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Science lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Friction

Forces and motion

CCSS NGSS.3-PS2-1England: KS2 Y3 Forces and magnetsEngland: KS2 Y5 Forces

Objective and success criteria

Students will: Friction.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Pushes and pulls

Leads to: Air resistance and water resistance

Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Pushes and pulls). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a push or a pull: opening a drawer? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. What happens if you kick a ball harder? (Nothing changes / It goes slower / It goes faster and further / It stops at once) → It goes faster and furtherPrompt: A bigger push has a bigger effect.
  3. Pushes and pulls: which statement is true? (Opening a drawer is a push. / Things can start moving all by themselves with no force. / A gentle push makes a ball go faster than a hard push. / Pushes and pulls are forces.) → Pushes and pulls are forces.Prompt: What can a force do to an object?

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: Friction. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: On which surface would you slide furthest in your socks?
  • Step 1: Smooth surfaces have less friction, so you slide further.
  • Step 2: So the answer is: a polished wooden floor
  • Answer: a polished wooden floor
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. On which surface would you slide furthest in your socks? (a gravel path / a polished wooden floor / a grassy field / a thick carpet) → a polished wooden floorPrompt: Which surface is smoothest?
  2. Friction: which statement is NOT true? (Friction acts in the opposite direction to movement. / Friction speeds things up. / Rough surfaces usually give more friction than smooth ones. / Friction can make surfaces warm up.) → Friction speeds things up.Prompt: Think about walking on ice.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Friction: which statement is NOT true? (Bicycle brakes use friction to slow the wheels. / Friction is always unhelpful. / Friction acts in the opposite direction to movement. / Rough surfaces usually give more friction than smooth ones.) → Friction is always unhelpful.Prompt: Think about walking on ice.
  2. On which surface would you slide furthest in your socks? (a gravel path / a thick carpet / a grassy field / a polished wooden floor) → a polished wooden floorPrompt: Which surface is smoothest?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Pushes and pulls.
  • Use concrete materials: force meters.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Air resistance and water resistance.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Friction

Name

Date

Score/ 6

  1. Question 1

    A toy car was rolled down the same ramp onto different surfaces. The chart shows how far it went (cm). Which surface had the MOST friction?

    Distance travelled (cm)05010015020025060sandpaper230wood floor190carpet150grass
    • A. grass
    • B. wood floor
    • C. sandpaper
    • D. carpet

  2. Question 2

    Why do football boots have studs?

    • A. to make them lighter
    • B. to reduce friction
    • C. to increase friction so players don't slip
    • D. to make a noise

  3. Question 3

    Friction: which statement is NOT true?

    • A. Bicycle brakes use friction to slow the wheels.
    • B. Friction acts in the opposite direction to movement.
    • C. Friction is always unhelpful.
    • D. Friction can make surfaces warm up.

  4. Question 4

    What is friction?

    • A. a force that only acts in water
    • B. a force that pulls things down
    • C. a kind of magnet
    • D. a force that acts against motion when surfaces rub together

  5. Question 5

    Why do people oil a squeaky bicycle chain?

    • A. to make it magnetic
    • B. to make it heavier
    • C. to increase friction
    • D. to reduce friction

  6. Question 6

    A toy car was rolled down the same ramp onto different surfaces. The chart shows how far it went (cm). Which surface had the LEAST friction?

    Distance travelled (cm)05010015020060ice90wood floor120carpet190grass
    • A. ice
    • B. grass
    • C. carpet
    • D. wood floor

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Answer key: Friction

  1. 1. C. sandpaper

  2. 2. C. to increase friction so players don't slip

  3. 3. C. Friction is always unhelpful.

  4. 4. D. a force that acts against motion when surfaces rub together

  5. 5. D. to reduce friction

  6. 6. B. grass