Lesson: Magnetism

Year: 3 | Subject: Science | Time Allocation: 100%

Class/Set: ____________ Date/Term: ____________

LO (WALT): To describe how magnets attract or repel each other and identify magnetic materials.

Success Criteria (WILF):

1. I can identify and examine which common materials are magnetic.
2. I can describe the physical properties of northern and southern poles.
3. I can predict and contrast the forces of attraction and repulsion.

1. Starter (15% - Engagement and Retrieval)

• Facilitate: The 'Mystery Magnet' hook. Place a strong bar magnet inside a plain cardboard box. Move a paperclip or a small steel car along the outside of the box without touching it.
• Question: Ask the pupils: "What is moving the object? Is there a ghost in the box or an invisible force?"
• Explain: Reveal the magnet. Define magnetism as an 'invisible force' that can act at a distance.
• Recall: Briefly ask pupils if they have seen magnets used at home (e.g., fridge magnets, handbag clasps).

2. Main Activity (70% - Instructional Input and Investigation)

Teacher Input:

• Explain: "Every magnet has two ends called poles. We call these the North Pole and the South Pole. These are the parts where the magnetic force is strongest."
• Script: "Class, look at these two bar magnets. If I try to push the two North poles together, they push away from each other. We call this repulsion. They 'repel'. But, if I turn one around so a North pole faces a South pole, they jump together! We call this attraction. They 'attract'. The rule to remember is: Likes repel, opposites attract."
• Model: Demonstrate the interaction on the visualiser. Use a 'WAGOLL' (What A Good One Looks Like) approach to show how to record these observations in a table.
• Examine: Show a variety of items (wooden ruler, plastic block, copper coin, iron nail, steel spoon).
• Explain: "Not all metals are magnetic. Only some, like iron and steel, will be attracted to our magnets. We are going to contrast these materials today."

Student Task:

• Task 1: The Magnetic Material Audit:
  • Distribute: A tray of objects and a bar magnet to each pair.
  • Predict: Pupils must look at the items and predict which will be magnetic.
  • Test: Pupils move the magnet towards the objects to see if there is a pull.
  • Record: Complete the 'Material Contrast Table' below.

Object	Material	Prediction (M/NM)	Result (M/NM)
Paperclip	Steel
2p Coin	Copper/Steel
Ruler	Wood
Toy Car	Plastic
Bolt	Iron

• Task 2: The Pole Interaction Map:

  • Investigate: Pupils use two bar magnets to test every combination of poles.
  • Action: Pupils must record what happens (Attract or Repel) for the following pairings:
    • North + North = ?
    • South + South = ?
    • North + South = ?
    • South + North = ?

• Support (SEND): Provide 'Sentence Starters' (e.g., "The magnet pulled the ______ because it is made of ______.") and visual symbol cards for 'Attract' and 'Repel'.

• Challenge (Greater Depth): Ask pupils to investigate if a magnet can attract a paperclip through a thin barrier, such as a piece of paper or a plastic lid. Ask them to examine if the force is still strong enough.

3. Plenary (15% - Check for Understanding)

• Check: 'Magnetic Human' Game. Assign half the class as 'North Poles' and half as 'South Poles' using coloured badges.
• Command: When the teacher shouts "Like Poles!", pupils must find someone with the same colour and move away from them (Repel). When the teacher shouts "Opposite Poles!", they must find a different colour and link arms (Attract).
• Consolidate: Ask a student to define 'repel' using their own words to check for Tier 2 vocabulary absorption.

4. Resources

• Bar magnets (1 per pair).
• Trays of objects (wood, plastic, iron, steel, copper, aluminium).
• 'Material Contrast' worksheets.
• North and South pole badges/stickers.
• Visualiser for modelling.

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⚠ TEACHER’S GUIDANCE

💡 Pedagogical Insights

• The Early Years/KS1 Transition: For Year 3, ensure this is a highly tactile 'carpet-to-desk' session. They need to feel the resistance of the magnets when they repel to truly grasp the concept of an invisible force.
• Common Misconception Alert: Many pupils believe all metals are magnetic. Explicitly highlight that aluminium foil and copper coins (older ones) will not stick to the magnet. This is a vital 'working scientifically' observation.
• Safety & Nuance Check: Ensure students keep magnets away from computer screens, tablets, and any students with medical implants (though rare in Year 3, it is good practice). Use 'Pritt stick' or 'Blue-tac' to secure magnets to the underside of desks if you want to demonstrate 'magic' movement.

✅ Answer Key & Solutions

• Task 1 Answer (Magnetic Material Audit):

  • Paperclip (Steel): Magnetic.
  • 2p Coin: Note - newer 2p coins are copper-plated steel (Magnetic), whereas older ones are bronze (Non-magnetic). This is a great discussion point!
  • Ruler (Wood): Non-magnetic.
  • Toy Car (Plastic): Non-magnetic.
  • Bolt (Iron): Magnetic.

• Task 2 Answer (The Pole Interaction Map):

  • North + North: Repel.
  • South + South: Repel.
  • North + South: Attract.
  • South + North: Attract.

• Discussion Prompt Answer: Magnets can work through barriers like paper or plastic, but the force becomes weaker as the distance increases. This introduces the concept of the magnetic field (though you may save the term 'field' for Year 4/5).