Magnetic Playground Forces

Overview

Lesson 5 of 15 in Playground Physics and Design. Students investigate magnetic attraction and repulsion, then design and test a small magnetic playground feature that transfers movement without direct contact.

Learning intentions

• WALT identify that magnets can attract or repel some materials.
• WALT describe magnetic forces as pushes or pulls that can act without touching.
• WALT design and build a magnetic playground feature.
• WALT test fairly, record observations, and consider usefulness and safety.

Success criteria

• I can show and describe magnetic attraction and repulsion.
• I can explain how a magnet can move an object without touching it.
• I can make a labelled design and test it more than once.
• I can decide whether my feature adds useful, safe play value and explain why.

Curriculum links

• Physical world: explore familiar forces, including pushes, pulls and magnetic forces.
• Nature of science: ask questions, make observations, investigate, communicate findings and consider evidence.
• Technology and design: develop, test and improve a solution for a real purpose.
• Key competencies: thinking; managing self; participating and contributing; using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and recall Open with the magnetic playground introduction slides and show a picture or model of a gate moving while a magnet stays outside it. Ask: “How could this move without being touched?” Students share ideas with a partner, then recall attraction and repulsion from the previous lesson.

2. 5–12 minutes – Teacher demonstration Demonstrate two magnets attracting and then repelling. Model safe handling: keep magnets away from mouths, eyes, electronic devices and small children; report damaged magnets immediately. Test a magnet with a metal paperclip, plastic counter, wooden craft stick and steel object. Emphasise that not every metal is magnetic. Add arrows to the slides to show a push or pull.

3. 12–17 minutes – Investigation briefing In groups of four, students receive a tray of materials and choose a feature: a moving gate, playground sign, launcher or obstacle. Distribute the magnetic feature design and testing sheet. Explain the fair test: keep the same starting position, use the same magnet and object, repeat at least three times, and record what happens. Each group assigns roles: designer, builder, tester and recorder.

4. 17–30 minutes – Design and build Groups sketch and label their feature before building. They use construction materials and magnets to create movement without direct contact. Circulate and ask: “Where is the force acting?” “Are the magnets attracting or repelling?” and “What might make this safe for younger children?” Support groups to change one feature at a time rather than rebuilding everything.

5. 30–37 minutes – Fair testing and improvement Groups complete three trials and record observations on the magnetic feature design and testing sheet. They identify whether the feature worked reliably, then make one improvement. If time allows, groups test another group’s feature using the same agreed procedure.

6. 37–42 minutes – Share and evaluate Invite selected groups to demonstrate their feature. Each group explains the magnetic force, the movement transferred without touching, and one safety decision. Classmates give one “works well” comment and one helpful question.

7. 42–45 minutes – Plenary and exit response Return to the magnetic playground introduction slides for the final reflection. Students complete the sentence: “Our feature adds useful play value because…, but it must be safe by…”. Collect worksheets and listen for accurate use of attraction, repulsion, push, pull and force.

Resources

• the magnetic playground introduction slides
• the magnetic feature design and testing sheet
• Bar magnets or magnetic wands, at least one per group
• Steel paperclips, small steel objects and non-magnetic comparison objects
• Cardboard, craft sticks, paper, string, blocks, tape and paper fasteners
• Trays or tubs for group materials
• Rulers or marked starting lines
• Safety glasses if available
• Teacher safety check: remove broken magnets and supervise small magnetic parts carefully

Assessment

• Observe group talk and demonstrations for correct identification of attraction, repulsion and movement without contact.
• Check worksheets for a labelled design, three trials, recorded observations, an improvement and a safety consideration.
• Use the final sentence to assess whether students can connect magnetic force with useful playground design.

Differentiation

• Provide picture prompts, sentence starters and a pre-drawn design box for students who need writing or planning support.
• Pair students strategically and allocate clear roles; allow oral recording or drawing instead of extended writing.
• For EAL learners, model gestures for attract, repel, push and pull, and display the words with simple diagrams.
• Extend confident students by asking them to control the distance or direction of movement, compare attraction with repulsion, or explain why some metals did not respond.