What Do Magnets Attract? A Kindergarten Prediction and Testing Activity
Magnets attract some materials, including iron and many steels; they do not attract every metal or every shiny object. In a kindergarten investigation, children predict what one classroom magnet will attract, watch a consistent test and compare the result with their prediction. An uncertain result is a reason to check again.
This activity is intended for adult-led Kindergarten and Grade 1. The adult selects and tests all materials before the lesson. Children can point, talk or draw instead of completing written sentences.
In this guide
Prepare a small, checked collection
Use an age-rated enclosed classroom magnet in good condition. Do not use loose magnets, magnetic balls, powerful hobby magnets, damaged magnetic toys or small objects that could be swallowed. Keep magnets away from electronics and follow the manufacturer's instructions and individual classroom access requirements.
Prepare a tray with several large, safe objects whose materials you have checked. Suitable comparisons may include an adult-handled steel spoon, a wooden block, a plastic object and a piece of aluminum foil secured to a large card. Test the actual spoon first: different alloys can respond differently, so a spoon is not a guaranteed positive example. Adults handle any unsuitable or small examples themselves, outside children's reach.
The NSTA discussion of magnets and material properties describes moving from exploration to predictions. Use this as teacher background, not as proof that a particular object in your tray will respond.
Run the investigation in five steps
1. Explore one familiar example
Show the magnet and one pretested object. Move the magnet toward it slowly and ask children to watch for movement or attachment. Explain that the test is about what this magnet does to this object under these conditions.
2. Make a prediction before testing
Let a child point to “I think it will attract,” “I think it will not,” or “I am unsure.” Ask for a reason, such as an earlier observation. Record the prediction separately from the result. A changed mind is welcome, but retain the original prediction so the comparison remains honest.
3. Keep the test routine consistent
Place one object on the same tray. The adult brings the magnet toward it in the same way and checks for a visible response. Keep other magnetic objects away from the tray. Repeat if movement could have come from a bump or tilted surface.
4. Record the observation
Use “attracted,” “not attracted in our test,” and “needs another check.” Ask what children saw, rather than whether their guess was right. If an object has several parts, record the part tested: a handle and a fastener may be different materials.
5. Compare evidence across the collection
Look back at the objects and ask whether appearance alone predicted the result. A shiny object may not be attracted. A painted object may contain a responsive material underneath. Invite a conclusion limited to the tested collection.
Keep predictions and results in separate columns
| Object and part tested | Our prediction | What we observed | Check again? |
|---|---|---|---|
| Draw or name an actual object | Attract / not attract / unsure | Describe the actual response | Explain an uncertain result |
Do not prefill a worksheet with results for objects the class has not tested. If a magnet does not produce a clear response, keep that uncertainty visible.
Explain the science without a misleading rule
Try: “A magnet can pull on some materials. Looking shiny does not tell us enough; we test.” For teacher discussion, iron and many steels are common responsive materials, while aluminum is not attracted by an ordinary stationary classroom magnet in this kind of test. Avoid a long list of metals as a memory test for young children.
Common classroom questions
Does a failed prediction mean the child did not understand?
No. A prediction is an idea to investigate. Ask the child what the test showed and what they would predict for a similar object next time.
Can we turn this into a treasure hunt?
Use only an adult-prechecked area and the same safe materials. Children suggest candidates while an adult checks suitability. A classroom hunt is not permission to approach outlets, devices, loose hardware or unknown objects with a magnet.
Optional lesson support
The Magnets Lesson and Activities provides a coordinated prediction-and-testing lesson with teacher directions and student records. Read its preparation guidance before using the materials; it does not supply a physical magnet or real test objects.
To reinforce the difference between prediction and observation, revisit sink-and-float investigations. Close with one evidence sentence: “I predicted ___. Our test showed ___.”
