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

Design with magnets: solve everyday problems

Electricity and magnetism

CCSS NGSS.3-PS2-4England: KS2 Y3 Forces and magnets

Objective and success criteria

Students will: Design with magnets: solve everyday problems.

  • 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: Magnets and magnetic materials

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 (Magnets and magnetic materials). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. The north pole of one magnet is brought near the north pole of another. Do they attract or repel? (attract / repel) → repelPrompt: Like poles repel; unlike (opposite) poles attract.
  2. Is a plastic spoon attracted to a magnet? (magnetic / not magnetic) → not magneticPrompt: Only a few metals are attracted to magnets.
  3. Which way does the north pole of a compass needle point? (always towards the Sun / towards the nearest wall / downwards / towards the Earth's magnetic north) → towards the Earth's magnetic northPrompt: The Earth behaves like a giant magnet.

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Design with magnets: solve everyday problems. 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 recycling centre needs to separate steel cans from aluminium (aluminum) cans. What should it use?
  • Step 1: Steel contains iron, so it is magnetic; aluminium is not.
  • Step 2: So the answer is: a big magnet that picks out the steel cans
  • Answer: a big magnet that picks out the steel cans
  • 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. Why do many fridge and cupboard doors have a magnet in the seal or latch? (to make light / to keep the food warm / to make the door heavier / to hold the door closed without a lock) → to hold the door closed without a lockPrompt: What does a magnet do to steel nearby?
  2. Would a magnet help with this job: picking up spilled rice? (a magnet would help / a magnet would not help) → a magnet would not helpPrompt: Does the job involve iron or steel?

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. True or false? Magnets can hold things in place without glue. (True / False) → TruePrompt: Which materials do magnets attract?
  2. A hiker uses a compass to find north. What is inside a compass? (a map / a small battery and a light / a tiny magnetised needle that lines up with Earth's magnetism / a drop of water that points north) → a tiny magnetised needle that lines up with Earth's magnetismPrompt: Earth itself acts like a giant magnet.

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: Magnets and magnetic materials.
  • 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

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Design with magnets: solve everyday problems

Name

Date

Score/ 6

  1. Question 1

    You drop a box of steel pins into the grass. What is the quickest safe way to collect them?

    • A. Pour water on the grass.
    • B. Wait for the wind to blow them away.
    • C. Sweep a strong magnet over the grass.
    • D. Pick each one up with bare fingers in the dark.

  2. Question 2

    True or false? Magnets are used to sort steel from other metals in recycling.

    • A. True
    • B. False

  3. Question 3

    Would a magnet help with this job: picking up spilled steel paperclips?

    • A. a magnet would help
    • B. a magnet would not help

  4. Question 4

    A recycling centre needs to separate steel cans from aluminium (aluminum) cans. What should it use?

    • A. a big magnet that picks out the steel cans
    • B. water to dissolve the aluminium
    • C. a fan to blow them apart
    • D. a sieve

  5. Question 5

    True or false? Magnets attract all metals.

    • A. True
    • B. False

  6. Question 6

    Would a magnet help with this job: sorting steel cans from aluminium cans?

    • A. a magnet would help
    • B. a magnet would not help

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Answer key: Design with magnets: solve everyday problems

  1. 1. C. Sweep a strong magnet over the grass.

  2. 2. A. True

  3. 3. A. a magnet would help

  4. 4. A. a big magnet that picks out the steel cans

  5. 5. B. False

  6. 6. A. a magnet would help