Magnetic Materials Sorting

Overview

Duration: 60 minutes
Class size: 28 students
Unit: Magnetic Forces Unleashed (Lesson 4 of 7)
Age group: Year 3 (7–8 years old)
Subject: Science
National Curriculum Link:

Key Stage 2: Year 3
Science Programme of Study: Forces and Magnets
Pupils should be taught to:
“compare how things move on different surfaces” and “notice that some forces need contact between two objects, but magnetic forces can act at a distance”
Specific learning: “Observe how magnets attract or repel each other and attract some materials and not others”

Learning Objectives

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

Identify which materials are magnetic and which are not based on practical tests.
Group everyday objects accurately based on whether they are attracted to a magnet.
Use scientific vocabulary confidently (e.g. magnetic, non-magnetic, attract, repel).
Record observations clearly in written and diagrammatic form.
Understand that magnets attract some materials and not others without physical contact.

Curriculum Links & Assessment Focus

Curriculum Requirement	Ref.	Learning Focus / Skills Demonstrated	Assessment Reference
Forces and Magnets	Sc3/3.1	Identifying magnetic materials by testing	Observation during activity
Working Scientifically	Sc3/Ws3	Making systematic and careful observations	Completed observation charts
Scientific Vocabulary and Recording	Sc3/Ws4	Using simple scientific vocabulary to describe phenomena	Checking oral and written language
Grouping and Classification	Sc3/3.3	Sorting objects based on properties	Accuracy of sorting in groups

Resources

A range of everyday materials and objects (e.g. paper clips, coins, plastic toys, wooden blocks, nails, aluminium foil, fabric swatches, keys).
Small bar and horseshoe magnets (1 per pair)
Magnifying glasses (optional)
Sorting mats or trays labelled “Magnetic” and “Non-Magnetic”
Observation recording sheets (table format with columns: Object, Magnetic? Yes/No, Notes)
Whiteboard and pens
Visual aids: images or flashcards showing molecular structure differences (optional for higher challenge)

Structure & Activities

Time	Activity	Details & Teacher Guidance
0-10 mins	Starter: Magnetic Minds	Begin by revisiting prior learning from the unit: recap that magnets can attract some materials. Use a short demonstration with a magnet and a paper clip vs a plastic spoon. Ask: “Why do you think some things are attracted and others aren’t?” Introduce the day’s task - testing and grouping materials. Refresh scientific vocabulary.
10-15 mins	Introduce the Task & Safety Briefing	Explain how they will work in pairs to test a variety of objects. Highlight careful handling of magnets and objects. Remind them to observe carefully and record what happens. Share success criteria: Observe, Record, Group.
15-40 mins	Main Activity: Hands-on Testing and Grouping	Children work in pairs. Each pair is given a set of objects and a magnet. They test each object by bringing the magnet close to it without touching (to observe attraction or repulsion). Pupils place objects on mats/trays labelled “Magnetic” or “Non-Magnetic” and fill in their observation sheet. Circulate to ask probing questions: “How do you know this object is magnetic? What does ‘magnetic’ mean?” Use magnifying glasses if desired to observe surfaces closely. Encourage them to explain their reasoning aloud.
40-50 mins	Class Discussion & Interactive Sorting	Bring class together. Collect data visually: Use a large Venn diagram or t-chart on the whiteboard. Invite children to share examples. Discuss patterns: What materials tend to be magnetic? (e.g. iron, steel) What are non-magnetic? (plastic, wood). Use questioning to develop understanding of the difference between materials. Possible extension: explain that magnets attract only certain metals.
50-55 mins	Reflect & Record	Individual or paired completion of a simple written task: draw one magnetic and one non-magnetic object and label them. Write one sentence about what they have learned. Teacher models an example sentence beforehand.
55-60 mins	Plenary & Exit Ticket	Quick round of “Show me with your thumbs”: thumbs up if magnetic materials attract; thumbs sideways if sometimes; thumbs down if not attracted. Exit ticket question: “Name one object that is magnetic and one that is not.” Collect sheets to assess understanding.

Differentiation

Level	Support/Challenge
Lower Ability	Use fewer objects, provide partner support, model scientific vocabulary, prompt observation.
Higher Ability	Introduce concept of magnetic poles briefly, encourage predictions before testing each object, ask pupils to hypothesise why some materials are magnetic. Include a challenge object (e.g. aluminium) to test misconceptions.
EAL and SEND	Provide vocabulary cards with pictures, use demonstration first, pair with peer buddy, use hands-on and visual cues.

Assessment Opportunities

Formative: Monitoring group work and questioning during testing.
Summative: Review of observation sheets and exit ticket responses.
Check correct grouping of materials.
Evaluate use of scientific vocabulary in oral and written language.

Wider Links & Extension Ideas

Literacy: Write a short paragraph explaining what magnets attract.
Maths: Tally count magnetic vs non-magnetic objects.
Design & Technology: Design a fridge magnet using magnetic materials.
Outdoor Learning: Investigate magnetic properties in the school environment.

Reflection for Teacher

Did pupils accurately identify magnetic materials?
Were misconceptions about magnets addressed?
How well did pupils use vocabulary?
What adaptations worked well?
Plan need for review or extension in next lesson.

This lesson develops secure scientific understanding through enquiry and practical work, linking directly to the National Curriculum’s focus on forces and magnets for Year 3 pupils. The varied activities, emphasis on vocabulary, and hands-on investigation ensure engagement for all learners.

Teaching Instructions