Forces Start

Overview

This first lesson of “Fast Forces: Play and Learn” introduces Year 3 students to contact and non-contact forces. Students will sort everyday examples, describe how forces can affect objects, and begin forming evidence-based explanations.

Learning intentions

Students will:

• identify forces as pushes or pulls
• distinguish contact forces from non-contact forces using everyday examples
• describe the effect of a force on an object (e.g. move, stop, change direction, change speed)
• compare their ideas with a partner and refine scientific language

Success criteria

Students can:

• give at least two examples of contact forces and explain what is touching
• give at least two examples of non-contact forces and explain what is not touching
• describe how each example affects an object using simple cause-and-effect words (e.g. “so it moves”)
• explain differences between contact and non-contact forces using correct vocabulary

Curriculum links

• Science — AC9S3U03: identify sources of heat energy and examine temperature changes when heat energy is transferred (used here as background to heat-related effects on objects and materials)
• Science — AC9S3H02: consider how people use scientific explanations to meet a need or solve a problem (linked to everyday uses of forces, e.g. push/pull tools, magnets in classroom/household contexts)
• Science — AC9S3I04: construct and use representations (e.g. a two-column sort chart) to organise information and show simple relationships
• Science — AC9S3I05: compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions (used through class discussion of whether examples are correctly sorted)
• Science — AC9S3I06: write and create texts to communicate findings and ideas (short written explanation in the task sheet using scientific vocabulary)

Lesson structure (60 minutes)

1. 0–5 min · Hook. Teacher shows 3 short image prompts (ball rolling when kicked, magnet attracting paperclip, book sliding when pushed) and asks: “What made each object change?” Students think-pair-share and name any “push/pull” ideas.

2. 5–12 min · Mini-introduction: Forces. Teacher explains: “A force is a push or a pull. Forces can act even when you cannot see them, but they still affect objects.” Teacher records two stems: “A contact force happens when…” and “A non-contact force happens when…”. Students copy stems and complete one quick example verbally.

3. 12–22 min · Video/clip and discussion. Teacher plays a 1–2 minute child-appropriate clip showing magnets or a toy being pushed/pulled (no links; use your prepared device/file). Teacher pauses twice: “Is anything touching? What is the object doing?” Students answer using thumbs-up/hand signals and repeat key vocabulary in sentences.

4. 22–35 min · Sorting activity (representation). Teacher gives each student an “Forces Sort” sheet with a two-column chart: Contact forces / Non-contact forces, plus an “Effect” column. Examples include: kicking a ball, pushing a box, pulling a wagon, magnet on a fridge, gravity (falling ball), wind (sail/moving paper), static cling (paper sticking), rubbing a balloon (optional simple mention). Students classify each example and write one effect for at least 3 items (e.g. “moves”, “falls”, “sticks”, “attracts”).

5. 35–47 min · Investigation-style fairness discussion (quick). Teacher runs a “Class Check” using 6 volunteer answers on the board. For each, the class decides: “Is the sorting fair and correct?” Teacher prompts fairness: “What evidence did we use? Did we consider whether there was touching?” Students justify with sentence starters: “I think it’s contact/non-contact because…”

6. 47–56 min · Conclusion writing (communication). Students complete a short “My Two Examples” response:

• Example 1 (contact): describe what touches and what happens
• Example 2 (non-contact): describe what does not touch and what happens Teacher circulates and checks scientific vocabulary.

7. 56–60 min · Exit ticket. Students answer: “Name one contact force and one non-contact force. Write one effect for each.” Teacher collects for quick formative assessment.

Resources

• Forces Sort worksheet (two-column chart with Effect column)
• “My Two Examples” writing prompt sheet
• Exit ticket slips
• Picture cards or printed images (kicking ball, pushing box, magnet attracting, falling object, wind moving paper, balloon static)
• 1–2 minute video clip file (teacher device, no links)
• Markers/whiteboard and sticky notes for class check
• Sentence starters strips (contact/non-contact)
• Optional objects: small magnet, paperclips, lightweight paper for teacher demo (no lab equipment required)

Assessment

• Formative: observe partner discussions in the hook and video pauses (correct use of “touching” vs “not touching”)
• Formative: check students’ sorting decisions on the Forces Sort sheet for correct category and an effect statement
• Formative/summative for this lesson: exit ticket (at least one contact and one non-contact force, each with an effect)

Differentiation

• Support: provide sentence starters and a word bank on the worksheet (contact, touching, non-contact, not touching, move, stop, attract, fall, stick)
• Support for language learners: allow oral responses before writing; use picture cards to reduce reading load
• Extension: students add a third example and explain how the effect would change if the force increased or decreased (e.g. “a stronger push makes it travel further”)
• SEN/need for structure: reduce number of examples on the sort sheet to a “must do” set of 6, with extra examples optional

Key vocabulary (student-facing)

• force
• push
• pull
• contact force
• non-contact force
• touching
• not touching
• move
• stop
• attract
• gravity
• magnet
• wind
• stick / sticking