Lesson Plan by Brittany Griffin

Title: Stuck Together! Learning how Magnets Work

Subject: Science

Grade Level: 2
nd
grade

Lesson Description: Inquiry Based

Overview: Everyone loves playing with magnets and exploring what they will stick to and wont stick to.
Students will be exploring different objects and find out what a magnet will attract or repel. Students will
also be keeping records of this in their journals.

Prior to lesson: Teacher should read the picture book Martas Magnets to the student
Materials needed: Different sizes magnets, objects ( paper clip, coins, rocks, metals, and paper), science
notebook
Project goal: Demonstrate that magnets attract some objects and repeal other objects. Students should
have a more understand of how magnets work.
Guided questions: What type of objects do magnets attract? What type of object do magnets repel?
What material are magnets made of? How do we know this?
Instruction: All students should be placed in groups that are small enough to allow students to have
individual as well as shared experiences with classmates. After each investigation students will talk
through what they have found and learned. They will then write in their journals of their day. Students
who are struggling with the concept should be encouraged to observe another classmate who
understands the concept. Students should be encouraged to interact with all classmates to aide in
discovery.
Procedure: Students should be in groups of no more than four. Materials should be prepared before
investigations begin. Materials for discovery should include several objects that are attracted by a
magnet and several objects that are not attracted by a magnet. The teacher should monitor student
progress, noticing all discoveries made by students. When a student makes a key discovery, the teacher
should have the student(s) share discovery immediately so others can imitate or relate to the discovery.
This can also be a time for the teacher to bring key vocabulary words to students attention. Students can
be encouraged to record observations in their science notebook as they are made. To conclude
investigation, teacher should use 7up strategy for pair share. In this strategy, students share a sentence,
using seven words or more, with a partner. This sentence should detail what they have learned about
magnets. They can also create a sentence using a non-example with the following prompt: A magnet will
not attract.







Investigation 1: Day 1 (60 min.)
Students will be placed in small groups at tables or spaces on the floor. The students will be given
magnet materials for Investigation 1.Students will be given time to explore all items in the container. (20
min.) Students will leave their group and find a quiet seat in the classroom. Students will write in their
science notebook. They should write anything they observed during their investigation. They may also
want to include drawings.
(10 min.)
Students will come back to a central meeting location. Students will be given an opportunity to share
what they observed about magnets during the investigation. This information along with any vocabulary
discussed will be written down in word bank/discovery chart. (10-20 min.)

Investigation 2: Day 2 (60 min.)
Teacher will read What Makes a Magnet? to students. This will help clear up misconceptions about
magnets and revisit some observations made in the first investigation.
At the start of investigation 2, teacher should revisit the Discovery Chart from Investigation 1. Teacher will
then explain to students that they will be working with magnets again today. Today, the students will place
all objects into a pile. They will then need to move the objects 12 inches. However, they cannot touch the
objects with their hands.
Students will be placed in small groups at tables or spaces on the floor. The students will be given
magnet materials for Investigation 2). Students will solve a problem using the objects. Students will be
given time to explore all items. (20 min.)
Students will leave their group and find a quiet seat in the classroom. Students will write in their science
notebook. Students should write about the observations they made in the investigation. They should also
include how they solved the problem (moving the objects 12 inches).
(10 min.)
Students will come back to a central meeting location. Students will be given an opportunity to share
what they observed about magnets during the investigation. Any new information learned should be
included in word bank/discovery chart. (10-20 min.)

Wrap-up Day 3:
Students will come back to a central meeting location.
All observations will be discussed. What did we learn about magnets?
How are magnets used in everyday life? Are there any?
Resources:
Martas Magnets
Wendy Pfeffer ISBN-10:0382249327, ISBN-13:978-0382249327

What Makes a Magnet?
Franklyn M. Branley ISBN-10:0064451482, ISBN-13:978-0064451482

Mickeys Magnets
Crockett Johnson ISBN-10:0590416448, ISBN-13:978-0590416443

Magnets: Pulling Together, Pushing Apart
Natalie Rosinsky ISBN-10:1404803335, ISBN-13978-1404803336

Methodology Skills: Describe observable effects of forces, including buoyancy, gravity, and magnetism.
(magnetismmagnets adhering to metal).

21
st
century skills: At this age, the students need to learn to think critical and solve problems. The skills
are: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration,
Finding and Evaluating Information.

SCIENCE JOURNAL RUBRIC
Tell about what you have learned from looking at artifacts, specimens, books, the Internet, or
talking to people. Be sure to properly cite your sources (names of books, Internet articles,
people, etc).
Science Verbs you may want to use in your writing: analyzed, learned, concluded,
hypothesized, predicted, discovered, researched, interviewed, measured, experimented, or
observed


Excellent:
3 points
Good:
2 points
Needs Improvement:
1 point
Topic/Content
*Many scientific
words, detailed
descriptions and
drawings were
used.

*Some scientific
words, detailed
descriptions and
drawings were
used.

*Few scientific
words, detailed
descriptions and
drawings were
used.

Mechanics/Grammar
*Most of my
spelling,
capitalization,
punctuation and
sentence
structure are
correct.
*Some of my
spelling,
capitalization,
punctuation and
sentence
structure are
correct.
*Hardly any of
my spelling,
capitalization,
punctuation and
sentence
structure is
correct.
Neatness/Date/Title
*All of my writing
is written neatly.
*All of the date
and title are
written on the
top of the page.

*Some of my
writing is written
neatly.
*Some of the
date and title is
written at the
top of the page.
*None of my
writing is written
neatly.
*None of the date
and title is
written at the top
of the page.




Collaboration Rubric

Collaboration


Leadership
I do not participate. I am responsible
I encourage others
I help keep my group
on task.
I keep my group on task.
I organize my group.
I make sure everyone does
their job.
Cooperation
I dont get along with
others.
I dont listen.
I get along with others.
I listen to others.

I go out of my way to help
others.
I volunteer.
I am a peacemaker.
Attitude & Behavior

I have a poor attitude.
I break rules.
I do not always follow
directions.
I have a good attitude.
I follow rules and
directions.

I assist others.
I am enthusiastic.
Consideration &
Respect
I do not make others feel
good.
I lack respect for others.

I respect others
feelings and ideas.
I am kind and polite.
I assist others.
I include everyone.
I think of others feelings.