Stage 3

Date: 16/10/14
Time: 1.5
Rationale: This lesson is for students to apply their understandings of the content and properties they
have learnt about magnetism in the previous two lessons.
KLA (s): Science, English, Mathematics, Creative arts
Objectives:
For students to develop and demonstrate their understandings about magnetism by creating and
making a dartboard.
For students to work cooperatively with one another by engaging and making a dartboard.
Resources & Equipment:
Classroom organisation:
24X Lab coats
All materials will be organised and set up
prior to lesson.
24x glasses
Materials for the dartboard will be placed at
IBW (youtube clipthe front of the room in labelled containers.
https://www.youtube.com/watch?v=VW
3tXzq8YVE; Prezi magnet file)
24x A3 pieces of paper.
Dartboard materials: plastic, wood,
aluminium, PVA glue.
Decorations for dartboard: felt, paper,
silk, glitter, paper shapes, ribbon.
Introduction:
Students put lab coats and glasses on.
Students sit in front of the IBW and watch a short Fun with magnetic balls you tube clip. This
clip provides students with an example of ways engineers use magnets to create interesting
forms of art.
The teacher asks the students how they think the engineers made the ball float into the air.
Teacher records answers and ideas on prezi.
Teacher asks the students what they could make using magnets. Students will share with their
ideas wit the person next to them. The teacher will record some ideas in prezi on IBW.
Teacher explains that the students have the opportunity to create and make a magnetic
dartboard experiment.
Group applied task:
As a class, the students create an aim for the dartboard experiment. The teacher writes down on
prezi document three-student aims, and the class will vote for the best. During this time the
teacher guides the children to word the aim accordingly by asking prompting questions such as
what do we want to find out?; how should we word our aim?.
Explicit teaching:
The teacher goes through the materials that are provided for the students to complete the task.
The teacher then provides an example of what students dartboard need to include. These
include numbers on the outside, double ring, triple ring, outer bullseye and inner bullseye.
Teacher explains that the students have 3 options of materials to make the dart board- wood,
aluminium, & plastic.
Teacher explains the procedure of applied tasks explicitly, making note of safety precautions
such as being careful while using scissors.
Applied tasks:

Planning: In pairs, students will draw and plan their dartboards on A3 pieces of paper. Students
are to label their drawings, list materials needed, and create a hypothesise for their experiment.
Checking: The students take their plan and hypothesis to the teacher for he/she to check if
everything is completed and students are ready to build.
Building: Students begin to build their dartboard, using the materials provided. Students can
use rulers and a drafting compasses to measure materials.
Teacher roams to each group helping students when asked. Teacher also asks questions such as
why did you choose that material for your dart board?, what makes that dart board
magnetic?.

Conclusion:
Students pack away the unwanted materials/ rubbish in the room.
Students place their dartboard on the drying shelves to dry and to protect them for the next
lesson.
Support:
Extend:
Focus on the children identifying
Present students with the question of what other
materials they would use to make a
materials could they use, if they were not given
dartboard by using open-ended
the materials in this lesson. This is for students
questions to guide the students
to extend their thinking and understandings of
thinking and understandings.
magnetism.