Magnet Scavenger Hunt

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Objective

Students will find things that are magnetic by exploring the classroom on a scavenger hunt.

Big Idea

Students begin to think about what objects are made of and what properties magnetic objects have in common.

Introduction

10 minutes

Students are asked to find a partner and sit down on the meeting place rug sitting shoulder to shoulder with that partner.

I say to students, "We are going to go on a magnetic scavenger hunt. You and your partner will have a magnet wand and you will be going around the room to find things that are and are not magnetic. Every time you find an object and try out its magnetism, you are going to record your findings on this paper. When you have filled your paper, you are going to come back to the rug and sit down so that I know that you are finished."

Next I say, "Before you begin lets make a prediction about what items in the classroom we think are magnetic" I choose 3 students to share their predictions.

The recording paper is just a picture of a large horseshoe magnet with the words "Magnet Scavenger Hunt" on it. I ask students to write inside the magnet. You can find other resources for a scavenger hunt sheet on TeachersPayTeachers.com.

I explain to students that they will have about 10 minutes to complete their hunt.

"When I say go, you may get up and start working. Please remember that when we are working, it is not play time. You both should be working together. It is a partner activity so both of you need to help."

"Go!"

Partner Activity

20 minutes

I explain to students that they will have about 10 minutes to complete their hunt.

The recording paper is just a picture of a large horseshoe magnet with the words "Magnet Scavenger Hunt" on it. I ask students to write inside the magnet. You can find other resources for a scavenger hunt sheet on TeachersPayTeachers.com.

"When I say go, you may get up and start working. Please remember that when we are working, it is not play time. You both should be working together. It is a partner activity so both of you need to help."

"Go!"

During this time, I am watching and listening to the conversations they are having and observing to see if students have already figured out that things of metal will be the magnetic ones. This is the big science idea I want them to get out of this scavenger hunt.

This gives me information on who may or may not understand the concept of magnetism.

 

Closing

10 minutes

When all students have arrived back at the rug, I ask them to get up and share out to the class with their partner of what they discovered.

Doing this gives students the opportunity to get used to presenting to the class informally as well as using vocabulary and practice language skills.

When each pair has completed their presentation, I read the non fiction book What Makes a Magnet about magnets.

This book explains to students why things are magnetic and why they are not.

During reading, I stop to clarify any difficult words or answer any students questions. The big idea I want them to learn from this book is magnets attract to iron.