Developmental Lesson Plan

Teacher Candidate: Kelsey McIntyre Date:

Group Size: Whole Group Allotted Time: 60 Minutes Grade Level: 3rd Grade

Subject or Topic: Magnetic Forces

Common Core/PA Standard(s):

- 3.2.3.B4: Identify and classify objects and materials as magnetic or non-magnetic.
- 3-PS2-3: Ask questions to determine cause and effect relationships of electric or
magnetic interactions between two objects not in contact with each other.

Learning Targets/Objectives:
- After learning about magnetism, 3rd grade students will be able to define magnet,
magnetism, attract, repel, and magnetic field.
- Using learnt knowledge about magnetism, 3rd grade students will be able to identify
magnetic and nonmagnetic objects by experimenting with magnets.
- Using learnt knowledge about magnets, 3rd grade students will be able to know the
strength of a magnetic field by testing the strength through different materials.

Assessment Approaches: Evidence:

1) Magnetic Experiment Worsheet 1. Sorting out magnetic and nonmagnetic
2) Testing the Magnetic Field Worksheet objects with a magnet
2. Testing the strength of the magnetic
field with different materials
Assessment Scale:
- Magnetic Experiment Worksheet
- 14 Objects tested with prediction and observation= Advanced
- 10+ Objects tested with prediction and observation= Proficient
- 7+ Objects tested with prediction and observation= Basic

- Testing the Magnetic Field Worksheet

- 3 Stations Completed= Advanced
- 2 Stations Completed= Proficient
- 1 Station Completed= Basic

Subject Matter/Content: Electric/ Magnetic Forces

Prerequisites:
● Understanding of force
● Know that forces push and pull

Key Vocabulary:
 ● Magnet: Rock or a piece of metal that can pull certain types of metal toward itself.
● Magnetism: Force exerted by magnets when they attract or repel each other.
● Attract: Pull to or draw toward oneself or itself.
● Repel: To force something to move away or apart.
● Magnetic Field: Area around a magnet in which there is magnetic force.
● Magnetic: Something that attracts metal.
● Non- Magnetic: Something that does not attract metal.

Content/Facts:
- What is a magnet?
- A rock or a piece of metal that can pull certain types of metal toward itself.
- A magnet has a north and south pole on one side of the magnet.
- A north pole and south pole attract one another.
- Two norths or two souths cannot attract one another.
- A magnet uses force. A push or pull can be felt when putting magnets near
eachother.
- What is magnetism?
- Force exerted by magnets when they attract or repel each other.
- Uses a push or a pull.
- Attracted magnets or objects pull to or fraw toward something.
- Repelled magnets or objects force something to move away or apart.
- Magnetic vs. Nonmagnetc
- To be magnetic, it has to attract metal.
- To be nonmagnetic, it cannot attract metal.
- The magnetic field
- Area around a magnet in which there is a magnetic force.
- Can be tested by distancing objects.

Introduction/Activating/Launch Strategies:
● To get students engaged with the lesson, the teacher will start the lesson with the book
“Magnetic Max” by Monica Lozano Hughes
● After finishing the story, the teacher will introduce the topic of the day.
● Teacher: “After reading the book, what do you think our topic is about today? Yes that
is correct, we are talking about magnets! We will be talking about how the forces in a
magnet affect other objects.”
● Teacher: “Let's talk about some key vocabulary words that we will be talking about
today. First, a magnet. A magnet is a rock or a piece of metal that can pull certain types
of metal toward itself. A magnet has something called a magnetic field. This means that
magnets have an area around them where there is a force. This force will attract
another object meaning it will pull or draw toward itself, or it will repel which means
to force something to move away or apart. Not everything is magnetic. for an object to
be magnetic, the force from the magnets attract or repel each other. When an object is
non- magnetic, it will not attract metal. A magnet has something called a north pole
and a south pole. The north pole will attract the south pole on the other magnet, but two
south pole will not attract one another and the same with two north poles.”
 ● Teacher: “The very special thing about magnet forces is that magnets do not need
anthing pushing or pulling them to get them to work!”
● The teacher will talk to the students about what they observed in the story.
● The questions that will be asked include:
○ What did he like to do with magnets? (He liked to see what objects he could get
to react to the magnets)
○ When Magnet Max’s friend Nick asked him how he gets objects to stick to the
magnet, what did Magnet Max say? (Magnets give off a magnetic field. They
stick to anything like iron,steel, nickel, and cobalt)
○ What types of metal did Magnetic Max and his friend Nick use to stick to the
magnet? (Rings, keys)
○ What are some objects that in the book said they will not stick to the magnet?
(Shoe, ball, plant, etc. This is because they are not magnetic)
● Teacher: “Today we are going to be experimenting with our own magnets and wonder
why some objects are magnetic while others are not! Before we begin, put your new
definitions into your definition notebook so you can go back and look at them when
you need to. Today, you will title the page Day 4: Magnetism ”
Development/Teaching Approaches
● The teacher will have students turn their attention to the table where the teacher has
magnets.
● The teacher will pass out whiteboards and markers to all of the students.
● Teacher: Here, I have magnets. You are all going to observe what happens next and
write it on your whiteboard. Write down everything you see and when we are finished,
we have a discussion about what you observed.”
● The teacher will hold up the two magnets at a short distance from eachother so they
will come together. (Sides that attract)
● Next, the teacher will turn the magnets so the other sides are facing one another.
Students will see that the magnets won’t come together. (Sides that do not attract)
● Teacher: Alright, can anyone tell me what they wrote on their whiteboards about what
they observed when I was working with the magnets?”
● Allow students to share their observations and explain them.
● Teacher: “The reason why the magnets stuck together was because the positive and the
negative side of the magnets touched. The opposite sides attract each other. The reason
why when I held the two positives together, they were not opposites, so they do not
attract each other. Now my question for you is, do you think that other objects stick to
magnets, or do you think that only magnets can stick to one another? Put your thumbs
up if you think that magnets can attract other objects. (See how many students stuck
their thumbs up). Now put your thumbs down if you think that object does not attract
other objects. (Wait for students to put their thumbs down). Well, magnets do attract
other objects! But it is just not any objects, the object has to be either iron, steel, nickel,
or cobalt. Here are some pictures of what iron, steel, nickel, and cobalt look like.”
(Show students pictures).
● Teacher: “Now, we know that with force there is a push or pull. It is the same thing
with magnets since they use force. When putting the magnets near eachother, if they
attract, you will feel the pull of the magnet. If they don't attract each other, you will feel
the push of the magnets!”
● Teacher: “Now what I want you to do is grab the magnets that I have in a bag for you
and the different objects that we are going to test to see if a magnet will attract it or
repel it. First, I want you to take your magnets, and hold it over one of the objects on
the table. Before you try to see if it attracts, make a prediction. Do you think that it will
attract? Then after you test it, write down what you observed and if your prediction was
correct or not.”
● The students will begin to explore the different objects with their magnets. When
students are exploring, the teacher will walk around and observe. The teacher will also
ask students guided questions for example:
○ “Were you right with your predictions?”
○ “Why do you think that object was attracted to the magnet and that object was
not?”
○ “Do you think that other objects would be attracted to a different type of
magnet?”
○ “What other objects do you think would be attracted to magnets?”
● Once students are finished, allow students to clean up their materials and bring students
back to the group as a whole for a class discussion.
● The teacher will then draw two columns on the board labeled magnetic and non
magnetic. The teacher will then go through a list of objects and call on students.
● The teacher will ask them to say what their prediction was and what they observed. The
final question that the teacher would ask is why do they think that this object was
magnetic or non magnetic.
● Teacher: “ Now we are going to test the magnetic field. Earlier we talked about how
every magnet has a magnetic field which is an area around them where there is a force.
Using different objects, we are going to test how strong a magnetic field is how great of
a force a magnet has.”
● The teacher will explain to students that there will be three stations. Station one, will be
students testing to see if magnets attract paper clips through solid materials. The second
station, students will test if magnets can attract paper clips through water. The final
station will be to see if the magnets can attract paper clips through air.
● Teacher: “Using your magnets, we are going to test if a magnet field is strong enough
to attract the paper clips through different solid materials, water, and air. We are going
to use our learned knowledge of magnets and apply it to this exploration. Before you
test the different materials, I want you to stop and think if the magnet will attract the
paper clip. Some questions I want you to ask yourself is:
○ “Will this magnet be strong enough to attract the magnet through this material?”
○ “How did this magnet attract the paper clip through this material?”
○ “Why didn’t the magnet attract the paper clip through this material?
○ “How did this work?”

● Teacher: “Once you are finished at your different station, rotate make sure to record
what you observed!”
● Allow students to explore the magnetic field and see how it works. The teacher will
monitor students during the activity from a distance to allow students to work with
themselves.
● Once students are finished the teacher will call the students back together for closing,
Closure/Summarizing Strategies:
● Teacher: “Wow you all did such a great job today with testing magnetic and
nonmagnetic objects! You also did great exploring the strength of the magnetic field as
well today. You used your learned knowledge about forces and magnets and
successfully applied that knowledge to today’s lesson.”
● Teacher: “Now what I want you to do is to turn to a partner and discuss something that
you learned today during our exploration today.”
● Allow students about two minutes to discuss.
● Students will then share out loud a couple of things that they talked about with their
partners.
● Teacher: “To learn more about magnetis, there is a video on brainpop that goes into alot
of detail about what we learned today. There are even some games and other great
resources to explore! I look forward to seeing you tomorrow for our final lesson!”

Accommodations/Differentiation:
Follow all IEPs
Student X has an IEP that includes a physical disability and a visual impairment. While
working with magnets, the teacher will assist the student with explaining what the object is and
using hand to hand prompting to pick up and sort objects.
Materials/Resources:
● Magnetic Max Book (Hughes, M. L. (2015). Magnet Max. Brown Books Kids.)
● Whiteboard
● Markers
● Rubberized magnets
● Paper clips
● string
● Water
● Plastic Tumbler
● Plastic Bag
● Cardboard
● Paper
● Record Sheet
● Fabric
● Brainpop video (https://www.brainpop.com/science/motionsforcesandtime/magnetism/)
● Crayon
● Rubber band
● Paper
● Thumbtack
● Copper Penny
● Wooden Block
● Steel Pin
● Staple
● Sticker
 ● Eraser
● Cotton Ball
● Aluminum Can

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

Magnet Experiment: Magnetic Vs Nonmagnetic

Object Prediction Observation
Crayon
Rubber Band

Paper

Thumbtack

Copper Penny

Wooden Block

Steel Pin

Paper Clip

Staple

Sticker

Eraser

Cotton Ball

Aluminum Can

Magnetic Non Magnetic

 Nickel Steel Cobalt Iron

Testing the Magnetic Field

Station 1: Solid Materials
- Which material do you think the magnets will attract
the paper clips through? Why or why not?

a. Fabric:

b. Paper

c. Cardboard

d. Plastic

Results: What happened? Why do you think this happened?

Station 2: Water
- Do you think the magnets will attract the paper clips
through water? Why or why not?

Results: What happened? Why do you think this happened?

Station 3: Air
- Do you think the magnets will attract the paper clips
through air? Why or why not?

Results: What happened? Why do you think this happened?

 Word Definition Picture
Magnet Rock or a piece of metal
that can pull certain types
of metal toward itself

Magnetism Force exerted by magnets

when they attract or repel
each other

Attract Pull to or draw toward

oneself or itself

Repel To force something to

move away or apart

Magnetic Field Area around a magnet in

which there is magnetic
force
 Magnetic Something that attracts
metal

Nonmagnetic Something that does not

attract metal