Lesson Plan: Forces and Motion for 3rd Grade

Grade: 3
Duration: 45-60 minutes

Objective:

 Understand the relationship between force and motion.

 Explore how objects move and what influences their motion.

Materials:

 Balloons
 String
 Tape
 Cardboard
 2 Books
 Sandpaper
 Marbles
 1m board ruler
 PE equipment (e.g., cones, balls)

Introduction (10 minutes):

1. Warm-Up Game: Start with a fun, active game on the soccer field to get students
moving.
o Play a quick game of “Red Light, Green Light” where students must stop and
start based on your commands. Discuss how they had to use force to stop and
start moving.
2. Discussion:
o Introduce the idea that everything in the universe is moving, even if we can’t
always see it. Ask students to think about how they know something is moving
(e.g., changes in position compared the other objects).

Encounter the Phenomenon (15 minutes):

1. Skateboarder Observation:
o Show the picture from page 2 of the student book featuring a skateboarder.
o Ask: “What did the skateboarder have to do to get to the top of the ramp?”
o Discuss how the skateboarder used force (pushing with their feet) to move up
the ramp.
2. Module Big Idea:
 o Lead into the big idea: “What is the relationship between force and motion?”
Explain that today’s lesson will explore how forces cause things to move and
change direction.

Hands-On Activity: Balloon Rockets (10 minutes):

1. Balloon Rocket Experiment:

o Set up a simple experiment using balloons, string, and tape.
o Stretch the string across the classroom or playground, tape a straw to the
balloon, and thread the string through the straw.
o Blow up the balloon without tying it, tape it to the straw, and then release it.
o Watch the balloon rocket forward and discuss how the air pushing out of the
balloon causes it to move (force and motion).
2. Link to Lesson:
o Discuss how the balloon’s motion is similar to the skateboarder’s movement.
The force of air in the balloon pushed it forward, just like the skateboarder
pushed with their feet to move up the ramp.

Lesson 1: Exploration (15 minutes):

1. Soccer Ball Motion Probe:

o Read the scenario on page 5 of the student book about friends playing soccer.
o Discuss the different ideas:
 Desmond: The way I kick the ball determines how far it will go.
 Aliyah: The way I kick the ball determines where the ball will go.
 Megan: It doesn’t matter how I kick the ball; it will go where it wants
to go.
o Ask students which friend they agree with and why. Relate their answers to the
concepts of force and direction.
2. Mr. Newton’s First Law:
o Introduce Isaac Newton and his first law of motion in a fun way: "Mr. Newton
says, 'Objects at rest stay at rest, and objects in motion stay in motion unless
acted upon by a force.'"

Hands-On Activity: Marbles and Motion (10 minutes):

1. Marble Track Experiment:

o Use cardboard, books, sandpaper, and marbles to create a simple track.
o Tape the cardboard to make a ramp, and let students roll marbles down the
track.
o Add sandpaper to part of the track and observe how it slows down the marbles.
o Discuss how different surfaces (like sandpaper) create friction, which is a force
that slows down motion.
Vocabulary and Reading Activity (10 minutes): page 10 12 14

1. Vocabulary Introduction:
o Introduce key position words (near, far, left, right) and link the verb “direct” to
the word “direction.”
2. Reading and Measurement:

1. Have students read in pairs about position and direction.

o Use the 1m board ruler to measure various objects in the classroom. Discuss
how different tools are used for measuring different things, like the distance
between the Sun and Earth.
2. Motion and Speed Reading:
o Transition to reading about motion and speed, emphasizing how these concepts
relate to what they’ve observed in their activities.

STEM Project Ideas (5 minutes):

1. Option 1: Create a Mini Marble Roller Coaster

o Using cardboard, tape, and marbles, students can design and build a simple
roller coaster for their marbles. They can explore how changes in the ramp’s
height and angles affect the speed and motion of the marble.
2. Option 2: Design a Balloon-Powered Car
o With balloons, straws, tape, and small wheels (e.g., bottle caps), students can
create a simple car powered by the force of the air from the balloon.
3. Option 3: Obstacle Course Challenge
o Use PE equipment to set up an obstacle course on the soccer field. Students
can push or roll balls through the course, observing how different forces
(pushes and pulls) affect the motion.

Conclusion (5 minutes):

 Review the big idea: “What is the relationship between force and motion?”
 Recap the day’s activities and ask students to share one thing they learned about how
force affects motion.
 End with a fun fact: Did you know the Earth is moving around the Sun at about 30
kilometers per second?
Part 1: Vocabulary and Reading (15 minutes)

Start by introducing the key vocabulary related to forces and motion.

Vocabulary List:

1. Position: Where something is located.

o Example: "The ball is on the table."

2. Distance: How far something moves from one place to another.

o Example: "The car traveled 10 miles."

3. Direction: The way something is moving or facing.

o Example: "The runner is moving north."

4. Motion: When an object changes its position.

o Example: "The bicycle is in motion when it moves down the hill."

5. Time: How long something takes to happen.

o Example: "It took 2 minutes for the ball to roll down the hill."

6. Speed: How fast something moves. Speed is the distance an object travels over a
certain amount of time.
o Example: "The car is moving at 50 miles per hour."

Reading Text:

Motion is all around us. When you walk, run, or even ride in a car, you are in motion. Motion
happens when something changes its position. To understand motion, we need to look at the
distance something travels, the time it takes, and the speed at which it moves.

For example, if you ride your bike to school, you can measure how far you traveled (distance)
and how long it took (time). The faster you ride, the less time it takes to travel the same
distance. This means your speed is higher.

There are many different kinds of motion. Some things move in straight lines, like a car on a
road. Others might move in circles, like a spinning top, or back and forth, like a swing at the
playground.

Part 2: Hands-On Activities (20-25 minutes)

Activity 1: Race to Measure Distance and Time (Outside or Inside)

Materials Needed:

 Stopwatch or timer
 Measuring tape or yardstick
 Objects for a finish line (cones or markers)
Instructions:

1. Set up the race area: Mark a start and finish line about 10-15 meters apart.
2. Divide students into pairs: One student will race, and the other will use the
stopwatch to measure how long it takes their partner to reach the finish line.
3. Measure the distance: Use a measuring tape to measure the distance between the start
and finish lines.
4. Record the time: After each student completes their race, record the time it took them
to reach the finish line.
5. Discussion: Talk about how time and distance are related to speed. The student who
takes less time to cover the same distance has a higher speed.

Activity 2: Direction and Motion Hunt (Outside)

Materials Needed:

 Compasses (or you can mark directions in the playground with signs)

Instructions:

1. Introduce directions: Explain north, south, east, and west using the compass or signs.
2. Scavenger Hunt: Give students a list of objects or locations in the playground (e.g.,
"Go 10 steps north to find the slide" or "Walk 5 steps east to the tree"). Students must
follow the directions to find the locations.
3. Discussion: After the hunt, discuss how direction and distance helped them find the
objects. Relate this to how we measure position in everyday life (e.g., using GPS or
maps).

Part 3: Exploring Different Kinds of Motion (10 minutes)

Instructions:

Explain that there are different kinds of motion:

1. Straight Line Motion: Movement in a straight path (e.g., running down a track).
2. Circular Motion: Movement in a circle (e.g., a Ferris wheel or spinning top).
3. Back-and-Forth Motion: Movement that goes forward and then backward (e.g., a swing on a
playground).

Activity:

 Ask students to move in different ways to represent each type of motion.

o For straight line motion, they can walk or run in a straight path.
o For circular motion, have them spin in a circle.
o For back-and-forth motion, they can mimic the movement of a swing by taking a few
steps forward and then back.
Part 4: Relating Time and Distance (10 minutes)

Discussion:

 Ask students: "What happens if something takes more time to move the same distance?"
 Explain that if two objects travel the same distance, the one that takes more time is moving
slower, while the one that takes less time is moving faster.

Example:

 If one student runs 10 meters in 5 seconds, and another runs 10 meters in 8 seconds, the
first student is faster. The distance is the same, but the time is different, so the speed is
different.

Closure:

 Review the key vocabulary words: position, distance, direction, motion, time, and speed.
 Summarize the relationship between time, distance, and speed, and how different kinds of
motion occur.
 Ask students to reflect on what they learned and how they can observe these concepts in
everyday life (e.g., while playing sports or riding a bike).

Using a rope-pulling (tug-of-war) activity is a great hands-on way to demonstrate various physics
concepts, including forces, motion, balanced and unbalanced forces, energy transfer, and
conservation. Here’s how you can incorporate these concepts using the rope-pulling activity:

1. Forces and Motion

 Objective: Teach students that forces cause objects (or people) to move.

Activity:

 Divide students into two teams for a tug-of-war game.

 As both teams pull on the rope, explain that each team is applying a force.
 When one team pulls harder than the other, they apply a greater force, causing the rope and
the losing team to move in their direction. This demonstrates how a force causes motion.

Key Concept: The force applied by each team determines the direction and speed of motion.

2. Balanced and Unbalanced Forces

 Objective: Help students understand the difference between balanced and unbalanced
forces.

Activity:
  Instruct both teams to pull with equal force, keeping the rope in the middle without moving.
 Explain that when the forces are equal, the rope doesn’t move, showing a balanced force.
Neither side wins because the forces cancel each other out.
 Now, ask one team to pull harder. When one team pulls with a greater force, the forces
become unbalanced, and the rope moves toward the stronger team.

Key Concept:

 Balanced forces result in no movement (or constant motion).

 Unbalanced forces cause movement in the direction of the greater force.

3. Energy Transfer and Conservation

 Objective: Demonstrate how energy is transferred and conserved during the activity.

Activity:

 When students pull on the rope, they are transferring energy from their muscles to the rope.
 As the rope moves, energy is transferred to the rope, and then to the other team. Even if the
rope doesn't move (in the case of balanced forces), energy is still being applied.
 You can explain that the total energy in the system (the students pulling the rope) stays the
same, but it’s transformed from the energy in their bodies (chemical energy) into movement
(kinetic energy) or stored as potential energy in the tension of the rope.

Key Concept: Energy is not created or destroyed—it is transformed and transferred between the
students and the rope. This aligns with the principle of energy conservation.

4. Friction’s Role in Forces

 Objective: Show how friction affects motion during the tug-of-war.

Activity:

 Ask students to pull the rope on different surfaces, like grass or a gym floor.
 Discuss how friction between the students’ shoes and the ground helps them stay in place
and apply force. Without enough friction, they might slip, which means they can't apply as
much force effectively.

Key Concept: Friction is a force that opposes motion, and it helps students apply their pulling force to
the ground to counterbalance the opposing team.

5. Newton’s First and Third Laws of Motion

 Objective: Apply Newton’s laws to the rope-pulling activity.

Newton's First Law:

 An object at rest will stay at rest unless acted upon by an unbalanced force. Explain that
before either team starts pulling, the rope stays still (at rest) because no unbalanced force is
applied.

Newton's Third Law:

 For every action, there is an equal and opposite reaction. When one team pulls on the rope,
the other team pulls back with an equal and opposite force.

Activity:

 Demonstrate how both teams pull on the rope, and the forces applied by each team are
opposite. When the forces are unbalanced, one team moves, but both teams are applying
force equally in opposite directions.

Key Concept: Newton’s laws explain why the rope stays still (when forces are balanced) and moves
(when forces are unbalanced).

6. Energy Conservation in Tug-of-War

 Objective: Explain energy conservation during the process of tug-of-war.

Activity:

 While students are pulling the rope but neither side is winning, there is stored energy in the
stretched rope (potential energy). When one team pulls harder, this potential energy is
converted into kinetic energy as the rope starts moving toward the stronger team.

Key Concept: Energy is conserved by being transferred between potential and kinetic energy during
the tug-of-war.

Wrap-Up Discussion

At the end of the activity, have a group discussion to recap the key points:

 Forces: Both teams are applying forces, and the motion of the rope depends on the balance
or imbalance of those forces.
 Balanced and Unbalanced Forces: If both teams pull with equal force, the rope doesn’t move
(balanced). If one team pulls harder, the forces are unbalanced, and the rope moves.
 Energy Transfer: Energy from the students’ bodies is transferred to the rope, and when
forces are unbalanced, energy is transferred into the motion of the rope.
 Conservation of Energy: The energy remains in the system, transforming from potential to
kinetic energy depending on the situation.

This activity will give students a practical understanding of these key concepts while having fun!