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

What did the force do? Start, stop, turn or squash

Forces and motion

CCSS NGSS.K-PS2-1England: EYFS Understanding the World: The natural worldEngland: KS2 Y3 Forces and magnets

Objective and success criteria

Students will: What did the force do? Start, stop, turn or squash.

  • 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: Pushes and pulls

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 (Pushes and pulls). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a push or a pull: opening a drawer? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. A rolling ball hits a wall. What does the push from the wall do? (It makes the ball heavier / It makes the ball bigger / Nothing / It changes the ball's direction) → It changes the ball's directionPrompt: Which way does the ball go after it hits the wall?
  3. Pushes and pulls: which statement is true? (A gentle push makes a ball go faster than a hard push. / Opening a drawer is a push. / Things can start moving all by themselves with no force. / A force can stop a moving object.) → A force can stop a moving object.Prompt: What can a force do to an object?

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: What did the force do? Start, stop, turn or squash. 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: What does the force do here: a ball bouncing off a wall?
  • Step 1: The object kept moving but went a different way.
  • Step 2: So the answer is: changes its direction
  • Answer: changes its direction
  • 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. What does the force do here: squeezing modelling clay? (starts it moving / stops it / changes its direction / changes its shape) → changes its shapePrompt: Was the object still or moving before the force?
  2. In which of these does the force do this: changes its shape? (squeezing modelling clay / hitting a tennis ball back over the net / a ball bouncing off a wall / kicking a ball that was sitting still) → squeezing modelling clayPrompt: Picture each action happening.

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. What does the force do here: hitting a tennis ball back over the net? (starts it moving / stops it / changes its direction / changes its shape) → changes its directionPrompt: Was the object still or moving before the force?
  2. In which of these does the force do this: changes its shape? (squeezing modelling clay / a wall stopping a rolling toy / pulling a sledge (sled) that was resting in the snow / heading a football) → squeezing modelling clayPrompt: Picture each action happening.

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: Pushes and pulls.
  • 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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What did the force do? Start, stop, turn or squash

Name

Date

Score/ 6

  1. Question 1

    A cyclist squeezes the brakes. What does the force do?

    • A. changes the bike's shape
    • B. lifts the bike up
    • C. slows the bike down and stops it
    • D. makes the bike go faster

  2. Question 2

    In which of these does the force do this: stops it?

    • A. squeezing modelling clay
    • B. a goalkeeper catching a ball
    • C. kicking a ball that was sitting still
    • D. pushing a toy car off the starting line

  3. Question 3

    What does the force do here: a goalkeeper catching a ball?

    • A. starts it moving
    • B. stops it
    • C. changes its direction
    • D. changes its shape

  4. Question 4

    What does the force do here: a wall stopping a rolling toy?

    • A. starts it moving
    • B. stops it
    • C. changes its direction
    • D. changes its shape

  5. Question 5

    You press your thumb into a soft ball of dough. What changes?

    • A. its smell
    • B. its shape
    • C. nothing at all
    • D. its colour

  6. Question 6

    In which of these does the force do this: changes its direction?

    • A. a wall stopping a rolling toy
    • B. stretching an elastic band
    • C. kicking a ball that was sitting still
    • D. hitting a tennis ball back over the net

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Answer key: What did the force do? Start, stop, turn or squash

  1. 1. C. slows the bike down and stops it

  2. 2. B. a goalkeeper catching a ball

  3. 3. B. stops it

  4. 4. B. stops it

  5. 5. B. its shape

  6. 6. D. hitting a tennis ball back over the net