Magnetism

Grade 9 · General Science

Semester 2 | Period 5 | Week 25

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: General Science

Semester: 2

Period: 5

Week: 25

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 9
Date:
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Magnetism
Sub-topic: Causes, Properties, and Types of Magnets

Learning Objectives
By the end of the lesson, students should be able to:

  1. Explain the causes of magnetism and how it occurs naturally.
  2. Describe the properties of magnets and their effects.
  3. Identify types of magnets and explain how magnetic fields are produced.

Previous Knowledge
Students already know:
• Basic concepts of force and energy.
• Simple properties of matter (iron, steel, etc.).

Instructional Materials
• Textbook: General Science textbooks for Grade 9
• Teaching aids: Bar magnets, horse-shoe magnets, iron filings, compass, electromagnet kit, Graham bell model
• Students' notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Have you ever seen a magnet attract objects? Which objects were attracted?
• What do you think causes a magnet to pull or push objects?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions.
Learner’s Role:
• Share prior experiences with magnets.
• Respond verbally and participate in warm-up discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role:

  • Explain the causes of magnetism:
    • Alignment of magnetic domains in materials
    • Motion of electrons in atoms creating tiny magnetic fields
    • Natural magnets like lodestone have permanent aligned domains
  • Describe properties of magnets:
    • Attraction: ability to pull magnetic materials
    • Repulsion: like poles repel, unlike poles attract
    • Poles: every magnet has a north (N) and south (S) pole
  • Demonstrate magnetic fields:
    • Place a magnet under paper and sprinkle iron filings to reveal field lines
    • Use a compass to trace magnetic field directions
  • Show types of magnets and explain their uses:
    • Horse-shoe magnet: strong magnet for lifting, industrial use
    • Bar magnet: school experiments, small tools
    • Electro-magnets: electric bells, motors, cranes
    • Graham bell: early telephone mechanism, doorbells, communication devices

Learners’ Activities:

  • Observe magnetic attraction and repulsion demonstrations carefully.
  • Conduct simple experiments with bar and horse-shoe magnets to identify north and south poles.
  • Use a compass to trace the magnetic field around a magnet and observe field directions.
  • Record observations and answers to guided questions in notebooks.

Assessment Checks:

  • Ask learners to identify the north and south poles of a magnet.
  • Observe participation and accuracy during practical experiments.
  • Quick oral questions:
    • “Name the types of magnets we studied today.”
    • “Give one practical use of a Graham bell.”
    • “Which pole of a magnet will repel another north pole?”

Notes (Expanded & Detailed):

  • Magnetism is widely used in daily life:
    • Electric motors rely on electromagnets
    • Telecommunication devices use magnetic components
    • Doorbells often use electromagnets to move the striker
  • Safety note: handle electromagnets carefully; avoid overheating or electric shocks.
  • Natural magnets: lodestone can be found in some rocks and is naturally magnetic.
  • Magnetic fields are invisible but can be visualized using iron filings or compasses.

Practical Activities / Experiments:

  1. Attraction & Repulsion: Bring north pole of one magnet near north pole of another to see repulsion; observe attraction with opposite poles.
  2. Pole Identification: Use a compass to find the north and south poles of bar and horse-shoe magnets.
  3. Magnetic Field Visualization: Sprinkle iron filings on a paper over a magnet to observe field lines.
  4. Graham Bell Demo: Show a simple model of how electromagnets in a bell produce sound.

Assignments / Homework:

  1. Identify three devices at home that use magnets and explain how.
  2. Draw and label the magnetic field of a bar magnet.
  3. List differences between natural and artificial magnets.

Extra Questions / Quick Assessment:

  • Define magnetism and magnetic field.
  • What are the properties of a magnet?
  • Name two uses of electromagnets in daily life.
  • Give an example of a natural magnet.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Recall causes and properties of magnetism.
• Review the types of magnets and how magnetic fields are produced.
• Teacher will ask students to explain one practical application of each type of magnet.

Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short answers to:
– Name two properties of magnets.
– Identify the type of magnet used in a doorbell.
• Teacher will collect and quickly review for understanding.
• Provide oral feedback before class ends.

Assignment (Expanded):
Follow-up Activity:
• Students observe magnets at home or in school, list the objects attracted, and identify the types of magnets used.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide guided demonstrations and step-by-step explanations.
• Advanced Learners: Challenge them to explain the alignment of magnetic domains in detail.
• Students with Disabilities: Use tactile models, assistive devices, and peer support for hands-on experiments.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low