Introduction to Forces

WALT (We Are Learning To)

• Understand what forces are and how they affect objects.
• Identify examples of forces in everyday life.
• Explore how forces can change the shape, energy, or direction of objects.

Success Criteria

• I can explain what a force is.
• I can describe how forces act on objects to change shape, direction, or energy.
• I can identify examples of forces from the world around me.
• I can participate in discussions and activities about forces.

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Curriculum Link - New Zealand Curriculum (Science, Level 5)

Achievement Objective:
Physical Sciences - Understand that forces are interactions that can cause objects to change motion or shape.

• Students will investigate how forces affect motion and shape (Nature of Science).
• Explore forces as pushes and pulls, and their effects on objects.
• Engage in scientific inquiry through observation, questioning, and discussion.

Specific Learning Objectives

• Identify forces in action in everyday contexts.
• Recognise that forces can change an object's shape, motion (direction and speed), or energy.
• Describe forces using scientific vocabulary.

Relevant Competencies:

• Thinking: Explain and analyze forces and their effects.
• Using language, symbols, and texts: Use scientific terms to communicate ideas.
• Participating and contributing: Collaborative discussions to explore forces.

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Equipment & Materials

• Spring scales (30 units)
• Various objects: rubber balls, soft putty/clay, rulers, toy cars
• Whiteboard and markers
• Force diagrams handouts (dyslexia-friendly, clear fonts, simple visuals)
• Worksheet for observations and reflections (large font, dyslexia-friendly layout)
• Interactive digital whiteboard or projector (optional)

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Lesson Structure (45 minutes)

1. Engage & Introduction (10 minutes)

• Starter Discussion: Begin with a question: “What makes things move or stop? Can you think of an example where you pushed, pulled, or felt something stretch or squeeze?”
• Ask students to share quick examples from their daily lives (e.g., kicking a ball, opening a door, stretching a rubber band).
• Introduce the key idea: A force is a push or a pull that can change the motion, shape, or energy of an object. Write WALT and success criteria on the board.
• Use simple language and visual prompts; supported by a dyslexia-friendly handout defining ‘force’ and key terms (push, pull, motion, shape).

2. Explore: Hands-on Activity (20 minutes)

• Activity: In small groups (4-5 students), students explore using objects and spring scales:
  • Measure and feel how much force is needed to push or pull different objects.
  • Experiment stretching or squeezing soft clay/putty to observe force changing shape.
  • Roll toy cars on different surfaces and observe how forces (push/pull, friction) affect movement.
• Groups record observations on worksheets (sentence prompts to support writing).
• Teacher circulates, asking prompting questions: “What happened when you pushed harder?”, “Did the shape change? How?”, “Which force was acting on the car?”

3. Discuss & Reflect (10 minutes)

• Bring class together, invite groups to share examples and findings.
• Highlight the types of force effects seen: change in shape, direction, speed, or energy.
• Clarify scientific terms, reinforcing vocabulary and key concepts.
• Introduce simple force diagrams as visuals to represent some examples.

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Differentiation Strategies

• For diverse learners:

  • Provide dyslexia-friendly resources with large font, simple language, and clear images.
  • Use multi-sensory learning: speaking, listening, handling objects.
  • Allow verbal responses or drawing instead of writing assessments.
  • Support from teacher aide or peer buddy for recording observations.

• For advanced learners:

  • Challenge with questions about forces that are invisible like gravity or magnetism.
  • Encourage them to predict what would happen if forces were increased or decreased.
  • Explore simple calculations of force (e.g., noting different amounts on spring scales).

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Extension Activities (if time allows or for homework)

• Identify and photograph or sketch forces in action outside classroom.
• Research a sport or activity and explain the forces involved.
• Create a comic strip or storyboard showing forces acting on objects in a creative story.

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Assessment & Evidence of Learning

• Observe group discussions and participation.
• Review worksheet responses and force diagrams for understanding.
• Oral questioning for verbal explanations of force concepts.
• Check for use of appropriate scientific vocabulary.

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Connecting and Reflecting

• Recap the day's learning: “Today we learnt that forces are pushes or pulls, and they can make objects move, change shape, or energy.”
• Connect to next lesson: “Next time, we’ll explore how forces cause motion and how to measure that motion.”
• Acknowledge students’ curiosity and engagement. Encourage perseverance in scientific inquiry.

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Notes for Teachers

• Revisit and reinforce scientific vocabulary regularly.
• Use culturally responsive examples relevant to New Zealand students’ experiences.
• Foster a classroom environment where curiosity about everyday science is encouraged.
• Keep explanations clear and avoid jargon; scaffold learning sequences thoughtfully.

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This lesson plan is designed tightly around the New Zealand Curriculum for Science Level 5 and is suitable for year 10 students, balancing engagement, conceptual development, and differentiated support for diverse learners to meet curriculum expectations.

If you want more lessons in this unit, just ask!