Magnet Lesson Plan

Learning Cycle Lesson Planning Form
Grade Level:
Science Standards (Benchmarks/NSES/GLES) to be
Addressed:
5th Grade
Science concept(s): Where do we see magnets in our world? What is the magnetic field? What
is attracted to magnets?
Magnetism- what is it? Why does it occur? Magnets- what are they? What do they do?
Magnet, Magnetism, Magnetic field, electron, atoms, molecules, particles, gravity,
Idea(s) about the nature of science: Why are magnets important? Where can we find them? What
do they do? Why do we have them?
Students will be able to identify the meaning of magnetism. They will use magnets and decide
what they are and why they do what they do. They will explain the importance of magnetism and
where we can find this type of science in our world. They will work with magnets in groups to
answer these questions.
Students need to learn about magnetism to fully understand their importance. They need to
understand the meaning and characteristics of magnets and how they work to understand their
importance on Earth and in science.
Teachers need to know where magnets are found in nature, why they are important, and what
their role in science is. They must know the larger scale of magnetism on Earth, and its
importance for each of us.
Many students may think magnets are just cool objects you stick on your refrigerator, or how
certain ends stick or repel each other. They may think of a horseshoe magnet as a visual aid.
Science Topic/Content Area:

1. What concepts/big ideas
did you intend students to
learn?
2. What did you expect

students to understand
about this concept and be
able to do as a result?
3. Why is it important for
students to learn this
concept? (Rationale)
4. Provide an overview/
explain what teachers should
know about this topic. What
misconceptions do students
typically have about this
concept? (Lesson
Background Info)
5. What specific activities
might be useful for helping
students develop an
understanding of the
concept in each phase of the
Learning Cycle?
Engage: Look at magnets. Go over and review the meaning of electron, atoms, molecules,
particles, and gravity from previous lessons. (take mini quiz) What do each of these terms mean?
Do you think these have an impact on magnets? Explain (discuss in groups/pairs)
Where have you seen or experienced magnets in your daily life?
Draw a picture of where you think you see magnets.
Exploration: Looking at magnets at table groups with different materials (2 magnets, a pencil,
eraser, paperclip, staples, stick, zipper, and button.) Write down 5 things as a group that you
notice working with the magnets. What do you see? What are you noticing? What is happening?
What are you doing with the magnets and random objects?
(option) Draw what is happening.
Use only iron based items (metal) how far does the magnet need to be placed to pull the object?
Why is this happening? (make a prediction) on your card (one for each student)
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)
Explanation: http://www.youtube.com/watch?v=hFAOXdXZ5TM Watch video and discuss. Where

might we find magnets in our environments? Where do you see them? Where do you not see
them? How do we know they are there? What do they do? How does this connect with our
definitions of electrons, atoms, particles, molecules, and gravity?
Extension: Tonight: go home and write down at least 5 more examples of where you might find
magnets. These need to be different than the ones we discussed in class, and also ones you did
not know of! We will discuss these examples tomorrow and follow up with our understanding of
magnetism
6. In what ways would you
assess students
understanding or confusion
about this concept?
Formative Assessment: Exit slip: What do you think magnet/magnetism means? Explain in your
own words.
7. What materials/
equipment are needed to
teach the lesson?
8. References (Please list all
resources consulted in
developing this form)
2 magnets for each table of students. They will also need 1 pencil, eraser, paperclip, staple,
stick, zipper, and button at each table group. Access to the YouTube video on magnets. 2 cards
for each student. Pencil and/or colored pencils. 1 mini quiz for each student
http://www.youtube.com/watch?v=hFAOXdXZ5TM
http://en.wikipedia.org/wiki/Magnet
Summative Evaluation: Answer 5 question quiz relating to previous terms (electron, atom,
molecule, particle, gravity)
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

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Learning Cycle Lesson Planning Form

Science Topic/Content Area:

2. What did you expect

Explanation: http://www.youtube.com/watch?v=hFAOXdXZ5TM Watch video and discuss. Where

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