Engineers can use magnetic force to solve problems or make fun games.
📋 NGSS Standard: 3-PS2-1 — Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
🎯 Learning Objective
Students will design and test a magnetic game or tool, observe how magnetic force affects movement, and explain how science ideas helped improve their design.
💡 The Big Idea
Engineers use science to make something work on purpose. When students understand how magnetic force works, they can design a game or tool that is fun, useful, and based on real evidence.
🔬 The Science
Science Snapshot
Designing with magnets means using an invisible force on purpose to create a predictable effect.
What is happening?
A magnetic design challenge asks students to use magnetic force to make a tool or game work. That means applying science ideas about attraction, distance, and movement to a practical goal.
Why it works that way
The design only works if the magnetic force is strong enough and placed in the right location. Students must think about where the hidden magnet goes, what object it moves, and how distance affects the result.
Look for this in the lesson
Students should name the magnetic idea behind their design. The lesson becomes more than a craft when they explain how the force is doing the job.
Ask while you read: How is your design using magnetic force rather than relying on direct pushing?
📦 Materials
Bar magnets, refrigerator magnets, or ring magnets
Paperclips, washers, or other magnetic pieces
String, tape, cardboard, cups, index cards, craft sticks, or recyclables
Scissors
Pencil
Printed Student Worksheet
🔬 Let's Get Started
Step 1 — Pick a Fun Challenge (5 min) Choose something exciting to design: a magnetic fishing game, a maze mover, a paperclip picker-upper, a treasure rescue tool, or your own idea. Your design should have one clear job to do.
Step 2 — Plan Like a Scientist and an Engineer (10 min) Sketch what you will build and label the parts. Decide where the magnet will go, which objects it should move, and what you think will make it work best. Also write one success criterion and one constraint before you start building.
Step 3 — Build Your Prototype (15 min) Use your materials to make the first version of your design. As you build, pay attention to where the magnet needs to be and how the object responds.
Step 4 — Test the Science Inside the Design (10 min) Try the design at least two times. Notice what happens if the magnet is closer, farther away, above, below, or separated by cardboard or paper. Ask: what design choice made the magnetic force work better or worse?
Step 5 — Improve It With Evidence (10 min) Write what worked, what did not work, and one science-based reason for your next improvement. Then describe one change that would help the magnetic force do its job better.
💬 Discussion Questions
🗣️ Question 1: What job is your design supposed to do?Look for: a clear purpose, like picking up objects or moving pieces in a game.
🗣️ Question 2: How does the magnet help your design work?Look for: the magnet pulls the magnetic object without direct contact.
🗣️ Question 3: What science idea did you learn while building?Look for: magnetic force changes with distance, only some materials respond, or the magnet has to be positioned carefully.
🗣️ Question 4: What part of your first design needs improvement?Look for: an honest observation about what failed or worked weakly, plus a science-based idea for fixing it.
✨ Extensions
🏁 Challenge Mode: Add rules or scoring to your magnetic game.
🧰 Real Tool: Redesign your prototype as a tool that helps pick up small metal objects.
🔬 Test a Change: Compare two magnet positions or two object types and explain which design works better.
🎨 Make It Better: Add labels, decoration, or clearer instructions for another player.
👩🏫 Parent/Teacher Notes
Keep both parts visible: This lesson is about design and science. Students should build something, but they should also explain why it works.
Focus on design thinking: Students do not need a perfect final product on the first try.
Criteria matter: Keep asking whether the design actually solves the chosen problem.
Add a simple constraint: Ask students to stay within the supplied materials or a small build space so the challenge stays concrete.
Planning should be specific enough to test: A strong plan names what the tool/game should do, what counts as success, and one limit such as time, materials, or size.
Assessment check: Students should explain how magnetic force is part of the design and name one science-based improvement.
🎯 Student Worksheet — Design a Magnetic Game or Tool 🎯
I am designing a magnetic game / tool that will __________________________________.
My success criterion is __________________________________.
My constraint is __________________________________.
Part 2 — My Plan
Draw and label your design.
Draw here ✏️
Parts I must include: __________________________________
Part 3 — Test It
What worked? __________________________________
What needs improvement? __________________________________
My next change will be __________________________________
🔑 Parent Answer Key
Detach note: This page is for parent/teacher reference. Student wording and designs may vary.
Acceptable Responses
Goal should be clear and connected to magnetic force.
Success criterion should explain what counts as working.
Constraint can name a limit such as materials, size, or time.
Plan should show where the magnet and magnetic pieces are used.
Test notes should identify one success and one needed improvement.
Quick exemplar: “My tool will pick up two paperclips without touching them. My success criterion is that it works two times in a row. My constraint is that I can only use one magnet, string, tape, and cardboard.”
What Success Looks Like
Student connects the design to a real purpose or game goal.
Student can explain how the magnet moves or picks up the object.
Student identifies at least one improvement for the next version.
Troubleshooting / Misconceptions
If the design does not work, treat that as useful test information, not failure.
If a student uses non-magnetic pieces, redirect them to choose magnetic materials.
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