Lesson Plan : Magnetism

Teacher
Name:
Mr. P. Ashok

Grade: Grade 7-8

Subject: Science

Topic: Magnetism
History of magnets Properties of magnets Methods of making
Content:
artificial magnets Handling magnets Uses of magnets
Appreciates the history behind the discovery of magnetism
Recognizes the magnetic and non-magnetic materials Identifies the
Goals:
laws of magnets Magnetization Demagnetization Day-to-day
applications of magnets
Students will know and be able to: 1. Observe and describe
properties of materials 2. Objects and/ or materials can be sorted
or classified according to their properties 3. work cooperatively
Objectives:
and collaboratively with peers, friends and others 4. gather
information and communicate with others with support from
teachers or student partners
1. PowerPoint presentations 2. KWL worksheet 3. Magnet maze
worksheet 4. Word chop worksheet 5. Word search worksheet 6.
Materials:
Hands-on activity using resources in the form of (a) magnets of
various shapes (b) magnets of different pole strengths etc.
The Magnets in My House Students are given a list of items in a
typical home. They are advised to take a look at them and decide
Introduction: if they have magnets in them. Put a check next to the materials
that have magnets. In the last two boxes name to other items in
your house that have magnets.
Example of Creative Demonstrations Magnets and Magnetic Fields
Concepts: Around every magnet there is a magnetic field that can
attract or repel objects having magnetic properties. Each magnet
has two poles, north and south. Like magnets repel. Unlike
magnetic poles attract. Materials: Two round, rod-like magnets
Two bar magnets String A stand to support a suspended magnet
Procedure: 1. Place the two round, rod-like magnets on a table.
Bring one close to the other (lengthwise). The magnets will either
attract or repel. Flip one magnet so the poles are opposite. Bring
one magnet close to the other again. Ask: What did you observe?
Development:
Who can explain why it happened? Can something be repelled if
they can�t touch? 2. Take a bar magnet. Tie it to a string and
suspend it. Bring another magnet close to it. Flip the magnet you
are holding so that the poles are opposite. Bring it close again.
Ask: What did you observe? Why did it happen? If you think they
are magnets, how would you prove it? How would you determine
the strength of a group of magnets? What evidence is there that
both ends are not the same? Illustration of a Pictorial Riddle: A
pictorial riddle represents scientific information on poster board,
blackboard or transparency. Students can create their own. For
 instance, observe this picture. What are all the things you could
ask about it? (figure available in print form) Which direction is the
house facing? What time of year or day might it be? What angle
does the sun�s rays hit? The construction of pictorial riddles by
children can be used as a creative activity which will motivate
others to want to create similar riddles.
Objectives/Goals Students will use a bar magnet to find the
direction of the Earth�s magnetic north pole. Materials A bar
magnet, thread, several heavy books, tape, ruler and chart paper,
globe, map Key Vocabulary pole, balanced, force Review the
knowledge of magnetism gained through the lesson by asking open-
ended questions. Ask students if they know where the North Pole
is. Allow students time to look at a map or globe to find their
answers. Tell students there is also a magnetic north pole, and ask
for predictions of what that might mean. Write their predictions on
a piece of chart paper. Tell students they will find the magnetic
north pole by the end of this lesson. Have students mark the north
pole of the magnet using prior information given in the lesson.
Finding the middle of the magnet, have students wind a 7"-8" piece
Practice: of thread around the magnet and tie into a knot. When the
children hold the other end of the thread, the magnet should be
balanced and parallel to the ground. Take the free end of the
thread and tape it to the end of the ruler. Place five books on the
edge of a counter, sliding the ruler between the top two books.
The magnet will be hanging down and able to move about. Once
the magnet comes to rest, where does the north pole of the
magnet point? Move the magnet again to find if it settles in the
same spot. Move about the room as well as outside. Does the pole
continually point in the same direction. Allow ample time for
students to experiment then gather in a group. What did the
student�s experiments find? Were their results consistent?
Evaluation/Assessment Students record their findings, teacher
evaluates student�s fndings.
Checking For Through Assignment Through homework Through project Through
Understanding: discussion
Their creation must reflect knowledge attained from Lessons of
the chapter. Students should be given plenty of time and materials
Closure: to create an invention. Partner or group work is acceptable as long
as all children have participated equally. This process may take
one to three sessions of science.
Formative evaluation for every session Summative evaluation at
Evaluation:
the end of the chapter