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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

When things bump into each other

Forces and motion

CCSS NGSS.K-PS2-1CCSS NGSS.K-PS2-2England: EYFS Understanding the World: The natural world

Objective and success criteria

Students will: When things bump into each other.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Harder and gentler pushes: how far and how fast?

Leads to: the next skill in this area.

Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Harder and gentler pushes: how far and how fast?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Mia gives a marble a gentle push and then a hard push on the same floor. Which push makes it go further? (the gentle push / the hard push / they are the same) → the hard pushPrompt: Which push is bigger?
  2. True or false? A pull cannot make something move faster. (True / False) → FalsePrompt: Think about a swing, a ball and a heavy box.
  3. Mia gives a ball a gentle push and then a hard push on the same floor. Which push makes it go faster? (the gentle push / the hard push / they are the same) → the hard pushPrompt: Which push is bigger?

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: When things bump into each other. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Why do bumper cars have thick rubber all around them?
  • Step 1: Rubber squashes and makes each bump gentler.
  • Step 2: So the answer is: to soften the bumps when they crash into each other
  • Answer: to soften the bumps when they crash into each other
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • 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 fast toy car and a slow toy car each hit a block. Which moves the block further? (both move it the same / the slow car / the fast car / neither moves it) → the fast carPrompt: Which car hits harder?
  2. True or false? Helmets protect your head if you bump into something. (True / False) → TruePrompt: Picture balls, cars and pins bumping.

You do: independent practice · 7 min

  • 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.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. True or false? A slow ball knocks down more pins than a fast ball. (True / False) → FalsePrompt: Picture balls, cars and pins bumping.
  2. A fast toy car and a slow toy car each hit a block. Which moves the block further? (the fast car / neither moves it / the slow car / both move it the same) → the fast carPrompt: Which car hits harder?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Harder and gentler pushes: how far and how fast?.
  • Use concrete materials: force meters.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

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

Free lesson plan from eurekami.com/lesson-plan-builder

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When things bump into each other

Name

Date

Score/ 6

  1. Question 1

    True or false? Things can only move when a person touches them.

    • A. True
    • B. False

  2. Question 2

    A marble rolled down ramps of different heights and hit a paper cup. The chart shows how far the cup moved (cm). How much further did the cup move with the high ramp than with the low ramp?

    Cup moved (cm)0123456784low ramp7middle ramp8high ramp

    Answercm

  3. Question 3

    Why do bumper cars have thick rubber all around them?

    • A. to make them go faster
    • B. to make them quieter
    • C. to make them heavier
    • D. to soften the bumps when they crash into each other

  4. Question 4

    True or false? A slow ball knocks down more pins than a fast ball.

    • A. True
    • B. False

  5. Question 5

    A marble rolled down ramps of different heights and hit a paper cup. The chart shows how far the cup moved (cm). Which ramp gave the hardest hit?

    Cup moved (cm)012345673low ramp6middle ramp7high ramp
    • A. low ramp
    • B. middle ramp
    • C. high ramp

  6. Question 6

    A big heavy ball and a small light ball roll at the same speed into a box. Which pushes the box more?

    • A. they push it the same
    • B. neither touches it
    • C. the light ball
    • D. the heavy ball

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Answer key: When things bump into each other

  1. 1. B. False

  2. 2. 4 cm

  3. 3. D. to soften the bumps when they crash into each other

  4. 4. B. False

  5. 5. C. high ramp

  6. 6. D. the heavy ball