You will learn
- Name the two poles.
- Find the poles of a bar magnet.
- Show that a magnet always has two poles.
- Use a magnet to find north.
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
- Every magnet has two poles.
- They are called north and south.
- Cutting a magnet makes two magnets, each with two poles.
- A hanging magnet points north-south.
Words to know
an end of a magnet where the force is strongest
the end that points to Earth’s north
the end that points south
a tool with a magnetic needle that shows direction
1. Discover: The compass needle
On a school trip, Kwesi uses a compass. The needle swings and settles. “It always points north,” the guide says. “The needle is a small magnet and Earth is a big magnet.”
Think: How does the needle know where north is?
2. Understand: Poles
Idea 1: Two poles
Every magnet has two poles: a north pole and a south pole. The force is strongest at the poles.
Idea 2: Finding poles
Dip a bar magnet in iron filings or paper clips. Most cling at the ends. If you cut a magnet in half, each piece is a new magnet with its own two poles.
Idea 3: Compass
A compass needle is a small magnet. It lines up with Earth’s magnetic field, so one end always points north.
3. Worked examples
Example 1 (I show you): Find
Clips cling.
- At the ends.
- Poles.
- Strongest.
Answer: Clips cling at the poles.
Example 2 (We do it together): Cut
Break a magnet.
- Two magnets.
- Each with two poles.
- Always.
Answer: A cut magnet has two poles.
Example 3 (You try): North
Compass.
Show the steps and answer
- Needle swings.
- Points north.
- Magnet.
Answer: A compass points north.
Did you know?
Some birds and turtles seem to use Earth’s magnetic field to find their way during long journeys.
Why this matters
Poles explain compasses, fridge magnets and electric motors.
4. Explore: Find the poles
Find the poles of a bar magnet with clips.
- Place paper clips on a table.
- Roll the bar magnet through them.
- See where most cling.
- Mark the ends.
Think about it: what did you notice?
What did you notice? Clips clung at both ends but not the middle.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Every magnet has two ___.
- The ends are called ___ and south.
- A ___ shows direction.
- The needle points ___.
Guided practice
Question 1. How many poles has a magnet?
Two.
Question 2. Names of the poles?
North and south.
Question 3. Where is force strongest?
At the poles.
Independent practice
Level 1: Start
- How many poles has a magnet?
- Names of the poles?
- Where is force strongest?
- What does a compass show?
- What does the needle point to?
Level 2: Grow
- Why use a compass?
- Why do clips cling at ends?
- Why is Earth like a magnet?
Level 3: Stretch
- Find the poles.
- Draw a compass.
- Explain a compass.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where have you seen a compass?
Show a sample answer
Maps or phones.
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: Always two.
Fix: It points north.
8. Lesson summary and revision card
- I can name the two poles.
- I can find the poles of a bar magnet.
- I can show that a magnet always has two poles.
- I can use a magnet to find north.
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
- Every magnet has two poles.
- They are called north and south.
- Cutting a magnet makes two magnets, each with two poles.
- A hanging magnet points north-south.
11. Next lesson
Next lesson: Attraction and repulsion. 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.
- Name the poles. [2 marks]
- Describe finding the poles. [3 marks]
- How does a compass work? [2 marks]
- What happens if you cut a magnet? [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- North [1]; south [1]
- Clips [1]; roll magnet [1]; observe ends [1]
- Needle is a magnet [1]; aligns with Earth [1]
- Two magnets [1]; each with two poles [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
- How many poles has a magnet?
- Names of the poles?
- Where is force strongest?
- What does a compass show?
- What does the needle point to?
- Why use a compass?
- Why do clips cling at ends?
- Why is Earth like a magnet?
- Find the poles.
- Draw a compass.
Homework
Use a phone compass or a real compass to find the north side of your home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. How many poles has a magnet? | Two. | 1 |
| 2. Names of the poles? | North and south. | 1 |
| 3. Where is force strongest? | At the poles. | 1 |
| 4. What does a compass show? | Direction. | 1 |
| 5. What does the needle point to? | North. | 1 |
| 6. Why use a compass? | Find direction. | 1 |
| 7. Why do clips cling at ends? | Poles strongest. | 1 |
| 8. Why is Earth like a magnet? | Has poles. | 1 |
| 9. Find the poles. | Observation. | 1 |
| 10. Draw a compass. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Two.; 2 North and south.; 3 At the poles.; 4 Direction.; 5 North.. Level 2: 1 Find direction.; 2 Poles strongest.; 3 Has poles.. Level 3: 1 Observation.; 2 Diagram.; 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 Name the two 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 Find the poles of a bar 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 Show that a magnet always has two 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 |
| O4 Use a magnet to find north | 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: “A magnet can have only one pole.” Always two.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain magnetic poles and compasses.
- 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 learns about magnetic poles. You do not need to be an expert to help.
- Find north together.
- Ask, “Which way is it pointing?”
- Keep magnets safe.
- 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: name the two poles; find the poles of a bar magnet; show that a magnet always has two poles; use a magnet to find north.
Prerequisite knowledge. Grade 2 force ideas: pushes and pulls, simple machines and how forces change movement.
Materials. Bar magnets, paper clips, compasses. 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. Check magnet strength.
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). Show a compass and ask, “Which way is north?”
Explanation (10 min). Teach poles.
Guided activity (10 min). Learners find poles.
Independent activity (10 min). Learners use compasses.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Where are the poles? Which way is north?
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. “A magnet can have only one pole.” Always two.
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. Explain magnetic poles and compasses. 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 7; 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.