Topic: Magnets What are they? Date: November 2, 2015 Length of Lesson: 60 minutes. General Students will: Learning 2-8. Describe the interaction of magnets with other magnets and with common materials Outcomes (P.O.S.) Specific Leaning 1. Identify where magnets are used in the environment and why they are used Outcomes (P.O.S.) Learning Students will Objectives 1. Recognize objects that are magnets. 2. Explain why the magnets are being used Materials Magnets horseshoe, bar and ring magnets Worksheet Master #2 Edmonton public school board Exit Slips Procedure Assessment Methods Introduction (10 1. Begin describing what a vinyl is, and how it is played on a min.) record player 2. Show the record playing and what is happening/how It Formative assessment works for good listeners/reader: 3. Explain to the students that we are beginning a new unit in Answers to questions science focusing on magnets, and magnetism Body of Lesson 1. Show the students many examples of magnets and how they (30 min.) interact with each other a. Horseshoe magnet b. Bar magnet c. Ring magnet 2. Ask students: Formative pre- a. Does anyone know anything about magnets assessment of prior b. Where would you find magnets being used knowledge: c. What are magnets used for? answers to question 3. Explain to the students what we will be doing a. Magnet hunt - Point out magnets that are found in the school b. Explain worksheet that Students will fill out, Formatively assessing describing the magnet, and why it was being used. for understanding: i. See worksheet attached (master #2- Answers to worksheet magnetism -Edmonton public school questions board) answers to questions c. Constantly ask questions for instruction understanding Formatively assessing 4. Ask students before leaving classroom: for understanding of a. What are the hallway expectations? expectations: b. the hall way expectations: answers to questions i. raise your hand when you have a question or an answer ii. Quite in the hallways unless asked to speak iii. Straight line Formatively assessing 5. Begin Magnet hunt always cueing students about hallway for understanding: expectations answers to questions 6. In each room/part of the school ask students: a. Do you see any magnets here? b. What about this one? c. If magnet is found, why is it being used? i. If students are unsure teacher can help explain 7. After magnet hunt recap some of the magnets that were found Closure (10 1. Ask students to brainstorm ideas of where in your house do Formatively assessing min.) you think magnets will be found for understanding: a. Write on smart board ideas of example of magnets Brain storming ideas in the house 2. Send worksheet for students to fill out about 2 magnets in their homes a. Ask students to worksheet to share examples with the class Sponge Activity 1. Exit slips: Formatively assessing a. Im excited about answers to exit slip b. Id like to learn more about c. A question I have is Resources: Alberta Science program of studies Edmonton public school board Magnetism Teacher resources Reflection The magnet hunt worked well the kids were engaged and enjoyed hunting for magnets Setting expectations for the hallway worked well, recapping my expectations before leaving the classroom Wait for stragglers in the hall way before speaking about my next example