Magnetic Attraction and Repulsion

Overview

Duration: 60 minutes
Class size: 28 students
Unit: Magnetic Forces Unleashed (Lesson 3 of 7)
Age group: Year 3 (7–8 year olds)
National Curriculum Focus:

Science Programme of Study KS2: Forces and magnets
Pupils should be taught to:
- Compare how things move on different surfaces
- Notice that some forces need contact between two objects, but magnetic forces can act at a distance
- Observe how magnets attract or repel each other and attract some materials and not others
- Describe magnets as having two poles
- Predict whether two magnets will attract or repel each other, depending on which poles are facing

Learning Objectives

By the end of this lesson, students will be able to:

Understand that magnets exert forces that can attract or repel other magnets without touching.
Identify the poles of a magnet (north and south) using simple terminology and recognise how poles interact (like poles repel, unlike poles attract).
Carry out simple investigations to observe magnetic attraction and repulsion.
Record and describe observations in a structured way using scientific vocabulary.
Use predictions and comparisons in scientific enquiry.

Linked to National Curriculum KS2 Science: “Notice that some forces need contact between two objects, but magnetic forces can act at a distance.”

Resources Needed

Bar magnets (at least 2 per group)
Horseshoe magnets (1 or 2 for demonstration)
Paper clips, iron nails, coins, plastic buttons (for testing magnetic attraction)
Whiteboards and magnets (for small group predictions and recording)
Recording sheets: tables to note observations of attraction/repulsion
Large visual magnetic compass model or illustration showing poles (north/south)
Sticky labels or coloured tape (red/blue) to mark magnet poles
Laptop/projector for animation/video (optional) showing magnetic field lines
Timer or stopwatch

Lesson Structure

1. Introduction (10 minutes)

Starter Discussion: Recall what magnets do (brief recap from previous lessons). Ask:
- Can magnets push as well as pull?
- What do you notice when two magnets get close?
Show & Tell: Use a horseshoe magnet and a bar magnet to demonstrate attraction and repulsion. Use coloured stickers to label poles (red for North, blue for South).
Introduce the idea of magnet poles and explain simply “like poles push away; opposite poles pull together.”
Share success criteria for today’s investigations.

2. Main Activity: Exploring Magnetic Interaction (30 minutes)

a) Group Investigation (25 mins)

Students work in groups of 4-5. Each group has: 2 bar magnets, various objects, and a recording sheet.
Step 1: Predict – Before testing, students predict:
- Will the magnets pull together or push apart?
- Which objects will be attracted?
Step 2: Test magnets
- Bring two magnets close with poles labelled. Observe if they attract or repel.
- Repeat positioning magnets with different poles facing, recording results each time.
Step 3: Test objects
- Try to attract different classroom objects with magnets to decide if magnetic forces pull on them. Record observations as yes/no.
Encourage use of scientific vocabulary: attract, repel, pole, force.

b) Class Discussion (5 mins)

Groups share one interesting observation.
Discuss why some objects were attracted and some weren’t, revisiting metal vs non-metal concepts gently.
Emphasise the invisible nature of magnetic forces acting at a distance.

3. Consolidation and Reflection (15 minutes)

Drawing and Labeling: Each student sketches two magnets with poles labelled, arrows showing attraction or repulsion.
Complete sentence starters on the worksheet:
- “When two magnets have the same poles facing, they _______.”
- “When two magnets have different poles facing, they _______.”
Oral Quiz: Teacher asks quick-fire questions to reinforce understanding. For example:
- “What will happen if you bring two north poles close together?”
- “Can a magnet push or only pull?”

4. Plenary & Assessment (5 minutes)

Use mini-whiteboards for a quick True/False quiz to assess learning with statements like:
- “Magnets only attract metals.” (False)
- “Magnetic forces can work without magnets touching.” (True)
- “North and South poles attract each other.” (True)
Exit ticket: One thing they learned today + one question they still have.

Differentiation & Support

Support: For students who need help, provide pre-labelled magnets and step-by-step instructions. Use peer buddies.
Challenge: Encourage higher attainers to explain why forces act at a distance and identify magnetic vs non-magnetic materials not in the object set.
Use questioning to promote deeper thinking, e.g. “Why do you think magnets repel if the poles are the same?”

Assessment

Formative assessment through group observation, questioning, and written work.
Use the recording sheets to check understanding and correct vocabulary use.
Responses in plenary quiz to see if misconceptions remain.
Exit tickets to identify any gaps for the next lesson.

Curriculum Links

Science – Forces and magnets (Year 3):

Pupils should be taught to:
- Notice that some forces need contact between two objects, but magnetic forces can act at a distance.
- Observe how magnets attract or repel each other and attract some materials and not others.
- Describe magnets as having two poles.
- Predict whether two magnets will attract or repel each other, depending on which poles are facing.

Working Scientifically (Year 3):

Asking relevant questions and using different types of scientific enquiries to answer them.
Setting up simple practical enquiries, comparative and fair tests.
Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

WOW Factor Suggestions for Teachers

Use a “Magnet Magic” mystery box where students guess which hidden objects inside are magnetic without seeing them, relying only on magnetic attraction.
Introduce a “magnetic race” mini-competition where students predict if two magnets will attract or repel and “score points” for correct predictions.
Create a whole-class magnetic field dance: place stickers on poles and have students hold magnets and "push away" or "pull together" in a kinesthetic learning activity representing forces.
Incorporate a simple digital animation showing magnetic forces to make the invisible forces visible and engaging.

This detailed, curriculum-aligned lesson plan will equip teachers to deliver an engaging, conceptually clear, and hands-on session on magnetic attraction and repulsion that fits perfectly within the national expectations for Year 3 Science.