GROW · Science · Week 3B · Do
Friction: Test the Surfaces
🧭
Science mission
Surface Test Lab: can our evidence identify the grippiest surface?
Surface Test Lab: can our evidence identify the grippiest surface?
Visual model: use it to predict and explain — not as decoration.
Aut1·W3 — Explore friction and how it can be helpful or unhelpful.
🎯 Learning objective: I can compare friction on different surfaces and use observations as evidence.
✅ Success criteria
- I can make a prediction before testing.
- I can keep the object and release method consistent.
- I can use observations or measurements to support a conclusion.
ArrivalStarterI DoWe DoI Do 2We Do 2Independent evidenceExit + one Lundy close
v3 40-minute route · derived from current GROW lesson Science_Teesside/Grow/SCI_G_W3_Friction.html at main SHA 93d570041f4c · repository originals untouched.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space → Voice → Audience → Influence runs through the lesson; it is not an extra activity at the end.
⏱ 3 min
Arrival
Staff influence opener — SAY, don’t record: “Last lesson your evidence showed ___. Today we are starting by remembering ___.”
Retrieve the previous lesson: W3A — friction acts between touching surfaces, opposes sliding, and can be helpful or unhelpful. Rough, grippy surfaces make more friction than smooth ones.
Week 3 is the first taught week. R1 recalls last lesson. R2 and R3 have no earlier taught science to reach, so they ask what you already know. This is declared, not hidden.
Not here last lesson? Everything you need is in the box above — read it, then answer.
◆ Supported — three retrieval questions and one lead-in
R1 Last lesson
Point to a surface here where friction is high.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Last lesson you decided when friction helps. Give one place it helps.
R2 What you already know
Point or say: which slides further on a smooth floor, a sock or a rubber shoe?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Which would slide further on a smooth floor, a sock or a rubber shoe? Say why.
R3 What you already know
Show how you would make a toy car go further along the floor.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — How would you make a toy car travel further along the floor?
Lead-in Into today
We test surfaces today. Point to the one you think will grip most.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Today we test surfaces. Which surface will grip most, and how will we know?
▲ Standard — three retrieval questions and one lead-in
R1 Last lesson
Last lesson you decided when friction helps. Give one place it helps.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Last lesson you found friction can be a problem too. Give one place a designer would want less of it.
R2 What you already know
Which would slide further on a smooth floor, a sock or a rubber shoe? Say why.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Predict which slides further, then say what you would keep the same to be sure.
R3 What you already know
How would you make a toy car travel further along the floor?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — A toy car stops sooner than you expected. Name two things that could explain it.
Lead-in Into today
Today we test surfaces. Which surface will grip most, and how will we know?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Today we test surfaces. What would make our answer trustworthy to someone who was not here?
★ Stretch — three retrieval questions and one lead-in
R1 Last lesson
Last lesson you found friction can be a problem too. Give one place a designer would want less of it.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Point to a surface here where friction is high.
R2 What you already know
Predict which slides further, then say what you would keep the same to be sure.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Point or say: which slides further on a smooth floor, a sock or a rubber shoe?
R3 What you already know
A toy car stops sooner than you expected. Name two things that could explain it.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Show how you would make a toy car go further along the floor.
Lead-in Into today
Today we test surfaces. What would make our answer trustworthy to someone who was not here?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — We test surfaces today. Point to the one you think will grip most.
Rule: Arrival retrieves three times and then leads in. R1 is last lesson, R2 is the previous week, R3 is older material, and the lead-in opens today without teaching today’s concept.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Influence is made visible here: retrieve what the previous lesson actually showed before adding new Science.
⏱ 3 min
Starter👀 Notice❓ Wonder🎯 Predict🗣 Explain
🔍 Bridge into today
Which classroom surface will let the same block or trolley travel furthest? Commit your prediction before equipment comes out.
🎯 Commit to a prediction
Before we test: which surface will grip most?
Choose one. Say it, point to it, or press it.
Nothing here is right or wrong yet. Nothing is marked, scored or stored. A prediction still counts when it turns out differently. That is what makes the test worth running.
Frame 1 / 4
PREDICT
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 2 / 4
RELEASE THE SAME WAY
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 3 / 4
MEASURE
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 4 / 4
USE THE EVIDENCE
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Low prior knowledge is expected. Notice, choose, predict or ask a question. The scientific explanation comes next.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice first: low-entry prediction or noticing before today’s explanation is taught.
⏱ 4 min
I Do
🧠 Watch the thinking, not just the finished answer.
Teacher-controlled model: reveal the invisible Science as you narrate.
✔ What this model helps us seeIt lets you compare surfaces side by side when every surface gets the same release, so the surface is the only thing you changed.
✘ What this model does not showIt leaves out how evenly each surface was laid, the friction inside the wheels, and the air pushing back on the car.
Model one comparison: same object, same release point, same ramp or push method.
Change only the surface for this comparison. Say the prediction before the trial.
Measure from the same place each time. Keep the first result even if it surprises you.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space first: the model makes invisible thinking visible while support staff observe access and readiness.
⏱ 4 min
We Do
Commit before reveal: For a useful surface comparison, what should change?
Choose an answer. A first attempt is information, not a score.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice → Audience → Influence: everyone commits; the response decides re-model, recheck, adapt access or move on.
⏱ 3 min
I Do
🧠 Watch the thinking, not just the finished answer.
Model a simple results table with surface + distance/observation + unit.
Show an unexpected result. Record it first; do not delete it because it looks inconvenient.
Model the conclusion: name the result, then explain what it suggests about friction.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space first: the model makes invisible thinking visible while support staff observe access and readiness.
⏱ 4 min
We Do
Explore together: Use trial results
📏 Results interpreter
Use three example/group results. Nothing is saved when the page closes.
Enter distances, then decide which result suggests the most friction.
🔎 Surface Evidence Lab
A button-only route into the same comparison, for anyone who cannot enter the numbers. The results interpreter above still takes your own measurements.
Step 1 · Predict, before you test
Which surface will grip the most?
Choose one. Say it, point to it, or press it. Nothing here is right or wrong yet.
Step 2 · Test each one
Press one to see what it does.
Frozen results — these stay on the page
Nothing tested yet.
Step 3 · Explain
SCIENCE GLITCH: “One reading is enough to be sure.”
Use your frozen list as the evidence. Decide, then say why.
Every step is a button, and each option carries a shape and a word as well as its colour. Say it, point to it or have an adult press it — the route does not change the Science.
Enter results in the interactive lab above to build a visual comparison.
Talk move: “What changed? What stayed the same? What does that make you think?”
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice → Audience → Influence: everyone commits; the response decides re-model, recheck, adapt access or move on.
⏱ 15 min
Independent
✏️ Your independent product / decision
Surface investigation. Compare at least three safe surfaces. Use the same object. Use the same release method. Do this on every surface. Record the distance travelled. Or record another agreed measure. Keep that measure the same each time. Repeat a surface if time allows.
🧪 PRACTICAL READY · HANDS-ON WHERE IT HELPS LEARNING
EquipmentSmall trolley/block, ramp or fixed release method, three safe surfaces, metre rule/tape, results table, tray.
Safety / sensoryObjects travel away from people. Mark one release point. Recorder/director is a full participation role.
Evidence targetPrediction + results table + conclusion; photo only when paired with learner reasoning.
15 minutes. Supported / Standard / Stretch are routes, not identities. Pupils can move when the core is secure.
◆ Use the prepared table. Start at the marked release point. Let the object go. Record LONGER or SHORTER. Or record the measured distance.
Visual sequence: predict → release from mark → measure → record → repeat → conclude. Do one step at a time. Tick each step off. Conclusion stem: ‘___ produced the most friction because the object travelled ___ compared with ___.’
Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
▲ Record the measured distance in centimetres (cm). Which surface made the most friction? Write that down.
Conclusion stem: ‘___ produced the most friction because the object travelled ___ compared with ___.’ Fill each gap from your results.
Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
★ Repeat each surface. Check your repeats. Are they close? Then suggest one way to improve the method.
Evaluation prompt. You try to keep the method the same. What might still vary?
Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
Evidence can look different:
Results table with prediction still visiblePhoto of setup + pupil’s own conclusionScribed conclusion alongside pupil-generated resultsDigital results capture approved by staff
A photo on its own is not proof. Add what the pupil decided, explained, found or judged.
1 · Pupil decisionPrediction, choice, plan or question.
2 · Observable ScienceAction, model, product, result or re-attempt.
3 · Pupil meaningExplanation, evaluation or next step.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
The pupil authors a product/decision; adult support fades and evidence shows thinking, not attendance.
📖 WORD HELP
evidencewhat you found out, written down
observationwhat you saw, recorded carefully
repeatdoing it again the same way
Use the scientific word first. Ask for help only when you need it. TA fade route: model the word. Then prompt for it. Then wait for it. Drop a step as soon as the pupil no longer needs it.
⏱ 4 min
Exit
◆ Supported
Which tested surface produced the most friction?
▲ Standard
Use one result to justify which surface produced most friction.
★ Stretch
Explain one limitation of your investigation and how you would improve it.
🔁 GROW Lundy close — ONE line only.
1) Pupil answers the Science question. 2) Adult genuinely receives it and gives one next step. 3) Pupil writes: “Next I will ______.”
No adult signature, initial or second receipt mark. If nothing needs changing, the next step can be transfer to a new example or greater independence.
✍ GROW written close — the pupil writes this line
“What I said, and what it changed:”
No adult initial is required. The adult is audience for this line, not verifier. There is no signature, initial, tick or receipt mark. The line closes when it is written and received.
If writing is hard: say it, and an adult writes down your exact words. Or point to what changed and say it aloud. Or draw it and give it one spoken caption. Or record it in the school’s own workflow. The line always stays. The route changes how you answer, not the Science.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the exit response, gives one next step, and the pupil writes one closure line. No signature.