You will learn
- Describe magnet properties.
- State pole rules.
- Identify magnetic materials.
- Compare 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
- Magnets attract iron, steel, nickel and cobalt.
- Unlike poles attract; like poles repel.
- Poles are strongest at the ends.
- Magnetism acts at a distance.
Words to know
an object that attracts magnetic materials
the end of a magnet where force is strongest
to pull together
to push apart
1. Discover: The fridge door
Nana’s fridge magnet holds a drawing to the door. “The fridge door is steel, so the magnet sticks,” says Mr Fosu. “It would not stick to aluminium foil or a wooden shelf.”
Think: Why does the magnet stick to some things but not others?
2. Understand: Magnets
Idea 1: Magnetic materials
A magnet attracts iron, steel, nickel and cobalt. Most other metals, such as aluminium and copper, and non-metals are not magnetic.
Idea 2: Poles
Every magnet has a north and a south pole. Unlike poles attract; like poles repel. The force is strongest at the poles.
Idea 3: At a distance
Magnetic force acts through air and thin materials. A magnet’s strength can be compared by how many paper clips it holds or from how far it attracts a clip.
3. Worked examples
Example 1 (I show you): Predict
Attracted?
- Iron.
- Copper.
- Plastic.
Answer: Iron only.
Example 2 (We do it together): State
Poles.
- Unlike attract.
- Like repel.
- Ends strongest.
Answer: Pole rules.
Example 3 (You try): Compare
Strength.
Show the steps and answer
- Paper clips.
- Distance.
- Count.
Answer: Test.
Did you know?
Earth itself behaves like a giant magnet, which is why compasses point north.
Why this matters
Magnets power motors, speakers, hard drives and trains.
4. Explore: Magnet tests
Test which of ten household items a magnet attracts, then test two magnets facing each other and record attraction or repulsion.
- Test items.
- Sort.
- Test two magnets.
- Record poles.
Think about it: what did you notice?
What did you notice? Iron and steel items were attracted; like poles pushed apart.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ attracts magnetic materials.
- A ___ is where the force is strongest.
- To ___ is to pull together.
- To ___ is to push apart.
Guided practice
Question 1. What is a magnet?
Attracts.
Question 2. Name a magnetic metal.
Iron.
Question 3. Like poles?
Repel.
Independent practice
Level 1: Start
- What is a magnet?
- Name a magnetic metal.
- Like poles?
- Unlike poles?
- Where strongest?
Level 2: Grow
- Why steel sticks?
- Why distance?
- Why compass?
Level 3: Stretch
- Test items.
- Test poles.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain the rules of magnetic poles.
Show a sample answer
Use diagrams.
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: Repel.
8. Lesson summary and revision card
- I can describe magnet properties.
- I can state pole rules.
- I can identify magnetic materials.
- I can compare 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
- Magnets attract iron, steel, nickel and cobalt.
- Unlike poles attract; like poles repel.
- Poles are strongest at the ends.
- Magnetism acts at a distance.
11. Next lesson
Next lesson: Magnetic fields introduction. 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 magnet and pole. [2 marks]
- State the rules for poles. [3 marks]
- Name four magnetic materials. [2 marks]
- Safety rule. [3 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Like repel [1]; unlike attract [1]; strongest ends [1]
- Any four [2]
- Any [1]; reason [1]; second rule [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 magnet?
- Name a magnetic metal.
- Like poles?
- Unlike poles?
- Where strongest?
- Why steel sticks?
- Why distance?
- Why compass?
- Test items.
- Test poles.
Homework
Find five magnetic and five non-magnetic things at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a magnet? | Attracts. | 1 |
| 2. Name a magnetic metal. | Iron. | 1 |
| 3. Like poles? | Repel. | 1 |
| 4. Unlike poles? | Attract. | 1 |
| 5. Where strongest? | Poles. | 1 |
| 6. Why steel sticks? | Magnetic. | 1 |
| 7. Why distance? | Weaker. | 1 |
| 8. Why compass? | Earth magnet. | 1 |
| 9. Test items. | Table. | 1 |
| 10. Test poles. | Notes. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Attracts.; 2 Iron.; 3 Repel.; 4 Attract.; 5 Poles.. Level 2: 1 Magnetic.; 2 Weaker.; 3 Earth magnet.. Level 3: 1 Table.; 2 Notes.; 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 Describe magnet properties | 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 State pole rules | 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 Identify magnetic materials | 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 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 magnets.
- 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 explores magnets using safe classroom magnets. You do not need to be an expert to help.
- Test fridge items.
- Ask “Which is magnetic?”
- Keep magnets from small children.
- 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: describe magnet properties; state pole rules; identify magnetic materials; compare strength.
Prerequisite knowledge. Grade 5 ideas: simple circuits, conductors and insulators, and magnets.
Materials. Small magnets, items, paper clips. 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 magnets.
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 near a clip and ask, “What is pulling?”
Explanation (10 min). Teach magnets.
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. Magnetic or not? 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. “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 magnets. 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 6 Unit 7, topic 8; Next Generation Science Standards, energy and forces; Cambridge Lower Secondary Science, physics; IB Primary Years Programme, how the world works. These sources informed the lesson.