Transparency and Magnetism - Teacher Explanation is part of the lesson Transparency and Magnetism    Students will learn about transparency and magnetism as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

<p>Welcome to Lesson 5.12 on Transparency and Magnetism, a part of the Year 5 curriculum on Properties and Changes of Materials. In this lesson, students will delve into the fascinating world of everyday materials, learning to categorise them based on properties such as hardness, solubility, and importantly for this lesson, transparency and magnetic response. As a safety precaution, students must wear protective goggles during practical activities, ensure the classroom is prepared with chairs tucked in, long hair tied back, and walkways clear, especially as glass and torches will be used. The lesson also presents an opportunity to explore cross-curricular themes, with historical research on lodestone's use in ancient navigation, the process of making soda glass in Design and Technology (DT), and the meaning of 'pentimento' in art.</p>

<p>The practical part of the lesson involves students classifying materials as transparent, translucent, or opaque. They will experiment with various items such as plastic trays, carrier bags, cardboard, and more, using a torch to observe how light passes through these materials and noting the shadows cast by each. This hands-on activity helps students grasp the concepts of light transmission and material classification. Additionally, they will explore magnetism by testing which materials are attracted to magnets, learning that only certain metals like nickel, cobalt, and iron have magnetic properties. The students will also compare the strengths of different magnets, including fridge magnets, bar magnets, and a neodymium wand, by separating magnetic from non-magnetic materials as quickly as possible. Through these engaging tasks, students will discover the factors that affect a magnet's strength, such as the material it's made from and its size, providing a comprehensive understanding of transparency and magnetism.</p>

Transparency and Magnetism - Lesson Plan is part of the lesson Transparency and Magnetism    Students will learn about transparency and magnetism as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Transparency and Magnetism - Lesson Plan

Transparency and Magnetism - Objectives Labels is part of the lesson Transparency and Magnetism    Students will learn about transparency and magnetism as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Objectives Labels

Transparency and Magnetism - Objectives Labels

Transparency and Magnetism - Results Tables is part of the lesson Transparency and Magnetism    Students will learn about transparency and magnetism as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Results Tables

Transparency and Magnetism - Results Tables

Transparency and Magnetism - Self Assessment is part of the lesson Transparency and Magnetism    Students will learn about transparency and magnetism as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Self Assessment

Transparency and Magnetism - Self Assessment

Transparency and Magnetism - Presentation is part of the lesson Transparency and Magnetism    Students will learn about transparency and magnetism as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Transparency and Magnetism - Presentation

<p>This lesson focuses on comparing and grouping everyday materials based on their properties of transparency and response to magnets. The objectives are to classify materials as transparent, translucent or opaque, and to classify materials based on whether they are attracted to magnets.</p> <h2>Previous Learning</h2> <p>The students have previously learned about everyday materials, the uses of everyday materials, rocks, forces and magnets, light, and states of matter. In Year 1, they have identified and named various everyday materials. In Year 2, they have found out how the shapes of solid objects can be changed by squashing, bending, twisting and stretching. In Year 3, they have compared and grouped rocks and everyday materials based on their appearance and physical properties and learned about light and shadows. In Year 4, they have compared and grouped materials based on whether they are solids, liquids, or gases.</p> <h2>Cross-Curricular Links</h2> <ul> <li>History: Pupils could learn about ancient cultures navigating the seas using lodestone.</li> <li>DT: Pupils could learn about soda glass manufacturing.</li> <li>Art: Pupils could learn about the meaning of 'pentimento' and its impact on galleries.</li> </ul> <h2>Misconceptions and Corrections</h2> <ul> <li>Transparent objects do not cast shadows - All objects, regardless of material, cast shadows to a greater or lesser degree.</li> <li>All metals are attracted to magnets - Only certain metals are attracted to magnets.</li> <li>All non-metals do not attract magnets - Liquid oxygen is attracted to magnets.</li> </ul> <h2>Important Lesson Guidance</h2> <p>The teacher is encouraged to provide a variety of materials for pupils to handle during the lesson. </p> <h2>Activity: Transparency Investigation</h2> <p>The students will work in groups of 4 and investigate the transparency of various materials using torches. They will hold the object up, note the material it is made of, and one student will stand on either side of the object. One student will hold the torch close to the object and turn it on, and the other student will observe if they can see all, some, or none of the light. They will repeat the process with various materials and use their results to classify the materials as transparent, translucent, or opaque. The goal is to obtain 20 results.</p> <h2>Science Explained</h2> <ul> <li>Objects are either transparent, translucent, or opaque.</li> <li>Opaque objects reflect light.</li> <li>Different types of the same material can have varying transparency.</li> <li>Gases tend to be transparent.</li> </ul>

Transparency and Magnetism

Science

Year 5

Properties and Changes of Materials

Transparency and Magnetism - Teacher Explanation

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