Forces Game Brainstorm

Overview

This lesson begins students’ final game design by brainstorming and planning a forces-based game using learned ideas about contact and non-contact forces. Students create a clear objective, list materials, and include safety considerations before teacher approval.

Learning intentions

• Students will plan a simple forces game with a clear objective.
• Students will decide whether their game uses contact forces, non-contact forces, or both.
• Students will identify what materials they need and what makes them safe to use.
• Students will communicate their game idea clearly enough for teacher feedback.

Success criteria

• I can describe my game objective in a way others can understand.
• I can explain which forces my game uses (contact and/or non-contact).
• I can list suitable materials and explain how I will use them safely.
• I can share my plan and respond to teacher feedback to improve it.

Curriculum links

• Science understanding: identify sources of heat energy and how temperature changes when heat transfers (as a model of using observable evidence, even though this lesson focuses on forces) through careful observation and reasoning.
• Science inquiry: investigate observable properties and changes when heat energy is added or removed (using the same “change” thinking to describe what happens in the game).
• Science representations: construct and use representations (tables/visual organiser/physical model sketch) to organise information and show simple relationships between forces and game outcomes.
• Science investigation fairness: compare ideas, consider if investigations are fair, and refine questions for further investigation (used here as students check that their game rules allow consistent play).
• Science communication: write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary (students produce a short game pitch and plan).

Lesson structure (60 minutes)

1. 0–6 min · Welcome & unit check-in. Teacher revisits key unit ideas: contact vs non-contact forces, and what “observable outcomes” look like in games. Students do a quick “thumbs” check: “My game uses…” (contact / non-contact / both).

2. 6–12 min · Look at a forces game concept. Teacher shows a 1–2 minute age-appropriate clip of a simple game or toy that demonstrates an interaction (no links; describe what to watch: what makes something move or change). Students note: “What caused the change?” and “Was contact involved?”

3. 12–20 min · Direct teach: planning the game. Teacher introduces a one-page Game Brainstorm Sheet model: objective, forces used, simple rules, materials list, and safety checks. Teacher models scientific vocabulary on the board (e.g. push, pull, magnet, gravity, friction, attract/repel, contact, non-contact). Students ask one clarification question.

4. 20–35 min · Student brainstorming (teacher circulates). Students work in pairs to brainstorm using the sheet. Each pair completes:

• Game objective (one or two sentences)
• What force(s) are involved (contact/non-contact with one example each if applicable)
• Materials needed (grouping into safe/unsafe if relevant, or “safe to use” list)
• Safety considerations (what could hurt someone, what controls are needed) Teacher prompts for clarity: “How will players know what happened?” and “How can the game be played the same way each time?”

5. 35–46 min · Represent the idea. Students create a simple representation of the game: either a labelled sketch or a small table showing “Force → action → game outcome.” Teacher reminds students that a representation helps others understand patterns and relationships. Students add 1–2 labels using scientific terms.

6. 46–55 min · Teacher approval conference. Each pair has a 2–3 minute teacher check. Teacher uses the approval checklist: objective clear, forces identified accurately, materials safe and realistic, safety plan included, and rules support consistent play. Students revise their sheet immediately based on feedback.

7. 55–60 min · Exit ticket: one-sentence pitch. Students write a final exit ticket response: “My game uses ___ (contact/non-contact) forces because ___, and it keeps players safe by ___.”

Resources

• Game Brainstorm Sheet (printable; one per student pair)
• Approval Checklist (printable; teacher use)
• Coloured pencils/textas for labelled sketches
• Sentence starters for objective and forces statements
• Scientific word bank cards
• Safety reminder cards (e.g. “No running”, “Use soft materials”, “Small parts risk”)
• Clip from a toy/game interaction (teacher prepared; no links)
• Optional physical quick-demo items for teacher reference (e.g. paperclips/magnets in a teacher-controlled set-up, if school policy permits)

Assessment

• Formative: teacher circulates and checks that students can name the forces and connect them to expected outcomes.
• Formative: teacher approval conference uses the checklist; notes recorded for next lesson planning.
• Exit ticket: one-sentence pitch includes forces type, reason, and one safety control.

Differentiation

• Support: provide sentence starters (e.g. “The objective of our game is…”, “We use contact forces when…”, “We use non-contact forces like…”, “To stay safe, we will…”).
• Support: give a partially filled example Game Brainstorm Sheet model (without the answers fully completed).
• Extension: students add a “fair play” rule (e.g. same starting position, same launch strength method, same distance) and predict the outcome for at least one trial.
• EAL/SEN: allow oral brainstorming first with recorded peer scribe; provide a vocabulary word bank with pictures (contact/non-contact, magnet, friction).

Key vocabulary (student-friendly)

• force
• contact force
• non-contact force
• push
• pull
• attract
• repel
• magnet
• gravity
• friction
• observe
• predict
• safety
• materials
• objective
• rules
• fair play

Answer key / teacher notes

Teacher approval targets (what “meets success” looks like):

• Objective: clearly states what players do and what they aim to achieve (e.g. “Move the target using…”).
• Forces: explicitly names contact and/or non-contact forces with a correct example tied to the game action (e.g. “magnet attracts” for non-contact; “push” or “friction” for contact).
• Materials: listed and realistic for a school environment; no hazardous items.
• Safety: includes at least one specific control (e.g. safe handling, no running, no eye-level aiming of any object, small parts managed, adult supervision if needed).
• Representation: includes at least one labelled sketch or a table linking force → action → outcome.
• Exit ticket: mentions forces type + reason + safety control in one sentence.