You will learn
- Define non-contact force.
- Investigate magnets.
- Investigate static.
- Compare range and strength.
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
Words to know
pull or push between magnets and magnetic materials
charge built up on a surface
to pull toward
to push away
1. Discover: The balloon trick
Ekow rubs a balloon on his hair and holds it near small paper bits. The paper jumps up to the balloon without touching. “Static electricity is a non-contact force,” says his teacher.
Think: What other forces act at a distance?
2. Understand: Non-contact
Idea 1: Magnetic
Magnets attract iron, steel, nickel and cobalt. Like poles repel; unlike poles attract. The force acts through paper and air.
Idea 2: Static
Rubbing some materials builds up charge. Static electricity can attract light objects or repel like charges.
Idea 3: Gravity
Gravity pulls all objects toward each other. On Earth it pulls everything toward the ground.
3. Worked examples
Example 1 (I show you): Predict
Magnet and clip.
- Attracts.
- Iron.
- Distance.
Answer: Attracts.
Example 2 (We do it together): Predict
North and north.
- Like poles.
- Repel.
- Push.
Answer: They repel.
Example 3 (You try): Predict
Balloon and paper.
Show the steps and answer
- Static.
- Attracts.
- Light.
Answer: Paper jumps.
Did you know?
Earth itself is a giant magnet, which is why compass needles point north.
Why this matters
Non-contact forces are used in compasses, motors and photocopiers.
4. Explore: Distance forces
Test how far a magnet can attract a clip through paper, card and the air, and repeat with a charged balloon and tissue paper bits.
- Place a clip on a ruler.
- Move the magnet closer.
- Record when it moves.
- Repeat with a balloon.
Think about it: what did you notice?
What did you notice? The force acted through paper.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ force acts without touching.
- Magnets ___ iron.
- Like poles ___.
- ___ electricity builds up charge.
Guided practice
Question 1. What is non-contact?
No touching.
Question 2. What do magnets attract?
Iron.
Question 3. What do like poles do?
Repel.
Independent practice
Level 1: Start
- What is non-contact?
- What do magnets attract?
- What do like poles do?
- What is static?
- What is gravity?
Level 2: Grow
- Why through paper?
- Why balloon sticks?
- Why compass?
Level 3: Stretch
- Run the tests.
- Draw poles.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain why a balloon picks up paper.
Show a sample answer
Use static.
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: Acts at a distance.
8. Lesson summary and revision card
- I can define non-contact force.
- I can investigate magnets.
- I can investigate static.
- I can compare range and strength.
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
- Non-contact forces act at a distance.
- Magnets attract iron and repel like poles.
- Static electricity attracts light objects.
- Gravity pulls everything toward Earth.
11. Next lesson
Next lesson: Gravity. 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 attract and repel. [2 marks]
- Name three non-contact forces. [3 marks]
- Describe a magnet test. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- 1 each
- Setup [1]; distance [1]; result [1]
- Any [1]; reason [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 non-contact?
- What do magnets attract?
- What do like poles do?
- What is static?
- What is gravity?
- Why through paper?
- Why balloon sticks?
- Why compass?
- Run the tests.
- Draw poles.
Homework
Find five magnetic and five non-magnetic things at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is non-contact? | No touching. | 1 |
| 2. What do magnets attract? | Iron. | 1 |
| 3. What do like poles do? | Repel. | 1 |
| 4. What is static? | Charge build-up. | 1 |
| 5. What is gravity? | Pull to Earth. | 1 |
| 6. Why through paper? | Force field. | 1 |
| 7. Why balloon sticks? | Charge. | 1 |
| 8. Why compass? | Earth magnet. | 1 |
| 9. Run the tests. | Table. | 1 |
| 10. Draw poles. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 No touching.; 2 Iron.; 3 Repel.; 4 Charge build-up.; 5 Pull to Earth.. Level 2: 1 Force field.; 2 Charge.; 3 Earth magnet.. Level 3: 1 Table.; 2 Diagram.; 3 Sentence..
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 non-contact force | 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 Investigate magnets | 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 Investigate static | 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 Compare range and strength | 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: “Magnets attract all metals.” Only some.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain non-contact forces.
- 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 investigates forces at a distance. You do not need to be an expert to help.
- Play with magnets.
- Ask “Did it touch?”
- Keep magnets from devices.
- 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 non-contact force; investigate magnets; investigate static; compare range and strength.
Prerequisite knowledge. Grade 4 ideas: pushes and pulls, gravity, friction, simple machines and strength and stability of structures.
Materials. Magnet, clips, balloon. 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. Gather items.
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 a magnet over a clip and ask, “Why does it jump?”
Explanation (10 min). Teach non-contact forces.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which force? Any touching?
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. “Magnets attract all metals.” 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. Explain non-contact forces. 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 5 Unit 6, topic 2; Next Generation Science Standards, forces and interactions; Cambridge Primary Science Stage 5, physics: forces and motion; IB Primary Years Programme, how the world works. These sources informed the lesson.