Forces and Motion

Overview

Grade Level: 5th Grade
Subject: Science – Physics
Duration: 45 minutes
Class Size: 30 students

Curriculum Alignment:
Aligned with the Next Generation Science Standards (NGSS)

• Performance Expectation:
  5-PS2-1 – Support an argument that the gravitational force exerted by Earth on objects is directed down.

• Disciplinary Core Idea (DCI):
  PS2.A – Forces and Motion
  PS2.B – Types of Interactions

• Crosscutting Concepts:

  • Cause and Effect
  • Systems and System Models

• Science and Engineering Practices (SEP):

  • Planning and carrying out investigations
  • Engaging in argument from evidence

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Learning Objectives

By the end of the 45-minute lesson, students will be able to:

1. Define force as a push or a pull.
2. Explain how gravity is a non-contact force between Earth and objects.
3. Identify examples of contact vs. non-contact forces.
4. Plan and conduct a simple investigation to observe and describe the effects of gravity on different objects.

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Materials Needed

• Mini parachutes (homemade or purchased)
• Stopwatch or timer (1 per group)
• Whiteboard and markers
• Plastic cups, paperclips, string, tissues or fabric (optional for a "build-a-parachute" activity)
• Chart paper (for class data collection)
• Gravity vocabulary cards
• Student notebooks
• Pre-prepared “Force Cards” (contact/non-contact with examples)

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Vocabulary

• Force
• Gravity
• Push
• Pull
• Contact Force
• Non-contact Force
• Direction
• Motion

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Hook (5 minutes)

"Invisible Hands" Demonstration
The teacher drops a feather and a small ball simultaneously from the same height.

Ask:

• “Why do you think the ball hit the ground before the feather?”
• “Can we see what is pulling them down? What could it be?”

Transition: “Today, we’re going to explore one of the invisible forces acting all around us — gravity!”

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Direct Instruction (8 minutes)

Use a large diagram or projector slide to show students visual representations of:

• Objects being pushed and pulled.
• Gravity pulling objects toward the Earth.
• The difference between contact and non-contact forces.

Teacher Script Highlights:

• “A force is a push or pull on an object.”
• “Gravity is a non-contact force that pulls everything toward the center of the Earth.”
• “Forces cause things to move, stop, or change direction.”

Use student volunteers to demonstrate physical movements (little skits):

• Push a chair (contact force).
• Mimic dropping an apple ("acted" gravity).

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Guided Practice (12 minutes)

Activity: Gravity in Action – Mini Investigation

Break students into groups of 5 (total 6 groups).

Each group receives:

• A small parachute and different small objects (e.g., paper clip, cotton ball, rubber ball)
• A timer

Instructions:

1. Drop each object (one at a time) using the parachute from a set height (e.g., desk).
2. Use timers to measure how long it takes for each to reach the ground.
3. Observe changes based on mass and parachute design.
4. Record observations in their notebooks.

Guided Questions:

• Which object took the longest? Why?
• Did heavier items fall faster?
• What's pulling the object down?

Teacher circulates, asking Socratic questions and encouraging precise language.

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Independent Activity (10 minutes)

“Forces Detective” Sort Game

Distribute “Force Cards” – each card names a scenario (e.g., “a dog pulling a leash,” “a ball falling off a table,” “a child pushing a swing”).

Students work in pairs to sort the cards into:

• Contact Forces
• Non-contact Forces

Follow by a class discussion, reviewing some cards and justifying each categorization.

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Wrap-Up and Reflection (7 minutes)

Exit Ticket Activity:
Students respond in notebooks or on sticky notes:

1. What surprised you today about gravity?
2. Explain the difference between contact and non-contact forces.
3. What would happen if there was no gravity?

Bonus Challenge (for early finishers):
Design your own object that could "resist" gravity using only classroom items.

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Assessment

• Observation during parachute investigation
• Accuracy of “Force Cards” sort
• Exit ticket responses
• Vocabulary usage in group discussion

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Extensions and Enhancements

STEAM Integration:

• Engineering: Challenge students to build their own parachutes using recycled materials next class.
• Art: Draw and label diagrams showing gravity acting on different objects.

At-Home Engagement:
Ask students to find three examples of gravity affecting their life at home and draw or write about them.

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Classroom Management Tips

• Pre-assign groups for smoother transitions.
• Use timers to pace group rotations.
• Have extra force cards for pairs that work quickly.
• Incorporate hand signals for “push” or “pull” to keep physical engagement up.

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Reflection for Teacher

Following the lesson, consider noting:

• Which students actively used new vocabulary?
• Did the investigation spark curiosity or lead to misconceptions?
• Were students able to distinguish contact from non-contact forces?

Teach boldly — students learn science best when they can feel, see, predict, and argue with evidence!