Kacee Sommerfeldt

Grade 8

Lesson Plan
Class:

Science

Date:

Unit:
Topic:

Magnets and electromagnets

Electromagnets investigation

3 October 2016,
Monday

Outcomes: Upon this lesson students will be able to

1. Identify how to use the right hand rule
2. Create an investigation into the strength of an electromagnet
Outcome
:

Investigation into electromagnetism

Materials:
Science Assessment
Investigation into magnetism
Magnets
Nails
Magnetic materials (staples)
Batteries
Wire

Instructional Strategies:
- Reinforcing effort & providing
feedback.
- Setting objectives & providing
feedback.
- Cooperative learning.
- Summarizing and note taking.

Resources:

http://www.proprofs.com/quizschool/story.php?title=independentvs-dependent-variables

Objective: By the end of this lesson you should be able to make an

investigation into the strength of an electromagnet, and
demonstrate the right hand rule.
9
(abou
t5
min.)

Accommodation
/Modification

Managebac attendance/canteen tickets (have Europe house take tickets

down, also from grade 7).
Formative start of class variables quiz
http://www.proprofs.com/quiz-school/story.php?
title=independent-vs-dependent-variables
1. Lauren wants to know which location in her apartment is
best for growing African violets. She has three African violets.
She puts one on the balcony, one by the kitchen window, and
one on the mantel in the living room. Each plant has the same
size pot and the same soil, and Lauren gives each plant the
same amount of water. The 2 variables: 1. location of plants 2.
how the plants grow Which one is the independent variable
(IV)?
A. location of plants
B. how the plants grow
2. The independent variable (IV) changes the dependent
variable (DV).
A. True
B. False
3. Does heating a cup of water allow it to dissolve more sugar?
The 2 variables: 1. water temperature 2. amount of dissolved
sugar What is the dependent variable (DV)?

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Kacee Sommerfeldt
Grade 8

9:05

9:30

10

10:35

A. water temperature
B. amount of dissolved sugar
4. The changes that occur in an experiment that are directly
caused by the experimenter (you) are called ___________.
A. Independent Variables
B. Dependent Variables
C. Controlled Variable
5. This variable MUST be measurable.
A. Independent Variable (IV)
B. Dependent Variable (DV)
C. Controlled Variable
Have students vote for which answer: everyone put heads on
desk, put one hand up for A, hands down; B, hands down; C,
hands down. Then everyones heads back up, reveal result.
Everyone vote, if you do not know answer, take a guess. Show
results on whiteboard. Questions will be projected on
overhead.
Electromagnets cont. PP:
Right hand rule: thumb points in same direction as current, fingers will
wrap around wire showing direction of magnetic field. Everyone
practice, take your pencil/pen and pretend it is a wire. The current is
going up, show me the right hand rule. CCW. Write down rule in notes.
What happens when you reverse direction? Show right hand rule with
pencil. Now which way will the magnetic field be? CW
Electromagnets: who can tell me what an electromagnet is? (refer to notes)
How is it different than a regular magnet? (uses wire, coils, power, not
permanent meaning can be turned on and off) How is it similar? (creates a
magnetic field) How did we make an electromagnet? Demonstrate again
what each part is, include battery, plastic coated wire (ends no plastic so
current can go through wire), crocodile clips, iron nail, connecting leads.
Have students explain back how to make an electromagnet.
PP: Where would N be? Draw it on whiteboard over picture, can see
magnetic field, goes N to S. What happens when you switch direction
of current? Switches polarity. Follows in line with right hand rule as
well. Wrap fingers around coils direction current is going, whichever
way thumb is pointing will be N.
Science Assessment.
Hand out science assessment.
Put name in top right corner.
Take turns reading assignment. What is the task? In your words
explain how you understand the task.
Investigation into electromagnets.
Hand out investigation.
Put name top right corner. Have to have your plan completed in detail
in order to start your experiment.
Go through once again what they will need to do, be detailed. Use your
textbook page 116 for ideas, time to work.

Conclusion: What are some things you are wanting to test in relation to the
strength of electromagnets?

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Kacee Sommerfeldt
Grade 8

Self-Evaluation / Reflection:
It was difficult to get the class settled, they were energetic. I ended up having some do a pushup if
they were too disruptive near the start. It worked for a bit. I had trouble with the projector at first, then
finally got it running properly. The heads down and vote was good so they could not be influenced by
each others answers, I did not do all the questions though. They had trouble applying what the
variables meant. It is not so important that they know independent vs dependent at this time, but as
long as they understand there are variables that change and that one will be what you change and
the other will be what you see changes as a result from what you changed so they can apply it in
their own experiment is what counts. They do understand that. I showed them the right hand rule,
practice with their pencil, they understood, through formative questions I could tell. I still need to get
better at making connections as to the why it is important, how it connects to the main topic,
electromagnets. The other teacher came in to help with the planning of their task, I should have
asked more formative questions of what we would be doing for the task before I let them begin.
Overall it seemed to work out though.

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