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

Contact forces and forces that act at a distance

Forces and motion

CCSS NGSS.3-PS2-3England: KS2 Y3 Forces and magnets

Objective and success criteria

Students will: Contact forces and forces that act at a distance.

  • 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: Which way will it move? Predict from the forces

Leads to: the next skill in this area.

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 (Which way will it move? Predict from the forces). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Two teams pull a rope equally hard. What happens to the rope? (It moves towards the bigger team. / It stays where it is. / It snaps at once. / It moves up into the air.) → It stays where it is.Prompt: Are the forces balanced or unbalanced?
  2. True or false? If two forces are unbalanced, the object moves towards the smaller force. (True / False) → FalsePrompt: Compare the sizes and directions of the forces.
  3. True or false? An object with balanced forces must be still. (True / False) → FalsePrompt: Compare the sizes and directions of the forces.

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: Contact forces and forces that act at a distance. 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: Is this a contact force or a non-contact force: kicking a ball?
  • Step 1: The objects must touch for the force to act.
  • Step 2: So the answer is: contact force
  • Answer: contact force
  • 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. Is this a contact force or a non-contact force: Earth's gravity keeping the Moon in orbit? (contact force / non-contact force) → non-contact forcePrompt: Do the two things have to touch?
  2. Three of these are examples of a non-contact force. Which one is NOT? (air resistance on a parachute / Earth's gravity keeping the Moon in orbit / a charged balloon lifting hair / gravity pulling an apple to the ground) → air resistance on a parachutePrompt: For each one, ask: is there a gap between the objects?

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. Is this a contact force or a non-contact force: a magnet pulling a paperclip through paper? (contact force / non-contact force) → non-contact forcePrompt: Do the two things have to touch?
  2. Three of these are examples of a non-contact force. Which one is NOT? (air resistance on a parachute / Earth's gravity keeping the Moon in orbit / a magnet pulling a paperclip through paper / a charged balloon lifting hair) → air resistance on a parachutePrompt: For each one, ask: is there a gap between the objects?

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: Which way will it move? Predict from the forces.
  • 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

  • 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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Contact forces and forces that act at a distance

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Date

Score/ 6

  1. Question 1

    Three of these are examples of a non-contact force. Which one is NOT?

    • A. a charged balloon lifting hair
    • B. a magnet pulling a paperclip through paper
    • C. gravity pulling an apple to the ground
    • D. friction slowing a sledge (sled)

  2. Question 2

    True or false? A magnet must touch a paperclip to attract it.

    • A. True
    • B. False

  3. Question 3

    Is this a contact force or a non-contact force: kicking a ball?

    • A. contact force
    • B. non-contact force

  4. Question 4

    True or false? Air resistance acts without anything touching.

    • A. True
    • B. False

  5. Question 5

    Is this a contact force or a non-contact force: a rope pulling a boat?

    • A. contact force
    • B. non-contact force

  6. Question 6

    Is this a contact force or a non-contact force: air resistance on a parachute?

    • A. contact force
    • B. non-contact force

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Answer key: Contact forces and forces that act at a distance

  1. 1. D. friction slowing a sledge (sled)

  2. 2. B. False

  3. 3. A. contact force

  4. 4. B. False

  5. 5. A. contact force

  6. 6. A. contact force