• Quick retrieval from earlier learning (Energy stores and transfers). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which energy store is most important here: a battery? (elastic potential (stretch or squash) / kinetic (movement) / chemical / thermal (heat)) → chemicalPrompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
2. A ball is dropped. Which energy store decreases as it falls? (kinetic / nuclear / elastic / gravitational potential) → gravitational potentialPrompt: It is getting lower.
3. Which of these mainly has a elastic potential (stretch or squash) energy store? (a stretched rubber band / a rolling football / a flying aeroplane (airplane) / lava from a volcano) → a stretched rubber bandPrompt: Think about what each object is doing.

• Wind up a toy or stretch an elastic band and ask where the energy goes.
• Share the objective: Faster objects have more energy. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why does a fast-moving football hurt more to stop than a slow one?
• Step 1: The faster an object moves, the more kinetic (motion) energy it has.
• Step 2: So the answer is: It has more energy of motion to transfer to your hands.
• Answer: It has more energy of motion to transfer to your hands.
• 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 do roads near schools have low speed limits? (Speed does not change a car's energy. / Fast cars are quieter. / Slower cars have less energy, so they stop more quickly and cause less harm if they crash. / Slow cars use more fuel.) → 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?
2. True or false? The faster an object moves, the more energy it has. (True / False) → TruePrompt: Compare the same object at different speeds.

• 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 slow ball has more energy than the same ball moving fast. (True / False) → FalsePrompt: Compare the same object at different speeds.
2. Why do roads near schools have low speed limits? (Slow cars use more fuel. / Speed does not change a car's energy. / Fast cars are quieter. / Slower cars have less energy, so they stop more quickly and cause less harm if they crash.) → 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?

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