Forces in Action

Overview

This 40-minute lesson introduces Year 7 special school students (working at Year 1/2 level) to the concepts of air resistance, water resistance, and friction through hands-on, sensory, and visual activities. The plan aligns with the National Curriculum for England Physical processes and Forces content, ensuring foundational understanding appropriate to their learning needs.

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National Curriculum Links

Key Stage 3 Science Programme of Study (Year 7 - Forces theme)

• Pupils should be taught to:
  • "Understand that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object" (related to motion and forces)
  • "Identify the effects of air resistance, water resistance and friction, that act between moving surfaces"
  • "Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect" (relating to forces)

Since students are working below expected year group level, the lesson simplifies concepts and focuses on recognising and describing the effects of these forces in everyday life.

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Learning Objectives

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

1. Describe what friction, air resistance, and water resistance are.
2. Identify examples of these forces in their everyday environment.
3. Experience these forces through simple, practical activities.
4. Communicate their observations verbally or through simple drawings/photos.

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Resources

• Toy cars
• Ramps with different surfaces (smooth plastic, sandpaper, felt)
• Fans or handheld paper fans
• Bowls with water & different objects (plastic spoons, toy boats, paper boats)
• Sensory tactile materials (sandpaper, velvet strips)
• Pictures/posters showing forces (e.g., parachute, swimmer, cyclist)
• Whiteboard and markers or ipad for capturing drawings/photos
• Visual symbols for forces (arrows, movement symbols)

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Lesson Structure

1. Introduction (5 minutes)

• Greeting and settle the class.
• Use simple language to introduce the idea of forces that slow things down:
  • "Today we will learn about forces that can make things slow down or stop. These are called resistance and friction."
• Show real-life pictures:
  • Parachute falling through the air (air resistance)
  • Boat moving through water (water resistance)
  • Bike’s tyres on a rough road (friction)
• Use simple questions:
  • "Have you ever felt how hard it is to run on sand instead of grass?"
  • "What happens if you push something on a rough floor compared to a smooth one?"

2. Activity 1: Feeling Friction (10 minutes)

• Setup: Provide ramps with different surface textures (smooth plastic, sandpaper, felt).
• Task: Students roll toy cars down each ramp and observe how far the cars go.
• Focus: Encourage students to describe differences ("The car goes far on smooth, but stops quickly on rough").
• Support: Use tactile materials to let students feel and compare surfaces while describing friction as "how rough a surface is that stops things from moving."
• Visual aid: Show arrow symbols to represent slowing forces.

3. Activity 2: Exploring Air Resistance (10 minutes)

• Setup: Provide handheld paper fans or small fans and lightweight paper/parachutes.
• Task: Students drop paper parachutes or light paper from a height. Then use fans to blow air and see how paper moves more slowly or is pushed by the air.
• Explanation: Explain air resistance as "air pushing against something moving through it, making it slower."
• Support: Encourage students to describe what they see, feel wind on their face, and use simple gestures (e.g., hands pushing objects).
• Extension: Compare dropping a crumpled paper ball vs paper with parachute shape.

4. Activity 3: Water Resistance Exploration (10 minutes)

• Setup: Bowls of water with different floating objects (plastic spoon, toy boat, paper boat).
• Task: Students gently push toys through the water and feel the resistance.
• Explanation: Water resistance is "water pushing back when something moves through it, making it move slower."
• Sensory: Let students feel water current by moving hands.
• Discussion: Ask which objects moved easiest and which were slowest and relate to shape.

5. Plenary and Assessment (5 minutes)

• Recap the three forces using visual clues and props.
• Ask simple questions:
  • "Which surface stops the car most?" (Friction)
  • "What force made the paper fall slowly?" (Air resistance)
  • "What made the boat go slowly in water?" (Water resistance)
• If possible, get students to draw or take photos of their favourite activity for a simple evidence record.
• Use thumbs up/down or smiley face scales to check understanding.

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Differentiation & SEN Considerations

• Use multi-sensory approaches: tactile surfaces, wind from fans, water feel.
• Simplify language and instructions; use visual supports.
• Allow movement breaks or one-on-one adult support if needed.
• Use modelling and clear demonstrations.
• Encourage peer support and teamwork for confidence.

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Curriculum Competencies Developed

• Scientific enquiry: Observing, describing and comparing forces.
• Communication: Expressing observations verbally, symbolically, or visually.
• Conceptual understanding: Introduction to physical forces affecting motion.
• Motor skills: Manipulating objects and materials during experiments.

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Extension Idea (Optional Homework)

Ask students to look around their home or school to find one example each of friction, air resistance, and water resistance and tell or draw it during the next lesson.

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This practical, sensory-centred approach delivers an accessible, curriculum-linked introduction to forces that slow motion, designed to engage and build confidence in young learners with special educational needs.