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Here’s a lesson for measuring Magnetic Strength


Math, Science  


1, 2  

Title – Measurement of magnetic strength
By – Scott Dan
Subject – Science, Math
Grade Level – 1st – 2nd
Magnets: “Measurement of strength”
1. Two boxes of bolts (all the same size)
2. 12 magnet wands
3. 12 nose man magnets
4. 12 doughnut shaped magnets
5. 24 ¾” button magnets (12 of these will be dispersed evenly in the 12 pencil boxes listed below)
6. 36 magnetic balls (24 of which will be dispersed evenly in the 12 pencil boxes listed below.)
7. 12 small boxes (pencil boxes) that contains the following:
    a.) Colored paperclips
    b.) Piece of black paper
    c.) 1 index card with the words book and desk written on it
    d.) 12″ piece of string with markings made every inch with a black marker
    e.) 1 ¾” button magnet
    f.) Some iron fillings
8. Worksheets that chart different magnets and asks the question, “How many bolts were picked up.
9. 1 piece of large chart paper
1. Prepare the large chart paper with 12 vertical lines covering the page, except for the bottom, which will read groups 1 – 12 (one group in each space). On the far left side there will be a picture of each of one of the magnets that they tested.

1. Ask the children how strong magnets are? Do magnets have different strengths? If so, what makes one magnet stronger than another? Generate conversation.
2. Break the class up into groups of 2
3. Supply each group with a handful of bolts, 1 magnet wand, 1 nose man magnet, 1 ¾” button magnet, 1 ball magnet and one worksheet.
4. Ask the children to test the strength of the magnets by picking up as many bolts with one magnet and writing that number down. Then do the same for the other magnets.
5. When they have finished, they may then come up and get the following: paperclips, piece of string (1 foot long with black marks every inch), ¾” button magnet, and small amount of iron filling. There will also be a piece of paper, a card with the words desk and book on it.
6. They will be asked to find other ways to test the strength of magnets. They may use what they already have at their desk along with the materials in number five to do so.
7. Allow for at least 20 minutes exploration. More time may be given if the children are occupied and there is time to spare in the day.
8. Everyone stops what they are doing, and puts the magnets where they cannot touch them.
9. The teacher will hang up the large piece of chart paper that was prepared before the lesson started. Have each group come up and put their answers on the chart.
10. The class will compare how their answers are similar and different and what may be some reasons for this happening.
11. The teacher will then ask for volunteers to demonstrate how they measured the strength of their magnets. Discuss their technique with the class and ask others what they did.
12. Discuss how there are many ways to do things, and sometimes we only learn by trying lots of different things.
13. Have them write in their journal if time, or later if preferred.
14. May ask for questions at this time.

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