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Another good lesson on Magnets – Poles, Strength, and Attracted Objects






Title – Magnets
By – Christy Discello
Primary Subject – Science
Secondary Subjects –
Grade Level – Second Grade
Content: Physical Science

Ã‚Â·Students will be able to locate poles on various kinds of magnets
Ã‚Â·Students will be able to identify the strongest parts of a magnet.
Ã‚Â·Students will be able to observe that like poles repel and unlike poles attract each other.
Ã‚Â·Students will be able to identify objects that magnets attract.

          Magnets (both man-made and natural magnets)
          Paper Clips                                        
Iron Filings
Plain White Paper

Magnets- A stone or a piece of metal that attracts some other metal.
Attract- To pull towards.
Repel- To push away from each other.
Magnetic Poles


1.Tell the students that today we are starting a new unit in science.
2.Hold up a magnet.
a.Ask if anyone knows what it is?
3.Show students a bar magnet.
a.Ask them what the S and N stand for?
4.Explain that all magnets have a north and south pole.
a.Just like our earth.
b.Can anyone name something that shows us the directions north and south?
c.Has anyone ever heard of a compass?

1.Show the students actual examples of magnets.
2.Give each pair of students two magnets and tell them to find the poles.
a.Give each pair of students’ paper clips and have them lay them in a line.
b.Touch a magnet to one paper clip.
i.Now the paper clip is temporarily magnetic.
c.Lower the magnet until the paper clip is touching another.
d.Lift the magnet up again
i.Lets see who can get the longest chain.
e.Pull the plane off the table using a magnet.

1.Hold up a magnet and ask the students the names of the poles and to name the strongest parts.
2.Ask a student or a pair of students to demonstrate and explain what two north poles do and what two south poles do.

1.Observe the students’ knowledge on locating the poles on various kinds of magnets.
2.Observe the students working with like and unlike poles.
3.Observe the students identifying the strongest parts of a magnet.

Special Needs Adaptation:
During the demonstration/experiment you could pair a special needs child up with another child who understands the material and the concepts. Working in pairs will help both of the students. It will benefit the special needs student by having someone other than the teacher explain the concepts to him/her. Also, by explaining the concepts to someone else, the other student will reinforce his/her own knowledge of the subject matter.

E-Mail Christy Discello !

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