Lesson Plan

Forces and Motion

Overview

In this lesson, students identify and classify the forces acting on everyday objects, building toward a systems-based understanding of how motion changes. Students will investigate real-life examples (push, pull, friction, gravity) and record evidence to justify their classifications.

Learning intentions

• Students will be able to identify forces acting on objects in familiar contexts.
• Students will classify forces as contact forces or forces at a distance (non-contact).
• Students will explain how forces can change an object’s motion using simple cause-and-effect reasoning.
• Students will use evidence from observations and examples to justify their force categories.

Success criteria

• I can name different forces that act on objects in everyday situations.
• I can sort forces into contact and non-contact categories with correct reasoning.
• I can describe the effect of a force (for example, starting, stopping, speeding up, slowing down, or changing direction).
• I can support my classification using evidence from an example.

Curriculum links

• Forces and motion: identify forces acting on an object and describe how forces affect motion.
• Scientific inquiry and communication: use observations, evidence, and explanations to communicate ideas.
• Skills for understanding: reading simple models/case studies and applying science concepts to new situations.
• Reasoning: make claims supported by evidence and science concepts.

Lesson structure (45 minutes)

1. 0–5 min: Do Now + hook

• Display 3 short scenario cards: “a book sliding on a desk,” “a ball rolling downhill,” “a suitcase being pulled across carpet.”
• Students quickly write: one force they think is acting in each scenario and whether they think it is a contact force or not.

2. 5–12 min: Mini-lesson—types of forces

• Teacher introduces the categories: contact forces (push/pull, friction) and non-contact forces (gravity).
• Use a “force–effect” anchor: if a force acts, it can change motion (speed or direction) even if the object is already moving.

3. 12–22 min: Station investigation—classify forces

• In groups of 3–4, students rotate through 3 stations with real-life prompts and images (or brief teacher demonstrations).
• Station A: slider on different surfaces (paper vs. felt) using a simple ramp or drag strip if available.
• Station B: magnet-at-a-distance example (paperclips attracting) or a video clip prompt (no hyperlinks needed; use teacher-provided content).
• Station C: “sports” or “playground” scenarios (pushing a cart, stopping a skateboard, catching a ball).
• For each station, students complete a quick record: object, forces present, contact vs non-contact, and the predicted effect on motion.
• Teacher circulates using guiding questions: “What is touching the object?” “What is causing the change in motion?” “What evidence tells you?”

4. 22–30 min: Whole-class sharing—justify with evidence

• Choose 2–3 groups to share one scenario each.
• Teacher prompts students to refine reasoning: “What force did you include and why?” “If you removed friction, what would change?”
• Add or correct common misconceptions: gravity is not “only when things fall,” and friction acts when surfaces rub/slide relative to each other.

5. 30–40 min: Practice—Force classification grid

• Students work individually on a classification grid with 6 everyday situations (short writing + one choice box each).
• For each, they identify at least two forces and classify contact/non-contact; then write one sentence linking force to motion change.

6. 40–45 min: Exit ticket—claim, evidence, effect

• Exit ticket: “Choose one situation and write a claim about the forces acting. Provide one piece of evidence from the scenario and state the effect on motion.”
• Collect to check understanding before Lesson 6.

Resources

• Scenario cards (everyday contexts) and force-effect anchor chart
• Station materials for friction: small blocks, felt/paper, ruler or ramp, measuring strip optional
• Magnet materials and paperclips (or teacher-prepared demonstration cards)
• Force classification grid (print or digital)
• Group recording sheets and pencils
• Whiteboard/markers for teacher-led corrections
• Timer and rotation plan
• ESL-friendly sentence frames:
• “The force is… because…”
• “This is contact/non-contact since…”
• “It will cause the object to…”

Assessment

• Formative assessment during stations: observe classification choices and whether students link forces to motion effects.
• Practice grid and exit ticket: check accuracy of force types and quality of justification (claim–evidence–effect).
• Target misconception checks (for example, confusing gravity with “a falling force only,” or missing friction when sliding).

Differentiation

• Support (ESL and learners needing structure):
• Provide sentence frames for justifications and a word bank (push, pull, friction, gravity, contact, non-contact, speed, direction).
• Use visuals: arrows on diagrams showing force direction and a contact/non-contact colour code.
• Offer a worked example for one scenario before independent practice.
• Support (SEN/learning support needs):
• Reduce the number of scenarios on the grid for some students while maintaining the same learning target (identify and classify at least two forces correctly).
• Allow oral responses recorded by the student on a template or by teacher scribing briefly.
• Extension (advanced learners):
• Ask students to include “net effect” reasoning: if two contact forces oppose each other (for example, push vs friction), what happens to motion?
• Challenge students to predict changes if one force were removed or increased (for example, more friction stops sooner).
• EAL strategies:
• Pair students intentionally (mixed language proficiency) and pre-teach key terms using examples from their daily lives (sports, carts, elevators).
• Encourage discussion using structured roles: “Reader,” “Classifier,” “Evidence checker,” “Reporter.”