Intern/Resident

Jackie Hammonds
Mentor
Mrs. Thatcher
Liaison
Debra Lee
Subject/Grade Level
5th Grade Science
Projected Length of Lesson 45 minutes
Date
September 30,2014
Specific Instructional Objective Students will explore the properties of magnets and use an
magnet to detect objects made from iron. Students will explore the force of magnetism through a
assortment of materials and measure the force of attraction between magnets. Students will find
ways to identify and see the magnetic force. They will use a scientific way of thinking to
perform investigations and build explanations by observing, communicating, comparing and
organizing.
Rationale Students will understand that magnets stick to only things that are made out of iron,
nickel or cobalt.
Media/Technology Materials https://www.youtube.com/watch?v=ak8Bh9Zka50
Bag of test objects
Magnet (donut shape, ceramic ferrite magnet)
Presorting worksheet
Magnetic Observations form
Objects in the classroom

Students will watch a short video about magnets.

The video will reinforce learning objectives.

Accommodations The concept of magnets will be taught in a variety of ways. video, discussion
and hands on activities will all help insure all students have a clear understanding.
ADD, ADHD- Adapt worksheet so that less material is on each page. Assist student in
starting their work. Communicate with student to ensure that they comprehend what is
being taught. Provide positive reinforcement. Generally emphasize quality of work
rather than quantity.
Dyslexia - Offer to read material to student. Allow student to tape instructions. Use
multi-sensory approach when teaching.
LD - Shorten worksheet. Use concrete methods. Allow more time for experiment.
Allow student to use technology. Pre-teach difficult vocabulary. Ask probing questions
to ensure learning and promote communication.
Visually Handicapped - adapt materials to an appropriate format. Use worksheets with
black lines. Prepare classroom environment.
LEARNING ACTIVITIES
Introductory Activity Students will be asked to think about what they already know about
magnets, how they are used and how they have personally used them. When they finish we will
discuss their answers together as a class. Then I will show them the paper clip in a jar and how
magnets can defy gravity. After that we will watch the short video about magnets. Then we will
read the fable Magnus gets stuck.

Procedures for the Lesson

Information Giving
Magnets are everywhere. A lot of times we even forget that they exist. We use magnets
in compasses, speakers, electric motors, on the refrigerator, screwdrivers are magnetized to hold
screws in place.
Every magnet has a north pole and a south pole. A magnet's force is strongest at it's ends
or poles.
Magnets stick to metals that contain iron, iron alloy (steel), nickel or cobalt. Nickel and
cobalt are rare in our everyday environment.
Technically magnets don't stick to metals at all, they stick to other magnets. Iron, nickel
and cobalt because of their molecular properties, temporarily become magnets when they come
close to a permanent magnet. this induced magnetism exists only as long as the metal is
influenced by a magnetic field. As soon as the magnet moves some distance from the metal, the
metal ceases to be a magnet. So, when a magnet comes close to a piece of iron, cobalt or nickel,
the metal becomes a magnet and the two magnets stick together.
Magnets have an invisible magnetic field. This magnetic field is a force. A force is a
push or pull. So when something containing iron, nickel or cobalt comes in contact with the
magnets magnetic field, it will push or pull on that object. Which means it will attract or repel.
When two magnets come together, opposite poles attract, like poles repel. It is like how a
positive charge and a negative charge attract but like charges repel.
Students will then sort the bag of test objects and hypothesis whether the objects will
stick or not. Next they will test their hypotheses. Lastly students will use magnets to detect iron
or steel in the classroom.

Modeling/Providing Examples- Show students the bag of test objects. Tell the students,
these bags contain a lot of objects. They might stick to a magnet or they might not. You will
be working in your lab groups to sort the objects into two piles; things that stick and things
that don't. Explain how they will sort objects prior to testing them and guess if the object
will stick or not stick. They must write down their hypothesis on the back page of their
magnet experience sheet. Then the getters may go get a magnet and a magnetic observations
form. Then the groups can start testing their hypothesis and recording their results on the
magnetic observations form. Make sure they understand how fragile the magnets are to be
careful not to drop them. When finished they may put the test objects back into the bags and
begin working on the second part of magnetic observations form. Students should find at
least 5 items that stick and 5 items that do not. When student answer question number 3,
they should use the vocabulary words magnet, attract, repel, and force in complete sentences.

Checking for Understanding - Ask students

Did any of the objects surprised them?
Did they noticed any similarities about the things in the stick
column?
Where there were any metals in the column of things that don't
stick?

Guided Practice - Under the supervision of the teacher, students will sort through the bag of
items and hypothesis whether they will stick to the magnet or not. Then students will test
their hypothesis.
Independent Practice - Students will test objects in the classroom to see if they stick to the
magnet.

Closure/Culminating Procedure - discussion on magnetism

ask students

What is the difference between the items in the first column and
the items in the second column?
There are some rocks that stick to magnets, why do you think it
sticks? They should suggest that the rock contains iron, which it
does. This mineral, called magnetite is very rich in iron.
How could you use a magnet as an iron or steel detector? Students
used a magnet as an iron or steel detector when testing objects in
the classroom.
What made you sure the objects in the classroom that stuck were
made of iron or steel?
Which object in the classroom surprised you?
Were there any objects you thought might be iron or steel, but were
not?
Did you find any steel that was hidden by paint or something else,
how did you know?

During Closure we will discuss everyday uses for magnets.

Students will be asked a question upon exiting the classroom, their "ticket out".

Self evaluation

Where students able to relate to the selected video?

What part of the hands on activities worked well?