Lesson MINI

LESSON MINI

Forces of Magnetism

Grade:

3-5

Topic:

Science

Unit:

Physical Science

Overview

In this lesson mini, students explore magnetism through vocabulary building, inquiry-based learning, and guided research. They engage with key terms through matching exercises and create a mini glossary, use a K-W-H-L strategy to guide their exploration and discoveries about magnets, and investigate the properties and uses of magnets through reading and video content. This approach enhances critical thinking and scientific inquiry skills while building understanding of magnetic interactions and their real-world applications.

Ideas for Implementation

Science

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

attract (verb): to pull or draw objects toward each other

magnet (noun): an object that attracts iron and some other metals

magnetic field (noun): an invisible area around a magnet where it can pull or push other magnets or some metals

magnetic pole (noun): one of the two ends of a magnet where its magnetic force is strongest

magnetism (noun): the force produced by magnets; one of the basic forces of nature

repel (verb): to push apart or away

Authentic Learning Extensions

Authentic learning opportunities for studying magnetism involve real-world experiences and practical applications that help students understand magnetism concepts in a meaningful way. Here are some examples:

DIY Electric Motor: Guide students in creating a simple electric motor using magnets, wire, and a battery. This hands-on project introduces the relationship between electricity and magnetism, providing insight into how many household appliances and devices work.

Kitchen Magnet Design and Creation: Students design and create their own functional kitchen magnets. This project combines artistic expression with practical application, as students consider both aesthetic appeal and magnetic strength in their designs.

Magnetic Scavenger Hunt and Classification: Have students search their homes or school for magnetic and nonmagnetic items. They can create a classification system based on their findings, presenting their results to the class. This activity connects classroom learning to everyday objects and encourages scientific thinking.

Magnetic Sculpture Building: Provide materials such as magnetic balls and rods for students to create 3D sculptures, to explore structural integrity and magnetic forces.

Recycling Center Collaboration: Partner with a local recycling center to learn how magnets are used to separate metals in the recycling process. Students could design and test a small-scale model of this system, applying their knowledge to a real environmental challenge.

Choose Activity

LESSON MINI

Forces of Magnetism

Activity

1:

Magnetic Vocabulary Matching and Mini Glossary

By the end of the activity, students will be able to match key magnetic force vocabulary terms with their definitions.

20-30

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that today they will learn key vocabulary related to magnetic interactions between objects by playing a matching game.

Introduce the vocabulary words by distributing a Magnetic Vocabulary Matching handout to each student and display it for the whole class. Invite students to work independently or with a partner to match the terms with the most appropriate definitions as a check for prior knowledge. Remind students that this exercise is nonevaluative, and encourage them to use their background knowledge and word skills to determine the best matches.

Bring the class back together and invite volunteers to come up to the board to match each term with its definition. As students share their matches, consider asking the following questions and correct students as needed to address any misunderstandings:

What definition matches the word ___?

Why do you believe the two match?

Can you give an example of this term in action?

Distribute a Mini Glossary graphic organizer to each student. Model how to fill out the graphic organizer using one of the vocabulary words. Engage the whole class in completing the graphic organizer to support vocabulary acquisition, focusing on the suggested vocabulary terms and definitions above. Use the Word Associations column to generate words or phrases that are synonyms and antonyms for each word. Some examples include the following:

attract: synonyms—bring near, tug closer; antonyms—push away, repel, reject

magnet: synonyms—lodestone, attractor, puller; antonyms—non-magnet, neutral object

magnetic field: synonyms—affected space, zone of effect; antonyms—non-force field, calm zone

magnetic pole: synonyms—end, tip, magnetic point; antonyms—center, middle, midpoint, neutral zone

magnetism: synonyms—magnetic force, attraction, pulling power, magnetic pull; antonyms—repulsion (repel), neutrality, non-attraction

repel: synonyms—drive back, repulse, reject; antonyms—pull, attract, draw in

To wrap up the activity, invite students to engage in self-reflection and discuss the words for which they have a new or different understanding because of this activity. Ask students to share one new takeaway they learned about magnets or magnetism. If time allows, have students create their own sentences using the new vocabulary words to reinforce understanding and foster usage.

Differentiation and Variations

Word Banks: Provide lists of related words to assist students in generating ideas independently. These word lists ensure accessibility and help students connect with new vocabulary to promote comprehension and retention.

Critical Thinking Challenges: Encourage students to analyze vocabulary words by researching etymology, exploring word origins, and discussing evolution or variations in meaning across different cultures or disciplines. This fosters analytical skills and a deeper linguistic appreciation, enhancing overall language competence.

Interactive Word Wall: Transform the mini glossary into a classroom word wall on which students collectively contribute to a visual vocabulary display. This collaborative approach can be expanded to include linguistic elements such as word parts, affixes, and origins to enrich vocabulary learning.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, providing assistance to individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individuals’ learning experience and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Introduction and Material Preparation: One teacher leads the introduction and explains the learning objective as the other prepares and distributes materials, ensuring all students can see the displayed vocabulary.

Vocabulary Matching Game: Both teachers circulate and offer help to student pairs as needed. The assisting teacher pays particular attention to time management. When the class reconvenes as a whole group, teachers take turns working with students to create vocabulary matches and facilitate the discussion of examples.

Mini Glossary: One teacher models how to fill out the Mini Glossary graphic organizer using a sample word. Then both teachers work with students to compile their mini glossaries, helping to generate synonyms and antonyms. This may be particularly challenging because some of the synonyms and antonyms will be unfamiliar words, requiring additional teacher support.

Activity Wrap-Up: One teacher leads the activity’s conclusion, discussing the students’ takes on the new vocabulary, as the other circulates and helps students stay on task. The assisting teacher also encourages students to share one new idea they earned about magnets or magnetism.

Forces of Magnetism

Activity

2:

Magnetic Discoveries: A K-W-H-L Exploration

By the end of the activity, students will be able to understand and explain the key properties of magnets.

30-40

Minutes

Materials and Resources

Materials

Devices (e.g., Chromebook, tablet, other approved) (one per student)

Magnets

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that today they will be learning about magnets—what their properties are, how they work, and how we use them in everyday life. Begin with a brief demonstration using magnets to spark curiosity and engagement.

Distribute a K-W-H-L graphic organizer to each student and display one to use as a model. Explain that students will use the organizer to guide their exploration and discoveries about magnets. Explain what each column represents:

K: What I Know

W: What I Want to Know

H: How I Can Find Out

L: What I Learned

Provide a clear example for each column to ensure students understand how to use the organizer.

As a class, brainstorm what students already know about magnets. Record ideas in the K column of the display, asking them to write along with you on their copies. Examples of what students might know about magnets include the following:

Magnets stick to some metals.

Magnets can push things away or pull things toward them.

Refrigerators often have magnets on them.

Magnets can pick up small metal objects such as paper clips.

Some toys use magnets.

Encourage students to share their experiences handling magnets to make connections to their daily lives.

Organize students into pairs or small groups. Guide students to work together to generate questions about magnets and record their questions in the W column on their organizers. Example questions may include:

What are magnets made of?

Why do magnets attract some materials but not others?

How do magnets work?

Can magnets be made? If so, how?

What are some ways we use magnets in everyday life?

Invite groups to share their questions as a class as you write them on the display copy of the organizer.

Explain that a prediction is a guess based on thoughts or information about what might happen in the future. Model making a prediction for one question. As a class, talk through possible predictions students have for the other questions they have listed. Consider writing key predictions on the board.

Invite students to think about how they can research and find answers to their questions by brainstorming strategies. Suggestions can be recorded in the H column and might include the following:

Read an article about magnets.

Watch educational videos.

Experiment with magnets.

Ask an expert.

Tell students that to help find answers today, they will focus on reading the Magnet and Magnetism article and watching a Magnetism video.

Invite students to continue to work with their partners or small groups to read the article and watch the video, reading and watching critically and analytically to answer as many questions as they can using the two resources. Remind them to record their findings in the L column.

Discuss students’ findings as a class, writing down answers on the class display. Encourage students to share not only what they learned but also how their initial ideas might have changed.

Conclude by comparing what students learned to their initial knowledge and predictions, pointing out how their understanding of magnets has changed and identifying what questions remain that they can investigate further.

Differentiation and Variations

Graphic Organizer Support: For younger or struggling students, consider limiting the number of questions for the W column to two or three and completing the graphic organizer together. This reduces the cognitive load so that students can focus more on the process without feeling overwhelmed.

Additional Questions: For increased challenge, or students who may already be familiar with magnets and the answers to the questions, encourage them to come up with a list of questions on their own, or to work in pairs or small groups. This encourages students to think independently about the topic while increasing their personal curiosity about a topic.

In-Depth Research: Consider dividing students into four groups and assigning each group one question. Ask each group to come up with one additional question to explore. Then bring the class together, and each group will share its answer to its assigned question and provide additional content by offering up its own question.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction: One teacher leads the introduction and demonstrates the K-W-H-L organizer, including the brief magnet demonstration, as the other circulates and helps students stay on task. The observing teacher notes student reactions and questions during the demonstration.

Graphic Organizer: One teacher will model how to fill out the K column during the class brainstorming session. Both teachers circulate as students work in pairs and small groups on the W column, providing support as necessary. One teacher will then lead the sharing of questions and record them on the class display, while the other observes student participation and notes any common misconceptions or areas of particular interest. For the H and L columns, both teachers will support students as they work through the article and video, while the observing teacher pays particular attention to students’ note-taking skills and comprehension.

Activity Wrap-Up: One teacher leads the activity’s conclusion, facilitating the class discussion on findings, as the other circulates and helps students stay on task. The observing teacher notes student participation and the depth of understanding evidenced in students’ contributions.

Forces of Magnetism

Activity

3:

Minutes

Materials and Resources

Materials

copy text here

Resources

Implementation

Prepare for the Activity:

copy text here

TEXT BLOCK: Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam,

Differentiation and Variations

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum .

copy text here

Collaborative Teaching

copy text here

Forces of Magnetism

Activity

4:

Minutes

Materials and Resources

Materials

copy text here

Resources

Implementation

Prepare for the Activity:

copy text here

TEXT BLOCK: Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam,

Differentiation and Variations

copy text here

Collaborative Teaching

copy text here

Forces of Magnetism

Activity

5:

Minutes

Materials and Resources

Materials

copy text here

Resources

Implementation

Prepare for the Activity:

copy text here

TEXT BLOCK: Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam,

Differentiation and Variations

copy text here

Collaborative Teaching

copy text here

5 Plays for AI-Powered Planning

In the News