Magnetism

Students explore the interaction of magnets with a variety of materials

found within their own environment. By testing the effects of one
magnet on another they learn that magnets show polarity and that the
strength of magnetic effects diminishes with distance. They learn to
distinguish materials that are affected by magnets from those that do
not and learn how magnets can be used in sorting objects, moving
things and holding things together.
General Learner Expectation
Describe the interaction of magnets with other magnets and with
common materials.
Specific Learner Expectations
1. Identify where magnets are used in their environment and why they
are used.
2. Distinguish materials that are attracted by a magnet from those that
are not.
3. Recognize that magnets attract materials with iron (or steel) in
them; and given a variety of metallic and nonmetallic objects,
predict those that will be attracted by a magnet.
4. Recognize that magnets have polarity; demonstrate that poles may
either repel or attract each other; state a rule for when poles will
repel or attract each other.
5. Design and produce a device that used a magnet.
6. Demonstrate that most materials are transparent to the effects of a
magnet. A magnetic field will pass through such materials, whereas
other materials interact with a magnet.
7. Compare and measure the strength of magnets.

Resources

Magnetism: Topic C - Edmonton Public Schools

Beginning Science Center: Magnets - Jennifer Merrill
Classroom Attractions - Dowling Magnets
Thematic Unit: Magnets - Teacher Created Materials Inc.
In Motion Explorations in Science
Assessment Handbook Explorations in Science
Magnets: Thematic Unit Milliken
Magnets & Electricity: Step-by-Step Science Series
The Usborne Big Book of Experiments
Literature (library)
Magazines, encyclopedias, informational texts
www.2learn.ca
www.atozteacherstuff.com

Evaluation
Evaluation will be based on:
Observation / Portfolio
Activity sheets / Work booklets
Participation
Quizzes
Final Test

No percentage
20%
10%
30%
40%

Report Card Marks

H - Excelling Above Level
A Excelling Within Level
B Achieving at Level
C Beginning to Achieve at Level
N Not Yet Achieving at Level

90% - 100%
80% - 100%
65% - 80%
50% - 65%
Below 50%

E - Excellent
S Satisfactory
R Requires Improvement

80% - 100%
60% - 79%
Less than 60%

Grade 2 Science
Magnetism (January - February)
Major Activities
Exploring Magnets
Uses of Magnets
Lets Go Fishing
Mystery Objects
Washer Pick-Up
Pulling With Magnets
North and South Poles
Ring Magnets Attract or Repel?
The Magnetic Field
What Can Magnetic Power Go Through?
Magnets Everywhere Poem Study
Penetrating Force
Temporary Magnets
Making Floating Compasses
Magnet Centers / Games
Magnet Suspension
Magnet Test

Lesson 1
Specific Learner Expectations:
Identify where magnets are used in their environment and why they
are used.
Distinguish materials that are attracted by a magnet from those that
are not.
Materials
Variety of magnets
Bin of materials
Chart paper and marker

Magnets title page

Science booklet
Literature

Activity: Exploring Magnets

1.
2.
3.
4.

Provide each group with a bin of materials.

Go over rules of handling magnets and taking care of them.
Pass out the magnets to each group and allow them to explore.
When sufficient time has passed, have the students clean up their
area and hand in the magnets.
5. On one half of chart paper, write, What we know about magnets.
6. Allow the children to share what they know. Record answers down.
7. On the other half of the chart paper, write, What we want to find
out about magnets. Record questions down.
Closure
Color title page and read various books on magnets.

Lesson 2
Specific Learner Expectations:
Identify where magnets are used in their environment and why they
are used.
Distinguish materials that are attracted by a magnet from those that
are not.
Materials
Variety of magnets
Name that Magnet Master
Activity: Kinds of Magnets
1. Tell the children that there are different kinds of magnets.
2. Hold up a horseshoe magnet. Ask, What would be a good name for
this magnet? Horseshoe.
3. Do this for the other magnets (ring, bar, u-shaped, ball etc.)
4. Have the children copy the kinds of magnets into their booklets.
Activity: Uses of Magnets
1. Brainstorm with the children why we use magnets.
2. Go on a magnet hunt and see where we use magnets in the school.
Tell the students that things that stick to a magnet are magnetic.
Closure
Discuss what the purpose of each magnet was.

Lesson 3 Lets Go Fishing!

Specific Learner Expectations:
Distinguish materials that are attracted by a magnet from those that
are not.
Recognize that magnets attract materials with iron (or steel) in
them; and given a variety of metallic and nonmetallic objects,
predict those that will be attracted by a magnet.
Materials
Variety of magnets
Variety of materials to test in a
shoe box

What Sticks

Activity: Lets Go Fishing

1. Begin with a discussion of the properties of magnets. Ask the
students questions like, How do you know if an object is a
magnet? It attracts certain things. How do you know if an object
is magnetic? A magnet can pick it up.
2. Ask the children what they remember about the things that could be
picked up by a magnet. Tell the children that they will test items to
see if it sticks to the magnet.
3. Hold up two iron bars, one, which is a magnet (A) and the other,
which is not (B). Ask the students to tell how they could find out
which one is a magnet. They should suggest that you try to pick up
things like tacks or paper clips. Then have one student try this with
Bar A and another with Bar B. Discuss the results of the test.
Determine that Bar A is a magnet.
4. Tie one end of a string to a ruler. Secure in place with tape. Tie the
other end of the string to the magnet to make a fishing rod. Give
each group a box filled with a variety materials and a fishing rod.
5. Sort the objects into two groups Magnetic and Non-magnetic.
Complete What Sticks?
6. Discuss how the things in the magnetic group are alike (steel and
iron).
Closure
Have each child tell you one item that is either magnetic or nonmagnetic.

Lesson 4 Mystery Objects

Specific Learner Expectations:
Distinguish materials that are attracted by a magnet from those that
are not.
Recognize that magnets attract materials with iron (or steel) in
them; and given a variety of metallic and nonmetallic objects,
predict those that will be attracted by a magnet.
Materials
A magnet
Mystery Objects Master
Activity: Washer Pick-Up (whole group)
1. Place 10 objects in black film canisters.
2. Label each canister with the letter only (from A-J).
3. Place a magnet near or on the film canister. Do this for each
canister.
4. Fill out Mystery Objects chart while testing each letter.
5. Discuss why the magnet was attracted to some canisters and not
others.
6. Open each container and talk about what was inside.
Closure
What are all the magnetic objects made out of?

Lesson 5 Washer Pick-Up

Specific Learner Expectations:
Compare and measure the strength of magnets.
Materials
Variety of magnets
washers

Washer Pick-Up Master

Washer Pick-Up Graph

Activity: Washer Pick-Up (whole group)

1. Ask, How many washers do you think this magnet (small bar
magnet) can pick up?
2. Have the students estimate. Test to see.
3. Say, We are going to test 3 magnets to see which one is the
strongest. We are going to test the ring magnet, the bar magnet
and the horseshoe magnet.
4. Pass out Washer Pick-Up Sheet.
5. Have the students predict which of the three magnets they think is
the strongest. Write answer down.
6. Hold up the bar magnet. Have the students predict how many
washers they think each magnet will pick up. Record answer in a
pencil crayon.
7. Carry out the test by dipping each magnet into a container of
washers. Count how many washers each magnet was able to pick
up.
8. Record actual answer down.
9. Discuss which magnet is the strongest and which magnet is the
weakest.
Closure
Complete Washer Pick-Up Graph and compare.

Lesson 6 Pulling With Magnets

Specific Learner Expectations:
Compare and measure the strength of magnets.
Materials
Variety of magnets
Paper clips

Pulling With Magnets master

Activity: Pulling With Magnets

1. Put the students in groups of 3 or 5. Pass out Pulling With Magnets
master.
2. Tell the children that they are going to pull paper clips with different
magnets. Have each child draw the 5 magnets being tested on the
master.
3. Pass out a paper clip to each student. Have them place the paper
clip on the paper clip drawing.
4. Pass out each group one different magnet of each kind.
5. Slowly move the magnet towards the paper clip until the paper clip
jumps to the magnet.
6. Trace the line where the magnet pulled the paper clip.
7. Have each group member pass the magnet to the person beside
them.
8. Now, test the next magnet and so on.
9. Discuss which magnet could pull from farther away.
Closure
Put the magnets in the order from pulling the farthest to pulling the
closest.

Lesson 7 North and South Poles

Specific Learner Expectations:
Recognize that magnets have polarity; demonstrate that poles may
either repel or attract each other; state a rule for when poles will
repel or attract each other.
Materials
Variety of magnets
North and South Poles master

string

Activity: North and South Poles

1. Tell the students that magnets have 2 ends or poles, just like the earth.
2. Ask, Who knows what these two poles are called? North and South.
3. Tell the students that we can find out which end of a magnet is north and
which is south.
4. Hang 2 magnets by a string and suspend (to the ceiling would be good).
5. Tell the students that the magnet will stop spinning and one end will point
north. This is the north end of a magnet. The other end is south.
Observe the magnet when it stops spinning. Label the ends of both
magnets.
6. Ask, What happens when I bring the north pole of one magnet to the
north end of the other magnet? They will repel each other or push each
other away.
7. Demonstrate. Allow the children to feel the force created.
8. Ask, What happens when I bring the south pole of one magnet to the
south end of the other magnet? They will repel each other or push each
other away. Demonstrate.
9. Ask, What happens when I place the north end of one magnet to the
south end of the other magnet? They attract each other or stick
together.
10. Pass out a copy of North and South Poles.
11. Have the children draw a picture of when north and north meet, when
south and south meet and when north and south meet. Introduce the
terms attract and repel. Label the ends of the magnets.
12. Write down these rules: The same poles repel each other and unlike
poles attract each other.

Closure
Have the students tell you one of rules learned.

Lesson 8 Ring Magnet Magic Trick

Specific Learner Expectations:

Recognize that magnets have polarity; demonstrate that poles may

either repel or attract each other; state a rule for when poles will
repel or attract each other.

Materials
Ring Magnets
Pencil
Activity: Ring Magnets Attract or Repel?
1. Place a ring magnet on a pencil.
2. Hold the pencil steady while adding a second magnet. Make the
magnets attract each other. Ask, What happens if I turn one
magnet around? They will repel each other.
3. Remove the second ring magnet, flip it over, and place it back on
the pencil.
4. Ask, Are the magnets attracting or repelling each other? Repelling
each other.
5. Discuss which poles are being placed together to make them repel
each other. North and North or South and South.
6. Remind the students that like poles repel and unlike poles attract
each other.
7. Put 4 magnets on the pencil with them all repelling each other.
Closure
Have the students tell you one of rules learned.

Lesson 9 The Magnetic Field

Specific Learner Expectations:
Demonstrate that most materials are transparent to the effects of a
magnet. A magnetic field will pass through such materials, whereas
other materials interact with a magnet.
Materials
Bar magnets, horseshoe
magnet
iron filings

paper
The Magnetic Field - Master

Activity: The Magnetic Field

1. Review what happens when you place the north end of a magnet
with the north end of another magnet. They repel each other.
2. Place two magnets so that they are repelling each other.
3. Place a sheet of paper over top of the magnets.
4. Trace the outline of the magnets on the paper.
5. Ask the students what they think will happen when I place iron
filings on the paper.
6. Sprinkle iron filings on the paper and observe the patterns created.
7. The iron filings jump away from each other. The poles are repelling
each other.
8. Now do the same thing for a north pole and a south pole coming
together. Observe what happens to the filings. They come towards
each other because the magnets are being attracted to each other.
Closure
Draw the pictures into science books and label the pictures.

Lesson 10 Magnetic Force

Specific Learner Expectations:
Demonstrate that most materials are transparent to the effects of a
magnet. A magnetic field will pass through such materials, whereas
other materials interact with a magnet.
Materials

Bar magnets
Paper clips
Master
soup can lid
cardboard
wood
wax paper
eraser

styrofoam meat tray

plastic lid
glass
aluminum
tinfoil pan
cloth
carpet
story book (thin)

Activity: What Can Magnetic Power Go Through?

1. Tell the students that today they will test if a magnet can pick up a
paper clip through something.
2. Pass out activity sheet. For each material being tested, have the
students make a prediction of whether it will or will not allow the
magnetic force to go through.
3. Carry out the test. Put a paper clip on top of the material being
tested. Lift it up. Put the magnet underneath and see if the magnet
can move the paper clip.
4. Record observations on activity sheet.
5. When finished, make a list of materials that will allow the magnetic
force to go through.
Closure
Challenge: Will the magnetic force go through a dictionary? Why
not?

Lesson 11 Magnets Poem Study

Specific Learner Expectations:

Read a poem about magnets and complete the poem study that
goes with it.

Materials
Magnets Everywhere poem
study
Activity: Magnets Everywhere Poem Study
1. Pass out the poem, Magnets Everywhere.
2. Read out loud to the students and then have the students read out
loud together.
3. Discuss sounds or phonics skills found in the poem (compound
words, ow sound, plurals, etc.)
4. Complete the poem study.
Closure
Read the poem to a friend.

Lesson 12 Demonstration
Specific Learner Expectations:
Demonstrate that most materials are transparent to the effects of a
magnet. A magnetic field will pass through such materials, whereas
other materials interact with a magnet.
Materials
Bar magnets
Paper Clips
Water

Glass jar
Pop bottle

Activity: Penetrating Force

1. Ask, What materials did a magnet go through? Review all
materials that allowed the magnetic force to penetrate through it.
2. Drop a paper clip in an empty glass jar. Ask, How can I get the
paper clip out of the jar?
3. Use a magnet to pull the paper clip up the side and out the top.
4. Do the same test using a plastic pop bottle.
5. Ask, Do you think we will be able to take the paper clip out of the
jar and bottle if it is filled with water?
6. Carry out the test.
Closure
Draw a picture of the magnet moving the paper clip out of the
container.

Lesson 13 Temporary Magnets

Specific Learner Expectations:
Design and produce a device that used a magnet.
Materials
Bar magnets
Needle Magnets Master

Needles or nails
Paper clips

Activity: Temporary Magnets

1. Give each student a large nail or needle. Caution students to be
careful so they do not harm themselves.
2. First, let them test to see if their needles are magnets by trying to
pick up a paper clip.
3. Teach the students how to transfer the magnetic properties of bar
magnets to their needles. Instruct them to rub the needles with the
magnets. Tell them to firmly and smoothly press the needles along
one end of the magnets. They must rub only one pole, and they
need to rub in the same direction towards the end of the magnets.
Tell them to move the needles away from the magnets after each
stroke.
4. Ask the class to retest their needles by picking up a paper clip. The
needles should pick up the paper clips now.
5. Pass out Needle Magnets Master to each student.
6. Take a brand new needle and stroke it 20 times on a bar magnet.
7. Put it into a container of paper clips and see how many paper clips it
will attract. Record.
8. Do this same procedure with 30, 40, 50 and 100 strokes.
Closure
Complete What did I learn?

Lesson 14 Compasses
Specific Learner Expectations:
Design and produce a device that used a magnet.
Materials
Bar magnets
straws
water

Needles
glue
margarine containers

Activity: Making Floating Compasses

1. Discuss, What is a compass? Why do we need compasses?
2. Have each child magnetize a needle (previous lesson).
3. Put the magnetized needle into a straw. Fold up the ends of the
straws to keep the needles from falling out.
4. In the bottom of each margarine container, draw a cross labeled N,
S, E and W.
5. Fill each margarine container with water and add a little bit of dish
detergent to break the surface tension of the water.
6. Now tell the children to float their straws on top of the water. The
straws will come to a north-south position.
7. Have the children move their containers until the needle is aligned
with the cross drawn in the tub.
8. Tell the students that they can now determine which way is north.
Closure
Review, Why do we use compasses?

Lesson 15 Suspended Magnets

Specific Learner Expectations:
Design and produce a device that used a magnet.
Materials

Styrofoam plates
Popsicle sticks
String
Paper clips

Styrofoam cups
Tape
Small circle magnets

Activity: Suspended Magnets (See example)

1. Pass out each student a Styrofoam plate, a Styrofoam cup, a
Popsicle stick, a small circle magnet, a paper clip, 4 pieces of
masking tape and a piece of sewing string.
2. Tape magnet to end of Popsicle stick.
3. Put Popsicle stick through cup (start at the top and push through on
the bottom of the other side.
4. Flip plate upside down. Tape cup to the end.
5. Attach a paper clip to a string.
6. Hold paper clip about 1cm from magnet and tie string to other side
of plate.
7. The magnet should pull the paper clip up.

Lesson 16 Magnets Assessment

Specific Learner Expectations:
Show what you know about magnets.
Materials
Magnets Test
1. Review what you know about magnets.
2. Pass out magnets assessment and read it out loud to the children.
3. Have the students complete it at their own pace.
4. Early finishers Magnet Crossword Puzzle.