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1 How strong is the magnet? Source: Zembal Saul, Carla, Katherine L. McNeill, and Kimber Hershberger. What's Your Evidence?: Engaging K 5 Students in Constructing Explanations in Science. Boston: Pearson, Print. General Description: In this lesson, students will gain a better. The students will look at various magnetic objects and make predictions of which one is the strongest. The students will evaluate the strengths of a magnet by comparing the number of objects the magnet lifted and the distance the magnet pulled the object. General Objectives of Lesson: This lesson will give students a greater understanding of the magnets. The students will apply their of magnets and their strength through an activity that involves them evaluating and comparing the strength of different sized magnets. Specific Subject Area/ Subject Area Standards: TEKS: Science, Grade 1, Beginning with School Year (b) Knowledge and skills. (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; (B) plan and conduct simple descriptive investigations such as ways objects move; (C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools; (D) record and organize data using pictures, numbers, and words; and (E) communicate observations and provide reasons for explanations using studentgenerated data from simple descriptive investigations. (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and (B) measure and compare organisms and objects using non-standard units. (5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture;

2 (6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to: (B) predict and describe how a magnet can be used to push or pull an object; Elaboration / Engaged Learning Activities: Part 1: Introduce the students to magnets: o Show the students three different sizes of magnets. Have a discussion about what the students predict of each magnet. Teacher: Of the three magnets, which magnet do you think is the strongest? Student: The magnet that is the biggest. Teacher: Why do you think that? Student: Because it will be able to hold the most. Teacher: And why will it be able to hold the most? Student: Because it has the most space for objects to hold on to it. Teacher: So, in other words, this magnet (the biggest one) will be able to attract the most objects? Student: Yes. Teacher: Do you think that all magnets attract to each other? Student: Yes. Teacher: Why can all magnets attract to each other? Student: Because they are magnets and they attach to one another. Teacher: Can a magnet attract to any object? For example, can it be magnetic to a piece of wood? Student: No. Teacher: Why can t a magnet and a piece of wood be magnetic? Student 1: Because a magnet is metal and wood is not. Student 2: If everything were magnetic, then everything in a room would be connected together! Teacher: Okay. These are all very good predictions. Today we will experiment with magnets and see if our predictions are correct. Part 2: How strong is the magnet? Activity o After having a discussion with the students and having them predict which magnet will be the strongest, put the students into groups of 3 or 4. o Let the students explore with the magnets for about 5 minutes. Give the students the three different types of magnets with objects that attract to the magnets, such as paper clips, smaller magnets, keys, etc. o After letting the students play with magnets, give each group a worksheet with a data table to record the strength of the magnets. o Give the students minutes to explore and measure whatever they can find. The students will count how many paper clips the magnet can lift and measure the distance the magnet pulled a paper clip. o Once the students have finished their observations and strength of magnet data table, the students will discuss the results in a class discussion.

3 Part 3: Class Discussion o Claim, Evidence, Reasoning, Rebuttal Teacher: What are the results of your tests on the strength of magnets? Which magnet was the strongest? Student: Magnet A was the strongest. It could hold the most paperclips. Teacher: Were you surprised that it was the strongest? Student: Yes, because it was the strongest. Teacher: So the prediction that Magnet B would be the strongest was tested to be false. Student: Yes. Magnet B could not hold as many paper clips as Magnet A. Teacher: How do you know that Magnet A was the strongest? Student: Because it could hold the most paper clips. Teacher: Did each group get the same results? Students: Yes. Teacher: What did you find out about Magnet C? Student: That it could not hold as many paper clips as Magnet A or Magnet B. Teacher: Why do you think Magnet C could not hold as many paper clips? Magnet C was bigger than Magnet A. Student: Magnet C could not lift as many paper clips. Magnet A was stronger than Magnet C. Teacher: Can you look at your data table to give me specific numbers that support your claim? Student: Magnet C lifted x amount of paper clips and Magnet A lifted x amount of paper clips. Teacher: So how does that support your claim? Student: It shows us that Magnet A is stronger than Magnet C. Teacher: Can someone else give me a claim that his or her group found? Student: Magnet A is stronger than Magnet B. Teacher: And how can you support your claim? Student: Well, Magnet A pulled the paper clip a distance of centimeters and Magnet B pulled the paper clip a shorter distance of centimeters. Teacher: What did you find about the magnets that pulled the paper clips a longer distance? Student: The magnet that pulled the paper clip the furthest was the stronger magnet. Teacher: Does everyone agree with the claim? Students: Yes. Teacher: What is an overall claim that we can make from today s activity? Student: Some magnets are stronger than others. Teacher: Yes, some magnets are stronger than others. Very good. Assessment: The students will be assessed on the strength of magnet data table on the worksheet. Attached. The students will be assessed on their participation and contribution to the discussion. Attached is a rubric.

4 Strength of Magnet Data Table Magnet Type Number of Paper Clips Lifted Distance magnet pulled a paper clip Magnet A Magnet B Magnet C

5 Grading Rubric A B C D/F Total I. Knowledge/ Understanding/ Application Demonstrates understanding of carrying out a plan to pose and solve problems II. Content Problem includes all required information 1. Number of paper clips lifted 2. Distance magnet pulled paper clip III. Participation Applies Uses appropriate strategies that many offer an innovative approach clear and No errors when solving problems Contributes to discussion a lot table fully Applies general Uses appropriate strategies that usually result in an accurate solution general and Few errors when solving problems Contributes to discussion some table partially Applies limited about magnets Uses strategies that usually result in a partially accurate solution limited and Numerous errors when solving problems Does not contribute to discussion table barely Applies little or no Uses strategies that rarely result in an accurate solution Demonstrates little or no or / 20 Little or no understanding of the problem / 30 Is not present in discussion table not at all / 50 /100

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