You will learn
- Define force.
- Identify pushes and pulls.
- Describe the effects of forces.
- Measure force in newtons.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A force is a push or a pull.
- Forces can start, stop or change movement.
- They can change shape.
- Force is measured in newtons.
Words to know
a push or a pull
the unit of force
what a force does
equal forces that cancel out
1. Discover: The football kick
Kojo kicks a football. It rolls across the field. Ama runs and stops it with her foot. “You started it and I stopped it,” she says. “Both were forces.”
Think: What other things can a force do?
2. Understand: Forces
Idea 1: Push and pull
A force is a push or a pull. We cannot see forces, but we see what they do.
Idea 2: Effects
Forces can start, stop, speed up, slow down or turn an object, and can change its shape, like squashing clay.
Idea 3: Measuring
We measure force in newtons (N) using a spring balance. A small apple is pulled down by about one newton.
3. Worked examples
Example 1 (I show you): Name
Open a door.
- Push or pull.
- Force.
- Pull.
Answer: Opening a door uses a force.
Example 2 (We do it together): Effect
Stop a ball.
- Slows it.
- Stops.
- Force.
Answer: A force can stop a ball.
Example 3 (You try): Shape
Squash clay.
Show the steps and answer
- Push.
- Shape changes.
- Force.
Answer: Forces can change shape.
Did you know?
The newton is named after Sir Isaac Newton, who studied forces in the 1600s.
Why this matters
Forces are in every movement we see or make.
4. Explore: Push and pull hunt
Find pushes and pulls in the classroom.
- Walk around.
- Spot a push or pull.
- Name its effect.
- Record in a table.
Think about it: what did you notice?
What did you notice? Many everyday actions use forces.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A force is a push or a ___.
- Force is measured in ___.
- A force can change ___.
- We use a spring ___.
Guided practice
Question 1. What is a force?
Push or pull.
Question 2. What unit?
Newton.
Question 3. Name an effect.
Starts movement.
Independent practice
Level 1: Start
- What is a force?
- What unit?
- Name an effect.
- Can forces change shape?
- What measures force?
Level 2: Grow
- Why can we not see forces?
- Why do we need force to start?
- Why newtons?
Level 3: Stretch
- Record pushes and pulls.
- Draw force arrows.
- Explain an effect.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name three forces you use.
Show a sample answer
Opening, throwing, kicking.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Only effects are seen.
Fix: Pulls too.
8. Lesson summary and revision card
- I can define force.
- I can identify pushes and pulls.
- I can describe the effects of forces.
- I can measure force in newtons.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A force is a push or a pull.
- Forces can start, stop or change movement.
- They can change shape.
- Force is measured in newtons.
11. Next lesson
Next lesson: Contact forces. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a force? [1 mark]
- Name three effects of forces. [3 marks]
- Give two examples of pushes. [2 marks]
- Which unit measures force? [2 marks]
- Safety rule? [2 marks]
Total: 10 marks.
Marking guide and model answers
- Push or pull [1]
- 1 each
- 1 each
- Newton [1]; N [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a force?
- What unit?
- Name an effect.
- Can forces change shape?
- What measures force?
- Why can we not see forces?
- Why do we need force to start?
- Why newtons?
- Record pushes and pulls.
- Draw force arrows.
Homework
Find ten pushes and pulls at home and write what each does.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a force? | Push or pull. | 1 |
| 2. What unit? | Newton. | 1 |
| 3. Name an effect. | Starts movement. | 1 |
| 4. Can forces change shape? | Yes. | 1 |
| 5. What measures force? | Spring balance. | 1 |
| 6. Why can we not see forces? | Only effects. | 1 |
| 7. Why do we need force to start? | Objects stay still. | 1 |
| 8. Why newtons? | Standard unit. | 1 |
| 9. Record pushes and pulls. | Table. | 1 |
| 10. Draw force arrows. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Push or pull.; 2 Newton.; 3 Starts movement.; 4 Yes.; 5 Spring balance.. Level 2: 1 Only effects.; 2 Objects stay still.; 3 Standard unit.. Level 3: 1 Table.; 2 Diagram.; 3 Paragraph..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define force | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Identify pushes and pulls | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Describe the effects of forces | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Measure force in newtons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Forces can be seen.” Only effects are seen.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Define force and its effects.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns what forces are. You do not need to be an expert to help.
- Find pushes and pulls together.
- Ask, “What does it do?”
- Move safely.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define force; identify pushes and pulls; describe the effects of forces; measure force in newtons.
Prerequisite knowledge. Grade 2 force ideas: pushes and pulls, simple machines and how forces change movement.
Materials. Notebook, pencil, objects around the room. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Clear walking space.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Push a book and ask, “What did I do?”
Explanation (10 min). Teach forces.
Guided activity (10 min). Learners hunt.
Independent activity (10 min). Learners record.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Push or pull? What happened?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Forces can be seen.” Only effects are seen.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Define force and its effects. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 6, topic 1; Next Generation Science Standards, forces and interactions; Cambridge Primary Science Stage 3, forces and magnets; IB Primary Years Programme, how the world works. These sources informed the lesson.