• 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? (a cyclist riding fast downhill / the same cyclist standing still / the same cyclist riding slowly / a parked bike) → 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 does a fast-moving football hurt more to stop than a slow one? (Fast balls are hotter. / It has more energy of motion to transfer to your hands. / Slow balls have no energy. / It is heavier when it moves fast.) → It has more energy of motion to transfer to your hands.Prompt: What changes when the ball speeds up?

• 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. Why does a bouncing ball bounce a little lower each time? (Gravity gets stronger. / The floor gets taller. / The ball gets heavier. / Each bounce transfers some energy into sound and heat.) → Each bounce transfers some energy into sound and heat.Prompt: Listen to each bounce.
2. Which energy transfer does this example mainly show: a hammer and nail getting warm after hammering? (sound / heat / motion of another object) → heatPrompt: 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? A collision can only change an object's speed, never its direction. (True / False) → FalsePrompt: Energy is never lost or made. Where does it go?
2. Which energy transfer does this example mainly show: a striker kicking a still ball? (sound / heat / motion of another object) → motion of another objectPrompt: Do you hear it, feel it warm up, or see something else start moving?

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