Magnetic Explorations Outdoors

Overview

A dynamic 45-minute outdoor science session for Year 3 students, designed to meet the National Curriculum for England’s requirements on magnets (Key Stage 2 – Year 3). This lesson will encourage observation, prediction, classification, and enquiry skills while learning about magnetic materials and magnetic forces.

National Curriculum Links

Science – Year 3

“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.”
“Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.”
“Describe magnets as having two poles.”
“Predict whether two magnets will attract or repel each other, depending on which poles are facing.”
“Asking relevant questions and using different types of scientific enquiries to answer them.”

Learning Objectives

By the end of the session, pupils will be able to:

Observe and describe how magnets attract or repel each other.
Identify and classify natural and man-made materials found in the woods according to their magnetic properties.
Understand and describe the concept of magnetic poles (north and south).
Predict the outcome when different poles of two magnets are brought close.
Formulate and ask scientific questions related to magnets and carry out simple investigative enquiries.

Resources Needed

A variety of bar magnets (with clearly marked poles) – 15 pairs
Collection containers or bags for natural materials (leaves, twigs, stones, metal scraps if safe)
Small whiteboards and markers or clipboards with paper for recording observations
Simple magnetic/non-magnetic sorting charts
Laminated images with magnetic pole symbols
Stopwatch or timer (optional)
Safety gloves (optional)
A designated ‘magnet exploration zone’ in the woods

Lesson Breakdown

1. Introduction & Engagement (5 minutes)

Gather students in a circle outdoors.
Brief discussion: “What do you already know about magnets?” Engage with hands raised or thumbs up/down.
Show two bar magnets and demonstrate attraction (opposite poles) and repulsion (like poles). Highlight the two poles (north and south).
Link to National Curriculum: Explain that today they will explore magnetic forces and materials outside to see what they find!

2. Mini Enquiry and Prediction Task (10 minutes)

Split students into pairs, each pair with a magnet set.
Task: Predict what happens when north pole of one magnet touches north pole of another and then when opposite poles touch. Record predictions on clipboards or whiteboards.
Pairs test predictions, observe carefully, and record results: do the magnets attract or repel?
Circulate, prompt with questions: “Why do you think this happens? Can a magnet attract something without touching it?”

3. Magnetic Materials Hunt & Classification (15 minutes)

Explain the “magnetic materials hunt” – students search within a specified safe area of the woods for objects or materials that magnet sticks to and those it doesn’t.
Groups collect a variety of items found (e.g., metal nails, stones, leaves, twigs).
Return to base and sort items into two groups: magnetic and non-magnetic using sorting charts.
Discuss findings: “Which materials were magnetic? Which weren’t? Was there anything surprising?”

4. Focus on Poles & Interaction Game (10 minutes)

Show laminated pole symbols and briefly recap magnetic poles.
Interactive game:
- Teacher calls out “north to south” or “north to north.”
- Students must quickly pair up holding magnets to demonstrate attraction or repulsion accordingly.
Challenge: Predict and explain what happens in each scenario.
Encourage scientific vocabulary use: attract, repel, poles, magnetic forces.

5. Plenary & Reflection (5 minutes)

Gather students, discuss:
- What did you find out about magnets today?
- Which materials were magnetic?
- How can we tell if magnets will attract or repel?
Encourage students to ask any remaining questions.
Highlight that magnets’ forces can act even when not touching – a special type of force.

Assessment & Feedback

Formative assessment during activities: Through observation of student predictions, discussions, and classification accuracy.
Teacher questioning: Use open-ended questions to assess reasoning about poles and magnetic forces.
Recording sheets: Review pupils’ written or drawn predictions and observations for understanding.
Peer feedback: Encourage pair and group sharing of discoveries.

Differentiation

Support: Provide visual aids for magnetic poles and clear examples during explanation; pair struggling learners with confident peers.
Challenge: Extend by asking groups to test magnetic strength (which magnet attracts heavier objects); explore more complex predictions.
Experience: Encourage more able learners to pose their own enquiry questions about magnets (e.g., “Does temperature affect magnetism?”) for future investigations.

Safety and Outdoor Management

Ensure all materials collected are safe and free from sharp edges or harmful substances.
Keep the outdoor zone clearly bounded.
Remind students to handle magnets safely and not place near electronic devices or medical devices.
Children to wash hands after handling outdoor materials.

Teacher’s Notes

The outdoor environment brings real-world context and tactile experience to magnetism, strengthening engagement.
Encourage use of scientific vocabulary at every stage (magnet, poles, attract, repel, magnetic force).
Using physical movement and interactive games embeds understanding actively.
The lesson directly supports the NC’s emphasis on enquiry skills and forces while linking to broader cross-curricular benefits like teamwork and outdoor learning.

By blending investigation, physical interaction, and nature exploration, this lesson will inspire curiosity and solidify foundational understanding of magnets as required by the National Curriculum for Year 3.

Teaching Instructions