• 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. What happens if you kick a ball harder? (It goes slower / It goes faster and further / It stops at once / Nothing changes) → It goes faster and furtherPrompt: A bigger push has a bigger effect.
3. Pushes and pulls: which statement is true? (Things can start moving all by themselves with no force. / A force can change the direction something is moving. / Opening a drawer is a push. / A gentle push makes a ball go faster than a hard push.) → A force can change the direction something is moving.Prompt: What can a force do to an object?

• 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.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What is friction? (a force that acts against motion when surfaces rub together / a force that pulls things down / a force that only acts in water / a kind of magnet) → a force that acts against motion when surfaces rub togetherPrompt: Rub your hands together quickly. What do you feel?
2. Friction: which statement is NOT true? (Friction can make surfaces warm up. / Bicycle brakes use friction to slow the wheels. / Friction acts in the opposite direction to movement. / Friction speeds things up.) → Friction speeds things up.Prompt: Think about walking on ice.

• 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.

• 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. / Rough surfaces usually give more friction than smooth ones. / Ice has more friction than sandpaper. / Friction acts in the opposite direction to movement.) → Ice has more friction than sandpaper.Prompt: Think about walking on ice.
2. Why do people oil a squeaky bicycle chain? (to increase friction / to make it heavier / to make it magnetic / to reduce friction) → to reduce frictionPrompt: Oil makes surfaces slippery.

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