Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35387
Newton's Third Law of Motion
This lesson plan is the third in a series of connected lessons on Sir Isaac Newton's laws of motion published to CPALMS. This lesson plan teaches
Newton's third law of motion.
Subject(s): English Language Arts, Science
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Speakers/Headphones
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Newton's third law of motion, Sir Isaac Newton, force, motion
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by
something in the environment so that the forces are balanced.
The students will determine the meaning of vocabulary words and phrases relevant to Newton's Third Law of Motion.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have prior knowledge pertaining to the following:
Force
Motion
Newton's first law of motion
Newton's second law of motion
Using a science notebook/taking notes
Self-monitoring on the learning scale
Prior Knowledge Standards:
SC.4.P.12.1: Recognize that an object in motion always changes its position and may change its direction.
SC.2.P.13.1: Investigate the effect of applying various pushes and pulls on different objects.
SC.2.P.13.3: Recognize that objects are pulled toward the ground unless something holds them up.
SC.2.P.13.4: Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.
Guiding Questions: What are the guiding questions for this lesson?
1. How does Newton's third law of motion explain how forces move objects?
2. How can you use Newton's third law of motion to explain what happens when a force is applied to an object but it does not move?
3. Give an example of Newton's third law of motion where forces are equal. (Example answer: Sitting on a chair, computer sitting on a desk)
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will begin the lesson by conducting the formative assessment.
page 1 of 4 2. Continue the lesson by informing the students that although there are three laws of motion this lesson will only focus on the third.
3. Go over the vocabulary terms and definitions that will be used during the lesson using the attachment below.
Optional: have students write down the terms and definitions in their science notebook.
4. Introduce Newton's second law of motion by using the following site: http://teachertech.rice.edu/Participants/louviere/Newton/law3.html
5. Only read for the third law of motion. Read the information as a class.
Newton's third law of motion - For every action there is an equal and opposite re-action.
6. Discuss how the pictures illustrate Newton's third law of motion. (Allow students to take notes/sketch in their science notebook)
Newton's Third Law of Motion Vocabulary
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Ask the students, "What keeps you on the ground?" (Gravity) "Why?" (It pulls all objects toward the center of the earth.) "What is keeping you from falling to the
ground right now then?" (A chair) "How?" (The chair is pushing up on your body with a force equivalent to your weight pushing down. This is what Newton's Third
Law states. Students will struggle with the idea of an inanimate object pushing. Consider if you put something very heavy in the chair such as a 1 ton block. What
would happen? The chair would break. Why? The chair would break because it can't hold the weight. The downward force of the weight was more than the chair
could push up with so it was crushed.)
2. Tell the students they are going to be exploring how rockets use Newton's Third Law to launch off the ground using film canisters, water (or soda) and effervescent
tablets (Alka-Seltzer is an example of an effervescent tablet.)
3. Remind students that the reason a rocket moves upward is because when ignited the burning fuel pushes on the ground, and therefore the ground pushes back
with the same force. Ask the students "What would happen if the rocket had less fuel and didn't push on the ground as hard?" (The rocket wouldn't take off because
it needs to push off with a greater force to counteract the force of gravity pulling on it also .) It is the same when we jump. The harder you push on the ground, the
harder it pushes on you, the higher you go.
4. Show the students how effervescent tablets work by dropping one in a jar of water. Ask the students "Can anyone explain what is happening?" (The tablet is
dissolving and releasing tiny gas bubbles which float to the top of the water.) Ask the students "What would happen if a lid was put on the jar?" (This would be like
putting a lid on a pot of boiling water. Pressure would build up because of the gas stuck between the lid and the water. It would eventually push the lid off.) Tell the
students that this is the concept behind rocket fuel.
5. Ask the students "What would happen if you put more effervescent tablets in the water?" "Why?" (There would be more gas bubbles and therefore a lid would be
pushed off sooner or with more force.)
6. Tell the students they are going to compare the results of using different amounts of "fuel" (different sized pieces of effervescent tablets) to launch film canister
rockets.
7. Prepare at least 4 different amounts of effervescent tablets by breaking them into quarters. (One canister may have a quarter of a tablet, another may have half a
tablet, another may have 3/4 of a tablet, etc.) The same film canister can be used multiple times. Also fill a pitcher with water. Each canister will only need about a
centimeter of water, and this should remain as constant as possible for all canisters. You may want to pre-measure the water or have student volunteers do this.
Student volunteers can also break the tablets.
8. Take the students outside to an area that is alright to get wet where there is a hard flat surface such as a picnic table, bleachers, or cement. The students should
sit or stand about 5 feet away from the area where the canisters will be launched for safety.
9. Each film canister rocket can be launched one at a time or all together if there is a large enough supply. If launched all together have a few students assist so that
they are launched at the same time. For each rocket place the designated amount of effervescent tablet in the canister, quickly pour in a centimeter of water, cap,
and place upside down (so the lid is on the ground) on the hard flat surface. There will be a wait of a few seconds before the canister launches.
10. Tell the students how much effervescent tablet is in each canister before launch. Tell the students to pay attention to how high each canister goes. (The canisters
with less effervescent tablet should not go as high as those with more.)
11. After all canisters are launched gather all materials and bring the students back into the classroom.
12. Ask a few students to explain what was going on with the film canister rockets and why. Allow other students to add to the discussion. "Why did some film canisters
go higher than others? What made the film canisters shoot off the ground?" (The canisters with more effervescent tablets had more pressure build up and therefore
pushed harder against the cap/ground which in turn pushed back harder causing the canister to shoot higher due to Newton's Third Law.)
13. Project the learning goal scale again. Have students gauge their understanding on the scale again, this time where do they feel their understanding is relative to the
learning goal, did their understanding increase? Have a discussion about how their understanding has increased or hasn't increased, and where they still might be
needing support.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. The teacher will pose the following two scenarios. Write them on the board. The students will write down detailed full answers for each and turn it in as
asummative assessment.
a. How does Newton's third law of motion explain how we walk?
page 2 of 4 b. Does a table exert force on a book sitting on it? How?
2. Remind students to include examples and specific details in their answers. Encourage students to use the vocabulary for the lesson in their answers.
3. Project the learning goal scale again. Have students gauge their understanding on the scale again, this time where do they feel their understanding is relative to the
learning goal, did their understanding increase? Have a discussion about how their understanding has increased or hasn't increased, and where they still might be
needing support.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Now, provide time for students to put their understanding of Newton's Third Law of Motion to the test. Put students into pairs. Allow the pairs 10 - 15 minutes to
brainstorm a real life example of Newton's Third Law of Motion. Student pairs should be encouraged to be creative in choosing their examples and should not be
any of the same already discussed.
2. Once student pairs have chosen their examples bring the class back to whole group. One group at a time, allow the students to share their examples with the class.
Students can either ask their classmates to explain how their example works for Newton's Third Law of Motion or the student groups can explain them themselves.
3. Example student responses could include:
a. A person pushing a skateboard with their foot.
b. An archer shooting an arrow at a target.
c. A hockey player slapping the puck toward the goal.
4. Project the learning goal scale again. Have students gauge their understanding on the scale again, this time where do they feel their understanding is relative to the
learning goal, did their understanding increase? Have a discussion about how their understanding has increased or hasn't increased, and where they still might be
needing support.
Summative Assessment
1. Project the summative assessment attachment up onto the board/projector screen. Give the students enough time to analyze what is happening in the pictures.
2. The teacher will pose the following two scenarios. Write them on the board.
a. How does Newton's third law of motion explain how we walk?
b. Does a table exert force on a book sitting on it? How?
3. In their science notebooks, instruct the students to refer back to Newton's third law of motion when explaining the scenarios. Student's responses should be written
illustrating complete thoughts while incorporating the vocabulary terms for this lesson. Remind students to include examples and specific details in their answers.
4. Note: The summative assessment will serve as independent practice for this particular lesson.
5. Project the learning goal scale again. Have students gauge their understanding on the scale again, this time where do they feel their understanding is relative to the
learning goal, did their understanding increase? Have a discussion about how their understanding has increased or hasn't increased, and where they still might be
needing support.
Formative Assessment
1. Project the attached formative assessment onto the screen/board. Read Newton's third law of motion (law found below the picture) aloud. Ask the students to think
about the meaning of the law and how it relates to the picture.
2. Ask students the following question:
"Given your previous knowledge of Newton's first and second laws of motion, what can you gather about Newton's third law of motion based solely on this picture?"
3. Give students a couple of minutes to gather their thoughts and take notes in their science notebooks. Have a few students share their answers. Discuss the student's
responses as a class, allowing the students to add information.
4. Project the attached learning goal scale. Have students gauge their understanding on the scale, where do they feel their understanding is relative to the learning
goal? (This will assist you in making leveled/multi-leveled groups.)
Newton's Third Law of Motion Formative Assessment
Student Learning Goal Scale
Feedback to Students
The teacher will provide feedback to the students throughout the lesson by asking probing questions to guide students in understanding the concepts of the lesson.
Questions such as these can be used to assist students:
How have you been able to move an object?
In what ways could you make a wagon move?
Explain what would happen if you kicked a ball.
Also as the teacher circulates around the classroom, the teacher will provide feedback individually as student's complete independent practice.
Project the learning goal scale again. Have students gauge their understanding on the scale again, this time where do they feel their understanding is relative to the
learning goal, did their understanding increase? Have a discussion about how their understanding has increased or hasn't increased, and where they still might be
needing support.
ACCOMMODATIONS & RECOMMENDATIONS
page 3 of 4 Accommodations:
Concrete:
Enhance vocabulary review by providing examples (pictures, physical, verbal).
Print out vocabulary terms (as needed by individual student).
Print out the assessments rather than projecting (as needed by individual student).
Abstract:
Students may provide a list of examples where Newton's third law of motion is being represented.
Students may illustrate examples of Newton's third law of motion and label their illustrations.
Extensions:
Balloon Racers: This lab further explores Newton's third law of motion. Once students have performed the lab, have them write down their observations in their
science notebooks.
This link shows another take on the balloon racer and transitions into discussions on
As a review/extension for all three lessons the teacher can work through this review whole group. Read the question, allow students to answer and click the red
answer link to view the answer.
After conducting the review the teacher can further challenge students by using the quiz whole group.
Quiz
Quiz Answers
Suggested Technology: Computer for Presenter, Internet Connection, Speakers/Headphones
Special Materials Needed:
Science notebooks
Student Learning Goal Scale
Newton's Third Law Vocabulary
Formative Assessment attachment
Summative Assessment attachment
At least one film canister
At least 6 effervescent tablets
water
a beaker or clear cup/jar
an outdoor space
Additional Information/Instructions
By Author/Submitter
These lessons would be best utilized as introductions to studying Newton's 3 Laws of Motion. These lessons effectively engage students in each of the laws, but to deepen
students understanding the teacher is encouraged to provide more opportunities to investigate each law with hands-on exploration.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.5.P.13.4:
LAFS.5.RI.2.4:
Description
Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing
force is being applied by something in the environment so that the forces are balanced.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5
topic or subject area.
page 4 of 4