Component One: Organizational Information

Leah McIntyre
Teacher Name(s) - TA
Grade Level(s) Grade 5
Hillary
Hironaka
Unit(s) / Topic(s) / Electricity and
Subject Area(s) Science
Strand (s) Magnetism
Start/Stop Times + Lesson 2 lessons total Position of Lesson within
Lesson 11&12 of 15
Duration 2 hours Sequence:
Overarching Question(s)
1. How are electricity and magnetism related?

Component Two: Description and Rationale (Professional Audience)

DESCRIPTION
As an extension of the introduction to magnetism and its relationship to electricity,
this lesson will help students observe, first hand, their relationship. This lesson
involves a large investigation component, where the teacher will demonstrate the
experiment, then allow students to begin their own.

SEQUENCE
1. Review Electricity and Magnetism
Description 1. Handout 1 - Venn Diagram
: 2. Venn Diagram
b. Investigating Magnetism Activity
1. Safety
2. Handout 2 - Investigating Magnetism
1. Predictions and Hypothesis
2. Hand out materials
3. Experimentation time
4. Observations and Reflection
b. Record Observations 
i. Input data into Google spreadsheet
ii. Discuss Findings as a class

Now that we’ve determined what electricity is, and how it flows. We need to know
what other things can cause electrons to flow, specifically magnetism. The
relationship between magnetism and electricity is especially important as most electric
Rationale: devices use a combination of both, in order to increase electron flow.

Later we will discuss how motors use magnetism and electrical current in order to turn
the flow of electricity into motion.
Component Three: Learner Outcomes

Skills
5-1 Design and carry out an investigation, using procedures that provide a fair
test of the question being investigated.

5-2 Recognize the importance of accuracy in observation and measurement; and,

with guidance, apply suitable methods to record, compile, interpret and evaluate
observations and measurements.

General Learner 5-3 Design and carry out an investigation of a practical problem, and develop a
Outcomes(s) (GLOs) possible solution.
(or equivalent)

Attitudes
5-4 Demonstrate positive attitudes for the study of science and for the
application of science in
responsible ways.

Understandings
5-5 Demonstrate safe methods for the study of magnetism and electricity,
identify methods for measurement and control, and apply techniques for
evaluating magnetic and electrical properties of materials.

SLO 2 - Describe and demonstrate example activities that show that

electricity and magnetism are related:
 Demonstrate that electricity can be used to create magnetism.
 Demonstrate that a moving magnet can be used to generate
electricity.

Specific Learner SLO 3 - Demonstrate and interpret evidence of magnetic fields around
Outcome(s) (SLOs) magnets and around current-carrying wires, by use of iron filings or by
(or equivalent)
use of one or more compasses.

SLO 4 - Demonstrate that a continuous loop of conductive material is

needed for an uninterrupted flow of current in a circuit. 

SLO 5 - Distinguish electrical conductors – materials that allow electricity

to flow through them – from insulators – materials that do not allow
electricity to flow through them.

Component Four: Learning Objective(s) and Assessment Evidence

 Learning
SWBAT Explain the relationship between electricity and magnetism
Objective(s)
SWBAT Predict the effect of coiling a wire in a circuit, around a nail

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

Alberta Science Program of Study
https://education.alberta.ca/media/159711
/elemsci.pdf
Grade Five Science: Aligned to the
Alberta Curriculum
Authors: Tracy Bellaire, Kyystal Lapierre,
Diane Schlichting, and Andrew Gilchrist
Publication: On the Mark Press, Belleville
ON Canada, 2018
Electricity and Magnetism: Grade 5
Edmonton Public Schools, 1996
https://library.ulethbridge.ca/ld.php?
content_id=33963496
Handouts
 Handout 1 - Venn Diagram
 Handout 2 - Investigating Magnetism
Presentation
 Electricity and Magnetism (slide 6 only)
Spreadsheet
 Experimentation Results Spreadsheet
Manipulatives
 1 battery, 4 nails, 4 wires (cut to size), electrical
tape
Video
 https://www.youtube.com/watch?
v=imuPGY_cS8I&feature=emb_logo

Teacher Tasks

Photocopying 
 Handout 1 (21 copies)
 Handout 2 (21 copies)
Materials
 Prepare bags of materials for students
o paperclips
o battery
o 4 nails
o 4 wires of different lengths
 Cut 10 wires at 50” length
 Cut 10 wires at 40” length
 Cut 10 wires at 20” length
 Cut 10 wires at 10” length

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotme
nt
Attention Intro:
Grabber  Teacher Cue: “Mambo?”
o Class: “Poa!”

Descripti
on and The intro is a fun greeting, in Swahili, that I’ve taught to the class. This is
Rationale how we begin every Science lesson. I’ve kept the attention grabber short
and sweet because I want to have plenty of time to experiment!

Time
Activities Allotme
nt
Learning Intro:
Activity  Teacher Cue: “As promised, today we are going to create a magnet,
#1 using only electricity!”
 Question: Do any of you remember when we started talking about
Review of magnetism and electricity?
Magnetism  Question: What do we remember talking about?

Body:
 Hand out “Venn Diagram” Worksheet
 Open up Venn Diagram from previous Class
 Fill in Diagram together, at we talk about it

Conclusion:
 While there may not be any, have a little wait time for questions,
during and after

Learning 1. Predictions and Hypothesis

Activity 2. Hand out materials
#2 3. Experimentation time
4. Observations and Reflection
Investigating Intro:
Magnetism  Explain the activity to the students
Activity
 Show the students my sample coiled nails 
o They can use these for reference, as they make their own
 Demonstrate the magnetism effects of one of the sample nails
(preferably the one coiled 40 times)
o Question: What do we notice?
o Question: If a coiled wire with flowing electricity can create
a magnetic field, what would happen if we coiled it more or
less?
Body:
 Teacher Cue: “Before we start experimenting, we are going to need
to create some predictions and a hypothesis!”
o Hand out “Investigating Magnetism” Worksheet
o Let them begin working on the first page
 As students finish, they must bring their predictions to me, before
they can get into partners and begin experimenting.
 Experimentation time:
o walk around to observe, assess, and assist
o (Since the coiling and testing may take considerable time,
 you may need to have students set their materials aside
until the next science class.)
Conclusion:
 Walk around to ensure all students have filled out their tables and
instruct them to complete the “Think about it” questions on handout
2

Transition:
 Clean up materials
Learning Intro:
Activity  Pull up spreadsheet
#3 Body:
 Ask students for each of their data results, in order to fill in the
Observations chart.
o As you fill in the chart, the graph will start to reflect the
data. Explain what the graph is showing and how each of
the bars are corresponding with the inputted data.
Conclusion:
 Discuss the observations
o Question: What trend are we starting to notice?
o Question: Was our predictions and hypothesis right?
o Question: Why do we think we have some degree of error?
What might be causing our results to be so different?

Closure/Cliffhanger Time
Allotme
nt
Closing  After the data entry and wrap up, show the following video:
Video o It draws a concept connection between magnetism and
motors
o https://www.youtube.com/watch?
v=imuPGY_cS8I&feature=emb_logo