Scientific Inquiry and the Natural World · 6th Class

Active learning ideas

Magnets and Magnetism

Active learning helps students experience magnetism firsthand, turning abstract forces into tangible observations. Hands-on work with poles, fields, and temporary magnets builds durable understanding, as students test ideas and revise misconceptions through direct evidence.

• NCCA Curriculum Specifications
• NCCA: Primary - Energy and Forces
• NCCA: Primary - Electricity and Magnetism

• 15–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Magnet Properties Stations

Prepare four stations: pole identification with hanging magnets, material testing with assorted objects, strength comparison using paperclips, and field mapping with compasses. Small groups rotate every 10 minutes, predict outcomes, test, and record data on worksheets. Conclude with a class share-out of patterns noticed.

Explain how magnets attract and repel each other.

Facilitation Tip

For Station Rotation: Magnet Properties Stations, set up each station with a clear task card and all required materials so students move efficiently and focus on testing rather than searching.

What to look for

Provide students with a bar magnet and a collection of objects (e.g., paperclip, coin, plastic ruler, iron nail). Ask them to list which objects are attracted to the magnet and explain why. Then, have them draw a simple diagram showing the poles of the magnet and the direction of its magnetic field.

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

Activity 02

• Inquiry Circle
• 20 min · Pairs

Pairs: Iron Filings Field Mapper

Place a bar magnet under white paper, sprinkle iron filings evenly, and tap gently to align. Partners observe and draw field lines from pole to pole. Discuss how the pattern shows invisible forces extending outward.

Differentiate between temporary and permanent magnets.

Facilitation Tip

For Pairs: Iron Filings Field Mapper, remind students to tap the tray gently to let filings settle before drawing their field lines to avoid messy, overlapping sketches.

What to look for

Ask students to hold up one finger for 'attract' and two fingers for 'repel' as you describe different pole interactions (e.g., North to South, South to South). Then, present scenarios of materials and ask them to hold up a 'M' for magnetic or 'N' for non-magnetic.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Inquiry Circle
• 30 min · Small Groups

Small Groups: Temporary Magnet Maker

Stroke an iron nail repeatedly with a permanent magnet in one direction. Test if the nail attracts paperclips, then observe if magnetism fades over time. Groups record steps and results for fair testing.

Design an experiment to map the magnetic field of a bar magnet.

Facilitation Tip

For Small Groups: Temporary Magnet Maker, circulate to check that students stroke the nail in one direction only to align domains, not back-and-forth, which weakens the temporary magnet.

What to look for

Pose the question: 'Imagine you have a metal spoon and an iron nail. How could you use a permanent magnet to determine which is which, and how would you test if the spoon becomes a temporary magnet?' Facilitate a class discussion where students share their experimental ideas.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 04

• Inquiry Circle
• 15 min · Whole Class

Whole Class: Electromagnet Build

Demonstrate coiling insulated wire around a nail, connecting to a battery and switch. Turn on to pick up paperclips, then off to release. Students predict and note what makes it temporary.

Explain how magnets attract and repel each other.

Facilitation Tip

For Whole Class: Electromagnet Build, ask groups to plan their coil turns before testing, so they focus on variables like wire length and current direction.

What to look for

Provide students with a bar magnet and a collection of objects (e.g., paperclip, coin, plastic ruler, iron nail). Ask them to list which objects are attracted to the magnet and explain why. Then, have them draw a simple diagram showing the poles of the magnet and the direction of its magnetic field.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Experienced teachers begin with students’ questions about where magnets work, then use small experiments to confront misconceptions directly. They avoid over-explaining, instead letting students gather data and draw conclusions. Research shows that concrete experiences with visible outcomes—like paperclips clinging to a nail or iron filings forming loops—anchor understanding better than lectures alone.

Successful learning looks like students using evidence to explain why only certain materials respond to magnets, mapping magnetic fields accurately, and building a working electromagnet. They should compare forces, rank strengths, and clearly describe how permanent and temporary magnets differ.

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Watch Out for These Misconceptions

• During Station Rotation: Magnet Properties Stations, watch for students grouping all metals as magnetic.

  Have students test aluminum, copper, and plastic alongside iron, then create a class chart where they classify objects based on evidence and revise their initial claims.

• During Pairs: Iron Filings Field Mapper, watch for students assuming magnetic fields only exist at the poles.

  Ask students to trace the full curved lines with their fingers and label the north and south poles on their drawings to see that fields surround the entire magnet.

• During Small Groups: Temporary Magnet Maker, watch for students believing all magnets have equal strength.

  Provide multiple magnets and ask groups to rank them by counting how many paperclips each can hold, then discuss why size and material affect strength.

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Methods used in this brief

• Stations Rotation
• Inquiry Circle