Overview: This unit will introduce students to magnets. It will provide an overview of what a magnet is, what kinds of objects are magnetic, and how magnets are used in everyday life. Students will participate in hands-on activities, using the scientific process to discover answers to their questions about magnets.

Second Grade Curricula: Magnets is a piece of the overall second grade science curricula. Students will build on previous knowledge of the scientific procedure, specifically focusing on (1) Making predictions; (2) Conducting and experiment as a means of answering a specific question; (3) Recording results; and (4) Discussing and organizing conclusions. Becoming familiar with the scientific process is the key component of this unit, helping to better prepare students for future endeavors such as Science Fair Competition.

Unit Plan: This unit is a series of hands-on experiments, each one designed to allow students to investigate a specific attribute of a magnet. Every experiment is organized as follows: (1) Students receive clear directions to work with a partner or in a small group; (2) Students use an experiment guide to follow the experiment and record results; (3) Students discuss or record conclusions. At the end of the unit students will make a real life application by constructing and using a magnetic compass.

I.                     What do We Know About Magnets?

a.       Students discuss prior knowledge and use a KWL Chart to organize information.

b.       Allow 20-25 minutes for instruction time.

II.                    Are You Magnetic? (Part 1)

a.       Students will test a series of twelve objects to determine which objects attract a magnet and which do not.

b.       Allow 30-35 minutes for instruction time.

III.                  Are You Magnetic? (Part 2)

a.       Students will categorize objects from the previous lesson to discover the attributes of a magnetic object.

b.       Allow 20-25 minutes for instruction time.

IV.                  Magnetic Force Field

a.       Students will test the varying strengths of a magnetic force field on different sized objects.

b.       Allow 25-30 minutes for instruction time.

V.                   The Strength of  Magnet

a.       Students will test the varying strengths of different sized magnets.

b.       Allow 25-30 minutes for instruction time.

VI.                  Exploring Magnetic Poles (Part 1)

a.       Students will test north pole and south pole to discover that like poles repel and unlike poles attract.

b.       Allow 20-25 minutes for instruction time.

VII.                Exploring Magnetic Poles (Part 2)

a.       Students will explain vocabulary terms “attract” and “repel”, and students will write a conclusion about magnetic poles.

b.       Allow 15-20 minutes for instruction time.

VIII.               The Power of Magnets

a.       Students will test eight objects to discover when magnetic force can penetrate the object and when it cannot.

b.       Allow 35-40 minutes for instruction time.

IX.                  Making a Magnetic Compass

a.       Students will create a compass to further understand how magnets fit into everyday life.

b.       Allow 30-35 minutes for instruction time.

X.                   Compass Treasure Hunt

a.       Students will apply their knowledge of magnets in a real life setting.

b.       Allow 25-30 minutes for instruction time.

XI.                  Unit Review and Final Evaluation

a.       Students will review all major unit concepts and have a comprehensive summative evaluation.

b.       Allow 30 minutes for assessment.

Best Practices:

·          Organize Materials and Give Clear Instructions:

Ø       Use bins to have group sets of materials ready to hand out to students. Each bin should contain everything that a group needs to successfully complete the experiment.

Ø       Give clear instructions for each and every task. If students are required to move around the room, make sure they know to push chairs in, walk in a straight line, etc. No task is too small to assign it a specific procedure.

·          Assign Jobs to Group Members:

Ø       Give group members a specific procedure for carrying out experiments. For example, tell groups members, “You are number one and you are number two. Number one will do this task first, while number two does this.”

Ø       Assign specific jobs when necessary, such as Student A will hold the magnet while Student B will hold the object. Be as specific as possible.

·          Allow Adequate time for Exploration:

Ø       Put materials in front of students and give them three to five minutes to explore before beginning the experiment.

Ø       Ask guiding questions, such as “What do you notice about your materials? How are they alike? How are they different?”

Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry

·          Understanding about scientific inquiry

NS.K-4.2 Physical Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of objects and materials

·          Light, heat, electricity, and magnetism

NS.K-4.7 History of Nature and Science– As a result of activities in Grades K-4, all students should develop understanding of:

·          Science as a human endeavor

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy KWL Chart (1 per student); (3) Cut out and laminate No Magnet Sign for display in the classroom; (4) Draw a copy on KWL Chart onto chart paper. (Allow 20-25 minutes for instruction time.)
 

Group Size: Whole class
 

Learning Objectives:
 

Students will be able to:

• Identify uses for magnets in their everyday lives.
• Think about what they already know about magnets.
• Think about what they want to learn about magnets.

Vocabulary Cards (see attachment), KWL Chart (see attachment), No Magnet Sign (see attachment), chart paper, markers, magnets, scissors, paper clip, nail
 

Procedures:
 

1. Use magnets to display the large KWL Chart in the front of the classroom. Hide a few magnets behind the chart, and hang scissors, a nail, and a paper clip to the front of the chart from the hidden magnets.
2. Ask students: What is wrong with this poster? Give the class a few minutes to discuss in small groups. Then call on volunteers to answer the question. Call a student to the front of the room to show the class the hidden magnets.
3. Display Vocabulary Card "magnet". Ask students: Who can tell me what a magnet is? Give students a chance to answer. Make sure they understand a magnet is a piece of iron or steel that attracts other metals.
4. Distribute KWL Chart. Ask students: What do you already know about magnets? Write down three or four answers on the chart and give students time to copy down the answers.
5. Ask students: What do you want to know about magnets? Write down three or four answers on the chart and give students time to copy down the answers.
6. Collect KWL Charts for use at the end of the unit.
7. Tell students: We will be learning all about magnets for the next few weeks. Before we can begin to use magnets, we need to know how to use them safely. There are some things that magnets cannot touch. Does anybody know what those things are? Call on students for ideas, and have students place a No Magnet Sign on these items in the classroom (computers, televisions, DVD players, etc).

Have students turn to a partner and tell them one thing they learned about magnets today.
 

Benchmark or Standards:
 

National Science Education Standard K-4.2 Physical Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

Lesson1Resources.Magnets.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Are you Magnetic? (1 per student). (Allow 30-35 minutes for instruction time.)

 

Group Size: Small groups
 

Learning Objectives:
 

Students will be able to:

• Follow the scientific process by making predictions, conducting an experiment, and recording results.
• Identify when a magnet attracts an object and when it does not.
• Explain the meaning of magnetic attraction and magnetic force.

Vocabulary Cards (see attachment), Are you Magnetic? (see attachment), magnets, paper clip, small piece of aluminum foil, small piece of copper wire, glass marble, wood match, brass fastener, dime, soft drink can, needle, small piece of steel wool, small piece of leather
 

Procedures:
 

1. Hold up a magnet and a paper clip. Ask students: Do you think that my magnet will attract the paperclip? Allow students to answer. Then put the magnet next to the paperclip and show students that the magnet attracts the paperclip.
2. Display vocabulary card "attract". Ask students: What does the word attract mean? Guide students to answer the object sticks to the magnet or the object moves towards the magnet.
3. Tell students: Today we are going to investigate what objects attract our magnets and what objects do not. Show students the different objects and tell them they will be working in groups to test each object.
4. Display vocabulary card "predict". Tell students: Before we begin, can someone remind us what a prediction is? Guide students to answer a guess. Remind students that it is okay if their predictions are wrong.
5. Distribute copies of Are you Magnetic? and tell students: Let’s do the first one together.
6. Guide students to circle a prediction (yes or no) for aluminum foil. After all students have recorded their predictions, call a student to the front of the room to test the attraction by putting a magnet up to the foil. Then show students on their papers where to circle the result.
7. Divide students into groups of four. Each group should have one magnet and one object from the list. Give groups a chance to: (1) make predictions; (2) test attraction; (3) record results.
8. Rotate objects around the room until each group has had a chance to test each object.
9. Gather the class back together and call on groups to verify correct answers. Ask students: What objects were attracted to the magnet? What objects were not attracted to the magnet? How did your results compare to your predictions?
10. Display vocabulary card "magnetic force" and explain the magnetic force is the pull you feel when an object is going towards the magnet. Ask students: Did you feel the force when you tested your objects?
11. Collect papers and tell students: You will continue to explore with these objects tomorrow.  

Assessment:
 

Monitor students’ participation for understanding. Circulate classroom and ensure students are writing correct answers.
 

Benchmark or Standards:
 

National Science Education Standard K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should:

• Understand about scientific inquiry.

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

Lesson2Resources.Magnets.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom. (Allow 30-35 minutes for instruction time.)

Group Size: Whole class
 

Learning Objectives:
 

Students will be able to:

• Identify and explain the characteristics of objects that are magnetic.

Vocabulary Cards (see attachment), Are you Magnetic? (from Lesson #2), chart paper, magnets, paper clip, small piece of aluminum foil, small piece of copper wire, glass marble, wood match, brass fastener, dime, soft drink can, needle, small piece of steel wool, small piece of leather
 

Procedures:
 

1. Tell Students: I want you to think about the science experiment we did yesterday. What objects attracted the magnet? What objects did not attract the magnet? Call on students to list the objects.
2. Display the objects from the previous day’s experiment at the front of the room. Call on students to come up and put the objects into two groups: Magnetic and Not Magnetic.
3. Display chart paper and divide it into two columns. Label the columns “Magnetic” and “Not Magnetic.” Call on students to come up and write the name of each object under the correct category.
4. Tell students: Let’s think about just the objects that are magnetic. Remember, they are magnetic because they were attracted to the magnet. What do these objects all have in common? Call on students for ideas.
5. Ask students: What is the one thing they all have in common? Guide students to answer they are metal.
6. Point out to student that the aluminum foil is metal but it did not attract the magnet. Explain to students: Most metal is magnetic but some metal, like the foil, is not.
7. Display vocabulary cards "metal" and "non-metal". Give students a chance to explain each word.
8. Redistribute Are you Magnetic? to students and give them time to answer the final question.

Assessment:
 

Monitor students’ participation for understanding. Circulate classroom and ensure students are writing correct answers.
 

Benchmark or Standards:
 

National Science Education Standard K-4.2 Physical Science – As a result of the activities in Grades K-4, all students should develop an understanding of:

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

• Science as a human endeavor.

Lesson3Resources.Magnets.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Magnetic Force Field (1 per student). (Allow 25-30 minutes for instruction time.)

Group Size: Partners
 

Learning Objectives:
 

Students will be able to:

• Understand that magnetic force is stronger the closer an object is to a magnet.
• Understand that magnetic force is weaker the farther an object is from a magnet.
• Understand that an invisible field of force exists around a magnet.

Vocabulary Cards (see attachment), Magnetic Force Field (see attachment), magnets, straight pins, paper clips, hair clips, staples
 

Procedures:
 

1. Display Vocabulary Card "magnetic force". Ask students: Who can tell me what this means? Give students a chance to explain.
2. Display Vocabulary Card "magnetic force field". Tell students: The magnetic force field is the area around a magnet where the magnetic force will hold.
3. Tell students: Let me show you what I mean by magnetic force field. Hold up a paper clip directly next to a magnet. Tell students: Right now I can feel the pull of the magnet, so I am in the magnetic force field. Slowly move the paper clip away from the magnet, and tell students: I can still feel the pull of the magnet, so I am still within the magnetic force field. Tell students when you are out of the field.
4. Divide students into partners and tell them: Today, you are going to do an experiment with magnetic force field. Distribute Magnetic Force Field, one magnet, one straight pin, one paper clip, one hair clip, and one staple to each pair of students.
5. Ask students: Which object will have the largest magnetic force field? Which object will have the smallest magnetic force field? Direct students to fill out their hypothesis at the top of the page.
6. Show students how to line up their magnet at the edge of the experiment line and how to test each object’s magnetic force field. Make sure students mark the biggest point of each object’s magnetic force field on the line. Give students time to work with their partner and test each object.
7. Direct partners to answer the questions at the end of the experiment.

Assessment:
 

Monitor students’ participation for understanding. Circulate classroom to ensure students are writing correct answers.

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Abilities necessary to do scientific inquiry.
• Understanding about scientific inquiry.

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

Lesson4Resources.Magnets.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy The Strength of a Magnet (1 per student). (Allow 25-30 minutes for instruction time.)

Group Size: Partners
 

Learning Objectives:
 

Students will be able to:

• Understand that magnetic strength varies according to the size of the magnet.

Vocabulary Cards (see attachment), The Strength of a Magnet (see attachment), horseshoe magnets, bar magnets, disk magnets
 

Procedures:
 

1. Display Vocabulary Card "magnetic force". Ask students: Who remembers what this means?
2. Hold up the three types of magnets. Tell students: Each of these magnets has a different magnetic force. Some magnets are stronger than others.
3. Ask students: Which magnet do you think is the strongest? Why do you think that? Give students time to share their ideas.
4. Divide students into pairs. Distribute one horseshoe magnet, one bar magnet, one disk magnet, one paper clip, and two copies of The Strength of a Magnet to each pair of students.
5. Direct students to fill in their hypothesis.
6. Show students how to line up their magnet at the edge of the experiment line and how to test each magnet’s strength. Direct students to mark the point on the line where the magnet stops attracting the paper clip.
7. Give partners time to complete the experiment.
8. Ask students: What did you find out? Which magnet is the strongest? Which magnet is the weakest? Why do you think that?
9. Direct students to answer the conclusion questions at the end of the experiment.

Assessment:
 

Monitor students’ participation for understanding. Circulate classroom and ensure students are writing correct answers.
 

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Abilities necessary to do scientific inquiry.
• Understanding about scientific inquiry.

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

Lesson5Resources.Magnets.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom. (Allow 20-25 minutes for instruction time.)

Group Size: Whole class
 

Learning Objectives:
 

Students will be able to:

• Identity north-seeking and south-seeking poles.
• Understand that like poles repel and unlike poles attract.

Vocabulary Cards (see attachment), What Makes a Magnet? by Franklyn M. Branley, two magnets, string, marker, compass
 

Procedures:
 

1. Read the story What Makes a Magnet? by Franklyn M. Branley out loud to the class. Ask students: What are the ends of a magnet called? Why are they called north-seeking and south-seeking?
2. Display Vocabulary Cards "north-seeking pole" and "south-seeking pole".
3. Tell students: Today we are going to use a magnet and to find out which pole is north-seeking and which pole is south-seeking.
4. Tie a string around the middle of a magnet and hang it from a table at the front of the room. Hold a compass up next to the magnet to determine which end is pointing north. Tell students: This is the north-seeking pole. Use a marker to mark “North” and “South” on the magnet.
5. Repeat the same procedure with another magnet.
6. Next, choose a student to come to the front of the room, and have him put the magnets next to each other so that the like poles are facing. Ask the student: What is happening? What do you feel?
7. Display Vocabulary Card "repel". Make sure students understand repel is to push away.
8. Call a few more students up to feel the magnets repelling one another.
9. Next, choose another student to come to the front of the room, and have him put the magnets next to each other so that the unlike poles are facing. Ask the student: What is happening? What do you feel?
10. Display Vocabulary Card "attract". Make sure students understand attract means go towards each other.
11. Call a few more students up to feel the magnets attract.
12. Tell students: We will continue to experiment with north and south poles tomorrow.

Assessment:
 

Have students turn to a partner and tell the one thing they learned about magnets today.
 

Benchmark or Standards:
 

National Science Education Standards K-4.2 Physical Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

Lesson6Resources.Magnets.pdf

Prior to beginning the lesson: (1) Photocopy Exploring Magnetic Poles (1 per student). (Allow 15-20 minutes for instruction time.)

Group Size: Partners
 

Learning Objectives:
 

Students will be able to:

• Identity north-seeking and south-seeking poles.
• Understand that like poles repel and unlike poles attract.

Exploring Magnetic Poles (see attachment), Magnets marked with “north” and “south”
 

Procedures:
 

1. Divide students into partners. Hand out two magnets to each group. Give students a chance to explore with their magnets, putting like and unlike poles together.
2. Tell students: Turn to your partner and tell them what you feel when like poles are next to each other. Turn to your partner and tell them what you feel when unlike poles are next to each other.
3. Distribute Exploring Magnetic Poles. Direct pairs of students to work together to complete the activity.
4. Teacher should circulate to make sure all groups understand the concept.

Assessment:
 

Monitor students’ participation for understanding. Circulate classroom to ensure students are writing correct answers.

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Understanding about scientific inquiry.

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

ExploringMagneticPoles.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy The Power of Magnets (1 per student). (Allow 35-40 minutes for instruction time.)

Group Size: Small groups
 

Learning Objectives:
 

Students will be able to:

• Describe how magnetic force can penetrate through an object.
• Demonstrate the scientific process.

Vocabulary Cards (see attachment), The Power of Magnets (see attachment), magazine, small piece of wood, small piece of fabric, small piece of cardboard, small piece of aluminum foil, folder, shoe, magnets, paper clips, glass
 

Procedures:
 

1. Display vocabulary card "magnetic force". Ask students: Who can remind us what this means?
2. Tell students: We know that magnetic force is the pull of magnets towards one another. Do you think that magnetic attraction is strong enough to go through another object?
3. Demonstrate for students. Hold up a magnet and a paper clip. Call two volunteers to the front of the classroom. Have one student hold up his hand and have the other student hold up the magnet and the paper clip on each side of the hand. Ask them: Does the magnetic force hold the paper clip through a hand?
4. Tell students: We saw that magnetic force was not strong enough to go though a hand. Do you think that is the same for a magazine? A piece of wood? Aluminum foil? Give students time to share their predictions.
5. Tell students: Today you will be working in groups to test magnetic force through many objects. Divide students into groups of three or four. Distribute one magnet, one paper clip, and The Power of Magnets to each group. Each student should have his or her own paper.
6. Tell students: First you need to make a prediction for each object. Who can remind us, what is a prediction? Call on a student to answer. Tell students: Next you will test each object and record your results.
7. Distribute one object from the list to each group. Rotate objects from group to group as students finish testing them.
8. When students are finished testing all objects, direct them to answer the question at the bottom of the page together with their group.

Assessment:
 

Monitor students’ participation for understanding. Circulate classroom to ensure students are writing correct answers.

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Abilities necessary to do scientific inquiry.
• Understanding about scientific inquiry.

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

Lesson8Resources.Magnets.pdf

Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom. (Allow 30-35 minutes for instruction time.)

Group Size: Partners
 

Learning Objectives:
 

Students will be able to:

• Understand that the Earth acts like a magnet.
• Recognize that magnetic north and south poles are near to but not the same as Earth’s North and South Poles.

Vocabulary Cards (see attachment), globe, compass, magnets, needles, clay or Play-doh, paper bowls, water, small pieces of cork
 

Procedures:
 

1. Begin by asking students: Did you know that we live on a magnet? Earth is a giant magnet just like the magnets we have been using in class!
2. Hold up a magnet. Ask students: Who can remind us, what do we call the ends of a magnet? Allow students time to answer.
3. Then hold up a globe, and ask students: What do we call the ends of the Earth? Guide students to answer North Pole and South Pole.
4. Explain to students that the Earth has magnetic poles which are close to the North Pole and South Pole, but not exactly the same.
5. Tell students: Just like the magnetic force of this magnet (hold up magnet) is strongest at the poles, the magnetic force from Earth (hold up globe) is strongest at its poles.
6. Display vocabulary card "compass" and hold up a compass. Explain to students: A compass is a tool with a magnetic needle that always points north. Ask students: How is the compass always able to point north? Guide students to answer, it always points north because the Earth’s magnetic pole is pulling it.
7. Tell students: Today, we are going to do an experiment to see how this works. We are going to find out if the magnetic poles of Earth are really that strong? You are each going to make your own compass to see if it points to the magnetic north pole.
8. Divide students into partners. Distribute a needle, a magnet, a small ball of clay, a paper bowl of water, and a small piece of cork to each pair.
9. Instruct students to attach the ball of clay to the cork. Then direct them to press the needle on top of the clay so that it does not move. Next instruct students to carefully place the needle structure on top of the water, and give it time to settle and stop moving in the water. Demonstrate each step for students.
10. Call one student to the front of the room to look at the store bought compass. Ask the student: Which direction is north?
11. Tell the class: Raise your hand if your magnet is pointing north.
12. Direct students to label their cork with “north”, “south”, “east”, and “west”.

Assessment:
 

Ask students: What makes the compass point north? Why do you think we need compasses?

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Understanding about scientific inquiry.

• Properties of objects and materials.
• Light, heat, electricity, and magnetism.

• Science as a human endeavor.

Lesson9Resources.Magnets.pdf

Prior to beginning the lesson: (1) Photocopy Compass Treausre Hunt; (2) Assemble paper bags filled with prizes such as candy, stickers, and pencils; (3) Label the paper bags “A”, “B”, “C”, “D”, and “E”; (4) Hide the bags at the ending point of each treasure hunt according to the directions. (Allow 25-30 minutes for instruction time.)
 

Group Size: Small groups

Learning Objectives:
 

Students will be able to:

• Understand that the Earth acts like a magnet.
• Recognize that magnetic north and south poles are near to but not the same as Earth’s North and South Poles.
• Find direction using a compass.
• Recognize the practicality and usefulness of a compass.

Compass Treasure Hunt (see attachment); five compasses, prizes, paper bags
 

Procedures:
 

1. Begin by telling students: Yesterday, we made compasses. Who can remind us, what is a compass? Give students time to respond.
2. Tell students: Today, you are going to work in groups to go on a treasure hunt. All you are going to have to guide you on your hunt is a compass.
3. Ask students: How will the compass help you? Give students time to respond. How does a compass know to point north? Give students time to respond.
4. Divide students into small groups. Give each group a compass and a copy of Compass Treasure Hunt. Make sure each group has a different hunt to follow.
5. Before beginning the treasure hunt, give students a chance to practice with the compass. Ask students: Face north. What do you see? Face east. What do you see? Face south. What do you see? Face west. What do you see?
6. Direct students to work in their groups and use the compass to follow the directions on their treasure hunt.
7. Teacher should circulate among all of the groups to make sure students understand how to use the compass.

Assessment:
 

Direct students to turn to a partner and tell them something they learned today.
 

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Understanding about scientific inquiry.

• Science as a human endeavor.

CompassTreasureHunt.pdf

Prior to beginning the lesson: (1) Photocopy Unit Assessment (1 per student). (Allow 30 minutes for assessment.)

Group Size: Whole class
 

Learning Objectives:
 

Students will be able to:

• Explain key concepts about magnets.

Unit Assessment (see attachment), KWL Chart (from Lesson #1)
 

Procedures:
 

1. Tell students: Today we are going to think about all that we have learned about magnets.
2. Distribute KWL Chart (from Lesson #1). Tell students: Look over the questions you had at the beginning of this unit. Did you answer your questions? Did you learn what you wanted to learn about magnets? Give students time to share answers.
3. Call on students for ideas to fill in the last column, "What I Learned."
4. Distribute Unit Assessment and give students time to complete. Teacher can read questions out loud if necessary.

Benchmark or Standards:
 

National Science Education Standards K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

• Understanding about scientific inquiry.

• Science as a human endeavor.

MagnetAssessment.pdf