Science Kindergarten Unit 03 Exemplar Lesson 04: Interactions Between Magnets and Materials

Transcription

1 Unit: 03 Lesson: 04 Suggested Duration: 5 days Unit 03 Exemplar Lesson 04: Interactions Between Magnets and Materials This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will explore interactions between magnets and various materials. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id=6148. Scientific Process TEKS K.6 Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: K.6B Explore interactions between magnets and various materials. K.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: K.1A Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately. K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: K.2D Record and organize data and observations using pictures, numbers, and words. K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: K.4A Collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks timing devices, including clocks and timersnon-standard measuring items such as paper clips and clothespinsweather instruments such as demonstration thermometers and wind socks materials to support observations of habitats of organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION Performance Indicators Unit 03 PI 02 Complete a graphic organizer, such as a T-Chart, by sorting pictures or objects into two groups: materials that interact with a magnet and materials that do not interact with a magnet. Orally communicate observations with others about the interactions between magnets and various materials. Standard(s): K.2E, K.4A, K.6B ELPS ELPS.c.3B, ELPS.c.3E Key Understandings Magnets interact with different materials. How do magnets interact with different materials? Some materials attract a magnet, others do not. How do we know if a material is attracted to a magnet? Last Updated 05/13/2013 page 1 of 11

2 Magnets come in different sizes. Is the size or the shape of the magnet an important physical characteristic if we want to determine the strength of a magnet? Vocabulary of Instruction Unit: 03 Lesson: 04 Suggested Duration: 5 days magnets materials interact magnetic nonmagnetic size shape horseshoe bar ring wand Materials Discovery Bottle (1 per group) objects (magnetic and non-magnetic items, see Advance Preparation, per group) bottle (water, see Advance Preparation, 1 per group) rice (see Advance Preparation, per group) book (on magnets or magnetism, per class) magnets (any kind, 1 per group) magnets (horseshoe, bar, ring, see Advance Preparation, 2 per group) objects (magnetic and non-magnetic, see Advance Preparation, 1 bag per group) paper clips (see Advance Preparation, per bag) wand magnets (1 per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Magnetic or Not? (1 per student) Optional Teacher Resource: Do Size and Shape Matter? SAMPLE Handout: Pictures for Performance Indicator (1 per student) Optional Handout: Student Performance Indicator (1 per student) Teacher Resource: Sample Performance Indicator Resources None Identified Advance Preparation 1. Prior to Day 1, create the Discovery Bottles by putting an assortment of magnetic and non-magnetic items, such as paper clips, brass fasteners, pieces of paper, pieces of cloth, marbles, pieces of wood, plastic cubes, and tabs from soda cans, into a half-liter water bottle. Fill the bottle about half-way with rice. Seal tightly with the lid. (1 per group) 2. Prior to Day 1, locate a wand magnet for each group. 3. Prior to Day 2, prepare resealable, plastic bags of objects. Some objects should be similar to and some different from the objects in the Discovery Bottles. (1 bag per group) 4. Prior to Day 3, locate a book on magnets or magnetism. Prior to Day 4, gather magnets (horseshoe, bar, ring): same shape but two different sizes (2 per group) and zipped plastic bags of large paperclips (30 40 per bag). 5. Copy the pictures from the Handout: Pictures for Performance Indicator. Cut the pictures out. Place each set in a small, resealable, plastic bag. Optional: Instead of using the pictures, you could give students objects to sort, organize, and record, according to whether they are attracted to a magnet or not attracted to a magnet. 6. Prepare attachment(s) as necessary. Background Information This lesson bundles the concepts of force and motion. Specifically, kindergarten students will explore interactions of magnets and various materials. Students will observe and describe movement of objects as they interact with magnets. During this lesson, students will gain an awareness of objects that are magnetic and not magnetic. In addition, students will develop vocabulary as they investigate the force and motion of magnets. Students will also describe magnets in terms of their relative size and shape. Last Updated 05/13/2013 page 2 of 11

3 INSTRUCTIONAL PROCEDURES Unit: 03 Lesson: 04 Suggested Duration: 5 days Instructional Procedures ENGAGE Discovery Bottles 1. Distribute an assembled Discovery Bottle (see Advance Preparation) to each group. Groups should consist of three students. 2. Introduce activity: Hold up a wand magnet. Each group will receive a wand magnet. You will have time to explore what happens when you run the wand magnet along the side of the bottle. 3. Hold an empty ½ liter water so that students can see it. Turn it so that it is sideways. Model how to run the wand magnet along the sides, top, and bottom of the bottle. Also demonstrate how you can turn the bottle, so the contents would move around inside. 4. Distribute a wand magnet to each group. Allow students to run a magnet over the bottle to discover what a magnet sticks to. 5. Student groups should have the opportunity to share what they discovered. Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 Materials: Discovery Bottle (1 per group) objects (magnetic and non-magnetic items, see Advance Preparation, per group) bottle (water, see Advance Preparation, 1 per group) rice (see Advance Preparation, per group) wand magnets (1 per group) Instructional Note: Bottle turned sideways Notebooks: As students share what they discovered, capture their responses in the class science notebook. A graphic organizer could be used, but it is not required. EXPLORE Magnetic or Not? Suggested Day 2 1. Make up a plastic bag of assorted objects (1 bag per group). Some objects should be similar to and some different from the contents of the bottle. 2. Allow students to make a prediction about each of the objects. Ask: Will the object interact with the magnet or not? This is not being answered at this time. It is being asked, so students know the context for the activity. 3. Students should have the opportunity to sort materials into groups. A graphic organizer, such as a T-chart or a sorting map, could be used to organize the objects. 4. Magnets should not be distributed until predictions have been made. Students will demonstrate this by sorting the objects into groups. 5. Once all materials have been sorted or predictions made, distribute the magnets, and allow students to test the interaction of the objects with the magnets. 6. Record the results on the data recording sheet. Distribute the Handout: Magnetic or Not? Instruct students to draw a picture of the objects that were attracted to a magnet in the YES bucket and objects that were not attracted to the magnet in the NO bucket. This could be done in small groups rather than individually. Materials: objects (magnetic and non-magnetic, see Advance Preparation, 1 bag per group) magnets (any kind, 1 per group) Attachments: Handout: Magnetic or Not? (1 per student) Instructional Note: (Optional) Some students may be able to sort the materials by three classifications: strongly attracted to the magnet (can be picked up by the magnet), slightly attracted to the magnet, and not attracted at all. Misconception: Students may think that all metals are attracted to a magnet. Notebooks: The teacher could model the recording of the data in the class Last Updated 05/13/2013 page 3 of 11

4 science notebook. Unit: 03 Lesson: 04 Suggested Duration: 5 days EXPLAIN Literature Connection Suggested Day 3 1. Have a class discussion about what students observed. The discussion would provide the opportunity for student groups to communicate their observations with others about the results of Handout: Magnetic or Not? 2. Ask: How do magnets interact with different materials? (Some materials are attracted to a magnet and some are not.) Students may say the objects stick to the magnet. Are there some properties that are common to materials that are not attracted to a magnet? (The materials that are not attracted to the magnet have the property, do not contain iron, or nickel, or cobalt. They are made of things such as plastic, paper, wood, glass, or fabric. Some metals are not attracted to magnets.) Are there some properties that are common to materials that are attracted to a magnet? (The materials that are attracted to the magnet have the property contain iron such as objects like steel nails, brass brads, paper clips, steel keys, and magnetite (or lodestone)--a type of rock.) How do we know if a material is attracted to a magnet? (If the magnet can pull the object, the material is attracted to the magnet. Sometimes the attraction is strong enough, and the object can be picked up by the magnet.) Materials: book (on magnets or magnetism, per class) Notebooks: Have the questions written in the class science notebook. As students respond, write their observations/thoughts after each question. 3. Read a book on magnets. 4. Ask: After hearing the information on magnets (or magnetism), what could you add to your responses about the questions we just discussed? ELABORATE Does Size and Shape Matter? Suggested Day 4 1. Students will explore if the size or the shape of the magnet determines its strength. Ask: Do you think the size or the shape of the magnet will be an important physical characteristic if we want to determine which magnet can pick up the most paperclips? Materials: magnets (horseshoe, bar, ring, see Advance Preparation, 2 per group) paper clips (see Advance Preparation, per bag) 2. Allow students a minute to think about this and talk it over with their group. Have each group share their thinking. 3. You will be providing each group of students with two magnets. They should be the same shape but different sizes. For example: One group might have 2 horseshoe magnets one small and one large, another group might have bar magnets one small and one large. Students will also need a zipped plastic bag of about large paperclips. It is suggested to distribute only one magnet at a time to each group so that students are only conducting one test at a time. 4. Model the actions you expect students to follow, Say: You will open the plastic bag, and place it on your table. Hold the smaller magnet, and dip it into the paperclips (Model a down-and-up motion and not a swirling motion.). Carefully take the magnet out, and with your group, count how many were attracted to the magnet. Raise your hand when you have finished counting. I will call on you, so I can record your group s data. Attachments: Teacher Resource: Do Size and Shape Matter? SAMPLE Misconception: Students may think that larger magnets are stronger than smaller magnets. Notebooks: When students raise their hand, record the number of paper clips on a graphic organizer such as Do Size and Shape Matter? SAMPLE. Last Updated 05/13/2013 page 4 of 11

5 5. Call on student groups, and record their data on a graphic organizer such as Do Size and Shape Matter? SAMPLE. Unit: 03 Lesson: 04 Suggested Duration: 5 days 6. When all data has been collected, discuss if size and shape are important characteristics in determining how strong the magnet is. (You may want to have a small neodymium or cow magnet handy in case students think bigger is ALWAYS stronger.) EVALUATE Performance Indicator Suggested Day 5 Unit 03 PI 02 Complete a graphic organizer, such as a T-Chart, by sorting pictures or objects into two groups: materials that interact with a magnet and materials that do not interact with a magnet. Orally communicate observations with others about the interactions between magnets and various materials. Standard(s): K.2E, K.4A, K.6B ELPS ELPS.c.3B, ELPS.c.3E 1. Distribute a graphic organizer or the Optional Handout: Performance Indicator Student Template. 2. Distribute either a small plastic bag of pictures or a small plastic bag of objects to sort, organize, and record, according to whether they are attracted to a magnet or not attracted to a magnet. 3. If using pictures, glue or glue sticks will need to be available. Materials: objects (magnetic and non-magnetic, see Advance Preparation, 1 bag per group) - Optional Attachments: Handout: Pictures for Performance Indicator (1 per student) Optional Handout: Student Performance Indicator (1 per student) Teacher Resource: Sample Performance Indicator Last Updated 05/13/2013 page 5 of 11

6 Magnetic or Not? Unit: 03 Lesson: 04 YES NO 2012, TESCCC 06/28/12 page 1 of 1

7 Do Size and Shape Matter? SAMPLE Grade 1 Unit: 03 Lesson: 01 Type of Magnet Number of Paperclips Picked Up by Small Magnet Number of Paperclips Picked Up by Large Magnet N S 2012, TESCCC 04/04/13 page 1 of 1

8 Unit: 03 Lesson: 04 Pictures for Performance Indicator 2012, TESCCC 04/16/13 page 1 of 2

9 Unit: 03 Lesson: 04 Venegas, A. (Photographer) (2010). Magnetic or Not series [Print]. Microsoft. (Designer). (2010). Eraser [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Nails [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Glass marble [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Wood block [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Wooden spoon [Web Graphic]. Retrieved from , TESCCC 04/16/13 page 2 of 2

10 Student Performance Indicator Unit: 03 Lesson: 04 MATERIALS THAT INTERACT WITH A MAGNET MATERIALS THAT DO NOT INTERACT WITH A MAGNET 2012, TESCCC 04/16/13 page 1 of 1

11 Student Performance Indicator Unit: 03 Lesson: 04 MATERIALS THAT INTERACT WITH A MAGNET MATERIALS THAT DO NOT INTERACT WITH A MAGNET Venegas, A. (Photographer) (2010). Magnetic or Not series [Print]. Microsoft. (Designer). (2010). Eraser [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Nails [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Glass marble [Web Graphic]. Retrieved from , TESCCC 04/16/13 page 1 of 1 Microsoft. (Designer). (2010). Wood block [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Wooden spoon [Web Graphic]. Retrieved from