Science · Kindergarten

Active learning ideas

Magnets: Invisible Forces

Active investigation works because magnets let young students feel the invisible pull and push of forces with their own hands. When children test objects and see a paperclip move without being touched, they connect abstract concepts to concrete experiences that stick with them.

• Common Core State Standards
• NGSS: K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
• NGSS: DCI PS2.B: Types of Interactions. Some forces act on objects that are not touching them.

• 10–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 20 min · Pairs

Inquiry Circle: Magnetic or Not?

Each pair receives a bag of ten small objects: a paperclip, an eraser, a button, a coin, a bolt, a plastic cap, aluminum foil, a rubber band, a wooden bead, and a key. Students test each with a bar magnet and sort them into two labeled cups labeled sticks and does not stick.

Differentiate which objects are attracted to a magnet and which are not.

Facilitation Tip

During Collaborative Investigation: Magnetic or Not?, circulate and listen for students to verbalize their predictions before they test each object.

What to look for

Provide students with a collection of various objects (e.g., paperclip, coin, crayon, button, foil) and a magnet. Ask them to test each object and sort them into two groups: 'Magnetic' and 'Non-magnetic.' Observe their sorting process and ask them to explain why they placed an object in a specific group.

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

Activity 02

• Simulation Game
• 20 min · Small Groups

Simulation Game: Repel and Attract

Give each small group two bar magnets. Students bring the ends together and feel the push (repel) and the pull (attract). They mark the ends with colored tape after discovering which combinations push apart and which pull together, then try to describe the pattern they found.

Predict what happens when two magnets are brought close together.

Facilitation Tip

In Simulation: Repel and Attract, ask students to slow down and describe what they see when the magnets move apart versus when they move together.

What to look for

Hold up two magnets. Ask students: 'What do you think will happen when I bring these two magnets close together?' After they share predictions, demonstrate attraction and repulsion. Ask: 'Why did they push away sometimes and pull together other times? What did you see?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: Magnet Fishing Game

Groups design a simple fishing game using a magnet on a string as the rod and paper fish with paperclip mouths. They test whether different numbers of paperclips on a fish make it harder to catch, then discuss what that tells them about magnetic force and distance.

Design a game using magnets to move small objects.

Facilitation Tip

For Magnet Fishing Game, model how to fish gently so students don’t pull too hard and miss the learning moment of force weakening with distance.

What to look for

Give each student a small piece of paper. Ask them to draw one way they could use a magnet to play a game. They should include at least one object the magnet will move.

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

Activity 04

• Think-Pair-Share
• 10 min · Pairs

Think-Pair-Share: Why Did It Not Stick?

After the sorting investigation, pick one surprising non-magnetic object like aluminum foil that students typically predict will be magnetic. Students share with a partner why they think it did not stick, then the class discusses: it is metal, so why does the magnet not work on it?

Differentiate which objects are attracted to a magnet and which are not.

Facilitation Tip

In Think-Pair-Share: Why Did It Not Stick?, give pairs just 30 seconds to share before calling on volunteers to keep the discussion focused.

What to look for

Provide students with a collection of various objects (e.g., paperclip, coin, crayon, button, foil) and a magnet. Ask them to test each object and sort them into two groups: 'Magnetic' and 'Non-magnetic.' Observe their sorting process and ask them to explain why they placed an object in a specific group.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should let students lead with their curiosity and correct misconceptions in the moment by asking them to test again. Avoid telling students the answer too soon; instead, guide them to notice patterns in their own results. Research shows that hands-on exploration, even with simple materials, builds stronger conceptual understanding than demonstrations alone.

Students will confidently test objects, explain why some stick to magnets while others do not, and use the words attract and repel to describe what they observe. Successful learning looks like students sorting materials correctly and using evidence to support their choices.

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Watch Out for These Misconceptions

• During Collaborative Investigation: Magnetic or Not?, watch for students assuming all metals stick to magnets.

  Prompt students to test aluminum foil, copper coins, and steel nails, then ask them to describe what the magnetic metals have in common that the non-magnetic metals do not.

• During Simulation: Repel and Attract, watch for students thinking bigger magnets always pull harder or that distance doesn’t matter.

  Have students move one magnet slowly toward a paperclip on a table and mark the farthest distance at which the paperclip moves, repeating with different magnets to see the pattern.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share