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© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Lesson Plans
Chapter 6: Magnets
Total number of periods: 18 periods
Overview of Lesson Plans
What Is a Magnet? (4 periods)
Lesson
Specific Instructional Objectives
6.1
Pupils should:
know what a magnet is
be able to differentiate magnetic and non-magnetic
materials
know that there are different types of magnets
What Are the Properties of Magnets? (8 periods)
Lesson
Specific Instructional Objectives
6.2
Pupils should:
understand the properties of magnets
Cambridge Primary Scientific
Enquiry Skills
Collect evidence in a variety of
contexts. (Ep1)
Make relevant observations and
comparisons in a variety of
contexts. (Eo1)
Cambridge Primary Scientific
Enquiry Skills
Test an idea or prediction based
on scientific knowledge and
understanding. (Ep2)
Identify simple trends and
patterns in results and suggest
explanations for some of these.
(Eo5)
How Are Magnets Made? (4 periods)
Lesson
Specific Instructional Objectives
6.3
Pupils should:
know some ways in which magnets can be made
Cambridge Primary Scientific
Enquiry Skills
Test an idea or prediction based
on scientific knowledge and
understanding. (Ep2)
Process Skills
Organising
Analysing
Observing
Classifying
Communicating
Inferring
Process Skills
Organising
Analysing
Observing
Inferring
Predicting
Communicating
Process Skills
Observing
Comparing
Analysing
21st Century Skills
Use systems thinking
Solve problems
21st Century Skills
Be self-directed learners
Solve problems
Use systems thinking
Communicate clearly
Collaborate with others
21st Century Skills
Solve problems
Number of
Periods
4
Number of
Periods
8
Number of
Periods
4
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Inferring
Identify simple trends and
patterns in results and suggest
explanations for some of these.
(Eo5)
Link evidence to scientific
knowledge and understanding in
some contexts. (Eo7)
What Are the Uses of Magnets? (2 periods)
Lesson
Specific Instructional Objectives
6.4
Pupils should:
be able to list the objects that use magnets
Cambridge Primary Scientific
Enquiry Skills
Collect evidence in a variety of
contexts. (Ep1)
Link evidence to scientific
knowledge and understanding in
some contexts. (Eo7)
Process Skills
Observing
Classifying
Communicating
Analysing
21st Century Skills
Communicate clearly
Apply technology
effectively
Environmental literacy
Number of
Periods
2
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Main Lesson Plans
Lesson 6.1
BSCS 5E
Engage:
An activity is used
to create interest
in new topic
Lesson Notes
Background: Magnets are objects that exert a force that pulls magnetic materials such as iron and steel towards them.
Magnets have many special properties. For example, magnets may attract or repel each other depending on how they are
oriented. They will always point in a North-South direction if freely suspended. These properties make magnets useful for a
wide range of applications. Pupils will learn about the properties and uses of magnets in this chapter.
Resources
You may refer to the website provided for a brief introduction of the whole topic.
URL 6.1
Chapter opener
Background: Conventional trains are usually diesel or electric locomotives, but for Maglev trains, their motive power comes
from the attraction and repulsion force of electromagnets.
Textbook page 93
Activity: Show a video to introduce Maglev trains and their technology to pupils.
URL 6.2
Ask pupils:
 How does the Maglev train float and move? (Answer: Powerful electromagnets are used to lift up the train. Then the train
is propelled by waves of magnetic energy.)
 What is the advantage of Maglev trains over conventional trains? (Answer: Because there is no physical contact between
the train and the track, this eliminates the friction that slows down conventional trains.)
Explain that:
 Magnets have different properties. They can be used for many purposes, such as lifting and propelling a train.
Teaching Strategy: Relating to real life
Process Skills: Organising, Analysing
21st Century Skill: Use systems thinking
What’s In This Chapter?, What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 Some materials are magnetic and some are non-magnetic.
 Magnets have different properties.
Textbook page 94
© 2012 Alston Publishing House Pte Ltd


Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
These properties make magnets useful for many different applications.
Magnets can be made by different methods.
Teaching Tip: Trace the path of the mind map by reading out loud.
What Is a Magnet?
Background: Grade 3 Chapter 5 has introduced that different materials have different properties. Some materials can be
attracted by magnets. They are magnetic materials. Materials that cannot be attracted by magnets are non-magnetic
materials.
Explain:
Explanation is
given to avoid
misconception
Evaluate:
Pupils are given
opportunity to
observe the new
idea and check
their own
understanding
Textbook pages 95—96
Common Misconception: Not all metals are attracted to magnets, for example, aluminium, copper, lead, zinc and gold are
non-magnetic.
Activities:
1. Watch the video at the website provided. Ask pupils what they think the ‘hairs’ are and why they think the ‘hairs’ seem to
be able to move by themselves. The ‘hairs’ are actually iron filings. They move about because they are magnetic materials
attracted by a magnet.
2. Carry out Build Your Skills! with the class to find out what the magnetic and non-magnetic materials around us are. Give
each pupil a magnet and ask pupils to test for magnetic objects around the school. They should identify the material(s)
that each object is made of. After the test, have pupils write their observations on a big piece of paper to make a list of
magnetic and non-magnetic materials in school.
URL 6.3
Workbook page 77
Activity 1: Try Attracting
Me!
Process Skills: Observing, Classifying, Communicating
Common Misconception: Most man-made magnets are not made from natural magnets because they are too weak. The
magnets we use in everyday life are usually made of a mix of iron, steel and other substances.
Teaching Tip: Show pupils a video on how a magnet is made from its raw materials. Tell pupils that they will learn more
details in a later lesson.
Elaborate:
Pupils apply new
knowledge to infer
the answers
URL 6.4
Activity: Bring magnets of different shapes and sizes to the class to explain the variety of magnets. Ask pupils to discuss why
there are many different magnets and what their uses are respectively.
Process Skills: Analysing, Inferring
21st Century Skill: Solve problems
Consolidation
Worksheet 1
© 2012 Alston Publishing House Pte Ltd
Internet links for Lesson 6.1
URL 6.1:
Introduction of magnets
http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/magnets/read1.shtml
URL 6.2:
Maglev trains
http://videos.howstuffworks.com/discovery/29341-extreme-engineering-maglev-train-video.htm
URL 6.3:
Magnets making iron filings move (corresponds with Internet Link 6.1 in Textbook)
http://www.youtube.com/watch?v=ZMNbpHnzC7U
URL 6.4:
How a magnet is made
http://www.youtube.com/watch?v=lRux43wwunU
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
© 2012 Alston Publishing House Pte Ltd
Lesson 6.2
BSCS 5E
Engage:
Demonstration is
used to assist
teaching
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Lesson Notes
What Are the Properties of Magnets?
Teaching Tip: Prepare magnets for this lesson to demonstrate the different properties of magnets to pupils.
Resources
Textbook page 98
Teaching Strategy: Show-and-tell
Like poles repel, unlike poles attract.
Common Misconception: Pupils should not confuse North and South poles in a magnet with the geographic North and South
Pole. They are not the same thing. A magnetic pole is the end of a magnet, while the geographic pole is a place where the
Earth’s rotation axis meets its surface.
Textbook page 99
Teaching Tip: Bar magnets should be used to demonstrate this property because they have distinct North and South poles at
their ends. Some magnets such as fridge magnets are made with North and South poles on the same surface, which makes it
difficult to show how the magnets attract and repel each other.
Explore:
Pupils learn more
on the new topic
through research
Project Idea: The attraction and repulsion property of magnets is widely used in many fields. The Maglev train introduced in
the chapter opener also makes use of this property to float. Get pupils to do an Internet search to find out more applications
of this property.
Process Skill: Organising
21st Century Skill: Be self-directed learners
A magnet, when suspended freely, will always point in a North-South direction.
Background: Earth is actually a giant magnet. It has two magnetic poles (not the geographic poles) too. A conventional
magnet will always point in a North-South direction because there is attraction between the magnetic poles of the Earth and
the poles of the magnet.
Elaborate:
Pupils develop a
clearer
understanding
through an activity
Activity: Bring a compass to class. Ask pupils:
 What is a compass used for? (Answer: It tells us the direction.)
 Where does the needle of the compass point to? (Answer: One end of the needle will always point to the North.)
 Why does it always point in a North-South direction? (Answer: This is because the needle is a magnet.)
Ask pupils to discuss a way to prove the needle in a compass is a magnet. One possible way is to place a bar magnet near to
the compass and see whether the needle shows any sign of attraction and repulsion. Or they can take the needle out from the
Textbook page 100
Workbook page 79
Activity 2: My
Home-made Compass
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
compass and test whether it can attract magnetic materials.
Process Skill: Analysing
21st Century Skill: Solve problems
A magnet is strongest at its poles.
Activity: Carry out Experiment Time! to find out which part or parts of a magnet are the strongest. The bar magnet used for
the experiment should be as long as possible so that the results would be more distinctive and obvious. Before carrying out
the experiment, you can first ask pupils:
 What should be done to ensure the test is fair? (Answer: The area of parts A, B and C should be the same. Iron filings
should be poured out equally across the magnet.)
Pupils should be able to conclude that the poles are the strongest parts of a magnet. You can bring up a question for pupils to
discuss here:
 Why is it common to manufacture a magnet in a U-shape? (Answer: A U-shaped magnet can bring the two poles of a
magnet, which are the strongest parts of a magnet, to the same side. In this way, the magnetic strength of the magnet can
be enhanced.)
Textbook page 101
Workbook page 81
Activity 3: Which Is My
Strongest Part?
Process Skills: Observing, Inferring
21st Century Skill: Use systems thinking
A magnet can exert a magnetic force from a distance.
Background: Each magnet has a different strength of magnetic force. A stronger magnet can attract a magnetic material from
a greater distance.
Common Misconception: The strength of a magnet’s magnetic force has no relation to its size and length. This means a bigger
magnet may not necessarily be able to attract magnetic materials from a greater distance as compared to a smaller magnet.
Explain:
Pupils answer
questions to
demonstrate their
understanding
Activity: Carry out Experiment Time! to find out if a magnet can exert a magnetic force from a distance. You can repeat the
experiment with different magnets. Ask pupils:
 Do all the magnets attract the paper clip from the same distance? (Answer: No, some can attract the paper clip from a
greater distance while some need to be closer in order to attract it.)
 What can you conclude from this further test? (Answer: Different magnets have different strengths of magnetic force.)
Process Skills: Observing, Inferring, Predicting
Textbook page 102
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
21st Century Skill: Solve problems
Evaluate:
Pupils evaluate
their own progress
through the
activity
Magnetism can pass through non-magnetic materials.
Activity: Conduct a test to find out if magnetism can pass through non-magnetic materials. Prepare a magnet, a metal paper
clip and a pile of paper for the test. Ask pupils to place the paper clip on top of one piece of paper. Place the magnet under
the paper where the paper clip is resting. Move the magnet around and ask pupils to describe what happens. This shows that
magnetism can pass through non-magnetic materials. Repeat the test with more pieces of paper until the paper clip cannot
be attracted to the magnet. Ask pupils:
 What can you conclude from the test? (Answer: Magnetism can be affected by the thickness of the material between the
magnet and magnetic object.)
Textbook pages 103–104
Workbook page 83
Activity 4: Paper Clip
Magic
Process Skills: Observing, Inferring
21st Century Skill: Use systems thinking
Activities:
1. Play an interactive game to learn more about the properties of magnets.
2. Pupils have learnt many properties of magnets. Have them summarise what they have learnt by making a poster
introducing a magnet’s properties. Divide pupils into groups. Each group is responsible for one of the properties. They
have to present the property only by drawing or using limited words. Join the pupils’ drawing or short description of the
properties together to form a poster.
URL 6.5
Process Skill: Organising, Communicating
21st Century Skills: Communicate clearly; Collaborate with others
Internet link for Lesson 6.2
URL 6.5:
Magnets and springs (corresponds with Internet Link 6.2 in Textbook)
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml
Consolidation
Worksheet 2
© 2012 Alston Publishing House Pte Ltd
Lesson 6.3
BSCS 5E
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Lesson Notes
How Are Magnets Made?
Background: Three ways of making magnets will be introduced in this lesson. They are the ‘Touch’ method, ‘Stroke’ method
and electrical method. Remind pupils that the following methods can make temporary magnets only. Except for
electromagnets, the common magnets we use are not made by these methods. They require more complex manufacturing
processes.
Resources
Textbook page 105
‘Touch’ method
Background: A magnetic object can become a temporary magnet when it is in contact with the pole of a magnet. The strength
of the temporary magnet is determined by the strength of the magnet. When the magnetic object leaves the magnet, it will
lose its magnetism.
Engage:
Engage pupils in
learning through
the activity
Activity: Have pupils use the ‘Touch’ method to make a temporary magnet as shown in the Textbook. See who can make the
strongest iron nail magnet.
Process Skill: Observing
‘Stroke’ method
Background: The ‘Stroke’ method can be used to magnetise a magnetic material. The magnetic material being magnetised
has to be stroked with a strong bar magnet in the same direction many times. The temporary magnet can hold its magnetism
for a while. Its strength can be changed by using bar magnets of different strengths and changing the number of strokes.
Explore:
Pupils experience
the new idea in the
experiment
Activity: Carry out Experiment Time! to make a temporary magnet using the ‘Stroke’ method. Pupils should keep in mind that
they should keep stroking the iron nail in the same direction, but not stroke back and forth over it. Always stroke the nail with
the same pole of the magnet. If pupils fail to magnetise the iron nail, they should use a stronger magnet for stroking instead
or increase the number of times and speed of stroking. The nail should be able to attract the paper clips if it is successfully
magnetised.
The magnetised iron nail has the same properties as a common magnet. The poles of the nail are determined by the pole of
bar magnet used to stroke the nail and the stroking direction. Ask pupils to find out what the poles at the two ends of the nail
are using a bar magnet.
Process Skills: Observing, Comparing, Analysing
21st Century Skill: Solve problems
Textbook page 106
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Electrical method
Background: A magnetic material can be made into a temporary magnet by passing electricity through the material. Its
magnetism will be maintained until the electricity is cut off. The strength of the electromagnet depends on the amount of
electricity passing through the wire and the number of coils wrapped around the material.
Textbook page 107
Activity: See how permanent magnets are made in the factories at the website provided.
URL 6.6
Elaborate:
Pupils learn the
application of the
new idea
Teaching Tip: As introduced in Amazing Facts!, electromagnets are useful in lifting magnetic materials from a mixture of
magnetic and non-magnetic materials. Show pupils video on how an electromagnet is used in a scrapyard.
URL 6.7
Evaluate:
Exercise is used to
check pupils’
understanding
Activity: Visit the website provided with pupils and finish the Build Your Skills! Recap with pupils the two factors affecting the
strength of an electromagnet.
Teaching Strategy: Relating to real life
Textbook page 108
URL 6.8
Process Skills: Observing, Inferring
Pupils will learn more about how batteries work in Grade 5 Chapter 4: Electricity.
Background: The loss of magnetism of a magnet is called demagnetisation. Several conditions can cause demagnetisation,
such as heating and mechanical shock to the magnet.
Explain:
New concept is
explained through
a video
Teaching Tip: Show pupils a video that introduces methods of demagnetisation.
Internet links for Lesson 6.3
URL 6.6:
Making of permanent magnets (corresponds with Internet Link 6.3 in Textbook)
http://www.youtube.com/watch?v=noGGcyPHtdI
URL 6.7:
Electromagnet in scrapyard
http://www.youtube.com/watch?v=3jXRZMuyjnQ
URL 6.9
Consolidation
Worksheet 3
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
URL 6.8:
Magnets and effects of electric current (corresponds with Internet Link 6.4 in Textbook)
http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/activity.shtml
URL 6.9:
Methods of demagnetisation
http://www.youtube.com/watch?v=PlZ30MKrFrw
© 2012 Alston Publishing House Pte Ltd
Lesson 6.4
BSCS 5E
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Lesson Notes
What Are the Uses of Magnets?
Background: Magnets can be found everywhere. Magnets can hold notes on a refrigerator door or become a sealing clip to
lock your bag. Magnets are also an important part of generators, motors and many other electrical appliances.
Engage:
Pupils discover
how the new idea
is incorporated in
our daily lives
Explain:
Direct explanation
is given
Elaborate:
Pupils have further
experiences of the
new idea
Resources
Textbook page 109
Activity: Ask pupils to spot the objects that use magnets in the picture on page 109. Pupils can check the answers on page
110.
Teaching Tips:
1. Page 110 introduces how magnets are used in different objects. It may too difficult for pupils to understand why magnets
are used in some of the examples such as the use of magnets in laptops, telephones and motors. Explain to pupils that
they do not need to know how magnets work in these electrical appliances at this level, but still encourage them to find
out more about the details if they are interested.
2. The website given provides some other common uses of magnets with descriptions of how they work. You may use this to
help pupils explore the world of magnetism.
Textbook page 110
Activity: Carry out Build Your Skills! to find out more objects that make use of magnets. You can ask pupils to look around the
school or their home to find examples first to practice their observation skill. Encourage pupils to find as many examples as
possible. After pupils share their findings, have pupils take turns to answer what the world would be like without magnets, so
pupils can understand how magnets are important to our life.
Textbook page 111
Teaching strategy: Relating to real life
Process Skills: Observing, Classifying, Communicating
21st Century Skills: Communicate clearly; Apply technology effectively
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.
URL 6.10
Workbook page 86
Activity 5: How Do
Magnets Work?
© 2012 Alston Publishing House Pte Ltd
Evaluate:
Pupils’
understanding is
assessed through
the exercise
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out
loud. You may wish to draw the map as you speak.
 Some materials are magnetic and some are non-magnetic.
 Magnets can attract magnetic materials such as iron and steel.
 Magnets have different properties.
- A magnet attracts magnetic materials but not non-magnetic materials.
- Like poles repel, unlike poles attract.
- A magnet, when suspended freely, will always point in a North-South direction.
- A magnet is strongest at its poles.
- A magnet can exert a magnetic force from a distance.
- Magnetism can pass through non-magnetic materials.
 These properties make magnets useful for many different applications.
- Maglev trains
- Magnetic door stops, whiteboard magnets, portable chess sets
- Compasses
- Laptops
- As electromagnets in telephones and electric fans
- As electromagnets in scrapyard magnets
• Magnets can be made by different methods.
- ‘Touch’ method
- ‘Stroke’ method
- Electrical method
Textbook page 112
Work It Out
Go through the worked example with pupils. Read the hint when answering part ‘b’.
Textbook page 113
Process Skills:: Observing, Analysing
Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Textbook page 114
Consolidation
Worksheet 4
21st Century Skill: Environmental literacy
Fun and Games
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 6 Lesson Plans
Exam Practice
Internet link for Lesson 6.4
URL 6.10:
Common uses of magnets
http://en.wikipedia.org/wiki/Magnet#Common_uses_of_magnets