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Formal Lesson Plan
Electromagnets
Theresa Voss
EMA 400 Science and Math Curriculum & Methods
Alternative Teacher Certification Program
Marian College
Instructor: Laura Maron
Date: October 9, 2006
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Formal Lesson Plan: Electromagnets
Grade Level: Fourth Grade
Subject: Science
Concept: Constructing an electromagnet
Standards:
A.4.3 Connect mathematical learning with other subjects, personal experiences, current events, and personal interests
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
see relationships between various kinds of problems and actual events
use mathematics as a way to understand other areas of the curriculum (e.g., measurement in science, map skills in social
studies)
E.4.1 Use computers to acquire, organize, analyze, and communicate information.



Operate common computer hardware and software
Use basic word-processing, graphics, and drawing programs
Create, store, and retrieve electronic files
D.4.8 Ask questions and make observations to discover the differences between substances that can be touched (matter) and substances
that cannot be touched (forms of energy, light, heat, electricity, sound, and magnetism)
Materials: D cell batteries (15), 4 inch nail (2 for each set of students), single-strand
insulated wire (2 lengths for each set of students), paper clips, examples of
electromagnets
Objectives:
Cognitive Objective: The student will be able to comprehend how an electromagnet
works by the end of the lesson.
Procedural or Performance Objective: The student will be able to construct an
electromagnet by the end of the lesson.
Dispositional or Attitudinal Objective: The student will be able to recognize
electromagnets in his/her everyday life.
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Steps in the Presentation of the Lesson
Introductory or Motivational Set:
1. Teacher will show students pictures of object from everyday life.
2. Teacher will ask what the objects have in common.
3. Teacher will define key terms: electricity, magnets, conductor, magnetic field.
Outline of Steps in the Body of the Lesson
1. Teacher will demonstrate how an electromagnet works with one using an on/off
switch.
2. Teacher will ask students what the advantage of using an electromagnet is.
3. Students will be partner according to the teacher’s preference.
4. Students will make predictions.
5. Students will wrap their two nails, one with red wire, 25 times, the other with
white wire, 50 times, leaving about 15 inches on both ends.
6. Students will move through five stations, at the teachers signal, to test their
magnets.
7. Students will graph their findings.
8. Partners will discuss findings and fill out their worksheets.
9. Students will type in their online Science journals.
Concluding Set or Closure Activity
1. Students will discuss, as a group, their findings.
2. Students will fill out an exit sheet.
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Assessment of Student Learning
Teacher will evaluate students’ understanding of electromagnets according to the results
of their worksheets and their journal entries.
Accommodations for Special Needs or Cultural Differences
Gifted- Students will research an item that has an electromagnet and explain the basics of
how the electromagnet works in that item.
Physically Disabled- Students will be with partners who can provide assistance to those
students.
LD- Students will be provided with a modified worksheet and modified instructions.
Resources
Nankivell-Aston, S., & Jackson, D. (1999). Science Experiements with Magnets.
Frankiln Watts.
Podendorf, I. One Hundred and One Science Experiements (Educational ed.). Children’s
Press.
Hirschfield, R., & White, N. (1995). The Kid’s Science Book. Gareth Stevens
Publishing.
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Assessment: Electromagnet Experiment
Name: ___________________
Number of questions correct (fill in the blank)- 4 points
Made two predictions- 2 points
Filled in graphs- 10 points, (5 for each graph)
Entry in journal: date, name of experiment, explanation, conclusions- 4 points
Your score: _________, (20 points possible)
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Exit Slip
Name: ____________________
1. I understand how an electromagnet works? yes/no
2. I can make an electromagnet? yes/no
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ELECTROMAGNET EXPERIMENT
Name: ____________________
Partner’s Name: _________________
Directions: You will be creating an electromagnet. Remember, you are working with a
partner and must share duties fairly.
*Leave about 15 inches of wire at each end when coiling.*
1. Wrap the red wire around one nail, starting at the head, 25 times, tightly.
2. Wrap the white wire around the other nail, starting at the head, 50 times, tightly.
There will be 5 stations. You will start at your assigned one and that move to the next
one when the teacher signals you to do so. Test one nail at a time, red wire first. Attach
the ends of the wire to the clips. See how many clips it can pick up. Remember to
record your results on the graphs provided.
Fill in the blank with the correct term.
magnet
electricity
magnetic field
conductor
1. The battery was the source of ____________________.
2. The copper wire was the ______________________.
3. A _______________ __________________ was created by the copper wire being
wound around the nail.
4. The nail became a _______________.
Make predictions.
1. Will the amount of batteries determine how many paper clips the electromagnet
can pick up? Yes/No
2. Will the number of coils affect the amount of paper clips picked up? Yes/No
Graph your results on separate charts on the graphs provided -- Chart 1 is for the red
wire, Chart 2 is for the white wire.
***In your online journal include: the date, name of the experiment, how you made an
electromagnet, and conclusions drawn from your graphs.
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Red Wire
10
9
8
7
6
5
4
3
2
1
Number of 1 battery
Paper
clips
2 batteries
3 batteries
4 batteries
5 batteries
Chart 1
________________________________________________________________________
White Wire
10
9
8
7
6
5
4
3
2
1
Number of
Paper Clips
1 battery
2 batteries
3 batteries
4 batteries
5 batteries
Chart 2
Safety tips:
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Always ask an adult before trying an experiment.
Never use an electric outlet or car battery for experiments.
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