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View Sequence overviewStudents will:
- identify magnetic and non-magnetic materials.
- describe how a magnetic force is exerted on an object from a distance.
- investigate the strength of different size magnets.
Students will represent their understanding as they:
- record measurements in a table.
- represent their thinking about magnetism using force arrow diagrams.
- discuss and compare magnet strength using their results to draw simple conclusions.
- optionally: identify how magnets are used to support movement.
In this lesson, assessment is formative.
Feedback might focus on:
- students’ ability to identify how forces can be exerted by one object on another and investigate the effect of magnetic forces on the motion of objects.
Whole class
Class science journal (digital or hard-copy)
Large piece of paper/cardboard
A magnet affixed to one side of the large piece of paper/cardboard
Magnetic item such as a paper clip or similar
Magnets of different sizes and strengths, include bar magnets.
Magnets can be rotated around groups if there are resource limitations.
A variety of items to test for magnetism, including at least one metallic item that is not magnetic (e.g. aluminium foil)
Sticky tape
String/thread
Paperclip
Individual science journal (digital or hard-copy)
Floating paper clip Resource sheet
Lesson
Re-orient
Revise the difference between friction and gravity as contact and non-contact forces.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkA sticky question
Hang or hold up a large piece of paper or cardboard with a magnet attached, ensuring that students can’t see the side with the magnet.
Hold a magnetic object (e.g. a paper clip) against the front of the paper, taking care to place it just above the location of the magnet. Ask students what they think will happen when you let the object go. It is likely, particularly after students' recent learnings about gravity, that they will predict that the object will fall to the floor.
Let go of the object, which will stick to the magnet instead of falling. Ask students why they think it has not fallen to the ground.
Demonstrate multiple times as needed. You might use a variety of magnetic objects (without identifying them as magnetic).
If students don't guess that there is a magnet on the other side of the paper, show them the magnet and demonstrate again how it stops the object from falling to the ground.
Ask students to share what they think they know about magnets, recording their ideas in the class science journal.
Optional: Students draw a labelled diagram showing how they think the magnet stopped the object from falling, including using arrows to show any forces they think are involved.
Ask students if they think this ‘trick’ would work with any item in the classroom and why they think that.
Pose the question: What sticks to a magnet? or What does a magnet stick to?
Alternative conceptions
What alternative conceptions might students hold about magnetism and how does this lesson address them?
A magnet is an object or material that creates an invisible magnetic field, allowing it to attract or repel other magnetic objects. Some magnetic materials, such as lodestone, are naturally occurring, but most magnets are man-made.
Students might think that larger magnets are stronger than smaller magnets. The size of a magnet is not necessarily directly related to its strength. Neodymium magnets (rare-earth magnets), made of a combination of neodymium, iron, and boron, are much stronger than a same-sized iron magnet.
Some students might think that all metals or all silver coloured items are attracted to a magnet. There are only three naturally occurring metals that are magnetic: iron, cobalt, and nickel. The colour or amount of shine an object has is in no way related to whether or not it is magnetic. For example, aluminium foil is shiny, and it is not a magnetic material.
Some students might think that there is a large magnet inside the Earth. Whilst the Earth does produce a magnetic field (which is why compasses point to the magnetic North pole), there is no actual ‘magnet’ inside the Earth. Scientists claim that currents in the Earth’s molten iron core give rise to the magnetic field that the Earth produces.
Students may not recognise magnetism as a non-contact force, because in their experiences, contact occurs between the magnet and the magnetic material.
In this lesson, students explore magnetism using a variety of magnets, including bar or horse-shoe magnets. Using these powerful magnets (with marked poles) will give students first-hand observations and experience with a magnetic field, and allow them to recognise magnetism as a non-contact force that acts at a distance. However, exploring the magnetic field produced by the Earth is not something Year 4 students are conceptually ready to understand.
Students have opportunities to test a variety of objects for magnetism, including those that are metallic but not magnetic, such as foil. Whilst it is unlikely they will be able to identify the specific metals that are magnetic, they will be able to identify that not all metals are magnetic.
By giving students an opportunity to use a variety of magnets, students will be able to develop an understanding that size does not necessarily correlate to the strength of the magnetic field.
A magnet is an object or material that creates an invisible magnetic field, allowing it to attract or repel other magnetic objects. Some magnetic materials, such as lodestone, are naturally occurring, but most magnets are man-made.
Students might think that larger magnets are stronger than smaller magnets. The size of a magnet is not necessarily directly related to its strength. Neodymium magnets (rare-earth magnets), made of a combination of neodymium, iron, and boron, are much stronger than a same-sized iron magnet.
Some students might think that all metals or all silver coloured items are attracted to a magnet. There are only three naturally occurring metals that are magnetic: iron, cobalt, and nickel. The colour or amount of shine an object has is in no way related to whether or not it is magnetic. For example, aluminium foil is shiny, and it is not a magnetic material.
Some students might think that there is a large magnet inside the Earth. Whilst the Earth does produce a magnetic field (which is why compasses point to the magnetic North pole), there is no actual ‘magnet’ inside the Earth. Scientists claim that currents in the Earth’s molten iron core give rise to the magnetic field that the Earth produces.
Students may not recognise magnetism as a non-contact force, because in their experiences, contact occurs between the magnet and the magnetic material.
In this lesson, students explore magnetism using a variety of magnets, including bar or horse-shoe magnets. Using these powerful magnets (with marked poles) will give students first-hand observations and experience with a magnetic field, and allow them to recognise magnetism as a non-contact force that acts at a distance. However, exploring the magnetic field produced by the Earth is not something Year 4 students are conceptually ready to understand.
Students have opportunities to test a variety of objects for magnetism, including those that are metallic but not magnetic, such as foil. Whilst it is unlikely they will be able to identify the specific metals that are magnetic, they will be able to identify that not all metals are magnetic.
By giving students an opportunity to use a variety of magnets, students will be able to develop an understanding that size does not necessarily correlate to the strength of the magnetic field.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkDoes it stick?
In teams, provide students with magnets and allow time for them to informally investigate magnetism through play and exploration.
Students’ ideas about how magnets work will guide their exploration. If students are unsure how magnets work, or what they will stick to, prompt them to test a variety of materials to find out which materials magnets will stick to, then look for patterns and draw a conclusion. If they are confident that magnets only stick to metal things, prompt them to see if magnets stick to all kinds of metals.
Students’ findings can be recorded in their science journals in a table such as the following:
| Item to be tested | Prediction (will it be attracted/stick?) | Result (was it attracted/did it stick?) |
| wooden block | X | X |
| staples | ✓ | ✓ |
| foil | ✓ | X |
If using bar magnets, encourage teams to explore how they stick to each other, and make notes on their observations.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkWhat did you find?
In this Integrate step, guide students to link their experiences in the investigation to the science concept being explored—in this instance, the force of magnetism. Through questioning and discussion, students should come to a consensus that:
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Share and compare the results of teams’ investigations.
- Did everything you tested stick to the magnet?
- What did/did not stick to the magnet?
- Through this discussion, determine that some objects that are made of metal will be attracted to magnets, meaning they will stick to the magnet. We call this property 'magnetism', and the metal is labelled a 'magnetic object'. However, not all metals are magnetic. For example, aluminium (like foil) is not considered magnetic and will not stick to a magnet.
- Did you feel or observe anything interesting during your investigations?
- Students would likely have felt or observed a ‘pulling’ sensation.
- They may have observed some of the objects moving towards the magnet from a distance.
- They may also have noticed a ‘pushing’ force if using bar magnets and placing the two same poles facing each other. The scientific reasoning behind this is not appropriate for this stage of development and is not addressed in this sequence. However, if students make this observation, acknowledge that strong magnets have 'poles', North and South, and that when the same poles are pointed towards each other they will repel (that is, push away from) each other.
- Do you think that some magnets are stronger than others? Why do you think that?
Pose the question: Do magnets need to touch an object to have an effect on it? Is magnetism a contact or non-contact force?
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkCan a paperclip float?
Working in teams, students use the Floating paper clip Resource sheet and the equipment provided (sticky tape, string/thread, paperclip, a magnet) to see if they can get the paper clip to ‘float’ in the air without being touched by the magnet. Discuss why the string/thread needs to be tied to the paper clip and then attached to the table: it stops the paper clip from touching the magnet because it provides a limit to how far the paperclip can move.
Model the setup of the investigation as required.
Students record their observations on the Floating paper clip Resource sheet by drawing two force arrow diagrams, showing the forces at work when:
- the paperclip is in the air.
- the magnet is removed and the paperclip is falling.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkWhat did we find?
In this Integrate step, guide students to link their experiences in the investigation to the science concept being explored—in this instance, the force of magnetism. Through questioning and discussion, students should come to a consensus that:
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Teams share their claim in answer to the original question: Do magnets need to touch an object to have an effect on it? Is magnetism a contact or non-contact force?
Ask students how their evidence supports the claim that magnetism is a non-contact force.
Next, ask students to identify any instances of magnetism being used to help things move. You might prompt them with common examples such as:
- refrigerator doors use magnetic strips to remain closed and sealed.
- magnets are used to secure important documents to the fridge door.
- games often use magnet, like fish-catching games, or magnetic building blocks.
- cupboards, especially in the kitchen, use magnets to help them open and close.
- laptop, watch and other device chargers can use magnets to hold the chargers in place.
Optional: Discuss and look at images of other examples of technological innovations involving magnetic forces, for example magnetic levitation trains or magnetic levitation conveyor belts.
Reflect on the lesson
You might:
- brainstorm how magnets could be used in a mobility vehicle.
- add to the class word wall of vocabulary related to magnetism.
- re-examine the intended learning goals for the lesson and consider how they were achieved.