Science lesson plan · 7th grade (Year 8 in England) · 30 minutes
Electromagnets
Electricity and magnetism
CCSS NGSS.MS-PS2-3CCSS NGSS.HS-PS2-5England: KS3 Physics: Electricity and electromagnetism (magnetism)England: KS4 Combined Science: Magnetism and electromagnetism
Objective and success criteria
Students will: Electromagnets.
- 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; Simple circuits
Leads to: The motor effect (F = B I l) and Fleming's left-hand rule
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; Simple circuits). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- The south pole of one magnet is brought near the north pole of another. Do they attract or repel? (attract / repel) → attractPrompt: Like poles repel; unlike (opposite) poles attract.
- Is a wooden block attracted to a magnet? (magnetic / not magnetic) → not magneticPrompt: Only a few metals are attracted to magnets.
- The north pole of one magnet is brought near the south pole of another. Do they attract or repel? (attract / repel) → attractPrompt: Like poles repel; unlike (opposite) poles attract.
Hook · 3 min
- Show a circuit with a gap and ask why the bulb doesn't light.
- Share the objective: Electromagnets. 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: What core material makes an electromagnet strongest?
- Step 1: A soft iron core concentrates the magnetic field.
- Step 2: So the answer is: iron
- Answer: iron
- 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.
- Which change makes an electromagnet stronger? (reducing the current / adding more turns (coils) of wire / using a plastic core / using fewer turns of wire) → adding more turns (coils) of wirePrompt: More coils mean more magnetic field.
- An electromagnet picked up these numbers of paper clips: 10 turns: 3 clips 20 turns: 6 clips 30 turns: 9 clips 40 turns: 12 clips If the pattern continues, how many clips would 50 turns pick up? → 15Prompt: How many more clips for every 10 extra turns?
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.
- An electromagnet picked up these numbers of paper clips: 5 turns: 2 clips 10 turns: 4 clips 15 turns: 6 clips 20 turns: 8 clips If the pattern continues, how many clips would 25 turns pick up? → 10Prompt: How many more clips for every 5 extra turns?
- Electromagnets: which statement is NOT true? (Electromagnets can pick up aluminium cans. / Increasing the current makes an electromagnet stronger. / Electromagnets are used in electric bells, speakers and motors. / The magnetic field of a coil is like that of a bar magnet.) → Electromagnets can pick up aluminium cans.Prompt: Which core materials are magnetic?
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
- Move on to: The motor effect (F = B I l) and Fleming's left-hand rule.
- 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-7.
Free lesson plan from eurekami.com/lesson-plan-builder