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Subject: Science of Magnets |
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1. Topic-
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| Introductory lesson on what objects have magnets and which objects
are magnetic |
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2. Content-
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| magnets, magnetic. Objects that are magnetic are made of iron, steel,
nickel and cobalt. Objects that have motors in them or move electricity
contain magnets such as computers, lawn mowers, radios, DVD players,
etc. |
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3. Objectives-
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1. Students will be able to locate pictures in groups that show objects
that have magnets in them and that are magnetic.
2. Students will be able to present objects in a t-chart as a poster.
3. Students will be able to work in partnerships, to contribute relevant
information about the topic. |
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4. Materials and Aids-
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| magazines, glue, scissors, construction paper, Edmonton Public brown
science books. |
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5. Procedures/Methods-
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A. Introduction-
1. "We are going to make a poster using magazines to show what has
magnets in them and what things are attracted to magnets. Today our
goal is: I can show what has magnets in them. We will work on what
is attracted to magnets next day"
Start at the carpet and have a discussion on how we know that something
is magnetic, how we know that something is attracted to a magnet.
What are magnetic objects made out of?
2. Brain storm what we know has magnets in them.
3. |
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B. Development-
1. Model dividing our poster into a t-chart and putting our pictures
on one side of the poster.
2. Show how I would cut out pictures and then glue them down.
3. Model working with my partner. |
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C. Practice-
1. Have students get into pairs and hand out magazines for students
to start looking through and cutting pictures out.
2. tell students to glue pictures down as they go, so that pictures
don't get lost and aren't all over the place. |
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Checking for understanding-
| While students get started, I will walk around and ask students
why they are choosing certain pictures. I will help guide and explain
students who may have misconceptions or be off track. |
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Closure-
1. Have some students share what they found and put on their poster.
2. Explain that next day we will add objects that are attracted to
magnets to our posters. |
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6. Evaluation-
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1. Anecdotal notes about the conversations that I have with individual
students about why they chose certain objects.
2. Observation of what students put on their posters and what they
share during our class discussions. Do the majority of the objects
that students put on their poster have magnets? Are students able
to discern between objects that are magnetic and have magnets in them?
Do students communicate that they understand that everyday objects
need magnets to help them run? |
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