Classifying Objects: Magnetic or Non-magnetic



Classifying Objects: Magnetic or Non-magnetic Essential Question: What compositional characteristics cause an object to be attracted to a magnet?Standards: [NJCCS CPI # 5.2.4.E.3]: Investigate and categorize materials based on their interaction with magnets. Learning Objectives & Assessments: ObjectivesAssessmentsStudents will be able to identify everyday objects as magnetic or non-magnetic. Students will complete a “Magnetic or Non-magnetic” worksheet which will be used to assess their ability to accurately classify objects. Students will be able to compare and contrast the characteristics of magnetic and non-magnetic objects. Students will be asked to compose a written list of the characteristics of magnetic and non-magnetic objects. This list will assess their understanding of these two distinct groups of objects. Materials: “Mark the Magnet” cutout“Characteristics of Magnets” Anchor Chart MagnetsPaper ClipsScrews (ends taped to ensure safety)Rubber BandsCrayonsPencilsSheets of Computer PaperNickels Hair clips (bobby pins)* Note: Pre-made Ziploc bags containing items c-k will be constructed. Every pair of students will receive one of these bags. . Prior Knowledge In completing Lesson 1, students will have been exposed to an introductory lesson on magnets. Students will have a basic understanding of the following key terms: magnet, magnetic field, north and south poles. Besides working with magnets in Lesson 1, it is suspected that students have encountered magnets in kitchens on their refrigerator doors and in classrooms on their magnetic whiteboards. Instructional Plan: Hook: (0:05:00)The teacher will introduce the students to the character “Mark the Magnet.” Mark the Magnet will explain to the class that he is made out of iron and his insides are organized in a special way which allows him to attract objects, or pull them toward him. Transition: Mark the Magnet will instruct the students that he is in need of their help! As he was walking through the park last night, he stumbled across many different objects. His job is to find out which objects he will attract (magnetic) and which he will not (non-magnetic). Additionally, Mark the Magnet wants to find out why he attracts some objects and not others. Activity # 1: Using Magnets to Classify Objects (0:15:00-20:00)The teacher will divide the students into pairs. Each pair of students will be given a Ziploc bag containing the previously mentioned objects. The students will be instructed to use the magnet to test whether an object is magnetic or non-magnetic. Prior to beginning this activity, the students will be given a minute to look over the objects. They will then be asked to make predictions as to which objects are magnetic and why. One student will test the first four objects while the other student checks the appropriate magnetic/non-magnetic column on the “Magnetic or Non-Magnetic?” worksheet. After testing the first four objects, the students will switch roles and test/record the last four objects. Upon classifying all of the objects, the student pairs will work together to create a list of “magnetic” and “non-magnetic” objects. The students will then discuss the characteristics of magnetic objects. At this point, they will work together to figure out why Mark the Magnet attracts some objects but not others. Activity #2: Whole-Group Discussion (0:15:00-0:18:00)The teacher will call on students to identify the magnetic objects and non-magnetic objects from their lists, which the teacher will write on the board. The teacher will then lead a brief discussion with the students about, “What makes something magnetic?” The teacher will explain to the students that the magnetic objects are “magnetic” because they have a special type of metal in them called iron, which allows Mark the Magnet and all other magnets to attract or pull these objects toward it. The teacher will ask the students to brainstorm about other objects that are magnetic and then explain why. The teacher will ask the students if a magnet can only pull an object toward itself (drawing upon the first lesson of magnetism and a magnet’s N & S poles). Differentiation: Pairs will be assigned based on mixed abilities, allowing on-level/advanced students to assist below-level students. Worksheets will be given to each pair of students with both the picture and name of the object provided and a simple check will be made in the “Magnetic” or “Non-magnetic” column, making recording easier for students who struggle with reading/writing. Early finishers will be given paper to draw the magnetic field for each of the four magnetic objects. Critical Thinking Questions:Which of the eight objects do you think are magnetic and why?What are the characteristics of magnetic objects?What do you think is in the magnetic objects that make them magnetic? What other magnetic objects can you think of? Classroom Management: Student pairs will be assigned. With three teachers in the classroom, the chances for students to be disruptive or unfocused are decreased. If one teacher is presenting a portion of the lesson, the other teacher will closely observe the students and ensure that everyone is on task. The teacher will remind students they must be seated “Super Scholar Style”, with their feet under their desks, hands on top of the desk, and facing the front of the room or “tracking” whoever is speaking at the moment. The teachers will provide positive reinforcement by awarding “team points” to clusters of students that are following directions and staying on task. At the end of the day, the team with the most points will earn a treat. Closure: The lesson will conclude with students applying the qualities of magnetic/non-magnetic objects to add to the class “Characteristics of Magnets” anchor chart. If there is any confusion as to why an object is magnetic/non-magnetic, the teacher will clear up such misunderstandings at this time. For extended learning, the teacher will pose other objects not tested (i.e. a book) and ask the class whether this is a magnetic or non-magnetic object. From this point, the teacher will pose the question of, “What do you think would happen if we put something in between the magnet and object, like water or paper?” This will aid in getting the students to go a step further and prepare them for the next science lesson on what happens when a substance (i.e. water, sand, or paper) is placed between the magnet and magnetic object. ................
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