Science · Year 3

Active learning ideas

Magnetic Poles: Attract or Repel

Hands-on magnet activities let students feel the invisible push and pull of poles, turning abstract forces into concrete experiences. When children manipulate real magnets, they build mental models that last longer than diagrams alone.

• National Curriculum Attainment Targets
• KS2: Science - Forces and Magnets

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 30 min · Pairs

Pole Pairing Challenge: Predict and Test

Provide bar magnets marked N and S. Students predict outcomes for N-N, S-S, N-S pairs, then test by bringing poles close without touching. Record results in a table and discuss patterns. Extend to hypothesizing three-pole effects.

Explain the patterns observed when bringing two magnet poles together.

Facilitation Tip

During Pole Pairing Challenge, circulate with a clipboard to note which pairs students predict correctly before testing.

What to look for

Give each student two bar magnets. Ask them to arrange the magnets so they attract, then arrange them so they repel. On their exit ticket, they should draw one arrangement and label the poles involved, writing one sentence about what happened.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 25 min · Small Groups

Floating Magnet Demo: Repulsion Station

Suspend a ring magnet on string over a pole-aligned bar magnet below. Students observe levitation due to repulsion, rotate the bottom magnet to see attraction pull it up. Rotate pairs through station, noting force directions.

Predict what would happen if a magnet had three poles instead of two.

Facilitation Tip

For the Floating Magnet Demo, pre-place one magnet under each cup so repulsion is immediate and visible to all.

What to look for

Hold up two magnets, one in each hand, with poles hidden. Ask students to predict whether the magnets will attract or repel. Then, reveal the poles and demonstrate the interaction. Ask: 'Were your predictions correct? Why or why not?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 35 min · Pairs

Magnet Maze: Navigation Relay

Create mazes with hidden magnets under paper. Pairs use a test magnet to navigate by feel of attraction/repulsion, predicting paths. Switch roles and compare strategies.

Analyze how the orientation of magnets affects their interaction.

Facilitation Tip

Set up the Magnet Maze with masking tape runs wide enough for a paperclip to pass through but narrow enough to challenge navigation.

What to look for

Pose this question: 'Imagine a magnet with three poles: North, South, and another North. What do you think would happen if you tried to bring two of these three-poled magnets together?' Facilitate a class discussion where students explain their reasoning.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 40 min · Whole Class

Pole Sorting Sort: Class Prediction Wall

Display various magnets. Whole class predicts pairings on a wall chart, then tests in turns. Update chart with evidence.

Explain the patterns observed when bringing two magnet poles together.

Facilitation Tip

Create the Pole Sorting Sort station with labeled baskets so students physically group magnets by pole orientation before tallying class predictions.

What to look for

Give each student two bar magnets. Ask them to arrange the magnets so they attract, then arrange them so they repel. On their exit ticket, they should draw one arrangement and label the poles involved, writing one sentence about what happened.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Start with clear, repeated language: north poles seek south poles, and same poles push apart. Use think-alouds to model predictions and corrections, because students often assume all magnet interactions feel the same. Keep sessions short and focused to maintain energy and clarity.

Students will confidently predict and explain magnet interactions, using evidence from tests to adjust their ideas. By the end, they should consistently distinguish attraction from repulsion and link pole positions to observed outcomes.

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Watch Out for These Misconceptions

• During Pole Pairing Challenge, watch for students who assume all magnet pairings attract.

  Guide them to test every combination, record push or pull on a class chart, and revisit predictions after seeing repulsion firsthand.

• During Floating Magnet Demo, students may think the floating magnet is stuck or suspended by glue.

  Show the gap between magnets with a ruler and ask them to measure it, making the repulsion visible and measurable.

• During Pole Sorting Sort, students might think stronger magnets have extra poles along their sides.

  Have them roll each magnet on a sheet of paper with iron filings to reveal the two-pole pattern regardless of size or strength.

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Methods used in this brief

• Outdoor Investigation Session