Kacee Sommerfeldt

Grade 8

Lesson Plan
Class:

Science

Date:

Unit:
Topic:

Magnets and electromagnets

Magnets review

23 September, 2016,
Friday

Outcomes: Upon this lesson students will be able to

1. Earth is like a giant magnet
2. Magnetic forces act through non-magnetic materials but not through magnetic materials

Outcome
:

Magnets

Materials:
Projector
Investigation Magnets
handout
Bill Nye handout

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

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

Objective: By the end of this lesson you should be able to tell me why
the Earth is like a giant magnet.
2:30
2:35

Write agenda top corner of board: Return homework/ Bill Nye movie /
investigation practice. Title Reviewing Magnetism

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 domains
electricity. Why? Domains are pulling in same direction.

2:40

Return homework as they think about start of class question: State how
important it is to finish all questions, if need help, ask. Go over #7 with
class on 8J.3 since not everyone completed this one. Read question and
discuss what some people found.
Glue in notebook handout: it is pre-cut, no cutting necessary.

Explain how they need to answer the questions as we watch the movie.
Q: What should we be doing as we watch?
Expectations: quite, answer questions, and pay attention.

10:22 min Watch Bill Nye Magnetism video no 83 https://www.youtu

be.com/watch?v=079ROtsEf2k

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

As watch, pay attention and fill out answers on handout as they are

Accommodation
/Modification
Seating plan
My P Fz M
Fc Sa C S V
If classroom management
is an issue: introduce 3
strike rule. If get three
strikes, have detention.
Class or individual.
If do not have hmwk or is
incomplete, keep track on
attendance page.
S hmwk needs
to be in full
today!
Rules for watching: quite,
take notes.
If not, pause and ask
formative question with call
out, or reminder of rules for
watching.

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Kacee Sommerfeldt
Grade 8
answered. Pause video when he asks questions, gives time for students
to understand. Have student repeat what question was asked. (English is
second language so check for understanding)

Go through answers together.

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

direction
Q: If there is a freely moving magnet, what way will it point when it stops?

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.

Draw picture of earth on board: Have students draw picture on individual

white board what they think the invisible magnet inside the earth looks
like. Hold it up so I can see. Then have them draw the magnetic field lines
around the earth. Hold up. This will be individual formative assessment to
gage how well students are understanding magnets. (it lets students try
out)

n magnet inside earth is down, causing magnetic field lines to go upwards

so that compass points towards what we know as north.

Investigation into magnetism: most students have used this format last year
and are familiar with it. Still go over it so they all know.
Hand out, glue in (precut). Go over investigation with previous experiment.
Make question together. What were we trying to find out in our last
experiment with making magnets out of magnetic material? (have them
open to last experiment intructions for help) Eg. did the number of strokes
make a piece of magnetic material a stronger magnet?
What is a prediction?
Variables: independent, one that you change. Dependent, one that is
affected from the independent. Controlled: does not change in experiment.
Apparatus: equipment used.
Method: step by step directions so anyone could perform experiment.
Safety issues
Give as homework to complete for the making a magnet experiment they
did last week. This is in preparation for their summative assessment they
will be doing on electromagnets.

Extra 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

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Kacee Sommerfeldt
Grade 8
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

Conclusion: Get back into poster making groups, talk among group what you
learned. Add to your posters, bring posters down to tables.

Homework: Investigation into magnetism practice.

Self-Evaluation / Reflection:
This was an interesting lesson because half the class was gone today. It worked out well that it was mainly review.
To start there were only 2 students because the other 3 were talking with another teacher. Then they came in and
half way through the class one had to leave early, so we were down to 4 students.
Things I did well: I was able to revise things well, multitask by having the two students review and then explain
what we went over to the other students when they got there. For asking the magnetic or not questions I had them
show by using their thumbs up or down so I did not have to stop the video. Stopping the video helped them have
time to write down answers to questions. I had a good activity about earth and magnetic fields. It really got students
thinking about what they knew about magnets and needing to apply it in a way that made sense. I use call outs. I
could see C is really getting it, S needs more help for those who were there on the two levels.
Things I need to work on: keep working on explanations and clarity, make sure I have all of their attention. I can
also work on closure, I was better at stating objective, but to wrap it up at the end to clarify if it was met. In the
formative assessments throughout they showed their learning, and I did exit slip at end. I feel I assessed them
appropriately for the outcome, but to end the lesson with more closure would have been a good idea.

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