Authentic Lessons for 21st Century Learning

Action, Reaction

Forces and Motion

Alonna Smith | Published: January 27th, 2025 by K20 Center

  • Grade Level Grade Level 8th
  • Subject Subject Science
  • Course Course
  • Time Frame Time Frame 4-5 class period(s)
  • Duration More 250 minutes

Summary

This lesson guides students to apply Newton's third law of motion and has them find solutions to problems associated with collisions. During the lesson, students observe various forms of collisions, examine and explain evidence that supports Newton's third law of motion, and identify real-world problems involving the transfer of energy and collisions. Students apply their understanding of these concepts to design, test, modify, and compare helmet designs. At the end of the lesson, students summarize their learning by creating a PSA (Public Service Announcement) about how to stay safe in the event of a collision.

Essential Question(s)

How does our knowledge of energy transfer influence our daily lives? 

Snapshot

Engage

Students watch a video about collisions in football and record things they notice and wonder about the video.

Explore

Students participate in activities at three different stations that allow them to observe Newton’s third law of motion.

Explain

Students complete a T-Chart individually and as a class to demonstrate and discuss what they discovered at the activity stations.

Extend

Students research, design, build, and test a helmet for an egg, apple, or melon.

Evaluate

Students create a PSA about how to stay safe during a collision.

Materials

  • Lesson Slides (attached)

  • Bell Ringer handout (attached, one per student)

  • Stations Journal handout (attached, one per student)

  • Interacting Forces T-Chart handout (attached, one per student)

  • Design a Helmet handout (attached, one per group of 2–4 students)

  • PSA handout (attached, one per student)

  • Newton's cradle (several, if available)

  • Dice within dice sets (several sets, if available)

  • Balloons

  • Fishing line

  • Straws

  • Tape

  • Scratch paper

  • Eggs, apples, or melons

  • Helmet building materials (May include paper, cardboard, bubble wrap, egg cartons, or any other available materials)

  • Sticky notes

Engage

10 Minute(s)

Use the attached Lesson Slides to guide the lesson. Introduce the lesson title, essential question, and lesson objectives on slides 2–4.

Display slide 5 and distribute one copy of the attached Bell Ringer handout to each student. Use the Bell Ringer instructional strategy to have students engage with their prior knowledge about a collision they have experienced or witnessed. Encourage students to consider any kind of collision like a car collision or a person colliding with another person or an object. Invite volunteers to share out their responses and encourage a class discussion. Focus on equal and opposite reactions during the discussion, but avoid academic terms like action, reaction, force, and energy unless students bring up the terms first.

Show slide 6 and direct students’ attention to the I Notice, I Wonder chart on their Bell Ringer handouts. Tell students to jot down what they observe and any questions they may have as they watch the video. Play the video The New Football Helmet Test that Could Save Kids from Concussions on the slide.

As students work, create an I Notice, I Wonder class chart on the board or on chart paper. Invite students to share out things they noticed and wondered and record their responses on the class chart.

Explore

30 Minute(s)

Display slide 7 and pass out one copy of the attached Stations Journal handout to each student. Notify students that they should rotate to each station and conduct the experiment at each station according to the directions on their handouts. Tell students that at each station they should observe patterns and collected data on interacting forces. Start the 7-minute timer on the slide and instruct students to switch stations when the timer goes off. Restart the timer after students rotate to a new station.

As students work, walk around the room and ensure that students are conducting each experiment according to the directions. At the Balloon Rocket Station, students may need help correctly setting up the experiment. Assist students with answering any questions they may have about the balloon rocket, double dice, and Newton’s cradle.

After students have rotated to each station, lead a whole-class discussion about the patterns students noticed between stations. Review the questions on the Stations Handout and invite students to share their responses.

Explain

25 Minute(s)

Display slide 8 and distribute one copy of the attached Interacting Forces T-Chart handout to each student. Have students summarize what they learned about interacting forces at each station using the T-Chart. Have them list facts they learned on the left side of the chart then have them record or diagram evidence that supports each fact on the right side of the chart.

As students work, create a class T-Chart on the board or on chart paper. Invite volunteers to share out information they learned during the station activities and record their responses on the chart. Have students guide you to diagram evidence on the right side of the chart or have them share information that supports the claims present on the left side of the chart.

Transition to slide 9 and introduce Newton and Newton’s third law of motion to the class. You may consider mentioning Newton’s first and second laws of motion as well. Help students connect Newton’s third law of motion to their experiences at the stations in the Explore phase. Define the phenomena students experienced in the Engage and Explore phases as “every action has an equal and opposite reaction.”

Extend

30 Minute(s)

Continue on to slide 10 and divide the class into groups of 2–4 students. Distribute one copy of the attached Design a Helmet handout to each group.

Tell students that they have been tasked with designing a helmet meant to protect a fragile object. Prior to designing their helmets, they must conduct research on helmet design. Have students research various helmet designs and examine cross-sections of different types of helmets like football, baseball, and bicycle helmets from both the past and the present. Have them take notes on a seperate sheet of paper about the different materials and structures of each helmet. Allow approximately 10–20 minutes for research.

Have groups select a prototype from their research to use as inspiration for an upcoming test drop in which they must design a helmet to protect an egg, apple, or melon as it is dropped from a specified height.

Display slide 11. Have students follow the instructions on the slide and on their Design a Helmet handouts and for drawing and labeling their helmet design. Have students show you their designs for approval. Evaluate each initial design and provide feedback and support if needed.

Have students begin working on building their approved helmet designs in their groups using the materials they brought or any other provided materials.

Once students have finished their helmets, conduct the first test drop. Provide each student with sticky notes and have them offer feedback on each helmet after the drop. Encourage them to record things they liked about the design or suggestions they have to improve the design. Have each group drop their helmets and observe the results.

After the drop, have students read the feedback provided by their classmates and record important points on their Design a Helmet handouts. Allow students time to redesign and rebuild their helmets, then initiate a final test drop. Have students record their results and respond to the final questions on their handouts.

Evaluate

20 Minute(s)

Display slide 12 and distribute one copy of the attached PSA handout to each student. Instruct students to create a Public Service Announcement (PSA) about how to stay safe in the event of a collision. Tell students that they may choose to create a poster, video, or radio announcement for their PSA. Encourage students to choose any type of collision that involves the use of helmets for protection and have them record their ideas on the handouts to indicate the subject of their PSA.

Direct students’ attention to the rubric on the second page of the PSA handout. Review the rubric with students and go over each element that they must include in the PSA. Tell them to use the rubric as a guide to create their PSAs. Review or collect students’ PSAs upon completion.

Resources