Stuck On You: The Science of Magnetism

Statement of Topic: Program Overview

This unit has been designed for a Stage 2, Year 4 class and explores the concept of Magnetism,
unpacking key words such as Force, Attraction, Repulsion, Magnetic Field, Magnetic North, Dipoles,
Domains and Curie Point. The unit aims to deliver and explore content through a combination of
experiences including small and whole class discussions, hands-on experiments with information
delivered using visuals and technology, and consolidation of learning evaluated through other varied
experiences such as drama, voice recordings and written reflections. The embodiment of such
diverse learning experiences ensures many childrens needs and preferred learning styles can be
catered for (Campbell & Jobling, 2012).
Lesson one identifies childrens current knowledge around magnetism, ensuring science learning is
linked to childrens discussions and questions (Campbell & Jobling, 2012) while providing children
with a sense of empowerment (Andersson & Gullberg, 2014), and lesson two builds on this while
touching on the environmental issues of magnets. Lessons three and four explore attraction,
repulsion and magnetic field through hands-on experiments, while lesson five sees children make
their own compass in small groups as small groups have been seen to enhance learning (DeWitt &
Osborne, 2007). Lesson six has students experiment to determine whether the strength of a magnet
is affected by temperature and sum up their learning through dramatizing allocated concepts
learned throughout this unit, helping build childrens flexibility and creativity (Robinson, 2011).
Students who require scaffolding are catered for in small groups with peer scaffolding or teacher
assistance, and those who require extension are appropriately challenged by exploring the topics in
depth (Egan, 2010).
Other Key Learning Areas (KLAs) (Human Society and its Environment, Mathematics, Drama) have
been integrated, allowing more time for science learning and an opportunity to see how topics
branch across KLAs, making for a more authentic experience.
Overall this unit provides a thorough overview of Magnetism and its associated components through
hands-on, practical experiences that allow teachers to guide learning while listening to childrens
thoughts (Koch, 2012), in turn motivating and engaging children in the classroom.

Reference List

Andersson, K., & Gullberg, A. (2014). What is science in preschool and what do teachers have to
know to empower children?. Cultural Studies of Science Education, 9(2), p. 275-296. Doi
:10.1007/s11422-012-9439-6
Campbell, C., & Jobling, W. (2012). Science in Early Childhood. Cambridge University Press,
Melbourne, Victoria. [Chapter 6: Effective science learning environments, pp.80-92].
DeWitt, J., & Osborne, J. (2007). Supporting Teachers on Sciencefocused School Trips: Towards an
integrated framework of theory and practice, International Journal of Science Education,
29(6), p. 685-710.
Egan, K. (2010). Learning in Depth. The University of Chicago Press, Chicago. [Chapter 1: The
Problem, pp- 5-19].
Koch, J. (2012). Science Stories: Science Methods for Elementary and Middle School Teachers
[Chapter 10: Breaking out of the science box. pp.237 253].
Robinson, K. (2011). Out of our minds: learning to be creative. Capstone Publishing. West Sussex, UK.
[Chapter 3: The trouble with education, p.49-79].