You will learn
- State the rule for poles.
- Test magnets together.
- Predict attraction or repulsion.
- Explain with diagrams.
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
- Unlike poles attract.
- Like poles repel.
- The force acts without touching.
- We can predict what magnets will do.
Words to know
to pull together
to push apart
two poles that are the same
two poles that are different
1. Discover: The floating ring
Naa threads two ring magnets on a pencil. One ring floats above the other. “They are pushing apart,” she says. When she flips one over, they snap together. “Now they attract,” she says.
Think: What changed when she flipped the ring?
2. Understand: Attract and repel
Idea 1: The rule
Unlike poles attract (north and south pull together). Like poles repel (north and north, or south and south, push apart).
Idea 2: Testing
Bring two magnets close. If they pull together they attract. If they push away they repel. The force can be felt before they touch.
Idea 3: Predicting
To predict, look at the poles facing each other. Same poles: repel. Different poles: attract.
3. Worked examples
Example 1 (I show you): Predict
North and south.
- Unlike.
- Attract.
- Pull.
Answer: Unlike poles attract.
Example 2 (We do it together): Predict
North and north.
- Like.
- Repel.
- Push.
Answer: Like poles repel.
Example 3 (You try): Check
Flip a magnet.
Show the steps and answer
- Poles swap.
- Attract becomes repel.
- Observe.
Answer: Flipping a magnet swaps the effect.
Did you know?
Maglev trains use repelling magnets to lift the train off the track so it can travel with almost no friction.
Why this matters
Attracting and repelling magnets are used in trains, motors and toys.
4. Explore: Pole pairs
Test pairs of magnets and predict first.
- Mark the poles of two magnets.
- Predict what will happen.
- Bring them together slowly.
- Record attract or repel.
Think about it: what did you notice?
What did you notice? The rule predicted every result.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Unlike poles ___.
- Like poles ___.
- North and north ___.
- North and south ___.
Guided practice
Question 1. What do unlike poles do?
Attract.
Question 2. What do like poles do?
Repel.
Question 3. North and south?
Attract.
Independent practice
Level 1: Start
- What do unlike poles do?
- What do like poles do?
- North and south?
- North and north?
- What does repel mean?
Level 2: Grow
- Why does flipping change?
- Why predict first?
- Why do maglev trains use it?
Level 3: Stretch
- Test pole pairs.
- Draw attract and repel.
- Predict a result.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where have you felt magnets push?
Show a sample answer
Toy magnets.
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 unlike ones.
Fix: It means push apart.
8. Lesson summary and revision card
- I can state the rule for poles.
- I can test magnets together.
- I can predict attraction or repulsion.
- I can explain with diagrams.
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
- Unlike poles attract.
- Like poles repel.
- The force acts without touching.
- We can predict what magnets will do.
11. Next lesson
Next lesson: Measuring simple effects of forces. 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.
- State the pole rule. [2 marks]
- Predict two pairs. [2 marks]
- Describe how to test. [3 marks]
- Why do maglev trains use repelling magnets? [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Unlike attract [1]; like repel [1]
- 1 each
- Mark poles [1]; bring together [1]; record [1]
- Lift train [1]; less friction [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 do unlike poles do?
- What do like poles do?
- North and south?
- North and north?
- What does repel mean?
- Why does flipping change?
- Why predict first?
- Why do maglev trains use it?
- Test pole pairs.
- Draw attract and repel.
Homework
Test two magnets at home and draw what happens with each pair of poles.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What do unlike poles do? | Attract. | 1 |
| 2. What do like poles do? | Repel. | 1 |
| 3. North and south? | Attract. | 1 |
| 4. North and north? | Repel. | 1 |
| 5. What does repel mean? | Push apart. | 1 |
| 6. Why does flipping change? | Poles swap. | 1 |
| 7. Why predict first? | Test ideas. | 1 |
| 8. Why do maglev trains use it? | Less friction. | 1 |
| 9. Test pole pairs. | Table. | 1 |
| 10. Draw attract and repel. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Attract.; 2 Repel.; 3 Attract.; 4 Repel.; 5 Push apart.. Level 2: 1 Poles swap.; 2 Test ideas.; 3 Less friction.. Level 3: 1 Table.; 2 Diagram.; 3 Statement..
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 State the rule for poles | 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 magnets together | 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 Predict attraction or repulsion | 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 with diagrams | 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 poles attract.” Only unlike ones.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: State and use the pole rule.
- 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 how magnets attract and repel. You do not need to be an expert to help.
- Test safe magnets together.
- Ask, “What will happen?”
- Keep fingers clear.
- 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: state the rule for poles; test magnets together; predict attraction or repulsion; explain with diagrams.
Prerequisite knowledge. Grade 2 force ideas: pushes and pulls, simple machines and how forces change movement.
Materials. Bar magnets, ring magnets, 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. Mark poles with tape.
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). Push two magnets together and ask, “What do you feel?”
Explanation (10 min). Teach the rule.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners predict.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which poles? Did they attract or repel?
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 poles attract.” Only unlike ones.
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. State and use the pole rule. 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 8; 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.