Lesson 5: Intro to Magnets
Grade: 3rd
Topic: Intro to Magnets
Lesson # 5 in a series of 6 lessons
Brief Lesson Description: Using the EPE model, students will experiment with and make observations about magnets and their poles.
Essential Question(s):
Why do some magnets stick together?
Why do some magnets repel from each other?
What objects are magnetic?
Learning Outcomes:
Students will investigate how magnets attract and repel.
Students will learn about the poles of magnets.
Students will learn about different magnetic objects v. non-magnetic objects.
NYS Science Standards:
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
Background Information
Materials (for each group):
Prior Student Knowledge:
Possible Preconceptions/Misconceptions:
LESSON PLAN
Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Lesson Description & Probing Questions:
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
Extensions:
Assessment:
Topic: Intro to Magnets
Lesson # 5 in a series of 6 lessons
Brief Lesson Description: Using the EPE model, students will experiment with and make observations about magnets and their poles.
Essential Question(s):
Why do some magnets stick together?
Why do some magnets repel from each other?
What objects are magnetic?
Learning Outcomes:
Students will investigate how magnets attract and repel.
Students will learn about the poles of magnets.
Students will learn about different magnetic objects v. non-magnetic objects.
NYS Science Standards:
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
- S1.1a Observe and discuss objects and events and record observations
- S1.1b Articulate appropriate questions based on observations
Background Information
Materials (for each group):
- 1 Ruler
- Masking Tape
- 2 feet of string
- Ping pong ball
- Straw
- Worksheet
Prior Student Knowledge:
- Magnets stick together
- Some objects are magnetic, some are not
Possible Preconceptions/Misconceptions:
- All magnets stick together
- All metal objects are magnetic
LESSON PLAN
Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
- As a class, we will discuss our prior knowledge about Magnets.
- What is a magnet?
- How do they work?
- Do all magnets stick together?
- What types of objects are magnetic?
- Record student answers on the board (In a KWL chart) to look at again at the end of the lesson.
- Hold two bar magnets so the class can see. Ask them what they believe will happen when I put the magnets closer to each other. Have the students write a sentence based on their prediction, in their science journal. Bring the magnets closer and have the class observe. Turn one magnet around, so the other pole is now on the inside, and again have the class predict in their journal.
- Have students draw pictures of magnets with their poles, in their journals.
- Next, the teacher will ask the class to get in groups of 2 to 3 students (these groups may be formed by the teacher based on ability/behavior if needed).
Lesson Description & Probing Questions:
- Each group will receive 4 objects which they will experiment with using their magnet. The group will record their observations in their EPE model in their science journal.
- Each group will receive a bar magnet to use to experiment.
- Group 1:
- Pencil, metal washer, penny, wire
- Group 2:
- Pen, ruler, paperclip, screw
- Group 3:
- Eraser, small ring magnet, scissors, sponge
- Group 4:
- Bottle cap, spoon, staples, plastic toy
- Group 5:
- Dice, key, bolt, paper
- Group 1:
EXPLAIN: Concepts Explained and Vocabulary Defined:
- As a class, discuss the experiences and patterns found during the activity. Record all objects used from each group, and if they are magnetic or not, on the board or using projector.
- What type of objects were magnetic?
- What types of objects were not magnetic?
- How come some metal objects were not magnetic?
- What patterns did you find?
- Did you notice anything new or surprising when experimenting?
- Now, ask the class to share their predictions on explanations for the experiences and patterns found.
- Now go over vocabulary as a class
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
- Attract - a force that draws one object to another object
- Repel - a force that pushes one object away from another object
- Have students go back to their pictures that they drew at the beginning of the lesson, and label or change based on vocabulary learned.
Extensions:
- Look back at the prior knowledge (K & W) from your students, and compare what they learned (L).
- Like the previous lessons, have students write a brief paragraph from the point of view of a magnet.
Assessment:
- Observations of questions and thoughts throughout the lesson
- Collection of journals with a checklist to determine understanding of lesson and concepts
Checklist for Journals:
- Student participated in journal entries for the lesson
- Student created an EPE model and contributed to all three sections
- Student recorded experiences based on their experimentation
- Student recorded logical patterns based on their experimentation
- Student recorded explanations and vocabulary based on class discussion
- Student created a passage showing their understanding of the lesson and vocabulary