Year 3 Forces and magnets

Knowledge and Understanding

Statutory Requirements

3e1: compare how things move on different surfaces

3e2: notice that some forces need contact between two objects, but magnetic forces can act at a distance

3e3: observe how magnets attract or repel each other and attract some materials and not others

3e4: compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

3e5: describe magnets as having two poles

3e6: predict whether two magnets will attract or repel each other, depending on which poles are facing.

Knowledge and Understanding

Notes and Guidance

Pupils should observe that magnetic forces can act without direct contact, unlike most forces, where direct contact is necessary (for example, opening a door, pushing a swing). They should explore the behaviour and everyday uses of different magnets (for example, bar, ring, button and horseshoe).

Pupils might work scientifically by: comparing how different things move and grouping them; raising questions and carrying out tests to find out how far things move on different surfaces and gathering and recording data to find answers their questions; exploring the strengths of different magnets and finding a fair way to compare them; sorting materials into those that are magnetic and those that are not; looking for patterns in the way that magnets behave in relation to each other and what might affect this, for example, the strength of the magnet or which pole faces another; identifying how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.

Lower KS2 - Working Scientifically

Statutory Requirements

lks2w1: asking relevant questions and using different types of scientific enquiries to answer them

lks2w2: setting up simple practical enquiries, comparative and fair tests

lks2w3: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

lks2w4: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

lks2w5: recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

lks2w6: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

lks2w7: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

lks2w9: using straightforward scientific evidence to answer questions or to support their findings.

Lower KS2 - Working Scientifically

Notes and Guidance

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

Magnetism through materials Investigation Free!

Outstanding Science Year 3 | Forces and magnets | OS3E003

Learning objective

I can investigate how magnetic forces act through different materials.

Children investigate which objects and materials will prevent a paperclip from being attracted to a magnet when placed between them. They attempt to identify the main material each object is made from. They use their results to complete a Venn diagram containing a single set. They attempt to explain their findings.

3e2: notice that some forces need contact between two objects, but magnetic forces can act at a distance

Placing a surface between a magnet and an object may affect the object's attraction to the magnet.

A Venn diagram can be used to sort objects according to their properties.

The Venn diagram was invented by the English mathematician John Venn.

Year 3 Forces and magnets | Outstanding Science

2 pages

Download
(548kb)

Magnets on different surfaces Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E001

Learning objective

I can investigate how magnets can make things move on different surfaces.

Children investigate how magnets can make objects move on different surfaces. They attach a metal paperclip to a book and investigate how placing it on different surfaces affects how easily a magnet can move it. They record their predictions and measurements in a table, and then transfer their results to a bar chart.

3e1: compare how things move on different surfaces

Changing the surface on which a magnetic object is placed can affect how easily it moves towards a magnet.

2 pages

Subscribe to download this resource

Magnetism at a distance Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E002

Learning objective

I can investigate how magnetic forces act at a distance.

Children investigate how powerful 5 different magnets are. They predict and then measure the distance at which each magnet will attract a paperclip, recording their results in a table. They transfer their results to a bar chart and place the magnets in order of strength.

3e2: notice that some forces need contact between two objects, but magnetic forces can act at a distance

Increasing the distance between a magnet and an object reduces the force between the magnet and the object.

Some magnets are more powerful than others.

2 pages

Subscribe to download this resource

Magnetic materials Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E004

Learning objective

I can investigate which materials are magnetic.

Children carry out an investigation to find out which classroom objects are magnetic. They consider what they are going to measure and how to make their test fair. Children predict and measure which classroom objects are magnetic. They transfer their results to a 2-dimensional Carroll diagram, showing both which objects were magnetic and which were made of metal. They attempt to find a pattern in their results.

3e3: observe how magnets attract or repel each other and attract some materials and not others

Some objects are attracted to objects, while others are not.

Objects can be sorted according to their properties using a Carroll diagram.

2 pages

Subscribe to download this resource

Magnetic metals Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E005

Learning objective

I can investigate which metals are magnetic.

Children investigate which metal classroom objects are also magnetic. They think about how they will make their test fair. Children place their results in a Venn diagram containing 2 overlapping sets, and think about in which of the 4 areas to place each result. They discuss the relationship between the type of metal an object is composed of and whether it is magnetic.

3e3: observe how magnets attract or repel each other and attract some materials and not others

Some metal objects are attracted to magnets, while others are not.

A Venn diagram can have more than one set and can sort objects with different combinations of properties.

Magnetic objects tend to contain iron or nickel.

3 pages

Subscribe to download this resource

Testing magnets Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E006

Learning objective

I can investigate which magnet is the most powerful.

Children carry out an investigation to test the strength of up to 10 magnets. They predict and then measure how many 1p coins they can place in a bag held by a paper clip attracted by the magnet before the bag and paper clip fall off. Children transfer their results to a bar chart and place the magnets in order of strength.

3e4: compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

Some magnets are more powerful than others.

A greater force is required to pull a magnetic object away from a stronger magnet.

2 pages

Subscribe to download this resource

Magnetic poles Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E007

Learning objective

I can investigate how magnets interact with one another.

Children investigate whether the poles from two magnets will attract or repel each other when brought together. They record their results in a 2-dimensional Carroll diagram.

3e4: compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

Magnets are made up of tiny magnetic particles which have all lined up in the same direction, producing a noticeable magnetic effect (field).

Magnets always contain two poles (north and south).

If a magnet is broken into two pieces, each piece will still have two poles.

2 pages

Subscribe to download this resource

Using magnets Worksheet

Outstanding Science Year 3 | Forces and magnets | OS3E008

Learning objective

I can describe the function of magnets in different situations.

Children learn about 5 different machines that use magnets (a maglev train, an MRI machine, a crane, a button magnet, and a compass) and match their images to their descriptions. For an added challenge, children write descriptions in their own words.

3e5: describe magnets as having two poles
3e6: predict whether two magnets will attract or repel each other, depending on which poles are facing.

Magnetic attraction and repulsion can be exploited to make useful machines.

Electromagnets can be much more powerful than permanent magnets.

Electromagnets can be created by passing an electrical current through a coil wrapped around a permanent magnet.

Electromagnets, unlike permanent magnets, can be turned on and off.

3 pages

Subscribe to download this resource

Get instant access to all of our Year 3 resources.

Outstanding Science - Year 3 contains all of the following units:

Unit 3A - Plants

Unit 3B - Animals, Including Humans

Unit 3C - Rocks

Unit 3D - Light

Unit 3E - Forces And Magnets

Buy Outstanding Science - Year 3

Primary Science Resources for the National Curriculum

Year 3 Forces and magnets

Knowledge and Understanding

Statutory Requirements

Knowledge and Understanding

Notes and Guidance

Lower KS2 - Working Scientifically

Statutory Requirements

Lower KS2 - Working Scientifically

Notes and Guidance

Magnetism through materials Investigation Free!

Outstanding Science Year 3 | Forces and magnets | OS3E003

Learning objective

Magnets on different surfaces Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E001

Learning objective

Magnetism at a distance Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E002

Learning objective

Magnetic materials Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E004

Learning objective

Magnetic metals Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E005

Learning objective

Testing magnets Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E006

Learning objective

Magnetic poles Investigation

Outstanding Science Year 3 | Forces and magnets | OS3E007

Learning objective

Using magnets Worksheet

Outstanding Science Year 3 | Forces and magnets | OS3E008

Learning objective

Get instant access to all of our Year 3 resources.

Outstanding Science - Year 3 contains all of the following units:

Outstanding Science

Primary Science Resources for the National Curriculum

Primary Science Resources

Contact Us

Terms and conditions