Forces Explored Today

Overview

This 60-minute lesson is Lesson 2 of 7 in the "Magnetic Forces Unleashed" unit for Year 3 students. It introduces the concept of forces, focusing on distinguishing between contact forces (such as pushing and pulling) and non-contact forces (such as magnetism). The lesson aligns with the National Curriculum for England, specifically the KS2 Science programme of study for Year 3 under “Physics – forces and magnets”.

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Curriculum Links

National Curriculum (England) — Key Stage 2 - Year 3

Science Programme of Study: Forces and magnets

• Pupils should be taught to:
  • “compare how things move on different surfaces”
  • “notice that some forces need contact between two objects, but magnetic forces can act at a distance”
  • “observe how magnets attract or repel each other and attract some materials and not others”
  • “describe magnets as having two poles”
  • “predict whether two magnets will attract or repel each other, depending on which poles are facing.”

Primary Science Progression Goals Met:

• Understand what a force is and recognise forces can be contact or non-contact.
• Use appropriate scientific vocabulary to describe pushing, pulling, and magnetic attraction/repulsion.
• Develop skills in making observations and simple predictions.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Define what a force is and distinguish between contact and non-contact forces.
2. Identify examples of contact forces (push, pull) and non-contact forces (magnetic force).
3. Describe how magnetic forces act at a distance without physical contact.
4. Demonstrate understanding by predicting and explaining outcomes in simple force demonstrations.

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Resources

• Variety of small objects (e.g., toy cars, blocks, balls)
• Magnets (bar magnets and fridge magnets)
• Paper clips, iron filings, plastic objects (for magnet testing)
• Soft fabric, wooden surfaces, smooth plastic sheets (to investigate surface effects)
• Whiteboard and dry-wipe markers
• Printed worksheets: Venn diagram template (contact vs non-contact forces)
• Interactive force simulation app or video (optional for visual reinforcement)

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Lesson Structure

1. Introduction (10 minutes)

• Engage: Begin by asking the class simple questions, e.g., “What happens when you push a door open? How about when a magnet pulls on a fridge?”
• Write the word force on the board. Ask students to offer definitions or examples from their everyday life. Emphasise that a force is a “push or pull”.
• Introduce the two types of forces:
  • Contact forces (must touch to act)
  • Non-contact forces (can act at a distance)

2. Whole Class Demonstration (15 minutes)

• Push and Pull (Contact Forces):
  • Invite a volunteer to push a toy car along different surfaces (carpet, smooth table, wooden floor). Ask the class to observe what happens.
  • Discuss how the force of the push makes the car move and how the surface affects the movement (link to friction).
• Magnetic Force (Non-Contact):
  • Show that a magnet can pull paper clips or iron filings without touching a surface or the objects directly.
  • Encourage pupils to note that the force works over a short distance without physical contact.

3. Group Activity: Sorting Forces (15 minutes)

• Divide pupils into small groups of 4.
• Each group receives cards with different scenarios (e.g. pulling a door, pushing a swing, magnets attracting, gravity pulling an apple).
• Pupils work together to sort these cards into Contact Forces or Non-Contact Forces using a Venn diagram worksheet.
• Circulate, prompting reasoning with questions like: “Does this involve objects touching?” or “Can the force act through empty space?”

4. Class Discussion & Reflection (10 minutes)

• Bring the class together to share their sorting results.
• Discuss any disagreements or tricky cases, especially magnetic forces.
• Reinforce that magnetic force is a special non-contact force.
• Draw a simple diagram on the board to illustrate forces acting at a distance versus touching.

5. Assessment & Plenary (10 minutes)

• Quick Quiz:
  • Verbally ask quick-fire questions:
    “Is pushing a swing a contact or non-contact force?”
    “Can a magnet pull something without touching it?”
  • Use mini-whiteboards for students to write responses and hold them up.
• Exit Ticket:
  • On a post-it note or small slip of paper, students write:
    “One thing I learned about forces today is...”
  • Collect for teacher to assess understanding and tailor next lessons.

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Differentiation

• For additional support:

  • Provide visual clue cards with simple pictures showing pushing, pulling, and magnet attracting.
  • Use paired work for sorting activity so pupils can assist each other.

• For extension learners:

  • Challenge them to think of examples of forces not covered (gravity, friction) and classify them.
  • Invite them to design a simple experiment to demonstrate a contact or non-contact force at home.

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Classroom Management Tips

• Establish clear expectations around handling magnets and objects carefully.
• Use the “think-pair-share” technique during discussions to ensure all pupils engage verbally.
• Keep demonstrations interactive and safe, ensuring all pupils have clear sightlines.

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Possible Homework Extension

• Ask pupils to bring in an object influenced by magnets from home (along with an adult’s permission) and write a sentence about how the magnetic force acts on it.
• Alternatively, they can draw a picture labelled with forces they observe in their environment.

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Summary

This lesson builds a solid conceptual foundation of forces for Year 3 pupils through hands-on demonstrations, group activities, and clear, curriculum-aligned explanations. It highlights the difference between contact and non-contact forces with a focus on magnetism, setting the stage for deeper explorations in forthcoming lessons. The activities encourage thought, vocabulary development, and scientific observation skills in line with the National Curriculum standards.