Kindergarten Force, Motion, & Energy TEKS K.6B Lesson 1

Exploring Magnets

Essential Questions What is the relationship between energy, forces and

motion? What is energy, and how do we use it in our everyday life? How do forces change an object’s position and/or

motion? Does an object at rest have forces acting on it? Can forces be invisible?

Enduring Understandings Energy in its many forms is useful in our everyday lives. Energy causes change and drives cycles and systems. Objects in contact exert forces on each other. Unbalanced forces change an object’s position (location)

or motion and show work being done. Balanced forces cause an object to be at rest.Intended Learning OutcomesStudents will know that: forces change or move objects. magnets have a force that can push or pull metal objects

containing iron. magnets are part of everyday life. Students will be able to: identify materials that magnets attract. Recognize that magnets can be different shapes. Demonstrate that like poles of magnets push away from

each other and opposite poles pull toward each other.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:

(B) Explore interactions between magnets and various materials

VocabularyESSENTIAL attract/atraer magnet / imán opposite/ opuesto pull/jalar push/empujarLanguage Objectives:

3C: Students speak using a variety of types of sentence stems about how magnets interact between magnets and other materials.3E: Students will share in cooperative groups about what they have explored and observed about magnets.ELPS:(3C) Speak using a variety of grammatical structures.(3E) share information in cooperative learning interactions;College and Career Readiness Standards:E. Effective communication of scientific information2. Use essential vocabulary of the discipline being studied.21st Century Skills:Communication: Students prepare and interpret a variety of methods for demonstrating understanding and explaining the results of investigations including charts and graphs, diagrams and illustrations, photographic images, and informational and procedural text.Prior Learning:Magnets stick to other things like refrigerators.TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…

Teacher ManagementEstimated Time for Completion: 5 days

Materials Day 11 – Set of items containing magnets (refrigerator magnet, magnetic toy) for each student pairUpdated June 2015 1

1 – Set of 8 - 10 items to test (cloth, wood, paper clips, plastic, scissors, eraser)10 – Bar Magnets

Day 310 – Bar Magnets 10– Horseshoe or Ring Magnet2 - Bar Magnet pictures

Day 5(Per Pair)10 – Horseshoe or Ring Magnet

Advanced Teacher PrepWeek PriorSend a note home to parents requesting items that can be used to investigate whether it attracts a magnet or not. (see below for sample letter)Day 1: Gather items containing magnets such as refrigerator magnets and magnetic toys for each student pair. Gather different materials to test for magnetism including cloth, wood, paper clips, plastic, scissors, and erasers. (Send an email to your campus group to request from other grade levels if needed)Day 2: Make copies of the Magnet Match pictures for each group.Day 3: Make two copies of Bar Magnet pictures Day 4: Set up a Magnet Museum with items that students bring. Create pages for “____ brought ____ and it attracts a magnet.” OR “Magnets attract ______________,” and “Magnets do not attract ______________.”

Anchors of SupportMagnet Discoveries Anchor ChartMagnetic Items T-ChartMagnet Match PicturesWhat Does a Magnet Attract Cards“Magnetic Field Trip” Student Sheet

Safety Considerations Keep magnets away from computers.

Literary ResourcesMagnet Fun, by Lisa Oram, Envisions science leveled readers in the AISD Cloud eBooksSTEMScopes: Elaborate: Science Reading Passage: Magnets Magnets: Pulling Together, Pushing Apart by RosinskyWhat Magnets Can Do by Allan FowlerWhat Makes a Magnet? by Franklyn M. Branley

Technology ResourcesSTEMScopes: Evaluate: Magnets Interactive Review GameSTEMScopes: Elaborate: Science Reading Passage: Magnets www.tuxpaint.org www.sumopaint.comhttps://getkahoot.com/https://padlet.com/http://www.polleverywhere.com/Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.

Science Fusion Houghton Mifflin Harcourt (HMH) ResourcesBig Book of Science Vocabulary, p. 11Student Edition, pp. 47 – 50Inquiry Flipchart, p. 13Updated June 2015 2

Extend/Evaluate, pp. 158 - 161Assessment Guide, p. AG 37Leveled readers Fusion, p. 128

Background Information for TeacherMagnets attract, or pull on, objects made with iron. A magnet will not attract paper, rubber, wood, or plastic. Even though magnets can come in different shapes, strengths, and sizes, they all have a north and south pole. The opposite poles of magnets will attract, or pull on, each other like poles will repel, or push away, each other.

MisconceptionsStudents may believe that magnets attract all things made of metal. Things made of iron are attracted to magnets while things made of aluminum are not attracted to magnets. Children may think that a magnet’s size determines its strength. Help them understand that “size” does not matter.

Probing Questions What happens when you bring the magnet close to the paper clip?

¿Qué pasa cuando pones el imán cerca del sujetapapeles? Does the magnet pull or push the paper clip?

¿El imán jala o empuja al sujetapapeles? What happens when you bring the magnet close to the note card?

¿Qué pasa cuando pones el imán cerca de la tarjeta de nota? Why doesn’t the magnet pull or push the note card?

¿Por qué el imán no jala ni empuja a la tarjeta de nota? What types of things do you think a magnet will pull or push?

¿Qué tipos de cosas crees que un imán jalará o empujará?

Day 2: Which items did the magnet pull or attract?

¿Cuáles artículos fueron los que el imán jaló o atrajo? Which items did the magnet not pull or push?

¿Cuáles artículos fueron los que el imán no jaló o empujó? What types of materials does a magnet attract?

¿Qué tipos de materiales atrae un imán? Will the different-shaped magnets attract the same materials?

¿Atraerán los imanes de diferentes formas los mismos materiales? What things will you test using the different-shaped magnets?

¿Qué cosas probarías usando los imanes de diferentes formas?Day 3: Were your predictions correct?

¿Fueron tus predicciones correctas? Did both magnets attract the same things?

¿Atrajeron los dos imanes las mismas cosas? What types of materials did both magnets attract?

¿Qué tipos de materiales fueron atraídos por los dos imanes? What happens when you place the two magnets close to each other?

¿Qué pasa cuando pones los dos imanes uno cerca del otro?

All lesson resources provided within this lesson should be considered for instruction by ALL teachers.To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.

Arch of Lessons Kindergarten (45 Minute Lessons)

Day 1- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.

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Engage (15 minutes)If students have brought in items for the Magnet Museum, they can quickly share them and predict if they will attract a magnet or not. Put them in a safe place and save for Day 4.1. Organize students into pairs. Provide each student group with several different items

containing magnets such as a refrigerator magnet and a magnetic toy.2. Students observe each item and discuss what they all have in common.3. Each student pair shares their discoveries about the magnets in each item, explaining the purpose

of the magnets.4. Record students’ ideas on chart paper.

Explore (20 minutes) and Dual Language Activity 11. Give each student pair a bar magnet and a paper clip. Ask them to bring the magnet close to the paper clip and draw what

happens in their Science Notebooks.2. Each pair shares their discoveries with the class. Create a class results chart. Ask and discuss:

What happens when you bring the magnet close to the paper clip?Does the magnet pull or push the paper clip?

3. Give each group a note card. Ask students to bring the magnet close to the note card and draw what happens in their Science Notebooks.

4. Each pair shares their discoveries with the class. Add the results to the class chart to create a T-chart of things that are attracted to magnets and things that are not attracted to magnets. Ask and discuss:

What happens when you bring the magnet close to the note card?Why doesn’t the magnet pull or push the note card?What types of things do you think a magnet will pull or push?

5. Give students 5-8 items to test for magnetism or allow student to find magnetic items around the classroom. Students add the results to their Science Notebooks.

Explain (10 minutes)1. Compare students’ results of their investigation. 2. Students demonstrate the materials that are attracted to magnets and the materials that are not attracted to magnets.3. Add to the class results chart.

Day 2- Building Concepts and Academic VocabularyEngage (10 minutes)If students have brought in items for the Magnet Museum, they can quickly share them and predict if they will attract a magnet or not. Put them in a safe place and save for Day 4.1. Compare students’ results from the previous day to see which materials are attracted to magnets and which materials are

not attracted to magnets.2. Conduct a Think-Pair-Share so students can discuss their ideas with partners and then as a whole group. Students discuss

and develop explanations for vocabulary terms such as magnet and attract. Students record explanations, pictures, examples and/or graphic organizers. Ask and discuss the following.

Which items did the magnet pull or attract?Which items did the magnet not pull or push?What types of materials does a magnet attract?

3. Identify the things that were made of metal and the things that were not made of metal.

Extend/Elaborate (25 minutes)1. Tell students that they are going on a hunt to find more things that are attracted to magnets, but this time they will use two

different shaped magnets. 2. Students make predictions about what they will find and whether the shape affects what is attracted to a magnet. Ask and

discuss:Will the different-shaped magnets attract the same materials?What things will you test using the different-shaped magnets?

Students share their thoughts and record their experiences and new knowledge with magnets in their science notebooks.

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Explain (10 minutes) and Dual Language Activity 11. Organize students into groups of seven. Give each student a Magnet Match picture. The student holding the magnet will

stand in the middle of the group. Students who are holding something that is attracted to a magnet will stand next to the student holding the magnet. The students holding something not attracted to a magnet will stand apart from the magnet. After groups have matched their items with the magnets, students share their results with the class. Discuss any matches that students do not agree with.

2. Read STEMScopes: Elaborate: Science Reading Passage: Magnets to research magnets further. Students discuss and develop explanations for vocabulary terms such as magnet, attract, push, and pull. Students record explanations, pictures, examples and/or graphic organizers.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 3- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Extend/Elaborate (20 minutes)If students have brought in items for the Magnet Museum, they can quickly share them and predict if they will attract a magnet or not. Put them in a safe place and save for Day 4.1. Students review predictions about what they will discover when they test different shaped magnets. Ask and discuss:

Will the different-shaped magnets attract the same materials?What things will you test using the different-shaped magnets?

2. Organize students into pairs. Give each student pair one bar magnet and one horseshoe or ring magnet. Students walk around the room testing their predictions and looking for things that are attracted to their magnets.

3. Students record their results in their Science Notebooks using pictures.

Explain (25 minutes) and Dual Language Activity 11. Discuss students’ findings: Ask and discuss:

Were your predictions correct?Did both magnets attract the same things?What types of materials did both magnets attract?What happens when you place the two magnets close to each other?

2. Student pairs place their two magnets close together and identify whether they pull together or push apart. Students record the results and demonstrate for the class.

3. Next, instruct students to flip one of the magnets around and identify whether the magnets pull together or push apart. Record the results. Locate the poles of each magnet and ask students to demonstrate like poles pushing away and opposite poles pulling together.

4. To simulate this, ask two students to stand. Give each student a Bar Magnet picture. Ask students to bring the south poles of each magnet together, showing what would happen. The students should push away from each other. Then ask the students to bring the opposite poles together. Students should move close together.

5. Read one of the selections from the Literary Support section. Students record new learning in their Science Notebooks.

Day 4-Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence. If students have brought in items for the Magnet Museum, they can quickly share them and predict if they will attract a magnet or not. Set them out in a special zone and they could be sorted by a class helper as magnetic or not.

Explore (30 min) Full Inquiry and Dual Language Activity 2Generate Questions: Let students do a museum walk and then brainstorm questions, guiding them to be something that can have data collected on it. Plan the investigation: Students break into groups of 3 or 4 and make at least 3 steps that they will follow by drawing and writing. Collect Data: Test out their question, evaluate and redesign as needed. Make claims and conclusions: Kagan Structure for Inside-Outside CircleStudents on the inside share first, then students on the outside.

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Evaluate (15 minutes)1. Students complete at least one of the following activities:

a. Organize students into pairs. Give each student pair a set of What does a Magnet Attract? cards. Students make two groups, showing the things that magnets attract in one group and the things that magnets do not attract in another group.B. Students create a magnet book. Each page may state, “Magnets attract ______________,” and “Magnets do not attract ______________.” Students use the examples they have listed all week for their books. *

c. Use a software program such as www.tuxpaint.org OR www.sumopaint.com to create a picture of a magnet. Students insert pictures of objects that are attracted by magnets.2. As a class play the STEMScopes: Evaluate: Magnets Interactive Review Game to assess students’ understanding.*Assessment: See 2 nd 9 weeks rubric. At a level 4 Mastery, students should be able to identify 3 or more magnetic or non- magnetic objects using scientific vocabulary (force, push, pull, attract, and repel).

Day 5- Closure ActivitiesElaborate (45 minutes)Dual Language Activity 11. Take students on a magnet field trip! Give each student a magnet and take them outside to the playground. Have students

check their favorite playground equipment for magnetic qualities including the screws and the seats. Allow them to rub their magnets in the sand (if there is any) to see if there are any tiny magnetic pieces. Have students record their results on the “Magnetic Field Trip” Student Sheet.

2. After students have had a chance to find items on the playground that are magnetic, bring the students back inside and have them share their results with the rest of the class.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls or pushes in for students that need extra support with the concepts.

DifferentiationELL

Create a visual word wall for students to refer to. Provide student templates for students to use in recording data. Students use pictures to record data. Students practice explaining vocabulary with partners. Use total physical response for the words magnet, pull, push, attract

Magnet Push

Pull Attract

Special Education Create a visual word wall for students to refer to. Provide student templates for students to use in recording data.

Enrichment Students decide on a question they will investigate, and then design a test to answer the question using materials they

have selected. See Student Edition p. 49. Students move a car without touching it. Students could expand that to make tracks in the

block center or on large poster board and even have lanes for magnetic races.

(See student pages below.)

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Updated: June 2012 7

Magnet Match

Correspondencia de Imanes

Updated: June 2012 8

paper clipssujetapapeles

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eraserborrador

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paperpapel

Updated: June 2012 11

nailclavo

Updated: June 2012 12

scissorstijeras

Updated: June 2012 13

crayonscrayones

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Bar MagnetImán de Barra

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What Does a Magnet Attract?

crayons eraser paper bag

scissors paper clips nails

gloves glueblocks

metal spoon safety pin iron pan

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¿Qué atrae el imán?

crayones borrador bolsa de papel

tijeras sujetapapeles clavos

guantes pegamento bloques

cuchara metálica alfiler de seguridad sartén de hierro

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¡Excursión Magnética!Artículo Magnético No Magnético

octubre del 2014

Updated: June 2012 18

Estimados padres de familia:

Durante esta semana estudiaremos acerca del magnetismo y cosas que atraen o no atraen a los imanes. Favor de enviar un objeto que sea magnético y otro que no sea magnético. Estos artículos permanceran en la escuela toda la semana.

Gracias por su apoyo,

October 2014

Updated: June 2012 19

Dear Parents:

In the upcoming weeks, your student will be studying magnetism. And so, I would like to request that you send in one item that attracts a magnet and one that does not. Please make sure that it is not a very valuable item since it will stay in the classroom for a week.

Thank you for your support,

Updated: June 2012 20