Science · Year 1

Active learning ideas

Introduction to Friction: Slowing Things Down

Active exploration helps Year 1 students grasp friction as a real, observable force. When children push toys across different surfaces and feel resistance, they connect abstract concepts to their own movements and experiences, building lasting understanding through touch and movement.

• ACARA Content Descriptions
• AC9S1U04

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Friction Surfaces

Prepare four stations with toy cars and surfaces: smooth paper, fabric, sandpaper, plastic. Groups release cars from a set height on each, measure travel distance with rulers, and note which slows fastest. Rotate every 10 minutes and share findings.

Explain how friction helps to stop a rolling ball.

Facilitation Tip

During Station Rotation: Friction Surfaces, place identical toys on each surface and have students predict which one will travel farthest before stopping.

What to look for

Give students a picture of a toy car rolling down a ramp onto three different surfaces: carpet, tile, and grass. Ask them to draw an arrow showing which surface will make the car stop the fastest and write one sentence explaining why.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Plan-Do-Review
• 30 min · Pairs

Pairs: Ramp Roll-Off

Partners build adjustable ramps using books and boards covered in different materials. Release marbles from the same height, measure stopping points, and adjust angle to test speed effects. Discuss why rougher surfaces stop rolls quicker.

Compare the force needed to stop a fast-moving object versus a slow-moving one.

Facilitation Tip

For Pairs: Ramp Roll-Off, remind students to keep the ramp angle the same for every test to ensure fair comparisons.

What to look for

Ask students to hold out one hand flat and rub it against their other hand. Then, ask them to rub their hands together very slowly. Ask: 'What do you feel? Is it harder or easier to rub them together slowly? This feeling is friction. It helps slow things down.'

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 25 min · Whole Class

Whole Class: Stop the Ball

Roll a ball across the floor at varying speeds. Class predicts and tries stopping it with hands, feet, or objects, timing distances. Chart results to compare fast versus slow rolls and vote on best safe method.

Design a way to stop a toy car quickly and safely.

Facilitation Tip

In Whole Class: Stop the Ball, ask students to stand in a circle and gently roll balls to each other, noticing how far they roll on each surface type.

What to look for

Present students with a scenario: 'Imagine you are riding a scooter and want to stop. What are two different things you could do to use friction to slow down?' Listen for ideas like dragging feet, using brakes, or turning the scooter to create more resistance.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 35 min · Individual

Individual: Safe Car Stop Design

Students draw or build a device using classroom materials to stop a toy car quickly and safely. Test designs on a track, note friction role, and present one pro and con.

Explain how friction helps to stop a rolling ball.

Facilitation Tip

During Individual: Safe Car Stop Design, provide small ramps and different materials so students can test and redesign their stopping systems.

What to look for

Give students a picture of a toy car rolling down a ramp onto three different surfaces: carpet, tile, and grass. Ask them to draw an arrow showing which surface will make the car stop the fastest and write one sentence explaining why.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teach friction by letting students feel the force first, then measure it. Begin with a quick hand-rubbing demo to introduce friction as a real sensation. Avoid over-explaining; let the activities reveal patterns naturally. Research shows that early science learning sticks best when students manipulate objects and talk about what they observe.

Students will describe how surface texture affects movement, measure distances traveled, and explain why objects stop. They should use terms like smooth, rough, slow, and fast when discussing their findings.

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Watch Out for These Misconceptions

• During Station Rotation: Friction Surfaces, watch for students who believe friction only happens on rough textures. Redirect by asking them to compare the smooth tile to the rough carpet and measure the distances traveled.

  Hold up the tile and carpet side by side. Ask students to push identical toys across each surface and note which one travels farther. Point out that even smooth surfaces create friction, just less of it.

• During Pairs: Ramp Roll-Off, watch for students who think faster objects experience less friction. Redirect by having them measure the distance each ball rolls after leaving the ramp.

  Ask students to roll the ball down the ramp at different starting points and record how far it travels on the same surface. Point out that the ball always slows down, even if it starts faster.

• During Whole Class: Stop the Ball, watch for students who believe objects stop on their own without friction. Redirect by comparing rolling on the floor to rolling on a slick surface like wax paper.

  Roll a ball across the classroom floor and then across a sheet of wax paper. Ask students to describe the difference in how far the ball rolls and why.

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Methods used in this brief

• Stations Rotation
• Plan-Do-Review