ForceBetweenMagents_LessonPlan.doc
Force Between Magnets Lesson Plan
Unit: Energy
Standards: Physical Science: Magnetic Energy
Performance Objectives:
Content Objective(s): Students will understand that:
Magnets have poles that repel and attract each other
Magnets apply forces to each other without touching.
Magnets have defined poles that are either North or South
Magnetic poles that are similar repel (N <-> N, S<->S) and magnetic poles that are opposite poles
attract ( N >-< S)
A compass is a floating magnet & the North end of a compass is attracts to South magnetic poles.
Language Objective(s): Students will be able to
Demonstrate comprehension of directions
Use the words repel and attract correctly in describing observations
Key Vocabulary:
magnet
predict
compass
attract
observation
iron filings
repel
hypothesis
Materials Required :
Materials for each group or partnership
compass
2 bar magnets
red and blue markers, crayons or pencils
Magnets Lab worksheet
Supplementary materials
Iron filings for demonstration on overhead projector. Use a clear container on which to
spread the filings. These can be messy. Be certain your container is secure.
Background:
Students have explored the forces of attraction and repulsion using doughnut shaped magnets in grade three
during a FOSS kit unit.
Lesson Sequence:
Class Period = 50 minutes
Activity
Overview of Activity
Guess & Test: Testing force between same and different poles
Testing how a magnet affects a compass
Showing iron filings act like small compasses (optional)
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Time Allotted
ForceBetweenMagents_LessonPlan.doc
A. Magnet Exploration
1. Access prior knowledge. Find out what students remember about magnets.
2. Review key vocabulary, using it to support prior knowledge of students. Be certain to introduce the
words magnet, compass, attract and repel.
3. Hold two bar magnets slightly separated. Have students draw a picture on their lab worksheets.
4. Discuss the words hypothesis and predict. Ask students to write a hypothesis that predicts what will
happen when the magnets are placed near each other.
5. Distribute a pair of magnets to each group or partnership. Allow students to explore with these.
Students will test their hypothesis.
6. Students write their observations.
7. Students use the words attract and repel to describe observations. (This assesses students
understanding of content vocabulary).
B. Compass Exploration
1. Have students return one magnet and pick-up one compass.
2. Discuss with students what a compass does. Discuss how it has a North and South direction. Have
the students turn the magnet and show it continues to point in the same direction.
o Teacher Note on Potential Pit Falls: 1) Steel objects can get magnetized over time by the
Earth’s magnetic field so your student’s compasses may not point North. If they lift the
compass above the table and are not near steel support columns, then it should point in the
correct direction. 2) If magnets get near other magnets or electromagnets, it’s possible for the
magnetic poles to switch! This is also true for compasses! You may want to test the magnets
and compasses before handing them out…. Giving the advanced students mixed up poles may
lead to more interesting discussions.
3. Have students note which end of the compass is pointing to the North. Discuss how magnets ends are
defined as North and South and that the end of the magnet pointing northward is defined as the North
pole of the compass.
4. Have students place the compass near the bar magnet and note which end of the compass is pointing
to the bar magnet. Ask students what this means about a compass. If a magnet applies a force to turn
a compass that means the compass is also a magnet. Talk about how a magnet is a floating magnet that
is free to turn. … (what does this say about the why that the Earth acts?)
5. Discuss what this means about the bar magnet’s poles: For example, if the North end of the compass
points to the Blue end of the magnet, what does this mean about the Blue end of the magnet’s pole (it’s
a South pole)
6. Have students add North and South Labels to the bar magnets drawn in the first part of the lesson.
Lesson Assessment / Notes:
Follow-on quiz on magnets
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