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Science lesson plan · 3rd grade (Year 4 in England) · 45 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 · 5 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. A rolling ball slows down and stops on grass. Which force caused this? (a push from the ball / no force, it just ran out / magnetism / friction from the grass) → friction from the grassPrompt: Something acted against the motion.
  2. True or false? Balanced forces do not change how an object is moving. (True / False) → TruePrompt: Compare the sizes and directions of the forces.
  3. 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.

Hook · 5 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 · 10 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 · 10 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? (a charged balloon lifting hair / pushing a door open / Earth's gravity keeping the Moon in orbit / gravity pulling an apple to the ground) → pushing a door openPrompt: For each one, ask: is there a gap between the objects?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 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: air resistance on a parachute? (contact force / non-contact force) → contact forcePrompt: Do the two things have to touch?
  2. True or false? Friction only acts when surfaces touch. (True / False) → TruePrompt: Is there touching, or a gap?

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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  1. Question 1

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

    • A. a charged balloon lifting hair
    • B. air resistance on a parachute
    • C. pushing a door open
    • D. friction slowing a sledge (sled)

  2. Question 2

    True or false? Air resistance acts without anything touching.

    • A. True
    • B. False

  3. Question 3

    Is this a contact force or a non-contact force: Earth's gravity keeping the Moon in orbit?

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

  4. Question 4

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

    • A. True
    • B. False

  5. Question 5

    Is this a contact force or a non-contact force: friction slowing a sledge (sled)?

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

  6. Question 6

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

    • A. a charged balloon lifting hair
    • B. gravity pulling an apple to the ground
    • C. a rope pulling a boat
    • D. a magnet pulling a paperclip through paper

  7. Question 7

    Is this a contact force or a non-contact force: a magnet pulling a paperclip through paper?

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

  8. Question 8

    True or false? Friction only acts when surfaces touch.

    • A. True
    • B. False

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

  1. 1. A. a charged balloon lifting hair

  2. 2. B. False

  3. 3. B. non-contact force

  4. 4. B. False

  5. 5. A. contact force

  6. 6. C. a rope pulling a boat

  7. 7. B. non-contact force

  8. 8. A. True