You will learn
- Define contact force.
- Name examples.
- Compare a push and a pull.
- Test water or air resistance.
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
Words to know
a force that needs touching
a force that slows movement
air pushing back on a moving object
water pushing back on a moving object
1. Discover: The paper parachute
Esi drops a flat piece of paper and a crumpled ball from the same height. The ball falls faster. “The flat paper catches more air,” says her teacher. “Air pushes back on it. That is air resistance.”
Think: Why does shape matter?
2. Understand: Contact forces
Idea 1: What is a contact force?
A contact force only works when objects touch. A push, a pull and friction are all contact forces.
Idea 2: Resistance
Air resistance and water resistance push back on moving objects. A streamlined shape, like a fish or an arrow, meets less resistance.
Idea 3: Comparing
A wide, flat shape has more resistance than a narrow, pointed one. Parachutes use this to fall slowly.
3. Worked examples
Example 1 (I show you): Touch
Pushing a cart.
- Hand touches.
- Force.
- Contact.
Answer: Pushing is a contact force.
Example 2 (We do it together): Resist
Falling paper.
- Air pushes back.
- Slows.
- Air resistance.
Answer: Air resistance slows the paper.
Example 3 (You try): Shape
Wide vs narrow.
Show the steps and answer
- Wide slower.
- Streamlined faster.
- Resistance.
Answer: Streamlined shapes meet less resistance.
Did you know?
A peregrine falcon dives at over 300 km/h because its streamlined body meets little air resistance.
Why this matters
Understanding resistance helps us design faster boats, cars and planes.
4. Explore: Paper drop
Compare falling flat and crumpled paper.
- Take two same-size sheets.
- Crumple one.
- Drop both from the same height.
- Compare falling times.
Think about it: what did you notice?
What did you notice? The crumpled paper fell faster.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A contact force needs ___.
- Air ___ slows objects.
- Streamlined shapes meet less ___.
- A ___ falls slowly.
Guided practice
Question 1. What is a contact force?
Needs touching.
Question 2. What is air resistance?
Air pushing back.
Question 3. What shape has less resistance?
Streamlined.
Independent practice
Level 1: Start
- What is a contact force?
- What is air resistance?
- What shape has less resistance?
- Name a contact force.
- What does a parachute do?
Level 2: Grow
- Why slows the paper?
- Why streamline?
- Why is water resistance greater?
Level 3: Stretch
- Do the paper test.
- Draw a streamlined shape.
- Explain resistance.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name something streamlined.
Show a sample answer
Fish.
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: They need touching.
Fix: Air resists movement.
8. Lesson summary and revision card
- I can define contact force.
- I can name examples.
- I can compare a push and a pull.
- I can test water or air resistance.
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
- Contact forces need touching.
- Examples are push, pull and friction.
- Air and water resist movement.
- Shape affects resistance.
11. Next lesson
Next lesson: Gravity. 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.
- Define contact force. [2 marks]
- Describe the paper test. [3 marks]
- Explain air resistance. [2 marks]
- Why streamline? [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Needs touching [1]; example [1]
- Two sheets [1]; drop [1]; compare [1]
- Air pushes back [1]; slows [1]
- Less resistance [1]; faster [1]
- Any [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 contact force?
- What is air resistance?
- What shape has less resistance?
- Name a contact force.
- What does a parachute do?
- Why slows the paper?
- Why streamline?
- Why is water resistance greater?
- Do the paper test.
- Draw a streamlined shape.
Homework
Drop flat and crumpled paper from the same height and time them.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a contact force? | Needs touching. | 1 |
| 2. What is air resistance? | Air pushing back. | 1 |
| 3. What shape has less resistance? | Streamlined. | 1 |
| 4. Name a contact force. | Friction. | 1 |
| 5. What does a parachute do? | Slows the fall. | 1 |
| 6. Why slows the paper? | More air catches. | 1 |
| 7. Why streamline? | Less resistance. | 1 |
| 8. Why is water resistance greater? | Water is thicker. | 1 |
| 9. Do the paper test. | Table. | 1 |
| 10. Draw a streamlined shape. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Needs touching.; 2 Air pushing back.; 3 Streamlined.; 4 Friction.; 5 Slows the fall.. Level 2: 1 More air catches.; 2 Less resistance.; 3 Water is thicker.. 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 contact 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 Name examples | 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 Compare a push and a pull | 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 Test water or air resistance | 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: “Contact forces work from far away.” They need touching.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain contact forces and resistance.
- 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 tests air resistance. You do not need to be an expert to help.
- Drop paper together.
- Ask, “Which is faster?”
- Pick up paper.
- 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 contact force; name examples; compare a push and a pull; test water or air resistance.
Prerequisite knowledge. Grade 2 force ideas: pushes and pulls, simple machines and how forces change movement.
Materials. Paper, timers, tape measure. 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. Cut equal sheets.
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). Drop a paper and ask, “Why slow?”
Explanation (10 min). Teach contact forces.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which force? Why did it fall slower?
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. “Contact forces work from far away.” They need touching.
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. Explain contact forces and resistance. 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 2; 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.