Science – Citrine Year 3 – Mid Term Plan 2012-2013
Unit 3E Magnets and Springs
Learning Intention
 To elicit prior knowledge
– KWLW grid
 To learn that magnets can attract and repel each other
Scientific Vocabulary push, pull, force, north and south poles, attract repel
Lesson 1- Novemebr 2012
Explain title of science topic this term. Show KWLW grid, talk through how to complete first two columns – What do I know and what do I want to find out? Give prompts to help children explore what they know – where do you think we use springs and magnets in every day? What do magnets/springs do? How do they work? SN on one table for Kay to support with recording their ideas.
Explore some of what they want to find out. Write on post-its for wall display.
On mixed ability theme tables give children a variety of magnets to handle and explore. (Stress importance of not dropping them)
Using magnets with clearly labelled ends, ask children to investigate what happens when they are put together. What can be seen, which can be heard or felt. Observing carefully is important when carrying out scientific investigations
Bring children back together and discuss what they observed. Together explore words that they see, feel or hear: pull, push, press, snap, click, move,
grip, tug etc. In pairs, children to find a space and act out push and pull using a pe hoop(gently!)
Talk about push and pull.
What goes on between magnets? There are forces between magnets that
Resources:
KWLW grids post its selection of magnets marked bar magnets
P E hoops
Magnets information sheet for each child
BBC learning clips video for
IWB

appear to push and pull. Discuss the North and South poles and introduce the words attract and repel
Write up words and explore the meaning. Get two confident volunteers to mime ‘attract’ – drawn to each other.
Repel – mime, talk about repulsive, repellent. Use insect repellent as example.
With TPs disucss when magnets attracted and repelled each other. Discuss responses.
Children to go back to tables and look and try out again this time saying a full sentence to a partner about what they have observed.
Complete the Magnets information sheet (100 science lessons – page 140)
Plenary
What can we then conclude from our observations? Eg. from a sharp click they can conclude that the pull of a magnet is sharp/sudden. http://www.bbc.co.uk/learningzone/clips/magnetism-and-magnetic-poles/286.html

Learning Intention
 To make and test predictions about whether materials are magnetic or not
 To classify a range of materials as magnetic and non-magnetic
 To use results to draw conclusions
Scientific Vocabulary
attract, repel magnetic, non-magnetic results, conclusion prediction carroll diagram
Lesson 2 – November 2012
Ask children to tell TP about what they remember about magnets from last week. Take feedback. Children should know that magnets have a north and south pole and can attract and repel each other (pull or push). North and
South are attracted to each other and but North and North or South and
South repel each other.
Do magnets attract only other magnets? Children to take a magnet and explore classroom and find objects that their magnet will attract.
(WARNING TO KEEP AWAY FROM COMPUTERS!)
Back to table groups. Take magnets away. Give out paper with sorting circles and tray of objects. Children to discuss as a group those that they think will be attracted to a magnet and those that are not. Emphasise they are making
PREDICTIONS.
Children to record their predictions on record sheet. Write or draw name of object. Write what object made of. Then tick/cross their group prediction.
Give back magnets and children to test their predictions. Record results to complete the table. (Kay to support SN as appropriate)
(only got to here - continue next lesson with carroll diagram)
Back together on carpet with their results sheets.
Discuss that we are now going to look at their results and find out what the results have shown us.
Show Carroll diagram on board and model how to fill in with the results they have collected.
Children to complete own Carroll diagram.
As a class discuss what conclusions can be drawn from their results.
Metal (but not all metals) were attracted to magnets and non metals were not attracted to magnets.
Resources:
 selection of magnets
 5 trays of items for sorting into magnetic/non magnetic that are metal/non metal
 sorting circles on A3 paper
 results sheets for children
 carroll diagram (IWB file)
 carroll diagrams for children
 learning clips video

Children to write own sentence with their conclusion on sheets.
Plenary/ Class discussion
Talk about usefulness of magnets. Sorting in recycling etc. find small metal objects, door catches, travel games, fridge magnets etc.
Show following learning clips video to finish off http://www.bbc.co.uk/learningzone/clips/using-magnets-to-sort-scrap-metal/2186.html
SN to be supported by teacher/TA where possible, use communicate in print word bank.

Learning
Intention

Discuss how magnets used in everyday life

To investigate an aspect of the behaviour of magnets
(strength, using paperclips – either with ruler or counting number
 on chain)
Plan a fair test ( carpet book method)
Lesson 3 – November 2012
Continuing from last week:
Refresh memories what we were doing last week. Discuss that we are now going to look at their results and find out what the results have shown us.
Show Carroll diagram on board and model how to fill in with the results they have collected.
Children to complete own Carroll diagram.
As a class discuss what conclusions can be drawn from their results.
Metal (but not all metals) were attracted to magnets and non metals were not attracted to magnets.
Children to write own sentence with their conclusion on sheets.
EVERY DAY LIFE: Talk about usefulness of magnets. Sorting in recycling etc. find small metal objects, door catches, travel games, fridge magnets etc.
Show following learning clips video to finish off http://www.bbc.co.uk/learningzone/clips/using-magnets-to-sort-scrap-metal/2186.html
SN to be supported by teacher/TA where possible, use communicate in print word bank.
INVESTIGATION: Do children think that all magnets are exactly the same? Discuss different sizes and shapes – show examples from class resources.
Are all magnets the same strength? How could we find out?
Using the post it style approach and carpet book, take children through the planning stage of an investigation to find out if all magnets are the same strength.
What will we do? What will we need (show a selection of equipment, some appropriate, some not, children to choose)? What will change (variables? What will stay the same? What will we measure? Predictions – we will carry out the investigation next week.
Kay and I to pay particular attention to APP children and note any comments.
Resources:
Carroll Diagram sheets
IWB with carroll diagram on.
Learning clips video
Prepared Carpet book
Post it notes
Assortment of magnets paperclips and rulers

Learning
Intention

Conduct a fair test

Make accurate observations and measurements

Draw conclusions from results
CITRINE SCIENCE – Magnets and Springs - Lesson 4 – December 2012
SUPPLY: Year 3 children only (Year 4 children to go to their science lesson in Topaz)
All children sitting in circle on carpet
Show children the carpet book investigation planner they have created so far. Remind them that we are going to investigate whether all magnets are the same strength.
All children contributed their ideas for what they could do to find this out and wrote a list of things they would need.
AS A WHOLE CLASS discuss ideas for the next few pages (please write ideas on post it note and stick in books along with the names of the children who suggested the idea):
What will change? (the magnet – show the different types of magnet they could use – horseshoe, bar, disc etc.)
What will stay the same? (the way the paperclips are put onto the magnet (ie – in one long chain) the type of paperclips used – I have purposely got brass and silver coloured paperclips so that you can reinforce the need to keep the test fair and only use one type during the experiment)
What will we measure? The number of paperclips it takes before the magnet cannot hold them any more.
How will we measure? By counting the number of paperclips in the chain
Children to then be in mixed ability pairs to conduct their investigation. Suggest they select four different magnets to test.
THEY MUST MAKE THEIR PREDICTION BEFORE THEY TEST!
Allow lots of time for children to complete investigation.
PLEASE TAKE LOTS OF PHOTOGRAPHS.
As a class, each child looking at their table of results, discuss what they have found out. Can they answer the question “Are all magnets the same strength?” Give some time for the children to write a sentence about what they have found out.
Resources
Carpet book from last week
Post it notes
Different types of magnets
Paperclips
Recording sheets
Camera

Learning Intention
To complete the fair test investigation started last term.

To learn that materials which can be compressed or stretched are kinds of springs

To know that springs are used in a variety of ways
(demonstrate that forces act in particular directions)

To name a variety of examples of use of springs
 in everyday life
Lesson 5 – January 2013
Complete investigation for last term (half lesson)
Children to chat to their table about what they remember about magnets from last term. Make notes on large flip chart paper.
Review feedback.
Show carpet investigation book and pictures. Explain that some of the investigations were not completed last term and we need to finish the book. Re-empasise the need for a fair test – what makes it a fair test.
Children to go back to original partner and find results for at least 3 magnets. Those that have already completed can find another 2 magnets to test. (extension activity for those that complete early –
Assessment sheet – are these tests fair? Pg 52, Developing Science.)
Bring results back as a class. What do the results tell us? What conclusions can we draw? Children to complete post it notes with their ideas.
Springs – see IWB file TES magnets and springs lesson 3
Show children a retractable ball point pen. How does the pen refill click in and out?
Take it apart to investigate. Show the children the spring and ask them what they think it does.
What do children already know about the forces – push/pull
(attract/repel in case of magnets). Forces can make an object move.
They can change speed and direction ad can change the shape of an object. We are going to look at what forces a spring exerts. Talk
Resources: carpet book so far paperclips magnets results recording sheets post its photocopies:Are these tests fair? Pg 52, Developing
Science squashy ball, PE hoop springs *Objects which include springs, e.g.
Toys, stapler, hole punch, door handle, old clock, paper clip, baby bouncer, safety pin, sports clothes, bandages.
Investigating springs sheet.

about how springs can be used with a push or a pull and when we push or pull a spring we are exerting a force on it. Discuss that a spring itself is exerting a force, this is easily felt pushing back when a spring is squashed.
At tables – children to look at a selection of springs and elastic bands.
Ask them to push and pull the springs and to describe the direction of the force on their hands. Children to complete sheet about investigating springs.
Plenary:
Discuss children’s experiences of pushing and pulling the springs and elastic bangs. Where are springs used in everyday life http://www.bbc.co.uk/learningzone/clips/magnets-and-springs-nonarration/2349.html

Learning Intention
To know that when a spring is compressed downwards and released a force is exerted upwards
Make a Jack in the box and describe how it works.

To make predictions of the effect of stretching elastic bands by different amounts

Plan, predict and conduct a fair test
(make a catapult using elastic bands to propel a block or car across a surface)

To make comparisons and draw conclusions these objectives met earlier in unit, no need to repeat as short of time
Lesson 6 – January 2013
Recap on previous lesson. Chat with TP about how springs used in everyday life.
Have a collection of springs in real life objects that children can handle. Talk about the way in which springs exert forces, springs can exert forces in two directions depending on whether they are compressed or stretched. Look at a pogo stick and talk about how the spring in a pogo stick is compressed and then when released exerts a force in an upward direction.
Show a jack in the box. How does it operate – discuss and feedback with your
TP.
Role play being a jack in the box. What did it feel like? Which direction is the force being exerted? Compile a list of words that the children used to describe the activity.
Activity
Children make a Jack in the Box of their own. (photocopy pg 142 of 100 Science
Lessons) .
Children should cut out box VERY accurately! Glue tabs and make box – don’t glue lid!! Use coloured card – don’t allow to decorate before as this will take too much time.
Make spring using two strips of thin card (demonstrate this carefully). Stick on
Jack face and attached into box.
Take picture of each.
Children to write a sentence in science books under the photograph to describe how it works (provide word bank). pogo stick and other
Objects which include springs, e.g.
Toys, stapler, hole punch, door handle, old clock, paper clip, baby bouncer, safety pin, sports clothes, bandages.
A Jack in the Box toy if possible coloured card with photocopied template for Jack in the Box. strips of coloured card for making spring.

Learning Intention
To summarise learning of topic - update KWLW grid
Assessments
Lesson 7 – December 2012