You will learn
- Define magnetic material.
- Test objects with a magnet.
- Sort magnetic and non-magnetic.
- Explain that not all metals are magnetic.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Magnetic materials are attracted by magnets.
- Iron and steel are magnetic.
- Many metals, like aluminium and copper, are not.
- Plastic, wood and glass are non-magnetic.
Words to know
attracted by a magnet
not attracted by a magnet
a metal that is magnetic
a mix of iron and other materials
1. Discover: The tin and the can
Selma tests a steel can and an aluminium drink can with a magnet. The steel can sticks. The aluminium can does not. “Both are metal,” she says. “But only one is magnetic!”
Think: Why do the two metals behave differently?
2. Understand: Magnetic materials
Idea 1: Magnetic or not
A material is magnetic if a magnet attracts it. Iron and steel are magnetic. Plastic, wood, glass and paper are non-magnetic.
Idea 2: Metals differ
Not all metals are magnetic. Aluminium, copper, gold and silver are not attracted by a magnet.
Idea 3: Testing
Hold a magnet near each object and see if it is pulled. Record results in a table. Test one object at a time.
3. Worked examples
Example 1 (I show you): Test
Nail.
- Iron.
- Pulled.
- Magnetic.
Answer: A nail is magnetic.
Example 2 (We do it together): Test
Coin.
- Many coins.
- Not pulled.
- Non-magnetic.
Answer: Many coins are not magnetic.
Example 3 (You try): Sort
Wood.
Show the steps and answer
- Not pulled.
- Non-magnetic.
- Sorted.
Answer: Wood is non-magnetic.
Did you know?
Only a few metals are strongly magnetic: iron, nickel and cobalt.
Why this matters
Knowing magnetic materials helps recyclers separate steel from other metals.
4. Explore: Magnetic sort
Test ten objects and sort them.
- Collect ten safe objects.
- Predict which will be magnetic.
- Test each with a magnet.
- Sort into two groups.
Think about it: what did you notice?
What did you notice? Not all metals were magnetic.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ material is attracted by a magnet.
- Iron and ___ are magnetic.
- Plastic is ___.
- We ___ objects with magnets.
Guided practice
Question 1. What is a magnetic material?
Attracted.
Question 2. Name one.
Iron.
Question 3. Is plastic magnetic?
No.
Independent practice
Level 1: Start
- What is a magnetic material?
- Name one.
- Is plastic magnetic?
- Are all metals magnetic?
- How do we test?
Level 2: Grow
- Why test one at a time?
- Why separate steel?
- Why not taste?
Level 3: Stretch
- Test ten objects.
- Make a sorting chart.
- Explain results.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name a magnetic object.
Show a sample answer
Nail.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Only some.
Fix: Not always.
8. Lesson summary and revision card
- I can define magnetic material.
- I can test objects with a magnet.
- I can sort magnetic and non-magnetic.
- I can explain that not all metals are magnetic.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Magnetic materials are attracted by magnets.
- Iron and steel are magnetic.
- Many metals, like aluminium and copper, are not.
- Plastic, wood and glass are non-magnetic.
11. Next lesson
Next lesson: Magnetic poles. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define a magnetic material. [2 marks]
- Sort five objects. [3 marks]
- Are all metals magnetic? [3 marks]
- Name a use of magnets in recycling. [1 mark]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Attracted [1]; by magnet [1]
- Magnetic [1]; non-magnetic [1]; justification [1]
- No [1]; example magnetic [1]; example not [1]
- Separate steel [1]
- Any [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a magnetic material?
- Name one.
- Is plastic magnetic?
- Are all metals magnetic?
- How do we test?
- Why test one at a time?
- Why separate steel?
- Why not taste?
- Test ten objects.
- Make a sorting chart.
Homework
Test five metal things at home and record which a magnet picks up.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a magnetic material? | Attracted. | 1 |
| 2. Name one. | Iron. | 1 |
| 3. Is plastic magnetic? | No. | 1 |
| 4. Are all metals magnetic? | No. | 1 |
| 5. How do we test? | Use a magnet. | 1 |
| 6. Why test one at a time? | Fair test. | 1 |
| 7. Why separate steel? | Recycling. | 1 |
| 8. Why not taste? | Safety. | 1 |
| 9. Test ten objects. | Table. | 1 |
| 10. Make a sorting chart. | Chart. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Attracted.; 2 Iron.; 3 No.; 4 No.; 5 Use a magnet.. Level 2: 1 Fair test.; 2 Recycling.; 3 Safety.. Level 3: 1 Table.; 2 Chart.; 3 Paragraph..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define magnetic material | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Test objects with a magnet | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Sort magnetic and non-magnetic | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain that not all metals are magnetic | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “All metals are magnetic.” Only some.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Sort magnetic and non-magnetic materials.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child tests which materials are magnetic. You do not need to be an expert to help.
- Test things at home safely.
- Ask, “Will it stick?”
- Keep magnets away from cards.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define magnetic material; test objects with a magnet; sort magnetic and non-magnetic; explain that not all metals are magnetic.
Prerequisite knowledge. Grade 2 force ideas: pushes and pulls, simple machines and how forces change movement.
Materials. Magnets, objects, tables, pencils. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Collect safe objects.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Hold up a nail and a coin and ask, “Which will stick?”
Explanation (10 min). Teach magnetic materials.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners sort.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is it magnetic? How do you know?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “All metals are magnetic.” Only some.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Sort magnetic and non-magnetic materials. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 6, topic 6; Next Generation Science Standards, forces and interactions; Cambridge Primary Science Stage 3, forces and magnets; IB Primary Years Programme, how the world works. These sources informed the lesson.