?” Accept all answers. Set up K – W –
L chart. Say, “Tell me what you already know about magnets.”
As students tell, write on “KNOW” section of chart. When all
who wish to answer have done so, say, “Tell me some things you would
like to know about magnets.” As students tell you, write their
ideas in the “WOULD LIKE TO KNOW” section. Say, “The mystery
we wish to solve today involves magnets and some things they can do. Can
a magnet push? Can a magnet pull? This we will discover.
FOCUS FOR VIEWING
To give students a specific responsibility while viewing
say, “We have a wonderful video that will help us solve our mystery.
The video is from the Science Treehouse and is titled Magnetism—What’s
the Attraction. As you watch, listen for the force that plays an
important role in our lives and the wonderful things that this force
does and we will be able to solve our mystery.”
VIEWING ACTIVITIES
Begin video where Kate is sitting and holding
something red and says, “I’m Kate Brown, host for HEB Televentures. Pause
video when the toll free number 1-800-910-7260 is shown. Ask,
“What force did Kate say plays a profound effect on our daily
lives?” (Ans. “A force that we can’t see.” Ask, “What
force was she talking about?” (Ans. “Magnetism.”) Say,
“Now listen to find out what kind of magnet Siri is using and the
objects it attracts and does not attract. Resume video.
Pause video when Siri says, “iron or steel” and she is
holding the magnet. Ask, “What kind of magnet did Siri use?” (Ans.
“A horseshoe magnet.”) Ask, “When Siri went fishing with he
magnet, what kinds of things did the magnet attract?” (Ans. “Iron
nail, bottle opener, stainless steel spoon.”) Ask, “What kinds
of things did the magnet not attract?” (Ans. “ paper, plastic, wood,
cloth, aluminum foil, copper penny.) Ask, “What must objects
have in them to be attracted to a magnet?” (Ans. “Iron or
steel.”) Compliment students on their excellent listening.
Say, “This time, watch and listen to find out what kind of magnet Siri
is using, the names of the poles the magnet has and what the poles
do.” Resume video. Pause video when Siri says,
“…like poles or the same poles will push each other away. She is
demonstrating with bar magnets. Ask, “What kind of magnet is Siri
using this time?” (Ans. “A bar magnet.” or “Bar magnets.)”
Ask, “ How many poles does a bar magnet have?” (Ans. “2.”)
Ask, “What are the names of the two poles?” (And. “North
Pole and South Pole.”) Ask, “What happens when the North and South
Poles are pointed toward each other?” (Ans. “They go together.”
“They attract.”) Ask, “What happens when like poles are
pointed toward each other?” (Ans. “They push apart.” “They push
away.”) Say, “You are such great listeners! This is a
good time to find out about pushing away and pulling together. I
have two (2) bar magnets.” Hold up the magnets. Say, “I would
like two (2) volunteers to come and demonstrate how the poles of the
magnets react to each other.” When two volunteers are selected,
say, “Look at the magnets. On one end is “N” for “North”
and on the other end is “S” for “South.” These are the
poles. Decide who will point the “South Pole” and who will
point the “North” Pole.” Do it now. Can you tell me what
happened?” (Ans. “The ends (Poles) went together.”) Say, “Now
point two “north” ends together. What happened?” (Ans.
“The ends (poles) kept pushing away from each other. The magnets would
not go together.”) NOTE: You may wish to have several pairs of
students try this or leave it for Work Station time. Say, “This time
watch to find out what a magnet can do when a solid is used.”
Resume video. Pause video when Siri says, “…will
repel through my hand, too,” and she demonstrates that magnets will
repel through her hand. Ask, “ How did Siri show that magnets
attract through solids?” (Ans. “She put a magnet in her hand and one
under her hand.”) Ask, “What did the magnet under her hand
do?” (Ans. “Stayed under her hand. Was attracted by the magnet in
her hand.”) Ask, “What happened when Siri changed the pole of
the magnet under her hand?” (Ans. “The top magnet turned.”
Say, “This time watch and listen to learn where magnets can be found
and where we can find the biggest magnet of all.” Resume
video. Pause video when Siri says, “Compasses have
magnets inside them which line themselves up with that magnetic
field,” and you see a compass turning. Ask, “Where can you
find magnets?” (Ans. “Everywhere.”) Ask, “What is the
biggest magnet of all.” (Ans. “The Earth.”) Ask,
“Why is the Earth the biggest magnet of all?” (Ans. “The
Earth’s core is iron.”) Say, “Now watch to learn the name of
the first magnet used by man and where man-made magnets may be found.”
Resume video. Pause video when Siri says
“…inside your refrigerator and keeps it tight,” as she puts a
paper clip on the inside of the refrigerator door. Ask, “What
kind of magnet was first used by man?” (Ans. “Lodestone.)
Ask, “Why was lodestone a magnet?” (Ans. “Inside lodestone is iron
and it can attract things made of iron and steel.”) Say, “When
Siri says ‘man-made magnets can be found anywhere’, what pictures
did you see?” (Ans. “Blender, pencil sharpener, clock, drill, radio
(boom box), fan, typewriter, vacuum, compass.”) NOTE: It may be
necessary to rewind the video to where the objects were seen in order
for students to name them. Say, “Watch and listen this time to
find out about an electromagnet.” Resume video. Stop
and rewind video when Siri says, “Back to you Kate and raises
one hand. Ask, “What kind of magnet uses electricity?” (Ans.
“An electromagnet.”) Ask, “What did Siri use to make a
simple electromagnet?” (Ans. “A battery, nail, and copper wire.)
Say, “You have been such great listeners! Some of you have
experienced the push and pull of magnets, you have answered questions
about magnets.
POST VIEWING ACTIVITIES
Let’s consult our chart to see if what we knew
about magnets was true, review what we wanted to learn about magnets and
tell what we did learn about magnets.” When the chart work is
completed, say, “Now it is your turn to solve our mystery about what
magnets can and cannot do as you experiment with magnets and making
magnets.
Rotations
A. Magnets Push and Pull
(see materials list)
Students experiment with the push and pull of magnets as
done earlier in the lesson. Learners then draw the magnets used
and label the “north” and “south”. They circle the magnet
they think had the strongest pull/push.
B. Magnets Attract
(see materials list)
Using the magnets provided, students take turns picking
up objects. If the object is attracted by the magnet, the student
lays the object on the “yes” page. If the object is not
attracted by the magnet, it is laid on the “no” page. Rotation
continues around the group until all objects are placed on the “yes”
or “no” pages. NOTE: If a science journal is kept, students
may draw the magnets and what they did or did not attract and write why.
C. A Simple Magnet
(See materials list.)
Hold the head of the nail in one hand and rub the
pointed end across the bar magnet. Stroke the nail in the same
direction (do not use a back and forth motion) approximately 50
times. (This will help students count.) Immediately after
counting, have students try picking up paper clips.
D. Magnets and Solids
(See materials list.)
Students take turns using the magnets to determine if a
solid keeps a magnet from working. Have a student lay the small
compass on the back of his/her hand. Move a magnet under the hand. What
happens to the compass needle?
(The compass needle moves the way the magnet moves.)
Have students use the magnets to determine if objects attracted by the
magnet can still be attracted through the plastic lid, 3”x5” card,
fabric, and foil.
E. Magnets and Water
(See Materials list.)
Stack magazines, etc. to raise pan off table. Pour
water into the pan from ¼ to ½ full. Push a thumbtack into one
long side of the cork. Push the pin through one side of the
triangular sail and push pin into cork on the opposite side from the
thumbtack. Put ‘boat’ into the water. Try moving the
boat(s) with the magnet held in the water. Dry off the magnet.
Check to see if pan is raised enough to use a magnet under it. If
not, add more magazines, books, etc. Try moving the boat(s) with magnet
held under the pan. Do the boats move both with magnets in and
under the water? Why?
NOTE: Whether through solids or liquids, objects, the
magnetic force is affected only minimally by things it does not attract.
Therefore, the boats move whether the magnet is in the water or out of
the water.
F. Electromagnetism
(See materials list.)
Show students the battery, nail and wire. Write
each name word on a 5”x8” index card. Place the cards to show
an addition equation of how to make an electromagnet: wire + nail +
battery = electromagnet. Have three of the four rotation members
lay one item on its name word. Have all four read the equation.
Demonstrate how to use one blade of the scissors to strip about an inch
of insulation from each end of the wire. Wind the middle of the
wire around the nail carefully. Tape one end of the wire to the
metal bottom of the battery and tape the other end of the wire to the
metal top of the battery.
Test the magnet by trying to pick up steel and non-steel
items. What happened? NOTE: Students will see that the
electromagnet picks up the same kinds of objects as do the other magnets
they have used.
ACTION PLAN
1. Have a “Find the Magnets at Home” day.
Students find and list all the ways magnets are used in their homes.
This can be extended over a weekend to include not only their homes, but
their neighborhoods and their city.
2. Have students research and list all the
different kinds of magnets they can find. They may also tell some
ways in which each magnet is used.
3. Visit the local science museum for information
on magnets and magnetism. Share information received with classmates.
4. Contact the local school district’s Curriculum and
Materials Center and/or Science Materials Center for additional
information about magnets.
5. Find out if the local Middle School and High School
students are experimenting with magnets and magnetism. Have their
students give a hands-on lesson about magnets to your class(es).
EXTENSIONS
Social Studies/Science
1. Research and learn about Michael Faraday, the British
scientist, known for his studies of electromagnetics.
2. Research and learn about William Gilbert, an English
medical doctor, famous for what he discovered about magnets.
Math
1. When students return and report on their magnet find,
write on a chart, overhead, or chalkboard all the places where magnets
were found and tally each place as it is named. Construct a bar
graph of where the magnets were found. Discuss more, less, least,
how many, how many more, and how many less.
2. Draw rectangular bar magnets with north and south
poles. Write addition and subtraction facts on the magnets.
Addition and subtraction facts with even number answers are put in an
attraction pile. Addition and subtraction facts with odd number answers
are put in a do not attract pile.
Music
1. Have students make up songs about what magnets will
do using familiar tunes such as “Jack and Jill”, “London
Bridge”, “Three Blind Mice”, etc.
WEB SITES
Electromagnets
http://www.howstuffworks.com/electromagnet.htm
The Science Club
http://www.halcyon.com/sciclub/kidquest.html
Virtual Science Fair
http://www.parkmaitland.org/sciencefair/index.html
National Science Foundation
http://www.nsf.gov
Teachnet.org
http://www.teachnet.org/
Web Searches
Lycos
http://www.lycos.com/
800go
http://www.800go.com/800go/html
This site activates 12 search engines at once.
Updated: April 01, 2008
