Predicting Magnet Interactions

Overview

Duration: 60 minutes
Class: Year 3 (age 7-8)
Class Size: 28 students
Unit: Magnetic Forces Unleashed (Lesson 6/7)
National Curriculum Link:

• Science - Physics - Forces and magnets (Key Stage 2)
• 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
  • Predict whether two magnets will attract or repel each other, depending on which poles are facing

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Learning Objectives

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

• Describe the behaviour of magnets based on the orientation of their poles (N/S).
• Predict whether magnets will attract or repel each other before testing.
• Explain the scientific reasoning behind magnetic attraction and repulsion.
• Plan and conduct simple investigations to test their predictions.
• Record and interpret findings using scientific vocabulary.

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Resources

• Bar magnets (two per group, total 15 for 28 students)
• Paperclips and iron filings for testing magnetic strength
• Whiteboards and pens for prediction recording
• Activity sheets to record predictions and results
• Visual aids/posters showing magnetic poles’ interactions
• Magnetic pole labelling stickers (N and S)

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Lesson Structure

1. Starter (10 minutes)

Focus: Recap previous learning on magnetic poles.

• Begin with a quick recapping quiz using mini whiteboards:

  • What are the two poles of a magnet called?
  • What happens when opposite poles face each other?
  • What happens when like poles face each other?

• Show a short animated demonstration or teacher-led practical example with a large bar magnet and labelled poles to reinforce concepts.

• Introduce today’s goal: “We will predict and then test what happens when magnets face each other in different ways.”

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2. Main Activity (40 minutes)

Part 1: Prediction (15 minutes)

• Organise students in pairs or small groups (2 per group, allowing 14 groups) to foster collaboration.

• Distribute two bar magnets per group with labelled poles and prediction recording sheets.

• Teacher models how to hold two magnets at different pole orientations and predicts if they will attract or repel.

• Students then predict (write/draw) what they think will happen for at least four configurations:

  1. North pole facing North pole
  2. North pole facing South pole
  3. South pole facing South pole
  4. Side of magnet facing the pole

• Encourage students to explain their reasoning aloud or write it on the board.

Part 2: Testing Predictions (20 minutes)

• Students physically test their predictions by bringing magnets together in the four orientations.
• They record actual outcomes on their sheets: Did the magnets attract or repel? Was their prediction correct?
• Students also test if the magnets attract or repel paperclips or other magnetic objects with different poles facing.
• Circulate, prompt questioning to deepen understanding ("Why do you think this happened?" "Did anything surprise you?")

Part 3: Group Discussion and Scientific Explanation (5 minutes)

• Gather as whole class, collect and compare findings.
• Highlight that magnets always attract when opposite poles face and repel when like poles face, linking back to magnetic field concepts.
• Emphasise that magnets act at a distance and do not need to touch to exert force.

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3. Plenary (10 minutes)

• Conduct a reflective quiz: pairs answer true/false and explain answers on mini whiteboards. Examples:

  • "If a North pole faces a South pole, the magnets will repel." (False)
  • "Magnets can pull some metals towards them." (True)
  • "Magnets always attract other magnets." (False)

• Ask a few children to share how their predictions changed after testing and what helped them understand magnetic forces better.

• Teacher reinforces key vocabulary: attract, repel, magnetic poles, prediction, investigation.

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Assessment

Formative assessment:

• Observation of group discussions and practical experimentation skills.
• Review prediction and results recording sheets for accuracy and understanding.
• Mini quizzes and whiteboard responses to check conceptual grasp.

Summative assessment (to support next lesson):

• Use pupils’ final explanations and ability to predict new scenarios in next lesson as an ongoing assessment of understanding.

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Differentiation

• Support:

  • Provide simplified prediction sheets with sentence starters for lower-attaining pupils.
  • Use visual prompts and pole stickers to aid comprehension.

• Challenge:

  • Ask higher-attaining pupils to explain why magnetic fields cause attraction or repulsion using scientific vocabulary.
  • Encourage pupils to design a simple test for another magnetic object (e.g. a fridge magnet) and predict outcomes using knowledge of poles.

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Cross-Curricular Links

• Mathematics: Reading and recording data from investigation (simple tally or tables).
• English: Using scientific language accurately in explanations and predictions.
• Computing: If facilities allow, use tablets or interactive whiteboard to simulate magnetic fields or record findings digitally (extension activity).

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Teacher Tips to Impress

• Introduce a "Magnetic Detective" role-play where pupils become scientists predicting mysterious magnet behaviours. This encourages engagement and ownership.
• Use visual magnetic field viewers (iron filings or magnetic viewing film) for a WOW moment showing invisible forces.
• Incorporate thinking routines like “Claim, Support, Question” during discussions to deepen scientific reasoning skills.
• Encourage peer feedback on predictions to foster collaborative science skills.

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This lesson plan is carefully aligned with the National Curriculum for England’s key stage 2 science objectives and designed to engage Year 3 children through active, inquiry-based learning while building robust conceptual understanding of magnetic forces.