Science · Year 4

Active learning ideas

Magnets: Attract and Repel

Active learning works for magnets because invisible forces become visible when students manipulate materials directly. Testing objects and mapping fields turn abstract concepts into concrete evidence students can reason from.

• ACARA Content Descriptions
• AC9S4U04

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 35 min · Small Groups

Stations Rotation: Material Testing

Prepare stations with magnets and objects like paperclips, wood, foil, and coins. Students predict, test, and sort items into magnetic or non-magnetic trays. Groups record findings on charts and discuss surprises.

Differentiate between magnetic and non-magnetic materials.

Facilitation Tip

During Material Testing, circulate with a strong magnet to model how to approach each object slowly and deliberately, ensuring students notice subtle attractions.

What to look for

Provide students with a small collection of objects (e.g., paperclip, coin, eraser, key). Ask them to sort the objects into two groups: magnetic and non-magnetic. On the back of their sorting sheet, they should write one sentence explaining how they decided which group each object belonged to.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 25 min · Pairs

Pairs Challenge: Pole Interactions

Give each pair two bar magnets marked N and S. They test all pole combinations, noting attract or repel, and draw force directions. Pairs then predict outcomes with hidden poles using string.

Analyze how the poles of magnets interact (attraction and repulsion).

Facilitation Tip

For Pole Interactions, place one marked magnet at each station so pairs can focus on observing push or pull without confusion over pole orientation.

What to look for

Hold up two magnets, demonstrating different pole combinations. Ask students to raise their hand if they observe attraction and give a thumbs down if they observe repulsion. Follow up by asking a few students to explain why they saw attraction or repulsion.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 30 min · Whole Class

Whole Class: Field Mapping

Sprinkle iron filings near a magnet on paper; tap gently to show patterns. Students sketch fields, then repeat with compass to trace lines. Discuss how fields predict interactions.

Predict the path of a magnetic field using iron filings or a compass.

Facilitation Tip

In Field Mapping, demonstrate how to sprinkle filings evenly and gently tap the paper to reveal patterns without overcrowding the field lines.

What to look for

Place a bar magnet under a piece of paper and sprinkle iron filings on top. Ask students: 'What do you observe happening to the iron filings? What does this tell us about the magnet? How is this pattern similar to or different from what happens when you bring two magnets close together?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 20 min · Individual

Individual: Prediction Lab

Students list 10 classroom items, predict magnetism, test with magnets, and tally accuracy. They reflect on patterns in a journal entry.

Differentiate between magnetic and non-magnetic materials.

What to look for

Provide students with a small collection of objects (e.g., paperclip, coin, eraser, key). Ask them to sort the objects into two groups: magnetic and non-magnetic. On the back of their sorting sheet, they should write one sentence explaining how they decided which group each object belonged to.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach magnets by letting students lead with questions, then providing tools to test their ideas. Avoid telling students what to observe; instead, ask, 'What do you notice about where the filings gather?' Research shows hands-on exploration builds stronger mental models than demonstrations alone. Keep groups small so every student manipulates the materials and shares findings.

Successful learning looks like students accurately sorting materials, correctly predicting pole interactions, and sketching magnetic field patterns with clear labels. They should explain their reasoning using evidence from testing and observation.

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Watch Out for These Misconceptions

• During Station Rotation: Material Testing, watch for students grouping all metals together despite evidence.

  Ask students to test each object individually and record results on a shared class chart, prompting them to notice that aluminium foil and copper pennies show no attraction while iron paperclips do.

• During Pairs Challenge: Pole Interactions, watch for students assuming only attraction exists.

  Have pairs record both outcomes on a two-column chart labeled 'Attract' and 'Repel,' with marked magnets so they see push forces clearly.

• During Whole Class: Field Mapping, watch for students drawing straight lines between poles.

  Ask students to compare their sketches to the iron filings’ curves and redraw with arrows showing the field’s direction, using compasses to confirm the pattern.

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Methods used in this brief

• Stations Rotation