SCIENCE 4 | Quarter 3|Week 3-4

Magnetic Force
 At the end of the lesson learners are expected to:

1 2

Objectives
Identify the
Determine if an types of
object is magnets.
magnetic or non-
magnetic. Characterize
magnetic force.
Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write

Introduction
your answer on your answer sheet.

Objectives
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation

Objectives
1.

nickel knife
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
1.

nickel knife
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
2.

Gold ring
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
2.

Gold ring
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
3.

wooden chair
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
X
3.

wooden chair
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
4.

steel paper clip

 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
4.

steel paper clip

 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
5.

steel spoon
 Activity:
Directions: Put a check mark (/) if the object can be
attracted to a magnet and a cross (x) if it does not. Write
your answer on your answer sheet.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
5.

steel spoon
Assessment
Assimilation
Engagement
Development
Study the given objects

Introduction
Objectives
 Magnets are objects that attract certain metals.
It is one of the fundamental forces in nature and are
Development indeed incredibly important.

Introduction
Engagement
Assimilation
Assessment

Objectives
 Magnets are objects that attract certain metals.
It is one of the fundamental forces in nature and are
Development indeed incredibly important.

Introduction
Engagement
Assimilation
Assessment

Objectives
Magnets have been known for centuries and
used by many different cultures throughout this
time.
 Magnets are objects that attract certain metals.
It is one of the fundamental forces in nature and are
Development indeed incredibly important.

Introduction
Engagement
Assimilation
Assessment

Objectives
Magnets have been known for centuries and
used by many different cultures throughout this
time.
Magnets have an invincible magnetic field. It
will not attract all kinds of metals. Only metals
made of iron, cobalt and nickel will be attracted to
magnets.
iron nickel
cobalt
Assessment
Assimilation
Engagement
Development

ring magnets
Types of Magnets

Introduction
Objectives
Assessment
Assimilation
Engagement
Development

ring magnets
Types of Magnets

horseshoe magnet

Introduction
Objectives
 Assessment
Assimilation
Engagement
Development

ring magnets
Types of Magnets

rectangular magnet
horseshoe magnet

Introduction
Objectives
 Types of Magnets
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
ring magnets horseshoe magnet

bar magnet
rectangular magnet
Assessment
Assimilation
Engagement
Development
The end of the magnets are called poles.

Introduction
Objectives
 Assessment
Assimilation
Engagement
Developmentpole
The end of the magnets are called poles.

pole

Introduction
Objectives
 Assessment
Assimilation
Engagement
DevelopmentNorth pole
The end of the magnets are called poles.

pole

Introduction
Objectives
 Assessment
Assimilation
Engagement
DevelopmentNorth pole
The end of the magnets are called poles.

South pole

Introduction
Objectives
 The end of the magnets are called poles.
Development North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.

South pole
 The end of the magnets are called poles.
Development North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.

South pole
 The end of the magnets are called poles.
Development North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.

South pole
 The end of the magnets are called poles.
Development North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.
When we cut a magnet into two
parts two new magnets are formed with South pole
a north and south pole.
 The end of the magnets are called poles.
South pole
Development North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.
When we cut a magnet into two
parts two new magnets are formed with South pole
a north and south pole.
 The end of the magnets are called poles.
South pole
Development North pole
North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.
When we cut a magnet into two
parts two new magnets are formed with South pole
a north and south pole.
 The end of the magnets are called poles.
South pole
Development North pole
North pole

Introduction
Engagement
Assimilation
Assessment

Objectives
A magnet has always
both north pole and south
pole though you break it.
When we cut a magnet into two
parts two new magnets are formed with South pole
a north and south pole.
 When the poles of the magnets are placed
near each other, they have a force that will either
Development pull them together or push them apart.

Introduction
Engagement
Assimilation
Assessment

Objectives
 When the poles of the magnets are placed
near each other, they have a force that will either
Development pull them together or push them apart.

Introduction
Engagement
Assimilation
Assessment

Objectives
OPPOSITE POLES ATTRACT

If the poles of a magnet are different and

placed near each other, then they will be pulled
together or will attract each other.
 When the poles of the magnets are placed
near each other, they have a force that will either
Development pull them together or push them apart.

Introduction
Engagement
Assimilation
Assessment

Objectives
SAME POLES REPEL

If the poles of a magnet are the same and

placed near each other, then they will be pushed
away or will repel each other.
 When the poles of the magnets are placed
near each other, they have a force that will either
Development pull them together or push them apart.

Introduction
Engagement
Assimilation
Assessment

Objectives
OPPOSITE POLES ATTRACT

SAME POLES REPEL

 The force of attraction of a magnet is greater
at its poles than in the middle.
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
 The force of attraction of a magnet is greater
at its poles than in the middle.
The magnetic field is the area around the
magnet where the magnetic force of attraction or
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
repulsion.
 The force of attraction of a magnet is greater
at its poles than in the middle.
The magnetic field is the area around the
magnet where the magnetic force of attraction or
Development

Introduction
Engagement
Assimilation
Assessment

Objectives
repulsion.

Magnetic
Magnetic
Magnetic field
field
field

Magnetic
Magnetic Magnetic field
field field
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
Plastic ruler
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
Copper wire
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
paper clip
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
iron nail
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
thumbtacks
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
index card
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
Safety pin
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
1. What materials are attracted by the magnet?
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
2. What materials are not attracted by the
magnet?
 Learning Task 1:
Directions: Identify which materials will be attracted and
repelled by the magnet. Write your answer on your answer
sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
3. What does this mean about the materials
attracted or not attracted to magnets?
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
1. What happened to the magnets when similar
poles were brought closer to each other?
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
1. What happened to the magnets when similar
poles were brought closer to each other?

When magnets with similar poles were brought

closer, magnets pushed away or repel each other
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
2. What happened to the magnets when
dissimilar poles were brought closer to each
other?
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
2. What happened to the magnets when
dissimilar poles were brought closer to each
other?

When magnets with dissimilar poles were brought

closer, magnets attract or pulled each other.
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
3. What generated statement can be
formulated?
 Learning Task 2:
Directions: Observe and answer the following questions
based from the illustrations presented.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
3. What generated statement can be
formulated?

We can conclude that when two magnets were

brought closer to each other, same poles repel while
opposite poles attract.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
1.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
1.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
1. Attract
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
1. Attract

2.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
1. Attract

2.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
1. Attract

2.
Repel
 cher JoMitch
Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
3.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
3.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
3. Repel
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
3. Repel

4.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
3. Repel

4.
 Learning Task 3:
Directions: Study the illustration below. Will
they attract or repel each other. Write your
answer on your answer sheet.

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
3. Repel

4. Attract
 Magnets are objects that attract certain
metals like iron, cobalt and nickel

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
 Magnets are objects that attract certain
metals like iron, cobalt and nickel

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
ring horseshoe rectangular bar
magnets magnet magnet magnet
 Magnets are objects that attract certain
metals like iron, cobalt and nickel

Development
Introduction
Engagement
Assimilation
Assessment

Objectives
ring horseshoe rectangular bar
magnets magnet magnet magnet

The ends of the magnets are called poles.

One is north one is south.
When the poles of magnets are placed near
each other, opposite poles attract while same
poles repel.
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
_______________ 1. disposable plastic spoon
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
_______________ 2. iron nail
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
_______________ 3. copper glass
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
_______________ 4. glass
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
non-magnetic
_______________ 4. glass
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
non-magnetic
_______________ 4. glass
_______________ 5. pencil
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
non-magnetic
_______________ 4. glass
non-magnetic
_______________ 5. pencil
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
non-magnetic
_______________ 4. glass
non-magnetic
_______________ 5. pencil
_______________ 6. copper kettle
Learning Task 5:
Directions: Write whether the following objects
are magnetic or non-magnetic. Write your answer
on your answer sheet.

Development
Introduction
Assimilation
Engagement
Assessment

Objectives
non-magnetic
_______________ 1. disposable plastic spoon
magnetic
_______________ 2. iron nail
magnetic
_______________ 3. copper glass
non-magnetic
_______________ 4. glass
non-magnetic
_______________ 5. pencil
magnetic
_______________ 6. copper kettle