Motion Mission Slides Grade 3 Physical Science
Unit: Forces & Motion
Interactive Investigation
Motion Mission
Uncover how invisible pushes, pulls, and friction dictate how every object moves, speeds up, and stops.
Pushes & Pulls
Surface Friction
Ramp Speed Lab
Mission Briefing
Slide 02
What Causes Things to Start Moving?
Look around our room. Everything resting stays still until something acts on it!
Push
Applying force away from you.
Examples: Kicking a soccer ball, slamming a door shut, pushing a cart.
Pull
Applying force toward you.
Examples: Opening a desk drawer, tugging a wagon, reeling in a fish.
Key Rule: A force is simply any push or pull that changes an object's speed or direction!
Force Tug-of-War
Slide 03
Balanced vs. Unbalanced Forces
Does every push or pull make something move? Let's compare!
Balanced
Equal Strength
When forces push with equal strength in opposite directions, the object stays in place.
Think of two equally matched teams pulling a rope with no movement.
Unbalanced
Unequal Strength
When one force is stronger than the opposing force, the object moves or accelerates.
One side pulls harder, dragging the flag toward their side of the field!
Motion only begins or changes when forces become unbalanced !
The Brake Force
Slide 04
Friction: The Slow-Down Force
Why does a rolling toy car eventually stop on its own?
Smooth Surface
Tile or ice has very little friction.
Result: Travels far & fast!
Medium Texture
Construction paper or cardboard.
Result: Moderate stopping force.
Rough Texture
Felt cloth or coarse sandpaper.
Result: Stops quickly!
Science Fact: Friction is the resistance created when two surfaces rub against each other. Rougher textures create greater friction!
Hands-On Challenge
Slide 05
Today's Ramp Velocity Mission
Grab your Lab Sheet and team materials. Here is your protocol:
1
Predict
Rank three surfaces: Smooth Wood, Paper Towel, and Sandpaper.
2
Test 3 Times
Release the car from the exact same height mark on the ramp. No pushing!
3
Measure
Record distance in centimeters on your lab sheet and calculate averages.
Target Time: 20 Minutes
Ready, scientists? Let's roll!
Motion Mission Lab Sheet Motion Mission: Friction & Ramp Lab
Grade 3 Science Investigation • Physical Forces
Page 1 of 2
Student Name:
Date:
Group #:
Part 1: Force Detective Warm-Up
Circle whether each everyday scenario describes a Push or a Pull :
1. Kicking a ball toward a soccer goal
[ Push ] [ Pull ]
2. Opening a desk drawer to grab a pencil
[ Push ] [ Pull ]
Part 2: Investigation Prediction
Question: How does changing the ramp's surface texture affect how far the toy car rolls across the floor?
My Prediction (rank 1 = furthest distance, 3 = shortest distance):
Smooth Wood
Paper Towel
Coarse Sandpaper
Part 3: Data Collection Trials
Keep ramp height at exactly 15 cm
Surface Texture
Trial 1 (cm)
Trial 2 (cm)
Trial 3 (cm)
Average Distance (cm)
A. Bare Smooth Wood Baseline surface
B. Paper Towel Layer Soft, bumpy texture
C. Coarse Sandpaper Rough, gritty texture
Fair Test Rule: Do not push the car! Let gravity release it from rest every time. Turn over to Page 2 ➔
Motion Mission: Data Graph & Analysis
Analyzing Results & Explaining Friction
Page 2 of 2
Part 4: Graph Your Average Distances
Shade in each column up to your calculated average distance in centimeters:
100 cm 75 cm 50 cm 25 cm 0 cm
Wood
Paper Towel
Sandpaper
Part 5: Mission Conclusions & Evidence
1. Which surface produced the greatest friction? What clue or data measurement proves this?
2. Did your results match your original prediction? Explain what happened:
Part 6: Engineering Challenge Extension
Runway Safety Challenge: Imagine engineers need an emergency runaway car ramp to stop toy vehicles in less than 20 centimeters. Which materials would you recommend adding to the surface, and why?
Motion Mission • NGSS 3-PS2-1 & 3-PS2-2 Investigation Complete
Motion Mission Teacher Guide Motion Mission: Teacher Facilitation Guide
Instructional Plan • NGSS 3-PS2-1 & 3-PS2-2 • 50-Minute Session
Guide • Page 1
Learning Objectives
• Differentiate between pushes and pulls and identify balanced vs. unbalanced forces.
Materials Per Station (4 Students)
• 1 inclined ramp (30 cm board, 15 cm books)
Instructional Timeline & Pacing (50 Minutes)
Phase
Time
Teacher Moves & Student Actions
Engage
8 Min
Present Slides 1–2 . Prompt students: "What makes things stop?" Discuss push vs. pull examples. Students complete Part 1 warm-up on the Lab Sheet.
Explore
20 Min
Show Slides 3–5 . Review the "fair release" rule (no pushing). Students set up ramps, form predictions (Part 2), and execute 3 trials per surface texture (Part 3).
Explain
10 Min
Guide students in averaging distances. Model shading the bar graph on Page 2. Introduce the scientific definition of friction as an opposing contact force.
Elaborate / Wrap
12 Min
Students formulate conclusion paragraphs (Part 5) and tackle the runway safety engineering extension (Part 6). Debrief key findings as a whole class.
Common Student Misconceptions & Coaching Tips
Misconception: "Things stop moving because their force simply runs out."
Misconception: "Heavier objects always travel further regardless of surface."
Motion Mission Instructional Toolkit See Page 2 for Solutions & Rubric ➔
Motion Mission: Answer Key & Rubric
Teacher Reference • Benchmark Data • Exemplar Responses
Guide • Page 2
Part 1 & 2 Solutions: Warm-Up & Hypothesis
Part 1 Answers: 1. Kicking a soccer ball = Push • 2. Opening desk drawer = Pull
Part 2 Hypothesis Ranking: Expected rank order: 1 = Smooth Wood (least friction), 2 = Paper Towel (moderate friction), 3 = Coarse Sandpaper (greatest friction). (Accept any reasonable student ranking for hypothesis credit if logically stated).
Part 3: Expected Benchmark Trial Ranges (15 cm Ramp)
Surface Texture
Typical Trial Range
Expected Average
Friction Level
A. Bare Smooth Wood
70 cm – 95 cm
~82 cm
Very Low Friction
B. Paper Towel Layer
40 cm – 60 cm
~50 cm
Moderate Friction
C. Coarse Sandpaper
12 cm – 25 cm
~18 cm
High Friction
Part 5 & 6: Exemplar Student Explanations
Question 1 (Greatest Friction):
"The coarse sandpaper produced the greatest friction. Our data proves this because the car only rolled 18 cm on sandpaper, while it rolled 82 cm on wood. The rough grains rubbed against the wheels and slowed the car down quickest."
Question 2 (Hypothesis Evaluation):
"Yes, my prediction was correct because I guessed wood would go furthest and sandpaper would go the shortest. The smoother surface had less friction so the car traveled further."
Part 6 (Runway Safety Challenge):
"I would line the emergency ramp with coarse sandpaper, rubber grips, or thick carpet. Rough textures provide high friction which absorbs the car's forward motion and brings it to an immediate safe stop."
Differentiation & Scaffolding Supports
Support / ELL: Provide sentence frames: "The car traveled [furthest/shortest] on ______ because the surface was [smooth/rough]." Pair students for measurement reading.
Extension / Gifted: Have students test how elevating ramp height to 25 cm impacts stopping distance on high-friction vs. low-friction surfaces.
Motion Mission Assessment Guide Standards: NGSS 3-PS2-1 & 3-PS2-2
