• Quick retrieval from earlier learning (Faster objects have more energy). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which has the most energy of motion? (the same cyclist riding slowly / the same cyclist standing still / a parked bike / a cyclist riding fast downhill) → a cyclist riding fast downhillPrompt: Same cyclist, different speeds.
2. True or false? Speed has nothing to do with energy. (True / False) → FalsePrompt: Compare the same object at different speeds.
3. Why do roads near schools have low speed limits? (Slow cars use more fuel. / Speed does not change a car's energy. / Slower cars have less energy, so they stop more quickly and cause less harm if they crash. / Fast cars are quieter.) → Slower cars have less energy, so they stop more quickly and cause less harm if they crash.Prompt: How does speed affect the energy a car carries?

• Wind up a toy or stretch an elastic band and ask where the energy goes.
• Share the objective: Where does the energy go when things collide?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Two toy cars crash. You hear a bang and the bumpers get slightly warm. Where did some of the motion energy go?
• Step 1: In a collision, motion energy is transferred to sound, heat and the motion of the other object.
• Step 2: So the answer is: into sound and heat
• Answer: into sound and heat
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. A moving snooker ball hits a still one head-on. The first stops and the second rolls away. What happened to the energy? (It went back into the cue. / It was transferred from the first ball to the second. / The second ball made new energy. / It vanished.) → It was transferred from the first ball to the second.Prompt: The first ball stopped; the second started moving.
2. Which energy transfer does this example mainly show: the thud of a football on a wall? (sound / heat / motion of another object) → soundPrompt: Do you hear it, feel it warm up, or see something else start moving?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. True or false? Energy is destroyed in a crash. (True / False) → FalsePrompt: Energy is never lost or made. Where does it go?
2. Why do cars have crumple zones that squash in a crash? (To make more noise. / To make the car lighter. / Squashing the car's front takes in energy so less reaches the passengers. / To speed the car up.) → Squashing the car's front takes in energy so less reaches the passengers.Prompt: Where does the energy go when metal bends?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.