Magnetism K5

Explore Lab

  • Jun Yang/Jocelyn (Hurst)
  • Keira Egan/Delaney (Breit)
  • Fran Howze/Joseph (Breit)
  • Chris DeHollander/Devin (Czuk)
  • John Matthews/Jenna (Hurst)
  • Samuel Harms/Justin (Hurst)
  • AlisonShubert/Campbell(Buck)
  • John Suber/Reagan (Buck)

Introduction:

“He … hangeth the earth upon nothing.” Job 26:7

To the human mind and the naked eye, it looks like the earth is hanging in the heavens upon nothing.

“Upholding all things by the word of His power.” Hebrews 1:3

To the spiritual mind, it is soon understood that there is more than can be seen by our eyes. God’s word upholds all things. The earth is held there by God’s command.

God created magnetism to allow order to His universe. Magnetism came about because God said it would be.

In our centers we will see how important and often we see magnetism is in our daily lives. We will experiment with one of God’s wonderful creations.

Supplies Needed:

Center #1:

1 box of natural stone magnets

rock box from the science cabinet

4 rocks that are not magnetic (found in the rock box in the science cabinet)

Lakeshore instant science center, “Magnets”

5 trays

salt and pepper

comb

one balloon

Center #2:

1 clear plastic bottle with lid

Ball bearings

Water

colorful paper clips

nails

paper shirt box

magnet wands

bottle of sand containing items that are and aren’t attracted to magnets

electric can opener with magnetic lid holder

3 20 oz cans of mandarin oranges

toothpicks

Total cereal soaked in a zip lock bag of warm water

Center #3:

5 different size and shaped magnets

2 boxes of small paper clips

one estimation sheet per child

4 or 5 pencils for children to record their predictions

5 trays

iron filings in sealed trays

Center #4:

2 circular magnets labeled with S and N

pencil

one set of supermeg magnets

five trays

iron fillings in sealed trays

magic penny kit

magnets in motion kit

zapper magnets

globe

Center #1:That’s Attractive!

Objectives:

  1. The student will identify objects attracted to magnets and objects not attracted to magnets.
  2. The student will observe a natural magnet and understand where it is found.

Procedure:

  1. Ask what is a magnet?
  2. Give each child a rock and have them guess which one is a magnet.
  3. Showing the magnetite rock ask the students if this rock is a magnet?
  4. Proceed to tell them it is a natural magnet found in the ground. Manmade magnets are made of steel. Steel has iron in it. Manmade and natural magnets are made in all shapes, sizes and strengths.
  5. Allow them to touch and observe the rocks.
  6. Then proceed to the Lakeshore Box, “Magnet”.
  7. Give each child or work in groups of two, a game board and at least four objects.
  8. Allow them to guess whether the items are attracted to the magnet or not, then place the item on the board in the proper place.
  9. Next, perform the salt and pepper dance.
  10. Pour the salt and pepper into a mound in the middle of the table.
  11. Run the comb through your hair and ask the child what they think will happen when you run the comb across the mound of salt and pepper.
  12. Run the comb through your hair twice more and then run it across the salt and pepper.
  13. Rub the balloon over each child’s hair and place it over the salt and pepper.
  14. The salt and pepper will separate because the comb and balloon becomes a static conductor and the pepper has magnetic elements in it.

Facts to discuss during observation:

  1. A natural magnet is a certain kind of rock. This rock is often called a magnetite rock. Magnetite is found in or on the ground. Some metal objects are attracted to this rock.
  2. Magnets attract some metals, meaning they pull some metals toward them. This pull is called magnetic force. You can feel this force when you pull the item off the magnet. Objects that are attracted to magnets are called magnetic.

Center #2:Magnetic Power

Objectives:

  1. The student will observe magnetism firsthand.
  2. The student will guess whether a magnet will work through sand, water, and a box, and then make a conclusion based on the experiment.
  3. The students will observe and taste how a magnetic can opener makes life easier and delicious!
  4. Students observe the metal filings in breakfast cereal.

Procedure:

  1. Link paper clips into chains and place them in the empty bottle.
  2. Fill the bottle with water and close it with the lid.
  3. Ask the students if they think the magnets will work through the water? Then use a wand to show that magnets even work through water.
  4. Next, place the nails, clips and ball bearings in the box and balance the box between the two blocks so children can reach beneath.
  5. Allow the children to put the wand near the box and see if the magnets work as well.
  6. Show the students how the magnet on top of the can opener holds the lid up.
  7. Allow the students to taste bites of the fruit.
  8. Observe the dark ring of tiny bits of metal surrounding the magnet that is laying on the bag of cereal. Ask the students if they think this metal will go in their bodies when they eat the cereal. Does you body need metallic iron to survive and thrive?

Facts to discuss during observation:

  1. Magnets are used in a variety of ways in everyday life. Show the poster and allow the students to comment and observe.

(Parent Volunteer Information)

1.Magnetic materials contain clusters of atoms that behave like tiny magnets called “magnetic domains”.

2.Imagine a piece of iron. There are millions and millions of atomic magnets in this piece of iron. When all domains point in the same direction amagnet is formed.

3.Plants, animals, humans, and birds all need iron to survive. Our bodies absorb iron through cereal, vegetables, and meats.

Center #3:The Strength of Magnets

Objectives:

  1. The student will determine whether magnets have varying strengths.
  2. The student will experiment with different size and shaped magnets to determine which magnets are the strongest.

Procedure:

  1. Give each child a green tray and a magnet.
  2. Give each child a handful of paperclips.
  3. Give each child an index card, and have them write down the number of paperclips they think their magnet will pick up.
  4. After their guess is recorded have them test their guess.
  5. Have them count the number of paper clips picked up by their magnet and record the number on their card.
  6. Discuss whose magnets picked up the most, least, etc.
  7. Compare their prediction with what actually happened.
  8. Whose magnet is the strongest? Whose is the weakest?

Center #4:North and South Poles

Objectives:

  1. The student will identify the two poles of a magnet, north and south.
  2. Identify the north and the south poles on a globe.
  3. The student will observe and feel north and south poles repelling one another.
  4. Students play and perform their own experiments with the magnets in the two magnet kits.

Procedure:

  1. Show the students the magnets labeled north and south. Ask them what will happen if they are placed together?
  2. Demonstrate how north and south repel, using a pencil and two circular magnets.
  3. Show pages 34,35 of Explore and Learn Science and Technology Volume 2.
  4. Let the students repeat this procedure once you have demonstrated it.
  5. Next, show them how magnetic filings line up, by using a Petri dish and a magnet. Place the magnet under the dish, and move it slowly. The filings will follow the magnet.
  6. Allow them to repeat this activity.
  7. Finally, let the children play with the mega-mags on green trays, observing magnetic force and north and south poles. As they play, ask them “What is the substance inside?”(Iron filings), “Where is the magnet?”(on the end of the pen), “Are they attracted?”(Yes.) Allow them free play.

Parents,

We use the Scientific Method in Explore Lab. Ask the students guided questions that enable them to think and explore.

The Scientific Method

  1. Ask a question
  2. Gather information through observation
  3. Make an educated guess or hypothesis about the answer to your question
  4. Design an experiment
  5. Evaluate the results