3. I'm Just Not That Attracted To You

20 teachers like this lesson
Print Lesson

Objective

Determine the cause and effect relationship of magnetic interactions by determining the magnetic poles and magnetic field.

Big Idea

The pushing and pulling of a magnet is caused by magnetic force.

Introduction

1 minutes

Warm up

5 minutes

In Science, I sometimes like to start with a challenge, and then have the students figure out the science behind it. That was the case with this lesson where they had to place magnets on a pencil in a way that the magnets were not touching each other only the pencil. I purposely gave them the three  magnets together. It was up to them to figure it out.

Guided practice

15 minutes

For this lesson I created a PowerPoint, Magnets attract and repel to help guide the lesson as well as enabled me to touch upon different learning styles. The students love the format because it helps them stay focused and engaged in the lesson.  

Explore

20 minutes

The NGSS wants students to develop an understanding of the cause and effect relationships of magnetic interactions. I created a Magnet Focus Page in order to give my students the opportunity to think and reflect on what was happening. Here is a video when a students observes that turning them helps them repel, Magnets Attract and Repel. I also included the opportunity for  a Round Table Discussion on attracting and repelling at the lesson midpoint as an exit ticket, to ensure that they were truly understanding the concepts before we moved on to exploring the,magnetic fields.

Class Discussion/Wrap Up

15 minutes

Reflecting on what we learned becomes easier with the use of a modified  Round Table Discussions Magnetic Fields & Poles. I created this one so that I could gauge if my students understood the concept. The first time I tried it in my class I didn't collect the pages and I noticed that some students didn't give it their best, but now I collect them and I find that it helped my students become more responsible for their work. I always use the same procedure, 1 page, 1 pencil, 1 question, 2 minutes per students in the group. Students also generated even more questions, for example, "Are the poles on a magnet named after the North Pole and South Pole on earth?" Which was a great question to lead us to the next lesson. I answered, "no, however the earth is a giant magnet and we are going to learn more about that in the next lesson." which brought about a round of moans and groans because they wanted to explore that now!