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# Kacee Sommerfeldt

Lesson Plan
Class:

Science

Date:

Unit:
Topic:

## Magnets and electromagnets

Electromagnets

26 September, 2016,
Monday

## Outcomes: Upon this lesson students will be able to

1. Identify an electromagnet.
2. Identify how electricity makes a magnet.
3. Identify how electromagnets work.
Outcome
:

## How electricity can make a magnet. How electromagnets work.

Materials:
PP
Making an electromagnet
ws
Battery
Wires
Compass

Instructional Strategies:
- Reinforcing effort & providing
feedback.
- Setting objectives & providing
feedback.
- Cooperative learning.
- Summarizing and note taking.

Resources:
v=079ROtsEf2k

## Objective: By the end of this lesson you should be able to answer

the question how can electricity make a magnet?
9

## Take attendance and canteen tickets. Hand out rest of homework to

those who missed Friday. Will talk to those who missed at lunch or if
time at end of class.

Show photo of crane, lifting magnets, electric bell, and relay PP with the
question: What do all these have in common? Let them ponder question
Electromagnets

## Write electromagnets title on top of board. Top corner write

electromagnets/ experiment for what we will be doing today.

## Show this 30 sec. clip of electromagnet deflecting compass. Ask class if

they recognize what material is being used, and why the needle moved.
Magnetic field created when electricity flows through wire.

https://www.bing.com/videos/search?
q=electromagnets+and+compass&&view=detail&mid=5F483600FD1A8
B10E3E25F483600FD1A8B10E3E2&rvsmid=0D22F558C3F43E7A2EC
40D22F558C3F43E7A2EC4&fsscr=-1155&FORM=VDFSRV

## Next slide on PP electromagnets: solenoid. Notes: Electromagnets

title. Solenoid: coil of wire that acts as a magnet when an electric
current passes through it. Electromagnet: magnet made from electricity.
Draw electromagnet: battery, wire, coils in wire, magnetic field. What

9:10

9:15

Accommodatio
n /Modification
was before class
as students walk
in.
Have students
who missed
Friday fill out
house point
survey. P, F, F, S
Winning house
can take down
canteen tickets,
get lunch first.
If classroom
management is an
issue: introduce 3
strike rule. If get
three strikes, have
detention.

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Kacee Sommerfeldt
can be used to see if there is a magnetic field? Can see field using
compass, along with direction. Electromagnets have an electric field
similar to permanent bar magnets.

9:50

## Set up quick electric circuit to show deflection of a compass needle.

Emphasize what is needed: power, wire, coils. Q: What happens when
the power source is disconnected? Magnetic field disappears and coil no
longer acts like a magnet. Compass needle stops pointing in that
direction.

https://www.bing.com/videos/search?
q=electromagnets+and+compass&&view=detail&mid=0D22F558C3F43
E7A2EC40D22F558C3F43E7A2EC4&FORM=VRDGAR electromagnet
puzzle. Use individual white boards for each person to try to solve.
Pause video when it does close up of compasses. Let them draw them
in, then draw electric field lines along with direction. There is a second
puzzle time permitting. What causes the needle to move? Electricity
being given or stopped.

Give S a detention
for not handing in
homework last
week.

10:30

## Making electromagnets experiment. Hand out worksheet, glue in

notebook. Go through steps together in class.

## Extra: Discuss ways of increasing the strength of an electromagnet. Ask

elbow buddy first, then call out. Relate to what made a magnet stronger
if they are stuck. Also on page 116. Number of coils, adding iron core,
more current, size.

## Time to work on practice investigation into magnetism. Add to posters.

Conclusion: Get back into poster making groups, talk among group what you
learned. Call on one person from each group. Add to your posters.
Class ends about 10:40 to give time to change for PHE.

## Homework: investigation into magnetism.

Extra homework: read 8J.4 page 116 #1-13

Self-Evaluation / Reflection:
Having backups was good today, they finished the experiment just after 10, so I gave them a break
and then got back to work with the investigation practice, then wrap up of electromagnets and
posters closure. I did not assign 8J.4 yet.
Things I did well: My closure was much better today. I was able to gage students learning through
formative observation of their group addition to posters and call out questions. I can tell some
understand much better than others. I was able to adapt to the situations that came up well. I would
draw over the whiteboard so students could see exactly what to write. I gave out a house point to the
person who was able to finish one of the assignments in the time allotted, the only one who did. This
helped the other students stay on task a bit longer until it was time to move onto the next task.
Students were able to finish each task faster than expected, so I was able to get more done, and
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Kacee Sommerfeldt