Lauren Dellojoio

CT Lesson Plan - One

IRA/Writing Lesson: “Lesson 21: Magnets Push, Magnets Pull”

Materials needs:

 Book, “Magnets Push, Magnets Pull” by Mark Weakland

 Magnets with south and north poles
 Iron filling
 Metal and non-metal items for experimenting
 Anchor chart paper
 A penny

Planning Notes

Make sure you have at least one magnet and some thumbtacks or other small objects that
contain iron.

If iron filings are available, you’ll be able to demonstrate the lines of energy on pages 8–9.

If you have several magnets, students could actually experiment as they complete their charts
during the writing activity at the end of this lesson.

Introduction

TWS, “Who knows what a magnet is? What do they do? What do they look like? Have you have
used a magnet before? Turn and talk with a neighbor.”

Give students a minute to turn and talk to discuss the questions. Make an anchor chart with key
facts about magnets.

Direct student attention to the kidney table. Allow them to stand to see the demonstration.

TW Model by physically pulling an object.

TWS, “You might not know it, but magnets can sometimes push, too.”

TW Model pushing away the same object.

TWS, “This book I will read today is called Magnets Push, Magnets Pull. It was written by Mark
Weakland. There’s a magnet on the cover. Some magnets are shaped like the letter U. Like this
one.” TW show a U magnet. TWS, “Magnets come in many shapes. I’ll draw one that is
straight.” TW show a straight magnet.
TW draw the straight and U-shaped magnets on anchor chart paper/white board. Begin
constructing the diagram below.

TWS, “The ends are called poles. Here is the north pole and here is the south pole. I’ll just use
the first letter. It’s just like the earth. The earth has a north and a south pole, and the earth is like
a giant magnet. Magnets are always made of iron, so I’ll write the word iron. Iron is one kind of
metal. Magnets only pull things that have iron in them.”

TWS, “What happens when two magnets come close to each other? What happened when I
flipped the magnet earlier? Why did one side pull and one side push?’

SWS. “Because of their poles!”

Text Structure

Mark Weakland, the author, decided to write this book in two parts.

Construct a second diagram, as depicted below.

The first part tells how magnets work (introduction to magnets with key facts). The second part
tells how we use magnets (make after reading). Today, I’ll read the first part of the book.

Interactive Read Aloud

 RI.2.1
 RI.2.3
 RI.2.4

TWS, “After we read today, we’ll make a chart of things that stick to a magnet and things that
don’t. So, listen for examples.”

 At the end of page 3, point out N and S in the photo.

TWS, “We already know something about magnets, don’t we? I can make an inference here. I
know that when the two poles are the same, the magnets will push each other away.”

Refer to diagram.

TWS, “I know that in this picture, these children are holding the two north poles near each other.
So, I can infer that the two magnets are pushing against each other, even though I can’t see it in
the picture.”

 End of page 5, after: “…lodestones are natural magnets.”

TWS, “When we say that something is “natural,” what do we mean?”

  End of page 7, after: “…it creates a new magnet.”

TWS, “What is happening to these nails? Talk it over with your partner.”

 End of page 9, after: “…a magnet’s lines of energy.”

These brown boxes are magnets. You can see the pattern made by the tiny sprinkles of iron.

If you have access to filings, add this: Later, we will see how this works with our own magnet.

 At the end of page 10, touch the top of the horseshoe magnet.

How strong is this magnet here in the middle?

 End of page 11, after: “…a magnetic north and south pole.”

This is just like the north and south poles of a straight magnet.

Refer to diagram.

 End of page 12, after: “…objects made with iron.”

What pole is the opposite of south?

 End of page 13, after: “…refrigerators”

This penny is made of a metal called copper. Would a penny stick to a magnet?

 End of page 15, after: “…pushes the ring up and away.”

TWS, “Do you know what repel means? Repel is another word for “push away.”

Refer to diagram.

Discussion

Use the first diagram to review key facts about magnets.

Make Anchor Chart

Fill in some notes on the diagram to represent your discussion.

Respond Together

 L.2.5
 W.2.5
  W.2.8

TW this time to model for students how to construct a well-written response. You might choose
to complete this work in whole group through a full teacher model, or through co-writing
between teacher and class.
TWS, “Let’s make a chart with two columns. In the first column we’ll make a list of things that
would stick to a magnet. In the second column, we’ll make a list of things that would not stick.
I’ll get us started.”

Construct the basic chart.

Where would I write towel? Where would I write nail?

Things That Would Stick Things That Would Not Stick

Paper A screw