Class: Science Date: December 6th

(+ another class depending on field trip)

Title: Magnets: Experiment

Objective of Lesson (in own words):

Students will continue their exploration of magnetism. Students will explore (in groups) various centres
around the classroom that address the characteristics of magnetism, including the limitations. Students
will make predictions about magnets and their properties in relation to other materials. Students will pose
questions that spark curiosity about magnetism.

Learner Outcomes (Program of Studies) Plan for Differentiation / Inclusion

General Learner Expectations  Multiple entry points: verbal
Students will: explanation, visual demonstration,
2-8 Describe the interaction of magnets with other hands-on learning, multiple
magnets and with common materials. strategies
Specific Learner Expectations  Have teachers sitting next to high
Students will: flyers and separate students who
1. Identify where magnets are used in the should not be sitting next to each
environment and why they are used. other
2. Distinguish materials that are attracted by a  Different expectations for each
magnet from those that are not. student when reviewing completed
3. Recognize that magnets attract materials with sketchbook work
iron or steel in them; and given a variety of  Quiet room for students who need
metallic and nonmetallic objects, predict those to be away from the noisy
that will be attracted by a magnet. classroom
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.
5. Design and produce a device that uses a magnet.
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.
7. Compare and measure the strength of magnets.

1. Academic Success
2. Personal Development
3. Citizenship

Prerequisite Knowledge, Skills, Strategies and Preliminary Matters (Announcements,

Attitudes etc.)

 Listening skills  Have smartboard set up and ready

 Curious and inquisitive minds to go
 A desire to learn  Have centre materials organized
into different tubs
  Have centres set up on both sides
of class
 List of student groups
 Have notebook display of
sketchbook

Time What the teacher What the Resources Assessment

does. student does.

Introduction 10- - Continue the - Sitting on - Laptop - Anecdotal notes

15 next 10 min of carpet - Smartboard (taken by other
(Link to previous mins Bill Nye video listening. - Sketchbook set teacher who’s not
learning,
introduction of new
- Split class in half - High flyer up example instructing); notes
concepts) (Tipper/ Olson) students sit by include which
half join Miss teachers students
McKay, half with RIGHT contribute to
Miss Mercer AWAY. discussion
- Present the - Participate properly,
question for the in class cooperation, and
first centre discussion listening skills.
- Class hypothesis
- Show how
sketchbook should
be set up
- Set expectations
(COMPUTERS,
no playing, follow
outlines for
centers)
- Divide students
into pairs and send
to specific side of
the classroom
 Activity 40- - Circulate - Students - North and South - Anecdotal notes
Sequence 45 classroom will go to the magnets taken by teacher
mins - Ask students table they are - Whiteboard circulating the
Centres questions that told to begin markers classroom; noting
encourage them to centres at. - Magnets for cooperation,
May involve inquire and be - Students strength test participation,
Presentation, curious will first set - Paper for strength other notable
Explanation, Guided
Practice, - Take anecdotal up their test behaviours.
Independent notes sketchbook (SKETCHBOOK) - Review of their
Practice
- Ensure students before being - Sketchbooks work completed in
OR
are doing their given the - Pencils sketchbooks.
work and not centre - Erasers
Approaching, simply playing materials
Encountering, with the magnets - Students
Noticing will follow
Internalizing
Applying, the centre
Refining instructions
Personalizing,
Transforming,
Assessing

Centers

Magnet Races → why do they repel each other?

How many pages can your magnets hold together? → Testing strength

Adapted from Alberta Education, Canada, 2008