Kacee Sommerfeldt

Grade 8

Lesson Plan
Class:

Science

Date:

Unit:
Topic:

Magnets and electromagnets

Making a magnet cont.

19 September, 2016,
Monday

Outcomes: Upon this lesson students will be able to

1. Analyze data obtained from making a magnet experiment
2. Magnetic forces act through non-magnetic materials but not through magnetic materials

Outcome
:

Making a magnet continued.

Materials:

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

8J PP
Magnets
Paperclips
J3a handout
Steel bar

Resources:
https://www.youtube.com/watch?
v=079ROtsEf2k

Objective: By the end of this lesson you should be able to make a

magnet out of magnetic material.
9

9:05

9:45

Write agenda top corner of board: finish experiment/graph/answer

questions. Mark homework. Brain break. Bill nye movie. Magnetic forces
through objects.

Start of class question: how can you make a magnet stronger? Eg.
Making it bigger, stacking magnets in same direction together, stroking
with magnets, hitting it with a hammer to realign domainselectricity.
Why? Domains are pulling in same direction.

Have notebooks out with experiment from Friday. Give 10 min. to finish
up, if dont finish in that time just use data you have. Show how to
calculate average: add up all 1 stroke row and divide by how many
columns.

Show how to set up graph: use graph paper, glue in notebook. Label axis,
title, and pay attention to scale; want to use up the space on paper.
Demonstrate on white board what it should look like.

Create your graph.

Answer questions under considering the evidence and evaluating.

Do you think this was the best way to test strength of magnet you made?
Can you think of other ways for testing the strength of the magnet? Would it
be more accurate?

9:50

Go over homework: switch work with your partner from last class, grade

Accommodation
/Modification
Ask how weekend was
before class as students
walk in.
Seating. Have Sophia and
Maria work in back corner.
Veronica, Filipo, and Mary
work in back outside end.
Peter and Filipo front on
wall side. Carlo and Stefan
front door side.
If classroom management
is an issue: introduce 3
strike rule. If get three
strikes, have detention.

If do not have hmwk or is

incomplete, keep track on
attendance page.

Rules for watching: quite,

take notes.

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Kacee Sommerfeldt
Grade 8
with a different colour marker if it is right or wrong with a check mark if it is
right, x if it is wrong. Then hand it in.

That a freely moving magnet comes to rest pointing in a northsouth

direction

Elicit pupils ideas about the Earths magnetic eld. Draw on their
experience of a compass for direction nding. Elicit the idea that the Earth
acts like a magnet. Explain that the polarities of the Earths magnetic poles
are reversed relative to the geographic poles, as a consequence of the
opposite poles attract rule.

Brain break, get a drink, bathroom, stand up, and turn around.

Have them write title in notebook: put on whiteboard.

10:22 min Watch Bill Nye Magnetism video no 83

10:05
10:08

https://www.youtube.com/watch?v=079ROtsEf2k

What does a magnetic field look like?

What are magnets made up of?

What ends are on a magnets and what do they do?

Why is the earth like a magnet? Core made of iron and ore. Lined up
domains make it magnetic (domain theory of magnetism), moving
electrons. Compasses.

5:49: question, why does piece float above other? Pause and discuss.
What happens if you turn the one piece over? They stick together.

Pause video and vote for magnetic or not questions by raising hand.

Activity: That magnetic forces act through non-magnetic materials but not
through magnetic materials
Ask pupils to recall whether magnetism will act through any materials,
using evidence they have from everyday life, eg fridge magnets, games
such as magnetic football.
Ask pupils to devise a test to see which materials allow magnetism to act
through them, eg when a thread is attached to paper clip and taped to a
bench, the paper clip will hover below a magnet and fall when a sheet of
magnetic material is inserted between it and the magnet. Ask pupils to
suggest what the materials have in common to prevent the magnet
working. Draw or explain how it would work. Explain it to your elbow buddy.
Call out.
describe how they found out that magnetic materials block the action of
magnetic elds

Time permitting

Introduce electromagnets PP

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

PRACTICAL: use power packs, insulated wires and boards to plot field
around single wire and solenoid with Fe filings/plotting compass

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Kacee Sommerfeldt
Grade 8

10:40
End 5 min.
early to
change for
PE

Discuss ways of increasing the strength of an electro magnet

Conclusion: Get back into poster making groups, talk among group what you
learned. Call on one person from each group. Add to your posters.
Homework: Read 8J.4 page 116 #1-13

Self-Evaluation / Reflection:
A sub taught this lesson. Did experiment longer, hard to get good data in upward trend. Also did graph and
discussions/questions. Many of them did not do all their homework. I need to be better at following up, write
specifically on white board or put up a mini white board where they can see dates of what is due and what is
coming up. It is on managebac on line, but having a more consistent reminder of something they see in class may
be helpful as well. On sub plan I need to explain in detail where the equipment is, magnets, paperclips, steel bars:
all in science cupboard in grade 7 class room. Key is in the lock. I got back to school earlier than I thought I would,
which is good. I was able to listen in to how the other teacher teaches science 8, how she gets their attention and
explains things simply. I am learning a lot of things I can do to become better, noticing things I need to improve in
all aspects of teaching this age group. Collected in homework. MYP more important to focus on experiment.

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