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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: picking an apple from a tree? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. Which needs a bigger push to start moving? (a feather / a balloon / a full shopping trolley (cart) / an empty shopping trolley (cart)) → a full shopping trolley (cart)Prompt: Which one is heaviest?
  3. Pushes and pulls: which statement is true? (Things can start moving all by themselves with no force. / Opening a drawer is a push. / A force can make a still object start to move. / A gentle push makes a ball go faster than a hard push.) → A force can make a still object start to move.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 polished wooden floor / a grassy field / a thick carpet / a gravel path) → a polished wooden floorPrompt: Which surface is smoothest?
  2. Friction: which statement is NOT true? (Rough surfaces usually give more friction than smooth ones. / Ice has more friction than sandpaper. / Bicycle brakes use friction to slow the wheels. / Friction can make surfaces warm up.) → Ice has more friction than sandpaper.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. On which surface would you slide furthest in your socks? (a thick carpet / a grassy field / a gravel path / a polished wooden floor) → a polished wooden floorPrompt: Which surface is smoothest?
  2. Friction: which statement is NOT true? (Friction speeds things up. / Friction acts in the opposite direction to movement. / Bicycle brakes use friction to slow the wheels. / Rough surfaces usually give more friction than smooth ones.) → Friction speeds things up.Prompt: Think about walking on ice.

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

    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. Ice has more friction than sandpaper.
    • D. Friction can make surfaces warm up.

  2. Question 2

    Why do football boots have studs?

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

  3. Question 3

    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)050100150150wood floor60ice90carpet120sandpaper
    • A. ice
    • B. sandpaper
    • C. wood floor
    • D. carpet

  4. Question 4

    Why do people oil a squeaky bicycle chain?

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

  5. Question 5

    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)050100150150carpet90grass40sandpaper120wood floor
    • A. sandpaper
    • B. grass
    • C. wood floor
    • D. carpet

  6. Question 6

    On which surface would you slide furthest in your socks?

    • A. a thick carpet
    • B. a polished wooden floor
    • C. a gravel path
    • D. a grassy field

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Answer key: Friction

  1. 1. C. Ice has more friction than sandpaper.

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

  3. 3. C. wood floor

  4. 4. B. to reduce friction

  5. 5. A. sandpaper

  6. 6. B. a polished wooden floor