Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
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Lesson Planning Document
1.
General Information
Teacher: Shannon Cain
of Students: 30
Mentor: Mr. Cargile
Electromagnetism
Date: 2/10/2015
2.
3.

Subject: Science
Grade: 8

Number
Unit Title:

Time Allowed: 50 min

Topic- Magnets and Magnetism

Subjects Integrated- 8th grade science, physics

4.

Readiness and Background Knowledge

The students have read about magnets and learned the vocabulary
associated with magnets (magnet, magnetic pole, magnetic force,
magnetic domain, permanent and temporary magnets,
electromagnetism, solenoid, electromagnet, electric motor). They have
completed a worksheet to reinforce these concepts. They have also seen
a demonstration that showed these three key concepts:
-The movement of electrons is electric current.
-Wherever there is an electric current there is a magnetic field.
-Moving a wire through a magnetic field makes electrons move, and
this causes electric current.
5.

6.

Goals
GLE 0807.9.2 Explain that all matter has properties that are
determined by the structure and arrangement of its atoms.
GLE 0807.12.1 Compare and contrast the earths magnetic field to
that of a magnet and an electromagnet.
SPI 0807.12.3 Distinguish among the Earths magnetic field, a
magnet, and the fields that surround a magnet and an
electromagnet.
Objectives

Student learning objectives:

By the end of this lesson the learners will be able to explain a
magnetic field.
By the end of this lesson the learners will be able to demonstrate
magnetizing and demagnetizing an iron nail.
Teacher learning objectives
I will work on lesson pacing and questioning.
Assessment (statement of how you will assess your objective for
the lesson)
I will informally assess the students through questioning. The
students will also complete an exit ticket about their activity.
7.

8.

Resources and Materials

-textbook
-science binder
-overhead projector
-magnets
-iron fillings
-nails
-copper
-aluminum
Instructional Model, Procedures, and Strategies
-Copy homework page: 5 minutes
-Demonstration and discussion of magnetic field: 10 minutes
-Activity: 15-20 minutes
-Exit ticket: 5-10 minutes
-Go over yesterdays homework: 5-10 minutes

a.)

Attention Signal
The students enter the classroom and start copying down their
homework page from the projector. They are great about starting class on
time.
b.)

Opening and Advanced Organizer

I will open with a demonstration of a magnetic field to hook the
students and begin our discussion.

c.)

Behavioral Expectations
We expect the students to treat the teachers and each other with
respect. Only once person will speak at a time during the discussion,
unless the class is notified to call out an answer collectively. If the
students have a question, they will raise their hands.
-The students will be active listeners and participate in our
discussion.
-The students will complete the activity with their group members.
d.)

Instructional Steps
-The students will copy down the homework page from the
projector.
-Show that magnets repelling and attracting each other on the
overhead projector.
-Review the equation F=ma.
-Discuss acceleration with contact vs. acceleration without contact.
-Whenever scientists talk about a field, they are talking about
acceleration with no contact.
-Demonstrate a magnetic field using the overhead projector,
magnets, and iron fillings.
-Compare this magnetic field to the magnetic field of the Earth.
-Why are some metals magnets? Whether the material is magnetic
of not depends on the materials atoms. Atoms have moving
electrons, and these induce a small magnetic field. In materials
such as iron, nickel, and cobalt, groups of atoms are in tiny areas
called domains. The north and south poles of the atoms in a
domain line up and make a strong magnetic field. The arrangement
of domains in an object determines whether the object is magnetic.
-Students will complete the activity: Try and pick up a paper clip
with a nail. Now place a magnet on the nail and try to pick up the
paperclip (they will be able to pick it up). Now carefully remove the
magnet (the nail will still hold the paperclip). Now drop the nail on
your table a couple of times. Does the nail pick up the paperclip
now? ----Repeat this process with copper and aluminum.
-Students will answer questions about the activity.
-Go over the homework from last night.
e.)

Lesson Closure

We will end the lesson by discussing last nights homework,

because the concepts are necessary to complete the lab the following
day.
f.)

Feedback and Evaluation

I will ask the students questions during our discussion. I will also
walk around while the students are completing their activity. Feedback
and evaluation will be informal for this lesson. The lab the students
complete the following day (Wednesday) will be graded.
9.

Modifications
The students will work in groups, so the students can help each
other with the concepts during the activity. Students may also come to
our classroom during 2nd or 7th period if they need additional help.