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.

• Kindergarten
• Science
• 4 activities
• 10 min–30 min

Learning Objectives

1. Classify objects as magnetic or non-magnetic based on experimental results.
2. Predict the interaction (attraction or repulsion) between two magnets based on their pole orientation.
3. Design a simple game that utilizes magnetic forces to move small objects.
4. Explain that magnets have an invisible force that can attract or repel objects.

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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

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

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

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

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?

Prepare & details

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.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Quick Check

After Collaborative Investigation: Magnetic or Not?, provide a mixed set of objects and ask students to sort them into magnetic and non-magnetic groups while explaining their choices to a partner.

Discussion Prompt

After Simulation: Repel and Attract, hold up two bar magnets with opposite poles facing each other and ask students to predict and then observe what happens, encouraging them to use the words attract and repel.

Exit Ticket

After Magnet Fishing Game, give each student a slip of paper to draw one object they successfully fished and one object they tried but could not move with the magnet.

Extensions & Scaffolding

• Challenge: Students who finish early can create a map of their classroom showing where magnets could be hidden to move objects without touching them.
• Scaffolding: For students struggling, provide a visual checklist with pictures of objects to test and two columns labeled "Sticks" and "Does Not Stick."
• Deeper exploration: Set up a station with different shaped magnets and ask students to compare how far each can pull a paperclip before the force weakens.

Key Vocabulary

Magnet	An object that produces a magnetic field, which can attract certain metals or repel other magnets.
Attract	When two magnets pull towards each other, or when a magnet pulls certain objects closer.
Repel	When two magnets push away from each other, preventing them from coming together.
Magnetic	Describes materials that are attracted to magnets, such as iron or steel.
Non-magnetic	Describes materials that are not attracted to magnets, such as wood or plastic.