Science activity
Magnet Exploration
Discover what magnets stick to and what they don't. (Adult uses only large ceramic magnets — NEVER tiny silver-ball / rare-earth / neodymium magnets: these are a serious choking and internal-injury hazard if swallowed.)
Materials and setup
- assorted LARGE ceramic magnets (bar, horseshoe, refrigerator) — 1 inch or bigger; NO small rare-earth/neodymium magnets (serious choking and internal-injury hazard if swallowed)
- paper clips
- iron filings or steel wool
- plastic, wood, glass, fabric items
- compass
- notebook
How this changes by age
Pre-K (ages 3–4)
Discover what magnets stick to and what they don't. (Adult uses only large ceramic magnets — NEVER tiny silver-ball / rare-earth / neodymium magnets: these are a serious choking and internal-injury hazard if swallowed.)
Steps
- Adult reminder: use only a large ceramic magnet — never small shiny silver magnets. Small rare-earth magnets can cause severe injury if swallowed.
- Hold a magnet near a paper clip — watch it jump!
- Test 8 things around the house: which stick? which don't?
- Sort everything you tested into two piles: STICKS and DOESN'T STICK.
- Talk about what the sticky things have in common (most are metal!).
- Tell a grown-up one thing that surprised you.
- Make a two-column crayon chart: things that floated / things that sank.
Learning objectives
- Observe magnetic attraction
- Sort objects by property
- Build curiosity about invisible forces
Kindergarten (ages 5–6)
Predict and test which materials are magnetic.
Steps
- List 12 household items. For each, predict: will the magnet stick? (yes/no)
- Test each item. Mark a check or X next to your prediction.
- How many predictions were right? How many surprised you?
- Discover: not all metals are magnetic! Try aluminum foil and a copper coin.
- Draw a picture of one surprise.
Learning objectives
- Make and test predictions
- Sort by property
- Notice patterns in materials
Early elementary (ages 6–8)
Investigate magnetic strength, poles, and magnetic fields.
Steps
- Test how many paper clips a single bar magnet can hold in a chain. Record the number.
- Repeat with two magnets stacked together. More? Less? Why?
- Mark the poles N and S. Try sticking like poles together (N-N). What happens?
- Sprinkle iron filings (or fine steel wool bits) on paper over a magnet. Observe the field lines that appear.
- Draw the pattern. Which area has the strongest pull?
- Use a compass to find the magnetic north of your home.
- In one sentence, tell a parent or sibling what surprised you today.
Learning objectives
- Measure magnetic strength
- Identify poles and field lines
- Use a compass
Upper elementary (ages 8–10)
Design experiments with magnetic fields, electromagnets, and Earth's magnetism.
Steps
- Build a simple electromagnet: wrap insulated copper wire 50 times around an iron nail. SAFETY: connect to the D-cell battery for only a few seconds at a time and then disconnect — a closed circuit like this is a short and the wire and battery can get hot fast. If anything feels warm, disconnect and let it cool before testing again. Test how many paper clips it lifts.
- Variable test: try 100 wraps, then 150 wraps. Graph wraps vs paperclips lifted. What's the relationship?
- Investigate: does temperature affect magnet strength? Test the same magnet at room temp, then after 30 minutes in the freezer, then in warm water.
- Research how Earth's magnetic field protects us from solar wind. Why do compasses work?
- Write a 1-paragraph explanation of how MRI machines, maglev trains, OR speakers use magnetism.
- In one sentence, tell a parent or sibling what surprised you today.
Learning objectives
- Build an electromagnet
- Test variables systematically
- Connect magnetism to real-world technology
- Understand Earth's magnetic field
Safety and evidence note
Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.
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