All lessons › The Rolling Race › Lesson 1
Australian primary science · Years 3–4 · Lesson 1 of 1
The Rolling Race
Inquiry question: Which surface slowed a model car the most?
Marked no materials needed
Analysing a supplied case file
What students learn
Compare repeated distance results and explain how contact affects rolling.
Success criteria
- I can read the supplied evidence accurately.
- I can support an explanation using two details.
- I can identify a claim that goes beyond the evidence.
Preparation and materials
Before this lesson: Recall that contact forces can affect moving objects. Two trials are better evidence than one.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Predict the surface that would slow the car most.
- Copy both results per surface with centimetre units.
- Choose a surface for the 90–120 cm stopping zone using both trials; reject another using its distances.
- Explain one possible role of friction or rolling resistance.
- Swap design choices and identify what another trial or a different car might change.
Teacher modelling prompt
Compare both tile measurements (150 and 145 cm) rather than picking only one. Explain why repeat results can vary even in the same model.
Record and explain evidence
Recording question: Which surface slowed a model car the most?
| Surface | Both trials (cm) | Fits the zone? Why? |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim is more strongly supported? Quote evidence and explain why.
Provided example or reference data
Simulated car roll distances after one equal ramp
| Surface | Trial 1 | Trial 2 |
|---|---|---|
| Smooth tile | 150 cm | 145 cm |
| Rubber mat | 115 cm | 112 cm |
| Carpet | 75 cm | 82 cm |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What is friction?
Explain with evidence: Which surface had the shortest distances?
Apply the idea: A new car rolls 125 cm on rubber. Does that erase the old results? What would you check?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.