Investigating with magnets: attraction and repelling
Summary
Students will explore magnetic attraction and repelling due to placement of the poles of the magnet. They will discover through a fun activity that like poles repel and unlike poles attract.
CollapseLearning Goals
Students will interact with magnets and see that opposite poles attract (come together) and similar poles repel (move away from each other). Students will use observation and critical thinking. Students will be introduced to the terms attraction, repelling and poles, but this will be informal due to grade level.
Context for Use
Level: K-2
Classroom Lab structure
Time: 30-50 minutes (can be broken into 2 segments)
Materials:
-Small, strong magnets
-Cardstock or cardboard
-Templates of cat and paws
-Scissors
-Tape
-Markers
-Crayons
Classroom Lab structure
Time: 30-50 minutes (can be broken into 2 segments)
Materials:
-Small, strong magnets
-Cardstock or cardboard
-Templates of cat and paws
-Scissors
-Tape
-Markers
-Crayons
Description and Teaching Materials
Procedure:
1.Students will be given a template of a cat to trace and cut out. The tracing should be done on cardstock or cardboard. They can take time to decorate their cats prior to moving on to the next step.
2. Students will draw and cut out two pairs of legs for each cat using another template. Students will need to cut notches in the bodies and legs as shown in the attachment.
3.Each student will be given a rectangular base that is longer than the animal's body and wide enough for the legs to fit. Students can cut theirs out or this can be provided precut by the teacher.
4.Put the animal together by fitting the leg notches into the body notches as shown on attachment. Fold the bottoms of the legs into "paws" and tape the paws to the base. There is a dotted line on the template to show where the paws should be folded.
5.Tape a magnet to each animal, either in front of its front legs or behind its rear legs.
6.Students will put all of their animals together on a smooth surface and observe what happens.
7. Students can break into small groups and continue with this activity while observing what is happening.
·What do you see happening?
·Why do they think some animals are coming together and some are moving apart from each other?
1.Students will be given a template of a cat to trace and cut out. The tracing should be done on cardstock or cardboard. They can take time to decorate their cats prior to moving on to the next step.
2. Students will draw and cut out two pairs of legs for each cat using another template. Students will need to cut notches in the bodies and legs as shown in the attachment.
3.Each student will be given a rectangular base that is longer than the animal's body and wide enough for the legs to fit. Students can cut theirs out or this can be provided precut by the teacher.
4.Put the animal together by fitting the leg notches into the body notches as shown on attachment. Fold the bottoms of the legs into "paws" and tape the paws to the base. There is a dotted line on the template to show where the paws should be folded.
5.Tape a magnet to each animal, either in front of its front legs or behind its rear legs.
6.Students will put all of their animals together on a smooth surface and observe what happens.
7. Students can break into small groups and continue with this activity while observing what is happening.
·What do you see happening?
·Why do they think some animals are coming together and some are moving apart from each other?
Teaching Notes and Tips
1.Make sure to show a finished product and demonstrate the tracing and cutting out the notches.
2.This can be modified for younger students by providing a cat worksheet on cardstock or cardboard versus the template and tracing necessary. The students would only be responsible for cutting out the cats.
3. Bases could be different geometric shapes to add an element of math into this project.
4. Teacher will need to provide dialogue and questioning to enhance the student learning and observing of what they are observing.
2.This can be modified for younger students by providing a cat worksheet on cardstock or cardboard versus the template and tracing necessary. The students would only be responsible for cutting out the cats.
3. Bases could be different geometric shapes to add an element of math into this project.
4. Teacher will need to provide dialogue and questioning to enhance the student learning and observing of what they are observing.
Assessment
1.Observation of students as they are experimenting with their cats.
2.Students can journal with pictures or writing what they think happened.
2.Students can journal with pictures or writing what they think happened.
Standards
Science (physical science)
1.II.E.1 The student will know that magnets can be used to make some things move without direct contact.
2.II.D.2 The student will observe that push and pull forces can make objects move.
1.II.E.1 The student will know that magnets can be used to make some things move without direct contact.
2.II.D.2 The student will observe that push and pull forces can make objects move.