Magnets & Electricity
Investigation 1: The Force
Part 2
Investigating More Magnetic Properties
Students observe that steel objects in contact with a magnet become temporarily magnetic themselves. This induced magnetism disappears when the steel object separates from the magnet. Students find out that the magnetic force acts right through materials, with the exception of iron.
3. Lesson set up and Management
1.2.1 Identify the parts of a system, how the parts go together and how they depend on each other.
2.1.2 Plan and conduct simple investigations, using appropriate tools, measures and safety rules.
2.1.3 Use data to construct reasonable explanations.
2.1.5 Record and report observations, explanations and conclusions using visual oral, written, and mathematical expression.
1. Magnetism can be induced only in iron or steel.
2. The magnetic force acts through space and most materials.
3. The magnetic force causes magnetic interactions.
4. The magnetic force of attraction between two magnets decreases with distance.
3. Lesson set up and Management
Materials:
1. If you have an extra 15-20 minutes, you can include this part with Part 1 and save time on the reviewing, putting materials away and getting them out again.
2. Don't spend a lot of time on reviewing previous lesson.
3. Make transparencies of No. 4 Student Sheet. Students should write in their journals as it will give them more space to elaborate on their ideas.
4. Before students place items back into the test-objects bag, call out each item and have the students place objects into the bag as you say them. This should take care of finding items in desks or on the floor.
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Students test objects to see if they can attract steel through other non magnetic material. |
Chaining objects from a magnet. Be sure not to carry around the room as objects may fall and get lost on the floor. |
Student Management:
1. Keep all materials at the station at which they are working. Don't let them carry the materials around. Let the students wander and explore.
2. Keep an eye on the child who may want to test the items near the caution signs.
3. Keep Moving! If you are constantly moving, it will keep everyone on task.
1. You can lengthen or shorten the time on any lesson. It is easy to conduct this investigation with Part 1. It saves time on getting out materials and clean-up.
2. If students finish exploration early, encourage further investigations by asking questions like, "Can magnetism act through a magazine, body parts (arm, leg, finger…), clothing, a desk…"
3. Use Pages 2 & 3 to help guide further inquiry at the end of every part.
4. Give students time to discuss their observations with each other.
5. Give journal reflection time.
6. Keep word banks and content inquiry charts up so students can see and have more time to copy later, if needed. It's nice if you can keep them up all the time and just add to them as you go.
Writing Support:
1. Reflective journaling on the day's lesson.
2. Start and finish each lesson with a KWLQ chart. ("What do I know?", "What do I want to know?", "What have I learned?" and "Are there any more questions to investigate?")
3. Have students write all word banks and inquiries in their journals.
Reading Support:
1. Read FOSS Science Story "Magnificent Magnetic Models" either as a read aloud or for partner reading.
2. Check the Resource section of the teacher's guide for more reading suggestions or the literature link on this site.