Subject/Area ofLearning: SCIENCE

Area of Study:Magnets & Springs

Class/Year group: 3/4

General Aims of the Series ofLessons/Activities:

Time Available: 5 double lessons.

Lesson

IntendedLearning

Objectives & NC/CGFS refs

MainLearning Activity(ies)

Resources

SuccessCriteria

1

  To reviewchildrens existing understanding of forces

  To know thatthere are forces between magnets

  tounderstand that magnets can attract (pull towards) andrepel (push away from) each other

  To makecareful observations of magnets

  To know whathappens when magnets

are puttogether

Sc1. 2a: ask questions that canbe investigated scientifically and decide how to findanswers

  Look at picture p 3Ginn M&S children identify forces of action push, pull,change direction, stopping, starting to move.

  front cover

  make concept map on IWBto save to add to as required

  give children a varietyof magnets and explore what happens when they are put together discuss what they found out

  demonstrate using abowl of water how the red end is the north pole

  Record findings inbooks

Front cover

Magnets

Bowl of water

Margarine tub lid

Vocab

forces

push

pull

attract

repel

North pole

South pole

I can identifyforces

I know that there is aforce between magnets

I know and can explainwhat happened when two magnets are put together

2

  To make andtest predictions about whether materials are magnetic ornot.

  To makecareful observations

  To learnthat magnets attract some metals but not others and that othermaterials are not attracted to magnets

  To useresults to draw conclusions indicating whether they were right.

Sc1. 2a: ask questions that canbe investigated scientifically and decide how to findanswers

  Presentchildren with a range of materials ask them to suggest which aremagnetic (i.e. will be attracted to a magnet).

  Suggest orgenerate a suggestion to find out if they are right

  Give ch. arecording sheet with a prediction column. Ask them first to predictwhether materials are magnetic or not.

  Give ch.magnets to test and record their predictions.

  Cometogether to discuss results. Can we draw a conclusion from theseresults? Were they surprised by any of the results?

  Stick tablein books. Write up conclusion.

  Whole class2p investigation. When did 2ps change from being magnetic tonon-magnetic?

magnets

bag with a range of materialsmagnetic and non-magnetic

recording sheet

Vocab

magnetic

non-magnetic

attract

iron

steel

I can make a predictionabout whether something is magnetic or not.

I can explain that somethings are magnetic.

3

  To know thatmagnets have a variety of uses

  Toinvestigate an aspect of the behaviour of magnets

  To plan aair test and decide what to measure and what equipment touse

  To make andrecord measurements

  To drawconclusions

Sc1. 2d: make a fair test orcomparison by changing one factor and observing or measuring theeffect while keeping other facts the same

Sc1. 2I: make comparisons andidentify simple patterns or associations in their own observationsand measurements or other data.

  Watch video

  Pose aquestion for children to find answer How do I know if magnetshave the same strength? How can I find out?

  Possibilities

Paper clips in achain

How close does a paper cliphave to be?

How thick does a material haveto be before the

magnetism doesnt work.

  Give out record sheetsfor chosen exp.

  Stick in book andrecord conclusions

  Share experiments &results

  Demo how to make amagnet from a steel nail

Magnets

paper clips

squares of card/paper

Vocab

Attraction

magnetic

attract

I know that magnets can beuseful

I can investigate Imagnets behave in the same way.

4

  To know thatsprings are used in a variety of ways

  To know thatwhen a spring is stretched or compressed upward it exerts adownward force & vice versa

  Tounderstand that forces act in particular directions.

  To makepredictions of the effect of stretching elastic bands by differentamounts

Sc1. 2I: make comparisons andidentify simple patterns or associations in their own observationsand measurements or other data.

SAFETY!!! Elastic bands can be verydangerous

  Letchildren explore a range of springs and elastic bands and begin todescribe what they can feel.

  Record inbooks using arrows to show directions of forces

  Imaginethey are an elastic band and finish sentence Its funny being apiece of elastic band. When someone picks me up and begins to pull. . .

  Demonstratehow to make a push meter Predict what will happen if the bandsare stretched by different amounts

  Write uppredictions (Exp next week)

Springs

elastic bands

cardboard

ruler

Vocab

Stretch

squash

compress

exerts

force

pull towards

push up

elastic

I can tell you what aspring could be used for.

I can explain what I canfeel when I squash or stretch a spring

I can use the correctwords to describe the directions of forces.

I can guess what willhappen to an elastic band if I stretch it.

5

  To makecomparisons and identify patterns in results

  to drawconclusions and indicate whether the prediction wassupported

  To explainthe conclusions in terms of the size of the force

Sc1. 2d: make a fair test orcomparison by changing one factor and observing or measuring theeffect while keeping other facts the same

Sc1. 2I: make comparisons andidentify simple patterns or associations in their own observationsand measurements or other data

Cause and effect

  Do experiment in grps.record results and stick in books

  Re-group & discussfindings how can we explain what we have found out

(encourage use of erwords)

  Writeconclusion

  SMARTBOARD Minas graph. Ch to suggest why there were anomalousresults

-      experimental error

-      incorrectmeasurement

Children tosuggest what a suitable result

might be

push meters

elastic

object to propel

metre sticks

Vocab

Stretch

exerts

force

pull towards

push upon

elastic

I can compare my resultswith others.

I can say whether myresults and prediction were the same.

I can explain what I foundout using er words.