Science Lesson 7: Review through 2 experiments

Stage 1: Desired Results

1. 2–8 Describe the interaction of magnets with other magnets and with common materials.
General
2. 2–2 Recognize pattern and order in objects and events studied; and, with guidance, record
Learning
procedures and observations, using pictures and words; and make predictions and
Outcome(s)
generalizations, based on observations
1. 6. Demonstrate that most materials are transparent to the effects of a magnet. A magnetic
field will pass through such materials, whereas other materials interact with a magnet.
2. 3. Recognize that magnets attract materials with iron or steel in them; and given a variety
of metallic and nonmetallic objects, predict those that will be attracted by a magnet.
3. 4. Recognize that magnets have polarity, demonstrate that poles may either repel or
attract each other, and state a rule for when poles will repel or attract each other.
Specific 4. Focus
Learning • ask questions that lead to exploration and investigation
Outcome(s) • identify one or more possible answers to questions asked by themselves and others.
Ideas may take the form of predictions and hypotheses
5. Explore and Investigate
• manipulate materials and make observations that are relevant to questions asked
6. Reflect and Interpret
• describe and explain results; explanations may reflect an early stage of concept
development
1. By the end of this lesson, students will demonstrate how to make a temporary magnet by
Learning doing an experiment.
Objective(s) 2. By the end of this lesson, students will review concepts such as magnetic force and
magnetic poles through a demonstration and discussion.

Stage 2: Assessment Evidence

Summative Formative  Initials on board, sharing, observation,

Assessment Assessment experiment, worksheet, checklist

Stage 3: Learning Experience

 Metal/non-metal materials,
paperclips, big nails, knives,
 Video? spoons, magnets, iron
Tech to Resources to
 Worksheet on filings, cases/paper, record
Do Bring
smartboard? sheets, worksheets, mini-
whiteboards, markers and
erasers.
Time Content/Description Notes
Title: Intro and review
 Maybe watch a video or finish the video clip we started on
Thursday – just to get the students engaged after recess.
 Hold out magnetic metal item – ask students if they think the Formative
10 minutes
item is magnetic. Review the fact that not all metal by holding Assessment: Review
up some items and asking students to stand if they think it was
magnetic.
 Review the fact that some metal items are not magnetic.
  steel, iron, nickel, cobalt are and copper, brass or aluminum are
not – write these down on the board with X through the second
group.
Discuss with Jenn
who will do what
Title: Explaining what will happen experiment and
 The class will be divided into 2 groups. TA will take one group groups before we
and I will take another group. start.
 One group will do the experiment of making different magnets.
 The other group will do the experiment of magnetic force with Have checklist
iron fillings. ready for formative
assessment based
 Each group should be paying attention, participate and be on observations
20 minutes respectful of materials and others. Groups should not get too while doing the
loud because that will be distracting. Careful with the magnets – experiment
they can break!
 When the timer goes, the groups will switch. Give about 5-7 Have materials
minutes for each group? ready at 2 different
 Make the groups locations in
 Do the experiments classroom – making
magnet on carpet
and iron fillings at
horseshoe table
Title: Group 1 – making a magnet
 Show how the magnetic item (nail, knife, spoon, paperclip, etc.)
is rubbed across a bar magnet 10 times in same direction – have
students count along.
 Dip the item into a cup of paperclips. Observe what happens.
Count how many paperclips are attracted to the ‘magnet’.
 Dip the item into a cup of pins – repeat previous step.
 Have someone from each group record what happens (e.g. what
happens – how many items it attracts, how long does this Formative
attraction stay). They can record on a mini-white board Assessment:
 Give students turns to try it. Have several magnetic items and experiment,
magnets ready and maybe have students try it in groups of 2. checklist,
 When time permits, try different magnetic items (i.e. instead of observation
a knife try the nail) or have groups switch their magnetic item.
 Rules:
 The students will have to act responsibly with the nail and the
other supplies and each other.
 They will have to work nicely as a group.
 They will have to discuss what happens.
 If students are not working nicely together, they will not be
allowed to do the experiment.
Title: Group 2: Magnetic force travelling through paper or plastic
 Sprinkle iron fillings on paper or in a clear case (check supplies)
Formative
 Place a bar magnet underneath the paper or case.
assessment:
 Gently tap the paper or case and notice what happens. Have
experiment,
one student be the ‘scribe’ and draw what happens on a
checklist,
whiteboard. They can record on a mini-whiteboard
observation
 Place two bar magnets under the paper – have the north poles
face each other – notice what happens and have someone draw
 it on whiteboard. Do the same for when the north and south
poles face each other. Review the difference between repel and
attract here.
 Choose different students hold the magnets and make sure
each student has a chance to see what happens.
 If there is extra time, try the experiment with different magnets.
 Rules:
 The students will have to act responsibly with the nail and the
other supplies and each other.
 They will have to work nicely as a group.
 They will have to discuss what happens.
 If students are not working nicely together, they will not be
allowed to do the experiment.
Note: maybe wrap magnets in plastic wrap or bag so that fillings will
not get stuck to the magnet itself – easier cleanup!
Title: Review
 When the timer goes again, turn off the lights and say the hands
on top that means stop.
 Have each group clean up their materials by putting them on my
table. They should take their recordings/drawings to the carpet.
Formative
 Review what happened.
Assessment:
 Group 1: What happened to the item which was rubbed across
10 minutes Discussion (maybe
a magnet? What does this mean (where did the magnetic force
have checklist ready
go?) How strong was your new magnet?
as well)
 Group 2: The magnetic force passed through the paper or
plastic and made the iron fillings move.
 When the poles repelled each other what happened?
 Pick names with popsicle sticks to review here.
 Review the rules we learned about repelling and attracting.
Title: Closure – exit slip
 Explain the worksheet
 Tell the students that this is quiet working time and it will show
me how much they know about magnets
 They will be sitting at their own spot and it will be invisible voices
Formative
 Hand out the worksheets
10 minutes Assessment:
 Give them 10 minutes worksheet
 Closure – one two eyes on me
 Students will have to clean up their work area before they can
pack up in the hallway.
 Hand in worksheets to me – make sure your name is on it.
 This lesson was very timely. I got all planned activities done.
To improve this lesson, I would prepare how to teach the material in a better way. The
worksheet was a bit difficult for this grade as well, so I would not use it again. When I teach
this lesson again, I would focus on giving more clear instructions, so that students will know
what to do.
I enjoyed being able to do the same experiment twice, as I felt like I was teaching the
material better the second time.

Reflections and
Follow Up