Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Magnet strength and distance: read the data

Electricity and magnetism

CCSS NGSS.3-PS2-3CCSS NGSS.SEP 4England: KS2 Y3 Forces and magnetsEngland: KS2 Y3–Y4 Working scientifically

Objective and success criteria

Students will: Magnet strength and distance: read the data.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Magnet poles: attract or repel?

Leads to: the next skill in this area.

Materials: Circuit kits (cells, wires, bulbs), Circuit symbol cards, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Magnet poles: attract or repel?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. You hold two ring magnets so that the south pole of one faces the north pole of the other. What happens? (attract (pull together) / repel (push apart)) → attract (pull together)Prompt: Are the two poles the same or different?
  2. A ring magnet floats above another on a pencil. Why doesn't it fall down? (The pencil is magnetic. / The top magnet is very light air. / There is no gravity on a pencil. / The facing poles are the same, so they push apart.) → The facing poles are the same, so they push apart.Prompt: Something is pushing it up, balancing gravity.
  3. True or false? Magnets can only attract, never repel. (True / False) → FalsePrompt: Same poles: what happens? Different poles: what happens?

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Magnet strength and distance: read the data. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: A magnet still pulls a paperclip through a sheet of paper. What does this show?
  • Step 1: Magnetism is a non-contact force that can pass through paper, plastic and water.
  • Step 2: So the answer is: Magnetic force can act through some materials and across a gap.
  • Answer: Magnetic force can act through some materials and across a gap.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. A magnet still pulls a paperclip through a sheet of paper. What does this show? (The paperclip is made of paper. / Magnets need to touch to work. / Paper is magnetic. / Magnetic force can act through some materials and across a gap.) → Magnetic force can act through some materials and across a gap.Prompt: Did the magnet touch the paperclip?
  2. To test how distance affects a magnet fairly, what must stay the same? (only the colour of the table / the distance / nothing; change everything / the same magnet and the same kind of paperclips) → the same magnet and the same kind of paperclipsPrompt: What is the one thing you are changing?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why does the class repeat each distance three times and use the average? (Repeating makes the results more reliable. / To use up more paperclips. / Because the magnet gets stronger each time. / Three is the only allowed number.) → Repeating makes the results more reliable.Prompt: What if one count was a mistake?
  2. To test how distance affects a magnet fairly, what must stay the same? (nothing; change everything / the distance / only the colour of the table / the same magnet and the same kind of paperclips) → the same magnet and the same kind of paperclipsPrompt: What is the one thing you are changing?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Magnet poles: attract or repel?.
  • Use concrete materials: circuit kits (cells, wires, bulbs).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Magnet strength and distance: read the data

Name

Date

Score/ 6

  1. Question 1

    A class held a magnet at different distances above a pile of paperclips and counted how many it picked up. How many paperclips did it pick up at 1 cm?

    Paperclips picked up02468101214161820200 cm141 cm92 cm63 cm

    Answer

  2. Question 2

    What pattern does this data show?

    Paperclips picked up0246810121416160 cm101 cm62 cm43 cm
    • A. Magnets only work when they are 3 cm away.
    • B. Distance makes no difference to a magnet.
    • C. The further away the magnet, the weaker its pull.
    • D. The further away the magnet, the stronger its pull.

  3. Question 3

    Why does the class repeat each distance three times and use the average?

    • A. Repeating makes the results more reliable.
    • B. To use up more paperclips.
    • C. Because the magnet gets stronger each time.
    • D. Three is the only allowed number.

  4. Question 4

    A class held a magnet at different distances above a pile of paperclips and counted how many it picked up. How many paperclips did it pick up at 2 cm?

    Paperclips picked up02468101214161820200 cm161 cm122 cm103 cm

    Answer

  5. Question 5

    How many fewer paperclips did the magnet pick up at 2 cm than when touching (0 cm)?

    Paperclips picked up0246810121416160 cm101 cm52 cm13 cm

    Answer

  6. Question 6

    Two magnets are tested. Magnet A holds 22 paperclips and magnet B holds 9. Which statement is right?

    • A. They are the same strength.
    • B. Magnet A is stronger.
    • C. Magnet B is stronger.
    • D. Bigger magnets are always stronger.

Free from eurekami.com

for the adult only

Answer key: Magnet strength and distance: read the data

  1. 1. 14

  2. 2. C. The further away the magnet, the weaker its pull.

  3. 3. A. Repeating makes the results more reliable.

  4. 4. 12

  5. 5. 11

  6. 6. B. Magnet A is stronger.