Playground Forces

Overview

Lesson 8 of 15 in Playground Physics and Design. Students build and test simple models of playground equipment, identifying how movement starts, changes and stops through pushes, pulls, gravity, transferred energy and friction.

Learning intentions

• WALT identify pushes and pulls that start or change movement.
• WALT explain how gravity, transferred energy and friction affect playground equipment.
• WALT use force arrows to represent balanced and unbalanced forces.
• WALT choose equipment that suits a design brief and intended users.

Success criteria

• I can describe how a model starts, moves and stops.
• I can identify gravity, friction, a push, a pull or transferred energy in an example.
• I can draw arrows to show forces and explain whether they are balanced or unbalanced.
• I can justify which playground equipment best suits particular users.

Curriculum links

• Physical World: observing and describing how pushes, pulls, gravity and friction affect movement.
• Physical World: recognising that energy can be transferred to make objects move.
• Nature of Science: investigating through fair tests, careful observation, recording and communicating findings.
• Science capabilities: gathering and interpreting evidence, using evidence to support an explanation, and communicating ideas.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and connect Open with the playground movement hook. Show a swing, slide, seesaw and flying fox, then ask: “What makes each one start moving, and what makes it stop?” Students quietly think, discuss with a partner, then share ideas. Explain that today they are playground movement investigators and designers.

2. 5–12 minutes – Teach key ideas Use the force arrows and key ideas slides to model:

• A push or pull can start or change movement.
• Gravity pulls objects towards Earth.
• Energy can be transferred from a person or moving object.
• Friction is a rubbing force that can slow or stop movement. Draw simple arrows on a swing and slide. Explain that arrows in opposite directions can show forces. If forces are balanced, movement does not change; if they are unbalanced, movement starts, stops or changes.

3. 12–15 minutes – Safety and challenge Display the model-building instructions and safety slide. Explain that teams of four will build and test one simple model: swing, slide, seesaw or flying fox. Students must keep models on the table, use materials carefully, and never launch objects at people. Assign roles: builder, tester, recorder and equipment manager.

4. 15–29 minutes – Build and test Give each team materials and the playground equipment investigation sheet. Teams build a simple working model, then test it several times. They record:

• What starts the movement: push, pull, gravity or transferred energy.
• What makes it change or stop.
• Where friction acts.
• Whether the forces appear balanced or unbalanced.

Circulate and ask, “Where is the energy coming from?” “Which way is gravity acting?” and “What could reduce or increase friction?” Encourage students to draw arrows directly on the worksheet.

5. 29–38 minutes – Design brief decision Return to the user and design brief discussion slides. Give teams one user profile verbally, such as a young child, a person who wants gentle movement, or a confident older child. Teams choose one piece of playground equipment and complete the worksheet decision: “We recommend ___ because ___.” They must refer to movement, safety, force and the intended user. Each team prepares a 30-second explanation.

6. 38–43 minutes – Share and compare Invite four to six teams to demonstrate or describe their model. After each share, classmates identify one starting force and one stopping force. Prompt discussion: “Would this equipment suit the intended user? What evidence supports your answer?” Use the sharing and comparison prompts to keep responses focused.

7. 43–45 minutes – Plenary and check Use the final recap slide. Students complete the final box on the playground equipment investigation sheet: “One force that starts movement is…” and “One force that stops movement is…”. Collect worksheets as students leave.

Resources

• the Playground Physics movement and design slide deck
• the playground equipment investigation sheet
• Cardboard strips, paper cups, craft sticks, string and tape
• Small blocks, toy figures or counters
• Rulers, books and recycled packaging for ramps and supports
• Scissors, shared safely under teacher guidance
• One completed teacher model, if available
• Clear table space for testing
• Device and projector for the slide deck

Assessment

• Observe team testing and question students about the source and effect of forces.
• Check worksheets for accurate identification of starting forces, gravity, friction, stopping forces and force arrows.
• Assess each team’s recommendation for a clear evidence-based link between equipment, movement and intended user.

Differentiation

• Provide picture prompts and sentence frames: “The model starts when…”, “Gravity pulls…”, and “Friction makes it…”.
• Pre-sort materials and give some students a partially built model or a choice of two equipment types. Pair EAL learners with supportive peers and allow drawing, gesture and oral explanation.
• Use arrows in two colours: one for forces that help movement and one for forces that resist movement. Revisit balanced and unbalanced forces with a physical demonstration.
• Extend confident students by asking them to alter one variable, such as ramp height, surface texture or string length, and explain how this changes movement. Remind them that a fair test changes only one factor.